iosr-JRME   Volume-5 ~ Issue-1 ~ Jan-Feb 2015

Abstract: This review is an attempt to understand the role played by disruptive innovation in higher education in the United States. The theory of disruptive innovation was pioneered by Clayton Christensen originally in the context of industries like automobiles, computers, and steel, but it is being applied now in the context of higher education. The main argument in this review is that while the Harvard model of education is being disrupted by online education and the spurt of two and four year colleges, Harvard remains indifferent to these innovations. The reason for this indifference is explored in terms of the trade-off between scalability and brand-building in expanding higher education within the Ivy League. The fantasy structure of applicants to Harvard is also explored in order to arrive at the paradox of higher education.

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Abstract: This study focuses on the relevance of child-spacing on the academic performance of married women in college of education, Azare. The sample of the study consisted of 201 married women selected through random sampling technique. The instruments of the study were questionnaire and result records. The questionnaire was admistered to the sampled subjects and their end of semester results were collected from the exams offices of the college. It was observed that the level of the acceptance and usage of child-spacing by married women in the college was low. It was also revealed that some factors like belief, husband's influence and culture prevent them from embracing child-spacing. It was observed that child-spacing has a positive impact on their performance in the college because the t-cal of 8.8085 is greater than the t-value of 6.353 at 0.05 and degree of freedom of 199. Therefore, the hypothesis which said that there is no significant difference in performance between married women who embraced child-spacing and those who do not in the college is rejected. The study recommended that husbands, cultures and parents should allow women in the college to use child-spacing, particularly during studies.

Key Words: Child-spacing, Academic Performance, Married Women, College of Education

[1]. Aluko, T. (2005). "Birth Control as a Weapon of Social Injustice: A Feminist Critique". In International Journal of Gender and Health Studies. 3,(102): (pp 18-27).
[2]. Carter, I. (2009). Practical Methods for Spacing Families. http://tilz.tearfund.org/Publications/Find+a+publications.htm. Retrieved on 20th June, 2009.
[3]. Kolo, A. I. (1992). Essentials of Research in Education (A Handbook for Beginning Researchers in Education. Ikeja: Text and Leisure Publishers.
[4]. Mercer, D. L. (2004). Differences Between Older Women Undergraduates When Compared by Marital Status. www.nasadaksu/edu/clearinghouse/Research- Related/purple.pdf. Retrieved on 24th July, 2010.
[5]. Osuide, C. E. (1995). "Family Planning". In Women and Education: A Journal of Federal College of Education Women Association, Kano: 1,(1): (pp 19-22).
[6]. Osuala, (1985). Introduction to Research Methodology. Onitsha: Africa Fab Publishers.

Abstract: This paper identifies the issue of pupils' indiscipline as manifested in some anti-social behaviour among which aggression is one, especially in the primary school for a long time. This paper focuses on the nature of aggression, causation of this detrimental behaviour (aggression). It also touches on the effects of aggression, discussion on the process of controlling it among the individual children in both school and the home and finally concluded with specific recommendations by the authors.

Key words: Problems, Aggressive Behaviour, Primary School, Children

[1]. Ajeagbu, K. J. U. (1999). Instructional Unit in Educational Psychology: Monor Publisher Jos, Nigeria.
[2]. Chauhan, S. S. (2007). Advanced Educational Psychology.(7th Ed.) New Delhi: Vikas Publishing House Pvt Ltd.
[3]. Devries, M. W. & Devries, M. R. (1997). Cultural Relativity of Toilet Training Readiness: A perspective from East Africa. Pediatric 60:170 -177.
[4]. Erikson, E. H. (1973). Separation: Anxiety and Anger Childhood and society. New York: Basic Books.
[5]. Garciacoll, C. & Magnusson, K. (2000). Cultural Differences as a Sources of Development Vulnerabilities and Resources in Shokoff JP, Melsel Hood Intervention 2nd Edition. New York: Cambridge University Press.

Abstract: In recent times, computer-based technologies have become dominant forces to shape and reshape the products and service that university library offers. The application of computer technologies has had a profound impact on the way library resources are being used. The study focused on the use of Internet service by postgraduate students for research in Francis Sulemanu Idachaba Library, University of Agriculture Makurdi. Descriptive survey was used as design of the study. A questionnaire titled Use of Internet Service by Postgraduate Students for Research Questionnaire (UISPSRQ) was used to collect data from a sample of 270 postgraduate students of University of Agriculture, Makurdi.

[1]. Agboola A. T. (2003). Information Technology Potentials For Inter-Library Loan And
[2]. Cooperation. Lagos Journal Of Library And Information Science 1(2), 106-107
[3]. Adeyemi, A. (2014). Increase In Internet Growth The Guardian Newspaper Wednesday, 9th 2014 44
[4]. Ajala, I.O. (2007) Internet Awareness, Accessibility And Use By Undergraduate And Postgraduate Students In Nigeria Universities: A Case Study Of LAUTECH, Ogbomoso, Nigeria. The Information Technologist 4 (2), 147
[5]. Akobundu Dike Ugah, A.D And Okafor, V. (2008). Faculty Use Of A Cybercafé For Internet Access. Library Philosophy And Practice. Available: Http://Unllib.Unl.Edu/LPP/Shariful.Htm
[6]. Al-Ansari, Husain (2006). The Internet Use By Faculty Members Of Kuiat University. The Electronic Library, 26(6):791-803.

Abstract: This research aims to explain the differences between the cooperative learning model of Numbered Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data were collected by using observation, interviews and tests. This research applied T-test for data analysis. The results showed that there is significantly difference on learning achievement of the eighth grade social studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD. The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998, therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together (NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade Student in Social Subject at SMP Negeri 5 Jombang

Keywords: The Cooperative Learning Model on Numbered Heads Together (NHT), Student Team Achievement Division (STAD), Learning Achievement.

1]. Abdurrahman, M & Bintoro, T. 2000. Memahami dan Menangani Siswa dengan Problem Belajar. Jakarta : Depdiknas.
[2]. Arends, Richard, 1997, Class room Intruction and Managamen. New York: Mc Grow hill, Campanies.
[3]. Arikunto, Suharsimi. 2002. Prosedur Penelitian. Jakarta : Rineka Cipta.
[4]. Kagan, Spencer. 2007. Cooperative Learning Resources for Teacher. Jakarta: Intuisi Press.
[5]. Lie, Anita. 2007. Cooperatif Learning. Jakarta : PT Grasindo.
[6]. Musrof, M. 2010. Melesatkan Prestasi Akademik Siswa. Yogyakarta : PT Pustaka Insan Madani.

Abstract: I have been working in the Nani Prathmik School since 5/7/2010 as an English teacher. In my school there are 12 teachers and 400 students. In the village Nani there are maximum numbers of villagers are of the cast rabari and their main business is farming and labouring. In the beginning when I joined the school. I made the students learn English in the std. 6th, 7th & 8th. There I found the students had fear of the English language as it is a tough language, they couldn't read the English properly. And they had very poor vocabulary of English. Shortly they were weak in the Language English. It was the major problem and I was always thinking about it and was discussing with my wife Hiteshvari, she is also an English teacher in the Vidyamandir School.

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Abstract:Nowadays, teaching languages has evolved more than ever. This has been the result of many researches that aimed at simplifying the job of educators and the task of learning. Therefore, in this globalized world there has been an urgent need to see how language can be taught without threatening the native culture. In this respects scholars have haggled to find techniques that can help students develop their cultural awareness. Besides being culturally aware it has been of a great importance to see how language and culture can mingle in a smooth way so that students can be able to think locally (respect their native culture) but work globally in a way thatenables them to see both the positive and negative aspects of cultural differences. They construct their own standpoint by becoming tolerant towards the foreign culture and sovereign to their own.

Keywords: Culture, Cultural Awareness, Education, EFL

[1]. M. Ferguson, The Aquarian Conspiracy. Los Angeles:J.PTarcher, 1980, 17
[2]. R.C. Gardner, & W.E. Lambert, Attitudes and Motivation in Second- Language Learning, Rowley, Mass: Newbury House, 1972, 3
[3]. R. D Lambert,&B. F. Freed, The Loss of Language Skills, Rowley, MA: Newbury House, 1982
[4]. J. H. Schumann, The Pidgination Process: A Model for Second Language Acquisition, Rowley, MA: Newbury House, 1978
[5]. M. Agar, Language Shock: Understanding the Culture of Conversation,Newyork: William Morrow, 1994
[6]. C. Kramsch,Language and Culture Revisited. Paper presented within a series on Language, Culture, and Identity at the UBC Centre for Intercultural Language Studies. Vancouver, Canada, October, 2003, 64

Abstract: The main purpose of this study was to assess the Self Concept among Intermediate students of A.P. Model Schools. In this study, Normative Survey Method was adopted. The participants of the study were 200 Intermediate II year students of ten A.P. Model Schools , Chittoor District, Andhra Pradesh, India in 2014-2015 session. The researchers used Self Concept checklist developed by N. Venkataramana (1976). Its validity and reliability has been well established. Data was analyzed using Descriptive Statistics and Differential Analysis
(t-test). The findings revealed that the subgroups of Intermediate students did not show any significant difference in the five dimensions of Self Concept. Among the five dimensions, the first three are negative dimensions and last two are positive dimensions. A negative relationship was found between the first three dimensions and subgroups where as a positive relationship was found between the last two dimensions and subgroups. Based on the findings, suggestions were made that same study may be extended to A.P. Model Schools of 13 Districts of Andhra Pradesh, other Junior colleges, Degree colleges, PG colleges, Engineering and Medical colleges etc. Different other variables like management, locality, birth order, caste, educational status of father, educational status of mother, size of family etc. can be included.
Key words: self concept, Intermediate students, A.P. Model Schools., standardized tool.

1]. Alice Crow and Lester D. Crow (1962).Child development and adjustments. The Macmillan Company. Canada Ltd.
[2]. Ashok and K. Shivakumar (1986). Self-Concept among institutionalized and normal school children. Journal of Psychology .Vol (20).PP: 34-36.
[3]. Agarwal Y.P. and Brij Bhushan., Self Concept and Scholastic achievement J. Educe. Res. And Extension V-VI, No.2., Oct. 1967.
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[5]. Chapman and Tunmer, Early reading-reading skills and performance-reading self concept and the development of academic self concept- a longitudinal study, J. Edu. Psy.2000, V-92. No.4.703-708 Messy University.

Abstract:The integration of Information and Communication Technology (ICT) into the curriculum has become a necessity worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.

[1]. Collis, B. (1989). Using information technology to create new educational situations. UNESCO International Congress on Education and Informatics, Paris.
[2]. Curran, C., & Saunders, R. (1992). The use of Computer-Based Systems in Resource Management of a Developing Distant Education Programme. In B. Samways, & T. J. Weert, (Eds.), Impact of Informatics on the Organization of Education. Elsevier Science Publishers B.V. Amsterdam.
[3]. Daniels, J. S. (2002). Foreword in Information and Communication Technology in Education: A Curriculum for Schools and Programme for Teacher Development. UNESCO. Paris.
[4]. Government of Kenya (GOK) (2006). Kenya ICT Strategy. Ministry of Communications. Nairobi.

Abstract:This study investigated the effect of using the iPad on children's achievement of Layla kindergarten in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42) male and female children during the second semester of the scholastic year 2013/2014. The sample population were randomly selected using the simple sample selection and then distributed into two groups: the control group (22children) were taught using the traditional method, and the experimental group (20children) were taught using the iPad. An achievement multiple choice test was given to the population of the two study groups, and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results showed the existence of differences with statistical indication (α = 0.05) between the achievement of the experimental group children and those of the control group. The implications of the results are that the iPad can benefit children in improving their language skills in a motivating learning environment. The results were in favor of the experimental group children, which were attributed to iPad teaching method. They showed that there were no statistically differences attributed to the gender variable or to the interaction between the gender variable and teaching method variable. The study was concluded by giving some recommendations and suggestions pertaining to this study.

Keywords: Ipad, Education, smart class unit, Aflaj

[1]. Alsalki,G.(2013) The Effect of Using Ipad on the Achievement of the Ninth Grade Students in the Islamic Education in Jordan, educational practice: University Journal – V. 27 , N.1 – 2 . Pp. 775 -802
[2]. AlFaleh,N.(2012) The Use of Digital Technology in Saudi Arabia, Teachers' College, King Saud University.
[3]. AlTowjri (2004). The Use of Telecommunication Technology. Rochester Institute of Technology. Winter 2004/05.
[4]. Aronin, S, Kim, K. (2013).Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts, Magazine article from Teaching Exceptional Children, Vol. 45, No. 4 ,Pp.34 – 39.
[5]. Brand &Kinash, A(2011) IPads in educational processes, asainefl Vol. 55, No. 7 ,P.23.
[6]. Crichton, S., Stuewe, N., and White, D. (2011). Personal Devices in Public Settings: Lessons Learned From aniPod Touch / iPad Project. Paper presented at the 6th International Conference on e-Learning University ofBritish Columbia Okanagan, Kelowna British Columbia Canada 27-28 June 2011.

Abstract:A model of teaching is also a model of learning i.e., to help learners acquire information, ideas, skill and attitude in meaningful way. The way teaching is conducted has a deep impact on the learner's ability to learn. No model is the best fit for all situations. A successful model creates the necessary environment for facilitating learns. The main aim of the present paper is an attempt for designing successful instructional model. The model contains a three phase instructional system i.e. pre learning session, learning session, post learning session. Keywords: Instructional design, pre learning session, learning session, post learning session.

[1]. Andrew, D. H and Goodson L. A, A comparative analysis of models of instructional design, Journal of instructional Development, 1980.
[2]. Bergman, R and Moore T, Managing interactive video/ multimedia projects, Engle wood cliff, N.J Educational Technology Publication, 1990.
[3]. Disk, Wanel Carey L., The Systeinarz design of instructional New York, Harper Collins, 1978.
[4]. Driscoll, M. P, Psychology of Learning for instruction, Boston: Allyn & Bacon, 1994.