MOSP - Macao Scientific Publishers

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Self-Efficacy and test anxiety as correlates of academic performance

*Nenadi U. Turia, Atiku k. B. and Attahiru Bello Usman

Abstract: The study examined self-efficacy and test anxiety as correlates of academic performance among 249 undergraduate students of a university in Eastern Nigeria. General Self-efficacy Scale and Westside Test Anxiety Scale were used to assess self-efficacy and test anxiety respectively, whereas average score of students in two psychology degree courses were used to assess their academic performance. Results showed a significant positive correlation between self-efficacy and academic performance (.24, p < .001) and a significant negative correlation between test anxiety and academic performance (-.43, p< .001). Also, regression analysis showed a significant model emerged, F 2,246 =31.32, p[...] Read More.

Keywords: Self-efficacy, test anxiety, academic performance, university students, Nigeria.

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Problems of headteachers in the implementation of AIDS education in secondary school curriculum

*Mohammed Nkaissery, Sospeter Mwaura and R. E Dida

Abstract: Globally, the impact of Human Immuno-deficiency Virus (HIV) and Acquired Immune deficiency Syndrome (AIDS) is one of the major challenges to all sectors of the society. In Kenya, HIV and AIDS was declared a national disaster in 1999. By 2003, the pandemic was given special attention by the Ministry of Education and the school curriculum was reviewed to integrate AIDS education. The purpose of this study was to investigate challenges facing headteachers in the implementation of AIDS education in secondary school curriculum in Busia, Bunyala and Samia Districts and find out how they were coping. Specifically, it focused on challenges in induction of teachers, provision of teaching and learning materials, supervision and evaluation of the teaching of AIDS education. Descriptive survey research design was used in this study. The study population was 56 headteachers, 423 teachers and 9784 students in 56 secondary schools in Busia, Bunyala and Samia Districts. The study sample consisted of 19 headteachers, 141 teachers, and 978 students in 19 secondary schools. Stratified random sampling technique was used to select the sample. Data was collected by questionnaires, interviews and document analysis. The data from closed ended questions was analyzed using descriptive statistics such as means and percentages and data from interviews and open ended questions were transcribed and organized into themes and sub-themes, categories and sub-categories as they emerged. The study found that in the implementation process the main challenges experienced were intricacies in integration of AIDS education in the curriculum, lack of specific objectives for AIDS education, time limitation, bureaucracy in securing learning materials, stigmatization, inadequate curriculum materials, negative cultural practices, legal issues pertaining to confidentiality and increased demand for performance. In coping with these challenges, the headteachers used the guidance and counseling personnel, sourced for funds from Non-governmental organizations and government agencies. Based on the findings, the study concluded that in spite of lack of objectives for AIDS Education the headteachers have the teacher personnel and the infused components of AIDS education which they should exploit on for successful implementation of AIDS Education. The study recommended that the Ministry of Education needs to incorporate specific objectives for AIDS Education in the curriculum to facilitate efforts in implementation. The findings of this study may be useful to the policy makers in realizing the challenges facing implementation of AIDS education in the districts; headteachers to discover successful strategies for implementation; and in providing baseline information for further research in the fight against HIV and AIDS in Busia, Bunyala and Samia Districts. Keywords: Challenges, Headteachers, Implementation, AIDS Education, Busia, Bunyala and Samia Districts, Kenya.[...] Read More.

Keywords: Challenges, Headteachers, Implementation, AIDS Education, Busia, Bunyala and Samia Districts, Kenya.

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Assessment of the quality of training of non-formal education facilitators in the south-south political zone of Nigeria

*Shehu Bukar Gana, Ibrahim Yuguda and Mansur O. Idris

Abstract: In pursuance of the search for best practices in the execution of development agenda, the training of quality non-formal education (NFE) facilitators has been identified as an important agent for social engineering, community development and economic emancipation. The South-South political zone of Nigeria is a socially and economically backward environment. Which quality of NFE facilitators are turned out in this zone which may advance the cause of development? A self-designed evaluation model, named Biao’s non-formal education performance model, three research instruments and eight research questions were relied upon in the process of data collection within four of the six States making up the South-South political zone. The data were analysed using frequency distribution, means and percentages. Findings revealed that although education policy makers in the south-south zone, showed an understanding of the possible positive impact of non-formal education on development, they exhibited a dearth of information about adult and non-formal education; it was further found that there existed no NFE facilitators’ training institutes within the South-South zone and tertiary institutions’ academic departments of adult and non-formal education were too few to impact meaningfully on the population of this zone; additionally, it was found that the NFE facilitators’ training programmes run in only four academic departments of adult and non-formal education in the zone did not reflect the concerns of the millennium development goals; Although, 30 of the 35 trainers of NFE facilitators found to exist within the South-South zone at the time of this study were formally trained in the area of adult education, these trainers currently run defective facilitators’ training programmes to produce NFE facilitators for the zone; the South-South then was found to lack NFE facilitators both in qualitative and quantitative terms; unless urgent specific steps were taken, the South-South therefore cannot be seen to benefit in a foreseeable future from an enduring development legacy. Consequently, it was recommended that a South-South non-formal education summit whose aim will be to further sensitize and conscientize education policy makers about the development potentials of non-formal education should be held as a matter of urgency; also core adult and non-formal education courses which currently exist within training programmes for facilitators should be reviewed regularly and concerns of the millennium development goals should be made to reflect within NFE facilitators’ training programmes. Keywords: Quality education, non-formal education, Nigeria’s south-south zone; development.[...] Read More.

Keywords: Quality education, non-formal education, Nigeria’s south-south zone; development.

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Teachersâ€™ and studentsâ€™ perceptions of psycho-physiological factors contributing to violent behaviour among public secondary school students in western province, Kenya

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Abstract: Violence is not a new phenomenon in the modern educational system. It is manifested in the form of rioting, sexual violence, fighting and bullying. The purpose of the study was to establish teachers’ and students’ perceptions of psycho-physiological factors contributing to violent behavior among public secondary school students in Western Province, Kenya. The study was based on the Social learning theory by Albert Bandura. A descriptive survey research design was adopted. The study population was composed of 638 Principals, 6,354 teachers and 65,969 form two students. Stratified random sampling technique was used to select students from 213 secondary schools. Purposive sampling technique was used to select teachers. Questionnaires and in-depth interview guide was used to collect data from the respondents. A pilot study was carried out to establish the reliability and validity of the data collection instruments. Qualitative data was transcribed and reported according to emerging themes while quantitative data was analyzed using descriptive statistics such as the frequency counts, means and percentages. Inferential statistics such as a t-test statistics was applied. The findings of the study indicated that the perceived psychological factors contributing to violent behavior were: anxiety problems, ethnic violence, mental problems and fear of being punished. The perceived physiological factors included: being physically strong; being older in school; having an average appearance; being the tallest in school; and having physical disabilities. Generally, analysis of the problem revealed that students regardless of their gender and/or type of school they attended perceived causes of violence alike. Recommendations of study were that: guidance and counseling be reinforced in schools; students with mental and psychological disorders should be referred to medical doctors and psychiatrists; students should be encouraged to participate actively in co-curricular activities; and diet in schools ought to be improved in order to meet the students’ physiological needs. Keywords: Aggression, perception, perceived factors, psycho-physiological factors, psychological factors, physiological factors, violent behavior.[...] Read More.

Keywords: Aggression, perception, perceived factors, psycho-physiological factors, psychological factors, physiological factors, violent behavior.

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A study of the effect of student utilization of the free-body diagram on their performance

*Abdullah K. Thabit, Ahmed N. Mater and Ahmed Al-Nami

Abstract: Multiple representations (such as pictures, words, diagrams, and graphs) were found by many researchers in the physics education field to enhance the students’ ability to understand the physical concepts. Free−body diagram is a method of the multiple representations and it is defined as the pictorial representation in problems involving forces. In the literature available on physics education, little research has been found concerning the effects of using free−body diagrams on student performance at the college level. The purpose of this investigation is to address and explore the effects of using free−body diagrams on the test results of freshman−engineering students at the university level. This study was conducted using a sample of engineering students taking the introductory−physics course on Newtonian mechanics. The quantitative investigation showed that students who draw correct free−body diagrams while solving a physics problem are likely to solve the problem correctly, while students who draw wrong diagrams are likely to fail in solving the problem. 85% of our students used the free−body diagram representation, although they did not receive any credit for that use, which shows the students’ awareness of the importance of the free−body diagram representation. Keywords: Free−body diagram, physics education, and Newtonian mechanics education.[...] Read More.

Keywords: Free−body diagram, physics education, and Newtonian mechanics education.

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An investigation of the attitude of students toward organizational safety in Rajamangala University of Technology Isan, Thailand

*Sukollawat A. Kiatsuranont, Rueangrit Kanarot and Somsak Siriphanit

Abstract: The paper investigates the analysis student attitudes toward safety with working in shop organization in Rajamangala University of Technology Isan. Samples group were 440 students who enrolling general in 5 campuses, 12 faculties: Nakhon Ratchasima Center, Khon Kaen Campus, Surin Campus, Kalasin Campus and Sakon Nakhon Campus of the academic year 2008. A composite scale was constructed to measure attitudes toward four dimensions of safety with working in Shop Organization. Hypotheses correlated of attitudes supportive of safety with working in Shop Organization. The questionnaire used in data collection. Results of this research showed that attitudes of students toward safety with working in shop organization were good (69.14%) and moderate (35.19%). When considered separately, it showed that students were having good level of attitudes as much as 66.36%, 64.09%, 67.27% towards causes of accidents, safety management , importance of safety and the way of safety with working in shop organization, respectively and having moderate level of attitudes as much as 27.73%, 23.42% and 13.87% towards the three mentioned categories. The attitudes in instructor showed medium average. The attitudes in policy for administration in Rajamangala University of Technology Isan showed at a higher level. The attitudes were significantly different depending on different program at the level of 0.05.[...] Read More.

Keywords: Attitude, safety, shop organization

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Examining the purpose of teaching practice: Student teachersâ€™, mentorsâ€™ and university supervisorsâ€™ perceptions and experiences at the university of education, Winneba, Ghana

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Abstract: The current study investigated student teachers’, mentors’ and university supervisors’ perceptions of the purpose and experiences of teaching practice. The data for the study were collected from 65 student teachers, (44 males, 21 females), 55 school mentors and 15 university supervisors. Questionnaires both structured and non-structured were used to collect data. The study found that the both mentor and the university supervisor were well committed to their duties and provided useful feedback to the student teachers. Further findings revealed that student teachers had positive perceptions of the teaching practice exercise, teaching practice supervisor’s treatment, and the supervisor-student feedback provision style. The mentor and university supervisor perceived strongly that the student teacher became more serious when she/he had wind (knowledge) that their university supervisor was on visit; most of them also tried to wind up their practice after they had been supervised by the university supervisor. The study found significant difference in perceptions between the student teacher and the university supervisor of the purpose of teaching practice. There was also observed significant differences in perceptions of the purpose of teaching practice between the mentor and the university supervisor. The study revealed that the main purpose of teaching practice was for improvement of student teachers’ skills and craft of teaching before they leave for the actual work. It was also discovered that demographic variables such as qualification and professional background had a slight influence on participants’ perception on essence of teaching practice programme. It was recommended that, there is a need to strengthen the collaboration between university teaching practice office and the teaching practice-host institutions so as to minimize the challenges emanating from miscommunication during the teaching practice exercise. There was also the need to extend the duration of the teaching practice period from the current one term to two terms of the SHS academic or teaching calendar. Keywords: Teaching practice, student teacher, mentor, university supervisor, perception, improvement, assessment.[...] Read More.

Keywords: Teaching practice, student teacher, mentor, university supervisor, perception, improvement, assessment.

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A novel feedback method on teaching and training in operating theatres in the United Kingdom

Sivasubramaniam S★, Sahni M

Abstract: There is an immense drive and requirement to obtain feedback on teaching and training provided by the consultant trainers in the U.K. Though the General Medical Council has extensive guidance on this, the existing systems have two main drawbacks. First, it places the onus on the trainer to obtain feedback and hence associated with an innate selection bias while choosing the respondents. Second, the minimum requirement in the U.K. to obtain such feedback is only once every 5 years. With a view to address these issues, we devised a novel system; it used an anonymous method to collect and provide continuous feedback on the consultant trainers in an inner district general hospital. We attempted to study the feasibility of such a feedback system. The feedback system that we used was a yearlong continuous process. We present the interim results for a 5-month period. Trainers had no influence or control over the feedback system. The response rate was 75% and there was an overall positive response, with all trainees rating the overall quality of training and trainers as good or excellent. We described in this paper that our novel feedback method demonstrated that it is feasible to obtain feedback in an anonymous, continuous real time fashion.[...] Read More.

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Relevance of computer based geography education in secondary schools

*Marcus Z. Dibaba, Abune H. Astatqe and Malatu D. Jolie

Abstract: Several schools in the developing countries face escalating demands on access to finite computer based resources in teaching and learning. Perennial lack of access to relevant educational computer hardware and software often impede geographic instruction in many institutions. In Kenya, there is increased advocacy and adoption of computer resources in Geography education. Yet the context for this implementation has not been examined as to its potency thereby leaving the innovation to chance. The purpose of the study was to establish the availability, extent and potential utilization of computer based resources in Geography education in secondary schools. The design of the study was descriptive surveys that were conducted in Kisumu District of Nyanza Province, Kenya. The study targeted 240 secondary school teachers and 3500 form three high school students. Simple random sampling technique was used to select a sample of 80 teachers and 1165 form three Geography students. Questionnaire surveys were used to collect data. To ascertain reliability, the TEST-RETEST reliability procedure was performed. Analysis of data was done by use of descriptive statistics. The study found that no school in Kisumu District had computers dedicated for teaching and learning Geography and computer use for unrelated duties was minimal, uncoordinated and lacking in innovation. The study recommended that it is of necessity to motivate, facilitate and equip secondary school Geography students and teachers with requisite knowledge and expertise on innovative computer uses. Keywords: Computer based-resources, geographic instruction, availability, utilization.[...] Read More.

Keywords: Computer based-resources, geographic instruction, availability, utilization.

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Teachersâ€™ participation, dedication and vision in curriculum development and planning

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Abstract: The study was designed to investigate Nigerian science teachers’ involvement, commitment and innovativeness in curriculum development, implementation and change. The sample consisted of 630 secondary school teachers drawn from the six southwestern states of Nigeria. Questionnaire tagged Teachers’ Involvement, Commitment and Innovativeness (TICIQ) was used for data collection. The data collected was analyzed using frequency counts and percentage. The findings are: Teachers are often drafted to classroom implementation of curriculum reforms but are seldom involved in the development and how best to implement such reforms; The teachers are yet to embrace modern methods, approaches and techniques which include the use of computer and internet resources in classroom science teaching; While majority of them are proud to be teachers and may not opt out if given a second chance yet they frown at any attempt to lay them off on account of not being computer literate and internet compliant. The authors concluded that teachers often show resistance and lack of commitment to implementation of curriculum reforms because they are seldom involved in the development and even how best to implement them. They recommended the adoption of grass root approach to curriculum development involving all stakeholders including teachers who would implement the curriculum in the long run. Keyword: Curriculum development and implementation, change, teachers’ involvement and commitment, innovativeness.[...] Read More.

Keywords: Curriculum development and implementation, change, teachers’ involvement and commitment, innovativeness.

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