ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of English as Medium of Instruction at the Upper Basic Level (Primary Four to Junior High School) in Ghana: From Theory to Practice
Author: Owu-Ewie, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Junior High School Students,Language of Instruction,English (Second Language),Second Language Learning,Foreign Countries,Multilingualism,Qualitative Research,Native Language,African Languages,Elementary Secondary Education,Educational Policy,Language Usage,Theory Practice Relationship,Educational Practices,Interviews,Student Attitudes,Observation,Classroom Communication,Teacher Student Relationship

The language of education is crucial to learners' academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child's native language and a second language, which in most cases is the official language of the nation. Ghana, because of its multilingual nature, has promulgated a language policy which uses the child's L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
Music Education as a Panacea for National Development
Author: Ogunrinade, D. O. A
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,African Culture,Cultural Education,Inclusion,Cultural Background,Heritage Education,Literature Reviews,Nationalism,Creativity,Problem Solving,Curriculum Development,Humanism

This paper appraises music as an essential part of Nigerian culture and its implication for national development. It discussed music as important aspect of culture and the rationale for the inclusion of the subject in Nigerian schools at all levels of education. It also explicates music education available in the community as well. The music provides utilitarian education, information, entertainment and enlightenment. It uplifts the soul of the citizenry in a hard economic situation. It corrects and helps to discipline people's behaviour thereby contributing effectively for national development. Some important literatures were reviewed.. The result shows that music contributes to national development of Nigeria. It produces the aesthetics and useful feeling (emotion) used in national development. It is also useful as a medium that preaches the words of faith to the society which uplifts their spiritual feelings making them to possess good morals which aid in national development. The paper ended up with the conclusion that music is the engine which impels the national development when adequately used with recommendation of improvement on the study of the subject in Nigerian schools.
Handling Sexuality Concerns in Women with Gynecological Cancer: Egyptian Nurse's Knowledge and Attitudes
Author: Mansour, Suzan E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sexuality,Gynecology,Nursing,Barriers,Measures (Individuals),Cancer,Females,Hospitals,Nurses,Oncology,Health Services,Knowledge Level,Scores,Correlation,Patients,Sex Education,Psychological Patterns,Nursing Education,Curriculum,Guidelines,Foreign Countries,Statistical Analysis,Questionnaires

Sexuality is an important part of normal human functioning. Gynecological cancer diagnosis and treatment has devastating effect on Sexual issues. Study aim was to investigate Oncology Nurses knowledge and attitudes in Relation to Provision of Sexual Health Care to Women Diagnosed with Gynecological Cancer. The study setting was conducted at oncology center, at Mansoura University Hospitals after obtaining hospital director approval. A Subject was consisted of 72 nurses who worked in gynecological oncology department. Tools: four tools were used by the researchers to collect pertinent data consisted of 1st The Self Administered Structured Schedule, 2nd tool, Sexual Health Care Scale-Attitude, 3rd tool, Facilitators about Sexuality Issue Discussion in nursing practice and 4th tool, Barriers about Sexuality Issue Discussion in Nursing Practice. Results revealed that 100% of nurses were having poor knowledge score regarding sexual health care with mean score 7.3 ±2.5. There was statistically significant relation between knowledge score and discomfort in providing sexual health care and Afraid of college's negative response (P&lt; 0.05). While there were no statistical significant relation between knowledge score and Feeling uncertain about patient's acceptance and Lack of environmental support (P&gt; 0.05). Majority of nurses reported that limited resources, patient embarrassment, staff shortages, patients having more things to be concerned about than having sex, inadequate education preparation, are the most important barriers to provide health sexual education. Provisions of relevant training, availability of private environment, having good nurse patient relationship, good communication are factors which facilitate provision of sexual health care. Conclusion oncology nurses have poor knowledge score and decrease feeling of discomfort domain was the most representative nurses attitude in provision of sexual health care, there are many of issues act as barriers and facilitators affecting nurses for providing sexual health care. Recommendations It is important to put sexual health education into the curriculum of nursing, in order to assess the sexual health of patients within the health care system, continuing education activities and availability of education materials could assist nurses to adequately address sexual concerns while caring for patients with cancer and More research is needed on training of the nurses to overcome the barriers and guidelines or procedures in place for dealing with sexuality-related issues with patients.
Predicting Academic Success of Junior Secondary School Students in Mathematics through Cognitive Style and Problem Solving Technique
Author: Badru, Ademola K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Success,Predictor Variables,Secondary School Students,Junior High School Students,Secondary School Mathematics,Mathematics Achievement,Cognitive Style,Problem Solving,Mathematics Skills,Foreign Countries,Cognitive Tests,Mathematics Tests,Achievement Tests,Correlation,Multiple Regression Analysis

This study examined the prediction of academic success of Junior secondary school mathematics students using their cognitive style and problem solving technique. A descriptive survey of correlation type was adopted for this study. A purposive sampling procedure was used to select five Public Junior secondary schools in Ijebu-Ode local government area, Ogun state. For the purpose of this study, an arm of intact class JSSII students were selected from each selected school through a simple random sampling procedure. Three valid and reliable instruments were used to collect data for this study as Sigel's cognitive style test (SICOST), Problem solving technique test (PSTT) and Mathematics achievement test (MAT). Their content validity values were 0.79; 0.74 and 0.84 respectively using Lawshe method. The test-retest reliability value was 0.82 of SICOST, the coefficient of reliability values of PSCT and MAT were 0.79 and 0.87 respectively using Kuder-Richardson (K-R 20)'s formula. The results of the Pearson correlation and Multiple regression test show that: no significant relationship exists between the students' cognitive style and problem solving technique; the two predictor variables jointly significantly predicted academic success in mathematics; the relative effect of problem solving technique in mathematics is greater than that of cognitive style. It is recommended that problem solving intervention strategies should be used in handling the mathematical problems of students to enhance their academic success in other to serve as essential ingredients for achieving a holistic education.
Need for ICT Integration for Effective Instructional Delivery in Nigerian Colleges of Education
Author: Onwuagboke, Bede Blaise Chukwunyere
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Instructional Effectiveness,Schools of Education,Delivery Systems,Technology Uses in Education

Teaching and learning is the principal stock in trade of any educational enterprise throughout human history whether in the developed, developing or under-developed countries. The various developments in the field of information and communications technology (ICT) have been found very useful in the learning environment globally. The need to fully integrate ICT in instruction at the Colleges of Education level has become necessary in view of the demand on graduates of the college of education system to be ICT literate in an emerging world that is ICT driven. The products of the system are not for the Nigerian educational industry alone but for a collaborative and competitive global village where knowledge is created and shared using ICT. This paper discusses the need to achieve effective instructional delivery in colleges of education through the use of ICT. It examines the concepts of effective instructional delivery, ICT and ways of integrating ICT in teaching. The major constraints to the integration of ICT in the class room are highlighted and recommendations that will help in its effective integration in teaching and learning at this level made.
Psycho-Social Factors Causing Stress: A Study of Teacher Educators
Author: Jain, Geetika
Date: 2015-00-00
Type: Journal Articles
Subjects: Stress Variables,Age Differences,Teacher Educators,Personality Traits,Foreign Countries,Measures (Individuals),Extraversion Introversion,Personality Measures,Gender Differences,Teacher Qualifications,Teacher Role,Role Conflict,Teacher Education Programs,Colleges,College Faculty,Work Environment

Purpose: The present investigation was planned to determine the influence of type of personality, gender, age, qualification and experience causing stress among teacher educators at work. Method: A sample of 100 subjects from male and female teachers teaching in teacher training colleges, Delhi, India was drawn randomly. The data was collected by applying the following tools: (i) Organizational Role Stress Scale (ORS) by Udai Pareek (1993). This tool measures role space and role set conflict. Test carries 50 items which are rated at five point scale. (ii) R-R introversion-Extroversion Scale by Dr. R. N. Singh and Dr. R. B. Tripathi (2010). This tool measures the personality in terms of Highly Extrovert, Predominantly Extrovert, Balanced Ambivert, Predominantly Introvert and Highly Introvert. This tool consists of 50 items with &quot;yes&quot; and &quot;no&quot; alternative responses. Results: The results revealed that (i) Female teacher educators are more likely to experience stress as compared to male teacher educators. (ii) Younger teacher educators are more likely to experience stress as compared to older teacher educators. (iii) Less qualified teacher educators are more likely to experience stress as compared to highly qualified teacher educators. (iv) Less experienced teacher educators are more likely to experience stress as compared to highly experienced teacher educators. (v) Introvert type of teacher educators are more likely to experience stress as compared to Extrovert teacher educators.
The Effectiveness of the Curriculum Biography of the Prophet in the Development of Social Intelligence Skills of Al-Hussein Bin Talal University Students
Author: Al-Khateeb, Omar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Islam,Religious Factors,Biographies,Interpersonal Competence,Curriculum Development,Multiple Intelligences,Religious Education,Moral Values,Moral Development,Questionnaires

This study aimed to find out how the effectiveness of the curriculum biography of the Prophet in the development of social intelligence skills of Al-Hussein Bin Talal University students and the study sample consisted of 365 students from Al-Hussein Bin Talal University for the first semester 2014-2015 students were selected in accessible manner. The researcher designed a tool to measure the social intelligence, consisting of 5 fields and 27 standards for measuring the level of social intelligence of the students. The results of the study showed the following: that the curriculum biography has been achieved the goals that related to the development of social intelligence on average level amount of 70% also showed the lack of goals relevant to methodology and mechanisms, skills and abilities which the material has been teaches where the percentage weight was less than 50%. The study recommended: (1) The importance of activation the teaching methods that helps in the development of creative and critical thinking; (2) Activation the role of university curricula to development the social intelligence; and (3) To work seriously on the development of students' skills and abilities to have the scientific methodology and critical thinking.
Infrastructure Availability in the Public Sector Schools: A Case Study of Sindh Province
Author: Mujahid, Nooreen
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Facilities,Elementary Secondary Education,Rural Areas,Foreign Countries,School Districts,Teacher Student Ratio,School Buildings,School Construction,Public Schools,Urban Areas,Resource Allocation,Budgets,Educational Quality,Sex Fairness,Educational Facilities Improvement,Discipline Policy,Early Childhood Education,Access to Education,Enrollment

This focus of this study is confined to primary and secondary education in Sindh province. This paper provides a comprehensive review of the facilities available at the primary and secondary schools especially within the context of rural and urban areas. This study investigates 48,865 Government schools in terms of efficient and well-organized allocation and utilization of resources in these schools. This paper is unique as it incorporates a wide range of micro data variables for the year 2011-12. This study will provide an insight of schools in terms of quantity of education in the province of Sindh.
Primary Teacher Trainees Preparedness to Teach Science: A Gender Perspective
Author: Mutisya, Sammy M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Gender Differences,Preservice Teachers,Elementary School Science,Student Attitudes,Student Surveys,Pedagogical Content Knowledge,Sex Fairness,Inquiry,Questionnaires,Scientific Concepts,Science Process Skills

The purpose of this study was to determine Primary Teacher Education (PTE) Trainees' perceptions regarding their preparedness to teach science in primary schools. A descriptive survey research design was used and stratified proportionate random sampling techniques used to select 177 males and 172 females. The study found out that more male trainee than female trainees had studied the three science subjects in secondary schools. Overall more male trainees than female trainees expressed high level of conceptual understanding of science subject content and SPS. More male trainee than female trainees further indicated they were ready to teach science during teaching practice and after training. The study recommends that science tutors to use SPS approach in teaching of PTE science, PTE to ensure trainees have high mastery of science subject content and SPS and to provide a gender-appropriate training to demystify gender differences in performance in science and promote gender equity in science education. The study further recommends that affirmative action be used in subject specialization selection to ensure gender parity in science education. Finally Kenya National Examination Council to include practical science examination measuring competency to teach science.
Determinants of Motivation in Teachers: A Study of Private Secondary Schools Chain Networks in Bahawalpur
Author: Nawaz, Nosheen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Private Schools,Secondary Schools,Secondary School Teachers,Social Networks,Faculty Mobility,Questionnaires,Interviews,Regression (Statistics),Predictor Variables,Teacher Salaries,Teacher Evaluation,Student Behavior,Educational Environment,Educational Resources,Small Classes,School Location,Professional Autonomy,Advantaged,Social Class

Retaining quality employees is the dream of every organization. This research focuses on a big issue arising in the education sector. A large number of teachers are incoming and leaving the private schools of Bahawalpur. Lack of motivation is a major cause of teachers' turnover. Aspire of this research is to find the factors which can motivate private secondary school teachers of Bahawalpur. Five chain-networked secondary schools are included in this study. Sample size of 136 is selected for this population. Questionnaires are distributed to these 136 teachers and interviews are also conducted. Regression coefficient is calculated between motivation and other independent variables identified by other researchers in order to motivate employees. Regression coefficients between motivation and independent variables revealed that employees are motivated by handsome prompt salary, unbiased appraisals, positive behavior of students, presence of staff rooms, friendly environment, availability of learning resources, small class size, less distance from the school, selecting upper class as target market and autonomy given to school teachers.
The Contribution of the Secondary School Curriculum to Peace in Kenya
Author: Chiriswa, Andika Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Secondary Schools,Peace,Correlation,Secondary School Teachers,Conflict,Questionnaires,Integrated Curriculum,Content Analysis

The Kenya Government recognizes the role of peace in socio economic development as emphasized in the national anthem while the national goals of education endeavour to promote national unity, sustainable development, peace, respect for diversity, and international consciousness among others. The Kenya vision 2030 underscores the need for peace and respect for human life through education and training. The study sought to establish whether there are any objective(s) in the secondary school curricula that addresses peace, whether there was content on peace education in the curricula. It further sought to establish the factors contributing to conflicts in secondary schools and assess level of teachers' awareness of factors that contribute to peaceful co-existence among learners in secondary schools. This research used a cross-sectional survey design approach to investigate peace education outcome on learners. A sample of 59 teachers and 15 curriculum developers was chosen for the study. Data was collected using questionnaires and document analysis. The study confirmed that peace education is not sufficiently integrated in the curricula hence the secondary school curriculum may not be effectively contributing to peace in Kenya. The importance of this study lies in fact that Peace is very important for development of the country. The culture of peace ought to be inculcated in the youth through the education. Quality education is supposed to impart knowledge, skills, values and attitudes that help provide constructive alternative mechanisms to conflict management, maintain peace in schools in the country, and even out of school. The findings of the study are critical to the curriculum developers, head teachers, teachers, education officers, parents, sponsors and the community who have a critical role to play in inculcating peace in the youth in the country.
Effects of an Elementary Language Arts Unit on Critical Thinking, Reading, and Writing
Author: Duesbery, Luke
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Grade 5,Language Arts,Critical Thinking,Thinking Skills,Reading Skills,Writing Skills,General Education,Models,Comparative Analysis,Teaching Methods,Common Core State Standards,Achievement Gains,Instructional Effectiveness,Gifted,Pretests Posttests,Check Lists,Rating Scales,Teacher Behavior,Student Behavior,Classroom Observation Techniques,Reading Comprehension,Reading Fluency,Statistical Analysis

Teaching young students to think critically has always been important, however, as the United States transitions to a national set of learning standards which emphasizes higher-order thinking, it becomes essential. In this quasi-experimental study we evaluate the effects of exposure to the Journeys and Destinations (J&amp;D) unit from the William and Mary language arts curriculum on students' critical thinking, reading, and writing in general education classrooms. The unit uses advanced-reading-level literature to teach the concept of change, critical reasoning, and advanced language arts skills. Students from nine fourth and fifth grade classrooms participated in the study; three used the William and Mary language arts model, while six were asked to use their normal language arts approach. At the beginning and end of the semester students were assessed with the Bracken Test of Critical Thinking, a test of syntactic reading fluency, and a curriculum-based measure of writing. Classroom observations were used to monitor the approaches being used and assess fidelity of implementation. Results indicated that students exposed to the J&amp;D unit grew significantly in the area of critical thinking, while the comparison group did not. Both groups grew significantly in reading, and neither group experienced gains in writing. Results are discussed in the context of professional development needs, and the move to a national curriculum focused on developing critical thinking skills in all students.
Effects of Group Size on Students Mathematics Achievement in Small Group Settings
Author: Enu, Justice
Date: 2015-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Class Size,Mathematics Achievement,Foreign Countries,Cooperative Learning,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Hypothesis Testing,Statistical Analysis,High School Students,Correlation,Comparative Analysis,Scores

An ideal group size is hard to obtain in small group settings; hence there are groups with more members than others. The purpose of the study was to find out whether group size has any effects on students' mathematics achievement in small group settings. Two third year classes of the 2011/2012 academic year were selected from two schools in the Central Region of Ghana for the study. The two classes constituted the control and experimental groups respectively and consisted of 50 students in the control group and 47 in the experimental group. The experimental group was subdivided into 12 groups made up of groups of 3 members, groups of 4 members and groups of 5 members using stratified and simple random sampling. The students' pre- and post-test scores served as the data for the study. The results of the study showed no significant difference in the mean scores of the three subgroups of the experimental group.