ethanporcaro/eric-fulltext-meta huggingface dataset:
Levels of Possession of Science Process Skills by Final Year Students of Colleges of Education in South-Eastern States of Nigeria
Author: Akani, Omiko
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Process Skills,College Students,Likert Scales,Measures (Individuals),Reliability,Statistical Analysis,Statistical Distributions,Gender Differences,Observation,Experiments,Measurement,Communication Skills,Inferences,Preservice Teachers,Validity

This study investigated the levels of possession of science process skills by final year Nigerian Certificate in Education (NCE) Students in colleges of Education in South-Eastern States of Nigeria. The skills that were assessed were observation, experimentation, measurement, communication, and inference. The research was guided by five research questions and one hypothesis. The research adopted the descriptive survey design. A sample of 200 out of 1000 final year NCE students who studied Biology, Chemistry, Physics and Integrated science in the 2013/2014 academic session were used for the study. The instruments for data collection consisted of a set of practical instructions called science process skills Tests (SPST) and a 28-item Assessment format for science process skills (AFSPS), both instrument were developed by the researcher and validated by 3 experts. AFSPS was an instrument based on 4-point Likert scale of very low, low, high and very high. It was used in rating of the respondent's levels of possession of the skills. The instruments were face validated and in addition, AFSPS had reliability co-efficient of 0.75 determined by using the Cronbach Alpha statistics. The researcher rated the students' level of possession of the skills using AFSPS while the students were carrying out the activities using SPST. Mean and standard deviation were used to answer the research questions and t-test was used to test the hypothesis. The results indicated among others, high level possession of observation, experimentation and measurement skills and low level possession of communication and inference skills by the respondents and gender-related significant difference in level of possession of the skills. Based on the findings, it was recommended that teacher-trainers should emphasize more on skills acquisition. The Federal and states ministries of Education should employed qualified and trained personnel into the teaching profession; they should also provide adequate and well equipped science Laboratories to facilitate the production of N.C.E. Science Teachers with high level knowledge in science process skills.
Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria
Author: Uwalaka, A. J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Constructivism (Learning),French,Second Language Learning,Listening Comprehension,Achievement Tests,Language Tests,Foreign Countries,Hypothesis Testing,Pretests Posttests,Scores,Instructional Effectiveness,Secondary School Students

The study investigated the effect of constructivist teaching method on students' achievement in French listening comprehension in Owerri North Local Government Area of Imo State, Nigeria. Achievement in French listening comprehension over the years has been discouraging. The conventional method of teaching French Language has not improved the achievement of students in French Listening comprehension, hence the purpose of this study. It used a pre-test, post-test non-equivalent control group design. The study was guided by one (1) research question and hypothesis. The population of the study comprised three hundred and fifty (350) French students in Owerri North while forty five (45) students participated in the study. French achievement test was used for data collection. Mean and standard deviation were used in answering the research question while the analysis of covariance (ANCOVA) was used to test the hypothesis. The findings of this study show that there is significant difference in the mean achievement scores of students taught listening comprehension using constructivist method and those taught with the conventional method. Based on these findings, some recommendations were made, which include that teachers should adopt constructivists teaching method in teaching French listening comprehension since it has been found to improve students' achievement.
Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency
Author: Rafieyan, Vahid
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pragmatics,Writing Improvement,Language Skills,Writing Instruction,Intervention,Intercultural Communication,Computer Mediated Communication,Instructional Effectiveness,Adult Students,Statistical Analysis,Computer Uses in Education,Pretests Posttests,Native Speakers,Foreign Countries

The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as Foreign Language learners' target language writing proficiency, the current study was conducted on 60 Iranian learners of English at Razi Petrochemical Company in Iran. The study enjoyed a true experimental design by random assignment of participants to two equal groups, one group merely receiving writing instruction while the other being linked to target language speakers besides receiving writing instruction, and by administering three writing tasks immediately before intervention, immediately following intervention, and two months following intervention. The results of between-within subjects analysis of variance indicated that language learners who were linked to target language speakers not only demonstrated a better performance in writing according to the pragmatic features of target language following the intervention but also maintained their obtained knowledge to a greater extent than language learners who did not have contact with target language speakers. The pedagogical implications of the findings suggested providing opportunities for language learners in English as Foreign Language contexts to be virtually linked to target language speakers through telecollaboration.
Explanation of Social Relation Based on University's Psycho-Social Climate, Psychological Wellbeing Components, and Emotional Intelligence
Author: Oke, Kayode
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Relationship,Educational Environment,Social Environment,Well Being,Emotional Intelligence,Undergraduate Students,Multiple Regression Analysis,Correlation,Social Behavior

This study was conducted to explain social relation based on psycho-social climate, psychological wellbeing components, and emotional intelligence among undergraduates of Olabisi Onabanjo University, Ogun State, Nigeria. The statistical population consisted of all undergraduates of Olabisi Onabanjo University. Participants were randomly selected with a multi-stage method. Finally a total of two thousand (2000) respondents participated in the study. The selection cut across all various levels in each faculty. The age range of the respondents is between 16-27 years with mean age of 21.37 and standard deviation of 8.33. The respondents consist of 1021 (52.4%) males and 926 (47.6%) females. Four validated instruments were used for data collection. The multiple regression method and correlation coefficient was used to analysis data. The result has established that psychological wellbeing (control of self and events, happiness, social involvement, self-esteem, mental balance, sociability), emotional intelligence and psychosocial climate were significant in explaining undergraduates' social relation. Also, It was found out that 18.6% of the total variance in students' social relation is accounted for by the combination of psychological wellbeing components, emotional intelligence and psychosocial climate of the university. This study concluded that when individual's sense about connection with a positive social context is &quot;ideal&quot;, he or she is more likely to exhibit appropriate social behaviours.
A Situational Study for the Identification of Pre-Service Science Teachers' Creative Thinking and Creative Scientific Thinking Skills
Author: Demir Kaçan, Sibel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Creative Thinking,Thinking Skills,Self Evaluation (Individuals)

This study was conducted with the participation of 33 pre-service teachers attending the department science teaching of a Turkish university. Participants self-reported using the &quot;Self-assessment of creativity scale&quot; and were asked to choose the most appropriate answer to the five-choice self-assessment question &quot;Which category best describes your creative scientific thinking skills?&quot; The main problem of the study concerns pre-service science teachers' self-assessments of their creative thinking and creative scientific thinking skills. The findings of the study showed that pre-service teachers were sometimes uncertain about their creative thinking skills, and saw their scientific creativity as only partially satisfactory.
The Winding Road to Discovering the Link between Genetic Material and DNA
Author: Cherif, Abour H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Genetics,Heredity,Science History,Scientists,Cytology,Biology

This is an account of the three-centuries long journey to the discovery of the link between DNA and the transformation principle of heredity beginning with the discovery of the cell in 1665 and leading up to the 1953 discovery of the genetic code and the structure of DNA. This account also illustrates the way science works and how scientists do science as well as the fact that scientists are also subject to the same human foibles and short-comings as people in any field of endeavor. Their use of the scientific method helps them find the path back from false starts and erroneous conclusions but does not assure a smooth progression toward the truth. What emerges from this example is the scientists' search for explanations based on empirical evidence, with the goal of trying to disapprove, rather than prove, a given theory and explanation. As scientific knowledge increases, answers to scientific questions may become outdated, or they may generate a new set of questions that require new ways of thinking and conducting experiments. Science educators have already recognized the value of historical materials and events in fostering an accurate understanding of science and in achieving desirable, positive and realistic attitudes toward science and in developing scientifically aware citizens. This is simple because the history of science can provide a vital background for students, detailing how science and scientists work and how scientific knowledge is created, validated, and influenced. However, desirable attitudes and behaviors toward science are not likely to be achieved unless history of science is learned and appreciated by all young citizens. Thus, there is a need for educators to involve, investigate, and explore the application of historical science and to show how this can contribute to accurately and explicitly show what science is, how it works, how scientists operate as a social group and how human societies direct and react to scientific endeavors both locally and globally (McComas, 2015, Cherif, 1988, Klopfer, 1969). And it is here where the history of science, the nature of science and how scientists do science is of enduring interest to us as well as to many educators in the scientific community. For those who might use this essay as classroom reading material, we provide a set of questions as an appendix that teachers and faculty may use to reinforce understanding of the essay.
Influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) in Service Education and Training(INSET) on the Attitude of Students towards Mathematics Perfomance in Public Secondary Schools of Rangwe Division, Homa-Bay Sub County-Kenya
Author: Wafubwa, Ruth Nanjekho
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Secondary School Science,Public Schools,Student Attitudes,Positive Attitudes,Mathematics Achievement,Boarding Schools,Day Schools,Gender Differences,Attitude Change,Statistical Analysis,Content Analysis,Questionnaires

The general performance in mathematics in Kenya has been declining over the past years. This prompted the researchers to investigate the influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) In Service Education and Training (INSET) on students' attitudes towards mathematics performance in public secondary schools of Rangwe division. The objectives of the study were to investigate whether SMASSE-INSET had changed the students' attitudes towards mathematics performance and whether there were any significant differences in students' attitudes based on school categories. The study was conducted in Homa Bay Sub County, Rangwe division using a descriptive survey design. The respondents of the study were selected from the Form three students of the year 2013. A sample of 203 students was obtained from the boys' school, the girls' school and mixed day schools using stratified random sampling technique. Content analysis was used to obtain the data on students' performance from 2004 to 2012. Data was collected through the use of students' questionnaire and analysis done using both descriptive and inferential statistics. The study established that the students' attitude towards mathematics was positive though the positive attitude had not been translated to improved performance in mathematics.
Preparing Turnaround Principals via Race-to-the-Top Initiative: Lessons Learned from Regional Leadership Academies
Author: Brown, Kathleen M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Principals,Federal Legislation,Educational Legislation,Federal Programs,Federal Aid,Administrator Education,Leadership Training,Program Evaluation,Recruitment,Personnel Selection,Nontraditional Education,School Turnaround,Job Placement,Cost Effectiveness,Administrator Surveys,Interviews

Great schools need great leaders! In fact, according to recent research by Seashore Louis, Leithwood, Wahlstrom and Anderson (2010), &quot;To date we have not found a single case of a school improving its student achievement record in the absence of talented leadership (p.9).&quot; As such, North Carolina's Race-to-the-Top (RttT) grant earmarked approximately $17.5 million to &quot;increase the number of principals qualified to lead transformational change in low-performing schools in both rural and urban areas&quot; (NCDPI, 2010, p.10). To accomplish this, the state established three Regional Leadership Academies (RLAs) &quot;approved for certifying principals [and] designed to . . . provide a new model for the preparation, early career support, and continuous professional development of school leaders&quot; (NCDPI, 2010, p.10). This article describes the independent evaluation of this initiative including the recruitment, selection, training, placement, and expenditure processes associated with each of the three academies.
Role of E-Payment System in Promoting Accountability in Government Ministries as Perceived by Accounting Education Graduates and Accountants in Ministry of Finance of Ebonyi State
Author: Azih, Nonye
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accountability,Accounting,College Graduates,Public Agencies,Questionnaires,Response Rates (Questionnaires),Statistical Distributions,Statistical Analysis,Gender Differences,Information Systems,Business

This paper identified the role of electronic payment system in promoting accountability in government ministries as well as the challenges facing the implementation of e-payment in government ministries in Ebonyi State. The study was guided by two research questions and two hypotheses. The population of the study comprised of 112 accountants as well as accounting education graduates working in the Ministry of Finance as accounting officers. The entire population was studied because of the small number of the population. A structured questionnaire was administered to all the respondents while 98 copies of the questionnaire were filled correctly and returned. The research questions were answered using mean and standard deviation while the hypotheses were tested using t- test. All the items except absence of a standard format for remittance of public funds were accepted as the challenges of implementing e-payment in government ministries in Ebonyi State.The test of hypothesis showed no significant difference on their responses based on gender and experience. The researchers based on their findings concluded that e-payment helps in assuring correctness of financial transactions recorded. The paper recommended that security of accounts details of e-payment beneficiaries should be prioritized to prevent hacking of such accounts; efforts should be geared towards the improvement of power as well as provision of alternative power; and Government should ensure adequate provision and maintenance of e-payment facilities.
Stress among Secondary School Teachers in Ebonyi State, Nigeria: Suggested Interventions in the Worksite Milieu
Author: Nwimo, Ignatius O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Stress Variables,Questionnaires,Reliability,Teacher Surveys,Correlation,Multiple Regression Analysis,Response Rates (Questionnaires),Intervention,Work Environment,Statistical Distributions,Statistical Analysis

The aim of the study was to determine the level of stress experienced by secondary school teachers in Ebonyi State. The dimensions of stress studied included physical stress, mental stress, emotional stress and social stress. The study adopted the cross-sectional survey design using a sample of 660 (male 259, female 401) teachers randomly drawn from 33 secondary schools in Ebonyi State. The secondary schools were selected from two (Abakaliki and Afikpo) out of three education zones in Ebonyi State. In each school 20 teachers were randomly selected using systematic random sampling technique. A self-developed instrument titled: Teacher Stress Questionnaire (TSQ) was used to collect data for the study. Five experts in Health Education and Psychology were used for validating the TSQ. Data collected from 30 secondary school teachers yielded an overall reliability coefficient of r = 0.72. The researchers personally collected the data which were analysed using mean, standard deviation, t-Test, Pearson's correlation and Stepwise Multiple Regression. Six hundred and fourteen copies (male 232, female 382) of the questionnaire, representing about 93% return rate, were used for analysis. The results showed that the secondary school teachers had a high level of stress and the difference in the level of stress reported by male and female teachers was significant with male teachers reporting higher level of stress than female teachers. Each dimension of stress contributed significantly to the overall level of stress experienced by the secondary school teachers. Interventions, such as stress management, can be carried out to reduce stress in the worksite.
The Effectiveness of a Training Program Based on Practice of Careers in Vocational Interests Development
Author: Mahasneh, Omar. M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Validity,Reliability,Females,Control Groups,Experimental Groups,Comparative Analysis,Grade 10,Statistical Significance,Vocational Interests,Rating Scales,Predictor Variables,Secondary School Students,Career Awareness,Quasiexperimental Design

The present research was conducted to identify the effectiveness of a training program based on practice of careers in vocational interests development, to answer questions about the study and test its hypothesis the training program had been prepared and the adoption of a measure of vocational interests, as validity and reliability of each of them were verified. The study sample consisted of (60) female students from the tenth grade in a school in Ma'an, where we were taking the two sections at the school and was selected one at random to be the experimental group and studied using a training program based on the practice of the professions and the other as a control and studied using a theoretical method about professions . Both groups were subjected to a vocational before and after interests scale. The study results indicated the presence of a statistically significant difference for the significance level a = 0.05 in the vocational interests between the experimental group and the control group and the experimental group in various professions (Medical, Engineering, Social, Applied Sciences, Business, Educational, Office Arts, Industrial, Military), the results showed that the practice of occupations develop real vocational interests for students, and the study set a recommendations from the results.
The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare
Author: Sa'ad, Tata Umar
Date: 2015-00-00
Type: Journal Articles
Subjects: Microteaching,Educational Practices,Teacher Education Programs,Undergraduate Students,Agricultural Education,Foreign Countries,Schools of Education,Colleges,Statistical Analysis,Questionnaires,Educational Benefits,Teaching Skills,Classroom Techniques,Self Esteem,Preservice Teachers,Scores,Statistical Significance,Required Courses

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level students who had their 200 and 300 levels teaching practice exercises as well the micro-teaching were purposely selected. The microteaching and teaching practices results were analyzed using t-test for unrelated samples while data gathered via questionnaire were analyzed using simple percentage. The findings of the study led to the conclusions that microteaching is useful in improving the teaching skills, classroom management, confidence etc of teacher trainees. It was also found out that there was no significant difference between the micro-teaching and teaching practice performance of students, that is to say there was significant relationship between the two scores of the said courses. Finally, the study found out that there was significant difference between 200 and 300 levels teaching practice performances and this was attributed to the impact of microteaching. The study therefore, recommended that micro-teaching should be maintained by undergraduate teacher training programmes, it should be made a pre-requisite to teaching practice, there should be need for lecturers and students as well as teacher education degree awarding institutions to take the issue of micro-teaching seriously, etc.