This study aims at finding out the differences on the writing skills of students who follow the group learning model Investigation Group, Accelerated Learning Team, and Role Playing, (2) finding out group differences on the writing skills of students who have the dependence field cognitive style and independence filed cognitive style, and (3 ) finding out the use of three types of interaction models of cooperative learning and cognitive styles in influencing writing skills. This study is an experimental study with a 3×2 factorial design. Manipulations were performed on variables of learning models. The experimental group was given special treatment on each cooperative learning model namely Investigative Group, Accelerated Learning Team, and Role Playing. The experimental group consists of students who have dependence and independene cognitive style . The population is the fifth grade students of primary school in Kediri of 2012/2013 batch, while the samples are fifth grade students at 12 elementary schools in the three districts in the Kediri regency, four elementary schools in District Kandat, four elementary schools in the District Ngadiluwih, four elementary schools in District Badas , with the total of 368 students. The data were taken with the two-stage technique of random sampling area. The data were collected by testing the students’ writing skills, while the students’ cognitive style is determined by the type of cognitive style test. The collected data were presented in the form of tables, graphs, and analyzed by two-way analysis of variance.The conclusions of this study reveals that the writing skills of students who follow the group cooperative learning model in the type of investigation group is better than the group of students who are learning in Accelerated Learning Team and Role Playing, while the writing skills of students who follow the group cooperative learning model type and Accelerated Learning Team and role playing are just the same. The writing skills of students who have independence field cognitive style are better than the group of students who have dependence field cognitive style . There was an interaction between the type of cooperative learning and cognitive styles in influencing the writing skills. The interaction was shown to a group of students who have an independence field cognitive style , the use of cooperative learning model type of investigation group is better than the kind of Accelerated Learning Team or any type of Role Playing, whereas Accelerated Learning Team gives the same result as type of Role Playing. In the group of students who have the dependence cognitive style , the three types of cooperative learning was just all good.

This paper explores the issue of parental socio-economic status on students’ academic achievement in secondary schools, the relationship between home-based environment factors and the academic performance of students in selected secondary schools within a local government area in Enugu State is investigated. Samples were obtained with one hundred and eighty (180) students randomly selected from three secondary schools. The four factors that were examined and statistically analyzed were: parental socio-economic background, parental educational background, parental educational qualification and students’ health statuses. Diverse statistical tests were performed on the various data collected to establish statistical significance of the effects on students’ academic performance. Parental socio-economic status and parental educational background did not have significant effect on the academic performance of the students. However, the parental educational qualification and health status of the students were identified to have statistical significant effect on the academic performance of the students. The two variables that indicated significant influence do reflect nature of the student home environment and played notable role in the academic achievement of the respondents. Government could intervene to raise level of academic achievement among students in rural area.

Willis (1996) argues that ‘there are three essential conditions (exposure, use, and motivation) and one desirable condition (instruction) for successful learning’. Before going to express my agreement or disagreement with her we should rather recapitulate the answers to some questions emerging from the argument. As this argument has originated from ‘A Framework for Task-based Learning’ by Willis (1996), very naturally we should analyze first what we get after reviewing the book. What is Task-based Learning? How does it work? Is it learning or acquisition? Does it cover the learning of all ages? What are the advantages of TBL? What are the disadvantages of TBL? Can it be implemented everywhere? Has it been validated? After arriving at a clear understanding of the answers to these questions we will try to relate her opinions with the traditional PPP (Presentation, Practice and Production) approach of learning. We will further explore the conventional understanding of exposure, use, motivation and instruction in order to compare and contrast Willis(1996) with the other scholars in the related field which will lead the readers of this paper to my personal stand for and against Willis at some points.

Identifying the language learning preferences and needs of adult ESP learners is highly effective in terms of successful language learning and teaching. A research previously undertaken by Abdolmehdi Riazi and Mohammad Javad Riasati (2008), concerning the identification of styles and preferences of language learners has shown that teachers are aware of learner’s learning preferences in some cases, but not in all the cases assessed. This study aims to identify language learning preferences and needs of ESP adult learners. It further investigates whether teachers are aware of the needs and preferences their students have in respect to English language learning. It addresses the need for tailored class management between teachers’ teaching methods and ways the adult learners of English for Specific Purposes (ESP) prefer to learn. This paper contains clear report on identification of needs and preferences of adult ESP learners who learn English in private schools in the Republic of Macedonia. The obtained results of this study stimulate and encourage further research addressing the importance of teacher-student cooperation in regards to syllabus design.

This study was based on Reeve’s (2013) four-aspect conceptualization regarding student engagement to promote active learning using a flipped classroom. The flipped classroom is defined as using technology to provide lectures outside of the classroom, while assignments with concepts are provided inside the classroom through learning activities (Clark, 2013). Behavioral engagement is defined as teachers’ direction of students toward activities that require them to apply initiative (Fredricks, Blumenfeld, & Paris, 2004). Emotional engagement is promoted by intentionally selecting materials that stimulate students’ interaction with and feedback to the material (Taylor & Statler, 2013). Cognitive engagement is defined as the teacher’s skill in questioning and the students’ elaboration of an idea as an answer (Smart & Marshall, 2012). Agentic engagement is student selflearning, with a contribution from the lecturer to provide instructional support (Reeve & Tseng, 2011). A descriptive quantitative methodology was used in which 24 undergraduate TESOL students took the course QMT 212 Instructional Design. The results show that emotional engagement ( x =5.79)(sd=1.02) has the highest score, followed by behavioral engagement ( x =5.62)(sd=0.69), cognitive engagement ( x =5.61) (sd=1.02) and agentic engagement ( x =5.1)(sd=1). This study also shows that, for active learning to occur, emotional engagement is one of the important factors as compared to other types of engagement.

Washback speaks of influence of test on teaching and learning. This paper investigates the wash back effect of Higher Secondary School Certificate (HSSC) exam on English language teaching and learning in Pakistan. The purpose of this study is to explore the causes of low level of English language proficiency at the completion of 12 years of academic education with English as a compulsory subject. To achieve this goal it examines the effect of HSSC exam on teaching methods and materials. Population of the study was all the teachers teaching English in colleges at HSSC level in Sargodha, Pakistan. A survey questionnaire consisting of ten questions was administered to the teachers of English. The questionnaire aimed at investigating the effect of HSSC on English teaching methodology and materials used by the teachers. Findings of the study affirmed that HSSC instead of supporting has negative washback effect on teaching methods and materials.

The purpose of this research is to produce a model of learning based Contextual Environmental Chemistry that are valid, practical and effective to improve the Learning Outcomes and Student Academic Honesty for Junior High School. Products developed in this study consists of three components items, namely: the model of books, learning tools, and research instruments. This Refers to the development of research models Borg & Gall Consisting of 10 steps, but through consideration of capability, cost and time Researchers were very limited, only lasted until the fifth stage alone. PKKBL the model development process stages Consisting of five items, namely: (a) the initial stage of research and gathering information, (b) Planning Phase, (c) the early stages of product development format, (d) initial field test phase. Tests Carried out in two schools in turn. I performed testing on SMP 30, Makassar and II testing performed in MTsN Model Makassar. The results Obtained in the first experiment is (1) a practical models for aspects of the models consists of a feasibility PKKBL syntax, social systems, and the reaction principle support system completely undone by one (2) Including PKKBL effective models based on the criteria , that learning outcomes who Achieve mastery classes and categories have high academic honesty, student activities as expected, the ability of the teacher to manage learning in the high category, and the response of students towards learning in a positive category. Based on the results of the development, Model Obtained PKKBL valid, practical and effective. This Model has six phases PKKBL syntax items, namely (a) the phase relations / apperception, (b) organization, (c) experience, (d) apply, (e) reflecting, and (f) Transferring.

The objective of this study is to assess the effect of emotional quotient and family environment on performance of civic education teacher for senior high school in North Sulawesi. The data was collected through questionnaire from 61 teacher and 183 student, which selected by multistage sampling technique. The data was analyzed descriptively and inferentially with multiple regression and correlation analysis. The result showed that (1) emotional quotient has a positive effect on teacher’s performance, (2) family environment has a positive effect on teacher’s performance. The findings suggest that teacher performance could be enhanced by enhancing emotional quotient and family environment conduciveness.

This study investigated undergraduates' perception of causes of youth. restiveness in Delta State of Nigeria. Four research questions were asked and four hypotheses formulated to guide the study. The study employed a descriptive survey design. A sample of 275 undergraduates drawn through multi-stage random sampling technique was used. A thirty item questionnaire titled "Undergraduates' Perception of the Causes of Youth Restiveness Inventory" UPCOYR was designed by the researchers and used for the study. The instrument had a Cronbach alpha co-efficient value of 0.76. The data were analyzed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The results revealed the following: that there was no significant difference between the perception of male and female undergraduates of the causes of youth restiveness in Delta State, there was no significant difference between younger and older undergraduates in their perception of the causes of youth restiveness. But there was significant difference between the perception of younger and older undergraduates of the causes of youth restiveness. Lastly, there was significant difference among undergraduates in their perception of the causes of youth restiveness based on discipline. Recommendations were made based on the findings.