Most Viewed

1

Elementary School Students’ Attitude toward Science and Related Variables

Esme Hacieminoglu

pp. 35-52  |   DOI: 10.12973/ijese.2016.288a
Published Online: February 02, 2016
Article Views: 7698  |  Article Download: 11570

Abstract

Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science. 

Keywords: attitude toward science, motivational goal, self-efficacy, nature of science

References

Aldoplhe, F. S. G., Fraser, B. J., & Aldigre, J. M. (2003). A cross national  study of learning environment and attitudes amoung junior secondary science students in       Australia and Indonesia. Paper presented at the Third International Science, Mathematics and Technology Education Conference, East London, South Africa.

Aldridge, J. M., & Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan.Learning Environments Research, 3, 101–134.

Ali, M. M., Yager, R. E., Hacieminoglu, E., & Caliskan, İ. (2013). Changes in student attitudes regarding science when taught by teachers without experiences with a model professional development program. School Science and Mathematics, 113(3), 109-119.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes.Journal of Educational Psychology, 80, 260-270.

Anderman, E. R., & Young A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects.Journal of Research in Science Teaching, 31, 811-831.

Archer, J., & McDonald, M. (1991). Gender roles and school subjects in adolescent girls. Educational Research, 33, 55-64.

Arısoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms inrelation to motivational beliefs and attitudes. Unpublished Theses in Middle East Technical University, Ankara, Turkey.

 Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.

Azizoğlu, N., & Çetin, G. (2009). The effect of learning style on middle schools students’ motivation and attitudes towards science, and the relationships among these variables. Kastamonu Education Journal, 17(1), 171-182.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

BouJaoude, S. B. (1992). The relationship between high school students' learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687-699.

Buehl, M. M. (2003). At the crossroads: Exploring the intersection of epistemological beliefs, motivation, and culture. Paper presented at the Annual Meeting of the American Educational Research Association, April, Chicago, IL.

Caliskan, İ. S. (2004). The effect of inquiry-based chemistry course on students' understanding of atom concept, learning approaches, motivation, self-efficacy, and epistemological beliefs. Unpuplished master thesis, The Middle East Technical University, Ankara.

Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32(3), 243-257.

Cavallo, A. M. L., & Schafer, L. E. (1994). Relationships between student’s meaningful learning orientation and their understanding of genetic topics. Journal of Research in Science Teaching, 31(4), 393-418.

Cavallo, A. M. L. (1996).Meaningful learning reasoning ability and student’s understanding and problem of genetics topics.Journal of Research in Science Teaching38, 625-656. 

Cavallo, A. M. L., Rozman, M., Larabee, T., Ishikawa, C. (2001). Shifts in male and female students' learning, motivation, beliefs, and scientific understanding in inquiry-based college physics course. Paper presented at the annual conference of the National Association for Research in Science Teaching, St. Louis, MO.

Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker , N. (2003). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33, 18-23.

Cavallo, A. M. L., Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong collage physic course for life science majors. School Science and Mathematics, 104(6), 288-301.

Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hilsdale, NJ: Lawrence Erlbaum Associates.

DeBacker, T. K., & Nelson, R. M.  (2000). Motivation to learn science: Differences related to gender, class type, and ability level. Journal of Educational Research, 93(4), 245-254.

den Brok, P., Fisher, D., & Rickards, T. (2004). Predicting Australian Students’ Perceptions Of Their Teacher Interpersonal Behavior. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Dhindsa, H. S. & Chung, G. (2003). Attitudes and achievement of Bruneian science students. Internalational Journal of Science Education, 25, 907-922.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Edmondson, K.M. (1989). The influence of students’ conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.

Edmondson, K.M., & Novak, D.N. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching30, 547-559.

Fraser, J. B. (1978). Development of a test of science-related attitudes, Science Education, 62(4), 509-515.

Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.

Garcia, T., & Pintrich, P. R. (1992). Critical thinking and its relationship to motivation, learning strategies, and classroom experiences. Paper presented at the annual meeting of the American Psychological Association, Washington, DC.

Greenfield, T. A. (1996). Gender, etnicity, science achievement and attitudes. Journal of Research in Science Teaching, 33,901-933.

Hacieminoglu, E., Yilmaz-Tuzun, O., & Ertepinar, H. (2009). Investigating elementary students’ learning approach, motivational goals and achievement in science. Hacettepe University Journal of Education, 37, 72-83.

Hacieminoglu, E., Yilmaz-Tuzun, O., & Ertepinar, H. (2011). Middle school students’ attitude toward science in constructivist curriculum environment. International Journal on New Trends in Education and Their Implications, 2(3), 1-6.

Hacieminoglu, E., Yilmaz-Tuzun, O. & Ertepinar, E. (2012). Development and validation of nature of science instrument for elementary students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, (online published). doi:10.1080/03004279.2012.671840.

Hykle, J. A. (1993, April). Template for gender-equitable science program. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Atlanta, GA.

Jones, G.M., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitude toward science and scientists. Science Education, 84, 180-192.

Kahle, J.B.; & Damnjanovic, A. (1997). How research help address gender equity. Research Matters- to the Science Teacher, 9703, 1-3. Available on line at http://www.narst.org/publications/research/gender2.cfm.

Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005). The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27, 1037–1058.

Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of perceived academic competence make a difference? Contemporary Educational Psychology, 22, 415-435.

Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102(4), 243-255.

Klopfer, L. E. (1976). Astructure for the affective domain in the relation to science education. Science Education, 60, 299-312.

Koran, M. L., & Koran, J. J. (1984). Aptitude- treatment interaction research in science education. Journal of Research in Science Teaching 21(8), 793-808.

Lawrenz, F. P. (1976). Student perception of the classroom learning environment in biology, chemistry and physics courses.Journal of Research in Science Teaching, 13, 351– 353.

Lin, Y. G., & McKeachie, W. J. (1999). College student intrinsic and/or extrinsic motivation and learning. (ERIC Document Reproduction Service No. ED435954).

Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal orientation. Journal Educational Psychology89, 70-718.

Miller, L., Lietz, P., & Kotte, D. (2002). On decreasing gender differences and attitudinal changes. Factors influencing Australian and English pupils’ choice of a career in science. Psyhology, Evolution, and Gender, 4, 69- 92.

Murphy, P. K., & Alexander, P. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.

Newhouse, N. (1990). Implication of attitudes and behavior research for environmental conservation. The Journal of Environmental Education, 22(1), 26-32.

Novak, J. D., Ring, D. G., & Tamir, P. (1971). Interpretations of research findings in terms of Ausubel’s theory and implications for science Education. Science Education, 55(4), 483-526.

Novak, J. (1988). Learning science and the science of learning. Studies in science education, 15, 77-101.

Novak, J.,  Kerr, P., Donn, S., & Cobern, W. (1989).Epistemological issues in science education. Symposium presented at the Annual Conferance of the National Association for Research in Science Teaching, San Francisco, CA.

Oakes, J. (1990). Opportunities, achievement and choice: Woman and minority students in science and mathematics.Review of Research in Education, 16, 153-222.

Oh. P. S., & Yager, R. E. (2004). Development of Constructivist Science Classrooms and Changes in Student Attitudes toward Science Learning. Science Education International, 15(2), 105-113.

Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079.

Pallant, J. (2001). The SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows. St Leonards, NSW: Allen & Unwin

Piburn, M. D., & Baker, D.R. (1993). If I were the teacher…qualitative study of attitude toward science. Science Education 77, 393-406.

Pintrinch, P., & Schunk, D. (2002). Motivation in education. Merrill Prentice Hall. 

Puacharearn, P. & Fisher, D. (2004). The effectiveness of cooperative learning integrated with constructivist teaching on improving learning environments in Thai secondary schoolscience classrooms. Curtin University of Technology, Australia.

Qian, G. (1995). The role of epistemological beliefs and motivational goals in ethnically diverse high school students' learning from science text. Paper presented at the annual meeting of the national reading conference, New Orleans, LA.

Rakıcı, N. (2004). Eight grade students’ perceptions of their science learning environment and teachers’ interpersonal behavior. Unpublished thesis submitted to the graduate school of Natural and Applied Sciences of the Middle East Technical University.

Riah, H. & Fraser, B. J. (1997). Chemistry learning environment in Brunei Darusssalam’s secondary schools. In D.L. Fisher & T. Rickards (Eds.), Science, Mathematics and Technology Education and National Development: Proceedings of the Vietnam conference (pp. 108-120). Hanoi; Vietnam.

Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23(3), 177-187.

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.

Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.

Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and female science students in grades 6 through 10. Science Education, 69(4), 511-526.

Simpson, R. D., & Oliver J. S. (1990). A summary of major influences on attitude  and achievemevt in science among adolescent students. Science Education, 74, 1-18.

Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, selfperceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.

Smist, J. M., Archambault, F. X., & Owens, S. V. (1994). Gender difference in attitude toward science. Paper presented at the annual meeting of the American Educational Research Association (New Orleans, LA, USA).

Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.

Tabachnick, B. G. & Field, L. S. (1996). Using multivariate statistics (3rd Ed.). New York: Harpercollins College Publishers. 

Telli, S. Cakiroglu, J., & den Brok, P. (2006). Turkish secondary education students’ perceptions of their classroom learning environment and their attitude towards Biology. In D. L. Fisher & M. S. Khine(Eds.), Contemporary approaches to research on learning environments: world views (pp.517-542).

Tsai, C. C. (1998a). An analysis of Taiwanese eighth graders' science achievement, scientific epistemological beliefs and cognitive structure outcomes after learning basic atomic theory. International Journal of Science Education, 20, 413−425.

Tsai, C. C. (1998b). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders.Science Education, 82, 473−489.

Wahyudi, W. & David F. T. (2004). The status of science classroom learning environments in Indonesian lower secondary schools. Learning Environment Research, 7, 43-63.

Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis 18. of the literature from 1970 to 1991, Journal of Research in Science Teaching, 32, 387-398.

Wolfolk, A. (2004). Educational Psychology. Boston, MA, Allyn & Bacon.

Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.

Zhang, L. (2000). University students’ learning approaches in three cultures: An investigation of Biggs’s 3P model. The Journal of Psychology, 134(1), 37-55. 

View Abstract References Full text PDF
2

Marketing Mix for E-commerce

Elena V. Pogorelova, Irina V. Yakhneeva, Anna N. Agafonova & Alla O. Prokubovskaya

pp. 6744-6759  |   DOI:
Published Online: September 13, 2016
Article Views: 6029  |  Article Download: 24335

Abstract

The relevance of the analyzed issue is caused by the need to study the process of transformation of marketing in e-commerce, as the active involvement of business organizations in the field of e-business is often accompanied by problems of applying the usual marketing tools in a virtual environment. The article seeks to identify changes in the elements of the marketing mix in e-commerce in accordance with the trend of e-business and Internet technology. The leading approach to the study of this issue is the marketing model 7P, allowing structuring the changes in a complex of marketing tools with regard to trade and information services of online stores. The results of research were: to establish the determining role of technology and information support of consumers; to identify the areas of transformation of the marketing mix in e-commerce, demonstrating the significant influence of consumers on the content of 7P and personalize the supply of goods and services. The article may be useful for online stores in case of marketing strategy development, identification of the most important elements of 7P, assessment of marketing effectiveness and optimization of marketing costs.

Keywords: Customer behavior, digital economy, e-commerce, marketing mix

References

Agafonova, A. N. (2014). Information Service in the Internet Economy. Moscow: Biblio-Globus, 152 p.

Baudrillard, J. (2001). The System of Things. Moscow: All-Russian Library for Foreign literature named after M. I. Rudomino, 246 p.

Booms, B. H. & Bitner, M. J. (1981). Marketing strategies and organization structures for service firms. Marketing of Services, Conference Proceedings: American Marketing Association, Illinois, 47-51.

Chaffey, D. (2007). E-Business and E-Commerce Management. Harlow: Pearson Education, 663 p.

Eiglier, P. & Langeard, E. (1976). Principes de politique marketing pour les enterprises de services. Marseille: Universite d’Aix-Marselle, 26.

Executive summary: Advertising Expenditure Forecasts. (2015). Direct access: http://www.zenithoptimedia.com/wp-content/uploads/2015/06/Adspend-forecasts-June-2015-executive-summary.pdf

Global Trust in Advertising. Winning Strategies for an Evolving Media Landscape (2015). Direct access: http://www.nielsen.com/content/dam/nielsenglobal/apac/docs/reports/2015/nielsen-global-trust-in-advertising-report-september-2015.pdf

Kalyanam, К. & McIntyre, Sh. (2002). The E-Marketing Mix: A Contribution of the E-Tailing Wars. Journal of the Academy of Marketing Science, 30(4), 487-499.

Kelly, К. (1999) New Rules for the New Economy. New York: Penguin Group, 181 p.

Kotler, Ph. & Armstrong, G. (2010). Principles of Marketing. New Jersey Pearson Education, 637 p.

Kotlyarov, I. D. (2012). Trends in the Evolution of E-commerce. Internet Marketing, 4(70), 252-258.

Lee, J.K. & Lehto, X. (2010). E-personalization and online privacy features: the case with travel websites. Journal of Management and Marketing, 4, 122-131.

Lopsulin, S. (2016). E-commerce Market in Russia reached $ 13.9 Billion. Direct access: http://www.cnews.ru/news/top/2016-03-02_rynok_elektronnoj_kommertsii_v_rossii_dostig_13

Lovelock, Ch. H. & Wirtz, J. (2007). Services Marketing: People, Technology. New Jersey: Pearson/Prentice Hall, 648 p.

McCarthy J. & Jerome E. (1964). Basic Marketing. A Managerial Approach. Illinois: Irwin, 242 p.

Project management: the basics of professional knowledge, national requirements for professionals’ competence. (2010). Moscow: Project, PRACTICE, 250 p.

Rathmel, J. (1974). Marketing in the Service Sector. Mass: Winthrop Publishers, 232 p.

Rueter, Th. (2014).  The price is right – then it's not. Direct access: https://www.internetretailer.com/2014/08/04/price-rightthen-its-not

Tapscott, D. (1999). Electronic and Digital Society: the Pros and Cons of the Era of Network Intelligence. London: INT Press, 324 p.

Veblen, T. (2011). The Theory of the Leisure Class. Moscow: Lıbrokom, 368 p.

Yakhneeva, I. V. & Podolyak, M. I. (2009). Metrics of Success: How to Assess the Results of the Internet-marketing. Internet Marketing, 3, 176-183.

View Abstract References Full text PDF
3

Teaching Listening Comprehension: Bottom-Up Approach

Anvar N. Khuziakhmetov & Galina V. Porchesku

pp. 1989-2001  |   DOI: 10.12973/ijese.2016.572a
Published Online: June 14, 2016
Article Views: 5346  |  Article Download: 17393

Abstract

Improving listening comprehension skills is one of the urgent contemporary educational problems in the field of second language acquisition. Understanding how L2 listening comprehension works can have a serious influence on language pedagogy. The aim of the paper is to discuss the practical and methodological value of the notion of the perception base of the language. It also highlights the importance of structural features and frequency of linguistic units in helping to determine teaching priorities in English language teaching, specifically, when training listening skills. The leading approaches to the problem of the paper are the psycholinguistic and statistical ones which help to identify practical teaching principles. The paper illustrates these approaches with the findings on the perceptually relevant features and frequency of the English words and sentences and their linguistic features. The findings are discussed in terms of their application in developing bottom-up listening skills and tested in a listening comprehension experiment. The materials of this article may be of use to those who are interested in problems of speech perception and improving the existing listening comprehension teaching techniques

Keywords: Listening comprehension; speech perception; bottom-up strategies; linguistic features; perception base; frequency

References

Abramov, V. Y. (2004). Mono- and bilingual mechanisms of oral speech perception: PhD Thesis. Samara: Povolzhskaya State Academy of Telecommunication and Informatics, 274 p.

Aponte-de-Hanna C. (2012, September 15) Listening strategies in the L2 classroom. College Quarterly. 15 (1).  Direct access: http://collegequarterly.ca/2012-vol15-num01-winter/index.html

Baiburova, O. V. (2008). The mechanism of perception of words of different syllable type: PhD Thesis. Perm: Perm State Pedagogical University. 220 p.

Biber, D., Johanson, S., Leech, G., Conrad, S., Finegan, E. (2004). Longman Grammar of Spoken and Written English. Harlow:  Longman. 204 p.

Chugaeva, T. N. (2007). Perception aspect of the sound system of the English language. Yekaterinburg-Perm: PNTs UrO RAN. 246 p.

Chugaeva, T. N. (2009). The sound system of the English language in the perception aspect: PhD Thesis. St. Petersburg: St. Petersburg State University. 145 p.

Chugaeva, T. N., Thacker. A., Baiburova, O. V., Oshchepkova, O. V., Novikov, A. V. (2005). English listening comprehension manual. Perm: Perm University. 152 p.

Delvaux, V., Huet, K., Calomme, M., Piccaluga, M., Harmegnies, B. (2015, November 17) Teaching listening in L2: A successful training method using the word spotting task. Direct access: https://www.internationalphoneticassociation.org/icphs-proceedings/ ICPhS2015/Papers/ICPHS0784.pdf

Dzhaparidze, Z. N. (1985). Perception phonetics: the main points. Tbilisi: Metsniereba, 118.

Fedotova, N. L. (2015). Methods of Russian as a second language teaching.  Direct access: http://www.zlat.spb.ru/CatalogImages/File/pdf/chapters/metodika%20prepodavaniya_chapter.pdf

Frumkina, R.M. (1990). Experimental methods in Linguistics. Moscow: Soviet Entsyklodedia. 682 p.

Gilman, R. A. & Moody, L. M. (1984). What Practitioners say about Listening. Foreign Language Annals, 17, 31-34.

Govorun, S. V. (2015). Strategies of educational listening. Philology Sciences, 5 (47), 76-81.

Graham, S. (2006). Listening comprehension. System, 34, 165–182.

Grigoryeva, E. V., Leyfa, I. I., Yatsevich, L. P., Demyanenko, M. A., Makovey, N. V., Pavlushkina, T. V. & Masalimova, A. R. (2015). Designing technology of English language teaching content based on international component. Review of European Studies, 7 (1), 123-129.

Gutman, E. V., Masalimova, A. R., Shaidullina, A. R., Nizamieva, A. M. & Mukhamadieva, A. H. (2014). Foreign language discipline integrative potential in the students’ research competence development. American Journal of Applied Sciences, 11, 1099-1103.

Howard, J. & Major, J. (2004, October 9) Guidelines for designing effective English language teaching materials. Seoul, South Korea. Direct access: http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.pdf.

Hulstijn, J.H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16 (5), 413-425.

Hunsaker, R. A. (1990). Understanding and developing the skills of oral communication. Englewood, Morton Press. 184 p.

Karimvand, P. N. (2011). Psycholinguistic Perspectives on Comprehension in Second Language Acquisition. Journal of Language Teaching and Research, 2 (6), 1268-1273.

Kasevich, V. B. (2010). Speech perception. Philosophy of the language. Perm: Perm Scientific Centre URo RAN, 28-32.

Khaleeva, I. I., (1989). The theoretical basis of teaching foreign language comprehension. Moscow: Vysshaya Shkola. 238 p.

Krause, M. (2002). The dynamics of the mechanism of the word identification under different conditions of foreign language learning. Minich: Verlag Otto Sagner. 173 p.

Leech, G. (2001, April 23) The Role of Frequency in ELT.  Direct access: http://www.lancaster.ac.uk/fass/doc_library/linguistics/leechg/leech_2001.pdf

Lopatina, O. V., Borisov, A. M., Leyfa, I. I., Galimzyanova, I. I., Yatsevich, L. P., Demyanenko, M.  A. & Masalimova, A.R. (2015). Role of foreign language teacher shaping students’ research skills. Asian Social Science, 11 (4), 135-140.

Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131.

Mendelsohn, D. (1994). Learning to listen: a strategy based approach for the second language learner.  California: Dominie Press. 149 p.

Mendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics, 18, 81-101.

Miller, G. A. & Selfridge, J. A. (1950). Verbal context and the recall of meaningful material. American Journal of Psychology, 63, 176-175.

Porchesku, G. V. (2013). The structure of the English sentence in the perception aspect: PhD Thesis. Nizhny Novgorod, Kirov: VSHU. 195 p.

Richards, J. C. (2008). Teaching Listening and Speaking. Cambridge University Press. 337 p.

Sekerina, I. A. (2006). Method of event-related brain potentials in experimental psycholinguistics. Topics in the study of language, 3, 22-45.

Shcherba, L. V. (1974). Teaching foreign languages at secondary school: general problems of teaching methods. Edited by E. V. Rakhmanova. Moscow. Vysshaya Shkola. 111 p.

Shtern, A. S. (1992). Perception aspect of speech activity: experimental research. St. Petersburg: St.Petersburg University. 236 p.

Slater, J., Kraus, N. (2015). The role of rhythm in perceiving speech in noise. Cognitive Processing, 17(1), 210 p.

Tsarevskaya, I. V. & Litovchenko, L. N. (2015, May 22) To the question of listening in learning a foreign language in non-linguistic university. Retrieved from http://www.science-education.ru/ru/article/view?id=21713

Vandergrift, L. (2009, October, 17) Listening: Theory and practice in modern foreign language competence. Retrieved from https://www.llas.ac.uk/resources/gpg/67

Vandergrift, L. & Goh, C. M. (2012). Teaching and learning second language listening: metacognition in action. New York: Routledge. 315 p.

Ventsov, A. V. & Kasevich, V. B. (1994). Problem of speech perception. St. Petersburg: St. Petersburg university. 232 p.

Zalevskaya, A. A. (1988). Text comprehension: psycholinguistic approach. Kaliningrad: Kalin. 95 p.

Zinder, L. R. & Shtern, A. S. (1972). Factors which influence the perception of a word. Proceedings of IV Symposium on Psycholinguistics and Communication Theory, 1, 149-159.

View Abstract References Full text PDF
4

An Analysis of the Readiness and Implementation of 2013 Curriculum in The West Part of Seram District, Maluku Province, Indonesia

Dominggus Rumahlatu, Estevanus K. Huliselan &Johanis Takaria

pp. 5662-5675  |   DOI:
Published Online: August 13, 2016
Article Views: 4186  |  Article Download: 6078

Abstract

The changes of curriculum by government always generate pros and cons endlessly. Similarly, the implementation of 2013 Curriculum, which has been established by the government, makes most of the school educators throughout Indonesia including West Seram district try hard to implement the curriculum. Given that there are a lot schools in the West part of Seram District which are located in remote areas, it is necessary to analyze the readiness of the implementation of the 2013 curriculum in the west part of Seram district, Maluku province, Indonesia to determine the readiness of the students, teachers, and even schools in the implementation of 2013 curriculum. This is a descriptive research which focused on the readiness and implementation of the 2013 curriculum in elementary schools (SD/MI), junior high schools (SMP/MTS), and senior high schools (SMA/MA) at the west part of Seram district of Maluku province. The data were collected using a questionnaire containing seven indicators. The results of this research show that the students and the teachers in West part of Seram district regency are ready to implement the 2013 curriculum. Even, there have been some schools that have implemented the curriculum. However, there are still some inhibiting factors in the implementation of 2013 Curriculum in West part of Seram district namely the lack of handbooks for teachers and students, the mental readiness of teachers and students which are not yet optimally prepared, and the dissemination that has not reached all schools.

Keywords: 2013 Curriculum (K-13), readiness level, implementation level

References

BPS Maluku. (2013). Maluku Dalam Angka 2013 (Maluku in numbers 2013). BPS: Ambon

Fadjar, A. M. (2002). Keputusan Menteri Pendidikan Nasional Republik Indonesia Tentang Kurikulum Inti Pendidikan Tinggi (The Decree of the Minister of National Education of the Republic of Indonesia on the core curriculum of High Education). (Online), http://www.fti.itb.ac.id/wp-content/uploads/2015/06/Kepmendiknas-045-Tahun-2002-tentang-Kurikulum-Inti-PT.pdf, accessed on March 20, 2014.

Farisi, M. I. (2013). Kurikulum Rekonstruksionis dan Implikasinya terhadap Ilmu Pengetahuan Sosial: Analisis Dokumen Kurikulum 2013 (reconstruction of curriculum and its implication on social science: document analysis of 213 curriculum). Paedagogia Jurnal Penelitian Pendidikan Jilid 16, No.2:144-165

Febriya, R. W., Nuryono, W. (2014). Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA Surabaya Selatan (Survey on Perception and Readiness of counselor on guidance and counseling Based on the 2013 Curriculum in senior high school in South Surabaya). Jurnal BK. UNESA Volume 04, No. 03: 1-10.

Gershon, W. S. (2011). Introduction Towards a Sensual Curriculum. Journal of Curriculum Theorizing Volume 27, No. 2: 1-16

Gultom, S. (2014). Materi Pelatihan Implementasi Kurikulum 2013 untuk Guru (2013 Curriculum implementation training materials for Teachers 2013). Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan, Penjamin Mutu Pendidikan dan Kebudayaan: Jakarta.

Hasibuan, M., Wisyaiswara F., (2013). Paradigma Tugas Guru Dalam Kurikulum 2013 (The Paradigm of teacher duties in 2013 Curriculum). Kementrian Agama: Sumatera Utara (hal. 1-5)

Hendry, P. M., Winfield. A. G. (2013). Bringing Out the Dead: Curriculum History as Memory. Journal of Curriculum Theorizing 29(1), 1-24

Hubball, H, dan Burt, H. (2004).An Integrated Approach to Developing and Implementing Learning-centred Curricula.International Journal for Academic Development, 9(1)

Kemenag. (2013). Petunjuk Teknis Implementasi Kurikulum 2013 Bagi Guru Madrasah. Pelatihan Implementasi Kurikulum 2013 (technical directions of the implementation of 2013 curriculum for Madrasah teachers). (online), http://madrasah.kemenag.go.id/files/ptk/Juknis%20Implementasi%20Kurikulum%202013%20TA%202014%20(Isi).pdf, accessed on February 2013.

Kemendikbud. (2012). Dokumen Kurikulum 2013 (document of 2013 curriculum). (online), http://kangmartho.com , accessed on February 2013

Kemendikbud. (2013). Pengembangan Kurikulum 2013 (2013 Curriculum development). Kementrian Pendidikan dan Kebudayaan: Indonesia

McDermott, M. (2011). Curriculum of The Eye/I. Journal of Curriculum Theorizing Volume 27, No. 2: 130-142.

Miswad, N. Dantes, A.A.I.N. Marhaeni. (2013). The Implementation Analisis of Teachers’ Teaching Responsibility Fulfillment on The Nurturant Effect on Religion Education of Students. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Jurusan Pendidikan Dasar (Volume 3 Tahun 2013): 2-11

Muflihah, U. M. (2013). Manajemen Sarana Prasarana Dalam Meningkatkan Proses Pembelajaran di MTsN Sleman Kab. Sleman di Maguwaharjo Yogyakarta (Infrastructure Management in Improving Learning Process in MTsN Sleman district. Sleman in Yogyakarta Maguwaharjo) (Thesis). UIN Sunan Kalijaga: Yogyakarta.

Mursid, R. (2013). Pengembangan Strategi Pembelajaran Melalui Peningkatan Kompetensi Guru Menyongsong Kebijakan Kurikulum 2013 (developing learning strategies through the improvement of teachers’ competence commemorating the 2013 curriculum policies). Prosiding Seminar Nasional. Program Pasca Sarjana UNJ.

Sahiruddin. (2013). The Implementation of The 2013 Curriculum and The Issues of English Language Teaching and Learning in Indonesia. The Asian Conference on Language Learning 2013 Official Conference Proceding: Osaka, Japan.

Sariono.. Kurikulum: Kurikulum Generasi Emas (2013 Curriculum: Golden Age Curriculum). E-Journal Dinas Pendidikan Kota SurabayaVol. 3: 1-8.

Sholikhah, A. N., Masduki. (2014). Analisis Kesiapan Guru dalam Mengimplementasikan Kurikulum 2013 pada Pembelajaran Matematika (Analysis of Teacher Readiness in Implementing the 2013 Curriculum in Mathematics Learning. Naskah Publikasi Universitas Muhammadiyah: Surakarta

Sumei, J. Budiono, D., Kuntjoro, S. (2014). Evaluasi Implementasi Kurikulum 2013 Pada Pembelajaran Biologi SMA Kabupaten Lamongan (Evaluation of the implementation of 2013 Curriculum in Biology learning if senior High school in Lamongan District).  Journal Bioedu Volume 3, No. 3: 536-541

Supangat, Y. (2013). Karakteristik dan tujuan Kurikulum 2013 (Characteristics and objectives of 2013 Curriculum). (online), https://sites.google.com/site/webipssmpdkijakarta/in-thenews/karakteristikdantujuankurikulum2013, accessed on 28 February 2013.

Ummah, K, dkk. (2013). The Math Teacher Competency Analysis Based Perceptions Of  Students. Jurnal Pendidikan Matematika STKIP PGRI Sidoarjo Vol.1, No.1.

View Abstract References Full text PDF
5

Circular Migration and its Impacts in the Current Stage of Globalization

Magdalena Privarova and Andrej Privara

pp. 12909-12917  |   DOI:
Published Online: October 22, 2016
Article Views: 4171  |  Article Download: 7468

Abstract

In recent years, the concept of circular migration is increasingly getting into the center of attention among economic theorists as well as decision-makers in the field of international labor migration. In the current conditions of globalization, circular migration could solve some of the pitfalls encountered on the return migration. This paper outlines the genesis of the concept of circular migration and analyses the impacts of this phenomenon on the development of countries of origin. It also draws attention to the need of establishing mechanisms to ensure the circulating nature of migration movement. To do this, it is necessary to meet certain conditions. In this context, international cooperation on migration is a necessary condition for a “win-win-win” strategy as an important part of circular migration. The paper outlines the various forms of this cooperation.

Keywords: Circular migration, development of countries of origin, international cooperation

References

Ammassari, S. & Black, R. (2008). Harnessing the Potential of Migration and return to promote Development in Asia and the pacific..

Bovenkerk, F. (1974). The Sociology of return Migration: a Bibliographic Essay. Martinus Nijhoff, The Hague.

Cassarino, J.-P. (2004). Theorising Return Migration: a revisited conceptual approach to return migrants. EUI Working Papers No. 24.

Commisssion des Communautés européennes, Communication de la Commission au Parlement européen, au Conseil économique et social européen et au Comité des régions relative aux migrations circulaires et aux partenariats pour la mobilité entre l´Union européenne et les pays tiers. COM (2007) 248, Bruxelles, 16 mai 2007.

Dayton-Johnson, J. & Xenogiani, T. (2007). Immigration, développement et arbitrages entre politiques. Revue d´économie du développement, No 2.

GCIM (2005). Les migrations dans un monde interconnecté: nouvelles perspectives d´action. Rapport de la Commission mondiale sur les migrations internationales. Bruxelles.

GFMD: Rapport de la première réunion du Forum mondial sur la migration e tle développement. Bruylant, Bruxelles, 16 mai 2007.

Ghosh, B. (2009). Return Migration: Reshaping Policy Approaches. In Ghosh, B. (ed.), Return Migration: What Works?, GMF Immigration Paper Series No. 09.

Hugo, G. (1983). New Conceptual Approaches to Migration in the Context of Urbanization: A Discussion Based on Indonesian Experience. In Morrison, P.A. (ed.), Population Movements. Their Forms and Functions in Urbanization and Development, Ordina Editions, Liège.

Katseli, L., Lucas &  R.E.B., Xenogiani, T. (2006). Effects of migrations on sending countries: what do we know?, OECD Research programe on Economic and Social Effects of Migration on Sending Countries, Working Paper No. 250.

Newland, K., Agunias, D., & Terrazas, A. (2008). Learning by Doing: Experiences of Circular Migration.  Insight, Migration Policy Institute.

Newland, K. (2009). Circular Migration and Human Development. UNDP, Human Development Research Paper No. 42. http://www.migrationpolicy.org/pubs/newland_2009.pdf

Poutvaara, P. (2005). Public education in an integrated Europe: Studying to migrate and teaching to stay? ZEI Working Paper B 03-2005, ZEI – Center for European Integration Studies, University of Bonn.

Ushakov, D. & ,Zhmykhova, N. (2015). International migrant flows and national migration policy: Quality correlation and scenarios of interdependence (the case of European Union). Actual Problems of Economics, # 8.

View Abstract References Full text PDF
6

Innovations in Hospitality Industry

Elena A. Dzhandzhugazova, Ekaterina A. Blinova, Liubov N. Orlova & Marianna M. Romanova

pp. 10387-10400  |   DOI:
Published Online: November 09, 2016
Article Views: 4110  |  Article Download: 16498

Abstract

The article focuses on the study of the role and importance of innovation, its classification, the problems of its application in the hotel industry with emphasis on the application of sensory marketing tools in the development of the innovative marketing mix within the hospitality industry. The article provides an analysis of the "seven sensual notes of hospitality", i.e. "sight", "hearing", "smell", "taste", "touch", "intuition", "impression". The authors rely on the "sensual notes" in their consideration of an innovative hotel marketing mix, generalize and systematize the results of studies, practical examples from the experience of the world best hotels. The authors have conducted a comparative analysis of research findings pinpointing the impact of the innovative marketing mix on the performance of hospitality industry enterprises.

Keywords: Hotel industry, hospitality, innovation, innovative hotel marketing mix, sensory marketing

References

Ambler, T. (1999). Practical marketing. St.Petersburg, Peter Publisher, 375 p.

Aromamarketing. (2016). Direct access: http://aromamarketing.ru/aromarketing.html

Aromaco. (2016). Manage emotions: http://aromaco.kz/ritz-carlton

Aromagroup. (2016). Sensory branding. Statistics: http://www.ekbpromo.ru/ckfinder/userfiles/files/6aromagroup.pdf

Best Hotels of the World. (2008) Moscow: EKSMO, 1073 p.

Blinovа, E.A. (2007). Client-oriented strategies of Russian companies receiving incoming tourists from PRC. Moscow: Russian Academy of Economics, 286 p.

Bulgarihotels. (2016). Direct access: http://www.bulgarihotels.com

Dzhandzhugazova, E.A., Zaitseva, N.A., Larionova, A.A., Pervunin, S.N. (2015). The russian hotel market: Condition and development under the crisis.   Mediterranean Journal of Social Sciences, 3, 289-296.

Dzhandzhugazova, Е.A. (2013). Particularities of Creation and Promotion of New Ideas in Social Network Space. World Applied Sciences Journal, 1, 79-84.

Dzhandzhugazova, E. A. (2013). New Forms and Possibilities for Promotion of Russian National Parks in the Internet Environment. Middle-East Journal of Scientific Research,  16 (9), 1238-1244.

Dzhandzhugazova, E.A. (2005). Marketing in the hospitality industry. Moscow, Academia Publishing House, 363 p.

Dzhandzhugazova, E.A. (2015). Innovative marketing mix of hotels: Seven sensual notes of hospitality. Russian Regions: looking into the future, 3, 17–27.

Dzhandzhugazova, E.A., Ilina, E.L., Latkin, A.N., Kosheleva, A.I. (2016). Development of  creative potential of cinema tourism. International Journal of Environmental and Science Education, 11, 4015-4024.

Zaitseva, N.A. (2013).  Management in service industry: tourism and hospitality. Moscow, Academia Publishing House, 288р.

Ilyenkova, S.D. , Kuznetsov, V.I.  (2009).  Innovation Management. Moscow, Eurasian Open Institute, 183р.

Joseph, B., II Pine and Gilmore J. H. (1999). The Experience Economy: Work Is Theatre and Every Business a Stage. Hardcover, 304p.

Mobile Marketer. (2016). Alex Samuely, How mobile will transform hotel front desks next year: http://www.mobilemarketer.com/cms/sectors/travel/21943.html

Orlova, L.N. (2016). Underlying principles and approaches to the management of sustainable innovation development of economic systems. Management in Russia and abroad, 3, 3-9.

Orlova, L.N. (2014). Mechanisms to ensure sustainable innovative development of economic systems. Yaroslavl: Avers-plus LLC, 111p.

Orekhov, S.A. (2014). The essence of latent competitive potential within entrepreneurial structures and the criteria of its detection. Innovations in science, 30-2, 39–45p.

Frontdesk (2013). Article: http://www.frontdesk.ru/article/obzor-pyati-samyh-ekologichnyh-oteley-mira

Prohotelia. (2016) Direct access: http://prohotelia.com.ua/2015/03/tripbarometer-2015

Radio-mall. (2016). Direct access: http://radio-mall.ru/research/

Romanova, M.M, & Chernova, A.A. (2015).Tendencies and features of innovation in services. Economy and Entrepreneurship, 3, 856–860.

Schumpeter J.A. (2007). Theory of Economic Development. Capitalism, Socialism and Democracy. Moscow, EKSMO, 264 p.

View Abstract References Full text PDF
7

The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students

Basman Tompo, Arifin Ahmad & Muris Muris

pp. 5676-5686  |   DOI:
Published Online: August 13, 2016
Article Views: 3925  |  Article Download: 4658

Abstract

The main objective of this research was to develop discovery inquiry (DI) learning model to reduce the misconceptions of Science student level of secondary school that is valid, practical, and effective. This research was an R&D (research and development). The trials of discovery inquiry (DI) learning model were carried out in two different classes in SMPN 2 Maros, South Sulawesi. The results of the study after two trials showed that the discovery inquiry (DI) learning model have been valid, practical, and effective. The discovery inquiry (DI) learning model is stated to be valid because the assessment of all learning components conducted by validator meets the elements of validity. It is stated to be practical because the discovery inquiry (DI) learning component is fully implemented, and the ability of teachers to manage learning is at the high category. It is stated to be effective because the misconceptions of Science student are in the medium category. The activities of students in learning are fulfilled the ideal time achievement, and the results of the students’ questionnaire give the positive respond to discovery inquiry (DI) learning. It is concluded that the discovery inquiry (DI) learning model to reduce the misconception of Science students meets the criteria of valid, practical, and effective.

Keywords: Discovery inquiry, misconceptions of science, learning model

References

Abdisa, G. (2012). The effect of guided discovery on students’ physics achievement. Journal Physics Education, (Online), 6(4), 193-199

Adnyani, N.W, dkk. (2013). Pengaruh strategi pembelajaran konflik kognitif terhadap penurunan miskonsepsi fisika ditinjau dari gaya kognitif siswa kelas x di SMA Negeri 1 Bebandem. Jurnal Universitas Pendidikan Ganesha

Fajar.DM dkk. (2013). Pengaruh penggunaan model pembelajaran inkuiri (inquiry learning) terhadap penurunan miskonsepsi pada materi listrik dinamis kelas X SMAN 2 Jombang. Laporan Penelitian

Ilahi, T M. (2012). Learning of discovery strategy & mental vocational skill. Jogjakarta: DIVA Press

Iriyanti.N.P et al.(2012). Identifikasi miskonsepsi pada materi pokok wujud zat siswa kelas VII SMP Negeri 1 Bawang tahun ajaran 2009/2010. Laporan Penelitian. FKIP Universitas Sebelas Maret Surakarta

Joyce.B, Weil.M, Calhoun.E. (2009). Models of teaching. Terjemahan. Edisi Kedelapan. Yogyakarta: Pustaka Pelajar

Istikomah dkk. (2013). Pengembangan perangkat pembelajaran metode discovery learning untuk pemahaman sains pada anak TK B. Laporan Penelitian. Prodi Pendidikan Dasar Program Pasa Sarjana. Universitas Negeri Semarang

Nirwana. (2013). Penggunaan model inquiry berbasis ICT untuk meningkatkan hasil belajar pada mata kuliah sejarah fisika mahasiswa Prodi Pendidikan Fisika Jurusan Pendidikan MIPA.  FKIP: Universitas Bengkulu. Prosiding Seminar

Simarmata,U. (2008). Penerapan model konstruktivis dalam pembelajaran fisika di SMU dalam upaya menanggulangi miskonsepsi siswa. Jurnal Universitas Negeri Medan,  ISSN:1907-7157

Sukardjo,M. dkk. (2012). Landasan pendidikan konsep dan aplikasinya. Depok: PT Rajagrafindo Persada

Suparno, P. (2005). Miskonsepsi & perubahan konsep pendidikan Fisika. Jakarta: PT Gramedia Widiasarana Indonesia

Taufik.M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep Gaya melalui penerapan model siklus belajar (learning cycle ) 5E. Jurnal UNS Semarang

Tayubi,Y.R, (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan Certainty of Response Index (CRI). Jurnal Universitas Pendidikan Indonesia.  3/XXIV/2005

Wenning.C.L, et al. (2011). Scientific Inquiry in Introductory Physics Courses. Journal Of Physics Teacher Education. 6(2).

Yamin. (2013). M. Paradigma baru pembelajaran. Jakarta: Ciputat Mega Mall Anggota IKAPI

Yunitasari.W. et al. (2013). Pembelajaran direct instruction disertai hierarki konsep untuk mereduksi miskonsepsi siswa pada materi larutan penyangga Kelas XI IPA Semester Genap SMA Negeri 2 Sragen. Jurnal FKIP UNS Surakarta

Yusnita.R et al. (2014). Pengembangan perangkat pembelajaran berbasis penemuan terbimbing (guided discovery) dengan pendekatan somatic, auditory, visual, intellectual (SAVI) pada materi pokok peluang Kelas IX SMP Tahun Pelajaran 2013/2014. Jurnal PPs Universitas Sebelas Maret Surakarta.

View Abstract References Full text PDF
8

Challenges of International Students’ Adjustment to a Higher Education Institution

Tatiana A. Baklashova & Andrey V. Kazakov

pp. 1821-1832  |   DOI: 10.12973/ijese.2016.557a
Published Online: June 12, 2016
Article Views: 3336  |  Article Download: 9475

Abstract

The relevance of this work is determined by the real problems of foreign students’ adaptation to the educational environment of Russian high school. International students face certain problems, complicating adaptation to a new lifestyle, to the educational environment of the Russian high school, to a completely new social and cultural environment. Every year more and more foreign students come to Russia to get higher education, and every foreign student goes through an objective process of adaptation to college life. This article aims to develop recommendations, basic principles for an educational institution that provides educational services to foreign citizens. The leading method to the study of this problem is a qualitative method of case-study, which allows to focus on practical knowledge about real everyday situations, faced by foreign students in Russia.  The case-study method provides an opportunity to pay close attention to the impact of social, cultural and academic factors on their adaptation. The article revealed that international students often face a series of transitional difficulties immediately after arriving to study in Russian universities. The problems are cataloged according to academic, social and cultural aspects. The article states that in order to overcome these problems, the students use resources provided mainly by the university. On the other hand, it is found out that these problems motivate foreign students to develop strategies to meet emerging challenges. The data obtained can be used in the practice of the university administration, faculty and staff to timely detect and eliminate academic, social and cultural challenges faced by international students at the beginning of their studies in Russia. Attention to these issues will provide more adequate support for foreign students.

Keywords: International students, higher education, academic challenges, social isolation, cultural adjustment

References

Bondareva, S. V. & Bondarev, N. A. (2014) Gender differences in manifestations of anxiety among foreign students. Personality, family and society: questions of pedagogy and psychology, 38, 159-164.

Celleja, D. (2000). The world at your door. Canadian Business, 73(20), 108-111.

Fomina, T. K. (2004) Foreign students in Russian medical high schools: internalization of professional value. PhD Thesis. Volgograd, Volgograd State Medical university, 289.

Gelbras, Q. (2002, May 7) Has Russia Chinese future? Komsomolskaya Pravda, 8 p.

Hammer, M. R., Bennett, M. J., Wiseman, R. (2003) The intercultural development inventory: a measure of intercultural sensitivity. International Journal of Intercultural Relations, 27, 421-443.

Kamara, I. (2012) Stress and its influence on the process of African students’ adaptation in Russia. Society: sociology, psychology, pedagogy, 2, 66-70.

Knyazeva, E. M. & Kurina, L. N. (2010) Features of chemistry teaching to foreign students. Modern problems of science and education, 6, 39-43.

Kosheleva, E. Y. (2015) Effects of stress factors on the adaptation to the academic process in the Russian high school students of foreign and Russian. Almanac of modern science and education, 4, 95-98.

Kravets, J. L. (2013) Social adaptation of foreign students in the educational environment. Psychopedagogy in law enforcement, 3, 31-35.

Malykhin, M. (2015, February, 19) A student – a step to rating. Vedomosti, 8 p.

Opendoors. (2015, April 17) Report on international educational exchange. Direct access: www.iie.org/opendoors 

Russell, J., Rosenthal, D., Thomson, G. (2010) The international student experience: three styles of adaptation. Higher Education, (60) 2, 235-249.

Tatarko, A. N. (2009) Migrants in Moscow: threats real and imaginary. Migration processes and adaptation issues, 4, 73-97.

View Abstract References Full text PDF
9

Impact of Environmental Education On the Knowledge and Attitude of Students Towards the Environment

Norris I. Erhabor & Juliet U. Don

pp. 5367-5375  |   DOI:
Published Online: August 12, 2016
Article Views: 3331  |  Article Download: 1444

Abstract

Environmentally aware and empowered youths are potentially the greatest agent of change for the long term protection and stewardship of the environment. Thus environmental education which promotes such change will enable these youths to have a greater voice on environmental issue if effectively implemented in Nigeria. Hence, this study was conducted to assess students’ level of knowledge and attitude towards the environment. The survey was conducted on 130 respondents who were full time students of environmental education in a federal university in Edo state, Nigeria. The result revealed that high level of knowledge and positive attitude towards the environment among the students. Also it was observed that the relationship between their knowledge and attitude towards the environment is a negative, little or no relationship. Therefore, it was concluded that environmental literate students especially in tertiary institutions are being nurtured to foster EE in Nigeria. Thus the researchers recommend that more needs to be done to promote and encourage EE at all levels in the country especially by the government and its agency to ensure effective implementation; nongovernmental organizations and international bodies all have a role to play in the country sustainable development goals

Keywords: Environmental education (EE), attitude, environmental knowledge

References

Aminrad, Z., S.Z.S. Zakaria, S. Hadi and M. Sakari (2012). Relationship Between Awareness, Knowledge and Attitudes Towards Environmental Education Among Secondary School Students in Malaysia. World Applied Sciences Journal 22 (9): 1326-1333

Archie, M. (2003). Advancing education through environmental literacy. Alexandria, VA: Association for Supervision and Curriculum Development.

Jekayinfa, A.A, & Yusuf, A.R. (2008). Teachers’ opinions on the incorporation of environmental education in the Nigerian primary school curriculum. Educational Research and Review  3 (11), 334-338

Mrema, K.(2008). An Assessment of Student’s Environmental Attitude and Behaviours and the Effectiveness Their School Recycling Programs Master Dissertation, Dalhousie University, School of Resource and Environmental Studies.

NERDC (1992). Draft Curriculum for Infusing Environmental Education in Secondary Schools, Lagos: NERDC.

Palmer J.A. (1998). Towards Progress and Promise, Environmental Education in the 21st Century, pp 240-244

Robinson, J.O. (2013). Environmental Education and Sustainable Development in Nigeria: Breaking the Missing Link. International Journal of Education and Research, 1(5) 1-6.

Thathong, K. (2012). A spiritual dimension and environmental education: Buddhism and environmental crisis. In: Procedia - Social and Behavioral Sciences  46, 5063 – 5068

Thomson, G., & Hoffman, J. (2003). Measuring the Success of Environmental Education Programs. Calgary, AB: Canadian Parks and Wilderness Society.

View Abstract References Full text PDF
10

Peer Pressure in Relation to Academic Achievement of Deviant Students

K.Deepika & N.Prema

pp. 1931-1943  |   DOI:
Published Online: October 31, 2017
Article Views: 3216  |  Article Download: 15975

Abstract

This study was aimed to analyse the relationship between peer pressure and academic achievement of deviant students. Purposive random sampling method was used to study the deviant student’s behavioural factor. The sample was drawn from the population of 7546 students.  There are 145 deviant students were taken as sample from classes VI to XII about 2% of the entire population of the school. The result revealed that there is no significant difference between male and female with respect to peer pressure and academic achievement. Friend’s influence towards  deviancy had  privileged  in the age group of 16-18 than in other younger age groups.   There is a negative correlation exists between peer pressure and academic achievement and this study reveals that peer pressure plays a vital  role in lowering of  achievement in academics.

Keywords: Peer pressure, deviant students, academic achievement

References

Alexander KL, Entwisle DR, Kabbani NS. The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record. 2001;103(5):760–822.

Allison PD. Missing data. Sage publications; Thousand Oaks, CA: 2001.

Aloise-Young PA, Graham JW, Hansen WB. Peer influence on smoking initiation during early adolescence: A comparison of group members and group outsiders. Journal of Applied Psychology. 1994;79(2):281–287. [PubMed]

Alspaugh JW. Achievement loss associated with the transition to middle school and high school. Journal of Educational Research. 1998;92(1):20–25.

Altermatt ER, Pomerantz EM. The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology. 2003;95(1):111–123.

Altermatt ER, Pomerantz EM. The implications of having high-achieving versus low-achieving friends: A longitudinal analysis. Social Development. 2005;14(1):61–81.

Appleton JJ, Christenson SL, Furlong MJ. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools. 2008;45(5):369–386.

Bandura A. Social cognitive theory. In: Vasta R, editor. Annals of child development: Vol. 6. Six theories of child development. JAI Press; Greenwich, CT: 1989. pp. 1–60.

Barber BK, Olsen JA. Assessing the transitions to middle and high school. Journal of Adolescent Research. 2004;19(1):3–30.

Barber BL, Stone MR, Hunt JE, Eccles JS. Benefits of activity participation: The roles of identity affirmation and peer group norm sharing. In: Mahoney JL, Larson RW, Eccles JS, editors. Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Lawrence Erlbaum Associates Publishers; Mahwah: 2005. pp. 185–210.

Battin-Pearson S, Newcomb MD, Abbott RD, Hill KG, Catalano RF, Hawkins JD. Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology. 2000;92(3):568–582.

Berndt TJ, Keefe K. Friends’ influence on adolescents’ adjustment to school. Child Development. 1995;66(5):1312–1329. [PubMed]

Berndt TJ, Laychak AE, Park K. Friends’ influence on adolescents’ academic achievement motivation: An experimental study. Journal of Educational Psychology. 1990;82(4):664–670.

Buchmann C, Dalton B. Interpersonal influences and educational aspirations in 12 countries: The importance of institutional context. Sociology of Education. 2002;75(2):99–122.

Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Erlbaum; Hillsdale, NJ: 1988.

Festinger L. A theory of social comparison processes. Human Relations. 1954;7:117–140.

Finn JD. Withdrawing from school. Review of Educational Research. 1989;59(2):117–142.

Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 2004;74(1):59–109.

Furman W. Children's friendships. In: Field TM, editor. Review of human development. Wiley; New York: 1982. pp. 327–339.

Hartup WW. The company they keep: Friendships and their developmental significance. Child Development. 1996;67(1):1–13. [PubMed]

Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283.[PubMed]

Henry KL, Slater MD, Oetting ER. Alcohol use in early adolescence: The effect of changes in risk taking, perceived harm and friends’ alcohol use. Journal of Studies on Alcohol. 2005;66(2):275–283

Kandel DB. Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology. 1978;84(2):427–436.

Kerr M, Stattin H. What parents know, how they know it, and several forms of adolescent adjustment: Further support for a reinterpretation of monitoring. Developmental Psychology. 2000;36:366–380.[PubMed]

Lahaderne HM, Jackson PW. Withdrawal in the classroom: A note on some educational correlates of social desirability among school children. Journal of Educational Psychology. 1970;61(2):97–101.

Lahey BB, Van Hulle CA, D'Onofrio BM, Rodgers JL, Waldman ID. Is parental knowledge of their adolescent offspring's whereabouts and peer associations spuriously associated with offspring delinquency? Journal of Abnormal Child Psychology. 2008;36(6):807–823. [PubMed]

Larson RW, Richards MH. Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development. 1991;62(2):284–300. [PubMed]

Lockwood P, Kunda Z. Superstars and me: Predicting the impact of role models on the self. Journal of Personality and Social Psychology. 1997;73(1):91–103.

Marie-Hélène Véronneau and Thomas J. DishionMiddle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis J Early Adolesc. 2011 Feb 1; 31(1): 99–124.

Muthén BO, Khoo S-T. Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences. 1998;10(2):73–101.

Patterson GR, Reid JB, Dishion TJ. Antisocial boys. Castalia; Eugene, OR: 1992.

Piaget J. In: La Naissance de l'intelligence chez l'enfant [Origin of intelligence in the child] Neuvième, editor. Delachaux et Niestlé; Paris: 1977.

Poulin F, Dishion TJ, Haas E. The peer influence paradox: Friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly. 1999;45(1):42–61.

Prinstein MJ, Wang SS. False consensus and adolescent peer contagion: Examining discrepancies between perceptions and actual reported levels of friends’ deviant and health risk behaviors. Journal of Abnormal Child Psychology. 2005;33(3):293–306. [PubMed]

Reitz E, Dekovic M, Meijer AM, Engels RCME. Longitudinal relations among parenting, best friends, and early adolescent problem behavior: Testing bidirectional effects. The Journal of Early Adolescence. 2006;26(3):272–295.

Rose AJ, Rudolph KD. A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin. 2006;132(1):98–131. [PMC free article] [PubMed]

Rubin KH, Bukowski W, Parker JG. Peer interactions, relationships, and groups. In: Damon W, editor. Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 5th ed. Wiley; New York: 1998. pp. 619–700.

 Ryan AM. The peer group as a context for the development of young adolescent motivation and achievement. Child Development. 2001;72(4):1135–1150. [PubMed]

Uzezi, J. G. , & Deya, G. D. (2017). Relationship between Peer Group Influence and Students’ Academic Achievement in Chemistry at Secondary School Level. American Journal of Educational Research5(4), 350-356.

Vitaro F, Brendgen M, Wanner B. Patterns of affiliation with delinquent friends during late childhood and early adolescence: Correlates and consequences. Social Development. 2005;14(1):82–108.

Voydanoff P, Donnelly BW. Risk and protective factors for psychological adjustment and grades among adolescents. Journal of Family Issues. 1999;20(3):328–349.

Wentzel KR. Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology. 1993;85(2):357–364.

Wentzel KR. Peer relationships, motivation, and academic performance at school. In: Elliot AJ, Dweck CS, editors. Handbook of competence and motivation. Guilford; New York: 2005. pp. 279–296.

Woolley ME, Kol KL, Bowen GL. The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence. 2009;29(1):43–70.

View Abstract References Full text PDF