ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Corporate Management Practices in Public Universities in Kenya
Author: Waswa, Fuchaka
Date: 2013-05-00
Type: Journal Articles
Subjects: State Universities,College Administration,Corporations,Educational Quality,Participative Decision Making,Foreign Countries,Likert Scales,Total Quality Management,College Faculty,Teacher Attitudes,Quality Assurance,Delivery Systems,Surveys,Administrative Organization,Higher Education

In order to continue attracting and retaining high-class intellectual power and hence guarantee quality service delivery, public university management will need to change and adjust in line with increasing local democratisation and globalisation pressures. Scenarios that depict participatory decision-making and respect of divergent viewpoints will have to characterize the relationships among all stakeholders in the routine operations of universities. The purpose of this study was to assess the Corporate Management Practices in Public Universities in Kenya from the academic staff's perspective. A Likert-scale approach based on 19 selected items in total quality management (TQM) was used for data collection from a random sample of 45 academic staff drawn from public Universities from August to September 2011. Findings show that university academic staff are generally marginalised when it comes to decision-making even on issues that directly affect them. Subtle top-down management approach is still rife and impacts negatively on service delivery. Deliberate efforts are needed to adopt a people-centred management system built on the tenets of mutual trust, respect and intellectual cum professional symbiosis in pursuit of sustainable quality assurance.
Determinants of Girls' Performance in Science, Mathematics and Technology Subjects in Public Secondary Schools in Kenya
Author: Musau, Lydia Mbaki
Date: 2013-07-00
Type: Journal Articles
Subjects: Females,Science Achievement,Correlation,Regression (Statistics),Counties,Mathematics Achievement,Secondary School Students,Surveys,Semi Structured Interviews,School Districts,Educational Policy,Decision Making,Technology Education,Student Improvement,Foreign Countries

There has been incessant low academic performance in Science, Mathematics and Technology (SMT) subjects especially among girls at form four level in Kitui Central District over the years. The aim of this study was to investigate the determinants of girls' performance in SMT subjects in public secondary schools. Using ex-post-facto survey research design, the study population covered all the six girls' secondary schools in the district which also represented sample schools from which data was collected. Semi-structured questionnaires and document analysis sheets were used as instruments of data collection. The primary data collected was analysed by use of Statistical Package for Social Sciences (SPSS) version 17. Descriptive and inferential statistics were derived viz mean scores, percentages, correlation and regression coefficients. The Chi-square and one way ANOVA test statistics was used in hypothesis testing. Correlation and regression analysis were generated at 0.05 (2- tailed) and 0.001(2-tailed) significance levels. The findings from the study explained why form four girls in Kitui County were not doing well in SMT subjects. The outcome of the study is expected to influence policy and decision-making on girls' better performance in the subjects. Different approaches were recommended based on the findings to improve girls' performance in SMT subjects.
Factors Contributing to under Representation of Female Teachers in Headship Positions in Primary Schools in Eldoret Municipality, Kenya
Author: Barmao, Catherine
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Disproportionate Representation,Women Administrators,Statistical Analysis,Municipalities,Questionnaires,Interviews,Elementary School Teachers,Socialization,Sex Role,Surveys,Qualitative Research,Tutors,Faculty Promotion,Sex Stereotypes,Educational Policy,Equal Opportunities (Jobs),Mentors,Gender Discrimination

This paper analyses factors contributing to under representation of female teachers in headship positions in Eldoret Municipality Kenya. The study was guided by socialization theory to hierarchical gender prescriptions which gave three distinct theoretical traditions that help, understand sex and gender. Descriptive survey was adopted for the study and the study used both quantitative and qualitative techniques. The study employed stratified sampling, simple random and purposive sampling. A sample of 105 respondents from 10% of the target population were used where 2 Municipal Education Officials (TAC tutors), 8 head teachers, 80 teachers and 15 committee members were purposely selected for the study from 15 public primary schools randomly selected in the Municipality. Data were collected using questionnaire and interview schedule. The questionnaire was administered to teachers and committee members, whereas interview schedule was administered to head teachers and TAC (tutors). Data were analyzed using both descriptive and inferential statistics. Frequencies, percentage and Chi-square (x²) were employed in the analysis. It was established that women were not discriminated against in headship position but other obstacles, like unfair promotion procedures, gender stereotyping and rigid career path ways hinder women most. The author recommends that the educational policy should provide equal opportunity for male and female and that the conditions required in the appointments and recruitment should ensure that they eliminate discrimination. The study is significant to female teachers in headship positions as it calls for the need to improve on their roles as mentors to other young female teachers in the profession. It also contributes to the ongoing studies on the place of women in leadership and development.
A Comparison of Zimbabwe's Rural and Urban Primary School Pupils' Views about Homework: A Case of Masvingo District
Author: Mapako, Felix Petros
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Homework,Socioeconomic Status,Student Attitudes,Teacher Effectiveness,Teaching Methods,Learning Processes,Qualitative Research,Semi Structured Interviews,Rural Schools,Urban Schools,Teacher Attitudes,Teacher Student Relationship,Elementary School Students,Elementary School Teachers

The study sought to establish and compare the views of rural and urban primary school pupils on homework in Zimbabwe, using six purposively sampled Masvingo rural and urban primary schools. The inquiry employed a qualitative methodology in which data were gathered through semi-structured personal interviews and document analysis. A sample of thirty rural and thirty urban Grade Five pupils were interviewed. Forty-five homework exercise books were analyzed. The investigation established that while in both rural and urban schools, there are some pupils who like homework while others dislike it for various reasons; there are more pupils in urban areas who view homework in a positive light than those in rural schools. The paper unearthed home and school factors as the causes of rural and urban pupils' different views on homework. The paper makes several recommendations. Firstly, the government should endeavour to narrow the gap between the socio-economic statuses of the rural and urban populace in Zimbabwe as it is a major contributor to pupils' different views on homework. The paper further recommends that rural schools be improved in terms of the quality of teachers and teaching-learning resources. Also, parents in both settings need to be encouraged to take an interest in their children's homework. Moreover, teachers from both rural and urban schools need to take homework more seriously as their attitudes to homework influence pupils' views on it.
Statistical Evaluation of the Impact of ICT on Nigerian Universities
Author: Babatunde, Iwasokun Gabriel
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Universities,Statistical Analysis,Factor Analysis,Influence of Technology,Questionnaires,Performance Based Assessment,Developing Nations,Research Methodology,Correlation,Feedback (Response),Technology Uses in Education,Computer Mediated Communication,Student Research,Administration

This paper proposes twenty-four performance indices that were freely considered by the authors as relevant for the conceptualization and evaluation of the impact of ICT on the Nigerian Universities. The indices are contained in the questionnaire that was administered on forty five out of sixty three public universities that span the six geo-political zones of Nigeria to obtain relevant data. Copies of the questionnaire were administered at meetings with staff and students. The data obtained were subjected to factor analysis by principal components using Statistical Package for Social Scientists (SPSS). From this analysis, four factors were extracted with different set of indices. The extracted factors are communication and feedback, study aid, processing and administration and management and relationship. The percentage contribution of each factor to the current performance of ICT in the university system in Nigeria was estimated. Each percentage contribution also exhibits the degree of relevance of the associated indices. It was discovered that the total sum of the percentage contributions was less than 100. This showed that the performance indices of some extraneous factors which contribute in no small measure to the current performance of ICT in Nigerian universities were not given consideration in the research instrument. Such extraneous factors include but not limited to staff training, security of lives and properties, discipline among staff and student, curriculum and government policy on ICT. Moreover, a factor scores coefficient matrix was generated and used to estimate and rank the contribution of each respondent to the performance figure.
A Delphi Study on Technology Enhanced Learning (TEL) Applied on Computer Science (CS) Skills
Author: Porta, Marcela
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Delphi Technique,Online Surveys,Foreign Countries,Expertise,Instructional Effectiveness,Computer Science,Catalogs,Attitude Measures,Teaching Methods,Computer Software

Technology Enhanced Learning (TEL) is a new pedagogical domain aiming to study the usage of information and communication technologies to support teaching and learning. The following study investigated how this domain is used to increase technical skills in Computer Science (CS). A Delphi method was applied, using three-rounds of online survey questions, given to 17 TEL experts from different European countries. The results showed that these experts consider TEL an effective and interesting support to acquire CS skills. Furthermore, the findings revealed the five best tools in TEL to acquire necessary CS knowledge. Future research can provide a guideline to implement effective TEL tools in CS studies. This manuscript investigates Technology Enhanced Learning (TEL) tools and its applications to learn specific skills in CS. As general content the results of a Delphi study that identifies the benefits of TEL while teaching are highlighted.
i-SERF: An Integrated Self-Evaluated and Regulated Framework for Deploying Web 2.0 Technologies in the Educational Process
Author: Karvounidis, Theodoros
Date: 2015-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Higher Education,Synchronous Communication,Asynchronous Communication,Questionnaires,Self Evaluation (Individuals),College Students,Web Based Instruction,Teaching Methods,Knowledge Level,Cognitive Processes,Foreign Countries

In this paper we propose i-SERF (integrated-Self Evaluated and Regulated Framework) an integrated self-evaluated and regulated framework, which facilitates synchronous and asynchronous education, focusing on teaching and learning in higher education. The i-SERF framework is a two-layered framework that takes into account various elements of existing frameworks, introducing though as a new element the means of a self-evaluation, self-feeding and regulation mechanism. This mechanism is based on the performance of students, on the students' answers to appropriately structured questionnaires and on the online monitoring of the supporting platform's parameters. The outcome derived from a &quot;self-evaluation&quot; process is then feeding i-SERF in order to obtain self-regulation, for the next deployment. In this way, i-SERF remains alive and progressing. The proposed framework aims to offer the needed background for designing Web 2.0 educational platforms that may exhibit continuous improvement functions, providing in that way considerable benefits to both students and tutors in various fields. A pilot implementation, using an education-oriented suite with enriched interactive elements supporting a variety of terminal devices, combined with a thorough assessment that utilizes advanced statistical tools has revealed the potentials of the platform to successfully deploy the principles of the i-SERF framework to yield powerful learning experiences and high quality interactions between students and teachers.
Analysis of Social Worker and Educator's Areas of Intervention through Multimedia Concept Maps and Online Discussion Forums in Higher Education
Author: Vázquez-Cano, Esteban
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Mapping,Social Work,College Faculty,Intervention,Computer Mediated Communication,Group Discussion,College Students,Foreign Countries,Action Research,Qualitative Research,Word Frequency,Classification,Social Networks,Network Analysis,Interaction,Cooperation,Social Studies,Social Problems,Technology Uses in Education

This diachronic study describes an innovative university experience consisting of the development of multimedia concept maps (MCM) in relation to social educators and social workers main intervention areas and an active discussion in online forums about the results obtained. These MCMs were prepared by students who attended the Information Technologies and Communication course as part of the Degree in Social Education and dual Degree in Social Education and Work during the academic years 2010-13 at Pablo Olavide University (Seville-Spain). Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is implemented to analyze 213 MCMs created by students and their interventions in ad hoc online discussion forums with a twofold methodological approach: firstly a qualitative analysis of word frequencies in MCM through the use of Atlas-Ti software and secondly a forum discussion categorization through a reticular, category based social network analysis using UCINET and yED Graph Editor. Among the most relevant conclusions, we can highlight that a combination of MCMs and discussion forums are highly interactive and collaborative digital resources and are especially beneficial when applied to social studies. Students were able to identify and categorize key areas of social and educational intervention, including: seniors, children, teens and drug dependence, people with disabilities, adults, mental health, socio-community care, and immigrants.
Implementing e-Learning in the Jordanian Higher Education System: Factors Affecting Impact
Author: Al-adwan, Ahmad
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Program Development,Higher Education,Cultural Influences,Information Technology,Technological Literacy,Focus Groups,Student Attitudes,Time Management,Teacher Attitudes,College Faculty,Questionnaires,Likert Scales,Semi Structured Interviews

The increased involvement of technology in all aspects of our lives places educational institutions under pressure to include these aspects at the heart of their learning. This ensures that they continue to be competitive in a constantly changing market with international and cultural links. This study explores the factors that influenced the development of learning through technology at two Jordanian universities, focusing on full-time staff and students. It considers the general attitude towards engaging in learning through technology with outcomes demonstrating that training and development is required prior to implementation to adequately support the learning transition. The organisational infrastructure often presents the greatest barrier to such developments. Informed by the outcomes of the study, a training and development programme has been designed, developed and implemented to support the cultural change and increase its impact.
Student Response (Clicker) Systems: Preferences of Biomedical Physiology Students in Asian Classes
Author: Hwang, Isabel
Date: 2015-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Handheld Devices,Educational Technology,Technology Uses in Education,Biomedicine,Physiology,College Students,Telecommunications,Student Surveys,Student Attitudes,Foreign Countries

Student response systems (commonly called &quot;clickers&quot;) are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of clickers in class. A survey also provided insights into how students perceived the benefits of response systems. We found that most students favoured the use of traditional clickers over mobile clickers, with the students reporting a number of difficulties in using the latter. These difficulties could discourage students from moving ahead to more advanced levels in programmes that involve mobile device interaction with the course teacher. Thus, innovations in learning technology should proceed with caution, and with constant attention given to students' preferences and needs.
Factors Influencing Teachers' Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature
Author: Buabeng-Andoh, Charles
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Teacher Attitudes,Barriers,Faculty Development,Teaching Methods,Institutional Characteristics,Learning Processes,Technological Literacy,Self Efficacy,Teacher Education,Curriculum,Gender Differences,Faculty Workload,Teaching Experience,Technical Support,Instructional Leadership,Literature Reviews

Global investment in ICT to improve teaching and learning in schools have been initiated by many governments. Despite all these investments on ICT infrastructure, equipments and professional development to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This article reviews personal, institutional and technological factors that encourage teachers' use of computer technology in teaching and learning processes. Also teacher-level, school-level and system-level factors that prevent teachers from ICT use are reviewed. These barriers include lack of teacher ICT skills; lack of teacher confidence; lack of pedagogical teacher training; l lack of suitable educational software; limited access to ICT; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these barriers affect individuals and institutions may help in taking a decision on how to tackle them.
Virtual Reality Based Behavioural Learning for Autistic Children
Author: Ramachandiran, Chandra Reka
Date: 2015-00-00
Type: Journal Articles
Subjects: Autism,Children,Simulated Environment,Electronic Learning,Technology Uses in Education,Educational Technology,Instructional Effectiveness,Interviews,Pictorial Stimuli,Statistical Analysis,Teaching Methods,Behavior Modification,Daily Living Skills,Qualitative Research,Observation,Surveys,Foreign Countries

Autism is a disorder in the growth and development of a brain or central nervous system that covers a large spectrum of impairment, symptoms and skills. The children who are suffering from autism face difficulties in communicating and adapting well in the community as they have trouble in understanding what others think and feel. Therefore, there is a need to design effective e-learning method to ease the communication process and to deliver required knowledge to autistic children. Past researchers have highlighted that a virtual reality based learning environment, a computer simulated environment, can facilitate the learning process among autistic children. It is also recognized that the virtual agent plays an important role in virtual worlds as it eases the communication process between the virtual environment (VE) and children with autism. This research aimed to design an effective learning environment for autistic children by developing a virtual environment prototype using face-to-face interviews and picture exchange communication system (PECS) methodology for data collection which was analysed using quantitative tests. The findings suggest that the toilet virtual environment topped the list for being the most popular learning environment among autistic children for behavioural training. The designed prototype identifies autistic children's and their parents' needs and also addresses limitations in an existing virtual environment.
The Impact of Computer Assisted Grammar Teaching on EFL Pupils' Performance in Jordan
Author: Abu Naba'h, Abdallah M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Control Groups,Experimental Groups,Statistical Analysis,Computer Software,Foreign Countries,Teaching Methods,Instructional Effectiveness,Scores,Secondary School Students,Pretests Posttests,Language Tests,Test Validity,Test Reliability,Language Teachers

This study aimed at investigating the impact of using computer assisted grammar teaching on the performance of Jordanian pupils studying English as a foreign language. The sample of the study consisted of (212) secondary pupils distributed randomly on four experimental groups and four control groups. To find out the impact of a software program on students performance in grammar, the researcher designed an achievement test and used it as a pre-test and a post test for the experimental and the control groups. An Analysis of Covariance (ANCOVA) was used to find out the effect of the instructional program on the pupils' achievement in the passive voice. The findings of the study revealed that: 1. There were statistically significant differences (a &lt; 0.05) between the pupils' achievement mean scores in grammar attributed to the instructional method of teaching. This difference is in favor of the students in the experimental group. 2. There were statistically significant differences (a &lt; 0.05) between the pupils' achievement mean scores in grammar attributed to stream of study. This difference is in favor of the scientific stream students. In light of the findings of the study, it was recommended that English language teachers use computer assisted instruction in their teaching.