ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Participatory Teaching on Students&apos; Generic Skills in Tertiary Education
Author: Mader, Mohamed J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Skill Development,Academic Achievement,College Students,Student Centered Learning,Learner Engagement,21st Century Skills,Employment Potential,Foreign Countries,Labor Market,Correlation,Educational Strategies,Information Technology,Computer Science,Student Attitudes,Group Discussion,Independent Study,Peer Teaching,Role Playing

This paper presents findings from empirical study on assessing third year students' academic performance and development of generic skills through participatory teaching. Generic skills inventory and academic performance were utilized as measuring instruments where as activities of participatory learning used as an independent variable. The main purpose of the paper was to explore the extent to which participatory teaching contributes to students' acquisition of generic skills and obtaining outstanding academic standing. Outstanding academic achievement and development of generic skills much depend on the instructional strategies employed in teaching and learning. Participatory learning approaches are those, which put students at the center of the teaching and learning activities. Through participatory teaching strategies, the acquisition of generic skills becomes more enjoyable, meaningful and exciting. The study identified that participatory teaching is an effective way to foster generic skills of students as it has a significant influence on development of students' generic skills and to improving students' academic performance. The result of the correlation analysis shows the strong positive relationships between the variables of academic performance, generic skills as well as activities of participatory teaching. As result of this, this study proves that participatory teaching produces two core outcomes (better academic performance and possession of generic skills) expected students develop during academic course. A comprehensive model of generic skills development was proposed which consists of the three constructs investigated which are indicating the strength and the direction of their relationships.
Building Peace in a Divided State of Nigeria: The Role of Counselling in Ensuring Unity and National Development in The Country
Author: Dada, Isiaka Taiwo
Date: 2015-05-00
Type: Journal Articles
Subjects: Peace,Foreign Countries,Counselor Role,Counseling,Development,Counselor Client Relationship

There are different crises in Nigeria ranging from ethnic-religious crisis to agitation for resource control/break-up of the country, but the religious crisis especially the recent Boko Haram insurgency has attracted international attention and concern. The fallouts of these crises are threatening the country's unity and national development. Based on the foregoing, this paper examines the prospect of building peace in Nigeria as a divided state leveraging on the roles of counselling in ensuring unity and national development. The paper adopts a survey research method and the use of self-developed questionnaire for data collection. The finding shows that Nigerians have strong confidence in the efficacy of counselling in solving personal problems and that counselling could ensure National unity and development in Nigeria. Thus, to build a united Nigeria, the paper recommends that counselling clinics should be established across the country for students and politicians and all other citizens of Nigeria. This policy recommendation should also be backed up with enabling law.
The Running of Hostels as Auxiliary Services in University of Benin: Implications for Academic Studies
Author: Ekejiuba, Paulette
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Housing,Ancillary School Services,Access to Education,College Students,Enrollment,Academic Achievement,Gender Differences

Education is no longer primarily a privilege of the upper classes but open to all those who are of various classes and competence. Consequently, hostel as auxiliary services should be equipped to house these diverse students. There seemed to be inadequate hostel facilities in most of the Nigerian Universities to achieve such a purpose. The purpose of this study was therefore to critically examine the running of hostels as auxiliary services and its implications for academic studies in University of Benin, Nigeria. Theoretical framework was based on social climate theory by Moos (1976). Four research questions were raised and were hypothesized and tested at 0.05 level of significance. The population from which the sample size was drawn consisted of 9,669 expected hostellers from 2008/9 to 2011/12 academic session. Data collected from 2008 to 2012 pocket statistics was 29,006. These data were analyzed using percentages, chi-square and Pearson correlation. The findings revealed significant disparities and correlation among the variables.
Geo-Socio-Economic Determinants of Primary School Pupils&apos; Achievement in English Language and Mathematics in Niger Delta, Nigeria
Author: Amatari, Veronica Odiri
Date: 2015-05-00
Type: Journal Articles
Subjects: Elementary School Students,Foreign Countries,Correlation,School Location,Parent Participation,Poverty,Attendance,Achievement Tests,Socioeconomic Influences,Parent Student Relationship,English (Second Language),Second Language Learning,Environmental Education,Mathematics Achievement,Mathematics Education,Academic Achievement

This study investigated the influence of geo-socio-economic factors of environmental degradation, school location, poverty, parental involvement in education and pupils, school attendance on their achievement in English language and Mathematics in the Niger Delta region, Nigeria. The study adopted correlational design. The sample size is made up of 1200 public primary six pupils and their parents. Five instruments: Poverty Questionnaire (r = 0.73), Environmental Degradation Level Scale (r = 0.81), Parental Involvement Scale (r = 0.79), Pupils' Mathematics Achievement Test (r = 0.71) and English Achievement Test (r = 0.79) were developed by the researcher. Pupils' school attendance scores were obtained from school records. Pearson correlation coefficients, path analysis and multiple regression were used for data analysis. The level of significance was set at 0.05. Environmental degradation (ß = 0.073; 0.065), at-home parental involvement (ß = 0.110; 0.169) and at-school parental involvement (ß = -0.084; -.0096) had statistically significant direct effects on pupils' achievement in English language and Mathematics. School location (ß = 0.066) and school attendance (ß = 0.086) had direct effects on English; while poverty (ß = 0.082) and English language (ß = 0.276) had direct effects on Mathematics. 2%, that is, (R[superscript 2] adj = 0.021) of the variation in English language achievement and 3.3%, that is, (R[superscript 2] adj = 0.033) of the variation in Mathematics were accounted for by these factors. This study underscores the importance of good policy which when predicated on good politics will lead to socio-economic growth and success of the educational system in the region.
Effect of Prior Knowledge and Classroom Interactions on Students&apos; Achievement in Chemistry
Author: Fatokun, K. V. F.
Date: 2015-08-00
Type: Journal Articles
Subjects: Prior Learning,Chemistry,Science Instruction,Foreign Countries,Teacher Student Relationship,Science Achievement,Interaction,Experimental Groups,Control Groups,Pretests Posttests,Gender Differences,Scientific Concepts,Secondary School Students,Secondary School Science,Achievement Tests,Classroom Techniques

This study was undertaken to determine the effect of prior knowledge and classroom interaction on students' achievement in chemistry. Two schools were purposively sampled and quasi experimental design was adopted. The sample consists of 93 senior secondary II students from two schools in Dutsin-Ma, Katsina State, Nigeria. A 20-item Chemistry Achievement Test (CAT) and a Prior Knowledge Questionnaire (PKQ) were administered on the students to generate data for analysis. The reliability index obtained for CAT and PKQ using Kuder-Richardson method (KR-21) were 0.72 and 0.75, respectively. The test items span all the intellectual levels of the cognitive domain. Three null hypotheses were tested at a = 0.05 level of significance. Results revealed that there is significant effect of treatment on students' achievement in chemistry. However, interaction effect of treatment and gender on students' achievement in chemistry is not significant. It is also indicated that there is no significant mean difference in prior knowledge of the experimental group and the control group. Teachers should ensure that chemistry is taught with enriched classroom interaction to enhance appreciable achievement in chemistry learning.
Learner Centred Methods for Whom? Lessons from Botswana Junior Secondary Schools
Author: Mungoo, Judith
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Student Centered Learning,Secondary School Teachers,Secondary School Students,Student Diversity,Educational Policy,Constructivism (Learning),Educational Quality,Student Attitudes,Academic Achievement

This paper contributes to the ongoing discourse on pedagogical practices in developing contexts. The argument is that in large mixed ability classes, learner centred pedagogy is not only faced with a myriad of challenges, but fails to cater for the range of learners. The paper provides a review of constructivist approaches and proposes pedagogical flexibility based on context and type of learner. The study used multiple methods to examine the implementation of learner centred pedagogies in Junior Secondary Schools (JSSs) in Botswana. Findings showed that to maximise learning in mixed ability classes, teachers need to employ an array of instructional strategies.
Addressing Insecurity on Nigerian Roads through Literacy, Language and Semiotics
Author: Akinyosoye, Adetokunbo Funmilayo
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Traffic Safety,Signs,Indigenous Knowledge,Cultural Influences,Beliefs,Illiteracy,Reading Skills,Literacy Education,Accident Prevention,Language Usage,Semiotics

Language plays significant role in human relations and this language can be verbal and non-verbal. Among the forms of non-verbal communication are kinesics (the use of body signs), proxemics (the use of space) and the use of signs in communication. The appropriate and adequate interpretation of signs is expected to bring peace and harmony. There have been series of carnages and accidents on Nigerian roads and these, among other factors, are connected to disregard of road users to road signs. The paper is quasi-empirical through the use of unstructured interview with union leaders and their members. The findings from this unstructured interview reveal that superstitious belief in the power of Ogun, Yoruba god of iron and war, to avert road accident, illiteracy and inability to read road signs contribute to the regularity of traffic accidents on Nigerian roads. It is recommended that government and its designated agency should increase media advocacy and literacy activities for all road users. It is believed that these recommendations will assist in reduction of accidents on Nigerian roads.
Analysis of Linkages between the Primary and Junior Secondary Schools Agriculture Curricular in Botswana
Author: Mpolokang, M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Correlation,Elementary Schools,Junior High Schools,Foreign Countries,Agricultural Education,Course Descriptions,Inservice Teacher Education,Elementary School Teachers,Junior High School Teachers,Teacher Attitudes,Student Teacher Attitudes,Elementary School Curriculum,Secondary School Curriculum

The purpose of this study was to describe the linkages that exist between the primary school and junior secondary school agriculture syllabi in terms of subject matter contents, goals, objectives and the cognitive domain of learning in selected topics. The study used mixed method whereby content analysis and a survey technique were used. The primary school and the junior secondary school agriculture syllabi in Botswana were analyzed, while 50 in-service agriculture students at Botswana College of Agriculture were surveyed using a pre-structured and validated questionnaire regarding linkages of curricular. The results of the study indicated that the primary school agriculture syllabus had 18 topics comprised of 127 instructional objectives while the junior secondary schools agriculture syllabus had 17 topics comprised of 445 instructional objectives reflecting that more topics were included in primary school syllabus as compared to junior school syllabus. However, the findings revealed that Biotechnology was not taught in secondary schools. The results also revealed that in primary school curriculum, the topic on soils has been broken down into several components while in the junior secondary education syllabus only one component is taught 'soil fertility'. The majority of the objectives outlined in the syllabi were at lower level of the cognitive domains comprising knowledge, application and comprehension. It was concluded that the linkage between the two syllabi was not strong and therefore, a review of both the syllabi for proper alignment was recommended towards the enhancement of effective learning process.
Application of Information and Communication Technology to the Teaching and Learning of Mathematics towards Millennium Development Goals Realization in Nigeria
Author: Olagunju, S. O.
Date: 2015-01-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Mathematics Instruction,Goal Orientation,Mathematics Teachers,Secondary School Mathematics,Secondary School Teachers,Secondary School Students,Correlation,Academic Achievement,Computer Uses in Education

All the nations of the world are embracing technological innovations and integrating them into their educational systems for advancement and development. The use of Information and Communication Technology (ICT) in mathematics teachers' training has been verified to ascertain if it will serve as a catalyst for change in the teaching and learning of mathematics. In this study, relevant and related literatures were reviewed. The study population was sampled mathematics teachers from fifty schools in Ondo West and Ondo East Local Governments Areas of Ondo State, Nigeria. The selected respondents were trained on Autograph and Cabri3D software while questionnaires were respectively responded to by the trained teachers. Chi-square and simple percentages were used to analyze the data received. Results of this study show that there is significant effect of ICT usage on students' performance. Also, a significant relationship exists between the school location and respondents' perception of ICT utilization for teaching and learning of mathematics. Necessary and useful recommendations were given to relevant stakeholders to improve performances on the part of the teachers and the students for the teaching-learning process in mathematics.
The Relevance of the Language Policy for Instruction and Assessment of Secondary Education in Tanzania: A Comparative Analysis between the Former Swahili and English Medium Students
Author: Bikongoro, Peragia F.
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Language of Instruction,African Languages,English,Student Evaluation,Educational Policy,Biology,Access to Information,Limited English Speaking,Language Proficiency,Low Achievement,Instructional Materials,Electronic Learning,Elementary School Students,Secondary School Students,Information Retrieval,Secondary School Teachers,Disadvantaged

This paper argues that effective education in a knowledge society cannot be realized unless the issue of the policy of the language of instruction and assessment is resolved. This study discusses the relevance of the language policy currently in use for instruction and assessment of Ordinary Secondary Education in Tanzania. It also presents the research findings on the extent to which the language policy has passed a barrier towards students' performance and effective learning in post primary level. Data were collected through interviews, observation checklist and administering a test in English and Biology subjects to Form One students. Students who sat for the tests were purposively selected. The first group included 250 students who studied in English medium primary schools where English was a medium of instruction and the second group was 250 students who studied in Swahili medium primary schools where Swahili was a medium of instruction. Findings revealed that students who scored above 70 marks, the former English medium students had 78% in Biology and 87% in English test while the former Swahili medium students had 15% in Biology and 12% in English test. It was also revealed that 90% of the former English medium students were able to use computer technology in accessing learning materials written in English language compared to a few (0.5%) of the former Swahili medium students. The paper recommend that there is a need to remove the obstacle in Education and Training Policy and allow the establishment of government and private secondary schools which will be free to use English or Swahili as a medium of instruction and assessment. However Swahili and English subject should remain as compulsory subjects.
Translating Technical Texts: The Igbo Language Example
Author: Ijioma, Ngozi Patricia
Date: 2015-04-00
Type: Journal Articles
Subjects: African Languages,Translation,Second Languages,Languages for Special Purposes,Vocabulary,English (Second Language),Language Classification,Cultural Differences,Linguistic Borrowing

Translating a text from one language to another poses problems to the translator. The task becomes more enormous when translating from a well developed language to a developing one. It even becomes more complex when dealing with a technical text. While the English language belongs to the Anglo-Saxon group, Igbo language belongs to the Congo Basin. Every domain of translation presents its own difficulties and the technical domain too. Technical translation belongs to a specialized area. This implies that it involves specialized terminology. Igbo language is lagging behind in the development of technical terms. There is a wide gap between the two languages both linguistically and culturally. This paper tries to identify some challenges in translating a technical text into Igbo and suggest the way forward.
Information and Communication Technology (ICT) Utilization and Principals&apos; Administrative Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria
Author: Okon, James E.
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Educational Technology,Principals,Administrator Effectiveness,Public Schools,Secondary Schools,Organizational Communication,Recordkeeping

The study investigated the relationship between information and communication technology (ICT) utilization and principals' administrative effectiveness in public secondary schools in Akwa Ibom State, Nigeria. Two hypotheses were formulated to guide the study. Ex-post facto research design was adopted for the research. The population of the study comprised all the 348 public secondary school principals and vice principals in Akwa Ibom State, Nigeria. A sample of two hundred and fifty-five (255) principals was drawn from eighty-five (85) public secondary schools through purposive sampling technique. Two self-structured questionnaires titled &quot;Information and Communication Technology Utilization Questionnaire (ICTUQ)&quot; and &quot;Principals' Administrative Effectiveness Questionnaire (PAEQ)&quot; were used for data collection. The results of the analysis revealed a significant relationship between ICT usage in the communication process and record keeping, and principals' administrative effectiveness. It was recommended that government should reward ICT-compliant administrators in order to stimulate others in ICT usage for more effective administrative ends.
Translation of Specialized Texts as a Tool for the Development and Usage of Indigenous Languages: The Igbo Language Example
Author: Ahiazunwa, Cookey Scholastica
Date: 2015-04-00
Type: Journal Articles
Subjects: African Languages,Translation,Native Language,Language of Instruction,Multilingualism,Role,Vocabulary,Reference Materials,Foreign Countries,Teaching Methods,Learning Processes,Medicine,Anatomy,Linguistic Borrowing

The importance of mother tongue as the best medium of instruction cannot be over emphasized. The problematic situation here is that not all the indigenous languages in a multilingual society like Nigeria have standard written forms. Even languages with standard codification such as Igbo, Hausa and Yoruba are not developed to the level of having enough lexicons and terminologies in special areas. Though so many efforts have been made by the government and scholars, they are not yet enough for the work ahead. Thus, this paper aims at studying the role of translation of texts in specialized domain into indigenous languages for the development and the provision of the much needed terminology, reference materials such as books and other texts that make learning and teaching in indigenous languages more interesting.
Impact Analysis of Land Boundary Dispute Cases Emanating from Attenuated Consanguinity in Colonial Yorubaland
Author: Olupayimo, Dolapo Zacchaeus
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Land Settlement,Conflict,Social Structure,Family Structure,African Culture,Folk Culture

The primordial forms of human society were &quot;Ajobi&quot; and &quot;Ajogbe&quot; and the English equivalent of these two Yoruba conception of the social structure are consanguinity and co-residentship (Akiwowo, 1980). While consanguinity describes the collateral relationship based on blood, co-residentship explains the fact of sharing contiguous shelter whether or not the persons concerned are blood relations. The present writer argues with the aid of selected litigated boundary dispute cases that the ideal of consanguinity was threatened to the point of attenuation during the colonial days. In many of the cases, land disputes borders on unacceptable boundary shifting or its unilateral adjustments. An impact analysis of such disputes is here attempted with a view to bringing out the effects of attenuation on consanguinity. The paper adopts a historical method where historical facts are juxtaposed to elicit the correct position. Findings revealed that litigated land boundary disputes actually caused attenuated consanguinity during the colonial days in Yorubaland.