https://www.eriesjournal.com/index.php/eries <p><strong>Welcome to the Journal on Efficiency and Responsibility in Education and Science</strong></p> <p>The Journal on Efficiency and Responsibility in Education and Science is an international, open-access, double-blind-peer-reviewed and fully refereed scientific journal. The journal aims to publish perspectives of authors dealing with issues of efficiency and/or responsibility in education and related scientific disciplines. Authors may publish their original works here under the condition that the work deals with at least one of the key topics of the journal: efficiency of presented results and/or their responsibility (but also ethics, aesthetics, elegance, etc.).</p> <p>This e-journal contributes to the development of both theory and practice in the fields specified above. The journal accepts full research papers and short communications as well as review studies that contribute to delivering of&nbsp;scientific findings.</p> <p>&nbsp;</p> <p>Jaroslav Havlíček, Editor-in-Chief</p> Czech University of Life Sciences Prague en-US Journal on Efficiency and Responsibility in Education and Science 2336-2375 <p style="text-align: justify;">Authors declare with this manuscript&nbsp;intended for publication to ERIES Journal that:</p> <ul style="text-align: justify;"> <li>all co-authors agree&nbsp;with the&nbsp;publication of the manuscript even after amendments arising from peer review;</li> <li>all co-authors agree&nbsp;with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;</li> <li>no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;</li> <li>the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);</li> <li>submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;</li> <li>experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);</li> <li>grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.</li> </ul> <p style="text-align: justify;">Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution License</a> that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.</p> https://www.eriesjournal.com/index.php/eries/article/view/189 <p style="text-align: justify;">Modern information and communication technologies have progressed quickly. Mobile technology, personal computers and the Internet have become closely linked to human life. However, all these devices and their use bring various pitfalls. Cheating of pupils and students in the school environment has been an interdisciplinary issue linked not only to pedagogy, but also to the whole range of sub-disciplines, like for example social pedagogy or etopedy. The latter disciplines have been significantly interfered by information and communication technologies that bring new forms of illegal school activities. Due to modern technologies we can also trace an increase of inattention of pupils and students and their tendency to distraction during lessons. Signs of Internet addiction among pupils and students can be observed more often. The paper deals with a research focusing on Internet use by secondary school youth and possible risks of using the Internet for them. Three aspects entering the educational process of adolescents are discussed there; Internet use, school cheating and Internet addictive behavior. In addition, a relation between possible risks of Internet use and educational strategies according the Learning Combination Inventory originated by Christine A. Johnston was examined within the research.</p> Eva Milková Petra Ambrožova ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-06-28 2018-06-28 11 2 22 28 10.7160/eriesj.2018.110201 https://www.eriesjournal.com/index.php/eries/article/view/190 <p style="margin: 0px 0px 13.33px; text-align: justify; line-height: 150%;"><span style="margin: 0px; line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt;">This study is a correlational survey of the impact of home involvement on the mathematics achievement of Basic 5 pupils in North Bank suburb of Makurdi, Benue State, Nigeria. The study is the outcome of the first phase of a local intervention programme targeted at encouraging homes in the suburb to actively support the mathematics education of children at the Basic Education level. The participants of the study comprise 73 Basic 5 pupils along with their parents across three basic schools in the suburb. The mathematics achievement scores of the pupils for the First Term of the 2016/2017 Academic Session were correlated with home involvement scores generated from the adopted Parental Involvement Questionnaire. The correlational analysis established a weak positive relationship (<em>r</em> = 0.0177, <em>p</em> = 0.9241; and <em>r</em> = 0.174, <em>p</em> = 0.2884) between home involvement and mathematics achievement. Further interaction with pupils revealed that outside pupils’ parents, certain friends, members of extended family and neighbours play vital roles, ranging from re-teaching class work at home to providing guidance for mathematics homework.</span></p> Joshua Abah Abah Terungwa James Age, Mr Mercy Onyinyechi Okoronkwo, Ms ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-06-28 2018-06-28 11 2 29 37 10.7160/eriesj.2018.110202 https://www.eriesjournal.com/index.php/eries/article/view/171 <p style="text-align: justify;">The article reports the results of a study, the main aim of which was to find out correlations among the three components of the Culture of problem solving (reading comprehension, creativity and ability to use the existing knowledge) and six dimensions of Scientific reasoning (conservation of matter and volume, proportional reasoning, control of variables, probability reasoning, correlation reasoning and hypothetical-deductive reasoning). Further, we present the correlations among individual components of the Culture of problem-solving and individual dimensions of Scientific reasoning with pupils’ school performance in mathematics and physics. We conducted our survey among 23 pupils aged between 14–15 years in the Ústí nad Labem Region. The results have shown that one component of the Culture of problem-solving – the ability to use the existing knowledge – strongly correlates with three dimensions of the Scientific reasoning structure: proportional reasoning, control of variables and probability reasoning. However, no correlation was proved between the creativity and the dimensions of Scientific reasoning. We have found out also that the indicators of the Culture of problem-solving and the Scientific reasoning largely do not correlate with school performance either in mathematics or in physics.</p> Eva Hejnová Petr Eisenmann Jiří Cihlář Jiří Přibyl ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2018-06-28 2018-06-28 11 2 38 44 10.7160/eriesj.2018.110203