Student Attitude Towards the Application of Conceptual Metaphors to Teaching English Idioms

Contrary to the traditional view of idioms, cognitive linguists have demonstrated that the nature of idioms is not arbitrary and rote memorization is not the only way to learn them. The discovery of conceptual metaphor (CM) and its application to teaching idiomatic language in EFL has opened up a new path to more systematic and perceptive learning. However, the learners’ attitudes towards the employment of conceptual metaphors have yet to be thoroughly explored. To address this issue, the current study aimed to investigate the attitudes of 106 Vietnamese university students towards the CM-inspired instruction after a five-week treatment. Two research instruments were employed in this study: an attitudinal questionnaire and a semi-structured interview. The results of the study reveal that the CM-inspired instruction received positive feedback from the students, though the instruction itself exposed some shortcomings that need to be dealt with. To overcome its shortcomings, actual pictures and activities for structural elaboration are proposed to be used concurrently with the CM-inspired instruction.

To Flip or Not to Flip is No Longer the Question - It is How to Flip Effectively

Technological advancement and change of student attitude towards learning have brought in the necessity of blended learning which is now ubiquitous across medical and allied health sciences education. Flipped classroom forms an increasingly large part of this approach. As the term states, Flipped Classroom means “inverted” classroom. Does that mean a physical inversion? No, it does not. It means the activities that take place within the four walls of a traditional classroom and activities that take place in the personal learning space of a student are reversed. The concept is nothing new, but it has evolved over the years, considering it’s usability and acceptability amongst students and lecturers.

Factor analysis in education research

Using factor analysis was studied the variables structure of the 2005 national student’s achievements research questionnaire and reduced quantity of primal variables in questionnaire. Statistical analysis was done using SPSS 13.0. During research there were extracted 4 indicators: class and school environment, social and economical situation, student attitude towards mathematic and his achievement in mathematic and mathematics teacher work style. Base oneself on factors obtained from indicator is presented recommendations.

Personal genotyping and student outcomes in genetic and pharmacogenetic teaching: a systematic review and meta-analysis

Aim: Teaching of genetics and pharmacogenetics with personal genotyping (PGT) is becoming commonplace. We aimed to perform a systematic review and meta-analysis to understand the effects of PGT on student outcomes. Methods: A systematic review was performed on studies that reported the effects of PGT on student attitudes, perceptions or knowledge. Extracted data were summarized qualitatively and when possible, quantitatively. Results: Student PGT has a positive effect on student attitude and perceptions survey responses in studies without a control group (p = 0.009) and in studies with a control group (p = 0.025). Knowledge increased after the use of PGT (p < 0.001) in studies without a control group. Conclusion: The findings here suggest that perceptions, attitudes and knowledge increase with PGT in the classroom.

FACTORS AFFECTING STUDENTS, ASSESSMENTS PERFORMANCE: CASE OF KENYA MEDICAL TRAINING COLLEGE (AN OPERATIONAL STUDY OF KMTC)

Purpose: The study assessed the influence of both intrinsic and extrinsic factors and students perceptions. While student and teacher-related factors constitute the intrinsic factors, parents and the government on the other hand are examples of the extrinsic factors. This research project focuses on assessing the factors that contribute and influence KMTC students’ performance with an aim of establishing ways to improve their performances in examinations and assessments. Methodology: A mixed and descriptive cross-sectional research design was utilized involving a study of both intrinsic and extrinsic factors that affect students’ performance. Findings: The study findings established that both intrinsic and extrinsic had an effect on performance. The study findings established that a unit increase in student attitude can lead to an increase of 0.05 in the scores of student performance. This implies that student attitude had a significant positive effect on student performance. The study found out that a unit increase in intrinsic factors of 0.227 can lead to an increase in students’ performance. This clearly shows that extrinsic factors had a significant positive effect on student performance. The study results revealed that a unit increase of 0.01 can lead to an increase in students’ performance. This shows that extrinsic factors had a significant positive effect on students’ assessment and performance. Therefore, the study independent variables had a strong positive relationship to the dependent variable which was student performance. Unique contribution to theory, practice and policy: The study recommends for higher learning institutions to integrate both intrinsic and extrinsic factors in their planning. Key Words: Multiple Choice Questions- Multiple choice questions are questions where the respondent is given a variety of options to pick from while answering, Objective Structured Clinical Examination- it is an examination structured to meet certain specific objectives and in this case OSCEs are particularly used in the assessment of clinical officers, Assessment-it refers to the various methods and tools that educators employ in evaluation, measurement and documentation of academic readiness, learning progress, skills acquisition and education needs of a student; Intrinsic factors- refers to those factors that exists within the system (KMTC), they form the internal drive to objectives and cannot be separated from the system. E.g. in KMTC, intrinsic factors includes students’ factors, lecturer factors, institutional factors e.t.c.; Extrinsic factors- refers to those factors that operate outside the system (KMTC) to influence the achievement of an objective. These factors are external and separate entities from the system but have established mutual connections e.g. the government, parents, employers’ e.t.c

Hubungan Antara Sikap Pelajar dengan Tahap Tekanan Guru Program Pendidikan Inklusif dalam Pendidikan Teknikal dan Vokasional

Problems arise among Inclusive Education Programme teachers in the subject of Vocational Subjects (MPVs) when the result of a teacher who fails to control themselves due to stress that affects the relationship between teachers, students as well as quality in the teaching and learning. This study was conducted to identify the relationship between student attitude and stress level among teachers in the Vocational Subject at Sekolah Menengah Kebangsaan (SMK) around Johor. The design of this study is a survey study involving 113 randomly selected respondents around Johor by using questionnaire as the instrument of study. Respondents consist of PPI teachers who teach the subject of MPV. The result of this study shown significant relationship between student attitude and stress level among PPI teachers. Monitoring of teacher perceptions is especially important not only for MPV but also other subjects in order to restore imperfections and to provide benefits and success to every program in Special Education in Malaysia.