iosr-JRME   Volume-9 ~ Issue-6 ~ Nov. - Dec .2019

Abstract: The study investigated the effect of cues and prompts instructional scaffolding on secondary school students' retention of chemistry concepts. Two research questions were raised to guide the study and three hypotheses which were tested at 0.05 level of significance. The study adopted pretest post-test non-equivalent control group quasi-experimental design. The population of the study was 2,530 SS2 chemistry students. The sample for the study was 120 SS2 students. Chemistry Achievement Test (CAT) validated by experts from the Department of Science Education and Education Foundation and one experienced chemistry teacher in Onitsha was used for data collection. The reliability of CAT was established using Kuder Richardson 20 (KR-20) which yielded reliability coefficient of 0.70. Data collected were used to answer the research questions using mean while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The finding of the study showed that there was significant difference in the mean achievement scores of students taught chemistry using cues and prompts instructional scaffolding.....

Keywords: Scaffolding, cues, task prompts, retention, titration

[1]. Alabi, O. A. (2014). Effect of activity based teaching strategy on students' achievement of secondary school students' in chemistry. Journal of Education and Policy Review, 6(2), 119-130.
[2]. Copriady, J. (2015). Pratical implementation of practical chemistry among secondary school teachers.Asian Journal of Scientific Research, 8, 22-40.
[3]. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
[4]. Opara, F. &Waswa, P. (2013).Enhancing students' achievement in chemistry through the Piagetian model: The learning cycle.International Journal for Cross-Disciplinary Subjects in Education, 4(4),1270-1278.
[5]. Shane, A. (2013). Cues prompt objectives skill training. Retrieved from http://www.authorstream.com/Presentation/shanealan-313855-cues-prompts-objectives-skills-training-2-education-ppt-powerpoint/

Abstract: Learning social science (IPS) has not fully integrated the concept of sustainability or supports it in its learning material. Learning Model Development of Social Studies Learning must be held to foster an attitude of caring for the environment in students and also supervise the integration of synergies between the mastery of environmental-based social studies material. So the purpose of this study was to identify students' environmental competencies in social studies subjects in junior high school as a first step in developing an environmental learning model. The type of research used is Research & Development (R&D) which aims to design environmental learning models in junior high schools. The development of this learning model refers to five model development namely......

Keywords: environment, learning models, Learning social science (IPS)

[1]. Akers, Ronald. 2017. Social Learning and Social Structure: A General Theory of Crime and Deviance. Routledge.
[2]. Antolín-López, Raquel, Javier Delgado-Ceballos, and Ivan Montiel. 2016. "Deconstructing Corporate Sustainability: A Comparison of Different Stakeholder Metrics." Journal of Cleaner Production 136:5–17.
[3]. Bachtiar, Suhaedir, Siti Zubaidah, Aloysius Duran Corebima, and Sri Endah Indriwati. 2018. "The Spiritual and Social Attitudes of Students towards Integrated Problem Based Learning Models." Issues in Educational Research 28(2):254.
[4]. Ernst, Julie, Nathaniel Blood, and Thomas Beery. 2017. "Environmental Action and Student Environmental Leaders: Exploring the Influence of Environmental Attitudes, Locus of Control, and Sense of Personal Responsibility." Environmental Education Research 23(2):149–75.
[5]. Fortuin, K. P. J. and C. S. A. Van Koppen. 2016. "Teaching and Learning Reflexive Skills in Inter-and Transdisciplinary Research: A Framework and Its Application in Environmental Science Education." Environmental Education Research 22(5):697–716.

Abstract: The aim of this research was to find out whether there was a statistically significant differenceof students' reading comprehension ability between introvert and extrovert students who are taught using Jigsaw strategy and what aspect of reading improves better. This research was quantitative. The subjects are 32 students of the IX grade of MTsN I Kalianda, Lampung Selatan.The researcher used one group pretest posttest and the data is analyzed by paired sample T-test and to identify the students' personality, the researcher used questionnaire that adapted from the Eysenck Personality Questionnaire. Two sets of reading tests were used as the research instrument. The result of the test value obtained was t tes = 8.151 > t table = 2.021 for N = 32 and with level significance p < 0.05 and sig. 2 tailed 0.023. It means that introvert and extrovert students have a slight significant effect on reading comprehension ability. The aspect of reading that got better is identifying details information. Jigsaw technique is beneficial to improve students' reading comprehension ability especially for introvert students.

Keywords: Extrovert and Introvert, Jigsaw Strategy, Reading Comprehension

[1]. Ali, D.A., & Bano, D.(2012). Personality types and Reading: A Correlational Study.
[2]. Alhaidari, M. S. (2006). The effectiveness of using cooperative learning to promote reading comprehension, vocabulary, and fluency achievement scores of male fourth, and fifth-grade students in a Saudi Arabian school (Unpublished Doctoral Dissertation). Pennsylvania State University
[3]. Almanza,T. (1997). The effect of the D.R.T.A. and cooperative learning strategies on readingcomprehension (Unpublished M.ADissertation). Kean College of New Jersey
[4]. Aronson, E, & Patnoe, S. 1978. The jigsaw class: building cooperation in the classroom (2nd ed.). NewYork: Addison Wesley Longman.
[5]. Asl, Z.G., Davaribina, M., & Abdi, R. (2015). The effect of Cooperative Learning on Improving Reading Comprehension on EFL Learners. The Iranian EFL Journal.April 2015.Vol.11..

Abstract: The importance of reflection was frequently noted in the literature. Reflective competence was regarded by many educators as an essential characteristic for professional education. Activities to promote reflection were limited because of the misunderstanding about reflection's definition and the complicated model of reflection. We, therefore, designed a literature review to clarify the definition and model of reflection. Our aim of this paper was to construct situation to stimulate Vietnamese students' reflection.

[1]. Boud, D. K., R. & Walker, D. (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
[2]. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath and Company.
[3]. Dewey, J. (1993 ). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath & Co.
[4]. Hatton, N. a. S., D. (1995). Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 1(1), 33-49.
[5]. Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advanced in Health Science Education, 14, 26. doi: 10.1007/s10459-007-9090-2

Abstract: This paper evaluated the teacher education programme (PGDE) of National Teachers` Institution in South West Nigeria. Descriptiveresearch of the survey design was adopted. The population for the study comprised of all programme staff, stakeholders in Education and 1,673 students on 2015/2016 session in South West. The sample consisted of 860 participants which wereselected from the states using multistage sampling technique. An evaluation question was raised and an inventory to collect the data, which was analyzed descriptively using coefficient of discrepancy. The study showed that there were discrepancies between the target standard and the actual performance of some variable investigated. It is therefore, recommended that NTI should improve on their adherence of admitting student for PGDE programme. More so, board of governing council of the institution should be more committed to the programme to ensure that the standards are met. NTI award committee, the management, the board of studies should be more committed to improve the performances of the programme to ensure quality education. NTI should include an inbuilt evaluation procedure to the programme to ensure quality

[1]. National Teachers' Institute (2015). Advance and post graduate Diploma in Education by distance learning system. Student handbook, Kaduna: NTI Press News tower newspaper April 26, 2012.
[2]. Jamil, A. (2011). The Discrepancy Evaluation Model (DEM). Journer Construction Education (Summer), 3(2), 64-66.
[3]. Olayanju, O. J. (2014). Historical analysis of the implementation of teacher education policy in Nigeria (1896-2013). International Journer of Special and General Education, 3, 131-154.

Abstract: It is a widely held view that higher education is an institution with a strategic role and position in achieving macro educational goals that needs to make continuous improvement and attains quality human resources. Without involving the human element, it is impossible to move forward and direct towards goals. The importance of organizational culture in higher educational institutions implies the main role of the institutions to change the mindset of conventional ones with new insights that emphasizes the creation of higher education with quality culture. Mindset change is needed for the institutions or universities that follow changes, which is oriented to creating a more dynamic, productive and competitive organizational culture. Merchant Marine Polytechnic of Makassar or known as Politeknik Ilmu Pelayaran Makassar (PIP Makassar) which further abbreviated as its Indonesian abbreviation term, PIP Makassar, is a higher educational institution that educates students or cadets with certain............

Keywords: Organizational Culture; Learning Motivation; Cadets

[1]. Amstrong, Michael. (2010). Menjadi Manajer yang lebih baik lagi, Binarupa Aksara, Jakarta.
[2]. Cravens. (2008). Strategic Marketing. Texas Christian University, Richard E. Irwin Inc.
[3]. Herzberg. (2009). Teori Dua Faktor. http://repository.ipb.ac.id. diakses tanggal 19/07. 2018.
[4]. Davis, Keith & Newstrom, John W. (1985). Human Bahavior at Work: Organizational Behavior. Mc Graw-Hill, Inc.
[5]. Flippo, Edwin, B. (2008). Manajemen Personalia. Alih Bahasa Moh. Masud. 6th Ed. Jakarta: Erlangga.

Abstract: The purpose of this study was to determine the evaluation of learning outcomes Engineering Drawing and Design between cadets of Input SMA and SMK Input Method Small Group Programs Technical in PIP Semarang. The results of this study it can be concluded that there are differences in the evaluation of learning outcomes between drawing and designing machines SMA Cadets input and input from SMK with a small group of subjects Technical method in PIP Semarang. The average value for the experimental group 1 (input from SMA) is 74.2, while the average value for the experimental group 2 (input from SMK) is 76.7. This means learning outcomes experimental group 2 was better than the experimental group 1. But overall learning outcomes Youth in drawing and designing the engine is increased......

Keyword: EducationalEconomy, Investation, Evaluation

[1]. Arikunto, 1999. Manajemen Pengajaran Secara Manusiawi. RinekaCipta
[2]. Romizowski, 1981. Desingning Instructional System. Decession Making in Course. Planning and Curriculum Design. New York: Nocolas Publishing.
[3]. Snellbecker, 1984. Learning Theory, Instructional Theory, and Psychologi Educational Design. New York: Mc-Graw Hill Bork Company.
[4]. Tubbs, 1992. A System Approach to Small Group Interaction. New York: McGraw-Hill, Inc.
[5]. Tulus, Tu'u, 2004. Peran Disiplin pada Perilaku dan Prestasi Siswa. Jakarta: Grasindo.

Abstract: Education sector in Kenya continues to face quality crisis with little significant changes in learning outcomes. Uwezo reports that majority of the children in Kenyan pre-primary schools cannot fluently read comprehensions in any of the languages, whether first, second or third. The purpose of this study was to investigate the effect of teacher-child ratio on reading skills achievement among pre-primary school children in Wote, Makueni County. The study employed Social Interactionist Theory exemplified by Vygotsky. The study employed a descriptive research design targeting 110 pre-primary schools in Wote. Simple random sampling was used to select the schools while purposive sampling design was used to select the pre-primary teachers. The study employed 30% to get a sampled of 33 pre-primary schools in Wote Sub-county. Pre-primary schools teachers were represented by 10% of the 66 in each school since the number was quite large for observation. Questionnaires and observation.....

Key words: Teacher-child ration, reading achievement, preprimary children

[1]. Ajani, I. R., & Akinyele, O. B. (2014). Effects of Student-Teacher Ratio on Academic Achievement of Selected Secondary School Students in Port Harcourt Metropolis, Nigeria. Journal of Education and Practice, 5(24); 100-107
[2]. Creswell, J. W. (2003). Research design, Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA; Sage. [3]. Department of Education Research Brief. (2015). Effective pre-primary, primary and secondary education project (EPPSE 3-16+) Early Childhood Education. Kenya Institute of Education Syllabus
[4]. IPAR (2008). Radical Reform for Kenya's Education Sector: Implementing
[5]. Kornfeld, M (2012). The effects of class size on student academic achievement in a rural state. (Unpublished thesis University of Vermont), pg1-100.

Abstract: This article examines the use of politeness strategies and cooperative principles in Mr. Peabody and Sherman movie. It aims at giving a description on the use of politeness strategies and cooperative principle in this movie. The movie is the source of data as well. The data are collected by note taking technique andthen analysedback in the form transcription orthographies.After analysing the data, the researcher finds the use ofpoliteness principle in the movie script. They are utterances of the use of politeness strategiescovering the kinds of maxim in cooperative principles. Findings reveal thatthat therewere four kinds of strategies used by the characters in the Mr. Peabody and Sherman movie. They performed bald on-record strategy, positive politeness, negative politeness and off recordstrategy. Moreover the findings also showed that the factors influencingn politeness strategy were social status, age, intimacy, and solidarity. There werealso some violation of the cooperative principles of conversation

[1]. Brown, P & Levinson, S. C., (1987). Politeness: Some Universals of Language Use,Cambridge University Press, Cambridge.
[2]. Grundy, P. (1995). Doing pragmatics. London: Edward Arnold.
[3]. Leech, Geoffrey. (1983). Principles of Pragmatics. New York: Longman Group Limited.
[4]. Levinson, Stephen C. (1983). Pragmatics. Cambridge: Cambridge University Press.
[5]. Thomas, Jenny. (1995). Meaning in Interaction: an Introduction to Pragmatics. London andNew York: Longman

Abstract: Outcome based education (OBE) in engineering education. It is an approach of education that clearly identifies its intended final product – students' competencies by determining the final curriculum outcome - a head of planning the framework of the curriculum. The unambiguous outcome is used to plan the curriculum, monitor its implementation, evaluate it and assess student's achievement. The present paper is review of the origin, advantages, disadvantages, pitfalls and guidelines in implementation of outcome-based education. It is an attempt to provide a comprehensive coverage of a very popular current trend in engineering education

[1]. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. UK: Open University Press.
[2]. Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: David McKay Company. Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1, 1–11.
[3]. Bolander, K., Josephson, A., Mann, S., et al. (2006). Teachers promoting expertise in medical education: Understanding the role of the core curriculum. Quality in Higher Education, 12, 41–55

Abstract: The aim of this research is to measure the readability level of Aksara and Budaya Lampung textbooks. To measure readability, the author used two readability formulas, namely Fry graph and Raygor graph. In this book, the authors took all the discourse to measure the level of readability. Using Fry graphs, 72% of discourse was not appropriate. Whereas measurements with raygor charts showed that 57% did not match the level of the readers. This difference was caused by linguistic factors. Compared with the number of sentences, the vocabulary used was still too easy for this level.

[1] Dubay, William H. 2004. The Principles of Readability. Costa Mesa: United States.
[2] Hardjasujana, Ahmad S. dan Yeti Mulyati. 1996. Membaca 2. Jakarta: Depdikbud.
[3] Klare, George R. (1974). Assessing Radability. Reading Research Quarterly, Number 1.p.62-99.
[4] KN, Yasa, dkk.2013. "Kecermatan Formula Flesch, Fog Index, Grafik Fry, Smog, d an BI sebagaiPenentuKeefektifanTeksBerbahasa Indonesia". E-Journal Program PascasarjanaUniversitasPendidikanGanesha, Vol. 2.
[5] Muchlisoh. 1996. PendidikanBahasa Indonesia 3. Jakarta: Depdikbud.

Abstract: One of many factors that cause difficulty in developing primary school students' speaking skill is their low or uneven participation. Indeed, young learners need both to participate in communication and to build up knowledge and skills for speaking performance. Accordingly, Cooperative Learning activities have been proved to be an effective teaching strategy to the primary students. By the nature of an exploratory study, this current study aimed at investigating the primary English teachers' pedagogical beliefs and classroom practices of implementing these activities to develop the fifth graders' English oral productions. The study was conducted at the eight public primary schools in Ho Chi Minh City, Vietnam with the sample of 35 teachers. Data were collected through the two instruments of a 29-item questionnaire, a 9-question semi-structured interview. The findings of the study indicated that although the participants believed in the effects of Cooperative Learning activities in the development of their students' EFL oral skills in terms of learning psychology and language performance, they were reluctant to implement these activities, which was ultimately found by the extent, the principles and the types of Cooperative Learning activities employed in reality

Keywords: Cooperative Learning activities; Speaking; Pedagogical beliefs; Classroom practices

[1]. Adams, F. H. (2013). Using jigsaw technique as an effective way of promoting co-operative learning among primary six pupils in Fijai. International Journal of Education and Practice, 1(6), 64-74.
[2]. Alimi, B. (2015). Enhancing students' speaking skill through cooperative group work technique (Unpublished doctoral thesis). Algeria: University of Biskra Repository.
[3]. Atma, S. (2010). Raising leaners' level of English fluency through classroom participation (Unpublished master's thesis). Algeria: Mentouri University.[4]. Attamimi, R. A. (2014). Effectiveness of Cooperative Learning in enhancing speaking skills and attitudes towards learning English. International Journal of Linguistics, 6(4), 27-45.
[5]. Cameron, L. (2001). Teaching language to young learners. Cambridge: Cambridge University Press.

Abstract: Developing Metacognition Assessmen Instrument in Solving Word Problem of Cube and Cuboid for Primary School.One of the objectives in mathematics learning is problem solving. Concerning problem solving, metacognition is a method to improve problem solving skill. However, a number of teachers were unable to assess using metacognition in order to improve problem solving. Therefore, this research aimed to create a metacognition assessment instruments in solving cube and cuboid word problems, which could help both teachers and students assess their metacognition knowledge and hence experience problem solvig skill improvement. This was a five-phase Plomp model of development research which started by initial investigation phase, design phase, realization phase, test, evaluation and revision phase, and implementation phase. Interviews, questionnaire and documentation......

Keywords: Instrument, metacognition comprehension, problem solving

[1]. Bulu, V.R. (2015). Kesulitan Metakognisi dalam memecahkan masalah matematika pada materi peluang ditinjau dari tipe kepribadian Tipologi Hippocrates Galenus kelas XI SMA Negeri I Soe. Jurnal Elektronik Pembelajaran Matematika. 3(9), 970 – 984.
[2]. Danoebroto, W. S. (2008). "Meningkatkan Kemampuan Pemecahan Masalah Melalui Pendekatan PMRI dan Pelatihan Metakognitif".Jurnal Penelitian dan Evaluasi Pendidikan.11(1). 73 – 87.
[3]. Flavell. (1979). Metacognition and Cognitive Monitoring : A New Area Of Cognitive, Development Inquiry. American Psychologist, Stanford University. 34. (10), 906 – 911.
[4]. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston: NCTM.
[5]. Nazir,M., Madlazim, Sanjaya, I.G.M. (2016). Pengembangan Instrumen Metakognisi untuk Mengukur Metakognisi Pengetahuan Siswa Sehubungan dengan Konsep Pernyataan Fisika.Prosiding Seminar Nasional II Biologi, Sains, Lingkungan dan Pembelajaran. Universitas Mulawarman.