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

Abstract: The paper examines the impact of motivation on staff performance and productivity in the university library, using structured questionnaire and interview tools administered on 72 para-professional staff. The study sought to know what their possible motivating factors are and to what extent they can be influenced for higher performance and productivity. The result revealed both the factors and the degree of influence in the following descending order, participation in decision making, job security, challenging work assignment, monetary reward and job incentives. It was evident that their productivity was at its lowest ebb as further inquiry revealed that apart from the mass retrenchment of staff in 2004, only three (4.2%) of the staff were sponsored for training between 2004-2011.Recomendations were made for regular management and staff dialogue in addition to training of staff on new information technologies as their level of backwardness was appalling.

Keywords: Motivation; Performance, Productivity, Personnel.

[1]. Adams, J.S. and Jacobsen, P.R (1964) in Cole, G.A (2004), management, theory and practice: 6; London: book power
[2]. Alamieyesigha, D (2004) this day newspapers, Wednesday, April 7, 2004, PP.29-36
[3]. Akid, J.O (2012) Enhancing productivity in the public services a case study of National library of Nigeria Abuja Infolib journal of library and information science pp137-148
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[5]. Bratton, J and Gold, J.(1999). Human Resourses management: theory and practice. 2; Houndhills (UK): macmillian.
[6]. Cole, G.A (2004). Management theory and practices. 6th ed; London: Book power

Abstract: The study examined the differences between enrolment and completion of students admitted into science, technology, engineering and technology based undergraduate courses in Michael Okpara University of Agriculture, Umudike. The population consists of all students admitted into the university from 2004/2005 to 2005/2006 academic sessions upwards who started graduating from 2008/2009 to 2010/2011. All members of the population were used for the study. Three research questions were asked and three hypotheses tested to guide the study. Percentages were used to answer the research questions while t-test was used to test the hypotheses. Results showed significant differences between male and female students' enrolment, graduation and non-completion rates in STEM disciplines in Michael Okpara University of Agriculture, Umudike. It is recommended that greater attention be given to ameliorate the factors that militate against female participation in STEM.

Keywords – Gender gap, STEM, National Transformation, Women.

[1]. National Science Foundation, Preparing the next generation of STEM innovators: identifying and developing our nations' human capital, 2010. Available at www.nsf.gov/publications/2010/nsb1033.pdf
[2]. H. B. Gonzalez and J. J. Kuenzi, Science, technology, engineering and mathematics (STEM) education: A Primer (USA: Congressional Research Service 2012).
[3]. Indiana Department of Education, Indiana's science, technology, engineering and mathematics (STEM) initiative plan, 2012. Available at www.doe.in.gov. Retrieved on 04/02/201
[4]. A. Osama (1995). Pakistan: Self-Reliance through Science and Technology – An Essay. Retrieved from www.atharosama.com/Documents/ScienceandTechnologyPaper_Draft-AO.pdf on April 26, 2013
[5]. Federal Republic of Nigeria, National Policy on Education. (Abuja: Nigerian Educational Research and Development Council, 2004).
[6]. Federal Republic of Nigeria, Science, Technology and Innovation Policy. Abuja: Federal Ministry of Science and Technology, 2012.

Abstract:Over the years, there is a rampant cry by the general populance in the country on the issue of low standard and students' achievement more especially in senior secondary schools. Senior secondary education is the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18).

[1]. National Science Foundation, Preparing the next generation of STEM innovators: identifying and developing our nations' human capital, 2010. Available at www.nsf.gov/publications/2010/nsb1033.pdf
[2]. H. B. Gonzalez and J. J. Kuenzi, Science, technology, engineering and mathematics (STEM) education: A Primer (USA: Congressional Research Service 2012[1]. Adamu, M. (2001) Funding and management of primary education as the joint responsibility of the three tier of government. Implication for Nigerian primary school teachers on retirement. Seminar paper presented at Kebbi state College of education, August.
[2]. Adesina, S. (1983) Some aspect of school management. Ibadan, Board publications Limited.
[3]. Aremu, A. (1996) secondary school administration in Nigeria. London mark and Balton Book Company.
[4]. Bako, A (2001) The UBE classroom contraception project. A preliminary assesement of Sokoto, Kebbi and Zamfara state experience. Paper presented at the 18th Annual conference of philosophy of education. Association of Nigeria (PEAN) held at Usman Danfodiyo University Sokoto 29th – 31st Oct.
[5]. National Policy on Education (2008). Federal Republic of Nigeria, Abuja NERD press. Nwagu, N. A (1978) Primary school administration Lagos Macmillan publishers, Nigeria.

Abstract: The measurability of the extent at which a child with mental retardation is affected remains one of the most challenging problems in the field of special education, psychology, sociology, and medicine and of such a Public Health issue of concern. Mental retardation is a disability characterized by significant limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social and practical adaptive skills. The study area was Calabar Municipality with an area of 331,551 square Kilometers whose estimated population is 137,165; 70,065 males and 65,098 females. With the view that living an independent life constitutes a great problem to mentally retarded individuals, investigating the impact of perceived deficits in daily living skills on the severity of mentally retarded children was set as a goal. Using Language Adaptation Method (LAM) a structured questionnaire of 25 items was developed and used for data collection among 40 mentally retarded children who were purposively sampled..

[1]. Abang, I. (2005). The Exceptional Child: Hand Book of Special Education. Job: Fab Aniieh.
[2]. Akpa, C. S. (2011). Mentally Retarded Children: Society Misconception. Ibadan: Tranchball Publishing Company.
[3]. Anderson, P. (2012). Development among Children and Chronological Disparity. Toronto: University Printing Press.
[4]. Bode, T. & Logsdon, K. (2003). Aesthetic Limitation in people. In P. P. Chinuanyan. & Strongberry, B. C. (2003) (eds). Cultural Variation among People. London: Millwall Printing Press.
[5]. Bogg, T., & Andrew, A. (2010). Nutrition Limitations and Social Intergration of all people. Copenhagen: University Oxford Printing Press.
[6]. Bogg, T., & Wallace, O. (2009). Preventive Practices against Contamination for the disabled: A guide to promote inclusive society. Copenhagen: University Oxford printing Press.

Abstract: The contribution of Constituency Development Fund (CDF) on the development of education sector in Kenya since its inception in the year 2003 has been critical. Some studies have shown that like any other devolved funds, CDF implementation has faced challenges in its allocation criteria, problem of equity and influence by politicians in its allocation and disbursement. Consequently there is need to assess the awareness and knowledge of the CDF contribution to education development. These factors inhibit the funds effectiveness in achieving its set objectives. The purpose of this study therefore, was to evaluate the management and utilization of Constituency Development Fund on education development in Gem constituency, Siaya District. A survey research design was adopted for the study since one of its merits is that it aids the researcher in collecting original data for the purposes of describing a population which is too large to observe directly

[[1]. Ayacko, A.B, (1995); Siaya District Farmers Groups and Community Support Project (FGCSP) Baseline Survey. Rural Planning Division, Office of the Vice President and Ministry of Planning and National Development, Nairobi.
[2]. Cochran, W.G, (1977); Sampling Techniques, third edition Wiley Series in Probability and Mathematical Statistics-Applied. New York, USA
[3]. Community Watch, April 2008; Fate of 150 Ugenya Bursary Beneficiaries hang in Balance. Legislators on Focus over CDF formation. IssueNo. 2Gay, L.R (1987); Educational Research Competence for Analysis and Application. Ohio Merill Publishers Company.
[4]. Gay, L.R (1987); Educational Research Competence for Analysis and Application. Ohio Merill Publishers Company.
[5]. Institute of Economic Affairs, (2006); Kenyans‟ Verdict: A Citizens Report Card on the Constituencies Development Fund (CDF). IEA Research Paper Series No.7 Kenya National Commission on Human Rights (KNCHR). Published by Institute of Economic Affairs, Nairobi, Kenya.

Abstract: In Kenya, subjects that students choose have a lot of influence on their careers. The Ministry of Education (MOE) in Kenya requires that secondary school students register for a minimum of seven and a maximum of nine subjects when they join form three. These subjects are grouped into various categories including; Sciences, Languages, Humanities, Technicals and Foreign languages. Agriculture is grouped among the many Technical subjects, which students only select one, despite its prospects in several careers like veterinary medicine, zoology, forestry and teaching among others. This situation of subject choice is the same in Uriri Sub-County where several technical subjects are offered in secondary schools. In the recent past, the number of students taking Agriculture has recorded an increase. Due to the key importance of Agriculture in the economy, there is need to maintain this upward trend..

[1] Ajidagba, A. U. (2010). Factors influencing the choice of Islamic studies in the Nigerian secondary schools. Department of Arts and Social Sciences, University of Ilorin.
[2] Atweh, B., Taylor, S., & Singh, P. (2005). School curriculum and cultural community in const-ruction of young people's post-school aspirations. Australian Association for Research and Education (AARE). Parramatta: University of Western Sydney. Retrieved November, 23, 2012 from http://www.eprints.qut.edu.au
[3] Bennars, G.A., Otiende, J. E., & Boisvert, R. (1994). Theories and practice of education. Nairobi: EAEP.
[4] Bery, D. (2004). Career undecidedness of high school students. Retrieved November, 2, 2012 from http:/advisement.unm.edu/transfer_program/advising%2520and%2520career%2520Devpt%for%2520Undecided.pdf

Abstract: La présente recherche est issue d'une expérience d'encadrement tutoral à distance, qui s'inscrit dans le cadre d'un module d'enseignement en Mastère Co-Construit à l'ISET de Radès. Afin d'orienter les travaux non présentiels et de favoriser la collaboration des étudiants, nous avons mis en oeuvre le potentiel de communication qu'offrent les réseaux sociaux pour créer une classe virtuelle, qui nous a permis d'entretenir le dialogue avec les étudiants et de les coacher tout le long de leurs travaux, intégrant ainsi une logique d'apprentissage collaboratif. Notre propos dans cette recherche est d'apporter un éclairage à postériori sur ce dispositif d'enseignement. Ainsi, d'une part, nous évaluons cette expérience à travers une analyse de ses apports et limites, du point de vue des enseignants qui y ont pris part. D'autre part, nous étudions la perception des étudiants qui ont vécu cette expérience pédagogique, quant à la contribution de ce dispositif à leur formation.

Keywords: Apprentissage collaboratif, cercles d'apprentissage, classe virtuelle, encadrement, réseaux sociaux, tutorat.

[1]. B. Charlier, N. Deschryver et D. Peraya, Apprendre en présence et à distance : Une définition des dispositifs hybrides, Distances et Savoirs, 4 (4), 2006, 469-496.
[2]. A.-J Deschênes, L'encadrement-programme aux études supérieures en formation à distance à la Télé-université, Revue de l'éducation à distance, 16(2), 2001, 1-22.
[3]. F. Fontaine, L'encadrement des étudiants de premier cycle : une vision systémique, Bulletin du CEFES, Centre d'études et de formation en enseignement supérieur de l'Université de Montréal, nº 5, 2002, 1- 7.
[4]. D. Abrioux, Les formules d'encadrement, In F. Henri et A. Kaye (éd.), Le savoir à domicile : Pédagogie et problématique de la formation à distance. Sainte-Foy, Québec : Presses de l'Université du Québec, 1985, 179-203.
[5]. P. Gounon, X. Dubourg et P. Leroux, Un modèle d'organisation du tutorat pour la conception de dispositifs informatiques, Revue internationale des technologies en pédagogie universitaire, 1(3), 2004, En ligne www.profetic.org/revue 28
[6]. S. Berrouk et A. Jaillet, Les fonctions tutorales : pour un déséquilibre dynamique, Distances et médiations des savoirs, 2013. En ligne : http://dms.revues.org/206.