ethanporcaro/eric-fulltext-meta huggingface dataset:
The Place of Theory in Traditional Guidance and Counselling in Modern Ghanaian Cultures
Author: Affum, Prince Kwame
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,African Culture,Guidance,Counseling Theories,Ethnic Groups,Counseling,Indigenous Knowledge,Traditionalism,Counseling Techniques,Confidentiality

The study examined what constitutes traditional guidance and counselling among the Akan ethnic group in Ghana and also explored the theoretical basis for the practice. The study followed a qualitative case study design utilizing interviews to collect data. Using purposive sampling, data was collected from chiefs and queen mothers among the Akan people selected through key informants. Inductive thematic analysis was used to analyze the data. The study revealed that advice giving, prophesies, prescriptions and reinforcements are the practices that constitute traditional guidance and counselling in the observed community. The study also discovered that there is a theoretical underpinning to the practice of traditional guidance and counselling; however, though very functional, its major weakness is that it barely relies on empirical procedures. Based on the latter weakness, the study recommends that seminars and workshops should be organized for practitioners of traditional guidance and counselling to train some of them meeting the level of education but not conversant with how to use some psychometric tools to reliably predict and interpret clients' aptitudes, personalities and interests when need be. Furthermore, the study recommends that to maintain the African philosophy, the people need to go back to their roots to reclaim from their past practices what is wholesome and best, merge it with best western practices and use it to rebuild African guidance and counselling with modernity. This would enable them to render a more satisfying and effective assistance to their clients.
Mathematics Anxiety Factors as Predictors of Mathematics Self-Efficacy and Achievement among Freshmen Science and Engineering Students
Author: Olango, Menna
Date: 2016-09-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Predictor Variables,Self Efficacy,Mathematics Achievement,Foreign Countries,College Freshmen,Science Education,Engineering Education,Student Surveys,Mathematics Instruction,Test Anxiety

The main purpose of this study was to determine the direct and indirect effects of mathematics anxiety on achievement in mathematics of first year science and engineering students. Data were obtained from a descriptive survey from 245 (201 male, 44 female) students from five departments of two faculties. Instruments used for data collection were standard scales of mathematics self-efficacy and mathematics anxiety adopted from MSES-R and RMARS for self-efficacy and anxiety, respectively. Factor analysis was used for data reduction and Cronbach's a was obtained to check reliability of each factors. The independent samples t-test was conducted to compare means. Finally, path analyses were done to determine the direct and indirect effects of anxiety factors on mathematics achievement. The results indicate that the anxiety and self-efficacy scales yielded three factors each; the level of prevalence of mathematics anxiety among the gender groups was high for test- and task-related anxieties and moderate for course-related anxiety; no significant gender difference in anxiety was observed; gender difference was significant in only mathematics capability and engagement in mathematics self-efficacy; all the anxiety factors and only two of the self-efficacy factors have significant direct effects on mathematics achievement; and the mathematics test anxiety has significant indirect effect as well through mathematics capability self-efficacy. Recommendations were forwarded that mathematics instructors should support female and mathematics test-anxious students by decreasing mathematics test anxiety and enhancing mathematics self-efficacy to do test. Specifically, teachers can cut students' test anxiety in test taking situations through planned strategies of both teaching as well as preparing students for tests.
Quality Education for National Development: The Nigerian Experience
Author: Thom-otuya, Blessing E. N.
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Higher Education,Educational Finance,Resource Allocation,Economic Factors,Educational Improvement,Study Abroad,Social Development,Labor Force Development,Economic Development,Social Influences,Cultural Influences,Institutional Characteristics,Teacher Competencies,Barriers,Politics of Education,Student Characteristics,Government Role

The situation of Nigerian educational system and quality is becoming worrisome as her policy is more focused on the quantitative than qualitative aspect of institutional development. Government has recently increased the quantity of higher institutions in the country without giving attention to the carrying capacity, learning conditions and the budget allocated to existing higher institutions. Educationist and elites are becoming more troubled as no single University in Nigeria is among the top fifty (50) Universities in Africa, and none is ranked among the top three thousand (3,000) universities in the world. The UNESCO recommendation of using twenty six percent (26%) of her national budget to finance the education of third world countries is a far dream from realization in Nigeria. Nigeria is still devoting less than three percent of her budget to her educational sector. These negative indices have contributed to the huge capital flight out of Nigeria due to Nigerians trooping abroad to acquire quality education. This paper shall conceptualize quality education and national development, note indices of quality education, factors militating against quality education in Nigeria, draw a nexus between quality education and national development, and seek for ways of enhancing the quality of education in Nigeria. The paper is aimed at improving the quality of education in Nigeria and reducing capital flight resulting from Nigerians studying abroad.
Pre-Service Teachers&apos; Challenges and Attitude toward the Flipped Classroom
Author: Adedoja, Gloria
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Blended Learning,Student Centered Learning,Positive Attitudes,Barriers,Internet,Access to Computers

Technology has greatly extended the reach of students to learning materials and content. Many researchers have concluded that the traditional or face-to-face approach has outlived its usefulness and we should move to a more dynamic approach powered by technology. Such is flip learning. Although flip learning is not a new concept, the practice is relatively new in sub Sahara Africa, especially, in Nigeria, where the face-toface approach is still widely used. Flip learning strategy frees up classroom time and gives more opportunity for students to study their learning material and content. In this current study, the main objectives were to examine the attitude of pre-service teachers towards flip learning and the challenges they faced. The study employed the descriptive research method; Questionnaires and Focus Group Discussion were used to gather data. A total of 273 pre-service teachers participated in the study. The results show that the preservice teachers have positive attitude towards flip learning and that they also experience challenges such as poor internet connection and power supply among others.
Social Media for Honors Colleges: Swipe Right or Left?
Author: Green, Corinne R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Honors Curriculum,Undergraduate Students,Land Grant Universities,Technology Uses in Education,Academically Gifted,Use Studies,Learner Engagement,Interpersonal Relationship,Interpersonal Communication,Friendship,Teacher Student Relationship,Computer Mediated Communication,Student College Relationship

In the face of new technologies, honors faculty and staff should begin understanding the way their students interact with these technologies to apply them appropriately within the honors experience. Social media is a prominent and controversial technology that requires more research on how honors students and students with gifts and talents embrace or reject the trending innovations. Honors pedagogues express some controversy over whether the presence of online technology enhances or decreases the sense of community within their college (Alger; English; Johnson, &quot;Meeting&quot;; Salas), but this issue is moot if honors professionals do not seek understanding about how honors students use the technology before labeling it as right or wrong for continued incorporation in the college. To understand how honors students use social media, the author compared the self-reported social media habits of honors and non-honors undergraduate students at Purdue University, a public, land grant institution in the American Midwest, and developed an instrument for examining collegiate social media engagement (CSME), or rather how college students engage with their college online. Once there is greater understanding of the differences, if any exist, between honors students and the average peer population's use of social media for themselves and for interacting with their colleges, honors faculty and staff can benefit from knowing how to use it with their students without detracting from the community they intend to create.
Nigeria&apos;s Amnesty Program: An Educational and Cultural Perspective
Author: Odubo, Festus E.
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Activism,Social Bias,Social Change,Peace,Role of Education,Cultural Influences,Cultural Relevance,Public Policy,Conflict,Violence,Political Issues,Social Development,Economic Development,Freedom,Human Capital,Unemployment,Poverty,Access to Education

The residents of the Niger Delta endure extreme poverty, polluted environments, poor infrastructure, and high unemployment in spite of their abundant resources. In the early 1990s, these problems led to a violent uprising against oil exploration. In 2009, the federal government of Nigeria attempted to end the uprising by implementing an amnesty program for the militants that was designed to address the region's problems. Studies indicate that education and culture are effective tools that can be used to guide social change efforts to build healthy, sustainable, and just communities in the Niger Delta region and thus bring about peace to that part of Nigeria. A better understanding of the importance of education and culture of the inhabitants of the Niger Delta region may be useful to key decision or policy makers who will be involved in creating policies that will address core reasons for the incessant turmoil and turbulence that have persisted in the last several years. Failure to take into account the strengths of education and culture may result in short term impacts which could be an immediate return to violence or conflict thereby threatening the security and peace of the various communities in the Niger Delta region. In the long term, such violence and agitations would continue to hinder the political, social, and economic development of Nigeria.
Ways We Can Do Better: Bridging the Gap between Gifted Education and Honors Colleges
Author: Miller, Angie L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Achievement Gap,Gifted Education,Honors Curriculum,Academically Gifted,Elementary Secondary Education,College Students,Comparative Analysis

Over the past decade of my academic career, I have increasingly noticed the gap between K-12 gifted education and honors college education as my research has forced me to straddle the two areas. My doctoral education at Ball State University included a specialization in gifted studies, which was a natural fit with my own interests in creative cognitive processes. During this time, I worked with a team that amassed a large data set from the honors college students, with twelve different measures ranging from topics of temperament to perfectionism to social dominance orientation. These measures addressed mostly psychosocial and emotional constructs, which are important considerations within K-12 gifted education. However, as I first began presenting and publishing findings from this data set, I noticed a gap between the conceptualizations of elementary, middle, and secondary-level gifted education and the function of honors colleges within higher education. This disconnect was further illuminated through my work at the Indiana University Center for Postsecondary Research, where I noticed that many of my colleagues from doctoral programs in higher education, in contrast to my own background in educational psychology, used different terminology to explain what seemed to be essentially parallel constructs. I also discovered extensive research on honors colleges and programs, which largely seemed to be separate from gifted education, i.e., published in different journals, presented at different conferences, and not often cited in one another's works. Colangelo's essay in this issue, &quot;Gifted Education to Honors Education: A Curious History, a Vibrant Future,&quot; presents an excellent description of many similarities between the two fields while Guzy's &quot;Honors is a Good Fit for Gifted Students--Or Maybe Not&quot; points out some of the distinctions we should keep in mind. Given the important points in these essays, along with my own personal experiences spanning the two fields, I have generated three general suggestions for how my fellow researchers might better address the disconnect between gifted and honors education.
The Shift and Emphasis towards Curriculum Integration: Meaning and Rationale
Author: Magoma, Charles M.
Date: 2016-04-00
Type: Journal Articles
Subjects: Integrated Curriculum,Foreign Countries,Curriculum Implementation,Curriculum Development,Secondary School Curriculum,Secondary Schools,Secondary Education,English (Second Language),Second Language Learning

This paper used a desk review approach to deal with the shift towards and emphasis given to integration of curriculum content. The purpose of the paper is to bring out the meaning, rationale and arguments about the concept of curriculum integration. The discourse about curriculum integration is important to the policy makers, all those involved and working as curriculum developers, and for the curriculum implementers.
An Assessment of Various Strategies in Enhancing Workers Productive Capacity in Nigeria&apos;s Tertiary Institutions
Author: Famade, Olu Adesola
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Employees,Productivity,Work Environment,Motivation,Postsecondary Education,Universities,Labor Force Development,Improvement,Job Satisfaction

This paper discusses productivity enhancement in tertiary institutions in Nigeria. It looked at the various strategies adopted to enhance workers' productivity in their workplaces. The paper contends that sincere application of specified motivational strategies, such as a good work environment, provisions of incentives as well as opportunities to develop employees' capacity will induce workers' optimum performance.
Assessment of 4th Grade Geography Text Books
Author: Chircev, Ioana
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Geography,Textbooks,Geography Instruction,Grade 4,Elementary Education,Textbook Content,Editing,Illustrations,Maps,Barriers,Educational Quality

Our study presents the analysis results of five 4th grade Geography text books. We realised the analysis taking into account the following: the quality of scientific content, the didactic processing of scientific content, the quality of editing, and that of figures. Results showed that those text books, despite observing the current school curriculum, had the following deficiencies: insufficient didactic processing of contents, lack of relevant figures and of correlating maps with the written text, poor graphic quality and contents errors, the last one being a very serious problem. Solving those problems could be done through close collaborations between authors, reviewers, and the editing houses.
Assessing Students&apos; Competence in Developing Choropleth Maps Combined with Diagram Maps
Author: Osaci-Costache, Gabriela
Date: 2015-08-00
Type: Journal Articles
Subjects: Visual Aids,Maps,Geography Instruction,Error Patterns,Competence,Cartography,College Students,Foreign Countries,Teaching Methods,Evaluation Criteria,Student Evaluation,Student Attitudes,Comparative Analysis,Instructional Improvement

Choropleth maps combined with diagram maps are frequently used in geography. For this reason, based on the maps developed by students, the study aims at the following: identifying and analyzing the errors made by the students; establishing and analyzing the competence level of the students; identifying the causes that led to these errors; and finding the best solutions to improve both the educational process aiming at the formation of this kind of competences and the students' results. The map assessment was accomplished during two academic years (2013-2014 and 2014-2015), in the aftermath of the activities meant to train the competence. We assessed 105 maps prepared by the students in Cartography (Faculty of Geography, University of Bucharest) based on an analytical evaluation grid, with dichotomous scale, comprising 15 criteria. This tool helped us identify the errors made by the students, as well as their competence level. By applying a questionnaire, we identified the source of the errors from the students' perspective, while by comparing the errors and the competence levels at the end of the two academic years we were able to come up with potential solutions for the improvement of the teaching and learning process.
The Impact of Blended Learning in Developing Students&apos; Writing Skills: Hawassa University in Focus
Author: Geta, Mulu
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Writing Skills,College Students,Educational Technology,Computer Assisted Instruction,Writing Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Writing (Composition),Writing Improvement,Experimental Groups,Control Groups,Computer Attitudes

The objectives of this study were to examine the impact of blended learning in developing English writing performance of first year students and to determine the level of computer attitudes of English language instructors towards using blended learning approach to teach English writing. The research design of the study was quasi-experimental research. The experimental group were taught using blended learning instruction while the control group were taught using traditional lecture method. A sample of 80 students (48 male, 32 female) and 50 English language instructors (40 male, 10 female) was selected. The pre-test and posttest were used as instruments for data collection for students whereas questionnaire and FGD were used for data collection for instructors. Students' test scores were analyzed using ANCOVA procedure. The instructors' questionnaire data were analyzed using descriptive statistics, whereas FGD outcomes were qualitatively evaluated. A statistically significant difference was observed between the groups in posttest scores of writing course (F= 275.22, df = 1,77, p &lt; 0.01). Conclusion is that students of experimental group performed better in writing skills course than students of control group. Instructors' attitudes towards computers were positive but their actual use of computers was moderate. Finally, it was recommended among others that university instructors should willingly restructure their programs, courses and assessment procedures to host BL and that the academic officials provide for the appropriate staff training and technical infrastructure for the implementation of BL.
Influence of Ethnicity on Human Resource Management in Nigerian Tertiary Institutions
Author: Egwa, Ene Inyamu
Date: 2016-06-00
Type: Journal Articles
Subjects: Ethnicity,Human Resources,Foreign Countries,College Governing Councils,College Students,College Admission,Recruitment,Influences,Postsecondary Education,Universities,Personnel Management

Tertiary institutions are citadel of learning that are expected to provide solutions to personal, socio-economic and political problems that the home and other institutions cannot resolve. These institutions in Nigeria are beginning to subscribe to pressure of ethnic influence, a condition that tends to plague the nation as issues of national interest are being perceived from ethnic underdone in the face of gross insecurity bedeviling the nation. This paper takes a cursory look at a few influences of ethnicity on appointment of members of governing council, Vice Chancellorship appointment, staff recruitment and students' admissions. The paper however proffers ways of ameliorating the influence of ethnicity on human resource management in Nigerian tertiary institutions; among these are creating equal opportunities for all, vital requirement like scholarship, integrity, experience should predicate the appointment of vice chancellor of universities and using merit as a criterion for admission among others.
Why Nigerian Geography Teachers Scarcely and Scantly Teach Map Reading and Why Students Are Scared of It
Author: Amosun, Peter Adewale
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Map Skills,Maps,Secondary School Students,Secondary School Teachers,Student Attitudes,Teacher Qualifications,Instructional Materials,School Schedules,Teaching Experience,Teacher Education,Teacher Morale,Educational Environment,Gender Differences,Academic Ability,Persistence

The teaching and learning of map reading and interpretation at senior secondary school level in Nigeria is now at lower ebb. Teachers seem to scarcely and scantly teach it and students seem to be seriously scared of it. Studies, personal encounter and Chief examiners reports of West African Examination Council have shown that students' performance in map reading is rather growing worse every year. This paper, based on empirical evidences, identifies causes for students' hatred and failure in map reading, and proffers solutions to them.
Reducing Conflict in the Language Domain: A Challenge for Diverse Learner Populated Schools in Mining Towns in Zimbabwe
Author: Madzanire, Daniel
Date: 2016-04-00
Type: Journal Articles
Subjects: Conflict,Mining,Ethnic Groups,Grade 6,Elementary School Students,Foreign Countries,Employment Opportunities,Language of Instruction,African Languages,Administrator Attitudes,Competition,Language Usage,Multilingualism,Language Attitudes,Second Language Learning,Second Language Instruction,Native Language Instruction,Phenomenology,Parent Attitudes,Student Attitudes,Culture Conflict,Teacher Qualifications,Teacher Student Relationship

Linguistically diverse ethnic groups settled in mining towns in Zimbabwe where employment opportunities were high. As a result of this economic-motivated migration which engineered a diverse population, conflict in the language domain characterises primary schools that are administered by mines. This study aimed to investigate how conflict in the language domain can be reduced. A phenomenological research design was used. A sample of 38 participants consisting of three school administrators, three School Development Committee (SDC) members, two company managers and thirty Grade 6 learners was purposively drawn. Document analysis and interviews were used to gather data. The study revealed that diverse learner populated schools were besieged by language-based conflict which manifested as hatred, exclusion of some indigenous languages from the curriculum and competition over the indigenous language to be used as the language of instruction or the subject of study. It also emerged that language-based conflict could be minimised not only by teaching and learning languages spoken in and around the school but also by tolerating them.