Scholar: Vol. 6, No. 2 (2014)

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Now showing 1 - 5 of 6
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    The relationship between learning style preference for computer drawing and learning outcomes in a computer aided design course at a computer training center in Taiwan
    (Assumption University, 2014) Yang, Fang Chao ; Lynch, Richard
    The purpose of this study was to explore the relationship between learning styles and learning outcomes of 141 engineering drawing students at a computer training center in Taiwan. This study employed a quantitative research methodology employing both a questionnaire as well as examination scores to address the research objectives. There were five parts included in this study. First, the Learning Style Inventory categorized the learners’ learning preferences into four dimensions: perception, input, processing and understanding. Second, the learners' learning styles were compared according to gender. Third, the learners' learning styles and their learning performance were compared. Fourth, the study also compared the learners’ learning outcomes between new and current students. Fifth the relationship between the number of times learners repeated the engineering drawing course and their learning performance was computed. Overall, there were eight findings of the study: 1) the most preferred learning style of both female and male students was sensing, visual, reflective and global; 2) there was no significant difference in learning style preference between males and females; 3) there was no statistically significant relationship found in the degrees of the input, processing and understanding learning styles and grade - however, there was a correlation between the perception learning style and grade; 4) the number of male students who were willing to take the exam right after the course was greater than that of female students - however, the average grade of females was higher than that of males; 5) as for learning style preferences between new and current students, new students preferred to learn sequentially and current students were global learners; 6) the number of times students repeated the course did not affect their learning outcomes; 7) in terms of demographic factors and learning style preferences, no statistically significant differences were found; 8) no significant differences were found between demographic factors and learning outcomes.
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    A development of a teacher leadership framework for gifted education in Thailand
    Teacher leadership was examined in the context of gifted education in Thailand for a development of an effective framework. An explanatory mixed method design was employed involving both quantitative and qualitative data collection from content analysis; and survey, interview and document from teachers. Results revealed that there were three major areas and nine attributes leading to effective teacher leadership. School leadership, teacher leadership and principles of learning are major considerations for teacher leadership to succeed in gifted education. Findings revealed that the gifted high school under study demonstrated good overall teacher leadership. Two significant areas strongly permeating were teacher collaboration, and teachers’ relationship and positive influence on one another. Two areas that were perceived not strongly present by teachers at the school were distributed leadership and professional learning community. The findings suggest that the framework can serve as a guideline for both gifted and general education in Thailand. Since the school is the country’s national high school for the gifted; the prevailing teacher leadership practices currently found can to some extent be a legitimate framework to emulate.
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    A model for integration of language & leadership learning strategies for communicati9ve competency and transformational servant leadership for students in secondary schools in Kenya
    This research aimed at establishing how English as a medium of instruction could be used as a vehicle for attitude change, exploring how integrated textual and audio-visual media could be used in learning English and leadership, investigating the teachers’ core beliefs and opinions on student leadership, investigating the effects of leadership on the students’ academics and relationships and developing a model for the integration of language and leadership learning. Literature review comprised of the function of language in the human society, language learning and the transformational servant leadership theories. The sample was; fifty principals, 116 teachers, 146 prefects and 1176 ordinary students. Data was mined using questionnaires, interview protocols and a written Pre and post-test. The study established that language has power to change attitude, gives confidence to communicate and that textual and audio-visual media are significant in the ESL classroom. Teachers’ believed that leaders are made, high achievers make good leaders, fluency, eloquence, personality traits and physical appearance influenced selecting students to particular leadership positions. Teachers felt that prefects should be democratically elected. Through the triangulation of primary and secondary data a Lingua leadership Model was developed tested and validated. A two tailed t- test was done and the result led to the rejection of the null hypothesis at .001 level of significance. The four skills of language were examined and the results led to the rejection of the null hypothesis at.001 level of significance. It was established that leadership affected the learners’ academics and their relationships. There was a significant difference between the student’s score at primary (KCPE) and the final mean score at secondary (KCSE) at .001 level of significance. This led to the rejection of the null hypothesis. Mistrust among students and between students and their leaders were among the causes of unrests in schools. The relationship between prefects and teachers in most schools was negative. Effects were more felt in Girls’ schools than boys’ schools and were less severe in day schools than in boarding schools.
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    A study of teachers' perceptions of challenges in employing child-centered approach in selected State primary Schools in Keng Tung Area, Myanmar
    This study tried to identify the level of perceptions of teachers towards challenges in employing child-centered approach in their schools and to compare the differences in their perceptions according to their demographics. This research was conducted on a total population of 51 teachers in eight state primary schools in Kengtung area, Eastern Shan State, Myanmar. The research was designed as quantitative research by using a set of questionnaire which covers teachers’ demographic profiles including teachers’ age, educational background, years of teaching experience and grade level. Ten challenges of teachers based on previous research and related literatures were provided in questionnaire to identify the level of teachers’ perceptions towards challenges. The collected data were analyzed by using descriptive statistics, frequency and percentage, mean and standard deviation, One-Way Analysis of Variance (ANOVA). In addition to survey questionnaire, the researcher did observation and informal interview to some teachers. The study found out that most of the given challenges were perceived not challenging by the teachers in selected state primary schools in Kengtung area of Myanmar. Nevertheless, the findings of the research revealed new challenges for teachers such as language barrier, parents’ involvements, time insufficiency and learning ability of students. There were no significant differences in teachers’ perceptions of challenges in employing child-centered approach according to their age, educational background, years of teaching experience and grade level.