iosr-JRME   Volume-4 ~ Issue-2 ~ Mar-Apr 2014

Paper Type	:	Research Paper
Title	:	Evaluating Competency Enhancement Needs of Lecturers for Quality Teaching and Learning in South-East Universities of Nigeria
Country	:	Nigeria
Authors	:	Akanwa, U. N. & Eluwa, I. O.
	:	10.9790/7388-04220105

Abstract: This study was a quest aimed at evaluating competency enhancement needs of lecturers for quality teaching and learning in South-East universities of Nigeria. Reviewed literatures revealed that there is a steady decline in the quality of university graduates; as such the researchers sought to find out possible inputs that could enhance and guarantee quality instructional delivery in our universities in particular and other tertiary institutions in general. The study adopted the survey research design and randomly sampled 372 respondents from six universities (3 federal and 3 states) who are academic staff.

[1] Boyatzis, R. (1982). The Competent Manager: A Model for Effective Performance. NewYork: John Wiley & Sons. (2)
[2] Eluwa, I. O. & Akanwa, U. N. (2013). Appraising impact of school quality on instructional academy of education, 8, (1), 96-110. (2)
[3] Kakwagh, V. V. (2013). Declining quality of intellectual output in Nigeria‟s tertiaryinstitutions of learning: The underlining existential factors. .Journal of Education and Practice, 4, (11), 34-38.(2)
[4] Oladipo, A., Adeosun, O. & Oni, O. (2012). Quality assurance and sustainable university education in Nigeria, Faculty of Education University of Lagos Akoka –Lagos Nigeria 109-125. Retrieved on 12 September 2013 from aadcice.hiroshima-u.ac.jp/e/research/paper_no9-1.pdf . (2)
[5] Itedjere, P.O. (1997). History of education. Benin City, Nigeria: Osasu Publication.(2)

Paper Type	:	Research Paper
Title	:	Educational Standard of Pregnant Women and Their Response to Safe Motherhood Initiative in Orlu Urban, Imo State
Country	:	Nigeria
Authors	:	Ojinma C.C, Q.N. John-Nwosu
	:	10.9790/7388-04220609

Abstract: It is widely expected and indeed believed that when a pregnant mother has attained a certain level of education, her attitude to issues relating to the pregnancy will be factually informed. It is based on this belief that this work sets out to find out if educated pregnant woman have significantly different attitude to Safe-Motherhood Initiative (SMI) than the less educated pregnant women in Orlu Urban, Imo State. The Exploratory and Descriptive cross sectional survey design was adopted. Questionnaire was designed to elicit the required information based on the research questions and objectives using a 4 point Likert-Scale.

[1] John-Nwosu, Q.N (2011). Attitude of Pregnant Women Towards SafeMotherhood Initiative in Orlu Urban, Imo State. Unpublished M.Sc thesis U.N.N.
[2] Mclaren, S.C (1994). Maternal Safety and Risk Management in Pregnancy. London; Chapman Publishing Co.
[3] Onuzulike, N.M (2006). Issues in Health. Owerri: Mantle Publishers.
[3] Osgood, O. and Tamenbaum, B. (1954). Health Theories and Behaviours in Teenage School Students. Health Education Research Theory and Practice, 21(2).
[4] Udeinya, M. (1995). Safe Motherhood and the Search for improved family Health. London. Allwell Press.
[5] W.H.O (2002). Maternal and Child Care. Geneva: Elserver Pub. Inc.

Paper Type	:	Research Paper
Title	:	Gender Based Violence in Nigeria: The Case of Sexual Harassment in Tertiary Institutions
Country	:	Nigeria
Authors	:	P.E.N. Okoroafor, S.I. Umoh, C.C. Ojinma
	:	10.9790/7388-04221015

Abstract: From the cultural perspective, the practice of gender based violence is predominant in the world societies, especially developing countries like Nigeria. One of the identifiable forms of GBV in schools is sexual harassment or abuse. This activity endangers the girls in school and often times engender poor physical and psychological health, even death: GBV therefore remains an obstacle to girls' education. The paper proceeded through a library or secondary search-methodology. It also attempted to evaluate the school activity and let down intervention mechanisms. The paper concludes with a proposal for the enforcement of available laws and repealing of obsolete ones so as to dismantle all forms of impediments against the development/advancement of girls '/women education in Nigerian institutions.

Keywords: Education, Gender, Sexual Harassment, Tertiary Instructions

[1] Adamoleku, O. (1989), Sexual harassment in campus: A counselor's reflection Nigerian Journal of counseling and development, 4 November, 53-57.
[2] Compulsory, Free. Universal Basic Education Act: 2004 and other related matters. Official Gazette. No 66 Lagos. Vol. 91. 4th August, 2004.
[3] Dey ,E.L, Korn J.S and Sax I.J, 1996. 'Betrayed by the academy: The sexual harassment of women college faculty' Journal of Higher Education, 67(:2).
[4] Federal Government of Nigeria 2003. Universal Basic Education Law. Abuja: Federal Government Press.
[5] Fitzgerald, I. F, 1995. 'Measuring sexual harassment: Theoretical and psychometric advances' Basic and Applied Social Psychology.
[6] FME (2007). Statistics of Education in Nigeria: 1999-2005.

Paper Type	:	Research Paper
Title	:	Science Kits as Resource: Some Pedagogical Considerations
Country	:	India
Authors	:	Dr. Nirupma Jaimini
	:	10.9790/7388-04221619

Abstract: To generate excitement and interest in science through 'hands-on' activities, the role of science kits has long been recognized. However, in the Indian context and in many other developing countries, science kits as a learning aid are being used in a sporadic manner, not holding much fascination for the teacher. The upcoming curricula for teacher education envisage the teacher to be actively involved in the 'development' of learner-centric and contextualized resource material.

[1] A. Sherman and A. L. MacDonald, The Use Of Science Kits in the Professional Development of Rural Elementary School Teachrs, Scienc Education Review,7(3), (2008).
[2] A. L. MacDonald and A.Sherman, Pre-service teachers' experiences with a science education module,Journal of Science Teacher Education, 18, (2007),525-541.
[3] A. L. MacDonald and A.Sherman , Children's perspectives on building science models, Education 3 to 13, (2006).
[4] J. Koch and K. Appleton, The effect of a mentoring model for elementary science professional development, Journal of Science Teacher Education, 18, (2007). 209-231.
[5] D. Goodrum, M.Hackling and L.RennieThe status and quality of teaching and learning of science in Australian schools. Canberra: Commonwealth of Australia, (2001). [6] National Council for Teacher Education, National Curriculum Framework for Teacher Education.,New Delhi,(2010) www.ncte- india.org

Paper Type	:	Research Paper
Title	:	Quality Assurance Issues in the Teaching and Learning of Physics in Secondary Schools.
Country	:	Nigeria.
Authors	:	Agommuoh, P. C. (Dr.)
	:	10.9790/7388-04222024

Abstract: This study which employed a descriptive survey design aimed at investigating quality assurance issues in the teaching and learning of physics in secondary schools in Umuahia Education zone of Abia State. A sample of 79 (seventy-nine) physics teachers was purposively selected. All the physics teachers in all the secondary schools in Umuahia North Local Government Area were used for the study. The research instrument used for data collection was a researchers' developed structured questionnaire of the Likert type. These instruments were faced and content validated by experts of Measurement and Evaluation.

[1]. S. O. Adegbesan, Establishing quality assurance in Nigeria education system: Implication for educational managers. Educational Research and Reviews 2011, Vol. 6(2) pp. 147-151. Available online at http:// www.academicjournals.org/ERR
[2]. E.A. Yoloye . The relevance of Universal Basic Education in the development of primary education system in Nigeria. In: Adepoju, T. L. (Ed) Planning and implementation of Universal Basic Education in Nigeria. Ibadan.2005 Educational industries Nig. Limited.
[3]. O.A.Sofowara Improving the standard and quality of primary education in Nigeria: A case study of Oyo and Ogun States. International Journal for Cross- Disciplinary subjects in Education 2010, Volume 1, Issue 3.

Paper Type	:	Research Paper
Title	:	Utilization of social networks for research by Technical and Vocational Education and Training (TVET) students in South-Eastern Universities in Nigeria
Country	:	Nigeria
Authors	:	M. E. Ikehi, S. P. Paradang, J. Zimoghen
	:	10.9790/7388-04222531

Abstract: The study examined the utilization of social networks for research purposes by undergraduate research (project) writing final year TVET students and was conducted in five South-Eastern Universities, in Nigeria. The study adopted descriptive survey research design and the population was comprised of 250 final year TVET students. The instrument for data collection was a structured questionnaire. Three lecturers from the Department of Vocational Teacher Education University of Nigeria, Nsukka validated the instrument.

1]. Anaekwe, C. M. (2007).Basic research methods and statistics in education and social sciences.Sofie Publicity and Printry Ltd. Onitsha, Nigeria. 978-35100-9-6
[2]. Avril, J.B. (2013). ICTs and TVET. Retrieved 24th November, 2013 from http://www.unevoc.unesco.org/go.php?q=page_ICTs_tvet
[3]. Barry, W. (2001). Computer networks as social networks. Science, 293: 2031-2034.
[4]. Britannica.(2010). Social network Encyclopædia Britannica.Encyclopaedia Britannica Student and Home Edition. Chicago, USA.
[5]. Computerweekly. (January, 2014). Social media: A security challenge and opportunity. Retrieved 28th January, 2014, from http://www.computerweekly.com/features/social-media-a-security-challenge-and-opportunity

Paper Type	:	Research Paper
Title	:	Competencies Required by Technical Drawing Teachers in Technical Colleges
Country	:	Nigeria
Authors	:	Sulaiman Abdulwahab, Akeem Usman
	:	10.9790/7388-04223237

Abstract: The study was motivated by a great concern about the future and continuity of Technical Drawing in all tiers of society and our education system particularly in technical colleges. The concern stemmed from poor performance, low and declining skill practice in performance and in NABTEB Examination. Pertinent questions and doubts were raised on the required competencies of Technical Drawing Teachers currently teaching Technical Drawing in technical colleges. The study is therefore on competencies required by Technical Drawing Teachers in Technical colleges using Bauchi and Gombe States of Nigeria as a frame of reference.

[1]. Aina , O. (2006). Relevavce of secondary education business and technical qualifications as admission requirements into tertiary institution. NABTEB Newsletter, July, 2, (f), (2). 4-6 and 8, h a, 8,(X)(1). Federal government to accord priority 10 technical Vocational education. Punch Newspaper, August, 25.
[2]. Apagu, V.V. (1997). In-service needs of building technology teachers of secondary schools in Adamawa State. Unpublished Ph. D Thesis, University of Nigeria, Nsukka.
[3]. Federal Republic of Nigeria (FRN) (2004). National Policy on Education (Revised Edition) Lagos. National Education Research and Development Council (NERDC) press.
[4]. Gall, M.D., Gall, J.P., & Borg, W.R. (2007). Educational research: An introduction. (8th Edition). New York: Person Education, inc.
[5]. Goetsch, D. L., Chalk, W. S., Nelson, J. A. and Rickman, R. L. (2010). Technical drawing and engineering communication (six edition). New York: Delmar Cengage Learning Publishers.

Paper Type	:	Research Paper
Title	:	An Exploratory Study of Vocabulary Learning Strategies of Moroccan University Students
Country	:	Morocco
Authors	:	Salma Seffar
	:	10.9790/7388-04223845

Abstract: The present study investigates the use of vocabulary learning strategies used by 124 Moroccan university students of English as a foreign language, 60 males and 64 females with a consideration of gender and proficiency. Strategy use is assessed through the SILL*(Oxford, 1990), and proficiency is determined by the subjects' study level. The findings are that the reported frequency of strategy use is moderate overall, with the students reporting most frequent use of compensation strategies and least of affective strategies. Female students show more frequent use of all six categories than male students

[1] R.L. Oxford, Language learning strategies: what every teacher should know (Boston, Newbury House, 1990).
[2] J.C. Richards, The role of vocabulary teaching, TESOL Quarterly, 10(1), 1976, 77-89.
[3] M. H. Long and J.C Richards, Second language vocabulary acquisition (Cambridge, Cambridge University Press, 1997).
[4] P. Meara, The study of lexis in interlanguage, A. Davies, A. Howart, and C. Criper (Ed.), Interlanguage, (Edinburgh, Edinburgh University Press, 1984) 225-235.
[5] E. Levenston, Second language acquisition: issues and problems, Interlanguage studies bulletin, 4(2), 1979, 147-160.
[6] S. Gass, Second language vocabulary acquisition, Annual Review of Applied Linguistics, 9, 1988, 92-106.

Paper Type	:	Research Paper
Title	:	Productivity of Trainers Seen From Achievement Motivation, Creativity and Working Climate
Country	:	Indonesia
Authors	:	Kohar
	:	10.9790/7388-04224650

Abstract: This study aimed to determine: (1) The direct effect of achievement motivation of trainer on creativity of trainer, (2) direct effect partially or simultaneous achievement motivation and creativity of trainer on working climate, (3) direct effect partially or simultaneous achievement motivation of trainer, creativity of trainer and working climate of trainer on productivity of trainer and (4) indirect effect on the productivity of motivation and creativity trainers through the work climate. The study was conducted using quantitative methods with descriptive research and associative. The population of this study are all trainers at Center of Development and Empowerment for Teacher and Education Personnel (PPPPTK) Medan, PPPPTK Bandung and PPPPTK Malang with number 276 people. To determine the sample used Slovin formula thus obtained a sample of 75 people . The instrument used to collect the data was a questionnaire with Likert scale. The data analysis technique used is descriptive techniques and path analysis techniques. The results of this study indicate that: (1) Achievement motivation of trainer direct influence on the creativity of trainer by 55.2 %, (2) Achievement motivation of trainer and creativity of trainer partially directly influence on the working climate of 20.5 % and 16 %. While the simultaneous achievement motivation of trainer and creativity of trainer provide a direct influence on the working climate at 63.3 %, (3) Achievement motivation of trainer, creativity and working climate directly affect the productivity of trainer partially 6.1 %, 11.6 % and 12 %. While the simultaneous achievement motivation of trainer, creativity and working climate gives a direct influence on the productivity of trainer at 72.6 %; (4) In addition to the direct effect, achievement motivation and creativity also indirectly affect the productivity of trainers through the working climate, respectively amounted to 2.5% and 1.9 %.

[1] Head of the Institute of Public Administration Regulation No. 3 of 2010 on Technical Guidelines for Functional Trainers and credit figures.
[2] Regulation of the Minister of State for Administrative Reform No. 14 of 2009 on the Functional Trainers and credit figures.
[3] Ali Yassin et al. , 2012. Employees Working Conditions and Productivity in Manufacturing Companies in Sub- Saharan African . International Journal of Educational Research Vol 2 , No.2, October 2013.
[4] Robbins , Stephen P. and DeCemzo, David., 2003. Fundamentals of Management Essential Concepts and Applications. Fourth Edition . New Jersey: Pearson Prentice Hall.
[5] Anoraga , Panji. , 2005, Work Psychology . Jakarta : Rineka Reserved.

Paper Type	:	Research Paper
Title	:	Teacher Empowerment in Education Practice: Strategies, Constraints and Suggestions
Country	:	Kenya
Authors	:	Kimwarey M. C.; Chirure H. N.; Omondi M.
	:	10.9790/7388-04225156

Abstract: Education is a gradual process through which individuals acquire general to specific knowledge, skills, information and attitude from educators that would enable them develop powers of reasoning and judgment in their everyday experiences. This makes it an empowerment process as individual over time attain rightful status in the society. It is in this that the role of the teacher may not be overlooked but rather be emphasized as they remain to be the main contributors towards student learning. But for educators to be able to accomplish this noble task they need to constantly learn, unlearn and relearn in order to gain more knowledge, skills and right attitude towards their role. This entails empowering themselves with the right knowledge, skills, attitudes and development of competence that would enable them respond adequately to challenging and demanding needs of the modern society. This demands that empowerment be a continuous process where individuals are developed, a journey where people gain lifelong experiences which would enable them exercise power over their own practices and circumstances. As a result of this, educators are therefore expected to respond adequately to the pressing and dynamic demands of the modern world, those of the educational community, to act professionally and be able to use their expertise to guarantee successful education process for our youth. It is for this reasons that the writers of the paper looks into why we need to empower teachers amidst their busy and demanding task, strategies the school management as well as individuals may use to empower themselves and possible constraints that may hamper the empowering process. It is our hope that this will shade light on the importance of empowerment and strategies to be utilized in the 21st century where there is a paradigm shift on the role of the teacher.
Keywords: Education, teacher empowerment and response, challenges and prospects.

[1]. Conway, J., A. &Calzi, F. (1995).The dark side of shared decision making.Educational Leadership, 53(4), 45.
[2]. Foster, K. (1990). Small steps on the way to teacher empowerment.Educational Leadership, 38-40.
[3]. Hallinger, P., & Richardson, D. (1988). Models of shared leadership: Evolving structures and relationships. Urban Review, 20(4), 229-245
[4]. Harpell, J. V., & Andrews, J. J. W. (2010). Administrative leadership in the age of inclusion: Promoting best practices and teacher empowerment. Journal of Educational Thought, 44, 189-210
[5]. Irwin, J. W. (1996). Empowering ourselves and transforming schools: Educators making a difference. Albany, N.Y: State University of New York Press.

Paper Type	:	Research Paper
Title	:	Children's Attitudinal Dimensions of Living Things: Some Implications for Environmental Education
Country	:	India
Authors	:	T. Geetha
	:	10.9790/7388-04225766

Abstract: The Environmental Education may be considered to be an approach to education which incorporates considerations of environment rather than being a separate part of education .In other words environmental approach aims to evolve an environmental ethics i.e. a balanced way of thinking, feeling and acting towards the environment. A well articulated international initiative emerged in Tibilisi Conference,1977 put forth a set of objectives of EE to take care of awareness, knowledge, attitude, skills and participation. This study explored the children's attitude towards living things in their immediate environment or those concerned them. With appropriate theoretical and empirical analysis, it is concluded that the egalitarian view of the children where all creatures were equal and have similar rights in the world was strong. Many children were found demonstrating humanistic, moralistic, naturalistic and aesthetic attitudes towards living things.
Key words: environment education, attitude development, attitude scale, egalitarian and humanistic views.

[1] Barney, E.C., Mintzes, J.J., and , Yen Chiung-Fen. Assessing Knowledge, attitudes, and behavior toward charismatic megafauna; the case of dolphins, Journal of Environmental Education, 2005, 36(2), 41-55.
[2] Best, J.W, and Kahn, J.V., Research in Education(Ninth edition), New Delhi, Prentice-Hall of India Pvt. Ltd.
[3] Brumby, M.N. Students‟ perception of the concept of life, Science Education, 66(4), 613-622
[4] Caravita, S., and Falchetti, E. Are bones alive? Journal of Biological Education, 2005, 39(4), 163-170
[5] Cohen,L., Manion, L., and Morrson, K. (2000). Research methods in education, London: Routledge Farmer.2000.

Paper Type	:	Research Paper
Title	:	Stress Coping Ability and Achievement in Chemistry of Higher Secondary Students of Cuddalore District
Country	:	India
Authors	:	C. Arul Joseph Raj, Dr. P. Ganesan
	:	10.9790/7388-04226770

Abstract: Stress coping Ability prevents stress related problems and promotes personal growth. Training of certain Abilities such as problem solving and social support, Emotional support would prevent stress and enhance coping Abilities. Invigilator collected data from1200 students of Cuddalore District including Government and private schools. it was found that Stress coping Ability of Higher secondary Students is high, but the Achievement in Chemistry is little above average. There is significant difference in Stress coping ability and Achievement in Chemistry of higher secondary students as well as in subsamples. This study suggests that there must be improvement in the Achievement of Chemistry among the Higher Secondary Students. Higher secondary students have different mechanisms to cope with stress. Meditation and recreation like games and other extracurricular activities may be included in the school. For both the achievement and stress coping teachers and parents must help the students.
Keywords: Stress coping Ability, Achievement in Chemistry and meditation.

[1]. Junichi Kitahara (2001) Influence of stress coping on mental health in University students Dept. of Psychiatry, Fukuoka University school of medicine : 28(4) 183-193
[2]. Znanstveni empirièno (2010) Coping with stress and cognitive interference in student teachers performance as important factors influencing their achievement
[3]. Rose Wong, (2011) Stress and coping university of california, berkeley school of social welfare sw 210a
[4]. Brett K. Steadman (2011) A Short Stress Coping Intervention In Female Collegiate Student-Athletes Utah State University Logan, UT
[5]. Laurie Fields, (1998) Coping and adjustment during childhood and adolescence University of South Carolina USA.