Factors Affecting Vocational Goal Setting: A Study on Vocational High School Students
Tanju DEMİR Çiğdem AYANOĞLU Ömer Faruk VURALPages: 1-9
In this study, it is aimed to determine the factors that are effective in determining the vocational goals of the students studying at vocational high schools. For this purpose, the study was carried out with 15 students studying at vocational high schools by using case study design, one of the qualitative research methods. The data were obtained through the semi-structured interview form created by the researcher, and the descriptive analysis method was used in the analysis of the data. It has been found that families and friends influence students by supporting them, teachers influence them through counseling, and other people around them influence through validating the professions they choose. In addition, it is another research result that the vocational courses available at the school are effective in choosing a profession. The result that gender is not an effective factor in determining professional goals is one of the important results of the study. It was determined that the students chose the profession they aimed for because they were interested, they believed they would do it fondly, they thought they were talented in their chosen profession and they believed they would be successful.
View it in PDFThe Effect of Using Educational Drama on Developing Speaking Skill of the Sixth Graders in the English Language
Ahmad Issa Altweissi Razan Yaseen MaaytahPages: 10-21
For the purpose of study, drama lessons were implemented through a selected unit of the English textbook for an experimental group of the sixth grade, compared with teaching the same units by employing the conventional teaching method for the control group. The study uses the quasi- excremental approach to collect data via a designed oral pre-test and post-test consisted of (13) questions, and students’ attitude questionnaire consisted of (35) items distributed over four main domains. The study sample includes (70) students divided into two groups; experimental and control consists of (35) students for each. The results of the study revealed that the application of drama teaching method had positively influenced English language speaking outcomes. In addition, the results showed that the use of drama activities technologies opens the opportunity to support English language speaking skills with advantages over conventional teaching patterns. Moreover, results of the study confirmed that the students developing a positive attitude when adopting dram classes and can improve their students’ performance. Finally, the study recommended developing and including the dram activities in teaching English speaking and other English learning skills.
View it in PDFWork-based learning: A learning strategy in support of the Myanmar education framework
Naw NawPages: 22-31
In Myanmar, the main issue of educational field is disjunction of classroom lectures and industrial practices. The students never know how to apply their theoretical skills in real workplaces. Based on this issue, this paper proposed a toolkit called Work-Based Learning (WBL) for Myanmar students. In 2017, our university, University of Technology (Yatanarpon Cyber City), UTYCC, introduced WBL toolkit to facilitators and students. Facilitators used WBL continuum step by step to train the students who utilized these steps inside or outside of the classroom. The university defined rules and regulations relating with WBL activities such as credit combination to final result, holding curriculum revise and review meeting by inviting industries, project shows by connection with industrial needs. After running WBL activities for three years, there are many handout forms for facilitators, learners and industries which are used in this paper in analyzing toolkit’s results. This paper discusses about those analytical results of applying WBL toolkit in university level consist of facilitators, students and industries in details.
View it in PDFComparative Analysis of Number Correct and Item Pattern Scoring Methods for Waec and Neco Chemistry Items Among Senior Secondary Students in Osun State
Temitope Babatimehin Adamu Chidubem Deborah Adeoye Oluseyi PeterPages: 32-39
The study determined the unidimensionality using Item Response Theory (IRT) also compared the number correct and item pattern scoring methods of Senior School Certificate Examination (SSCE) examinee estimated scores from WAEC and NECO chemistry items in Osun State, Nigeria. This is with the view of providing empirical explanation on the appropriateness of decisions made statistically from examinee scores using classical test and item response theory approaches. The study adopted a descriptive survey design. A sample of 1,105 students was randomly selected from a population of 36,182 students who sat for the 2017/2018 SSCE chemistry paper 1 in Osun State. An adopted version of June/July 2015 NECO (Type 1) and May/June 2015 WAEC (Type 2) SSCE Chemistry (Objective) Paper 1 titled Chemistry Achievement Test (CAT) were utilized for data collection. Data collected were analyzed using STEU implemented in DIMTEST mean, standard deviation, paired sampled t-test, MIRT and equate IRT packages of R language. The results showed that the traits measured by the two groups of items were significantly different from one another (multidimensionality). Also, results showed that IRT (item pattern) scoring method has significant effect on the examinees scores in WCI (t = 13.06, p < 0.05) and NCI (t = 7.667, p < 0.05) than CTT (number correct) scoring method. In conclusion, the study established that there is no statistical equivalence between IRT (item pattern) and CTT (number correct) scoring method on WAEC and NECO chemistry items in Osun State.
View it in PDFPsychological Variables among Physics Students in Senior Secondary Schools in Osun State, Nigeria
Thomas Ajibade AdebisiPages: 40-48
The study investigated levels of psychological variables of academic stress, anxiety and self-efficacy among physics students in senior secondary schools in Osun State, Nigeria. It further examined differences in psychological variables of academic stress, anxiety and self-efficacy between male and female Physics students towards learning of Physics. A descriptive survey research design was employed. A sample of 400 Physics students from 20 senior secondary II (SS2) selected through multi-stage sampling procedure was used for the study. A researcher- designed and validated questionnaire was administered to the respondents. Mean and standard deviation were used to answer the research question while the null hypothesis was tested at 0.05 level of significance, using t-test. The findings indicated that physics students had moderate level of academic stress, anxiety and self-efficacy. However, there were no significant differences between males’ and females’ psychological variables of academic stress, anxiety and self-efficacy in the learning of physics in senior secondary schools in the study area. Consequently, it was recommended that Physics teachers should try as much as possible to reduce academic stress and anxiety and enhance academic self-efficacy by carrying out formative assessment frequently to discover the challenged and emotional students for further help and girls’ fear should be allayed though encouragement. Besides, the teaching of Physics should be done interestingly
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