ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Academic Achievement and Retention in Senior Secondary School Chemistry through Discussion and Lecture Methods: A Case Study of Some Selected Secondary Schools in Gboko, Benue State, Nigeria
Author: Omwirhiren, Efe M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Instruction,Science Achievement,Discussion (Teaching Technique),Lecture Method,Foreign Countries,Secondary School Students,Pretests Posttests,Multiple Choice Tests,Science Tests,Experimental Groups,Control Groups,Hypothesis Testing,Statistical Analysis,Gender Differences,Teaching Methods,Academic Persistence,Organic Chemistry,Quasiexperimental Design

The present study was initiated to determine how academic achievement and retention in chemistry is enhanced using the two instructional methods among SSII students and ascertained the differential performance of male and female students in chemistry with a view of improving student performance in chemistry. The study adopted a non-equivalent pretest, posttest control quasi-experimental design. A total of one hundred and eighteen senior secondary school II students in intact classes were chosen from three schools in Gboko Local Government Area of Benue State using purposive random sampling. The ages of the students ranged between 16-17 years. Data were collected using a 30-item multiple choice Chemistry Achievement Test (CAT), in organic chemistry. Students were assigned to a treatment and a control group. Three hypotheses were generated and tested which were tested at 0.05 level of significance. The data obtained were analyzed using descriptive statistics, t-test, Spearman's correlation coefficient and analysis of variance (ANOVA). There was significant difference in students performance when discussion and lecture strategies were used to teach chemistry (F[subscript cal] = 4.65 &gt; F[subscript crit] = 3.85 at P &lt; 0.05). There was significant difference in the retention ability of students exposed to discussion and lecture method ( r[subscript cal] = 0.9786 &gt; 0.2353 at P &lt; 0.05). There was significant difference in the performance of male and female students in the two groups (t[subscript cal] = 3.621 &gt; t[subscript crit] = 2.000 at P &lt; 0.05). The overall results showed that discussion instructional strategy significantly improved students' performance in chemistry better than the lecture instructional strategy. The study concluded that discussion enhanced better achievement and productivity than the lecture method. It was recommended that discussion method should be use to teach organic chemistry in Nigerian Senior Secondary Schools.
An Examination of Language Input and Vocabulary Development of Young Latino Dual Language Learners Living in Poverty
Author: Boyce, Lisa K.
Date: 2013-12-00
Type: Journal Articles
Subjects: Linguistic Input,Spanish,Literacy,Poverty,Bilingualism,English (Second Language),Second Language Learning,Early Intervention,Prediction,Child Language,Infants,Toddlers,Mothers,Parent Child Relationship,Scores,Family Environment,Hispanic Americans,Expressive Language,Likert Scales,Language Proficiency,Surveys,Observation,Video Technology,Acculturation,Measures (Individuals),Language Skills,Correlation,Statistical Analysis

The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish language knowledge scores, the children in this sample still performed below, albeit closer to, age level. The home language and literacy environments were significantly related to and predicted child language status at 24 and 36 months. The article discusses the implications of these findings with regard to the focus of early intervention efforts.
The Effect of Cooperative Learning Model and Kolb Learning Styles on Learning Result of the Basics of Politics
Author: Sugiharto
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Cognitive Style,Models,Teaching Methods,Correlation,Quasiexperimental Design,Hypothesis Testing,Political Science,Foreign Countries,Undergraduate Students,Outcomes of Education,Measures (Individuals)

The aims of this research were to determine the effect of cooperative learning model and learning styles on learning result. This quasi-experimental study employed a 2x2 treatment by level, involved independent variables, i.e. cooperative learning model and learning styles, and learning result as the dependent variable. Findings signify that: (1) Students learning result who were taught by cooperative learning model type of GI brings higher learning result compared to those that based on type STAD. (2) There is an effect of interaction between cooperative model and learning styles on the students learning result. (3) The learning result of type of accommodator students who were taught by learning model type of GI showed higher result than those who were taught by type of STAD. (4) The assimilators learning result who were taught by type of GI obtained lesser result than those of STAD's.
Theme and Thematic Progression in English Writing Teaching
Author: Jing, Wei
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Instruction,Thematic Approach,English Instruction,Writing (Composition),English (Second Language),Second Language Instruction,Grammar,Knowledge Level,Teaching Methods,Foreign Countries

Theme and thematic progression (T/TP) is a major aspect of the way that speakers construct their messages in a way which makes them fit smoothly into the unfolding language event. While studies have illustrated the usefulness of observing T/TP to identify English learners' writing difficulties and suggested that T/TP should be included in English writing lessons to help students write more coherently, there has been little more than theoretical advice as to how teachers could apply the theory of T/TP, and very few studies have developed and studied teaching materials informed by T/TP. The present study provides an instructional package in T/TP for Chinese EFL students by examining theories in Systemic Functional Grammar and reviewing relevant literature. The activities in this instructional package are designed to build students' meta-knowledge of coherence and T/TP in order to give students more grammatical resources to improve the coherence of their writing, help them become aware of how information and ideas should flow in a text so that it could be easily understood by the reader. In addition, students would apprehend which T/TP patterns are valued in English writing and have the opportunities to apply this knowledge to improve their writing.
Secondary Schools in a County in Kenya Seem to Be Taking Advantages of the Cost Sharing Policy: Understanding Its Practice and Implications
Author: Makori, Andrew
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Parent Attitudes,Costs,Parent Surveys,Questionnaires,Secondary School Students,Educational Finance,Access to Education

The study set out to research on parents' views regarding the practice of cost sharing policy in secondary schools in Kenya in relation to form one entry items requirement and fee payment. This article reports on its findings. The study adopted a quantitative survey and employed a questionnaire (both closed and open-ended) to collect data. The study involved 150 participants with a response rate of 83.3%. The data obtained was analysed using the Statistical Package for Social Science (SPSS) resulting in descriptive data. The results reveal that: the items required by schools have grown over the years (90 per cent, n = 150); the items requirement are putting enormous pressure on the parents (96 per cent, n = 150); the items requirements are negatively affecting children's access to certain schools (94 per cent, n = 150); and as a result many parents were forced to send their children to poor local harambee secondary schools (96 per cent, n = 150) because they could not afford despite the fact that the children scored highly (obtained higher marks). Conclusion: long list of items required in relation to form one entry and their correspondingly high cost or prices are limiting students' ability to access certain schools despite the fact that they have the required entry marks.
Evaluating Common Item Block Options When Faced with Practical Constraints
Author: Wolkowitz, Amanda
Date: 2015-09-00
Type: Journal Articles
Subjects: Test Items,Equated Scores,Licensing Examinations (Professions),Test Content,Difficulty Level,Item Response Theory,Test Theory,Correlation

This study evaluates the impact of common item characteristics on the outcome of equating in credentialing examinations when traditionally recommended representation is not possible. This research used real data sets from several credentialing exams to test the impact of content representation, item statistics, and number of common items on equating results. The results of this research suggests that it may not be necessary to have a common item block that is strictly proportional in content or difficulty to the entire exam if the exam is unidimensional. The results also suggest that it may be beneficial to use all common items between two forms for equating instead of focusing on a smaller anchor block.
Implication of Radicalisation for Nigerian Education: A Philosophical Analysis
Author: Nwafor, Naboth H. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Foreign Countries,Violence,Political Attitudes,Political Influences,Terrorism,Peace,Moral Values,Moral Development,Teaching Methods,Citizenship Education,Females,Children,Educational Attainment,Access to Education

The crises rocking the foundations of this world and threatening its existence have assumed a horrifying dimension. This situation is compounded by the increasing drift by young people into radicalized violent extremist militant groups. This paper attempts a conceptual analysis of the term radicalisation, the processes involved in it, its components, as well as the rationale behind the influx of young ones into radicalized violent extremist groups. It also highlights the implications of radicalisation for education in Nigeria, and finally suggests ways to assist in deradicalising the youths.
Trends in Educational Evaluations in Nigeria: Issues and Challenges
Author: Ndubueze, M. Okoloeze
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Trend Analysis,Land Settlement,Measures (Individuals),Formative Evaluation,Student Evaluation

The paper highlights the trends in educational evaluations in Nigeria starting from the pre-colonial Nigeria to the contemporary. Nigeria first practiced traditional educational evaluation but the system was criticized for lack of documented data. Then the colonial one-shot end of programme evaluation which was later found to be judgmental, breeds examination malpractice among other ills. The present continuous assessment system was introduced to take care of the anomalies and reposition our educational system. The new system is however not free from issues and challenges. These have been highlighted and recommendations made.
The Adoption of Tablet and E-Textbooks: First Grade Core Curriculum and School Administration Attitude
Author: Al-Mashaqbeh, Ibtesam
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis,Handheld Devices,Electronic Publishing,Textbooks,Grade 1,Instructional Effectiveness,Core Curriculum,Administrator Attitudes,Computer Software,Pretests Posttests,Student Motivation,Educational Technology,School Administration,Elementary School Students,Private Schools,Achievement Tests,Interviews,Action Research

This study aimed to investigate the effect of using e-textbooks, activities, games, and worksheets that loaded onto students tablets on first grade students' achievement on their core curriculum (science, math, English, Arabic) compared to the use of the traditional teaching method. It also, investigated the school administration reflection toward the use of Tablet as a teaching tool. The study used a quasi-experimental control group design. The study sample was formed of (80) male and female first grade students who are studying at one private school in the city of Irbid-Jordan, during the first semester of the scholastic year 2014/2015. An open interview was conducted with the school principle and the principle assistants. A selected software and e-textbook for students' core curriculum were saved on each student's tablet. Participants of the study were divided into two groups: the control groups (40 students) were taught using the traditional textbook, and the experimental group (40 students) was taught using Tablet. Both groups had given a pre-test and a post-test to measure their achievements in their core subjects. The motive for this research was to move from using traditional teaching tools to use tablet as a new teaching tool that can deliver class materials to improve learning outcomes. The result of the study showed that using e-textbook as a teaching tool had improved students learning and motivated them. School administration reported that using e-textbook on teaching was a good idea.
Social Networks and Students' Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya
Author: Muhingi, Wilkins Ndege
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Secondary School Students,Academic Achievement,Access to Information,Mass Media Use,Mass Media Effects,Online Courses,Student Behavior,Parent Attitudes,Teacher Attitudes,Sampling,Time Perspective,Age Differences,Gender Differences,Statistical Distributions,Questionnaires,Qualitative Research,Statistical Analysis,Social Media

Given the known positive and negative effects of uncontrolled social networking among secondary school students worldwide, it is necessary to establish the relationship between social network sites and academic performances among secondary school students. This study, therefore, aimed at establishing the relationship between secondary school students' access to and use of social network sites at an Open Learning Centre in Kenya. The centre was located about 30km South West of Nairobi, the capital city. This site was selected because information technology was the designed mode of delivery of the courses at the school, hence, high exposure of the students to quantitative social networking among the young, knowledge and information-thirsty population. The study sought opinions of key informants, parents, teachers and policy-makers in Kenya at the school compound. In addition, it investigated the behaviour of the students to generate both quantitative and qualitative data. Findings in this study showed that secondary school students in Kenya were much more vulnerable to the adverse effects of social networks in a manner consistently and concurrently similar to that found elsewhere in the worldwide. This included conversion of academic into recreational sessions and subsequent poor academic performances among the majority of the secondary school students in Kenya.
RMP Evaluations, Course Easiness, and Grades: Are They Related?
Author: Rizvi, Syed A.
Date: 2015-10-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Web Sites,Grades (Scholastic),College Faculty,College Students,Correlation,Teacher Characteristics,Difficulty Level,Courses,STEM Education,Trend Analysis

This paper investigates the relationship between the student evaluations of the instructors at the RateMyProfessors.com (RMP) website and the average grades awarded by those instructors. As of Spring 2012, the RMP site included evaluations of 538 full-and part-time instructors at the College of Staten Island (CSI). We selected the evaluations of the 419 instructors who taught at CSI for at least two semesters from Fall 2009 to Spring 2011 and had at least ten evaluations. This research indicates that there is a strong correlation between RMP's overall evaluation and easiness scores. However, the perceived easiness of an instructor/course does not always result in higher grades for students. Furthermore, we found that the instructors who received high overall evaluation and easiness scores (4.0 to 5.0) at the RMP site do not necessarily award high grades. This is a very important finding as it disputes the argument that instructors receive high evaluations because they are easy or award high grades. On the other hand, instructors of the courses that are perceived to be difficult (RMP easiness score of 3.0 or less) are likely to be tough graders. However, instructors who received moderate overall evaluation and easiness scores (between 3.0 and 4.0) the RMP site had a high correlation between these scores and average grade awarded by those instructors. Finally, our research shows that the instructors in non-STEM disciplines award higher grades than the instructors in STEM disciplines. Non-STEM instructors also received higher overall evaluations than their STEM counterparts and non-STEM courses were perceived easier by the students than STEM courses.
The Knowledge of Third Trimester Pregnant Women about Postpartum and Newborn Infants Care
Author: Rahayuningsih, Faizah Betty
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Pregnancy,Females,Observation,Statistical Analysis

Introduction: Postpartum period is a transition period but it is being neglected aspect from women health care. Mother's knowledge and education before childbirth is important to be prepared for postpartum. Misinformation about traditions/customs in society are considered irrational, causing confusion in puerperal women, especially for mothers who having their first birth (pirimipara). Method: Analytical observational study, using cross-sectional design. The research conducted in the area of Miri Health Centers, Sragen Regency in December 2012. Result: Mother's age significantly associated with maternal knowledge (p = 0,002). Long marriage was significantly associated with maternal knowledge (p = 0,002). In high knowledge category was 25 pregnant women (83,3%) and moderate knowledge was 5 pregnant women (16,7%).
Trado-Cultural Practices, Situation, Analysis and Epidemiological Factors in the Spread of HIV/AIDS in Nigeria
Author: Adesina, Modupe Olutayo
Date: 2015-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Foreign Countries,Communicable Diseases,Sexually Transmitted Diseases,Cultural Influences,At Risk Persons,Public Health,Rural Areas,Sex Education,Health Education,Access to Information,Access to Health Care,Gender Bias

This paper attempted to look at the Trado-cultural practices in the spread of HIV/AIDS in Nigeria. Human Immunodeficiency Virus (HIV) is virus that gradually attack and weaken the body immune system, whose task is to fight off infections and illness. Eventually, the body loses its ability to fight off and defend itself and thereby become vulnerable to infections by bacteria, protozoa, fungi and a number of viruses that are collectively called opportunistic infections. This virus is the pathogen responsible for Acquired Immune Deficiency Syndrome, popularly known as AIDS. AIDS is a disease caused by HIV and it is the end stage of HIV infection. When serious and characteristics illness appear. It has been discovered that people get infected with HIV due to certain behavior that increase the risk of its infections, among such behaviours are traditional practices, which are customs, beliefs and stories handed down from one generation to the other, such as: female genital mutilation, incisions/tattoos, male sex behavioural dominance, polygamy, inherited wives, blood rituals. In conclusion, the traditional practices that put the health of the people in jeopardy are considered to be harmful and such practices are predominant among rural dwellers who are not well informed and it was therefore, recommended among others that the Government at all levels should partner with NGOs to step up awareness in order to further sensitize the people on the danger involved in harmful traditional practices.
Self Evaluation: A Case Study of a School in Dar Es Salaam, Tanzania
Author: Kokeyo, Carolyne Adhiambo
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Self Evaluation (Groups),Foreign Countries,Inspection,Institutional Evaluation,School Supervision,Qualitative Research,Semi Structured Interviews,Observation,Focus Groups,Ethics,Educational Improvement,Educational Research

External evaluation of schools purpose to monitor delivery of education with a view to ensuring adherence to stipulated curriculum and set standards as well as efficient and effective quality education. However, school improvement scholars in developed economies now argue that schools must take their own initiative to assess the extent to which the expectations of their stakeholders' are met. The argument is that by systematically gathering and analysing information about itself so as make value judgement, a school is likely to improve. In a country like Tanzania for instance, most schools have not embraced self-evaluation since they depend on external school inspection conducted by the inspectorate, which only targets 50% of total school population. As it is with other developing economies, minimal inspection is blamed on inadequate resources. Implying that most schools remain unsupervised following this target. A review of relevant literature shows that despite the problem as aforementioned, the studies known to me in Tanzania, the East Africa region or indeed Africa have not explicitly empirically explored the actual self-evaluation practices with a view to ascertaining the current needs, the challenges that schools face and the possible remedies. It is this knowledge gap that the proposed study sought to contribute to. This study was informed by relativist-interpretivist paradigm which is consistent with the qualitative approach and case study method. Twelve research participants who included the school leaders: the principal, the deputy principal, four HoDs, as well as six teachers all selected purposively. This study used semi-structured interviews, observations, focus group discussions together with document analysis to generate data, which were analysed thematically. All relevant ethical issues were considered. The contention in this study is that schools that evaluate themselves are in the need to show off what they offer rather than shiver in fear of people finding out their areas of weaknesses. The study not only provided a basis upon which the practices of self-evaluation could be based but has also added significant contributions to knowledge in school improvement scholarship.