Volume 05 - Issue 02

April 2017

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Effect of Strategy Teaching For the Solution of Ratio Problems on Students' Proportional Reasoning Skills

Ceylan Şen Gürsel Güler
Pages: 1-15

This study was carried out to determine the effect of the teaching of different problem-solving strategies on students' proportional reasoning skills in the solution of problems involving the ratio state in the 6th-grade math class of secondary school. A quasi-experimental research design with the pretest-posttest control group was used in the research. While the teaching of ratio problems was provided to the students in the experimental group (n = 16) by using problem-solving strategies for the duration of eight course hours, no strategy teaching was performed in the solution of ratio problems outside the program which had already being applied in the control group (n = 16). In the study, as a data collection tool, the "Proportional Reasoning Test" which was developed by the researchers was applied to the experimental and control groups as pretest and posttest. Furthermore, homework consisting of ratio problems was used to observe the students’ development within the process. The quantitative data obtained were analyzed by calculating with the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. As a result of the research, it was determined that the teaching of problem-solving strategy in the solution of problems involving ratio state positively affected the proportional reasoning skills of the students in the experimental group.

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Examination of Mathematics Teachers’ Pedagogical Content Knowledge of Probability

Şahin Danişman Dilek Tanışlı
Pages: 16-34

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the participants were three secondary school mathematics teachers. Data collected via observations and semi-structured interviews were analyzed using a deductive approach. Findings indicate that the PCK of these secondary school mathematics teachers about probability is insufficient; furthermore, teachers’ beliefs were the most important factors impacting their PCK. In addition, one of the results is that professional experience has a partial effect on PCK.

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Gifted Education in the Enabling Sciences with a Particular Emphases on Chemistry

Mohammad A. Chowdhury
Pages: 35-48

The article provides syntheses and critical analyses of literature, creative insights, fruitful information, reflections on gifted education perspectives, and discusses the pertinent issues related to enabling sciences, with a particular focus on chemistry. The misconceptions among the gifted students, and a range of pedagogical approaches to resolve students’ misconceptions in the sciences are discussed. The article emphasised on the development of psychosocial skills that enables the students to gain success and eminence as it is the ultimate goal of giftedness and gifted education. The implications of cultural issues on the development of students’ psychosocial skills are described. The mental rotation and spatial ability that significantly affect the students in their developments of expertise and gain success in the sciences, are illustrated. The implicated issues surround the development of students’ mental rotation and spatial ability are presented. The interrelationship between the mental rotation/spatial ability and the development of knowledge/skills in the sciences are discussed.

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Science Teachers’ Utilisation of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria

Oyelekan Oloyede Solomon Igbokwe Emoyoke Faith Olorundare Adekunle Solomon
Pages: 49-65

Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students’ academic performance when utilised. Hence, this study was aimed at examining science teachers’ utilisation of innovative teaching strategies in teaching senior school science subjects in Ilorin, Nigeria. A sample of two hundred and fifty six (256) science teachers were selected from secondary schools in Ilorin East, South and West Local Government Areas using stratified random sampling technique. Data was obtained using a researcher-designed questionnaire known as the Innovative Teaching Strategies Questionnaire (ITSQ) which has a reliability index of 0.91 Cronbach alpha. Results showed that out of the thirty six (36) selected innovative teaching strategies, most science teachers frequently used only two (2), while the rest were rarely used. The results also showed no significant difference in science teachers’ level of utilisation of the innovative teaching strategies based on experience and qualifications. It was recommended among others that science teachers avail themselves of the opportunities provided by these innovative strategies in improving the performance of their students

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The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers

Avni YILDIZ
Pages: 66-81

Students’ high-level thinking skills such as critical thinking have been developed thanks to the use of technology. When analyzed the researches, this research will be original, and it will provide significant contributions to the literature. This research aims to explore the factors affecting the techno-pedagogical competencies and critical thinking skills of preservice mathematics teachers and to reveal the relation between their critical thinking skills and techno-pedagogical competencies. At that point, this research is remarkable for presenting an idea about raising more qualified mathematics teachers. This study was designed as descriptive study. The research group of this study hosts a total of 552 preservice elementary mathematics teachers. The research has employed two data collection tools: "TPACK Self-Efficacy Scale" and "Critical Thinking Scale". The research data were analyzed by using Statistical Package for Social Science (SPSS) 21.0. The research results reveal that the technopedagogical skills and critical thinking abilities of preservice mathematics teachers are midlevel. On the other hand, there is a significant relation between the preservice mathematics teachers’ critical thinking abilities and technopedagogical competencies.

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The Mathematics Values in Classroom Inventory: Development and Initial Validation

Ruzela Tapsir Nik Azis Nik Pa
Pages: 82-90

Value has been identified as an essential aspect towards the quality in mathematics education at various levels of the system, institutional, curriculum, education management, and classroom interactions. However, few studies were focused on values, its development, measurement, and impact in education as compared to other affective aspects such as beliefs, motivation, perceptions, and attitude. In addition, most studies dealt with values developed in Western education setting where the spiritual domain was not considered. This paper detailed the instrument development processes including analysis, design, development, and evaluation phases. Content validity of the 36-item instrument was enhanced by a focus group and panels of experts’ reviews. Construct validity was investigated using reliability measures, item analysis, principal analysis of residuals, rating scale functioning, confirmatory factor analysis, and first order factor analysis. The inventory, three sub-constructs, nine dimensions, and the 36 items have high Cronbach alpha values. Confirmatory factor analysis did not fully support the hypothesised conceptual framework with three sub-constructs and nine dimensions. Suggestions on how to further improve the instrument validity were proposed. The instrument which was theoretically based on faith and belief in God, was the pioneer and significant to the future investigations on values development in mathematics education.

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The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science

Didem İnel-Ekici
Pages: 91-106

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research. During the implementation process, pre-service primary teachers used Edmodo to share activities they had designed that centred on the scientific concepts taught in primary science education programmes. They also shared their diary entries that outlined their experiences and views after they had practised their activities in a real classroom. 58 pre-service primary teachers participated in the study. The author developed a questionnaire and it included one closed-ended and six open-ended questions; the questionnaire was used as the data collection tool. The pre-service primary teachers used Edmodo for 12 weeks. Descriptive and content analysis methods were used to analyse the data obtained from the study. The results obtained from the data analysis showed that pre-service primary teachers generally had positive views about the use of Edmodo in teacher education programmes. Most pre-service primary teachers stated that Edmodo provides the possibility of sharing knowledge, experiences and views. However, some pre-service teachers stated that Edmodo has some limitations; for example, the fact that it requires the user to have internet access. As a result, it can be said that Edmodo can be used to create an online community of practice in teacher education programmes.

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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

April 2017

Editor in chief