iosr-JRME   Volume-3 ~ Issue-2

Paper Type	:	Research Paper
Title	:	Use of Multimedia Messages via Mobile Phones in the Teaching and Learning of French Vocabulary in Schools
Country	:	Nigeria
Authors	:	Onasanya, Samuel Adenubi Ayelaagbe, Sina Opeoluwa, Bello, Anne O.
	:	10.9790/7388-0320106

Abstract: Educators and researchers have been looking for ways and means of improving the learning of French Vocabulary in schools using Multimedia Message (MMM) via mobile phones so as to improve the vocabulary level of beginners, (students) of French Language, both in terms of their understanding and memorization of new vocabulary. Therefore, this paper extensively discussed the basic elements, some common text devices found in SMSes and relevance of mobile phones to education. Also, contemporary works on the use of MMM via mobile phones in teaching of French vocabulary were discussed. Subsequently, some French vocabularies that can be learnt through MMM via mobile phones were listed and discussed. Some challenges of using MMM via mobile phone in teaching French vocabulary were x-rayed. Conclusions were drawn and recommendations made.

Keywords: Multimedia Messages (MMM), mobile phones, Short message services (SMS), French Vocabulary, teaching & learning

[1]. Al-Seghayer, K. (2001). The Effect of Multimedia Annotation Modes on 12 Vocabulary acquisition: A Comparative Study. Language Learning & Technology, 5(1), 202-232.
[2]. Basoglu, E. B & Akdemer, O. (2010). A Comparison of Undergraduate Students‟ English Vocabulary Learning. Using Mobile Phones and Flash Cards. The Turkish Online Journal of Educational Technology, 9(3), 1-7.
[3]. Barbara, B. (2010). Using the Mobile Phone in School: Handling Opportunities and Risks Appropriately. Margaretenstraise, Austrian Institute for Applied Telecommunication (OIAT)

Paper Type	:	Research Paper
Title	:	Effect of engaged learning upon lecture learning method on Outcome Based Education in Nursing - An experimental study
Country	:	India
Authors	:	Ms. Vaidyanathan Radha, Dr. Pratibha A Chandekar
	:	10.9790/7388-0320711

Abstract: Teaching learning is fruitful and permanent if the total situation is related to the life situation and in the life situation, especially for health science students. Nowadays, participatory approach (Engaged Learning – EL) is widely recognized and practiced over the Lecture Learning (LL) method in which the student is motivated and equipped to enjoy an active role. A Randomized block experimental design was undertaken with a structured validated common test for standard reference assessment of all samples, for assessing the effectiveness of Engaged Learning over Lecture Learning method. 37.9 % of the group with Lecture Learning had gained knowledge from average to good and excellent level & 88 % of the group with Engaged Learning had similar level of knowledge gain. Engaged learning is intended to be a conceptual framework for technology based education that can result expected outcome by nursing students in recognition of the changing needs of the 21st century.

Keywords: Engaged learning, Education, Lecture Learning, Outcome Based Education, Teaching

[1]. Davis, M. A., & Henry, M. J. (1997). Cognitive capacity of non-traditional learners in two instructional settings. Research/ Technical Report
[2]. Fuszard, B. (1995). Innovative teaching strategies in nursing (2nd ed.). Gaithersburg, MD: Aspen
[3]. Gross, P. (1997, February). Engaging the disengaged: How is it different when using distance education? Position Paper. Speech/Conference Paper
[4]. Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. Plugging in: Choosing and using educational technology. EdTalk. Washington, DC: Council for Educational Development and Research.
[5]. Knowles, M. S. (1970). The modern practice of adult education. New York: Association Press.
[6]. Myer, S., Brenner, Z. R., & Wood, K. (1995). A comparison of learner outcomes to traditional and videotaped classes. Nurse Educator, 20(2), 29-33
[7]. Macmanaway L A (1970) Teaching methods in higher education, innovation and research Universities Quarterly. Vol 24. No. 3 p. 321- 329
[8]. Harley J & Cameron A Some observations on the efficiency of lecturing. (1967) Educational Review 20 p. 30 - 37
[9]. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

Paper Type	:	Research Paper
Title	:	Empirical Demonstration of Techniques for Computing the Discrimination Power of a Dichotomous Item Response Test
Country	:	Nigeria
Authors	:	B. O. Ovwigho
	:	10.9790/7388-0321217

Abstract: The study was designed to examine the various statistical techniques for computing the Discriminating Power of a dichotomous item response test. The simple Discrimination Index, the Cramer's phi coefficient, phi coefficient, Point-Biserial correlation, and t-test for independent sample were used to test the difference in mean of the criterion scores between those who got the item correct and wrong. Item 1 of the Senior Secondary Agricultural Science test was used as the computational example. In the analysis, the simple Discrimination Index and 3 formulae of the Point-Biserial correlation gave the same results (r = 0.63). The Cramer's phi coefficient was 0.49 and phi coefficient (0.65). There was a significant difference between the mean criterion scores of students who got the item right and those who got the item wrong (t= 5.05 p <0.05).The phi coefficient, Point-Biserial correlation and t-test for independent sample were the best statistics for estimating the Discrimination Power and coefficient of the test item. The simple Discrimination Index did not take into cognisance the total performance of candidates in the test hence it was rejected. The phi coefficient is recommended where the sample is large and necessitates division into upper and lower extreme groups.

Keywords: Item analysis, dichotomous item, discriminating power, discrimination index, discrimination coefficient

[1]. Adesoye, P. O. (2004). Practical Guide to Statistical Analysis for Scientists. Ibadan : Debo Publishers
[2]. Ali, A., Ezeadi, S. and Ogbazi, J. N. (1988). Introduction to Educational Measurement. Awka(Nigeria): Meks Unique Publishers
[3]. Calkins, K. G. (2005). Applied Statistics Lesson 13: More Correlation Coefficients. Michigan United States: Andrews University, Berrien Springs
[4]. Ebel, R. (1972). Essentials of Educational Measurement. London: Prentice Hall
[5]. Gronlund NE 1976, Measurement and evaluation in teaching, Macmillan Publishing Co., Inc. New York
[6]. Henrysson, S.(1976). Gathering, Analyzing and Using Data on Test Items. In: Thorndike, R. D. (ed). Educational Measurement. Washington DC: American Council on Education
[7]. Instructional Assessment Resources, IAR (2011). Item Analysis. Texas: University of Texas at Austin
[8]. Joe, A. I. (1992). Fundamental Statistics for Education and the Behavioural Sciences. Ibadan: Kraft Books Limited
[9]. Matlock-Hetzel, S.(1997 January). Basic Concepts in Item and Test Analysis. Paper Presented at the Annual Meeting of the Southwest Educational Research Association, Austin
[10]. Ovwigho, B. O. (2009). Validation of Socioeconomic Status Indicators for Heads of Farm Families in Delta north Agricultural Zone, Delta State, Nigeria. Journal of Agricultural Extension and Rural Development, 1(2): 50-57

Paper Type	:	Research Paper
Title	:	Knowledge And Perception Of Psychological Principles Among Trainee Coaches (Students) Of National Institute Of Sport Lagos, Nigeria.
Country	:	Nigeria
Authors	:	Mayowa Adeyeye, Adeyemo Kehinde, Fasoranti Afolabi
	:	10.9790/7388-0321821

Abstract: The study investigated the knowledge and perception of psychological principles among trainee coaches, thereby drawing the attention of these future coaches to the usefulness and importance of sports psychology principles in the attainment of optimal performance in sport and also for them to be able to help their to-be-athletes attain their goal of winning in any competition. The sample used for this study was ninety-five ( n-75 males, n- 20 females) students of National Institute of Sports Lagos, the participants were selected using purposive techniques and were drawn from the three main programme of the institute i.e the advance coaching and training course, higher diploma in coaching and training course, and diploma in coaching and training course. The descriptive survey design was adopted using Knowledge and Perception of Sport Psychology Principles' Questionnaire (KPSPQ) to elicit opinions from respondents. The test-retest reliability value obtained for the instrument, using Pearson Product Moment Correlation Co-efficient was 0.86. Data was analysed using frequency counts and percentage for demographic data while Chi-square was employed in determining the level of significance between the hypothesized and observed values at .05 alpha level. The result of the findings revealed that the trainee coaches did not have substantial knowledge of sport psychology principles which may be a major factor that could bring about disputes between the team coach and the psychologist.

Key Words: Knowledge, Perception, Sport psychology, Psychology principles, Trainee coaches.

[1]. Adeyeye, F.M & Adeyemo, K.A (2013). Perception and utilization of sport psychology principles among athletes of tertiary institutions in Lagos state Nigeria. Journal of emerging trends in educational research and policy studies. In press
[2]. Gould, D. (2002). Sport Psychology in the new millennium. The psychology in the new millennium. Journal of Applied sport psychology, 14, 137-139.
[3]. Gould, D. (2004). Psychological correlates of help seeking attitudes among trainee coaches. American Journal of Orthopsychiatrics, 64, 586-593.
[4]. Gould, D., (2008). Evaluating the effectiveness of psychological skill education workshop. The Sport Psychologist, 4, 249-260.
[5]. Hason, B. (2013). Sport psychology for the coach. Retrieved from:http:llmm.athletesassessment.com/articles/sportassessment.com/articles/sportpsych_for_coaches
[6]. Lee, K. (2000). Gaining entry with athletic personnel for season-long consulting. The Sport Psychologist, 2, 243-254.
[7]. Martin, B. (2007). High school and college athletes' attitudes toward sport psychology. Journal of Applied Sport Psychology, 17(2), 127-139.
[8]. Martin, B. (2008). NCAA Division I athletes' psychological skill and attitudes toward seeking sport psychology consultation: The development of an objective instrument. The Sport Psychologist, 22, 201-218.
[9]. Mellisa (2012). Knowledge and perception of sport psychology services among athletes of tertiary institutions. The sport psychologist , 201-218

Paper Type	:	Research Paper
Title	:	Effects of Mental-Skills Training On the Performance of Table-Tennis Players of National Institute for Sport, Lagos.
Country	:	Nigeria
Authors	:	Mayowa Adeyeye, Haastrup Edward, Adeyemo Kehinde, Fasoranti Afolabi
	:	10.9790/7388-0322227

Abstract:The study examined the effects of a six-week mental-skills training programme on the performance of table-tennis players of National Institute for Sport Lagos. The sample used for this study was four (n= 4) higher diploma students who were offering table-tennis as part of the requirement for the award of higher diploma in coaching of the institute. They were made up of two males (n= 2) and two females (n= 2). The participants were exposed to training in three different psychological skills: goal setting, self-talk, and visualization. Program effectiveness was evaluated through two different measures, anxiety and performance. The mental-skills measures consisted of pre and post results on the Test of Performance Strategies (TOPS) and the Sport Competition Anxiety Test (SCAT-A). The performance measures consisted of the athletes recorded scores for each meet, and the questionnaire. Data collected were subjected to descriptive statistical tools of Mean Measure of dispersion, Standard deviation, as well as Pearson Moment Correlation, and T-test Inferential Statistics at significance level of 0.05 The results revealed that the majority of table-tennis players under the study had an increase in each of the mental-skills as well as the anxiety measures and overall performance.

Key Words: Mental-Skills, Goal-Setting, Positive Self-Talk, Visualization, Confidence.

[1]. Barr, K. A., and C. R. Hall. 1992. The use of imagery by rowers. International Journal of Sport Psychology 23(3):243-261.
[2]. Beilock, S. L., Afremow, J. A., Rabe, A. L., & Carr, T. H. (2001). "Don‟t Miss!‟ The debilitating effects of suppressive imagery on gulf putting performance. Journal of Sport & Exercise Psychology, 23(3), 200-221.
[3]. Frey, M. M., Laguna, P. L., & Ravizza, K. K. (2003). Collegiate athletes‟ mental skill use and perceptions of success: an exploration of the practice and competition settings. Journal of Applied Sport Psychology, 15(2), 115-128.
[4]. Gould, D., Udry, E., Tuffey, S., & Loehr, J. (1996). Burnout in competitive junior tennis players: I. A quantitative psychological assessment. The Sports Psychologist, 10, 322-340
[5]. Hamilton, R. A., D. Scott, and M. P. MacDougall. (2007). Assessing the effectiveness of self-talk interventions on endurance performance. Journal of Applied Sport Psychology 19(2):226-239.
[6]. Harvey, D. T., J. Van Raalte, & B. W. Brewer (2002). Relationship between self-talk and golf performance. International Sports Journal (6):84-91.
[7]. Jacobs, A. (1991). The winning edge in sports [Video file]. Available from http://digital.films.com/play/UWNRLW
[8]. Kelly, S. (2012). Effects of mental-skills training on collegiate divers‟ performance and perception of success. University of New-York
[9]. Malouff, J. M., J. A. McGee, H. T. Halford, & S. E. Rooke.(2008). Effects of precompetition positive imagery and self-instructions on accuracy of serving in tennis. Journal of Sport Behavior 31(3):264-275.

Paper Type	:	Research Paper
Title	:	Students' Participation in Decision-Making on School Fees Matters as a Factor in Goal Achievement in Universities.
Country	:	Nigeria
Authors	:	F. U. Okorie
	:	10.9790/7388-0322832

Abstract: This paper reveals how students' union executives and principal officers of the universities in the South Eastern States of Nigeria perceive the participation of students in decision-making on school fees matters as a factor in goal achievement. The study was a descriptive survey. The population was made up of 36 Principal Officers and 88 Students' Union Executives from nine universities in the study area. Sampling was purposive as all members of the population were used for the study. A researcher-made questionnaire was used for data collection. Results revealed calculated chi-square values of 20.12 and 34.56 respectively, as compared to tabulated chi-square value of 9.24 for 5 degrees of freedom at 0.05 level of significance. However, the frequency counts and percentages of pooled responses of Principal Officers and Students' Union Executives are at variance to each other: while the principal officers disagreed with a percentage of 94.44%, that of the students' union executives was 22.73%. Thus, the disagreement between the two groups could have been the source of conflict which has affected goal achievement. It is recommended among others, that university management should invite the students' leaders prior to the decision-making stage and seek their opinions first before concluding their decisions on new amount of fee to be paid.

Key words: Decision-making, students' participation, school fees, goal achievement.

[1]. Babalola, J. B., Adedeji,S.O. (2003) eds. Contemporary Issues in Educational Management.
[2]. Book of Honour, Ibadan: Department of Educational Management, University of Ibadan.
[3]. Boon, A. (2005). Centralization Versus Decentralization and Students Participation Rector's Office + Educational Policy Unit. Retrieved from www.unig.hr/bopro/actovotoes/croatia-student%20participation.ppt-- on 20/10/2009
[4]. Cole, G. A. (2005). Personnel and Human Resources Management. Fifth Edition, London: Book Power/ELST
[5]. Dimitri, T. (2005) Student participation in University Administration View Public Profile, Visit Dimitri Terryn's Homepage 06.03.05, 071. Retrieved on 8/12/2008
[6]. Enoh, A. O., Bamanja, B. B. and Onwuka,R.O. (1987). A Handbook of Educational Foundations. Jos: Challenge Press.
[7]. Kaye, B. (1970). Participation in Learning. London: George Allen and Urwic Ltd.
[8]. Likert, R. (1971). New Patterns of Management. Koga Kusha; McGraw-Hill Ltd.
[9]. Obondoh, A. (2000). Politics of Participatory Decision-making in Campus Governance [10] Kenya: University of Nairobi. Retrieved from www.ifra-nairobi.net/cahiers/Kenya-19/Kobondo.pdf on 05/09/2009
[10]. Ojo, J. D. (1995). Students' Unrest in Nigerian Universities. A Legal and Historical Approach. Ibadan: Spectrum Books Ltd.

Paper Type	:	Research Paper
Title	:	Predictors of intention to leave of public secondary school teachers in Tanzania: Exploring the impact of demographic factors, intrinsic and extrinsic satisfaction
Country	:	China
Authors	:	Henry Jonathan, Motena Thibeli, Casius Darroux
	:	10.9790/7388-0323345

Abstract: This study reports part of a larger survey that was conducted in three public secondary schools in Dodoma region, Tanzania. It was agreed by researchers and participating schools that school names will not appear in any publications but abbreviations (S1, S2 and S3). The purpose of this paper was to investigate the relationship and impact of job satisfaction dimensions (intrinsic and extrinsic satisfaction) on intention to leave among teachers in public secondary schools. Further, it explored levels of job satisfaction, intention to leave and whether demographic characteristics had impact on teachers' intention to leave level. Respondents were randomly selected through "instant invite and questionnaire take" technique and given self-administered questionnaire to fill. Statistical techniques (Correlation, Regression, t-test and ANOVA) were used to analyze and interpret results. Results indicated moderate general satisfaction, intrinsic satisfaction and extrinsic satisfaction meanwhile it showed high intention to leave in teachers. Results also revealed intrinsic and extrinsic satisfaction had significant negative relationship with intention to leave and intrinsic satisfaction indicated stronger prediction of teachers' intention to leave. While gender and location did not show differences in intention to leave mean scores, education and age revealed significant differences. Implications for responsible officials/agencies and strategies for improvement were discussed. Keywords: Demographic characteristics, Extrinsic satisfaction, Intrinsic satisfaction, Intention to leave, Job satisfaction, Tanzania

[1] Newstrom, J. W. Organizational behavior: Human behavior at work. (Tata McGraw-Hill Publishing C. Ltd, 2007)

[2] Adams J. S. Toward an understanding of inequity. Journal of Abnormal Social Psychology, 67, 1963, 422–436

[3] Robbins and Stephen P. Organizational behavior: Concepts, Controversies and Applications. (Prentice-Hall, 1998)

[4] Michaelowa Katharina and Wittmann Eveline The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa, Journal of Developing Areas 41 (1), 2007, 51-78

[5] Ngimbudzi Fredy Wilson. Job satisfaction among secondary School teachers in Tanzania: The case of Njombe district. Masters Diss. Department of Educational Sciences, Institute of Educational Leadership, University of Jyvaskyla, 2009

[6] Blaauw Duane, Prudence Ditlopo, Fresier Maseko, Maureen Chirwa, Aziza Mwisongo, Posy Bidwell, Steve Thomas and Charles Normand. Comparing the job satisfaction and intention to leave of different categories of health workers in Tanzania, Malawi, and South Africa. Glob Health Action 6, 2013, 127-137
[7] Health Systems Strengthening for Equity (HSSE 2011), Factors Affecting Job Satisfaction and Retention in Malawi, Mozambique and Tanzania: The Importance of Supervision. Found on 01/June/2013 at http://www.k4health.org/toolkits/hrh/factors-affecting-job-satisfaction-and-retention-malawi-mozambique-and-tanzania

[8] Ngimbudzi Fredy Wilson. Job satisfaction among secondary School teachers in Tanzania: The case of Njombe district. Masters Diss. Department of Educational Sciences, Institute of Educational Leadership, University of Jyvaskyla, 2009

[9] (a) Blaauw Duane, Prudence Ditlopo, Fresier Maseko, Maureen Chirwa, Aziza Mwisongo, Posy Bidwell, Steve Thomas and Charles Normand. Comparing the job satisfaction and intention to leave of different categories of health workers in Tanzania, Malawi, and South Africa. Glob Health Action 6, 2013, 127-137
[9] (b)Health Systems Strengthening for Equity (HSSE 2011), Factors Affecting Job Satisfaction and Retention in Malawi, Mozambique and Tanzania: The Importance of Supervision. Found on 01/June/2013 at http://www.k4health.org/toolkits/hrh/factors-affecting-job-satisfaction-and-retention-malawi-mozambique-and-tanzania

[10] Mkumbo A.K.Kitila. Teachers‟ Commitment to, and Experienc

Paper Type	:	Research Paper
Title	:	Archaeological And Historical Importance Of Indian Vedic Site Namisaranaya
Country	:	India
Authors	:	Garima Bharti
	:	10.9790/7388-0324649

Abstract: Till centuries India has been a place of great religious value and NAMISARAYAN is one of those glorious phase of Indian Vedic history. It describes the huge values of Indian Vedic Purana's, Vedas, Upnishada and Vedic Literature. This site is situated in the state of Uttar Pradesh, District: Sitapur, Tahsil: Mishrikh. As per our Vedic text it is a place of 33 crores Hindu Deities. It is the place where Maharishi Ved Vayasa had written 18 Purana, which are the most important source of India history. This site has famous not only for its historical and religious importance but also for its archaeological importance. The significant art and iconographical evidence of NAMISARAYAN indicates a small but important civilization which had been existed at that time.

Keywords: The site of NAMISARAYAN is a famous center of ancient natural medical science. According to puranas, it was a sacrificial land of 84 thousand saints. We can find a great evidence of iconographical deities like Umma – Maheshvra (Parvati – Shiva), Lalita Devi (A form of Parvati), Hanuman, Ram, Sita & Lakshman in NAMISARAYAN. The site is full of religious places which are of historical importance such that Namisharanaya Chakratirth, Dhadhichi Kund (pond), Manu - Satrupa hermitage, Saunka Rishi Heritage, Vaysa Temple and temple of Lalita devi & Hanuman Garhi. NAMISARAYAN is also the 11th stop of 84 Koshi (area) revolutions.

[1] Dhyanam Journal Vol.2 Year (1982)
[2] District Gazette, Sitapur
[3] Amritlal Nagar, Ekada Namisharanaya (1988)
[4] Rakesh Kumar Srivastava, Protected Monument Of Uttar Pradesh, Uttar Pradesh State Archaeology (2002)

Paper Type	:	Research Paper
Title	:	Videotaped Instruction and Constructivist Model On Students' Physics Achievement
Country	:	Nigeria
Authors	:	Agommuoh, Patience Chinyere
	:	10.9790/7388-0325054

Abstract: This study was designed to explore the effects of videotaped instruction and the five steps constructivists' model of prior knowledge, exploration, discussion, dissatisfaction with prior knowledge and application (PEDDA) on the achievement of students in physics. A quasi-experimental design involving pretest and posttest for both experimental groups was employed. The sample size was 398 (videotaped group =198, PEDDA group = 200). Senior secondary school two (SSS2) physics students from four co-educational schools were randomly selected out of the sixteen coeducational schools in Umuahia North Local Government Area (LGA) of Umuahia Education Zone of Abia State Nigeria. Two of the schools were randomly assigned to videotaped treatment group and the other two to PEDDA treatment group. Students in both groups were given pretest before instruction and posttest after instruction. Data was obtained using Physics Concept Test (PCT). The instrument PCT used for data collection was validated by experts of measurement and evaluation in the Department of Science Education of Michael Okpara University of Agriculture, Umudike. Data collected was analyzed using mean, standard deviation and analysis of covariance. The study revealed that both treatment groups facilitated achievement among students with PEDDA constructivist model facilitating achievement better than videotaped instruction. Recommendations were made. Keywords: Achievement, constructivism, constructivist model, physics and videotaped instruction,.

[1]. O. Ayodele, & B. Anyaegbuna, An assessment of physics audiovisual teaching and learning resources at the tertiary level, in Lagos and Ogun States. Proceedings of the 43rd STAN Annual Conference and InauguralConference of CASTME Africa, 2012, 358 – 366.
[2]. G. O. Esiobu, Gender issues in science and technology education ( Ivowi U. M. O. (Ed) Science and Technology Education for Development, Lagos, Adeccos Education Science Ltd, 2007.
[3]. S.O. Adeyemi, Studies of the effect of aptitude instructional leadership style and Learning Environment on Students Achievement in Physics. Unpublished Ph. D. thesis, University of Lagos, Nigeria 2003.
[4]. S. O. Oraifo, Teaching methodologies in science and technology education, In Education for Development Lagos NERDC Press, 2005, 1 – 24.
[5]. Z. C. Njoku, Nigerian university non- science students' level of scientific literacy as indicator of national readiness of sustainable development. The case of the University of Nigeria, Nsukka. Proceedings of the 43rd Annual Conference of Science Teachers Association of Nigeria, 2002, 69-72.
[6]. C. U. Eze, An investigation into the scientific literacy level of non science students of Nigerian universities: A case study of University of Nigeria, Nsukka. Journal of Science Teachers Association of Nigeria 2003, 38 (1&2) 51-57.
[7]. C. R. Nwagbo, Effects of two teaching methods on the achievement in and attitude to Biology of students of different levels of scientific literacy. International Journal of Education Research, 2006, 216-229. www.elsevier.com/locate/ijedures
[8]. E. A Ayodele, Obstacles to the effective teaching and learning of chemistry at the secondary school level: Curriculum implications for sustainable educational development. In Akale (ed) STAN Proceedings of the 43rd Annual Conference and Inaugural Conference of CASTME Africa. 2002,539 – 542.
[9]. E.E. Achor,. Students' cognitive style, cognitive development and cognitive demands of secondary physics. 2001, Unpublished Ph. D Thesis, University of Nigeria, Nsukka.
[10]. I. O. Osokaya, Effects of videotaped instruction on secondary school students' achievement in History. International Journal of African and African American studies 5(1), 2007.

Paper Type	:	Research Paper
Title	:	Make the laboratory work meaningful through Concept maps and V Diagram
Country	:	Pakistan
Authors	:	Dr. Muhammad Safdar, Dr. Azhar Hussain, Dr. Iqbal Shah, M. H. Tasnim
	:	10.9790/7388-0325560

Abstract: This paper describes how these tools (concept map and V diagram) help in improving the standard of learning in the science laboratory. Most of the countries of the third world like Pakistan rely heavily on the parrot fashion learning of facts in science at school level, hence students cannot understand the concepts and unable to solve the everyday life problems. In the light of the work reported here, these instructional tools help in making the learning more meaningful. This study seeks to contribute to this development by considering how the effective use of these tools can be converted into effective and efficient instructional method, looking specifically at physics. It was found that the concept maps and V diagram help to improve the performance of the students and make the learning more meaningful in the physical science laboratories.

Keyword: Concept map; V diagram; Meaningful learning;

[1]. Alvarez, M.C. (1987). The use of knowledge Vee diagrams as an aid to reading comprehension and problem solving. In D. Lumpkin, M. Harshbarger, & P. Ransom (Eds.), American Reading Forum. vol. 7, 131-140.

[2]. Ausubel, D P. (1966). Meaningful Reception Learning and Acquisition of Concepts in Analysis of Concept Learning. New York: Academic Press.

[3]. Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grane and Stratton.

[4]. Bruner, J. S., Goodnow, J. J., and Austin, G. A. (1956). A study of thinking. New York: John Wiley.

[5]. Cross, A. (1992). Pictorial concept maps-putting us in the picture. Primary Science Review, 21, 26-28. [6]. Driver, R. (1983). The pupil as scientist. Milton Keynes: U.K opens University Press.

[7]. Ebenezer, J. V. & Connor, S. (1998). Learning to teach science: A model for the 21st Century. London: Prentice-Hall International (UK).

[8]. Johnstone, A. H. (1993). The development of chemistry teaching; a changing response to a changing demand. Journal of Chemistry Education, 70(9),701-05.

[9]. Kempa, R.F. (1976). Science Education Research: Some Thought and Observation" Studies in Science Education. 1976.

[10]. Kilshaw, M. (1990). Using concept maps. Primary Science Review. 12, 34-36.

Paper Type	:	Research Paper
Title	:	Degradation in the Standard of Teaching and Learning of Mathematics and Science in Secondary Schools due to Examination Malpractice
Country	:	Nigeria
Authors	:	Chianson, M. M., Otor, E. E.
	:	10.9790/7388-0326163

Abstract: The crux of this paper is the menace of examination malpractice being experienced nationwide in mathematics and science among secondary school students. This evil vice termed examination malpractice has endangered the lives of students, parents, teachers and school administrators. It has corroded the educational system and almost rendering local and standardized examinations inept. This paper has identified some major causes of examination malpractice in Nigeria. There include; poor reading habits, failure of teachers to set questions out of content coverage, emphasis on paper qualification and unpreparedness of students due to laxity in studies.The paper suggested ways by which these ugly trends could be reduced. Among them are mathematics and science teachers should ensure proper coverage of their subjects and security personnel should enforce appropriate rules and regulations that govern all such examinations. The paper recommended that proprietors of schools should provide incentives and remunerate mathematics and science teachers. Government on their part should de-emphasize paper qualification in favour of productivity.

Keywords: examination malpractice, educational standard, productivity, penalty reading habits,

[1] Okunbor, V. (2011, October 30). Falling standard of education in Nigeria. Sunday Observer Online article:

[2] Examination malpractice (nd). Retrieved from education.uniport.edu.ng/…/examination… Online article:

[3] Ugwu, C (2008). The menace of examination malpractice. Retrieved from feathersproject.wordpress.com/…/the-me… Online article:

[4] Atabong, T.A.; Okpala, M.C.; Abonden, A.L. & Essombe, C.E. (2010). Eliminating examination malpractice in Africa with automated test-taking, marking and result printing. Retrieved from www.tribasr.net/ publication.htm. Proceedings:

[5] Odongbo, D.N. (2002). Controlling examination malpractice and irregularities: Uganda national examinations boards' experience. Proceedings of the 20th Annual Conference of AEAA, Arusha Tanzania. Online article

[6] Onyechere, I. (2004). Cheating: A World-wide problem. In "comes at least 33 ways" retrieved from AllAfrica.com. Newspaper online:

[7] P.M.News (2010, May 4). Examination Malpractice: Causes and solution. Retrieved from PMNewsnigeria.com>opinions. Book:

[8] Rubin, D. (2002). Diagnosis and correction in reading and guiding instruction, 4th ed. Boston: Allyn and Bacon.

Paper Type	:	Research Paper
Title	:	A Framework of an Improved Model for Evaluation of Instructors' Performance in Higher Institutions of Learning
Country	:	Malaysia
Authors	:	Aranuwa Felix Ola, Dr. Sellapan Palaniappan
	:	10.9790/7388-0326469

Abstract: The development of an improved and intelligent model for evaluation of instructors' performance in higher institutions of learning especially in the developing countries can be well motivated from three points of view: the recent policies mandating high stakes evaluation of instructors and learning system which are at the forefront of the education reforms agenda, the reasoning behind the degree of difference in the students' academic performance and outcomes, and the quest for an optimal algorithm suitable for predicting instructors' performance. Worldwide national policies on higher education are giving increasing importance to improve the quality of education offered. Consequently, the evaluation of instructors' performance is especially relevant for the academic institutions as it helps to formulate efficient plans to guarantee quality of instructors and teaching learning process. This work is directed at designing a framework of an improved and intelligent instructors' performance evaluation that can evaluate, predict instructors' performance as well as recommend necessary actions to be taken.

Keywords: Conceptual framework, Improved model, National policy, Optimal algorithm, Performance evaluation

[1] O. Adebanjo, Falling Educational Standards in Nigeria. Caleb University Imota, Lagos. Available online at: http://www.ngex.com/news/public/article.php?ArticleID=2178. Niger Exchange News 1. (2012). Retrieved 30th July, 2013.

[2] A. A. Adediwura, and T. Bada ,Perception of Teachers' Knowledge, Attitude and Teaching skills as Predictor of Academic Performance in Nigerian Higher Schools. Educational Research and Review Vol. 2 (7), pp. 165-171, July 2007. ISSN 1990-3839 © 2007 Academic Journals (2007):

[3] O.A. Asikhia, Students and Teachers' Perception of the Causes of Poor Academic Performance in Ogun State Secondary Schools ( Nigeria): Implication for Counseling for National Development. European Journal of Social Sciences. 13(2):229-242. (2010).
[4] L. Bacow, Performance Assessment Models and Tools from Other Sectors: Lessons for Higher Education A Seminar Paper by Harvard Graduate School of Education Cambridge, MA 02138. Retrieved from http://www.gse.harvard.edu/ppe/programs/higher-education/portfolio/performance-assessment.html(2012).