ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Distance Training Programme (DTP) Students' Access to Semester Examination Results via SMS at University of Rwanda-College of Education
Author: Nizeyimana, Gerard
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Schools of Education,Program Descriptions,Telecommunications,Synchronous Communication,Program Implementation,Tests,Scores,Surveys,Information Systems,Student Attitudes,Administrator Attitudes,Foreign Countries,Cost Effectiveness,Management Systems,College Students,Visual Aids,Access to Information,Interviews

This paper presents a situation analysis and implementation of Distance Training Programme (DTP) Semester Examination Results Access (SERA) through Short Message Service (SMS) available anytime and anywhere. &quot;Texting&quot; or SMS mobile phone messaging is rapidly increasing communication in business and community service. The prompting scenario addressed in this paper is the release of semester examination results (marks) at one and only one place: The UR-CE main campus notice board, regardless of the geographical dispersion of intended audience: The DTP students. To study the DTP students' access to semester examination results via mobile SMS implementation possibilities, analysis of available telecommunication infrastructures, and services coverage in the country (Rwanda) was done. Then a survey was conducted on the information system implementation status at UR-CE, and the DTP management staff and students perceptions toward mobile SMS to support DTP administration communications. In the paper we discuss the inclusion of SMS technology among the DTP administration communication channels to permit DTP students at UR-CE access the semester examination results through mobile SMS technology. The SMS pull method is proposed for implementation in regards to the SERA communication. The implementation success of DTP semester examination results access via SMS is likely to improve the communication to both DTP administration and students sides.
Modelling an Institutional Mobile Learning Readiness Analyser
Author: Ireri, Bonface Ngari
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Readiness,Handheld Devices,Outcome Measures,Benchmarking,Educational Indicators,Test Items,Item Analysis,Program Validation,College Students,Distance Education,Usability,Technology Uses in Education,Replication (Evaluation),Student Surveys,Foreign Countries

Due to the affordability, ease of use and availability of mobile devices, many people in Africa and developing countries have acquired at least a mobile device. The penetration of mobile devices places many learning institution in a position to adopt mobile learning, however there are few tools for measuring mobile learning readiness for an institution. The research work presented by this paper has developed a method or framework to be a tool for measuring the mobile learning readiness. The Kenya Education Network (KENET) e-readiness framework was modified through a logical framework to fit mobile indicators. Staging method used had value 1as least while 4 as the best. An institution of higher learning (University) was used to validate the framework. A survey results used revealed the institution was ready to adopt mobile learning as a means of delivering teaching and learning. The institution scored a mobile learning readiness index of 2.61 above the benchmark of 2.5 set by KENET. The researcher recommends use of mobile learning readiness framework to all learning institutions intending to implement mobile learning.
Effect of an Educational Program on Adherence to Therapeutic Regimen among Chronic Kidney Disease Stage5 (CKD5) Patients under Maintenance Hemodialysis
Author: Deif, Hala I. Abo
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Body,Therapy,Chronic Illness,Patient Education,Patients,Program Effectiveness,Demography,Medical Evaluation,Evaluation,Nurses,Knowledge Level,Dietetics,Statistical Analysis,Correlation,Pretests Posttests,Quasiexperimental Design

The burden of chronic disease on health care services worldwide is growing and the increased development of educational interventions which help patients to better manage their conditions is evident internationally. It has been recognized that poor adherence can be a serious risk to the health and wellbeing of patients. Adherence to fluid restrictions, dietary and medication guidelines as well as attendance at prescribed hemodialysis sessions of a hemodialysis regimen are essential for adequate management of chronic kidney disease. The objective of the present study is to investigate the effect of an educational program on adherence to therapeutic regimen among chronic kidney disease stage 5 (CKD5) patients under maintenance hemodialysis at Kasr AlAiny center for Nephrology, Dialysis and transplantation (KAC-NDT), Cairo University. To fulfill the aim of this study a purposive sample of sixty adult male and female patients on maintenance hemodialysis for at least 6 months and not more than one year were assigned. Socio-demographic and medical data sheet, laboratory investigation assessment data sheet, pre/post knowledge assessment data sheet and adherence assessment data sheet were utilized for data collection. The study results revealed, the post total mean knowledge scores of the study subjects increased significantly in follow up assessment times as compared to the pre-program assessment (X[superscript 2] = 186.332, P = 0.001). The post total mean adherence scores of the study subjects is increased significantly in follow up assessment times as compared to the pre-program assessment (X[superscript 2] = 34.587 , P= 0.001). Frequent and repeated contacts with renal nurses can help these patients develop problem-solving skills, set goals, and understand their progress in managing multiple aspects of their disease. Individualization of the common educational approach by incorporating the patient's beliefs, behaviors, and emotional and physical feelings as well as culture, economic situation, ability and knowledge of the disease and its treatment supports selfmanagement
Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry
Author: Mitee, Telimoye Leesi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mastery Learning,Secondary School Students,High School Seniors,Chemistry,Cognitive Processes,Outcomes of Education,Mathematics Skills,Teaching Methods,Educational Quality,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Statistical Analysis,Scores,Statistical Significance,Comparative Analysis,Conventional Instruction,Instructional Effectiveness

The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are capable of attaining a high degree of learning if given the appropriate, prior and concurrent conditions. This study investigated the effect of mastery learning on senior secondary school students' cognitive learning outcome in quantitative chemistry. Quasi-experimental control group design was used for the study. Four Secondary Schools were randomly selected and randomly assigned to experimental and control groups. A total of four hundred and one (401) chemistry students were used for the study. Data was collected using a 25- item chemistry achievement test (CAT) drawn from stoichiometry and mole concept. The instrument was pilot tested and Kuder Richardson formula 21 (KR21) was used to establish the reliability coefficient (r = 0.7). Pretest was administered to both the experimental and control groups to ascertain if the two groups were comparable and have the same entry characteristics before the treatment. A post-test was administered to both groups after two weeks of exposing the experimental group to mastery learning and the control group to conventional teaching method. Data were analyzed using independent sample t-test. The mastery learning group had a higher mean score (x-bar = 78.2; s = 9.90) than the control group (x-bar = 58.4; s = 16.07). The difference was highly significant (t[subscript 399] = 14.92; p = 0.00). About sixty nine percent (69%) of the students in the mastery learning group scored 80% and above, a score attainable by only 17.5% of the students in the control group. Similarly, about half (50%) of the students receiving conventional instruction scored between 40% and 49% whereas less than 1% of the students in the mastery learning group were in this group. The effect size was substantial (0.6). The researcher concluded that mastery learning is a very effective method of teaching and better than the conventional teaching method and recommended that chemistry teachers should be encouraged to adopt it in order to enhance the cognitive learning outcome of students in quantitative chemistry.
Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science
Author: Nwafor, Chika E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Science Achievement,Junior High School Students,Quasiexperimental Design,Sampling,Coeducation,Science Tests,Correlation,Control Groups,Hypothesis Testing,Statistical Analysis,Learning Strategies,Teaching Methods,Conventional Instruction,Pretests Posttests,Gender Differences,Foreign Countries,Scores

This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was assigned to the control group through a simple toss of the coin. Basic Science Achievement Test (BSAT) was the instruments used to collect data. Three research questions and three null hypotheses guided the study. The data for the research questions were answered descriptively using mean and standard deviation, while the hypotheses were tested using the analysis of Covariance (ANCOVA) at an alpha level of 0.05. The findings of the study reveal that self regulated learning strategy enhanced higher students' achievement in basic science than the conventional method.
Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems
Author: Owolabi, Josiah
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Algebra,Word Problems (Mathematics),Secondary School Students,Secondary School Mathematics,Foreign Countries,Instructional Materials,Experimental Groups,Control Groups,Comparative Analysis,Conventional Instruction,Pretests Posttests,Teaching Methods,Statistical Analysis,Interaction,Gender Differences

This study investigated the effects of graphic organiser and gender on students' academic achievement in algebraic word problem. Three research questions and three null hypotheses were used in guiding this study. Quasi experimental research was employed and Non-equivalent pre and post test design was used. The study involved the Senior Secondary School 2 (SS2) students in Lagos state. The sample comprised of 40 respondents distributed across three treatment groups [13 in Experimental group 1(E1), 12 in Experimental Group2 (E2) and 15 in Control group (C)]. The experimental groups were taught using the graphic organiser while the control group was taught using conventional teaching approach. A Word Problem Achievement Test (WPAT) was used to collect data for both the pre and post tests. The WPAT was administered to all 40 respondents in the three groups, first as pre-test and after treatment as post-test. Mean and standard deviations were used to answer the research questions while ANCOVA and multiple comparisons were used in testing the three null hypotheses. The results of the analysis indicated that (i) the experimental groups performed better than the control group (ii) the treatment appeared to be more effective among male students than their female counterparts (iii) the main effect of treatment was significant and (iv) the main effect of gender as well as the interaction effects of treatment and gender were not statistically significant.
Motivation and Changing Fortunes in Teachers' Output: Empirical Evidence from Selected Secondary Schools in North West Region of Cameroon
Author: Kongnyuy, Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Teacher Motivation,Principals,Questionnaires,Statistical Analysis,Teacher Morale,Work Environment,Interpersonal Relationship,Teacher Promotion,Teacher Effectiveness,Models,Psychological Needs,Theories

Workers' feelings, behaviour, attached value (worth) and the environment determines the amount of effort put in for the attainment of organizational objectives. Satisfied teachers are generally productive and can influence students' achievement. This study aimed at identifying and examining the effects of motivation on teacher output in Government Secondary and High Schools in the North West Region of Cameroon. The purposive sampling technique was employed to select 75 principals to whom a 20-item self-constructed questionnaire was administered. Descriptive statistics (percentages and frequencies) were employed to answer the four research questions while inferential statistic (one sample t-test, 2-tailed) was used to test the four hypotheses at a 0.05 level of significance. The findings revealed that boasting teachers' morale, promotion of teachers, good work environment and cordial interpersonal relationships positively influenced teachers' output. It was therefore recommended that principals should strengthened in-service training facilities for teachers; appointment into posts of responsibilities should consider qualification, experience and personal skills of the teacher concerned; and that trust, confidence, delegation of power and shared decision making should be encouraged amongst principals.
Applied Drama and the Higher Education Learning Spaces: A Reflective Analysis
Author: Moyo, Cletus
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Drama,Theater Arts,Teaching Methods,Action Research,Facilitators (Individuals),Mentors

This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is examined with the view of accessing its contribution to shaping my career as a Lecturer/Educator/Teacher. The paper then goes on to explain how I have used Applied Drama techniques and skills to craft teaching approaches that are engaging and fruitful to 21st century University students. Action Research as expounded by Edmiston B. and Wilhem J. (1996) is used as lens to explore the subject of this paper. The study notes a need to make use of innovative and engaging teaching approaches for a more meaningful experience for Higher Education learners and Applied Drama comes in handy as one of the answers. I conclude that Applied Drama is useful both as a standalone course and as a learning approach for Higher Education students (particularly those in Humanities and Social Sciences) as it gives them a broader outlook of things, encourage engagement and debate and aid in explaining complex issues within the academic environments.
Effect of Implementing a Birth Plan on Womens' Childbirth Experiences and Maternal &amp; Neonatal Outcomes
Author: Farahat, Amal Hussain
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Birth,Quasiexperimental Design,Caregivers,Intervention,Control Groups,Experimental Groups,Comparative Analysis,Questionnaires,Demography,Expectation,Semi Structured Interviews,Planning,Statistical Analysis,Statistical Distributions

Childbirth satisfaction represents a sense of feeling good about one's birth. It is thought to result from having a sense of control, having expectations met, feeling empowered, confident and supported. The aim of this study was to implement a birth plan and evaluate its effect on women's childbirth experiences and maternal, neonatal outcomes. A quasi experimental design was utilized. Sitting: antenatal clinic, labor ward at Mansoura university hospital. Participants: included (GI) 37 caregivers and (GII) 260 pregnant woman divided into an(130) intervention who received care as birth plan during birth and (130)control group who received routine care. Tools: a structured interview questionnaire included 3 parts; demographic data, childbirth expectations fulfillments and childbirth satisfaction data, semi structured interview with nurses and physician, observation check list to assess maternal &amp; neonatal outcomes. Results: the intervention group had a statistically higher degree of positive childbirth experiences and improved labor outcomes than that of the control group (p&lt;0,001). Conclusion: women who receive care with birth plan during her birth are more satisfied than those who not.
21st Century Standards and Curriculum: Current Research and Practice
Author: Alismail, Halah Ahmed
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Practices,Educational Trends,Academic Standards,Skill Analysis,Curriculum Development,Curriculum Design,Teaching Methods,Alignment (Education),Educational Needs,Common Core State Standards

The integration of Common Core State Standards (CCSS) and 21st century skills in the curriculum is not only beneficial to students and teachers, but also necessary to prepare our youth for their future careers. In an age of education where standardized tests determine the success of our schools, it is important to allow students the creativity and use the power of technology to support necessary skills and learn in unique ways. By allowing creative thinking and gauging understanding of content standards through a portfolio based system, students can display their concept retention while producing tangible and valuable outcomes. The future of our students depends on flexibility and resourcefulness not teaching to the test. Education needs to make an instructional shift in order to ensure our students succeed as the innovators of the future. This article explores 21st century skills, as they are defined and describes methods that allow students to enhance these skills. It also highlights how educators can link students' current knowledge with authentic experiences that motivate, as well as allow them to create and collaborate using the latest technologies. The article concludes with a discussion around benefits of integrating multimedia in the classroom, including giving students the opportunity to enhance academic and social skills as they communicate and share information, organize their ideas, and express opinions while preparing a project or conducting research through online experience.
The Effect of Health Education Program for Caregivers on Circumcision Outcome in Neonates and Infants
Author: Gafer, Youser abd Elsalam
Date: 2015-00-00
Type: Journal Articles
Subjects: Surgery,Health Education,Caregivers,Neonates,Infants,Randomized Controlled Trials,Interviews,Questionnaires,Knowledge Level,Pretests Posttests,Program Effectiveness,Satisfaction,Statistical Analysis,Parents,Males,Foreign Countries,Nurses

Circumcision is a surgical excision of the foreskin to the level of the coronal sulcus which may perform in the neonatal period or in later life. Circumcision has many medical benefits such as minimizing urinary tract infection, reduces the incidence of balanitis and enhances of penile hygiene, prevents of penile cancer. However, Circumcision may cause complications such as bleeding, infection, meatitis and adhesions. Some of these complications can be minimized through imparting adequate health education by nursing staff to the caregivers who may influence circumcision outcome. This study aims to identify the effect of health education program for caregivers on circumcision outcome in neonates and infants. Materials and Method: A randomized controlled trial design was used for one month's period. Two tools were used, an interview questionnaire sheet was used to assess all caregivers' knowledge about circumcision before &amp; after implementing the program and a postassessment sheet about circumcision care, circumcision outcome. Result: There was an increased in the total knowledge after health education program compared to total knowledge before implementing the program among study group (3.4 to 0.8) and p &lt; 001. Furthermore, There was significant statistical relation between the study group and the total knowledge score and cosmetic satisfaction score of Co = 0.2. Conclusion: demonstration with written instructions offered to caregivers help in early detection of complication which lead to positive outcome. Recommendation: Health education is a must and should be given by a qualified nurse supported by a simple clear hand out.
Adequacy of Material Resources Required for Effective Implementation of Upper Basic Education Business Studies Curriculum in Nigeria
Author: Okoli, B. E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Education,Secondary Schools,Curriculum Evaluation,Curriculum Design,Instructional Materials,Educational Resources,Resource Materials,Secondary School Students,Secondary School Teachers,Questionnaires,Statistical Distributions,Statistical Analysis,Educational Facilities,Textbooks,Public Schools,Private Schools,Urban Schools,Rural Schools

This work is a descriptive survey of the adequacy of the material resources required for effective implementation of upper basic education business studies curriculum in Ebonyi State. Two research questions and two hypotheses guided the study. The entire population of two hundred and forty-one (241) business studies teachers were used for the study. A four point structured questionnaire, with a reliability coefficient of 0.81 was administered on the 241 respondents. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypotheses. The two null hypotheses were accepted at 0.05 significant level. The results showed that business studies facilities are lowly adequate; business studies curriculum, compliant textbooks are lowly adequate; there is no significant difference between the adequacy of business studies facilities in public and private junior secondary schools; and there is no significant difference between the adequacy of business studies curriculum compliant textbooks in urban and rural junior secondary schools. The study recommended that government and other stakeholders should pool their resources together to ensure that business studies facilities and textbooks are adequately provided since education for all is the responsibility of all.