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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Editor-in-Chief: Freddie W. Litton

Website: http://www.sciepub.com/journal/EDUCATION

Google-based Impact Factor: 1.27   Citations

Article

Scoring on Multiple-Choice Test and Achievement Motivation on Geography Learning Outcomes

1Universitas Negeri Jakarta, Jl. Rawamangun Muka, Rawamangun, Jakarta


American Journal of Educational Research. 2016, 4(15), 1068-1071
doi: 10.12691/education-4-15-3
Copyright © 2016 Science and Education Publishing

Cite this paper:
Risa Syukrinda, Wardani Rahayu. Scoring on Multiple-Choice Test and Achievement Motivation on Geography Learning Outcomes. American Journal of Educational Research. 2016; 4(15):1068-1071. doi: 10.12691/education-4-15-3.

Correspondence to: Wardani  Rahayu, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Rawamangun, Jakarta. Email: wardani.rahayu@unj.ac.id

Abstract

This research aims to determine the effect of scoring on multiple-choice test and achievement motivation on geography learning outcomes. The research used an experimental method with treatment by level 3 x 2 design. Scoring on a multiple choice test is as treatment, achievement motivation is as variable of attributes and geography learning outcomes are as the dependent variable. Research sample consists of students of class XI-IIS 3 SMA N 30 Jakarta, students of class XI-IIS 1 SMA N 77 Jakarta and students of class XI-IIS 1 SMA N 05 Jakarta determined by cluster random sampling with 72 respondents (students). Analysis technique used a two way anava to test the main effect and interaction effect. Based on the research results, reward score and punishment score are more effective in improving the student’s learning outcomes than the correct score. In giving a multiple-choice test, reward score and punishment score can be used as scoring prioritized, especially in students who have high achievement motivation, while correct score can be used as scoring prioritized, especially in students who have low achievement motivation.

Keywords

References

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Article

Educate and Philosophize at Yearbooks of EPENN’S Working Group 17 (WG17)

1Philosophy and Human Sciences Department, University of Southwestern Bahia, Vitória da Conquista-BA, Brazil


American Journal of Educational Research. 2016, 4(15), 1072-1077
doi: 10.12691/education-4-15-4
Copyright © 2016 Science and Education Publishing

Cite this paper:
Luiz Artur dos Santos Cestari. Educate and Philosophize at Yearbooks of EPENN’S Working Group 17 (WG17). American Journal of Educational Research. 2016; 4(15):1072-1077. doi: 10.12691/education-4-15-4.

Correspondence to: Luiz  Artur dos Santos Cestari, Philosophy and Human Sciences Department, University of Southwestern Bahia, Vitória da Conquista-BA, Brazil. Email: lacestari@hotmail.com

Abstract

This work originated from a literature review focused on research questions regarding philosophy of education in the Working Group 17 (WG17) annual report of the Educational Researchers Meeting of North and Northeast in Brazil (EPENN) held every two years at the universities of the North and Northeast of Brazil. Firstly, it will make an outline of themes to present an image of philosophy that relates more to education than an imposition to substantiate or think over education. Hence, philosophies appear connected to problems that came from education, schools or pedagogical situations. Afterwards, it will discuss two papers in which the authors present a philosophical rest on cultural experiences such as Brazilian afro-descendent and Amazon cabobla culture which attempts to create an alternative image of philosophy to discuss educational experiences beyond the wall of schools. Finally, it introduces the argument in favor to consider the WG17 as ‘events’ between education and philosophies, and suggest hypothetical paths to continue studies on philosophy of education.

Keywords

References

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Article

Effects of Phonological Awareness Training on the Reading Performance of Children with Dyslexic in Primary Schools in Maiduguri Metropolis, Borno State, Nigeria

1Department of Education, University of Maiduguri, P. M. B. 1069, Maiduguri, Borno State, Nigeria

2Department of Education, Ramat Polytechnic Maiduguri, Borno State, Nigeria


American Journal of Educational Research. 2016, 4(15), 1078-1085
doi: 10.12691/education-4-15-5
Copyright © 2016 Science and Education Publishing

Cite this paper:
Alice Kyauta Jauni Musa, Adamu Zharakahyel Balami. Effects of Phonological Awareness Training on the Reading Performance of Children with Dyslexic in Primary Schools in Maiduguri Metropolis, Borno State, Nigeria. American Journal of Educational Research. 2016; 4(15):1078-1085. doi: 10.12691/education-4-15-5.

Correspondence to: Alice  Kyauta Jauni Musa, Department of Education, University of Maiduguri, P. M. B. 1069, Maiduguri, Borno State, Nigeria. Email: akjmusa@yahoo.com, kyautajam@gmail.com

Abstract

The study determined the effects of training in phonological awareness skills on the reading performance of children with dyslexia in primary schools in Maiduguri Metropolis. Two hypotheses, which sought to determine the significant effects of phonological awareness training on reading performance of children with dyslexia and the significant effect of sex on the intervention guided the study. The design of the study is quasi-experiment. A sample of 15 (8 boys and 7 girls) primary two pupils, purposefully selected in a private school, participated in the study. Phonological Awareness Skills Test (PAST), with Cronbach Alpha Coefficient reliability of 0.87, was used to give intervention on four phonological awareness skills - word identification, word deletion, word blending and word rhyming for 8 weeks, while a reading passage (Cloze test) was used to determine the reading levels of the participants before and after the intervention. Simple percentage and t-test were used to analyze the data at 0.05 level of significance. The results revealed that the training in phonological awareness skills significantly improved the reading performance of the children with dyslexia. However, there is no significant effect of sex on the intervention. Universities and colleges of education should give students specializing in English Language training in handling dyslexia to enable them indentify children with dyslexia in their classes and attend to their needs in their teaching in view of the move towards inclusive education.

Keywords

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