The aim of this study is to investigate the effects of classic strength training combined with six-week plyometric muscle training on lower extremity muscle areas and strength development. This study started with 17 healthy male students at Port-Said University, but it was completed with 11 students who participate in the activities of the Faculty. The mean age of the subjects was 18.03 ± 1.37 years. At the beginning of six-week training program, certain parameters including body height, weight, calf and thigh skinfold and girds measurements were taken. In addition, vertical jump, 10 sec. multiple vertical jump, standing long jump, leg and back strength were measured. The same measurements were repeated upon the completion of the six-week strength training with plyometric exercise. The comparison of pre- and post-measurements demonstrated that vertical jump and leg strength significantly increased (p <0.01). Similarly, thigh and calf muscle areas were also significantly improved (P <0.01) after the six-week plyometric and strength training for legs.

This study is focused on the effectiveness of the use of Mobile Learning Device (MLD) (by using the “String” application) to the learning outcome among the Junior Students in De La Salle Santiago Zobel School in wave concepts. This study is only limited to selected students in the Third Year Level Physics classes which is composed of one (1) section only namely: Junior I. The study will involve a total of thirty nine (39) students from Third Year Level section Junior I. The group consists of twenty three (23) male and sixteen (16) female students. The selected students are among the pioneers of the PEARL program. The program aims to directly respond to the skills development of the 21st Century Learner and is inspired by the innovative attitude of the Founder of the De La Salle school system, St John Baptist de la Salle (France, 1719). Students enrolled are going to utilize Mobile Learning Device (MLD) as a tool in the teaching and learning process. In line with the findings of the study, the researchers arrived at the following conclusions: There was a significant difference between the pre-test and post-test results using the mean scores of the students in Junior I which are 4.33 and 10.13 respectively. The data revealed in the test of the level of significance that the obtained t-value 4.276 was higher than the critical t-value 2.145 with significance level at 0.05; thus, the null hypothesis was rejected and interpreted as significant. Since the mean scores of the students of Junior I were higher in the post-test than in the pre-test, it was evidently seen that there was an improvement in the performance in concepts of waves using Mobile Learning Device application String.

This study looked at the relationship between the academic confidence, academic effort and academic achievement of the University students at the Laguna State Polytechnic University, Los Baños Campus, during the Academic Year 2013-2014. Significant differences on the academic confidence, academic effort and academic achievement across age, gender, course and year level were also determined. One hundred eighty three (183) College students were randomly selected to be the sample of the study. The research instrument used in this study was the Academic Confidence and Academic Effort Scales by Liu and Wang (2005). The data were analyzed using frequency counts, percentage, mean, standard deviation, Chi-square test, and Pearson r. The result of the findings showed that there is a low positive correlation between students’ academic achievement and academic confidence. A moderate positive correlation was found between academic achievement and academic effort and academic confidence and academic effort. There is a significant difference on: academic confidence across ages; academic effort across age and course; and academic achievement across respondents’ age, sex, course and year level. The researchers conclude that someone with a high academic confidence and effort is expected to perform well academically or the other way around. Respondents’ sex, course and year level do not predict ones’ level of academic confidence. Students’ age and course predict ones’ level of academic effort. Students’ age, sex, course and year level are predictors of students’ academic achievement. It is therefore suggested that the Office of Students Affairs of the University need to offer academic confidence and effort enhancement programs to sustain students’ self-concept in general. These would allow the students to examine their thoughts, feelings and abilities as an individual and become more positive about themselves. Teachers should provide situations of success for all students; this will improve students’ sense of confidence, with all the benefits that could arise from such a case which might include perseverance to strive harder in their studies. Students should involve themselves to various activities that would further enhance their level of confidence. They should always go extra miles to acquire better academic achievement

The main purpose of the study is to determine the Effectiveness of Model-Observe-Reflect-Explain (MORE) Thinking Frame on the performance of students in high school chemistry. Specifically, it seeks to answer the following questions: 1) What is the achievement of the students in Chemistry before and after they were taught selected topics using MORE Thinking Frame in the laboratory? 2) Is there a significant difference in the achievement of students in Chemistry before and after they were taught selected topics using MORE Thinking Frame in the laboratory? 3)What is the performance of the students in the laboratory when they are subjected to MORE Thinking Frame?4) Is there a difference in the model of the students before and after the use of MORE Thinking Frame? The study was conducted at the General Emilio Aguinaldo National High School in Palico IV, Imus City Cavite, during the second grading period of the school year . The samples of the study involved 55 third year students. The study tested for four weeks. This study utilized the single group pretest post test pre experimental design. Quantitative as well as qualitative data analyses were employed. The 40 item chemistry achievement test, chemistry activities with Model-Observe-Reflect-Explain Thinking Frame activity sheets, and perception survey questionnaires were used as instruments of the study. The result of the Diagnostic test was used as the basis for ranking the students to form formal groups. The t-test was used to determine the significant difference between the means of the students’ pretest and post test scores in Chemistry. The results of the t-test at 0.05 level of significance revealed that there is a significant difference between the pre and post test scores in Chemistry using Model-Observe-Reflect-Explain Thinking Frame. The results revealed that the performance of the students in Chemistry before and after the utilization of Model-Observe-Reflect-Explain Thinking Frame differ significantly with a mean difference of 13.62. A significant difference was obtained showing that the mean score of the post test of 30.82 is significantly higher than the mean of the pretest of 17.20. After the exposure to Model-Observe-Reflect-Explain Thinking Frame, perception survey questionnaire was used to assess students’ level of acceptance of MORE Thinking Frame. Based on the overall mean rating on the perception questionnaire the respondents favored the use of Model-Observe-Reflect-Explain Thinking Frame.

Online tutoring has received more and more attention. Moreover, teacher-student interaction has great influence on students’ learning. The main purpose of this study was to investigate the effect of teacher-student interaction on students’ learning achievement in online learning environment. In this study, 46 elementary school students participated in this study. This result indicated that the students’ learning performance was significant improved after a semester of online tutoring. Moreover, the result indicated that the influence could effectively predict students’ learning achievement. In the final of the study, some suggestions were proposed to help the online tutors to manage their online tutoring.

Current Educational Technologies (CETs) are being integrated in the teacher education programme to enable effective and qualitative instructional delivery in the 21st century classrooms. This study is a descriptive survey which examined the adoption level and of teacher educators’ category in the use of CETs in their instructional delivery. It also ascertains the extent of utilization the existing CETs in the College and to determine the factors impacting on the utilization of the CETs. The study used [1] level of technology adoption and [2] adoption level of diffusion of innovation theory category to determine the category of 184 teacher educators from Alvan Ikoku College of Education Owerri, Nigeria. The research instrument used was a 27- item questionnaire developed and validated by the researchers. The instrument was a five point Likert scale which enabled respondents to select from strongly agree, agree, undecided, disagree and strongly disagree to express their technology adoption and usage in teaching and learning. Findings revealed low adoption level of CETs by teacher educators on the level of paradigm shift. The largest proportion (30.5%) of the teacher educators fall within the category of late adopters. The CETs were not fully utilized and the teacher educators identified availability, staff training/support among the factors impacting on effective utilization of CETs in their instructional delivery. It was concluded that this state of affairs dos not augur well for the production of technology savvy teachers for the 21st century classrooms hence recommendations were made.

Animasi membantu dalam proses pengajaran dan pembelajaran pelajar. Ini kerana animasi dapat menarik minat dan motivasi pelajar dalam meningkatkan pembelajaran yang bermakna. Kertas ini bertujuan mengkaji prinsip exaggeration dalam animasi dan kesan aplikasi prinsip exaggeration dalam animasi terhadap motivasi pelajar. Kajian akan menerangkan bagaimana prinsip exaggeration dikenakan ke atas animasi dan faktor motivasi yang dipengaruhi oleh prinsip exaggeration.

The purposes of this study were 1) To developing of enhancing Instructional leadership Model in Math Teacher Integrated English Language and To Study teachers’ Leadership based on Instructional Leadership Model 2) To study teachers’ English languages proficiency . The sampling were 5 Math teachers who recruited to be participants . they are from 5 province and difference school of North eastern of Thailand . During 6 month in 2014 The instrument for collecting data were Leadership Model , Lesson plan with Content and Language Integration Learning , Questionnaires, Observation form . For statistic used were Mean Percentage . Finding 1) Instructional Leadership Model was LeadingProfessional Internal role Mentor : develops others the professional guidance of staff. Educator: demonstrates technical competence and personal teaching skills. Advisor: supports and counselor And teachers’ Leadership based on Instructional Leadership Model is high level 2) For the English language proficiency, Teacher improve their English language

The teaching of thinking skills is important as it helps in promoting better learning and producing quality and skilled students. Higher Order Thinking Skills (HOTS) represent more sophisticated and context-rich thinking processes that include critical, logical, reflective, metacognitive, and creative thinking and thus, HOTS become key ‘ingredients’ in the education system in most countries, including Malaysia. The purpose of this study is to examine teachers’ perceptions on the use of HOTS in language teaching as well as the constraints faced by them in doing so. A research survey was conducted to 144 English teachers in Hulu Langat, Selangor. The descriptive analysis indicated that overall, teachers had positive perceptions towards the use of HOTS in language teaching. Student-related constraints are the constraints with highest mean score (M= 3.49). Despite their positive perceptions on this matter, most of them still believe that they need to undergo more courses and trainings on the teaching of HOTS. The implications of this study are also discussed in this paper

The purposes of this study were as : 1) to develop the model of learning management to promote the ethics for teaching professional students, and 2) to affirm for the developing model. Sample in this study consisted of the students in Nakhonratchasima Rajabhat University, who studied in teacher professional subject, in the academic year of 2015. The study found that: 1) learning management model to promote the ethics for teaching professional students, based on contemplative education approach were comprised of three principles as 1) consideration critically, 2) deep listening, and 3) drill practice. For the assessment of model by experts found that all of components of model had appropriateness scores between 4.43 to 5.00, which indicated that this learning management model had appropriate components at a high through highest level.

The research was carried out to assess the level of awareness and use of e-learning resources by secondary school teachers in Yobe state. The study adopted a survey method. A total of two hundred and forty (240) respondents were selected from two secondary schools in each of the three geo-political zones in the state. A self-developed questionnaire was used to obtain response from the respondents. Three research assistants domiciled in each of the zones were used in the issuance and collection of the questionnaires. The result of the study showed that a number of the teachers are not computer literate and are not aware of e-learning resources. The few who are aware and could access e- learning resources are confronted with problems such as lack of internet facilities, poor network, and high cost of e-learning facilities The study recommended the installation of internet facilities in in secondary schools, provision of e-libraries, creation of awareness about e-learning resources and compulsory training of teachers in computer literacy.

Preparing a lecture plan and sharing it with the students is one of the primary responsibilities of an instructor. Lecture plans are usually prepared by scheduling the contents of the syllabus with listing the prerequisite courses. Least attention is paid to highlight the prerequisite topics or the order of the topic delivery based on dependency. Concept map is a good tool in education which is usually used for different purposes such as organizing thoughts, evaluation, analyzing the depth of understanding in students and so on. In this paper we propose a guide for building a concept map to organize the concepts in a course, based on its complexity and dependencies. We propose a new classification for the notion of concept based on complexity. We coin new terminologies such as atomic concept, preliminary concept, composite concept and integrated concepts.

No development may made without education. According to article 26 of Universal Declaration on Human Rights (UDHR), (1948), education is regarded as one the human rights through which the other human rights shall be promoted and protected. There is, therefore, a mutual relationship between education and human rights. Education may be considered as a means in the service of the human rights. To fulfill their obligations in the field of human rights, the governments need to educate the people. According to the preamble of UDHR, every individual and every organ of society shall strive by teaching and education to promote respect for the rights and freedoms, articulated in the declaration, and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Article 26 (1) of the UDHR provides for that “Everyone has the right to education”. Education is regarded as a human right for every human being. Although education requires high costs, but the declaration states “[e]ducation shall be free, at least in the elementary and fundamental stages”(Article 26). Certainly the higher education shall be equally accessible for all on the basis of merit. The purpose of the education shall be full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace (article 26). Education needs to encompass values such as peace, non-discrimination, equality, justice and respect for the human dignity. This article deals with the impact of education on human rights. It also introduces education model among the Iranian nomadic groups, awarded the UNESCO international award for fight against illiteracy. In short the ultimate goal of education is to achieving the sustainable protection and promotion of human rights.

The purpose of this study is to investigate the mechanism related with academic engagement that can explain adult learners’ behavioral intention. For this purpose, we are going to analyze structural relationship among adult learners’ self-determination, academic engagement, satisfaction, and behavioral intention. We planning to survey adult learners who participate in the lifelong learning programs in lifelong learning institutions. And we are examining the content validity of a questionnaire to apply to adult learners. Based on this study, we’ll summarize what the empirical evidence is for the effect of academic engagement and suggest areas for future research.

Implying research findings in into classroom practice requires a teacher to have an elaborate understanding and knowledge of those aspects of spoken language that the writing system represents. Phonemic awareness (PA) is widely convinced to be essential, though not sufficient, as one of the component in early reading instruction. Numerous evidences showed that PA instruction is able to accelerate reading acquisition in most children and reduce the incidence of reading failure. However limited in English as Second Language (ESL) settings, evidence suggests that many teachers do not have the recommended conceptual knowledge or skills sufficient to provide effective PA instruction. To that end, this study examined, with respect to PA instruction, the competencies of 90 randomly selected Mersing primary school English teachers certified in education field. Data were collected anonymously on the Survey of Teacher PhAKS (Phonemic Awareness Knowledge and Skills), a 15-item, self-administered, multiple choice instrument adapted from ‘Teacher Education in Phonemic Awareness Instruction’ by Elaine Anne Cheesman (2004).Results of this study indicate that significant numbers of primary school English teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of the conceptual basis of PA, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into constituent phonemes.

The aim of the study is to explore the experiences of the deaf while learning how to dance in silence. It is to identify the type of brainwaves that occurs in the brain when the hearing impaired were learning to dance by watching video model demonstration. Meanwhile the results might revealed the effective technique for teaching the deaf so that they can learn and perform well in dancing. Quantitative method was implemented in this study using quantitative electroencephalogram (QEEG) to record the brain waves. Participants were volunteers from integrated school of the deaf. The learners were studying the steps in Indian classical dance from the video while their brainwave were recorded and were asked to demonstrates and recall the steps. The subjects are visualizing and estimating the steps taken by the video model while trying to imagine and remember the steps for the dance. This shows that delta wave really affects all the candidates during video test.

The main purpose of this research is the development of higher order thinking skills’ module with emphasis on creativity for the preschoolers. In the development of HOTS module, pedagogical documentation were carried out to make the students’ thinking and creativity visible. It opens up the possibility of shared reflection with the children who are naturally creative, inquisitive and exploratory in nature. The ongoing dialogues and sharing with the teachers and children on the learning process throughout the pedagogical documentation enables the researchers to plan the learning experiences and development of new techniques for the teaching of HOTS or creativity among young children. The module emphasized on the learning environment and students’ engagement in learning with emphasis on play and nature. Through play, the children seems to more creative through their engagement with social activities, conversation and scaffolding. These conversations allow educators to further their “understanding of the concepts children are building, the theories they are constructing and the questions they are posing. Results shows that children have better thinking skills and creativity when given freedom to learng and scaffolding from teachers. Observation shows that learning environments such as classroom and friends and teachers creativity in facilitating and external resources are critical factors for the development of higher order thinking

Recently, sports training and its goals go beyond the mere general proposals. It aims at upper levels achievements. We should seek enhancing performance in volleyball as it is popular worldwide. This is why it's so important to prepare Core stability training programs using different tools, e.g: different sizes Swiss balls, rubbers… Etc. Lovelace (2009) pointed that the center (core) of the body includes about thirty different muscles. The terminal “Core Stabilization" is used to show the role of core / trunk muscles to keep the balance and stability of spinal cord and the whole body chabut (2009 – 29 ). That's why we're trying to search the effect of core stability training on the accuracy of back row attack and related physical quality.

This study sought to determine the extent of effectiveness of the use of the Understanding by Design (UbD) framework in writing learning modules. Since the framework’s introduction in 2010, the De La Salle Santiago Zobel (DLSZ) high school teachers have eventually grasped the key principles of UbD and have embraced the new paradigm in module preparation. Is the UbD framework effective in reaching the instructional goals of the school? In this study, primary research data were obtained by conducting a survey among pre-selected high school teachers across 11 subject areas. There are 12 items in the survey questionnaire. Ten items pertained to the three (3) stages of the UbD framework, while two (2) items were concerned with how helpful the design framework is in systematically preparing the learning modules. An open-ended question was also asked on what teachers can suggest to make the modules more relevant and useful to them as users and more effective in obtaining instructional goals. Data analysis was conducted thereafter. The UbD framework has helped enhance the delivery of instruction in the High School Department of DLSZ through the following: new curricular developments such as curriculum mapping, construction of the unit assessment matrices (UAM), and revision of the learning module components; more meaningful integration of values in lessons; more effective management of instructional time; and enriched student learning.

The purpose of this study was to review augmented reality (AR) in mobile technologies and their pedagogical implications, in addition to describe the conceptual framework of the effect of mobile AR on students’ creative thinking. This review of a conceptual framework is focused at researchers who are occupied with AR and who are searching for ideas, concepts and frameworks on which they can make it as the foundation of their work.

Understanding is the connection of concepts that forms a general idea. Educational institutions focus on the understanding of the subject which is the main goal of instruction, thus brought to the aim of this study – to analyze student understanding through examining their self-made questions. The study revolves in an assumption that understanding could be represented on how students make their own questions. To satisfy the purpose of this study, by examining self-made questions, the researchers sought to find out how students understand the concepts of linear equations, and the common misconceptions of students in linear equations. Qualitative content analysis is used to 20 self-made questions to identify the types of understanding and kinds of misunderstanding students showed in their questions. Results showed that three types of understanding were evident in students’ self-made questions namely translate, extend, and judge. Students did not show idea type of understanding in their self-made questions. Consequently, six misconceptions were shown in students’ self-made questions: choices present unnecessary details, choices present vague responses, choices do not answer the question, problem given does not present a question, questions present incomplete given, and intercepts are not coordinates. Analysis of the self-made questions reached to following conclusions that students have various forms of understanding and misconceptions are more on the recognition of the main idea.