Keywords : investigation


Evaluating the efficiency of Tube Method in phenotypic Investigation of Biofilm formation by Staphylococcus aureus and Pseudomonas aeruginosa isolated from different clinical sources

College Of Basic Education Research Journal, 2018, Volume 14, Issue 4, Pages 475-486
DOI: 10.33899/berj.2018.159204

The objective of this study was phenotypic detection of biofilm formation by S.aureus and P.aeruginosa isolated from different clinical specimens using tube method. The results showed that (37%) and (19%) of S.aureus isolates have moderate and weak ability to form a biofilm , respectively, whereas (44%) of S.aureus isolates were unable to form biofilm using this method. On the other hand the ability of P.aeruginosa isolates to form biofilm using tube method was varied between strong, which represent the higher percentage (50%), to moderate and weak which represent (30%) and (10%) respectively whereas only (10%) of P.aeruginosa isolates where unable to form a biofilm using this method..

The Impact of Group Investigation Model of Critical Thinking for History Department Students/College of Basic Education – University of Mosul

Ahlam Adeeb Iwas; Bayan Faris Nasir

College Of Basic Education Research Journal, 2018, Volume 14, Issue 1, Pages 181-212

The research aims at defining the impact of group investigation model of critical thinking for history department students at college of Basic Education. The society of the research was third year students at history department at the college of Basic Education for the academic year 2012-2013. the sample included (40) students divided randomly on two groups of the research (20) students at the experimental group that used the suggested program and (20) students in control group who used traditional method. Equivalence between both groups was done in the variables of (sex, age, previous semester of history). The researchers used the tool of Al-Aloosy (2005) and underwent a panel of experts in education and psychology to find surface reliability of the tool. Stability was found using re-test reading (0.87). statistical data of the results was done. The results showed statistically significant differences between both groups in favor of experimental group used the suggested program as well as supremacy in conclusion, knowing hypothesis, induction, evaluate proofs and explain results in critical thinking. The researchers made a number of recommendations and suggestions such as asserting the use of group investigation model on teaching history due to its importance in enhancing critical thinking. The necessity of urging them and give explanations about critical studies in other materials and variables such as achievement or mediative thinking.

An Investigation of Test Anxiety by EFL University Students A Field Study

Hussein A. Ahmed; Ansam A. Al. Halawachy

College Of Basic Education Research Journal, 2013, Volume 12, Issue 3, Pages 775-798

The present study tackles EFL university students’ test anxiety which refers to an irrational fear that leads to the avoidance of the feared situation or object. It first attends to the problem that many EFL university students experience different types of fears at different stages, namely before, during and after tests. It also hypothesizes that EFL University students, males and females, vary in their anxiety of tests, first in terms of the timing of such anxiety, and second in terms of the reasons behind their anxiety, whether personal, academic, or social. As such, the aims of the study are, in the main, to validate the afore-listed hypotheses, by means of a 52-item questionnaire designed by both researchers. The data for the study were collected from a sample of EFL university students during the 2nd term of the academic year 2011-2012. It has been found out that EFL university students both males and females suffer from similar levels of test anxiety in general. As for the timing of test anxiety, females have higher levels of anxiety than males during the two stages of before and during the test, while both of them show similar levels of anxiety in after the test stage of timing. Furthermore, the results also show that the academic and personal factors of test anxiety have affected female students but not the males, while the social factors have affected both of them by similar levels of test anxiety. Some recommendations and suggestions for future research are given on the basis of the findings.