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American Journal of Applied Psychology

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ISSN (Online): 2333-4738

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Article

Can I Solve the Problem?A Program Trail on Problem Solving Skill

1Department of Education Science, Education of Faculty, Erzincan University, Yalnızbağ Campus, Erzincan, Turkey


American Journal of Applied Psychology. 2016, 4(1), 1-10
doi: 10.12691/ajap-4-1-1
Copyright © 2016 Science and Education Publishing

Cite this paper:
Yener ÖZEN. Can I Solve the Problem?A Program Trail on Problem Solving Skill. American Journal of Applied Psychology. 2016; 4(1):1-10. doi: 10.12691/ajap-4-1-1.

Correspondence to: Yener  ÖZEN, Department of Education Science, Education of Faculty, Erzincan University, Yalnızbağ Campus, Erzincan, Turkey. Email: yenerozen@erzincan. edu.tr

Abstract

In this study the effectiveness of a guidance program prepared to improve the problem solving skill, which is an important part of development in many areas, from academic life to daily life, is investigated. The research is a model of pre-test and post-test experiment with control group. The sample of this study is 20 students selected from 9. grade students of Erzincan Anatolian Vocational School for Trade and Commerce High School. Problem Solving Inventory which was adapted to Turkish by Şahin, Şahin and Heppner [37] was used in this study. To analyze the data, Non-Parametric Mann Whitney U and Non-Parametric Wilcoxon Signed Rank Test were used. According to the result of this study, it is found that significant difference in problem solving skills of students who attended the trainingprogram by the side of students not attending the program.

Keywords

References

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Article

An Investigation into the Influence of Adler-Based Training Approach to the Improvement of Social Problem-Solving Skills and the Reduction of Impulsiveness in Students with Mathematics Disorder

1Department of Educational Psychology, Tabriz University, Iran


American Journal of Applied Psychology. 2016, 4(1), 11-16
doi: 10.12691/ajap-4-1-2
Copyright © 2016 Science and Education Publishing

Cite this paper:
Mojtaba Ashouri, Shahram Vahedi, Tooraj Hashemi. An Investigation into the Influence of Adler-Based Training Approach to the Improvement of Social Problem-Solving Skills and the Reduction of Impulsiveness in Students with Mathematics Disorder. American Journal of Applied Psychology. 2016; 4(1):11-16. doi: 10.12691/ajap-4-1-2.

Correspondence to: Mojtaba  Ashouri, Department of Educational Psychology, Tabriz University, Iran. Email: Ashouri_M@tabrizu.ac.ir

Abstract

The aim of this study was to investigate the Adler-based approach to the improvement of social problem-solving skills and the reduction of impulsiveness in students with mathematics disorder. This study is an experimental one including a pretest and a posttest on the control group. The study population included the male students afflicted with mathematics disorder in the city of Zanjan, Iran in the school year 2012-2013. The participants were 40 parents whose children had mathematics disorder. They were selected randomly among the parents of children in 7 junior high schools and they were put in the experimental and control groups (15 people in each group). In order to collect the data two questionnaires were used namely social problem-solving and impulsiveness questionnaires. The results of covariance analysis (MANCOVA) showed that Adler-based approach to parents’ training had impact on reducing the impulsiveness and the improvement of social problem-solving skills (p<.01). It reduced the impulsiveness and improved the social problem-solving skills of students with mathematics disorder. We conclude that Adler-based therapy is an effective method in the improvement of the behavioral sings of students with mathematics disorder and it is necessary to examine its difference in other variables which are related to students afflicted with mathematics disorder.

Keywords

References

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Article

Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices

1Department of Educational Psychology, University of Eldoret, Eldoret City

2Department of Curriculum Instruction and Educational Media, Moi University, Eldoret City


American Journal of Applied Psychology. 2016, 4(1), 17-22
doi: 10.12691/ajap-4-1-3
Copyright © 2016 Science and Education Publishing

Cite this paper:
Lilian C. Kimaiyo, Kisilu .M. Kitainge, Jackson Too. Influence of Trainee Teacher Philosophy about Teaching and Learning on Integration of Computer Technology into Future Teaching Practices. American Journal of Applied Psychology. 2016; 4(1):17-22. doi: 10.12691/ajap-4-1-3.

Correspondence to: Lilian  C. Kimaiyo, Department of Educational Psychology, University of Eldoret, Eldoret City. Email: lilianchemutai2014@gmail.com

Abstract

The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.

Keywords

References

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