iosr-JRME   Volume-5 ~ Issue-2 ~ March-April 2015

Abstract: The application of the Project Based Learning in order to compromise the student's centered learning, because the students are fully engaged in the learning process, from planning to investigative reporting. The main purpose of this research is to produce the valid and effective Project Based Learning, included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments. The subject of the research is two classes of the eleventh year student of science program in SMA N 1 Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a process of expert validation. The device developed effective learning, average scores and the pretest results posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results of the questionnaire showed no positive response from students so that it can be concluded that the development of project-based learning through a scientific approach is valid and effective.
Keywords: Project Based Learning, the project worksheet, Scientific Methods.

[1]. Kemdikbud, Kompetensi dasar Sekolah Menengah Atas (SMA)/ Madrasah Aliyah (MA) (Jakarta, Kementrian Pendidikan dan
Kebudayaan, 2013).
[2]. Husamah, Desain pembelajaran berbasis kompetensi (Jakarta, Prestasi Pustaka, 2013).
[3]. A. Wiyarsi, Penerapan pembelajaran berbasis projek untuk meningkatkan kemandirian dan hasil belajar, Jurnal of Education, 26 (3),
2006.
[4]. Bachri, Strategi belajar mengajar (Jakarta, Rineka Cipta, 2010).
[5]. Sugiyono, Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan R & D (Bandung, Alfabeta, 2008).

Abstract: The present study attempts to explore the necessary evils of private tuition and its causes, effectiveness of private tuition and the problems on the lives of students. From the results of the research the causes of increasing trend of private tuition are - ineffective classroom teaching and rigid curriculum, heavy stress on academic performance, overcrowded classroom and lack of individual attention, examination oriented school culture, peer influence to join private tuition, an alternative means to help weak students, an alternative means for the students who are not attending regular classes, insufficiency of academic guidance from elders in the family, need for higher academic achievement for competitive examinations and frequent bandhs, general strikes or blockade and other social issues. While studying the problems of private tuition in the lives of the students, the problems are – cultivate a mindset of dependency and culture of rote learning, robbing the thinking power, creativity and problem solving skills, dominate students lives most of the time, no sufficient time for self-study, restrict students leisure times for recreation and other activities, create confusion in the teaching method of the school teachers and tutors, create a serious socio-economic problem among the rich and poor families in the society, join private tuition unnecessarily through pressure from peer groups, family, relatives and society, little time to have nutritious food and it affects physical and mental health. The findings may help to improve the present education system and to enable eradication of private tuition in our society.
Keywords: Education, private tuition, factors of private tuition, problems of private tuition, Imphal, Manipur.

[1]. Raffick Foodun, A. (2002). The Issue of Private Tuition: An Analysis of the Practice in Mauritius and Selected South-East Asian Countries, International Review of Education, Vol. 48 November.
[2]. Hai-Anh Dang and Halsey Rogers F. (2008). How to Interpret the Growing Phenomenon of Private Tuitoring?: Human Capital Deepening Inequality Increasing or Waste of Resource? The World Bank Development Research Group Human Development and Public Services Team.
[3]. Best, J.W. and Kahn, J.V.(1999). Research in Education. Pentic Hall of India, Pvt. Ltd., New Delhi.
[4]. Judith Ireson and Katei Rushforth, (2004). The Nature and Extent of Private Tutoring Points in Education. School of Psychology and Human development Institute of Education, University of London.
[5]. Kwok Lai-yin and Percy, (2004). Emergence of Demand for Private Supplementary Tutoring in Hong Kong: Argument, Indicators and Implication. Hong Kong Teachers‟ Centre Journal Vol.3.

Abstract: This review paper critically analyzed the theories of punishment in the context of Nigerian educational system in analytic philosophical mode. Punishment being an ethical issue rendered philosophers into debate which gave birth to the utilitarian and retributive theories, having common conception but different reasons for punishment. However, it if is justified on ethical and religious grounds that it serves purposes of retribution, reparation, rehabilitation/reformation, deterrence, protection, incapacitation, restoration, condemnation and respect for divine laws. But in Nigeria today, irresponsibility, indiscipline, egocentrism and misconception of "God" and religion give punishment the colour of crime with total disgust; all in the pretext of forgiveness, mercy, magnanimity, kindness, patience and religiosity. This stand extends to educational system as a subset of Nigerian society, where there are issues to which punishment is applicable, like forgery, negligence, sexual and personal harassment, staff irresponsibility, insubordination, examination malpractice, thuggery/cultism and drug abuse. Hence, everyone does as desired to the detriment of law and order, which in turn brought educational system down to its knees, and consequently all sectors are collapsing since they only be sustained with education as the instrument with which Nigeria aspire to achieve its national objectives.

Keywords: Philosophical Analysis, Theories of Punishment, Nigerian Educational System

[[1]. Abdulkareem, A. Y. & Alabi, A. T. (2004). Curbing Examination Malpractice in the University System: A Management Perspective. Retrieved on 26th February, 2015 from https://www.unilorin.edu.ng/publications/abdulkareemay/Curbing%20Examination%20Malpractice.pdf
[2]. Angough, A. U. (2007). Beginning Philosophy. Makurdi: Aboki Publishers.
[3]. Bagudo, A. A. (2004). Philosophical Analysis of Educational Concepts. Ibadan: Sam Bookman Publishers.
[4]. Blackburn, S. (2005). Oxford Dictionary of Philosophy. Oxford: Oxford University Press.
[5]. Edalako, G. (2014).Cultism in our Educational Institutions. Retrieved on 26th February, 2015 from http://www.peoplesdailyng.com/cultism-in-our-educational-institutions/

Abstract: The aims of this study was to determine the effect of teaching methods and locus of control on students' ability to speak in English. This study used an experimental method with 2 x 2 factorial design involving 44 students of class IX SMA 01 Cibinong Bogor, West Java. In determining the sample, the researchers used a technique multi-stage cluster random sampling, ie 22 students as the experimental group were treated by using the Direct Method and 22 students as a control group treated with the use of Grammar Translation Method (GTM). For collecting data, researchers used to test the ability to speak and questionnaire variables for variable locus of control were further analyzed using ANOVA Two Paths and followed by Tuckey test. The findings show that: (1) The ability to speak the students taught by using the Direct Method is higher than those taught using grammar translation method (GTM); (2) Students berlocus of internal control has the ability to ability to speak better than those who berlocus of an external control; (3) Students berlocus of internal control are taught using the Direct Method has a significant difference in the ability to speak with those who taught Grammar translation is by using Method (GTM); (4) Students are taught berlocus of external control by using the direct method is no different with them yag taught using translation Grammar Method (GTM); (5) There is an interaction between teaching methods and locus of control on their speaking ability.

[[1]. Arend, Richard I. Learning to Teach. New York: McGraw Hill Company, 2004
[2]. Aronoff, Mark and Janie Rees-Miller. The Handbook of Linguist.ics. Great Britain: Tj. International, Padstow, Crownwall, 2001.
[3]. Beaugrande, de Alain-Robert. Introduction to Text Linguistics. New York: Longman Group Limited, 1981.
[4]. Berko, Jean Gleason, Psycholinguistics. The USA; Hardcourt Brace College Publishers, 1998.
[5]. Brown, Gillian and George Yule. Teaching the Spoken Language. Great Britain: Cambridge University Press, 1997.
[6]. Brown, H. Douglas, Teaching by Principles, San Francisco State University: A Pearson Education Company, 2001.
[7]. Brumfit, C.J. and K. Johnson. The Communicative Approarch to Language Teaching. Hong Kong: Oxford University Press, 1991.
[8]. Byrne, Donn. Teaching Oral English, Great Britain: Longman Group Ltd., 1976.

Abstract: In this paper, six bands data sets taken from the landsat-7 ETM (Enhanced Thematic Mapper).To determine the changes which occur in Alahwaz marshal during 2000 and 2013. the principal component analysis has been used to detect the changes which occur during the years(2000 and 2013). The unsupervised classification process which is the modified (K-mean) is used to classify the changes occur in the marshal region and the area surrounding it. This type of classification depend on the color and distance between the classes, a hybrid methods which are the principal component analysis with the K-mean which has been implemented to produced the best change detection regions.

Keywords: PCA, K-mean, statistical parameters.

[1]. Sanderson ,R 'Introduction to remote sensing 'New mexico state university. Introduction to Remote Sensing and Image Processing.
[2]. Ali, H.A. (1999). Studying the Flooded Area by Principal Component Analysis of Multi-Temporal Landsat Thematic Mapper Data, College of Science ,Dep. Physics , Al-Nahrain University, Baghdad, Iraq. (MSc, thesis).
[3]. Richardson, M. Principal Component Analysis. Report on May 2009, (http://people.maths.ox.ac.uk/richardsonm/SignalProcPCA.pdf).
[4]. Russ, J. C. The Image Processing Handbook (Third Edition). CRC Press LLC (1999).
[5]. Ilsever, M., Unsalan, C. Two-Dimensional Change Detection Methods, Remote Sensing Applications. pp.71. Springer, London (2012).
[6]. http://www.springer.com/series/10028.

Abstract: The study of mathematics is compulsory in secondary schools in Nigeria because ofthe vital role it plays in the scientific and technological growth and development of the nation. A shortfall in the knowledge of the students in mathematics means that the goal may not be realized, hence the need to improve instructional practices for solving the problem of poor performance in the subject.This study investigated the effects of a formative assessment on mathematics test anxiety and mathematics performance ofsecondary school students in Jos, Nigeria, using a quasi-experimental design. A simple random sample of 110 Senior Secondary two (SS II) students was selected for the study from a population of 2,326 SS II students. Amathematics test anxiety scale and two forms of mathematics achievement test were used for data collection. Data were analyzed using descriptive and inferential statistical techniques. The findings revealed that formative assessment reduced anxiety level and improved mathematics performance of the students. It was recommended that secondary school teachers should be trained and re-trained to update their knowledge in the use of formative assessment for making the teaching and learning of mathematics more interesting and rewarding.

Keywords: Formative assessment, mathematics, test anxiety, performance

[1]. Educational Resource Centre, Jos, Plateau State, Nigeria. WAEC and NECO SSCE results(Jos:ERC, 2011).
[2]. G.O. Obioma, Popularizing mathematical science for technological development. In S.O Ale & L.O. Adetula (Eds.), Reflective and intellective position papers on mathematics education issue( Abuja: National Mathematical Centre, 2005), 126.
[3]. Obono& Adebayo, Teacher and learning of mathematics in Nigeria senior secondary schools. (Heinemann Educational Books (Nig.) Plc, 2005).
[4]. West African Examination Council, Senior School Certificate Examination. Chief Examiners' Report.(WAEC.(2005 – 2010, May/June).
[5]. I. J. Uwadiae, Release of May/June WASSCE results. This day Newspaper of 20/08/2010. Retrieved May 6, 2011 from allafrica.com. Nigeria, Nig, 2010
[6]. F. E. Aburime, Challenges of Universal Basic Education: a quasi-experimental study of the role of manipulative. Journal of the Mathematical Association of Nigeria,33(1), 2007, 135- 140..

Abstract: In this work, we highlight the impact of formative assessment on the learning and the unreliability of the mark for the summative evaluation process. To achieve this study, we distributed to 250 students of the common core sciences, a questionnaire to the representations of the students acquired during their learning situations. The questionnaire covers the main concepts of the courses that have been taught, namely, electric current; electric voltage; quantity of material and molar concentration. After collecting all the answers to the questionnaire, we corrected them. We looked through the summative evaluation for the acquisition of concepts by students and the effect of adjustment of representations on their marks. We put in question the reliability of the marks that we can allocate. Therefore, we distributed photocopies of 50 copies before their correction to 20 secondary school teachers, in order to have more information on systematic errors of the marks, their limit and their reliability. On the light of these results, we can say:

[1]. Zessoules, R. et H. Gardner (1991), «Authentic assessment : Beyond the buzzword and into the classroom», In V. Perrone (Ed.), Expanding Student Assessment, Alexandria, Association for Supervision and Curriculum Development, p. 47
[2]. Bloom, B. S., T. Hastings et G. F. Madaus (1971), Handbook on Formative and Summative Evaluation of Student Learning, New-York, McGraw-Hill Book Co.
[3]. Scallon, G. (2000). Formative assessment. Bruxelles: Oxford University Press.
[4]. J. Weiss (Ed.)( 1991), Evaluation: a communication problem, Neuchâtel, romand Research Institute and pedagogical documentation .(RRIPD), Cousset, Delval.

Abstract: This paper will describe the use of Electrochemical Series Love Cards in practicing memory cognition regarding oxidation numbers for certain ions. The class design as groups' game. The Electrochemical Series – Cation & Anion very importance in answering questions related to Electrochemistry. Lastly, the groups' game results are compared to the Electrochemistry Final Exam (EFE) related to Electrochemistry concepts.

Keywords: Electrochemical Series; Game cards; Memory; Ions Discharged

[1]. Munawaroh, The Effect of Type Stad Cooperative Learning Model, the Way of Learning, And Learning Motivation toward Entrepreneurial Attitudes (A case Study in SMK N I Jombang), IOSR Journal of Research & Method in Education (IOSR-JRME), 3, 2013, 38-44.
[2]. Samuel B. Day & Robert L. Goldstone, The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning, Educational Psychologist, 47(3), 2012, 153-176.
[3]. L. V. Jones, Chapter 8: School Achievement Trends in Mathematics and Science, and What Can Be Done to Improve Them, Review of Research in Education, 15, 1988, 307 – 341.
[4]. Piaw, C. Y., Statistik Penyelidikan Lanjutan (KL, McGraw-Hill M'sia Sdn. Bhd.: 2009), 46.

Abstract: This paper discusses some of the major steps, factors and issues that need to be considered in planning for and implementing distance education programs. Levy explained that The Internet and the World Wide Web , have made the process of obtaining an education without regard to time or location easier for the student. At the same time, they have provided more challenges for the colleges providing this education. In online distance learning, not only does the instruction occur via a computer system, usually over the Internet, but other educational processes occur via the computer as well. These educational processes are student services, training, and support. The transition to online distance learning, primarily driven by social change, is creating a paradigm shift in the way colleges are viewing teaching and learning (Rogers, 2000). Administrators, faculty, staff, and students realize that in order to successfully implement ODL, their colleges will need to reassess their programs (levy,retrieved,Apr,2013).

Key wards: Distance education, program, planning ,accessibility .

[1]. Levy, suzan , Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education , Allan Hancock College,westega.edu,Retrieved ,Apr,2013.
[2]. Berge,Zane L. and Schrum Lynne , Linking Strategic Planning with Program Implementation for Distance Education , CAUSE/EFFECT journal, Volume 21 Number 3 1998.
[3]. A Technical Guide to Teleconferencing and Distance Learning," 3rd edition, Distance Education Planning,www.tesweb.org,Retrieved,Dec,2012.
[4]. Pisel ,Kenneth P, A Strategic Planning Process Model for Distance Education , National Defense University, Joint Forces Staff College,westega.edu,etrieved,jan 2013.
[5]. Willis, Barry, Distance education at a glance, guide 2 strategies for teaching at a distance, Distance education strategies and tools and distance education- A practical guide, university of Idaho.
[6]. Back ground of accessible distance learning , Georgia tech research on accessible Distance education, accessellearning.net, 2006.