@article {1565,
	title = {ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-486},
	abstract = {In recent times, the Kenyan education sector has experienced increased cases of students{\textquoteright} indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don{\textquoteright}t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory{\textquoteright}s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children{\textquoteright}s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term{\textquoteright}s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.},
	keywords = {academic outcomes, ace curriculum, comparative research, conventional schooling, homeschooling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.474},
	url = {https://oaji.net/articles/2022/457-1657803656.pdf},
	author = {Mwanyumba Tweni, F. and Lydia Wamocha and Pamela Buhere}
}
@article {1512,
	title = {EXAMINING EMPLOYMENT QUALITY AMONG FEMALE IMMIGRANT TRAINEES IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {993-1010},
	abstract = {This study examined a proposed model of employment quality among female immigrants after their participation in vocational training in Taiwan, drawing on the developmental-contextual model of career development. It simultaneously tested the relationship between the distal contextual variable (i.e., perceived Taiwanese attitudes toward immigrant women (PTAs)), proximal contextual variables (i.e., vocational training experiences (VTEs) and social support (SS)), the individual-level variable (i.e., self-perceived employability (SPE)), and employment quality (EQ) in the model. A questionnaire survey was conducted among 447 female immigrant trainees who had worked for over 6 months after vocational training in Taiwan. The results supported the proposed model based on the developmental-contextual approach, which explained 56.9\% of the variance in EQ. The results further revealed that PTAs positively affected SPE, VTEs and SS. In turn, VTEs and SS positively directly and indirectly affected EQ through their impacts on SPE, and SPE positively influenced EQ. The three most important factors that determined the EQ of immigrant women who participated in vocational training were VTEs, SPE, and PTAs.},
	keywords = {career development, employment quality, immigrant women, vocational training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.993},
	url = {http://oaji.net/articles/2021/457-1639554596.pdf},
	author = {Ya-Ling Wu}
}
@article {1372,
	title = {THE FLIPPED CLASSROOM: MEDIA HYPE OR EMPIRICALLY BASED EFFECTIVENESS?},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {312-332},
	abstract = {Few teaching concepts have received as much attention in recent years as the Flipped Classroom (FC). This is clearly linked to media attention on the concept, which is currently being intensified by the Corona pandemic. In this research, the media rise of the concept is explained and the discrepancy between popularity and empirically validated research results is clarified. While the literature basis for the FC has grown enormously over the last decade, reviews and initial meta-analyses have shown, through their filter criteria, that not many of studies can meet scientific standards. The comparison of individual studies is particularly difficult, because there is no uniformly accepted framework and no uniform definition of the concept. For this reason, one of the goals of this research was to give an overview of the variety of FC definitions, discuss its most controversial characteristics, and to provide the key elements for a definition of the FC. A comparison of selected studies and reviews shows an assessment of the effectiveness of the teaching concept. The findings shed light on potential problems and challenges, and provide directions for future research. },
	keywords = {active learning, digitalization of education, e-learning, flipped classroom},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.312 },
	url = {http://oaji.net/articles/2021/457-1617435140.pdf},
	author = {Lars-Frederik Wei{\ss} and Gunnar Friege}
}
@article {1336,
	title = {CONCEPTUAL SUBITIZING AND PRESCHOOL CLASS CHILDREN{\textquoteright}S LEARNING OF THE PART-PART-WHOLE RELATIONS OF NUMBER},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1038-1054},
	abstract = {Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children{\textquoteright}s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children{\textquoteright}s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children{\textquoteright}s knowledge development regarding part-part-whole relations of number. At the group level, the children{\textasciiacute}s results between  pre-and post-test showed an increase of 18.1 percent units and more  than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children{\textquoteright}s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions.},
	keywords = {collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1038},
	url = {http://oaji.net/articles/2020/457-1607330330.pdf},
	author = {Catarina Anna W{\"a}sterlid}
}
@article {1320,
	title = {DEVELOPMENT OF A CHILDREN QUESTIONNAIRE FOR MEASURING CHINESE CHARACTER LITERACY LEARNING SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {832-855},
	abstract = {There are limited reports about development of questionnaire to measure learning satisfaction among young children. In this research, guidelines were listed for developing a questionnaire that gauges Chinese Character Literacy Learning Satisfaction (CCLLS) among 8-year-old children. The research was undertaken based on the responses of 232 children from 11 Chinese national type primary schools (SJKC) of Kota Kinabalu, Sabah, Malaysia. The CCLLS questionnaire consists of 12 items developed through three dimensions of satisfaction, which are (1) Satisfaction towards Chinese characters writing, (2) Satisfaction towards Chinese characters recognizing, (3) Satisfaction towards the learning in classroom.  Rasch analysis was used to examine the item polarity. The result showed point measure correlation was within 0.47 {\textendash} 0.60. The items were also detected with the outfit mean square in the range of 0.76 {\textendash} 1.24, indicating CCLLS was fit to measure the children{\textquoteright}s learning satisfaction. The raw variance explained by measures (33.3\%), the unexplained variance in first contrast (9.1\%), with the eigenvalue (1.6\%) from the principal component analysis, suggested that CCLLS could be unidimensional. The internal consistency was considered very high with 0.81 in Cronbach{\textquoteright}s alpha (KR-20).  The result also showed CCLLS has very good item reliability (0.91) with good item separation index (3.23). The person reliability (0.77) was in satisfactory range with moderately good person separation index (1.81).  The findings indicated that CCLLS questionnaire could be a valid and reliable tool in measuring Chinese character literacy learning satisfaction among 8-year-old primary school children of SJKC.},
	keywords = {children questionnaire, Chinese Characters Literacy Learning Satisfaction, Rasch analysis, validity and reliability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.832},
	url = {http://oaji.net/articles/2020/457-1600952102.pdf},
	author = {Shiat Lu Wong and Nyet   Moi Siew and Chiow Thai Soon}
}
@article {1321,
	title = {THE EFFECT OF HORTICULTURAL PROGRAM WITH LIFE CONTEXTS ON THE COGNITIVE FUNCTION OF THE ELDERLY IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {856-872},
	abstract = {Based on the reminiscence therapy, the research aimed to develop the horticultural program with life contexts for the elderly in southern Taiwan, and to explore the effect on overall cognitive function of the elderly. The participants were 17 seniors in one community care center. The research adopted quasi-experimental research of one group pre-test and post-test design of time series, and data were collected by questionnaire surveys and semi-structured interviews. The objective of the program was to maintain cognitive function of the elderly. Twelve activities of the program were implemented once a week and 2 hours for each activity. The program included manual activity, group activity, and outdoor planting activity. The program content was based on farming experience of the elderly and integrated with diverse cognitive function trainings. It was found that the program showed immediate effect and two-week delay effect on promoting overall cognitive function of the elderly. Also, the elderly obtained new planting experience and their learning motivation was enhanced. Additionally, because of integrating with life contexts, the program was meaningful and encouraged the elderly to be engaged in the activities and recall the past. In the process, the elderly enjoyed the exchange of horticulture and life experience.},
	keywords = {cognitive function, horticultural program, quasi-experiment, the elderly},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.856},
	url = {http://oaji.net/articles/2020/457-1600952187.pdf},
	author = {Ya-Ling Wu and Shan-Ru Chao and Wei-Fang Tsai and Mei-Lun Chen}
}
@article {1277,
	title = {INDONESIAN STUDENTS{\textquoteright} ANXIETY TO WRITE IN ENGLISH AS A FOREIGN LANGUAGE ACROSS GENDER AND EDUCATIONAL LEVELS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {249-262},
	abstract = {This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students{\textquoteright} writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.},
	keywords = {foreign language (FL) learning, foreign language anxiety (FLA), Rasch model, writing anxiety},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.249},
	url = {http://oaji.net/articles/2020/457-1587022688.pdf},
	author = {Herri Mulyono and Anggi Rizky Liestyana and Silih Warni and Gunawan Suryoputro and Sri Kusuma Ningsih}
}
@article {1265,
	title = {MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {Febrary/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {80-101},
	abstract = {The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students{\textquoteright} real life. This research aimed to describe the growth of lower secondary school and upper secondary school students{\textquoteright} mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students{\textquoteright} ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students{\textquoteright} abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. },
	keywords = {domains based on PISA study, mathematics literacy proficiency development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.80},
	url = {http://oaji.net/articles/2020/457-1581494927.pdf},
	author = {Jailani Jailani and Heri Retnawati and Nidya F. Wulandari and Hasan Djidu}
}
@article {1242,
	title = {CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS{\textquoteright} WRITING PERFORMANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {650-666},
	abstract = {This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students{\textquoteright} writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students{\textquoteright} writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students{\textquoteright} writing performance in pre-test and posttest as well as the results of questionnaire on the students{\textquoteright} perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores.
The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback.
},
	keywords = {peer feedback, Schoology, students{\textquoteright} writing performance, teacher feedback},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.650},
	url = {http://oaji.net/articles/2019/457-1571679550.pdf},
	author = {Saiful and Wardani Dwi Wihastyanang and Gunadi Harry Sulistyo and Nur Mukminatien}
}
@article {1229,
	title = {THE DEVELOPMENT OF STUDENTS{\textquoteright} MATHEMATICAL LITERACY PROFICIENCY},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {502-514},
	abstract = {Improving the proficiency in mathematical literacy is one of the efforts to improve the human resources quality. Its development describes the students{\textquoteright} strengths and weaknesses to support the improvement. The research tried to describe the development of students{\textquoteright} proficiency in mathematical literacy, based on the school level and the students{\textquoteright} gender. The research was a cross-sectional developmental study. The population was all of students ranging between 13 and 16 years old in the Province of Yogyakarta Special Region, Indonesia. In the sample were 1,001 students in the 8th, 9th and 10th grade, determined to use the combination of stratified and the cluster random sampling technique. The data were collected using 30 items. The data analysis was conducted by estimating students{\textquoteright} ability through the item-response theory approach under the Rasch model and by using the parameters that had been adjusted to the international study item parameter under the concordance model for the linking score to interpret the students{\textquoteright} development. The research results showed that there has been improvement of literacy proficiency among the 8th, 9th and 10th grade students. The development would generate higher scores utilizing multiple choice test items. There was a tendency that the school level, gender, the form of items, content, context, and process literacy would influence the mathematical literacy score. The efforts for improving proficiency in mathematical literacy were discussed.},
	keywords = {ability development, cross-sectional developmental study, mathematical literacy, PISA released items},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.502},
	url = {http://oaji.net/articles/2019/457-1566969280.pdf},
	author = {Heri Retnawati and Nidya F. Wulandari}
}
@article {1151,
	title = {THE DIFFICULTIES OF HIGH SCHOOL STUDENTS IN SOLVING HIGHER-ORDER THINKING SKILLS PROBLEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-532},
	abstract = {International surveys, such as TIMSS and PISA, frequently put Indonesia in the low ranks. It is an indication that the higher-order thinking skills (HOTS) of students in Indonesia are still low.  This research aims to analyze students{\textquoteright} difficulties in solving problems that measure HOTS. This is a case study research with a qualitative approach. Participants studied were 93 high school students in grade XI. Data were collected using test instruments that measure HOTS, which was developed based on the standard contents of high school mathematics. The difficulties were analyzed descriptively by observing students{\textquoteright} errors in answering HOTS test items. Students{\textquoteright} errors were classified based on Newman{\textquoteright}s Error Procedure (NEP). The result shows that around 8.33\% of the students had difficulties in comprehension, 15.59\% in transformation, 32.53\% in process skills, and 1.34 \% in encoding. },
	keywords = {case study, HOTS problem in mathematics, Newman{\textquoteright}s error procedure, students{\textquoteright} difficulties},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.520},
	url = {http://oaji.net/articles/2017/457-1533495738.pdf},
	author = {Samsul Hadi and Heri Retnawati and Sudji Munadi and Ezi Apino and Nidya F. Wulandari}
}
@article {1107,
	title = {THE LEVEL OF PHYSICAL ACTIVITY OF CHILDREN IN KINDERGARTEN IN THE LIGHT OF SELECTED INDIVIDUAL FACTORS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {58-68},
	abstract = {Taking into account the psychophysical development of a young person, a child in particular, attention should be paid to forming certain habits related to physical activity, health, nutrition, hygiene, and aesthetics during the preschool period as such habits will be of utmost importance in his/ her adult life. Physical activity of children affects various health parameters both today and in the future. Specialists draw attention to the correlation between physical activity and the development of the musculoskeletal system, body posture, the nervous, respiratory and vegetative systems. The lack of physical activity may result in cardiovascular diseases or obesity. These are just some of the reasons for which people need physical activity in their lives. Bearing in mind the lack of research on this issue, it was decided to conduct research on the physical activity of children (210 students) aged 4-6 attending selected kindergartens located in the town of Bia{\l}a Podlaska, Poland. The level of physical activity of children was measured with the use of special devices, so called actigraph units (accelerometers in Polish). Due to a small size of this wrist-watch-like device, movements of children or their participation in games and different forms of activities in kindergarten were not hampered. On the basis of the collected data, statistical analysis was performed.  Non-parametric statistical tests were used in order to identify the relationship between variables of the physical activity level and sex, age and weight of a child. Data analysis revealed statistically significant differences between the level of physical activity and some personal characteristics. The research conclusions, which will be helpful in providing effective education in the field of physical activity, were made available to kindergartens. },
	keywords = {accelerometer, actigraph, kindergarten, physical activity, pre-school child},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.58},
	url = {http://oaji.net/articles/2017/457-1519988124.pdf},
	author = {Stanis{\l}awa Nazaruk and Joanna Waszczuk and Joanna Marchel and Helena Kowaluk-Nikitin and Anna Klim-Klimaszewska}
}
@article {918,
	title = {THE EXAMINATION OF THE IMPACT ON STUDENTS{\textquoteright} USE OF GESTURES WHILE WORKING IN A VIRTUAL CHEMICAL LABORATORY FOR THEIR COGNITIVE ABILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {46-57},
	abstract = {One of the cognitive theories is the embodied cognition theory. According to this theory, it is important to use appropriate gestures in the process of assimilating new information and the acquisition of new skills. The further development of information and communication technologies has enabled the development of interfaces that allow the user to control computer programs and electronic devices by using gestures. These Natural User Interfaces (NUI) were used in teaching Chemistry in middle school and secondary school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities, similar to those that are performed in a real lab. The Kinect sensor was used to detect and analyze hand movement. The conducted research established the educational effectiveness of a virtual laboratory, which is an example of a system based on GBS gestures (gesture-based system). The use of the teaching methods and to what extent they increase the student{\textquoteright}s complete understanding were examined. The results indicate that the use of the gesture-based system in teaching makes it more attractive and increases the quality of teaching Chemistry.},
	keywords = {chemistry experiments, educational simulation, embodied cognition theory, gesture based system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.46},
	url = {http://oaji.net/articles/2015/457-1422203785.pdf},
	author = {Piotr Jagodzi{\'n}ski and Robert Wolski}
}
@article {830,
	title = {ENHANCING PEDAGOGY WITH CONTEXT AND PARTNERSHIPS: SCIENCE IN HAND},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {7-13},
	abstract = {Two activities, one on heat/work and one on dynamic equilibrium, are described for three high school classes (n=55) in the USA. The curriculum addressed showcases strategies to use with science, technology, engineering, and mathematics (STEM) students. The two lessons described follow the context ACS method (Application, Career opportunities, and Societal impact). ACS, or real-world context application, relies on a strong foundation of teaching concepts while developing enhanced learning experiences for K-12 students. The research described probes the problem of student engagement and content learning in STEM coursework and provides evidence for the potential of utilizing context ACS. The activities demonstrate how to use ACS to maximize student engagement and emphasize formative assessment during lesson implementation. Analysis of the data shows that students exposed to ACS lessons drawing from partnerships to connect real-world applications to core content make gains of 17\% in aggregate.},
	keywords = {context learning, science education, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.07},
	url = {http://oaji.net/articles/2014/457-1420053899.pdf},
	author = {Andrea   Burrows and Gabriel   Wickizer and Helen   Meyer and Mike   Borowczak}
}
@article {836,
	title = {HEALTH ATTITUDES AND BEHAVIOURS OF FIRST-YEAR UNIVERSITY OF WARMIA \& MAZURY STUDENTS: A CALL FOR IMPLEMENTING HEALTH EDUCATION AT UNIVERSITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {76-90},
	abstract = {Despite the growing interest in health and the abundance of health-promoting programs and campaigns, there is a noticeable lack of such undertakings at colleges and universities. This is worrisome, considering the fact that the first-year of studies is the last phase of education in which it is possible to promote and establish a healthy lifestyle. The purpose of the research was to evaluate the health attitudes and behaviours of first-year university students. A total of 700 first-year male students aged 19-20 attending the University of Warmia \& Mazury in Olsztyn (Poland) took part in the study by filling out anonymous questionnaires concerning health behaviours and attitudes regarding physical activity, nutrition, tobacco and alcohol use, stress and pro-health activities. The results indicate that physical activity of the respondents was limited to participation in the obligatory physical education classes during high school and while at university. Moreover, the students were concerned more about personal hygiene and appearance than physical fitness and proper nutrition. The majority of them did not have a regular schedule of meals and did not take vitamin supplements. The percentage of respondents who declared drinking alcohol regularly (once a week) and even every day is quite worrisome. One out of ten students reported losing consciousness multiple times as a result of binge drinking and over a third blacked out at least once during the first few months of their studies. Although only a small margin of the students surveyed can be considered to be addicted to smoking, nearly half of them admitted to smoking occasionally. Although a significant portion of students expressed a fear in stress generating situations during their studies, the majority possessed a very limited knowledge of stress coping methods. The research results indicate a clear need to implement adequate health promoting programs at the university level of education to help counteract the observed negative tendencies.},
	keywords = {physical activity, pro-health activities, university male students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.76},
	url = {http://oaji.net/articles/2014/457-1420054314.pdf},
	author = {Robert   Podstawski and El{\.z}bieta   Weso{\l}owska and Renata   Gizi{\'n}ska and Andrzej   So{\l}oma}
}
@article {941,
	title = {THE CHARACTERISTIC FREQUENCY BANDS ANALYSIS OF BRAIN WAVE DURING LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {56-72},
	abstract = {The traditional E-learning often offers the online examination to assess the learning effect of a student after completion of the online learning. Basically, this traditional learning assessment mechanism is a passive and negative assessment mechanism, which cannot provide an real-time learning warning mechanism for teachers or students to find out problems as early as possible (including such learning conditions as {\textquotedblleft}absence of mind{\textquotedblright} resulting from poor learning stage or physical or psychological factor), and the post-assessment mechanism also cannot assess the learning effectiveness provided by the online learning system. This research paper attempts to acquire the electroencephalogram to analyze the characteristic frequency band of the brainwave related to learning and formulate the learning energy index (LEI) for the learner at the time when the learner is reasoning logically via the brain-wave detector based on the cognitive neuroscience. With the established LEI, the physical and psychological conditions of an online leaner can be provided instantly for teachers for assessment. Given that the learning system is integrated into the brainwave analytic sensing component, the system not only can provide learners an instant learning warming mechanism, but also help teachers and learning partners to further understand the causes of learning disorder of learners, and can also provide relevant learning members with timely care and encouragement. This research will discuss and analyze such subjects as the electroencephalogram difference between the traditional print textbooks and the multi-medium textbooks, whether the development of exercise habit will be help to learning by means of a view of cognitive neuroscience except for the analysis of characteristic frequency band of the brainwave represented at the time when learners adopt diverse learning methods.},
	keywords = {Cognitive neuroscience, Electroencephalogram, learning energy index},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.56},
	url = {https://oaji.net/articles/2014/457-1406540264.pdf},
	author = {Fu-Chien Kao and Wei-De Li and Han-Chieh Hsien and Chih-Hung Wang}
}
@article {613,
	title = {THE EFFECT OF THE MATHEMATICAL SKILLS ACQUIRED IN WOODWORK ON STUDENTS{\textquoteright} ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {85-96},
	abstract = {Economic status of students, gender and family size have been found to affect students{\textquoteright} achievement in mathematics. However, there seems to be limited research on the effects of knowledge and affective skills acquired from other subjects on students{\textquoteright} achievement in mathematics. The research objectives of the study were to determine whether the cognitive and practical skills acquired in woodwork affects students{\textquoteright} achievement in mathematics. The study also sought to find out whether the learning of similar topics in woodwork affected students{\textquoteright} achievement in mathematics. The research methodology applied was ex-post facto design. The study was carried out in four secondary schools which offered woodwork in Machakos County, Kenya and involved a student sample of 158. Data was collected by use of three mathematics tests and a questionnaire for woodwork students. The results revealed that cognitive and practical skills acquired in woodwork have a positive effect on students{\textquoteright} achievement in mathematics. The learning of similar topics in woodwork and mathematics has a positive effect on students{\textquoteright} achievement in mathematics},
	keywords = {cognitive skills, practical skills, students{\textquoteright} achievement},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968805},
	author = {Richard P.  Kimiti and Samuel N.  Waweru and David M.  Mulwa and Elizabeth N.  Muema and Titus M.  Kituka}
}
@article {557,
	title = {EFFECTIVENESS OF TEACHING PREPARATIONS ON MATHEMATICS ACHIEVEMENT: THE CASE OF KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {7-17},
	abstract = {Despite playing a central role in peoples{\textquoteright} daily life, the average Kenyan secondary school students{\textquoteright} mathematics score in national examinations has consistently averaged below 40\%. The contribution of teachers{\textquoteright} lesson preparations and subsequent delivery leading to this poor result has not been investigated sufficiently in Kenyan secondary schools. This is especially so for topics deemed to be difficult. The present study investigated the effect of teacher preparations when teaching the topic {\textquotedblleft}Vectors{\textquotedblright} to form three secondary school students. The instructional plans impact on achievement as well as on skills performance in Mathematics formed the objectives of the study. The Solomon- four experimental design was adopted. Professionally drawn Instructional Plans provided the treatment. Students{\textquoteright} achievement was determined using a Mathematics Achievement Test, MAT. The study determined that the use of the instructional plans improved students{\textquoteright} achievement and skill performance compared to the control group. Consequently use of instructional plans when teaching mathematics was recommended for improved students{\textquoteright} achievement. Emphasis on students{\textquoteright} stepwise skill performance rather than insistence on acquisition of correct answers during problem solution in mathematics was recommended.},
	keywords = {mathematics achievement, mathematics lesson preparations, vector operations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.07},
	url = {https://oaji.net/articles/2014/457-1406539921.pdf},
	author = {Maurice Musasia  Amadalo and Duncan Wekesa  Wasike and Joseph Mulei  Wambua}
}
@article {579,
	title = {FACTORS AFFECTING TRANSITION RATES FROM PRIMARY TO SECONDARY SCHOOLS: THE CASE OF KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {129-139},
	abstract = {Kenya envisages being a developed nation by 2030. This calls for increased transition rates from primary to secondary school in all districts to meet its anticipated middle and high level manpower requirements. However, transition rates from primary to secondary school in some districts remain low despite the government effort to offer tuition free secondary education. This has been attributed to a number of factors among them cultural, environmental, school-based or socio-economic factors. This is a cause of concern if the government has to meet Vision 2030 as well as MDGs by 2015. This paper reports on factors affecting transition rates from primary to secondary school in Taita Taveta district, Kenya. A sample of 144 respondents consisting of 88 parents and 56 primary school head teachers in the district were used. The main tools of data collection were a questionnaire and interview schedule. Data analysis involved the use of percentages and a Chi- square. The results indicate that an average of 40\% of pupils fail to transits to secondary schools every year in the district and the most affected are girls. The main reasons for non transition are lack of funds to pay school levies, early marriages, long distance to school and lack of interest in schooling. There is thus need for the government to introduce incentives such as additional allocations to the poor, include secondary education as basic education, empower the locals through poverty eradication strategies and review the curriculum to make it more responsive to students{\textquoteright} interests.  
 
},
	keywords = {cultural factors, environmental factors, socio-economic factors, transition rate},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.129 },
	url = {https://oaji.net/articles/2014/457-1406541825.pdf},
	author = {Kikechi R.  Werunga and Geoffrey  Musera and Oliver  Sindabi}
}
@article {595,
	title = {INVESTIGATION OF TEACHING THE INTEGRATED TOPICS ON DRUG ABUSE IN SECONDARY SCHOOL CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {50-63},
	abstract = {The problem of this study was to investigate the teaching of the integrated topics on drug abuse in the secondary school curriculum as a strategy to wipe out the problem of drug abuse among students in Machakos District, Kenya. The specific objectives of the study were to: establish the prevalence of drug abuse at the secondary school level according to gender, locality (urban/rural), boarding or day and religious practice, and establish the effect of teaching integrated topics on prevalence rate of drug abuse. It was also meant to examine which topics on drug abuse are integrated in the secondary school curriculum. A survey study was carried out in Machakos District, Kenya. The subjects of the study were drawn from 24 randomly selected secondary schools. A sample of 774 respondents selected through stratified and simple random sampling techniques were used for the study. The sampling matrix comprised of 24 principals, 280 teachers and 470 students. The study utilized five research instruments: three questionnaires, interview schedule and observation schedule. The data collected was analyzed using frequencies, percentages, mean, mode and median. The main findings of the study were: the prevalence of drug abuse according to gender was Boys{\textquoteright} (11.19\%), Girls{\textquoteright} (9.58\%) and mixed sex (9.49\%) schools. The urban schools had a prevalence of 10.73\% whereas it was 9.66\% in the rural ones. The prevalence according to status of the schools was: Day (13.84\%), Mixed Day and Boarding (12.28\%), and Boarding (11.54\%). The teaching of the integrated topics on drug abuse had helped schools to reduce the drug menace. The topics on drug abuse were integrated in five subjects in the formal curriculum (English, Kiswahili, Chemistry, Biology and Christian Religious Education), the integrated topics were also taught through the non formal (Clubs and societies meetings) and in the informal (class, assembly and dormitory meetings) curriculum. },
	keywords = {integrated topics, prevalence rate of drug abuse},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.50},
	url = {https://oaji.net/articles/2014/457-1406612016.pdf},
	author = {Richard P.  Kimiti and David M.  Mulwa and Samuel N.  Waweru and Stephen  Nalelia and Mathew  Muindi}
}
@article {566,
	title = {THE POPULARITY OF GEOGRAPHY IN POLAND AS A SCIENTIFIC DISCIPLINE TO STUDY INTRODUCTORY REPORT OF THE RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {119-128},
	abstract = {The number of secondary school graduates choosing a particular discipline to study is, to some extent, the reflection of the position of this scientific discipline and the improvement of its research achievements as well as the economical needs for such university graduates. The popularity of a particular scientific discipline is revealed in the number of applicants wanting to study the selected discipline along with the number of students. It depends on many factors, such as: changing demographic processes, social changes, the demand for specialists in the sphere of the economy, the status and the position of a particular scientific discipline, the personal interest of the individual as well as the formal conditions (e.g. limits of the accepted students, legal restrictions, demanded disciplines, etc.). In order to answer the question how popular the Geographical studies are in Poland, the statistic data of the Ministry of Science and Higher Education was analyzed. Furthermore, the questionnaires among the students of Geography in eight academic centers in Poland were conducted. The research allowed to capture the important factors that had the great impact on the interest in the sphere of the geographical studies among young people. It should allow the universities dealing with geographical studies to develop the strategies of popularization of such studies. The psychological aspect of the made choice had the considerable impact on the popularity. The main factors, which were crucial as far as the selection of the studies at the university was concerned, appeared as follow: the close distance from the university, the possibility of selecting the preferred specialty, the prestige of the university in the rankings, the family traditions.},
	keywords = {entrepreneurship, reasons for the selection, the strategy of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.119},
	url = {https://oaji.net/articles/2014/457-1406541054.pdf},
	author = {Bo{\.z}ena  W{\'o}jtowicz}
}
@article {206,
	title = {A MODEL FOR ASSESSING STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS DURING SCIENCE LAB WORK},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {28-36},
	abstract = {The assessment of students{\textquoteright} manipulation skills is often neglected by teachers. This trend can be partially attributed to traditional assessment practices which focus upon what the student writes in a lab report rather than the student{\textquoteright}s physical performance during the lab activity. Therefore, this article reports on the processes which were undertaken when designing the Performance-Based Lab Assessment Technique (PBLAT). The PBLAT can be used to assess the process skill of manipulation of equipment/materials in biology (i.e. assembling, measuring, and experimenting) as the students conduct science lab activities in high schools and colleges/universities. The PBLAT is not limited to biology lab situations as it can be adapted to other sciences.},
	keywords = {assessment, process skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408154.pdf},
	author = {Vivien  M. Chabalengula and Frackson Mumba and William Hunter and Erin Wilson}
}
@article {215,
	title = {RESIDENT SCIENTISTS{\textquoteright} CONCEPTIONS OF SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {129-138},
	abstract = {This study explored the conceptions of science teaching held by Resident Scientists who were providing content and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 project in USA. Their conceptions of teaching were compared with those held by teachers and the appropriate conceptions of science teaching reported in previous studies. A sample comprised nine Resident scientists from three science disciplines: biology, chemistry and physics. All the Resident Scientists were training to be scientists and not to be certified as teachers. Data was collected through a questionnaire and semi-structured interview. Data were analyzed by first coding the responses to identify recurring themes and categories. Five conceptions of science teaching emerged: Facilitative process, Conceptual and skill development, Ability and attitude development, Dynamic interactive process, and Content knowledge delivery process. Most conceptions of science teaching held by the Resident Scientists were similar to those held by teachers reported in previous studies. They also had elements for appropriate conceptions of science teaching. However, some Resident Scientists{\textquoteright} views on teaching supported the knowledge transmission instructional mode. The findings have implications for teacher education, science teaching and learning, and the National Science Foundation (NSF) GK-12 program. },
	keywords = {resident scientist, teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408821.pdf},
	author = {Frackson Mumba and Vivien  M. Chabalengula and Erin Wilson and Jeffrey  Carver and William Hunter}
}
@article {323,
	title = {RESIDENT SCIENTISTS{\textquoteright} CURRICULUM AND INSTRUCTIONAL DECISIONS FOR HIGH SCHOOL CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {125-133},
	abstract = {This study explored Resident Scientists{\textquoteright} curriculum, instructional and assessment decisions for high school classrooms. We also attempted to find out the factors that influenced their decisions. A sample comprised eight Resident Scientists who were providing science content knowledge and pedagogical support to teachers in schools through the National Science Foundation (NSF) GK-12 outreach project in the Midwest of the USA. Data were collected through an open-ended questionnaire. Results show that Resident Scientists made short-termed decisions on curriculum, instruction and assessment for high school classrooms. Their decisions were mainly influenced by partner teachers, textbooks, and antecedent factors. Moreover, their decisions encompassed elements of accountability in the school system. They also exhibited lack of knowledge about the USA Science Education Standards. However, their decisions were within the framework that integrated content and pedagogical support to teachers. The findings have implications for science teaching and learning and the NSF GK-12 program. },
	keywords = {instruction, resident scientist},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915014.pdf},
	author = {Frackson Mumba and Simeon  Mbewe and Selena  Sasser and Vivien  M. Chabalengula and Erin  Wilson-Miles}
}
@article {238,
	title = {THE SYSTEM OF EVALUATION OF STUDENTS{\textquoteright} ACHIEVEMENTS AS AN IMPORTANT COMPONENT OF UNIVERSITY EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {151-158},
	abstract = {In the paper a methodical system of checking the level of achieving educational goals at the university is presented, and some its practical features are characterized. Construction of the evaluation system requires defining the main structural and functional components of educational system. The latter contains an assessment component, existing at two levels. First, the basic concepts, theories, and rules, mastering of fundamental knowledge, and generalized skills should be examined. Fullness of assimilation of the knowledge, understanding of problems, ability of explanation of phenomena and processes, assimilation of appropriate terminology can be treated as criteria of obtaining goals of education. Also, accomplishment of formulation of educational problems, searching of information, executing of experiments could be considered here. Higher level of the educational competency, contains different types of their self-reliant activity. It can be shown by the ability to solve complex or non-standard problems, in which intra-, and interdisciplinary links are realized, and which need the application of the acquired knowledge for achieving a new one. This level of methodological competency needs creativeness and ability of complex usage of the obtained knowledge in the different situations. 
The above mentioned principles have been applied in the methodical system of teaching inorganic chemistry. In the paper the ranking system proposed for complete evaluation of students{\textquoteright} achievements and its constituents are described in details. Every kind of student{\textquoteright}s activity is valued in points. Additional points can be obtained e.g. for a presentation at a conference. Penalty points are subtracted for absence at the seminars or laboratories. 
The essence of the ranking system is the necessity of gathering points, which are converted into the traditional marks at the end of each semester. The points collected all over the year account for 40\% of the total end mark. Points obtained for the final test account for the remaining 60\%. Thus, it{\textquoteright}s easier to pass the exam, however, student{\textquoteright}s activity during seminars and laboratories is needed. Many years experience shows, that proposed ranking system helps to improve quality of educational process. },
	keywords = {achievement level, quality of educational process, ranking system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267485.pdf},
	author = {Marek Wasielewski}
}
@article {160,
	title = {THE MOTIVATIONAL STRATEGIES USED BY HEADTEACHERS IN ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN VIHIGA DISTRICT, KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {79-89},
	abstract = {One of the roles of a headteacher is to promote students{\textquoteright} academic performance. The purpose of this study was to investigate the motivational strategies used by secondary school headteachers in academic achievement in Kenya Certificate of Secondary Education (KCSE) examinations in Vihiga district in Western province. The study was occasioned by continued poor performance by most secondary schools in Vihiga district. Literature revealed that the headteacher provides professional leadership for quality and improved standards of learning. The population of the study comprised 84 headteachers and 1,280 teachers. Saturated sampling technique was used to select a sample from the high and average performing schools, while stratified random sampling technique was used to select a sample from the low performing schools. The sample comprised a total of 44 headteachers and 352 teachers from 7 high performing schools, 17 average performing schools and 20 low performing schools. Data were collected by use of questionnaires, in-depth interviews and document analysis guide instruments. A pilot study was conducted in two secondary schools which were not in the sample to test the reliability of the instruments. Data were analyzed using both quantitative and qualitative approaches. The findings show that headteachers in Vihiga district, Kenya, use strategies such as: rewards, guiding, and counseling to motivate teachers. It is recommended that headteachers enhance teacher motivation in order to achieve good academic results.},
	keywords = {head teacher, high performing schools, school size},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284498.pdf},
	author = {Musungu Lydiah  Lynet and Achoka Judith and Serah Kasandi and Nasongo Wamocha}
}
@article {183,
	title = {STUDENTS{\textquoteright} REACTIONS TO THE USE OF COMPUTERS IN SCIENCE EDUCATION IN SELECTED KENYAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {107-114},
	abstract = {Different people react differently to the same experience. A current trend in science instruction is to integrate technology into classroom in a variety of ways. A Computer Based Instruction (CBI) courseware was used to teach cell theory that has posed difficulties for teachers and students as part of the classroom innovation. Students{\textquoteright} attitude towards the innovation and their attitude towards the biology classroom environment were collected through two 5-point bi-polar Likert-scale items and unstructured written interviews. The innovation resulted to better perception of the biology classroom environment and attitudes towards cell theory. Classification of students{\textquoteright} unstructured responses confirmed the existence of a series of metaphors for technology use in educational settings.},
	keywords = {computer based instruction, metaphors, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298627.pdf},
	author = {Wasike Wekesa and Eric  Wekesa and Ndiku Mualuko and Julius  Kiprop Maiyo}
}
