Journal of Education and Sociology

JOURNAL OF EDUCATION AND SOCIOLOGY (JES)
ISSN: 2078-032X | Next issue: October 30, 2013
DOI: 10.7813/jes.2013

The Journal of Education and Sociology is published two times per year in February and October. Journal publishes original papers in education and sociology in general, but giving a preference to those in the areas of education and sociology represented by the editorial board. All submitted papers are considered subject to the undersanding that they have not been published and are not being considered for publication elsewhere. To be publishable, papers must treat new research, be well written, and be of interest to a significant segment of the science community. There is no publication fee. But, subscribe to receive 1 print copy (see example) of the journal is compulsory for authors. Please, see Print Subscription Price List for 2013.

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September, 2010 | Vol. 1. No 2.

1. Azhar Mahmood, M. Nasir Khan
Moral development in mystical Islamic education in Indo-Pak subcontinent: Sufism

2. Igwilo Malachy, A.O. Adigun
Epistemological issues in research

3. Hosney M. El-daly
On the concept of “consciousness” in L₂ acquisition research focus on transfer of training in LC Skill

Abstract: This study reports the results of an empirical investigation carried out by the author on 200 Egyptian University students enrolled in the department of English, Faculty of education, Minufiya University. They were divided into two groups according to their academic status: 1) Beginners (N=100); and 2) Advanced learners (N=100). It attempts answer three interrelated questions: 1) to what extent does the advanced students’ performance in listening tasks differ from that of the beginning students before and after training?; 2) how can two types of training (intensive listening vs. improving learners’ linguistic skills) affect L₂ learners’ listening comprehension skill?, and 3) what does students’ performance, before and after the training, tell us about their abilities to transfer? The instruments used are (1) pre-test; (2) classroom instruction sessions; (3) post-test, and (4) interviews. The data analysis has a quantitative and a qualitative, interpretative part. Results are obtained and discussed, and pedagogical applications are suggested. In addition, the present study reviews the literature on three major issues, pertinent to the topic of this research: 1) listening comprehension; its importance and role in second language acquisition; its specific nature as a skill, and the relationship between language comprehension and short- term memory; 2) cognitive psychology domain. The focus is on mental processing; the information- processing system; attention phenomenon; its nature; its models; the functions of the attentional system; automatic and control processing, and habituation. Finally, 3) transfer of training issue will be reviewed. The focus is on its nature and value; how it can take place and under what conditions and, finally, its major categories (1. Content-to-content transfer; 2) skills-to-skills transfer; 3) content-to-skills transfer, and 4) skills-to-content transfer).

Keywords: Beginners and advanced learners, L₂ learners’, training, LC Skill.

Pages: 11-35

Cite this article:

Hosney M. El-daly. On the concept of “consciousness” in L₂ acquisition research focus on transfer of training in LC Skill. Journal of Education and Sociology 2010; 1(2), 11-35.

4. Muhammad Akhlaq, Mukhtar Ahmad Chudhary, Samina Malik, Saeed-ul-Hassan Chishti, Khalid Mehmood Ch.
An experimental study to assess the motivational techniques used by teachers in the teaching of chemistry

Abstract: The purpose of the study was to enquire the effects of motivational techniques used by teacher on students’ learning in the subject of chemistry at B.SC level. The objectives of the study were: 1) to identify the motivational techniques used during the teaching of chemistry, 2) to investigate the effectiveness of traditional method of teaching and selective motivational techniques on the learning achievements of students, and 3) to compare the degree of effectiveness of teaching with motivational techniques and through traditional method on learning achievements of students in the subject of chemistry. The motivational techniques used during instruction were arousing interest, competition, curiosity, feedback and reward. For arousing interest varieties of teaching methods such as presentation, group work and audiovisual aids like overhead projector transparencies and models were applied. Quiz activities were used for competition in groups. Curiosity as a motivational technique was used by means of project activity assigned to the groups and a core question about the relevant topic was displayed before the class at the beginning of the lesson presentation regularly. The findings showed that the difference between the two means were significant. It means that the experimental group performed better. Hence the hypothesis: “there is no statistically significant difference in the learning achievements of students of control and experimental groups in terms of mean score gains on post test were rejected. Following were the major conclusions of the study. 1) Learning achievements of control group after teaching by traditional method were also improved but average performance was less than experimental group. 2) Learning achievements of experimental group after using motivational techniques in post-test were better than pre test. 3) The students of experimental group who were taught with the help of motivational techniques performed better than the students of control group who were taught by using traditional method. On the basis of findings and conclusions following recommendations were made; A variety of instructional methods may be used in order to arouse interest of the students in chemistry. Well-prepared demonstrations may be used by the chemistry teachers and students’ involvement may be ensured in demonstration activities. Group work activities may be arranged by the teachers to enhance the potential of students in the subject of Chemistry/Science. To create interest and to gain better results of the students various A.V aids may be used.

Keywords: motivational techniques, teaching and learning of chemistry, learning achievements, students.

Pages: 36-52

Cite this article:

M. Akhlaq, Mukhtar A. Chudhary, S. Malik, Saeed-ul-Hassan Chishti, K. Mehmood Ch. An experimental study to assess the motivational techniques used by teachers in the teaching of chemistry. Journal of Education and Sociology 2010; 1(2), 36-52.

5. Tayyab Alam, Nazima Ellahi, Maqsud Alam Bukhari, Neelofur Jamil
Female education and economic performance a time series analysis for Pakistan

6. An Interview with Dr. Linda Dale Bloomberg
Jewish education