iosr-JRME   Volume-4 ~ Issue-6 ~ Nov-Dec 2014

Abstract: The main purpose of CCE is quality education. That means continuous and comprehensive evaluation aims at the development of the child's intellectual, physical and mental abilities through various experiences gained in and outside the classroom. For that it is important to equip teachers with required skills and competencies of evaluation well with the teaching- learning process. The teacher plays a major role in imparting competency based teaching and skill in evaluation for realising the holistic development of the child.
Keywords: Evaluation, Assessment, Continuous and comprehensive evaluation, teacher competence.

[1]. Aggarwal. J.C. (2005) Essentials of Examination system. New Delhi : Vikash Publishing House Pvt Ltd.,
[2]. Aseefa Mesert (2008), "Analysis of Evaluation System in different Departments at the College of Education". Journal of Indian Education Vol.34, No. 3, PP-106-126
[3]. CBSE (2009) Teacher‟s Manual on CCE, New Delhi: CBSE,
[4]. Cronbach, L.J (1984) , Essential of Psychological Testing, New York; Harper & Row.
[5]. SCERT (2007) Kerala Curriculum Frame work. Thiruvananthapuram State Council of Educational Research and Training

Abstract: Study of mathematics in the 1st year of a three-years Diploma Engineering(Polytechnic) Course is very important as it becomes the foundation for all engineering subjects.In our society it is generally believed that mathematics is a subject for boys. In this paper, the attitude of 1st year students towards mathematics is studied. It is also studied whether there is significant difference in attitude towards mathematics between Male and Female students, or Male and Female students coming from Rural and Urban areas or Male and Female students coming from Private and Government schools.

[1]. Rosaly, "The relationship between attitude of students towards mathematics and achievement",M.Phil.,Edu. Madurai Kamraj Univ. [1]
[2]. D. Swetman, "Rural elementary students‟ attitudes toward mathematics", Rural Educator, 16 (3) 31 Spring (1995) pp. 20-22. [2]
[3]. D. Stipek and H. Granlinski, "Gender differences in children's achievement-Related beliefs and emotional responses to success and failure in mathematics", Journal of Educational Psychology, 83(3) (1991) pp. 361-371. [3]
[4]. E. Fennema and J. Sherman, "Fennema Sherman Mathematics attitude scales instruments", Jour. of Research in Math.Teach., 9(3) (1995), pp.16-22. [4]
[5]. F. Khatoon, "A study of mathematical aptitude among boys and girls and its relationship with interests and vocational preferences at the secondary school level", Ph.D., Edu. Osmania Univ. (1988). [5]
[6]. J. Gill, "Shedding some new light on old truths: Student attitudes to school in terms of year level and Gender",Annual meeting of the American Educational Research association, New Orleans, LA. (April 1994) pp.4-9. [6]

Abstract: This study investigated the effect of using integrating online tools such as games, You Tube and digital storytelling that are embedded in a wiki on students' vocabulary achievements in the foreign language classroom. The sample of this study consisted of 46 female students at the first secondary grade chosen from a public school in Riyadh City, Saudi Arabia. Performance results on pre- and posttests revealed that the experimental group showed a great improvement in vocabulary achievements. The implications of the results were that online tools can help students improve their vocabulary achievements because this suggested way of teaching motivated the students to learn in a collaborative environment, low anxiety between peers, helped them to learn independently and to think critically. The results also revealed that the online tools improved the other language skills. Therefore, it is recommended to examine the effect of using these online tools on the whole language proficiency.

Keywords: integrating online tools, vocabulary achievements, foreign language.

[1]. Chavez, C. (1997). "Students take flight with Daedalus: Learning Spanish in a networked classroom.‟ Foreign Language Annals, 30(1), 27-37
[2]. Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to Computer-Assisted Language Learning. White Plains, NY: Pearson.
[3]. Chen,Y.(2008) The Effect of Applying Wikis in an English as a Foreign Language (EFL) Class in Taiwan. University of Central Florida. ProQuest, 2008
[4]. Cowan, W., Herring, S. D., Rich, L. L., & Wilkes, W. (2009). Collaborate, Engage, and Interact in Online Learning, Successes with Wikis and Synchronous Virtual Classrooms at Athens State University. The 14th Annual Instructional Technology Conference, http://www.athens.edu, March 30 – April 1, 2009, 1-14.
[5]. Davies, G. (2010). "Computer-assisted language education‟ in Berns, M. (Ed.). Concise Encyclopedia of Applied Linguistics. Oxford: Elsevier Ltd., 261-271.

Abstract: Despite many calls from both the government and non governmental agencies, there was still low enrolment level of the female students, poor participation and their frequent withdrawal in schools in Sokoto state. This research was conducted to identify the reasons why they withdrew from schools and the motivating factor for their re-joining schools after a long break. The sample consisted of 300 students who were all females in categories of single, married, divorced and widows, selected randomly from Women Centre for Continuing Education, Sokoto. Fifty other respondents that consisted of teachers of the school, civil servants, NGO's and self employed people.

[1]. Babuga M.B. et al, (2013), Comparative Analysis of Male and Female Students' Performance in Senior Secondary School Mathematics Promotion Examination in Kebbi State, Nigeria. Unpublished Students Research Project
[2]. Dabo M.I (2000), Problems and Prospects of Girl Child Education in Northern Nigeria: An Islamic Point of View, Journal research of Contemporary Education, 8(4), 314 – 321
[3]. Dikko M.D. (2001), Islamic Religion and Women Edcation, Journal Reseach in Education, Vol. 8, page 117-120
[4]. Dukku M.G. (1997), The Problems of Gender Inequality in literacy Participation in Nigeria, Sokoto Educational Review Vol. 4.

Abstract: The paper notes the transformation of cooperative marketing societies, and the shortcomings inherent in the cooperative marketing operations, management which dampen their achievement and potentials to achieve sustainable economic development in Nigeria. The paper therefore, advocates for cooperative marketing and establishment of a cooperative Board/Agency, improved returns on shares, democratic and transparent leadership for cooperative societies to be able to impact significantly on the society for sustainable economic growth and development in Nigeria. Although cooperative societies in Nigeria have impacted significantly on encouraging commercial activities, savings mobilization, communal development and contributing generally to economic growth, they fill the gap created by the absence of marketing and inadequate capital or funds from the surplus-economic-units and urban areas.

Keyword: cooperative, marketing, economic, and development.

[1]. Adaji, I.I (2002). "The Relevance of business Association and Cooperative Societies in Nigeria Economic Development" Unpublished paper. National Institute for policy and Strategic studies NIPSS Kuru Jos. pp 55.
[2]. Adeyeye and Ditto (1980). Essential Information on Cooperative Credit Societies (CTCS/CICS). Ibadan: Dac-print Publishers
[3]. Aryeetey, E. and Huha, M (1991). The informal financial sector and markets in Africa: an Empirical study, Econometic Reform in sub-saharan Africa, ed. By Chibber, A and Fisher, S. World Bank symposium, Washington D.C Pp 121.
[4]. Cuevas and Fischer, (2006). Cooperative Financial Institutions: Issues in Governance, Regulation, and Supervision. © Washington, DC: World Bank.
[5]. https://openknowledge.worldbank.org/handle/10986/7107
[6]. DiBona, J. (2009) Co-op marketing yields more bang for the buck. Retrieved April 29, 2009, from http://www.sandiego.org/article/Media/267

Abstract: This study investigated the causes of poor performance in mathematics among public senior secondary schools students in Azare metropolis of Bauchi state, Nigeria. The study sample was 361 in which 300 were students and 61 teachers which were selected from the population of 5,545. The descriptive survey design was used and questionnaire was used in the collection of data. Frequency and simple percentage were used in the analysis of the data. The findings of the study led to the conclusion that students' negative attitude toward mathematics, anxiety and fear of mathematics, inadequate qualified teachers, poor teaching methods, inadequate teaching materials, overcrowded classes were some of the causes of poor performance in mathematics in the study area. The study also found out that developing positive attitude, motivation and proper guidance toward mathematics, using proper methods of teaching the subject, provision of relevant teaching materials, additional classrooms and furniture, provision of libraries and mathematical laboratories were some of the ways of improving performance in mathematics in the study area. Finally, the study recommended that frequent inter-school competition in mathematics, frequent supervision and inspection by proper authorities as well as enlightenment of parents on importance of children's education should be adopted.

Key words: Poor Performance, Mathematics, Public Senior Secondary Schools, Students.

[1]. Attwood, T. (2014). Why are Some Students so Poor at Maths? Retrieved on 19th October
2014 from https://www.senmagazine.co.uk/articles/articles/senarticles/why-are- some-people-so-poor-at-maths
[2]. Asikhia, O. A. (2010). Students and Teachers' Perception of the Causes of Poor Academic
[3]. Performance in Ogun State Secondary Schools [Nigeria]: Implication for Counseling for National Development. Retrieved on 11th November, 2014 from http://connection.ebscohost.com/c/articles/50743662/students-teachers-perception-causes-poor-academic-performance-ogun-state-secondary-schools-nigeria-implications-couselling-national-development
[4]. CESAC (1982). Nigeria Secondary Schools Mathematics Project. Lagos: CESAC Press.
[5]. Davies, P. J. & Hersh, R. (2012). The Mathematical Experience. Boston:Mifflin Company.
[6]. Edukugho, E. (2010). Federal Government Moves to Tackle Poor Result in NECO, SSCE Exams
Rufai. Retrieved on 9th October, 2014 from http://www.vanguardngr.com/2010/06/fg-moves-to-tackle-poor-result-in-neco-ssce- exams-rufai/

Abstract: Learning is an important psychological construct in academics. Various learning strategies are used and applied by the students and teachers so as to have effective learning and create effective teaching situations. In this paper research was focused to investigate the effective learning strategies in relation to intelligence level. The present study is done at secondary level and across science and arts stream.

Keywords: Learning, Strategy, Intelligence Level, learning strategies.

[1]. Age Diseth (2011), Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences.
[2]. Age Diseth Therese Kobbeltevedth (2010), A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology.
[3]. Aggarwal J. C. (2004), ―Educational Technology-Management and Evaluation‖, Vinod Pustak Mandir, Agra -2.
[4]. Aggarwal J.C., (2004), Psychology of Learning and Development, Shipra Publications.
[5]. Asubel David P., (1963) ―The Psychology of Meaningful Verbal Learning‖, Grune and Stratton, New York.
[6]. Barnett, J.E., Di Vesta, E.J. & Rogozinski (1981) What is learned in note taking ? Journal of Educational Psychology 73, 181—192.
[7]. Bernard, H. W., (1965); ―Psychology of Learning and Teaching‖, McGraw Hill Book Co., New York. Pp539.

Abstract: Parental involvement in efficient education for buildup a strong Nation has been a much discussed concept by parents, teachers and policy-makers alike. In this paper is an attempt to highlight that parental involvement is a complex matter. A parent's role is to support their child's efficient education. Support the schools and be pro active in their child's efficient education for buildup a Strong Nation. Express concerns with the teacher. Be a partner in the schools. Know your child's educational strengths and weaknesses. So the parent can work with their child on the skills they are lacking. The question arises though is parent involvement more than just a "feel good" idea? Does parental involvement really work? The present paper (a) discusses research evidence that indicates the major role parent involvement & school family partnerships play, in improving children's efficient education for buildup a Strong Nation. (b) Improve social & emotional learning & prevention of high risk behavior for buildup a Strong Nation. (c) Indentify the fundamental barriers to meaningful parental involvement in efficient education and (d) The possible ways of overcoming these barriers in efficient education.

Keywords: parental involvement, efficient education, children, fundamental barriers, academic achievement.

[1]. Bloom, J. (1992). Parenting our schools: A hands-on guide to educational reform. Taronto : Little Broan and co,
[2]. Davies, D. 1987 Parent involvement in the public school: Opportunities for administrators. Education and urban society 19(2): 212-221.
[3]. Epstein, J.L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: West view Press.
[4]. Gaitan, C.D. (2004). Involving Latino families in schools: partnerships. Thousand Oaks, CA: Corwin Press.
[5]. Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence. Austin, TX: National Center for family and Community Connections with Schools.
[6]. Henderson, A. 1987. The evidence continues to grow: parent involvement improves student achievement. Maryland: National Committee for Citizens in Education.
[7]. Jackson, K.R., and H.A. Stretch. 1976. Perceptions of parents, teachers and administrators to parental involvement in early childhood program. The Alberta journal of education research 22 (2): 129-139.

Abstract: Since the Universal Declaration of Human Rights was adopted in 1948, efforts have been made by countries (both developed and developing) to universalize primary education. This movement was renewed by the recent Jomtien and Dakar Framework for Action- the Education for All conferences and declarations. In this regard study further found that the quality of schooling was declining due to the factor issues in quality of primary education in backward areas of Jhargram sub-division: ineffective leadership, poor training of teachers, low salary of teachers, limited and often and often ineffective and problematic professional development opportunities for teachers, a focus on quantity rather than quality, a weak economic environment, low participation of parents and commercialization of teacher training colleges.

[1]. Adeosun, O. et al. (2009). Teacher training quality and effectiveness in the context of basic education: An examination of Primary Education Studies (PES) programme in two Colleges of Education in Nigeria. Journal of International Cooperation in Education, 12 (1), 107-125.
[2]. American Federation of Teachers (2002). Principles for professional development. Washington, DC: Author.
[3]. Auger, G. A (1977). Evolution of the concept of basic education in Eastern Africa. Nairobi: Kenyata University.
[4]. Barber, M., & Mourshed, M. (2007). How the world‟s best- performing schools come clientservice/socialsector/resources/pdf/ World_School_systems_final.pdf.
[5]. Barth, R. (1991). Improving schools from within. San Francisco: Jossey-Bass.
[6]. Bogdn, R. C.,& Biklen, S. K (1992). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn & Bacon.

Abstract: Education is a human industry, the more sophisticated it is the more quality products it provides, hence quality Education is necessity for both human and societal development. If we must expect transformation in our political, social, economic and scientific spheres in Nigeria, Quality education at all levels is needed. This paper took a holistic histo-philosophical study of primary education funding in Nigeria. It observed that a lot of lip-service have been paid to this sector of education for long time, in the way of free and compulsory education without adequate human and financial provisions to meet up the demands. The paper further examined the concept of primary education in Nigeria, Historical antecedence of primary education funding from inception.It goes further to take a cursory look at the modalities and sources of primary education funding in Nigeria and the effects of poor funding of primary education in Nigeria. The paper came up with some relevant recommendations

[1]. Abisogun-Alo, O. (2002)‟Problems in the education sector X-rayed" This day Wednesday December 18.
[2]. Adesina, K, et al (1990) (ed) Nigerian Education: Trends and issues. A Publication of the institute of education, University of Ilorin, Ilorin.
[3]. Adeyinka A.A (1993)‟ Crises in Nigeria Education: Issues at stake‟ Nigeria journal of educational foundations.
[4]. Adeyemi T.O (2011) Financing Education in Nigeria: An analytical review department of Educational foundations and Management, University of Adeo-Ekiti. Nigeria.
[5]. Aghenta, J.A (1984) "Towards a systematic approach to primary or secondary education in Nigeria" in Adesina, Segun et al (ed) Secondary education OAU Ile-ife press.
[6]. Akpotu, N .E (1988). "Problem of financing education in Nigeria‟ in P.O itedjere (ed) Currentissues in Nigerian educational system. Benin City: Osasu Publishers.

Abstract: Education is the basic requirement for human development. With education, employment opportunities are broadened and income levels are increased. The development of an individual and the progress of a nation depend on education. The present article tried to understand the differentials and factors associated with school dropouts in India. Based on the data from National Family Health Survey-3, it was found that only 75 percent of the children in the age group 6 to 16 years were attending school. About 14 percent of the children never attended the school and 11 percent dropped out of school for various reasons. It was observed that the dropout was high among the children belonging to Muslim, Scheduled Caste and Scheduled Tribe families.

[1]. Sharma, Ruchita, Shubhangna Sharma and Shipra Nagar, (2007), "Extent of Female School Drop outs in Kangra District of Himachal Pradesh", Journal of Social Science, 15(3): 201-204.
[2]. Choudhury, Amit (2006), "Revisiting Dropouts: Old Issues, Fresh Perspectives", Economic and Political Weekly, December 16.
[3]. Desai, Uday (1991), "Determinants of Educational Performance in India: Role of Home and Family", International Review of Education, Vol. 37, No. 2 pp. 245- 265
[4]. Rao, Mohan, M.J. (2000). "Migration of labour and school dropouts", Social Welfare, 47(6): 26-31
[5]. United Nations Educational, Scientific and Cultural Organization (UNESCO) 1989 and 2007, Statistical Yearbook Paris: UNESCO.
[6]. Lall, Marie, (2005), "The Challenges for India‟s Education System", Chatham House, New Delhi,
[7]. Pratinidhi, A.K., Warerkar S.V and S.G. Garad, (1992), "A study of school dropouts in an urban slum community", Demography India, vol. 21 No.2 pp. 301-305

Abstract: The positive influence of early childhood education on school readiness and the rise in maternal employment have made pre-primary education a norm in many nations, Nigeria inclusive. Most children of 2 to 5 years, especially of working mothers, attend a regulated early education service in Nigeria (Abolarin, 2014). Pre-school services play an important role in child development by giving children an opportunity to engage in a range of educational and social activities. Moreover, pre-school education could have positive influences in children's affective, conceptual and social development in subsequent years (Gormley, Gaver, Phillips & Dawson, 2005). Inspite of these positive influences, various emotional, adjustment and academic problems are noticed in pre-school pupils (Tombowa, 2013). To realize the benefits of pre-school education, this paper discusses the influence of prenatal, home and environmental factors on learning outcomes of pre-school children. Major recommendations made include the need for government to strengthen intensive care services of expectant mothers and the quality control structures of pre-school education to maintain very high standards.

[1]. Abolarin, E.E. (2010). Essentials of developmental psychology: A foundation for teaching.
[2]. Abuja: Petra Digital Press.
[3]. Abolarin, E.E. (2011). Play method/role Play: In teaching and learning process. Nigerian Journal of Educational Productivity and Contemporary Issues, 5(2), 23-37.
[4]. Abolarin, E.E. (2012). Classroom management and discipline in primary schools. Nigerian Journal of Educational Issues, 3(2), 1-7.

Abstract:This research paper is based on the premise that emotional intelligence is required to support the teachers for the purpose of improving their teaching competency. This paper explores the relationship between emotional intelligence and teaching competency of student teachers. The sample consists of student teachers from various colleges of Tamilnadu through random sampling. The Emotional Intelligence Scale –by Upinder dhar, Anukool Hyde & Sanjyot Pethe and Teaching Competency Scale constructed and standardized by the researchers was used to collect the data. Collected data was tabulated and subjected to statistical analysis. The stepwise regression results revealed that there was significant positive relationship between emotional intelligence and teaching competency of student teachers. Furthermore, it was found that among the ten components of EI, two subscales of emotional stability, self awareness and overall EI were positive predictors of teaching competency of student teachers. Key Words: Emotional intelligence, teaching competency, student teachers

[1]. Cooper, R.K. (1997). Applying emotional intelligence in the workplace. Training and Development, 51, 31-33.
[2]. Gardner, L. (2005). Emotional Intelligence and Occupational Stress. (PhD dissertation, Swinburne University, Melbourne, Australia.
[3]. Gibbs, C. (2002). Effective teaching: Exercising self-efficacy and thought control of action. Paper presented at the Annual Conference of the British Educational Research Association,University of Exeter, England.
[4]. Goleman, D. (1998). An EI-Based Theory of Performance, The Emotionally Intelligent Workplace. New York: Bantam Books.
[5]. Gupta,S & Chaturvedi,S.K.(n.d).Research paper on emotional intelligence and work life balance of employees in the Information technology industry. Retrived from : http://ssrn.com/abstract=2395216.
[6]. Hyde.A., Dhar.U.,& Pethe. S. (2001). Emotional Intelligence Scale, Lucknow: Vedant publications.
[7]. Kocoglu,Z. (2011). Emotional intelligence and teacher efficacy: a study of Turkish EFL pre-service teachers, Teacher Development: An international journal of teachers' professional development, 15(4), 471-484, DOI:10.1080/13664530.2011.642647.

Abstract: People with special educational needs find it very difficult to comply with the demands and expectations of society, possibly because of their perceived lack of performance or potential. They are often treated with little or no interest and sometimes sympathy, with nervousness, fear, embarrassment and/or even disgust. This paper discussed the impacts of counselling on people with special needs as well as the challenges facing them in the society and schools. It also discussed concepts of counselling and stressed that the involvement of counselling with special population therefore is to improve and possibly remedy the challenges, facing people with special needs. The educational challenges facing this category of people are quite obvious and they need new strategies in resolving through counselling. The paper concluded by suggesting that trained personnel in counselling, psychology, social work, pastoral counselling, and psychometric analysis should be placed in the school counselling centres to assist the teachers handle people with special needs and learning disabilities.

Keywords: Counselling, People with Special Needs, Learning Disabilities, Special Education

[1]. Atkinson, D., Jackson, M. and Walmsley, J. (1997) Forgotten Lives: Exploring the History of Learning Disability. Kidderminster: BILD
[2]. Akinboye, J.O. (1982). Guidance and Counselling: Strategies and Youth Development. Ibadan: University Press.
[3]. Bulus, I. (1990) Guidance Practice in School, Jos: Ehindero Press.
[4]. Egunjobi, R. A. (2013). Virtual Library for persons with Special Education Needs (ed)
[5]. Denga, D.I. (2009). Orientating Nigerians towards Functional Societal Collaboration and partnerships for achieving the Goals of the Seven Point Agenda: The Guidance and Counselling Perspective. Maiden Distinguished annual lecture of CASSON. Peak Press Ltd.
[6]. Donald, D., Lazarus, S. and Lolwana, P. (1997). Educational psychology in social context. Challenges of developing social issues and special needs in South Africa. Cape Town: Oxford University Press.