Magister Philosophiae - MPhil / This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline.

The purpose of this study was to describe 11th- and 12th-grade high school string orchestra students in Texas public schools in terms of their decision to enter the field of string orchestra teaching as a possible career choice or to pursue another field of study. Convenience sampling techniques were used to secure a study population of 1,683 high school string orchestra students. The Junior and Senior High School String Orchestra Student Survey (researcher designed) was used to gather demographic characteristics, students' perceptions on selected intrinsic/extrinsic work values, tangible elements of teaching, intrinsic characteristics of string orchestra teaching, and individuals assisting in students' career choices. Selected elements of teaching cited by students for their lack of interest in string orchestra teaching were also reviewed. Analysis procedures for descriptive statistics included measures of central tendency, crosstabulation, frequencies and percentages. Consistent with prior research, it was found that a larger number of female students over male students were interested in string orchestra teaching. Students interested in fields outside of string orchestra teaching reported higher class grades, more honors and advanced classes and higher SAT/ACT mean scores. Students interested in string orchestra teaching reported a higher percentage of brothers/sisters, mothers and fathers who played instruments and relatives who were teachers. These students also reported a greater importance of a career that was self-rewarding, that would be directly helpful to society and where they could help contribute to the welfare of society. Students interested in string orchestra teaching expressed the great importance of their deep devotion to music and their desire to be a positive role model for children. Students interested in string orchestra teaching reported the great importance of their high school orchestra director as one of the individuals assisting them in their career decisions. Also consistent with prior research, the number one cited reason for a lack of interest in string orchestra teaching was found to be that teacher's salaries were perceived as too low. Examinations of ethnic group differences relative to the characteristics under investigation were also explored.

Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status. Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup-overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.

The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students&rsquo / understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students&rsquo / motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three teachers from two public Anatolian high schools of Ankara in 2011-2012 fall semester were enrolled in this study. Each teacher had experimental and control group. These classes were assigned randomly as experimental and control groups. The experimental groups were treated with CBA through 5E LC model, control groups were treated with traditional instruction. Chemical reactions and energy concept test and chemistry motivation questionnaire were administered as pre- and post-tests to groups. Achievement test and open-ended chemical literacy items on chemical reactions and energy were administered as post-tests to all groups. Science process skill test was administered to all groups at the beginning of the instruction. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of data. The results revealed that CBA through 5E LC model was superior to traditional instruction on students&rsquo / understanding, achievement, and chemical literacy in the chemical reactions and energy unit. Although, students&rsquo / overall motivation scores did not changed across the groups, experimental groups intrinsic motivation and relevance of learning chemistry to personal goals was superior than control groups. No gender difference was found.