iosr-JRME   Volume-1 ~ Issue-5

Paper Type	:	Research Paper
Title	:	An Investigation into the Relevance of Present M.Ed. Curriculum in the Universities of Chhattisgarh State
Country	:	India
Authors	:	Mr. Jubraj Khamari, Dr. S. N. Mahapatra
	:	10.9790/7388-0150108

Abstract: "Curriculum can be conceived as experience organized through language into patterns of thoughts (or structures of concepts) thus creating meaning, which in turn helps us understand the world we live in."To make the proposed paradigm shift a reality, NCF – 2005 rightly felt and came out with curricular and process oriented changes in teacher education. Keeping this nature and vision in view, NCERT, in collaboration with NCTE, developed a draft curriculum for teacher education largely reflecting the NCF-2005 philosophy of schooling and teacher development. The draft Curriculum framework developed by the NCTE in 2006, collaboration with the NCERT, has shown numerous concerns for the re-structuring of teacher education curriculum. As is generally the tendency with our experts the report of framework is overloaded with concerns, resulting suggestions and their implementation. At the same time there are many new ideas, which, if implemented, will bring about a change for the modernization of curriculum content. Researcher feels more and more about the curriculum of teacher educators (M.Ed. Scholars) in the universities of Chhattisgarh state in the present context. Hence researcher states the problem.

Keywords: The Chhattsgarh state, the present M.Ed. curriculum, The relevance, The Universities

[1] Best, John & Prentice, W.,( 1978).Research in Education, New Delhi: Hall of India
[2] Rawat D.S., (1970). Measurement Evaluation and Stastics in education, New Delhi, New Raj Book Depot.
[3] M.Ed. Examination 2008-2013 Courses of study M.Ed. Examination, Pt. Ravishankar Shukla University, Raipur Chhattisgarh.
[4] M.Ed. Examination 2008-2013 Courses of study M.Ed. Examination, Guru Ghasidas University, Bilaspur Chhattisgarh.
[5] T.E. & S.C.E.R.T. 2008-2013 Prospectus & rules for admission into B.Ed. & M.Ed. Courses, Director Teacher Education & State Council of Education Research and Training, Raipur Chhattisgarh.
[6] R.I.E. Bhopal 2008 Development of Teacher Education Curriculum (B.Ed. & M.Ed.) 2008 Regional Institute of Education Shyamla Hill Bhopal N.C.T.E. (M.P.).
[7] Dr. Greta J.S. Changing contacts, structures and Concern in teacher education N.C.T.E. Bhopal 155,Aradhna Nagar- 462003 (M.P.).
[8] Dr. Ramesh Babu 2007 Participatory Teacher Education for constructivist class room National Curriculum Frame work 2005. N.C.T.E. Bhopal (M.P.).
[9] N.C.E.R.T. 2000 National Curriculum Frame work for school education National Council of Teacher Education New Delhi.
[10] Dr. Sharma R.A. Curriculum Development and Instruction, Surya Publication Near Govt. Inter College Meerut 250001.

Paper Type	:	Research Paper
Title	:	A Novel Geometrical Approach to Learn the Actions of Extraocular Muscles
Country	:	India
Authors	:	Jyothilakshmi.T. K., Gautham.B. V., Sarala H. S.
	:	10.9790/7388-0150911

Abstract: The actions of the individual extra ocular muscles are best explained to medical students in a lecture format by showing the relationship of each muscle to the axes of the globe and the walls of the bony orbit. The lateral and medial rectus muscles cross only the vertical axis, and consequently, cause only abduction and adduction, respectively. In contrast, the superior and inferior oblique and rectus muscles cross all three axes (vertical, horizontal, and anteroposterior) of the globe. Therefore, concentric contraction of each of these muscles results in three movements; abduction or adduction, elevation or depression, and intorsion or extorsion. The purpose of this article is to present a method of computing the action of each of the extra ocular muscles with reference to the three cardinal axes, for the primary as well as for the secondary positions of the eyeball.

Keywords: Extra ocular muscles, eye movements, dimensional action

[1]. The action of the extraocular muscles, a method of vector analysis with computations by William E. Krewson, 3rd, M.D.
[2]. Listing's law: clinical significance and implications for neurological control, Wong AMF,surv Ophthalmol 2004 (49):563-575
[3]. Current concepts of mechanical and neural factors in ocular motility, Joseph L.Demer,curr opin Neurol 2006(19); 4-13

Paper Type	:	Research Paper
Title	:	Constraints to Effective Implementation of Elements of Special Education Curriculum in Teacher Preparation Programme in Nigeria: A Case Study of Colleges of Education
Country	:	Nigeria
Authors	:	Eleri, N. O. E.
	:	10.9790/7388-0151216

Abstract: TThe need to empower pre-service teachers with knowledge and skills for teaching exceptional learners in regular classrooms led to the introduction of element of special education curriculum into the Nigerian teacher preparation programmes. The extent to which the curriculum is being implemented towards the achievement of its objectives has however, continued to raise concerns among educators. One of the problems is the fact that this curriculum is being implemented by unqualified lecturers. This study therefore, examined the constraints to effective implementation of elements of special education curriculum in colleges of education in Nigeria. The study adopted the expost-facto type of the descriptive survey design. Out of the 99 NCE awarding institutions in Nigeria, 98 institutions were purposively selected based on the single criteria that they do not offer special education as a major discipline. 217 lecturers teaching contents of element of special education were purposively selected for the study. One instrument was used in this study, that is: questionnaire on the problems of curriculum implementation (QOPCI) with a reliability index as 0.88. Each of the institutions had an average of four experienced lecturers who were academically but not professionally qualified to teach elements of special education. Most of the required facilities were not available (<1.50), not adequate (=<1.50) and not utilized ( =<2.00). Most lecturers (54.5 to 96.3%) did not teach some of the specified content areas. Findings also showed that various aspects of classroom were ineffective (means range from 2.08 to 2.63).The weakness in the implementation of the elements of special education curriculum has been identified for the purpose of improvement. Towards effective special education teacher preparation in Nigeria, government should employ professionally qualified personnel and provide adequate facilities towards achievements of the objectives of the curriculum. Keywords: Constraints, Implementation, Elements of Special Education, Teacher Prparation

[1]. Aaronson, D., L. Barrow, and W. Sander 2007 "Teachers and student achievement in the Chicago public high schools", Journal of Labor Economics, 25(1), 95–135.
[2]. Baker, J. & Zigmond, N. 1995. The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. Journal of Special Education, 29 (2), 163-180.
[3]. Betts, J. R., Andrew, C. Z., and Lorien A. R., 2003. "Determinants of Student Achievement: New Evidence from San Diego." San Diego, CA: Public Policy Institute of California.
[4]. Billingsley, B., Anna-Maria, F., & Thomas, O. W. 2006. Who is Teaching Students with Emotional Disorders? A Profile and Comparison to Other Special Educators. Behavioral Disorders, 31(1), 252–64.
[5]. Boe, E. E., & Cook, H. L. 2006. "The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education." Exceptional Children, 72(4), 443–60.
[6]. Cook, B. 2001. A Comparison of Teachers' Attitudes toward Their Included Students with Mild and Severe Disabilities. The Journal of Special Education, 34(4), 203-213.
[7]. Eleri, N.O. E 2012. Evaluation of Implementation of Elements of Special Education Curriculum in NCE-Awarding Institutions in Nigeria. Unpublished Ph.D. Thesis University of Ibadan, Ibadan.
[8]. Federal Republic of Nigeria, 2004. National policy on education. Lagos: NERDC Press.
[9]. Federal Republic of Nigeria, 2007. National policy on education (Draft). Lagos: NERDC Press.
[10]. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. 2002. "Inferring Program Effects for Specialized Populations: Does Special Education Raise Achievement for Students with Disabilities? Review of Economics and Statistics, 84(4), 584–99.

Paper Type	:	Research Paper
Title	:	Experiences of School Development Associations in Zimbabwe: A case of Bulawayo Metropolitan High Density Secondary Schools.
Country	:	Zimbabwe
Authors	:	Dr. Onias Mafa, Ms. Lilian Nyathi
	:	10.9790/7388-0151722

Abstract: In recent years, Zimbabweans have witnessed increased participation of parents and guardians through School Development Associations (SDAs) in the management of school development affairs. Several SDAs have constructed classrooms, computer laboratories and bought schools computers, school cars and buses. In almost all the public schools, SDAs are responsible for paying incentives – an allowance paid to teachers over and above their monthly salaries to cushion them from a depressed economy. However, SDAs activities have not always been smooth sailing. The purpose of this study was to explore the activities of SDAs, unmask the challenges they experience and suggest strategies to enhance the smooth operation of the SDAs. Ten school heads and ten SDA chairpersons who were purposively sampled formed the study sample. Data were generated through interviews. Major conclusions were that: the main challenges faced by SDAs in developing schools were inadequate financial resources; political interference; increasing numbers of vulnerable children and orphans and low qualifications of some of the SDA executive members. Recommendations included: capacitating SDA executive members through workshops; auditing of SDA funds by government auditors; stipulating the minimum qualifications of parents and guardians who should hold offices in SDAs and encouraging parents and guardians to attend SDA meetings and support SDA activities.

Key words: School Development Associations, Challenges, Secondary Schools, High Density.

[1]. Boostopped, E. and Chikohomero, R. (2011). School Development Committee Capacity Reinforcement Project in Zimbabwe. SNV Netherlands Development Organisation, Zimbabwe: Harare.
[2]. Coombs, P. H. and Hallak, J. (1987). Cost Analysis in Education: A Tool for Policy Planning and Development. Harare: University of Zimbabwe.
[3]. Government of Zimbabwe. (1987). Education Act. Harare: Government Printers.
[4]. Government of Zimbabwe. (1993). Statutory Instrument No. 70 of 1993 – Education School Development Association Regulations.
[5]. Grobler, B. and Mestry, R. (2007). Parental Involvement in Public Schools. Johannesburg: University of Johannesburg.
[6]. Hess, G. A. Jnr. (1999). Chicago Schools – Reform and Responsibility. www.luc.edu/curb/prag/fall99.pdf. Accessed on 13 May, 2013.
[7]. Hill, N. E. (2010). Parental Involvement in Education. www.gse.harvard.edu/faculty_research/profiles.cv/nancy_hill.pdf. Accessed on 13 May, 2013.
[8]. Kanyongo, G. Y. (2005). Zimbabwe's publication education system reforms: Successes and Challenges. International Education Journal, 6(1): 65-74. http://iej.cjb.net. Accessed 15 May, 2013.
[9]. Mafa, O. (2003). Optimising Mixed-Ability Grouping for Effective Instruction at the Junior Secondary School Level in Botswana. Unpublished Thesis. Pretoria: University of South Africa.
[10]. Ministry of Education, Sports and Culture. (1991). Secretary's Circular, Minute No. 3 of 1991.

Paper Type	:	Research Paper
Title	:	Effects of Computer Assisted Instruction in Nupe Language on Pupils' Achievement in Mathematics in Bida Local Government Area of Niger State, Nigeria
Country	:	Nigeria
Authors	:	Dr. Dantani Ibrahim Wushishi, Dr. M. A. Yusha'u & Hassan Usman
	:	10.9790/7388-0152329

Abstract: The study investigated the effects of computer assisted instruction package in Nupe Language on primary school pupils in Bida local government area of Niger State. Two research questions and two hypotheses were formulated for the study. The design adopted for the study was quasi experimental. Two hundred and two (202) primary school pupils from four selected schools in Bida local government area were used as research sample. The experimental group was exposed to computer assisted instruction package in Nupe language while the control group was taught the same topics with conventional method in English Language. A 40 item Primary School Mathematics Achievement Test (PSMAT) with a reliability coefficient of 0.80 was used to collect data for the study. The data were analyzed using Analysis Of Variance (ANOVA). The hypotheses were tested at 0.05 level of significance. The findings of the study showed that Pupils taught mathematics with computer assisted instruction package in Nupe language performed better than those taught with conventional teaching method and gender has effect on their mathematics achievement scores. It was recommended that mathematics teachers should continuously use computer packages in teaching mathematics as it guarantees improvement in students' achievement in mathematics.

Keywords- Computer Assisted Instruction, Conventional Method, Mathematics Achievement

[1]. Achuonye, K. A & Olele C.N (2009). Internet using pattern of Nigerian Teacher-Trainees:
Implication for teacher education in Nigeria. Journal of Science Teachers Association of Nigeria, 44(1&2): 103-108.
[2]. Achuonye, K. A (2011): Using Computer in science class: The interactive effect of gender.
Journal of Africa studies and Development 3(7) 131-134. Retrieved on 24/10/2011 from http://www.academicjournal.org/JASD
[3]. Adeniyi, N. E (1988). Mathematics in secondary schools. Abacus, a Journal of Mathematics
[4]. Ajewole G. A (2003). Information and communication Technology and science Technology and Mathematics Education: Implication for primary schools. STAN proceeding of the 44th Anniversary Conference 2003.
[5]. Akubuilo, D.U & Ndubuiza (2003). Using information and Technology ( ICT) to enhance learning in Science Technology and Mathematics Education in our secondary schools. STAN proceeding of 44th Annual conference 2003.
[6]. Ardo, G.V & Samuel, A.D (2006). The effect of mother tongue in learning of integrated science concept: A case study of children in Nigeria. Sokoto Educational Review 8(2) p85.
[7]. Azuka, F. N (2003).Enhancing students performance, using computer aided instruction (CAI) in tertiary institutions. STAN Proceeding of the 44th annual Conference
[8]. Chang, C.Y. (2000). Enhancing tenth graders' earth-science learning through computer-assisted instruction. Journal of Geosciences Education, 48, 636-641.
[9]. Daily Trust 2011 Captioned: Why Candidates fail to gain admission pg 46
[10]. Delafuente, J .C., Araujo, O.E., & Legg, S.M. (1998). Traditional lecturer format compared to computer-assisted instruction in pharmacy calculations. American journal of n.npharmaceutical Education. Spring. Pp. 1-8.

Paper Type	:	Research Paper
Title	:	Influence of Forms of Thinking Styles on Emotional Intelligence of Teacher Educators
Country	:	India
Authors	:	Dr. Sumanlata Saxena, Dr. Siddharth Jain, Dr. Rajat Jain
	:	10.9790/7388-0153033

Abstract: Thinking differently is a unique characteristic of a man, this fact was realized by R.J. STERNBERG (1988). He emphasized that thinking styles are preferred way of thinking. He classified 13 different thinking styles based on functions, forms, level, scope and leaning. On the other hand Emotional intelligence is a ability to sense, understand and effectively apply emotions for better inter personal relations (COOPER AND SAWAF, 1997). GOLEMAN (1995) characterized Emotional Intelligence as the ability of self awareness, mood management, self motivation, empathy and managing relationships. No doubt Thinking Style and Emotional Intelligence both are cognitive abilities of an individual. In this study an attempt has been to find the relationship of these two cognitive abilities.

[1]. Bernet, M. – (1996), Emotional Intelligence: Components and Correlate. Toronto, Canada: American Psychological Association.
[2]. Bhargava, M.; Mathur, M. (2005), Psychometerics and statistical applications in Educational and behavioural Science. Bhargava Books House, Agra.
[3]. Boler, M. – Feeling Power : Emotions and Educations, London : Routledge, 1999
[4]. Bradberry, Travis and Greaves, Jean, The Emotional Intelligence Quickbook. New York: Simon and Schuster. (2005)
[5]. Chaster, W.H. (1960), Encyclopedia of educational research, Third Ed.
[6]. Cooper, R.K. and Sawaf, A. – Executive EQ Emotional Intelligence in leadership and Organization. New York : Perigee Book, 1994.
[7]. Faure, E. et al. (1973). Learning to be (UNESCO), Sterling Publishers Pvt. Ltd., New Delhi.
[8]. Guilfored, J.P. (1950), Fundamental Statistics in Psychology and Education, Second Edition, Mc-Graw Hill Book Corn, Inc. N.Y.
[9]. Muirhead, B. (2007), Literature reviews : Advising doctoral students, Managers journal of Educational Technology, 3(4), Jan to March, P. 12-47.
[10]. Sharma, R.A. (1980), Technology of Teaching, Loyal Book Depot., Meerut.

Paper Type	:	Research Paper
Title	:	An Investigation into the Relevance of Present M.Ed. Curriculum in the Universities of Chhattisgarh State
Country	:	India
Authors	:	Mr. Jubraj Khamari, Dr. S. N. Mahapatra
	:	10.9790/7388-0153440

Abstract: "Curriculum can be conceived as experience organized through language into patterns of thoughts (or structures of concepts) thus creating meaning, which in turn helps us understand the world we live in." To make the proposed paradigm shift a reality, NCF – 2005 rightly felt and came out with curricular and process oriented changes in teacher education. Keeping this nature and vision in view, NCERT, in collaboration with NCTE, developed a draft curriculum for teacher education largely reflecting the NCF-2005 philosophy of schooling and teacher development. The draft Curriculum framework developed by the NCTE in 2006, collaboration with the NCERT, has shown numerous concerns for the re-structuring of teacher education curriculum. As is generally the tendency with our experts the report of framework is overloaded with concerns, resulting suggestions and their implementation. At the same time there are many new ideas, which, if implemented, will bring about a change for the modernization of curriculum content. Researcher feels more and more about the curriculum of teacher educators (M.Ed. Scholars) in the universities of Chhattisgarh state in the present context. Hence researcher states the problem.

Keywords : The Chhattsgarh state, The present M.Ed. curriculum, The relevance, The Universities.

[1] Best, John & Prentice, W.,( 1978).Research in Education, New Delhi: Hall of India
[2] Rawat D.S.,( 1970). Measurement Evaluation and Stastics in education, New Delhi, New Raj Book Depot.
[3] M.Ed. Examination 2008-2013 Courses of study M.Ed. Examination, Pt. Ravishankar Shukla University, Raipur Chhattisgarh.
[4] M.Ed. Examination 2008-2013 Courses of study M.Ed. Examination, Guru Ghasidas University, Bilaspur Chhattisgarh.
[5] T.E. & S.C.E.R.T. 2008-2013 Prospectus & rules for admission into B.Ed. & M.Ed. courses, Director Teacher Education & State Council of Education Research and Training, Raipur Chhattisgarh.
[6] R.I.E. Bhopal 2008 Development of Teacher Education Curriculum (B.Ed. & M.Ed.) 2008 Regional Institute of Education Shyamla Hill Bhopal N.C.T.E. (M.P.).
[7] Dr. Grewal J.S. Changing contacts, structures and concern in teacher education N.C.T.E. Bhopal 155, Aradhna Nagar- 462003 (M.P.).
[8] Dr. Ramesh Babu 2007 Participatory Teacher Education for constructivist class room National Curriculum Frame work 2005. N.C.T.E. Bhopal (M.P.).
[9] N.C.E.R.T. 2000 National Curriculum Frame work for school education National Council of Teacher Education New Delhi.
[10] Dr. Sharma R.A. Curriculum Development and Instruction, Surya Publication Near Govt. Inter College Meerut 250001.

Paper Type	:	Research Paper
Title	:	Student's Perception of Library Services in Universities in Benue State.
Country	:	Nigeria
Authors	:	Doosuur Ashaver, Mwuese D. Bem-Bura
	:	10.9790/7388-0154148

Abstract: The study examines how student perceive the library service offered in Benue state university and the federal university of agriculture Makurdi, Benue State. 200 students were randomly selected from these institutions for the purpose of the study. Questionnaire was used as main instrument for the gathering of data. The researcher also interviewed some of the librarians working in the libraries under study. The paper avers that most of the students were aware of library services as an indispensable tool for learning, teaching and research. The need to know how student perceive the library services offered to them by the librarians has been a concern for this study. It wonders whether the recent advancement in information and communication technology (ICT) and Bookstores has a negative effect on the use of library, or how the students perceive the library services offered to them. To this end, it sought to carryout research among the students of these universities in Benue that uses the library. The analysis underscores the perception of the students on those library services offered to them by their institution and how such services are been perceived by them and what needs to done in order to do away with their negative perception about the library.

[1]. Agbaanyi, A. (2007) Research and statistics for higher education, Makurdi: Destinyventures.
[2]. Aina, o. (2004) library and Information Science text for Africa. Ibadan: third world information service.
[3]. Attama, R. (2008) Polytechnic education library resources and technology Development of Nigeria. Global Review of Library and information science 1 (1) p. 18-20.
[4]. Bryson, J (2000) Effective Library and Information Centre management, 2nd edition, Gower: Ashgate Publishing Ltd (169-17)
[5]. Cox, J. (2002) Information and Communication Technology; their role and value for science education New York: Open University Press.
[6]. Edoka, B.E. (2002) Introduction to Library Science, Onitsha: Palma Publishing and Link Company.
[7]. Ifidon, S.E. (1991) Essential of African University Library Management, Lagos: The National Library Press Ltd.
[8]. Ikegbune, E. (2003) The Use of the Library for College and University Students, Enugu: San Press.
[9]. Kenkins, C. (1991) Collection Management in Academic Libraries, Gower: Bookfied Ltd
[10]. Morgan, S. (1996) Developing Academic Library Skills for the future: Library Review 45.

Paper Type	:	Research Paper
Title	:	Strategy Character Building of Students at Excellent Schools in the City Of Banda Aceh
Country	:	Indonesia
Authors	:	Djailani A. R.
	:	10.9790/7388-0154959

Abstract: Individual behavior is displayed in the daily manifestations of the individual's own spiritual condition and the phenomenon is called the character, morals, manners, personality, character, temperament, or habit. Character building of students in the school can be done through the process of learning or habituation-conditioning and the provision of exemplary teachers. The study aimed to gain insight about it strategies implemented by principals and teachers at top schools of Banda Aceh. Method descriptive using by qualitative approach, observation, interviews, and documentary study. The subjects principal, teachers and students are determined based on the purpose of the study, processing data with qualitative analysis. The results indicate that the principals and teachers at the excellent school in the Banda Aceh implement student character building by using the following strategies: Provides an understanding of the character/personality of the students, developing Islamic culture in schools, character building through special forums, exemplary, sanctions for students who violate. Based on the results of the study were formulated following suggestions: Pattern is applied to character building excellent schools should continue to be maintained as it is quite successful, Teachers and educational staff in the excellent school should keep perform as role models for students in appearance, behavior, and attitudes.

Keywords: Coaching, provide, qanun and character development

[1] Bhaktivedanta Swami Prabhupada, A., The Science of Self Realization. 1994: p. 189.

[2] Adimassana, Y., Ki Ageng Suryomentaran Tentang Citra Manusia 1986.

[3] Atmadi., e.a., Transformasi Pendidikan, Memasuki Millennium Ketiga, . 2000: p. 34.

[4] Aceh, P.W.K.B., Forum Peningkatan Aqidah dan Pengamalan Ajaran-ajaran Islam. 2012.

[5] Arifin., H.M., Kapita Selekta Pendidikan, Islam dan Umum. 2004.

[6] Driyarkara, N., Tentang Pendidikan. 1980: p. 129.

[7] Montemayor, F., M,, , Ethics: The Philosophy of Life, . 1994: p. 11.

[8] Tilaar, H., Pendidikan, Kebudayaan dan Masyarakat Madani Indonesia 2004.

[9] Indonesia, D.P.d.K., Tentang Guru dan Dosen. 2005.

[10] Buchari., M., Transformasi Pendidikan Untuk Meremajakan Budaya dan Pola Hidup Bangsa. 2007.

Paper Type	:	Research Paper
Title	:	A Study Related To Mental Health of Teachers With Reference To Level of Teaching and Teaching Experience
Country	:	India
Authors	:	Dr. D. MOHANA
	:	10.9790/7388-0156163

Abstract: The Present study is focussed on the mental health of teachers in relation to level of teaching and teaching experience .The mental health scale has been administered to 640 teachers working in different schools in Cuddalore district, Tamil Nadu, India. This study uses 'F' test and reveals that the level of teaching and teaching experience do not significantly differ in their mental health.

[1]. Clavos Bedregal, 2002.Mental Health Status of Teachers .Ph.D.Thesis, Yale University.
[2]. Elisa Epel, 2002.Mental Health and Aging.Ph.D Thesis, California University.
[3]. Srivastava,S.K., 1999.A Study of Mental Health of Hindi and English Medium Students .Journal of Educational Research and Extension ,vol.35(3),23-28.
[4]. Sivaguru, m., 2002. A Study of Teachers Attitude towards Teaching in Relation to their Mental Health. Unpublished M.Phil.Thesis, Annamalai University.
[5]. Aurin et al.Forms and Dimensions of Teachers Professional Ethics: Case studies in Secondary Schools. Journal of Moral Education, Vol 22 (3), 277-296,1993.
[6]. Brophy Herb Holly, E. A Development Approach to Teaching about Ethics using NAEYC. Code of Ethical Conduct, vol 56, (1),80-84, 2001.

Paper Type	:	Research Paper
Title	:	Relevance of Formal Education to Third World Countries National Development
Country	:	Zimbabwe
Authors	:	Mr. John Mpofu
	:	10.9790/7388-0156470

Abstract: The relevanceof formal education to Third World economies has been a subject of debate for a long time. Most Third World Countries (TWC) inherited colonial education and did not do much in terms of transforming the educational systems so that they would be relevant to the needs of their respective communities. Zimbabwe introduced vocational education from Grade 8 to 12 as a parallel programme to the academic Form 1 to 6. Though the vocational education laid a sound foundation for the development of practical skills in students, most parents had the misconception that vocational education was inferior to academic education. This research paper highlights the challenges that TWCs continue to face due to inheriting a colonial type of education. After independence, most TWCs embarked on a massive expansion of education. Universities were also expanded but these institutions of higher learning have failed to transform the lives of their communities. The economy of Zimbabwe is deteriorating, 86% of the population is unemployed. Although most Zimbabwean are educated, this education has failed to transform the lives of the people for the better.

[1]. Evans , David R. (19810 "The educational Policy dilemma for rural areas" Comparative Education Review pp 329- 348 Vol.35 1989
[2]. Colclough C. (1980)The impact of primary schooling on economic development
[3]. Foster P. (1989) "Why the issue of relevance is not so relevant" in Comparative Education Review 33 No 4 1989pp 519- 524
[4]. Ekanayake S.B. (1990) Rural pedagogy : a grassroots to rural development in Prospects vol20no1 1990 pp116
[5]. Psachacopouslos G. "To vocationalize or not to vocationalize that is the curriculum question" International Review of Education Vol 33 1987 pp 189-198
[6]. Urevho A.O. (1988) "Vocationalizing the secondary school curriculum: the African experience"International Review of Education Vol 34 1988 pp260-272
[7]. Vulliamy G. (1988) Adopting secondary school science for rural development: some lessons from Papua new Guinea Compare vol 18 No 1(1988)pp 79- 87
[8]. Viswanathan S. (1988) Limits to vocational oriented education in the TWNs. InternationalJournal of Educational Development Vol.8 No 2 pp 129-143.
[9]. Simmons John (1974)" Education Poverty and Development" World Bank staffing working papers No 188 Washington D C
[10]. Zachariah (1988) Continuity between school, curriculum and vocation"InternationalReview of Education Vol 34 1988 pp 207-223.

Paper Type	:	Research Paper
Title	:	An Investigation into the Extent of Knowledge of the Varemba Women Regarding the Hiv/Aids Pandemic
Country	:	Zimbabwe
Authors	:	Mr. John Mpofu
	:	10.9790/7388-0157177

Abstract: The study sought to find out the impact of HIV/AIDS on the Varemba community who live on the South eastern part of Zimbabwe. The study adopted a mixed methodology approach where questionnaires, interviews, focus group discussions and transact walks were used for data collection. Findings were that HIV/AIDS was adversely affecting the lives of these conservative communities as evidenced by considerable numbers of child and female-headed families. The prevalence of the scourge led to loss of manpower, loss of cattle used as draught power through selling to finance medication, reduced production and deterioration in rural livelihoods. Although awareness levels were high, polygamy, promiscuity, and the Shona culture of kugara nhaka, were fuelling the spread of HIV/AIDS. Recommendations included setting up of voluntary testing centres in the resettlement areas and encouraging farmers to go for voluntary testing, involving churches in the education of farmers to influence behavior change and rolling out of antiretroviral programmes in the resettlement areas. There is an urgent need to come up with communicative strategies that will be accepted by these communities so that they can change their behavior before it is too late.

[1]. Babbie, ER &Monton (2001) The practice of Social Research South African edition, Cape Town, Oxford.
[2]. ChisangoTawanda (2004) "Use of theatre for Development in communicating health messages in Zimbabwe"
[3]. ChisangoTawanda (2010) "Buddies for love: School based drama addressing AIDS related stigma and discrimination in Zimbabwe" cited com/pub/tawanda- chisango
[4]. Corbin J. (1990) Basics of qualitative research, grounded theory, procedures, and techniques Newbury Park CA Sage
[5]. Imrie J,&JohnsonAM. (2001) Strategies of prevention in ABC of AIDS 5th edition London.
[6]. Kitsinger (1994a) The methodology of focus groups: the importance of interaction between research participants

Paper Type	:	Research Paper
Title	:	The Roles of Statistical Significance Testing In Research
Country	:	Nigeria
Authors	:	Oni, N. O., Osuntoki N. B., Fasasi, S. K. & Rahaman Aliyu
	:	10.9790/7388-0157883

Abstract: The research methodology literature in recent years has included a full frontal assault on statistical significance testing. The purpose of this paper is to promote the position that, while significance testing as the sole basis for result interpretation is a fundamentally flawed practice, significance tests can be useful as one of several elements in a comprehensive interpretation of data. Specifically, statistical significance is but one of the three criteria that must be demonstrated to establish a position empirically. Statistical significance merely provides evidence that an event did not happen by chance. However, it provides no information about the meaningfulness (practical significance) of an event or if the result is replicable. Thus, we support other researchers who recommend that statistical significance testing must be accompanied by judgments of the events practical significance and replicability.

Keywords:Statistical SignificanceTesting, Educational Research, Assult, Replicability, Jacknife.

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