The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers&#x2019; preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Zachary Y. Mngo

Agnes Y. Mngo

Teachers&#x2019; Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

The main objective of this study was to evaluate the impact of cooperative learning methods on students’ academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (<svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.6370001pt" id="M1" height="9.2729pt" version="1.1" viewBox="-0.0498162 -8.6359 44.8393 9.2729" width="44.8393pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-81" d="M600 480C600 590 528 650 384 650H143L137 622C222 614 225 607 210 531L130 127C113 41 106 36 23 28L17 0H294L300 28C204 36 195 42 212 127L243 284L314 263C327 263 339 263 352 264C465 271 600 337 600 480ZM508 481C508 351 402 304 329 304C289 304 265 311 250 317L295 559C302 594 310 606 323 611C335 616 350 619 367 619C455 619 508 573 508 481Z"/></g><g transform="matrix(.013,0,0,-0.013,11.658,0)"><path id="g117-92" d="M512 230V281L75 514V456L453 256V254L75 55V-3L512 230Z"/></g><g transform="matrix(.013,0,0,-0.013,22.921,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,29.161,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,32.125,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.365,0)"><path id="g113-54" d="M153 550H386L412 615L406 623H120L82 318C104 327 142 338 184 338C294 338 347 275 347 187C347 112 305 39 221 39C160 39 119 71 97 89C88 97 80 96 71 90C59 80 50 67 49 57C48 45 52 36 66 23C80 9 123 -12 169 -12C221 -11 288 15 342 59C403 109 431 165 431 225C431 308 366 395 238 395C212 395 165 379 127 364L153 550Z"/></g></svg>) difference in the pretest score of the learner academic performance; however, there were significant differences (<svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.6370001pt" id="M2" height="9.2729pt" version="1.1" viewBox="-0.0498162 -8.6359 44.8393 9.2729" width="44.8393pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-81"/></g><g transform="matrix(.013,0,0,-0.013,11.658,0)"><path id="g117-91" d="M512 -3V55L134 254V256L512 456V514L75 281V230L512 -3Z"/></g><g transform="matrix(.013,0,0,-0.013,22.921,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,29.161,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,32.125,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.365,0)"><path id="g113-50" d="M384 0V27C293 34 287 42 287 114V635C232 613 172 594 109 583V559L157 557C201 555 205 550 205 499V114C205 42 199 34 109 27V0H384Z"/></g></svg>) in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest <svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-2.26807pt" id="M3" height="11.5564pt" version="1.1" viewBox="-0.0498162 -9.28833 53.8691 11.5564" width="53.8691pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-41" d="M300 -147C201 -63 143 98 143 270S200 602 300 686L282 710C136 610 70 450 70 271V270C70 89 136 -72 282 -170L300 -147Z"/></g><g transform="matrix(.013,0,0,-0.013,4.498,0)"><use xlink:href="#g113-81"/></g><g transform="matrix(.013,0,0,-0.013,16.156,0)"><use xlink:href="#g117-91"/></g><g transform="matrix(.013,0,0,-0.013,27.419,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,33.659,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,36.623,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,42.863,0)"><use xlink:href="#g113-54"/></g><g transform="matrix(.013,0,0,-0.013,49.103,0)"><path id="g113-42" d="M275 270C275 450 212 609 64 710L45 686C145 604 203 442 203 270S147 -63 45 -147L64 -170C213 -68 275 89 275 270Z"/></g></svg> and posttest (<svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.6370001pt" id="M4" height="9.2729pt" version="1.1" viewBox="-0.0498162 -8.6359 44.8393 9.2729" width="44.8393pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-81"/></g><g transform="matrix(.013,0,0,-0.013,11.658,0)"><use xlink:href="#g117-91"/></g><g transform="matrix(.013,0,0,-0.013,22.921,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,29.161,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,32.125,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.365,0)"><use xlink:href="#g113-50"/></g></svg>) results of the students’ laboratory proficiency by teaching methods. The results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). The result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

Eyayu Molla

Meseret Muche

Impact of Cooperative Learning Approaches on Students&#x2019; Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Hematology is a difficult aspect of medicine for students to learn. Students need hematology clerkship training to develop their clinical skills. The influence of gender on different teaching methods and performance in foreign medical students is still unknown, especially in hematology clerkship. To address this issue, we tested performance differences between foreign male and female students in clinical practice. Twenty-two foreign medical students attended a two-week hematology clerkship in Fujian Medical University Union Hospital. The lecture-based learning (LBL) method and mixed team-based learning (MTBL) method were used in hematology clerkship. Eight foreign students were assigned to LBL group, and fourteen foreign medical students were assigned to MTBL group. Our previous work found that MTBL methods benefit both foreign medical students and Chinese postgraduates. In this study, practice scores and case-writing scores were analyzed between boys and girls. The results showed that the mean of scores in practice test scores and case writing scores was not significantly different between genders (<svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.6370001pt" id="M1" height="9.2729pt" version="1.1" viewBox="-0.0498162 -8.6359 44.8393 9.2729" width="44.8393pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><path id="g113-81" d="M600 480C600 590 528 650 384 650H143L137 622C222 614 225 607 210 531L130 127C113 41 106 36 23 28L17 0H294L300 28C204 36 195 42 212 127L243 284L314 263C327 263 339 263 352 264C465 271 600 337 600 480ZM508 481C508 351 402 304 329 304C289 304 265 311 250 317L295 559C302 594 310 606 323 611C335 616 350 619 367 619C455 619 508 573 508 481Z"/></g><g transform="matrix(.013,0,0,-0.013,11.658,0)"><path id="g117-92" d="M512 230V281L75 514V456L453 256V254L75 55V-3L512 230Z"/></g><g transform="matrix(.013,0,0,-0.013,22.921,0)"><path id="g113-49" d="M241 635C89 635 35 457 35 312C35 153 89 -12 240 -12C390 -12 443 166 443 312C443 466 390 635 241 635ZM238 602C329 602 354 454 354 312C354 172 330 22 240 22C152 22 124 173 124 313S148 602 238 602Z"/></g><g transform="matrix(.013,0,0,-0.013,29.161,0)"><path id="g113-47" d="M113 -12C146 -12 170 11 170 46C170 78 146 103 114 103S58 78 58 46C58 11 82 -12 113 -12Z"/></g><g transform="matrix(.013,0,0,-0.013,32.125,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.365,0)"><path id="g113-54" d="M153 550H386L412 615L406 623H120L82 318C104 327 142 338 184 338C294 338 347 275 347 187C347 112 305 39 221 39C160 39 119 71 97 89C88 97 80 96 71 90C59 80 50 67 49 57C48 45 52 36 66 23C80 9 123 -12 169 -12C221 -11 288 15 342 59C403 109 431 165 431 225C431 308 366 395 238 395C212 395 165 379 127 364L153 550Z"/></g></svg>), as well as subgroup analysis in LBL and MTBL groups (<svg xmlns:xlink="http://www.w3.org/1999/xlink" xmlns="http://www.w3.org/2000/svg" style="vertical-align:-0.6370001pt" id="M2" height="9.2729pt" version="1.1" viewBox="-0.0498162 -8.6359 44.8393 9.2729" width="44.8393pt"><g transform="matrix(.013,0,0,-0.013,0,0)"><use xlink:href="#g113-81"/></g><g transform="matrix(.013,0,0,-0.013,11.658,0)"><use xlink:href="#g117-92"/></g><g transform="matrix(.013,0,0,-0.013,22.921,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,29.161,0)"><use xlink:href="#g113-47"/></g><g transform="matrix(.013,0,0,-0.013,32.125,0)"><use xlink:href="#g113-49"/></g><g transform="matrix(.013,0,0,-0.013,38.365,0)"><use xlink:href="#g113-54"/></g></svg>). This study indicated that practice test scores and case-writing scores in hematology clerkship were the same between boys and girls, which were not related to teaching methods. This study also indicated that both genders can benefit from the new MTBL teaching methods.

Qing Li

Jianhui Chen

Bo Wan

Xiaofan Li

No Gender Difference in Foreign Medical Students&#x2019; Hematology Clerkship

The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, middle, and end of the academic year. The samples were divided into T-units and coded for language variables, including word efficiency ratio (WER) scores according to the Structural Analysis of Written Language (SAWL) and phrasal errors. The repeated measures ANOVA for WER III showed a statistically significant main effect with no between-subjects factor, demonstrating that students from all three language groups made positive gains in their written outcomes over one academic year. There was a reduction in phrasal errors over the course of the year for all language groups. Differences in word efficiency ratio scores by language groups are discussed. Findings from this study suggest that SAWL is an effective tool in assessing the grammaticality of written compositions for d/hh students with varying language abilities over time. Instructional implications are discussed.

Lisa M. Bowers

Hannah Dostal

Kimberly A. Wolbers

Shannon C. Graham

The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities

Teachers who are looking for ways to develop social and emotional learning with their students can use a curriculum model called Adventure-Based Learning (ABL). ABL consists of structured physical activities (cooperative in nature) with periods of reflection. The purpose of this study was to explore elementary physical education students&#x2019; lived experience with intrapersonal and interpersonal relationship skills (IIRS) from an ABL unit of instruction. The aim of this study was to determine the credibility of an existing ABL student learning outcome model for use at the elementary school level in the United States. Findings indicated that the elementary students were able to <i>connect</i>, <i>value</i>, <i>develop</i>, and <i>transfer</i> the four IIRS over the course of the ABL unit. The findings provide plausible evidence that IIRS outcomes from the implementation of an ABL unit of instruction are possible to achieve at the elementary school level. Studies that further investigate student outcomes from participation in ABL at the elementary school level are recommended.

Paul T. Stuhr

Tina De La Rosa

Amaury Samalot-Rivera

Sue Sutherland

The Road Less Traveled in Elementary Physical Education: Exploring Human Relationship Skills in Adventure-Based Learning

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer &amp; Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students&#x0092; mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students&#x0092; performance towards the final examination of the course. A study on 150 second year students (male&#x2009;&#x003D;&#x2009;52; female&#x2009;&#x003D;&#x2009;98) was conducted to measure students&#x0092; knowledge and understanding for IT280 course according to the three level of Bloom&#x2019;s Taxonomy. The results concluded that students can be categorized as poor (10&#x0025;), moderate (42&#x0025;), good (18&#x0025;), and successful (24&#x0025;) to achieve Level 3 of Bloom&#x2019;s Taxonomy. This study shows that the students&#x0092; performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

Amir Mohamed Talib

Fahad Omar Alomary

Hanan Fouad Alwadi

Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

About this journal

<p><em>Education Research International</em> considers scholarly, research-based articles on all aspects of education, aimed at facilitating the global exchange of education theory.</p>


Journal profile

Meet the editorial board

<p><em>Education Research International</em> maintains an Editorial Board of practicing researchers from around the world, to ensure manuscripts are handled by editors who are experts in the field of study.</p>


Editor spotlight

Submit your proposal

Do you think there is an emerging area of research that really needs to be highlighted? Or an existing research area that has been overlooked or would benefit from deeper investigation? Raise the profile of a research area by leading a Special Issue.

Special Issues

Author guidelines

Editorial board

Databases and indexing

Education Research International - Table of contents 2018

Education Research International | Hindawi

title

Education Research International considers scholarly, research-based articles on all aspects of education, aimed at facilitating the global exchange of education theory.

Education Research International