Volume 03 - Issue 03

July 2015

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Accountability : A Watchword for University Administration in Nigeria

Abayomi Olumade Sofoluwe David Jimoh Kayode Rhoda Olape Oduwaiye Michael Olarewaju Ogundele
Pages: 1-12

organizations. In the educational setting, the term is seen as liability to one’s accomplishment in the educational system. The ever increasing needs of the universities and the dwindling resources available to them have forced university management and other stakeholders seek innovative ways of ensuring survival of their universities. This can be achieved through proper accountability of the education goals, programs and productivity measurement. This article begins with a brief overview of the state of Nigerian university education, university management, concept of accountability and processes of accountability. The issues raised include those on goals, accountability and parameters for academic excellence in the system. The article concludes with some suggestions for improving accountability in Nigerian universities.

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Higher Order Thinking Skills Among Secondary School Students in Science Learning

Gulistan Mohammed Saido Saedah Siraj Abu Bakar Bin Nordin Omed Saadallah Al_Amedy
Pages: 13-20

A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students’ higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students’ higher order thinking skills level. The higher order thinking level test (HOTLT) was developed based on the Bloom Taxonomy of cognitive domain and consisted of 20 multiple-choice questions. The test was distributed to a randomly chosen sample comprising 418 7th grade students in the Iraqi-Kurdistan region. The overall findings revealed that the majority of the 7th grade students were at lower level of thinking skills (LOTL) n = 278 (79.7%). More male students were at lower level than female students. However, there was no significant difference between students’ level of higher order thinking skills and their gender (p > 0.05). Based on the results of students’ level of higher order thinking skills, the study provided evidence that almost all students needs to improve their higher order thinking skills especially the synthesis and evaluation skills required for improving students’ creativity in science.

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Investigating Predictive Role of 2x2 Achievement Goal Orientations on Learning Strategies with Structral Equation Modeling

Mehraneh Soltaninejad
Pages: 21-30

The purpose of this study is to examine the relationships between achievement goal orientations and Learning Strategies. The sample of study consists of 350 public high school students (135 males and 215 females, mean age: 17

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Measuring Explicit and Implicit Knowledge: a Psychometric Study in SLA

Mandana Rohollahzadeh Ebadi Nabeel Abedalaziz Mohd Rashid Mohd Saad
Pages: 31-39

Lack of valid means of measuring explicit and implicit knowledge in acquisition of second language is a concern issue in investigations of explicit and implicit learning. This paper endeavors to validate the use of four tests (i.e., Untimed Judgment Grammatical Test, UJGT; Test of Metalinguistic Knowledge, TMK; Elicited Oral Imitation Test, EOIT; and Time pressured Judgment Grammatical Test, TJGT) from a set of instruments introduced by Ellis (2005) to measure explicit and implicit knowledge of ESL learners. The result of Principal Component Analysis shows the UJGT and TMK loaded on the first factor (i.e., explicit knowledge) and the EOIT and TJGT loaded on the second factor (i.e., implicit knowledge) when a two factor solution was imposed. The study also shows that second language students respond in a different way to ungrammatical and grammatical sentences in the UJGT. Hence, Pearson Product Moment Coefficient tests have been conducted amid the ungrammatical and grammatical sentences in the UJGT and other instruments. The outcome suggests that in the case of UJGT ungrammatical sentences would provide a superior measurement of explicit knowledge.

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The Knowledge of Teaching – Pedagogical Content Knowledge (PCK)

Chien Lee Shing Rohaida Mohd. Saat Siow Heng Loke
Pages: 40-55

Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80’s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the ‘what’ and ‘how’ of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by the scholars in the United States in their effort to elevate teaching to the professional status similar to that of doctor, lawyer and engineer. As PCK is the knowledge of teaching, this concept paper presents an overview on definitions of teaching, indicators and knowledge bases required in good teaching. This paper also presents the conceptions and models of PCK, the processes (PRA Model) involved in the growth and development of PCK of teachers and the importance of PCK.

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The Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences. In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.