iosr-JRME   Volume-4 ~ Issue-4 ~ July-Aug 2014

Abstract: The importance of girl-child education cannot be over emphasized. Hence, this study therefore examined the problems and challenges of girl-child education in kebbi state, with particular reference to Kalgo local government area. The study adopted a descriptive survey research design. The population for the study comprised of all the fifty one (51) primary schools and four (4) secondary schools in Kalgo L.G.A. However, a sample of fourteen (14) primary and two (2) secondary schools was randomly drawn from each of the fourteen communities. Two research questions were formulated, while data collection was majorly through the use of archival data such, checklist/inventory and oral interviews, and analyzed using simple descriptive statistics and tables. The study revealed that, the problems facing girl-child education in Kebbi state is not far from poverty, early marriage, cultural and religious misconceptions. The study recommends among other things that, government, non-governmental organizations, parents, traditional and religious leaders should join hands in the enlightment campaign for the benefits and need to educate a girl-child.

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Abstract: This study was set to assess the level of readiness of primary schools in Birnin Kebbi local government area of Kebbi state-Nigeria, in terms of Personnel and infrastructure, in the implementation of the universal basic education programme of the Federal government. The study adopted a descriptive research design. A sample of thirty (30) primary schools was randomly drawn from the population of a hundred and four (104) Primary schools located in the Local Government Area using stratified random sampling techniques (15 public and 15 private primary schools). Five (5) research questions and two null hypotheses were formulated to guide the study, while the main instrument designed for data collection was a Checklist or Inventory. The statistical analyses were done using simple statistics such as Mean, Percentages and t-test at 0.05 levels of significance. The analysis revealed a high level of readiness in terms of personnel, but infrastructurally, there have been a gross inadequacy in the provision. As such, it was therefore recommended among other things that, there is need for government at all levels, including the private sector and other donor agencies as well as all stake holders in the educational sector to provide the necessary personnel and basic infrastructure to facilitate meaningful implementation.

[1]. Adebola, O.J. (2007). Perceived Impact of Universal Basic Education on National Development in Nigeria. International Journal of African andAfrican Studies, 6(1):56-62, January.
[2]. Adepoju, A. & Fabiyi, A. (2006). Universal Basic Education: Challenges and Prospect; Retrieved on 15th December, 2008 from http://www.informworld.
[3]. Eddy, E.N. & Akpan, M.E. (2009). The Prospect of UBE Programme in Akwa Ibom State, South-South Nigeria; International NGO Journal.4(2):46-49.
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[5]. Ajayi, K. (2000). Universal Basic Education (UBE) Scheme: ''Matters Arising". Convocation Lecture delivered at the 31st Convocation Ceremony of Federal College of Education (Technical), Akoka, Yaba Lagos. April.

Abstract: Tin oxide doped (SnO2:Mn) films have been deposited on glass substrates by pulsed laser deposition.SnO2 is a wide band gap n-type semi-conductor that has a wide range of applications. Mn doped SnO2 semi-conducting transparent thin films were prepared by pulse laser deposition under different doped (Mn) concentration. XRD results showed that the films had polycrystalline nature with tetragonal rutile structure. Furthermore, we have also investigated the Optical Transmission Spectra of the films such as refractive index (n) and extinction coefficient (k). The calculated refractive indexes of the films with various Mn concentrations were in the range of 1.8 to2.1 The extinction the extinction of coefficient, k was found to be very small .The energy gap value was decreased with increasing doping concentration

Keywords: tin oxide ,pulse laser deposition , energy band gap

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Abstract: This study investigated the effects of problem-solving technique on test anxietyand academic performance of secondary school students.The study adopted a quasi- experimental pre-test post-test research method. Four nullhypotheses were generated and tested at 0.05 level of significance. Forty students identified with high anxiety level were selected for the study.The selected samples were grouped into experimental and control groups. ATestAnxiety Scale developed by the researcher and validated was used for the study. The questionnaire was administered to identify students' level of test anxiety before and after the treatment.The experimental group was taken through eight weeks of sixteen sessions of problem-solving therapy. Data collected were analyzed using mean, standard deviation and t-test. The results revealed there was significant difference in the test anxiety levels between groups. Also there was improvement in the academic performance of students in the experimental group who received the therapy. Based on these findings, it was concluded that problem-solving technique is effective in reducing testanxiety levels among students.

Keywords: Problem-solving, anxiety, test,academic performance

[1]. Adeyoju, C.A. (1989). The Relative Effectiveness of Cognitive Restructuring and Study Skills Training on the Adjustment to Academic Failure among a Group of Nigerian Students. Unpublished PhD Thesis, University of Ibadan, Ibadan.
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Abstract: In today's digital era, e-learning and digital classroom solutions are changing the way the subjects are taught in private schools, providing for standardization and enhanced knowledge delivery. A few large companies in India have implemented E learning and digital classroom solutions in India in over 30,000 private schools. The private schools in India are facing acute shortage of good teachers, thanks to the growth in private sector job opportunities and poor salary and job insecurity in private schools. The schools have to compromise and manage with teachers of varying quality and standards. Against this declining standard of teachers, can e-learning and digital classroom solutions help in ensuring effective knowledge delivery to students. This paper will specifically look at effective knowledge delivery through e-learning and digital classroom solutions by teachers at secondary level CBSE (Central Board of Secondary Education) schools in Bangalore. The research is based on two key hypotheses viz., e-Learning and digital classroom solutions help in effective knowledge delivery; e-Learning and digital classroom solutions help the teachers at secondary level in CBSE schools enhance quality of teaching. The research assesses the schools that have adopted e-learning and digital classroom solutions in Bangalore in terms of whether these solutions help in effective knowledge delivery at schools. The study also evaluates the factors of e-learning and digital classroom solutions that help the teachers in enhancing their quality of teaching.

[1]. S. K. Nayak and N. V. Kalyankar (2010).E-Learning Technology for Rural Child Development.International Journal on Computer Science and Engineering, 02(02). 208–212
[2]. D. Aggarwal (2009). Role of E-Learning in a developing country like India.India Com 2009,
[3]. Thakur. A. Kumar and Pallavi (2013). E-Learning: Initiatives in India.Open Journal of Education, 01( 03). 61–63
[4]. D. Mukherjee (2008).E-learning a potential learning solution for rural India- A critical analysis.Conference on Marketing to Rural Consumers IIMK
[5]. S. Anvekar and R. Sugant (2014).E-Learning and Digital Classroom Solutions in Indian Schools: A Study of types and variables for effective adoption.

Abstract: Abstract: Aims and Objectives: To evaluate the levels of cognitive, psychomotor and affective domains in undergraduate, post graduates and super specialty medical students and to identify the domains in which the medical students need improvement. Methods: Cross sectional study: The scores obtained in various methods of evaluation among 9551 under graduates, 657 Post graduates and 317 Super specialty medical students who underwent medical education in 2012 under the Tamil Nadu Dr.M.G.R.Medical University in various methods of evaluation were analysed in this study to determine their cognitive, affective and psychomotor domains and the scores they obtained were analysed in this study. The scores were compared to identify the deficient domains. Results: In this study, it was noted that Grade II score (50-70%marks) was obtained by majority of the students irrespective of the course they study while compared to grade I and Grade III. Among 9551 medical undergraduates, 16.8% were deficient in psychomotor domain and less than 10% were deficient in other two domains and there was no association between domains and scoring marks.. But in contrast, 15.4% post graduates were deficient in cognitive domain and 27.3% super specialties were deficient in affective domain .While comparing domains and scoring marks, significant association was noticed among post graduates (p value 0.000) and superspecialities (p value 0.002). Thus it was proved that undergraduates needed skills to improve psychomotor domain. Conclusion: Undergraduates need skills to improve in psychomotor domain.

Key words: Cognitive, Psychomotor, Affective , domains.

[2]. Nadia M Al-wardy, Assessment methods in undergraduate medical education, Sultan Qaboos Univ Med J. 2010 August; 10(2): 203–209.
[3]. Bodikha P, Effectiveness of MCQ,SAQ and MEQ in assessing cognitive domain among high and low achievers, IJRRMS, 2012,2(4).
[4]. Varun Kohli, Upreet Dhaliwal Medical students' perception of the educational environment in a medical college in India: a cross-sectional study using the Dundee Ready Education Environment questionnaire J Educ Eval Health Prof 2013, 10: 5.
[5]. Pablo González Blasco et al Teaching Empathy through Movies: Reaching Learners' Affective domain in medical education, Journal of education and learning vol-1, 2012.
[6]. McLachlan JC, Whiten SC. Marks, scores and grades: scaling and aggregating student assessment outcomes. Med Edu. 2000; 34: 788-797.

Abstract: The study sought to explore the attitudes of student teachers towards using indigenous languages as medium of instruction in the teaching of Science Subjects in primary schools of Zimbabwe. The aim was to compare the attitudes of student teachers towards the use of English as a medium of instruction and that of ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 classes and to examine the students' attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools. A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class and investigate the student teachers' attitudes in the teaching situation. In addition a descriptive survey research design which used questionnaires and interviews as data collection methods was employed for its usefulness in exploratory studies. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation.

Key terms: Language planning, Language policy, Medium of instruction, language attitudes

[1]. Adegbija, E. 1994. Language attitudes in sub-Saharan Africa: A sociolinguistic overview. Clavedon: Multilingual Matters Ltd.
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[5]. Bamgbose, A. 1991. Language and the nation: The language question in Sub-Saharan Africa. Edinburgh University Press.
[6]. Batibo, H. M. 2005. Language decline and death in Africa: Causes, consequences and challenges. Clevedon: Cromwell Press Ltd

Abstract: The research has endeavoured to highlight the problems of the triglossic relationship of Zezuru, Karanga and other Shona dialects in the speech and writing of Shona language in Zimbabwean schools. It focused on how Zezuru as a high variety Shona dialect has adversely affected the performance of learners writing 'O' level Shona examinations in Secondary school. The current Shona orthography lacks some sounds from other dialects and this makes it incapable of handling adoptives from other dialects and basing Shona writing on one dialect kills the other dialects and in turn the Shona language. The current Shona orthography based on two major dialects, that is Zezuru and Karanga, does not distinguish all the significant sounds that are distinguished by Ndau, Korekore, Manyika and Karanga and hence the Shona alphabet does not recognize and represent other speech forms of other Shona dialects. This linguistic situation coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns, use of Shona in the teaching of practical criticism and grammar and that the government gives value to other Shona dialects. Keywords: Language planning, Triglossia, language policy, medium of instruction, African languages.

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[5]. Chivhanga, E. 2008 Thediglossic relationship between Shona and English languages in Zimbabwean secondary schools.Pretoria: Unisa.