Volume 05 - Issue 01

January 2017

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Conceptions Of The Nature Of Science Held By Undergraduate Pre-Service Biology Teachers In South-West Nigeria

A. O Adedoyin G Bello
Pages: 1-10

This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised all undergraduate pre-service biology teachers in Nigerian universities. Stratified random sampling technique was used to select ninety nine (99) undergraduate pre-service biology teachers from three universities in South–West, Nigeria. The nature of science questionnaire (NoSQ) was used to collect data. Results revealed that pre-service undergraduate teachers’ gender did not influence their conceptions. It was recommended that biology teacher educators should equip the pre-service undergraduate biology teachers with meta-cognitive tools such as Study Technology to enable them to learn for meaningful understanding.

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Differential Item Functioning Analysis of High-Stakes Test in Terms of Gender: A Rasch Model Approach

Mohammad Alavi Soodeh Bordbar
Pages: 10-24

Differential Item Functioning (DIF) analysis is a key element in evaluating educational test fairness and validity. One of the frequently cited sources of construct-irrelevant variance is gender which has an important role in the university entrance exam; therefore, it causes bias and consequently undermines test validity. The present study aims at investigating the presence of DIF in terms of gender in a high stakes language proficiency test in Iran, the National University Entrance Exam for Foreign Languages (NUEEFL). The participants’ responses (N = 5000) were selected randomly from a pool of examinees who had taken the NUEEFL in 2015. The results displayed DIF between male and female test takers. Hence, on the basis of the findings, it is concluded that the NUEEFL test scores are not free of construct-irrelevant variance and the overall fairness of the test is not confirmed. Also, both Rasch assumptions (i.e., unidimensionality and local independence) are hold in the present research.

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Effectiveness Of Blended Learning And E-Learning Modes Of Instruction On The Performance Of Undergraduates In Kwara State, Nigeria

Amosa Isiaka GAMBARI, Ahmed Tajudeen SHITTU Olufunmilola, O. OGUNLADE Olourotimi Rufus OSUNLADE
Pages: 25-36

This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three groups, two experimental (blended learning, and E-learning) and a control group (traditional teaching method). Educational Materials and Methods Performance Test (EMPT) was used for data collection from 30 students that formed the sample for the study. The reliability coefficient of 0.71 was obtained from Kuder-Richardson (KR-20) formula. The Analysis of Covariance (ANCOVA) and Scheffe post hoc test were used to test the hypotheses. Findings of this study showed that: (i) there was significant difference in the performance of the three groups in favour of Experimental group 1 (Blended learning), (ii) there was no significant difference in the performance of male and female undergraduates taught with blended learning, (iii) similarly, no significant difference was found in the performance of male and female undergraduates exposed to e-learning mode of instruction. This implies that performance of undergraduates was enhanced when they are exposed to blended learning mode of instruction. Based on the findings, it was recommended that university lecturers should be encouraged to adopt blended learning for teach their students. Also, government and appropriate university authorities should support and encourage the usage of blended learning in Nigerian universities

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The Effect of School Bureaucracy on the Relationship between Principals’ Leadership Practices and Teacher Commitment in Malaysia Secondary Schools

Hong Kean Teoh Sathiamoorthy Kannan Yan Piaw Chua
Pages: 37-55

The main aim of this research paper was to ascertain the relationship between principal leadership practices and teacher commitment. The study was conducted using quantitative survey questionnaire to 384 secondary school teachers, ranging from band 1 to band 6 in Malaysia using multi stage stratified cluster random sampling. This study was using SPSS nonparametric analysis and Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data. The study found that teacher commitment was high, especially in commitment in teaching work. The study also identified three significant predictors of principal leadership practices that could enhanced teacher commitment. Findings from this study can be used to tailor for the pre-service and in-service professional leadership programs for school principals. Principal leadership practices such as continuous improvement of instruction, cooperation and collaboration and school climate that impacting teacher commitment should be given more emphases in those programs. School bureaucracy, though it is highly centralized, was another matter of important with regard to teacher commitment

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The Effect of Time on Difficulty of Learning (The Case of Problem Solving with Natural Numbers)

Deniz Kaya Cenk Keşan
Pages: 56-74

difficulty of "solving problems that require making four operations with natural numbers" of the sixth grade students. The study, adopting the scanning model, consisted of a total of 140 students, including 69 female and 71 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning group consisting of 140 students was behind the value that is closest to the full learning level by a score of 0.011. While the female students reached the lower limit of 0.989 specified for the full learning level in a period of 2.55 course hours, the male students reached this limit in 2.87 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.1 course hours, the female students in 5.65 course hours, and the male students in 6.71 course hours. In addition to this, the data obtained showed that learning difficulties belonging to the learning groups decreased as the space below the curve of time and learning amount decreased. As a result of the study, it was recommended that it is possible to determine the closest course hours for the full learning level for each of the gains included in all levels of education and all teaching programs.

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The Relationship Between Problematic Internet Use, Alexithymia, Dissociative Experiences And Self-Esteem In University Students

Murat Iskender Mustafa Koç Neslihan Arici Naciye Güven
Pages: 75-87

The main purpose of this study is to determine the time-dependent learning difficulty of "solving problems that require making four operations with natural numbers" of the sixth grade students. The study, adopting the scanning model, consisted of a total of 140 students, including 69 female and 71 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning group consisting of 140 students was behind the value that is closest to the full learning level by a score of 0.011. While the female students reached the lower limit of 0.989 specified for the full learning level in a period of 2.55 course hours, the male students reached this limit in 2.87 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.1 course hours, the female students in 5.65 course hours, and the male students in 6.71 course hours. In addition to this, the data obtained showed that learning difficulties belonging to the learning groups decreased as the space below the curve of time and learning amount decreased. As a result of the study, it was recommended that it is possible to determine the closest course hours for the full learning level for each of the gains included in all levels of education and all teaching programs.

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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.

 

Professor Datuk Dr. Sufean Hussin, University of Malaya, Malaysia

January 2017

Editor in chief