iosr-JRME   Volume-5 ~ Issue-5 ~ Sep-Oct 2015

Abstract: The purpose of the study was to determine the students' error in learning mole concept A total of 120 Senior Secondary 2 chemistry students randomly selected from two private schools in Zaria with a mean age of 17 constituted the sample size for the study. The Chemistry achievement tests (CAT) and Mole concept diagnostic test (MDT) were used as the instruments for the study . Diagnostic interview and semi-structured questionnaire were also used to identify at which level students' errors occur in solving problems and the perception of students towards mole concept was that success can be achieved in problem solving with a good grasp of the subject and an above average mathematical ability. The type of error analyzed were based on the modified Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, and encoding error.

[1]. C. Furio, R. Azcona, J. Guisalola and M. Ratcliffe, Difficulties in teaching the concepts of ‗amount of substance' and ‗mole', International Journal of Science Education, 22(12), 2000, 1285- 1304
[2]. A.O. Abijo. Strategies for the Teaching of Mole Concept. Paper presented at the National Chemistry Workshop at the University of Jos, Jos,1984.
[3]. P.A. Eniayeju, Seeking Meaning in Mole Ratio Instruction, Journal of the Science Teachers Association of Nigeria, 26(2), 1990, 93-100.
[4]. A. Tullberg, H. Stroè Mdahl, and L., Lybeck, Students' conceptions of 1 mole and educators' conceptions of how they teach ‗the mole'. International Journal of Science Education, 16(2), 1994,145-156.
[5]. H. Taha , R. Hashim , Z .Ismail, K. Jusoff , and K. Y. Yin, The Influence of Students' Concept of Mole, Problem, Representation Ability and Mathematical Ability on Stoichiometry Problem Solving, WEI International Academic Conference Proceedings,2014,122- 137.

Abstract: The purposes of this research are (1) identifying factor, actor that influences the character learning for elementary school (2) identifying the influence factors for student in manage their money; (3) finding the effective financial literacy learning models; (4) measuring financial literacy learning models effectivity to create entrepreneurship and non consumerist character; (5) Formulate the effective financial literacy learning models. ( Hanya sampai no 3, ini kan penelitian sampai no 3 saja) Using the R & D methods this research conducting in 2 years. The first years to find out the purpose 1 up to 3, the second years to find out the effectively of the models. The research object at Elementary School in Kabupaten Kudus (Kudus Municipality). Model pembelajaran finacial literacy terdiri infut, proses, out put

Keywords: Learning; Nonconsumerist; Elementary School; Entrepreneurship

[1]. Abbeson, Adam 2008; Financial Literacy for Education ; Journal Financial & Accounting, 26/1 (2008) 35–46Emerald Group Publishing Limited
[2]. ANZ; 2004; Making a difference to financial literacy; Australia and New Zealand Banking Group Limited ABN 11 005 357 522
[3]. Bogdan, Robert C,, & Sari Knopp Biklen, 1982; Qualitative Research for education; An introduction to theory and Methods, Boston; Allyn and Bacon, Inc
[4]. Cronbach, Lee, J 1997; Educational Psychology (3rd edition, New York; Harcourt Brace Jovanovich, Inc.
[5]. Cude, Brenda J et al (2006) "College Students and Financial Literacy: What They Know and What We Need to Learn ",Eastern Family Economics and Resource Management Association
[6]. Gall.M.D.,Gall.J.P. and Borg.W.R. 2003. Educational Research. An Introduction. SeventhEdition. Boston: Allyn and Bacon Gunardi,2013 " Materi kuliah Kewiraushaan " ,

Abstract: The purpose of this study to recognize the evaluation of character education and to improve it based on character for elementary school. Using the R & D with qualitative methods paradigm as the research the model will be improved. The elementary school as the first formal education has to plant the good and strong character for the children. Every nation has a good culture as a base for character building. This research will be executed two years, for the first years will recognize the pattern of character learning in elementary school and to improve it based on school culture; The second years will evaluate the effective models which already established in first years.

Keywords: Evaluation; Culture; Character education; Elementary School

[1]. Bartetzko A. 2004. Key competencies, Employability Skills and The New Training Organisation; Knowledge Tree e-journal; http://www.ncver.edu.au/generic.htm. diakses 28 - 10-2008
[2]. Borg, W.R and Gall, M.D.1998. Education Research and Introduction, New York and London: Fort Edition, Longman.
[3]. Bloom et all. 1956. Taxonomy of Educational Objectif: The Clasification of Educational Goals. New York: McKayFigure 1
[4]. Depdiknas. 2003. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Jakarta: Biro Hukum dan Organisasi Sekretariat Jendral Departemen Pendidikan Nasional
[5]. Esti Y Widayanti, 2009. Keefektifan Model Susan Loucks-Horsley untuk Pendidikan Karakter melalui Pembelajaran Sains di Tingkat Sekolah Dasar. Thesis S2
[6]. Hermawan Kertajaya, 2010. Grow with Character: The Model Marketing. Jakarta: PT. Gramedia Pustaka Utama.
http://find.galegroup.com/gps/start.do?prodId=IPS&userGroupName=kpt07047.

Abstract: This study sought to examine the influence of the school head's leadership in the achievement of goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised of all secondary school teachers from Chikomba District in Mashonaland East Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were female and 56 male. All the information was collected through a questionnaire which largely had close-ended questions and two-open ended questions.

[1]. Acheson, A. K. and Gall, M. D. (1986). Techniques in the clinical supervision of teachers:
[2]. Perspectives and in-service application. New York: Longman.
[3]. Anderson, C. (2011). Research in education. London: D.P. Publications.
[4]. Billing, C. L. (2012). Running a school. Great Britain: Gilford Limited.
[5]. Blumberg, C. (2008). Research methods. Boston: Irwin.
[6]. Borg, E. and Gall, R. (2012). Educational research and principles. New York: Longman.

Abstract: This study researched into issues that influence Nigerians living standards on the use of social networks for teaching and learning purposes. A social network is a dedicated website or application which enables learners to communicate with one another by posting information, comments, messages, images and so on. But will learners be able to use it effectively on hungry stomach? In view of this, the meaning and concept of living standards as a factor relating to income, quality and availability of employment, poverty rate, quality and affordability of housing, hours of work required to purchase necessities, gross domestic product (GDP), inflation rate, number of holidays per year, affordable or free quality healthcare, quality and availability of education, life expectancy, incidence of disease, cost of goods and services, infrastructure, national economic growth, economic and political stability, political and religious freedom, environmental quality, climate and safety was revisited. Since these factors have to be adequate to the best of standards in the Country to encourage use of social networks in schools. Based on these relevant conclusion and recommendations were made regarding the issues on this study.

Keywords: Nigerians,Living, Standards,Social, Networks

[1]. Commission, (2014). Commission of Living Standards.
[2]. Freddy, M.(2013). Industrial Revolution and the Standards of Living.
[3]. Growth, (2012). Growth Amidst High Poverty Incidence. www.bglgroupng.com
[4]. HDR, (2013). Human Development Report: The Rise of the South: Human Progress in a Diverse World. Human Development Report Office. United Nations Development Programme. Ibadan: Premium Times. Retrieved from, https://www.premiumtimesng.com/news/140569.

Abstract: This research investigated challenges encountered using CBT by 2015 UTME candidates in Owerri zone one and examined their implications on the test validity. Survey design was adopted. The population of the study comprised 1,006 SSIII students in public secondary schools in Owerri zone one who took 2015 UTME. The sample comprised of 20% of the population selected using stratified random sampling and simple balloting. Seven research questions guided the study. A Likert-type questionnaire was used for data collection. Mean scores were used for data analysis.

[1]. Abubakar, A.S. & Adebayo O, F.O. (2014). Using computer based test method for the conduct of examination in Nigeria: Prospects, challenges and strategies.Mediterranean journal of Social Sciences, 5(2) 47 ISSN 2039-2117 retrieved http://www.nuhafoundationorg/home/biog/bioggingentries/2013/adult changingthemode07.conductingexaminationsinNigeriabuazie#.
[2]. Adebayo, F.(n.d). Candidates list out the advantage and disadvantages for computer-Based UTME Retrieved May, 2015 from www.google.com
[3]. JAMB 2015 UTME Experience (2015). Advantages and disadvantages. Retrieved May, 2015 from http://www.myportalng.com/2015/03/jamb-2015-utme- experience-advantages.html
[4]. Oduntan, O.E, Ojuawo O.O. & Odutan E.A (2015). A comparative analysis of students'performance in paper/pencil test (PPT) and computer based test (CBT) Examination system. Research Journal of Education studies and Review, (I) 24-29. Retrieved May 2015 from www.google.com.

Abstract: The study looked at the relationship between Joint University Matriculation and the performance of students in 300 level, 400 level and 500 level students who were admitted into 6 (Six) Nigerian Universities in 2005. A correlational longitudinal survey design was adopted. A preform was used to collect the data from the students' files. Their cumulative grade point average and JAMB UME and Post UME Scores were collected. The population is made up of 3280 students selected by a combination of stratified and sample random and purposive sampling techniques. Results show that both JAMB UME and Post UME did not predict performance as measured by cumulative grade point averages in the years under study. It is recommended that both examination be maintained.

[1]. Abdullahi, A. (1983). Study of the Predictive value of joint Matriculation Examination (JME) in selected school subjects in Nigeria. Journal of Nigeria Educational Research Association 3(1), 29-34.
[2]. Abdulraman, M.S (1992) placement in higher and tertiary education: Progress and Prospects in B. Ipaye(ed) Education in Nigeria: Past, present and future, (Book in honour of professor AliuBabatunde Fafunwa) (pp 91-112) Ibadan: Macmillian publisher limited.
[3]. Agbonifo and Dimowo (1985).Admissions into social sciences. A case studyof the predictive value of Joint Matriculation Examination at the University of Benin.Journal of Educational Research Association 1 (1), 1-10.
[4]. Ajonuma, J.O. (2004). Predictive validity of pre-requisite Qualifications for Academic performance in the university. Unpublished Ph.d Thesis,Abia State university, Uturu.
[5]. Akanwa, U.N. and Onofeghara, N. (2009).Predictive Validity of University Matriculation Examination and Post University Matriculation Examination. International Journal of Research in Education, 6(1&2) 282-287.
[6]. Akinnawo, E.O (1983). Relationship between Joint Matriculation Board Scores and Students performance at University of Ife, Unpublished B.Sc. Thesis,University of Ife.

Abstract: Truancy is one of the problems affecting teaching and learning in our secondary schools these days. This study investigated the causes of truancy among public senior secondary school students in Azare metropolis of Bauchi state, Nigeria. Descriptive survey design was used and the sampled was 357 which were selected from the population of 5,219 by using disproportionate stratified random sampling technique. A questionnaire was used in the collection of data for this study and simple percentage and frequency were used in the analysis. The study found out that the causes of truancy emanating from the home of the students include helping parents in the household work, looking after young children in the house, lack of recognition by the parents etc.

[1]. Adekunle, E. S. (2005). Truancy among Public Secondary School Students. Implications for Counselling. Retrieved on 20th August, 2015 from http://rjopes.emergingresource.org/articles/TRUANCY%20AMONG%20PUBLIC.pdf
[2]. Chukwuka, C. O. (2013). Truancy among Secondary School Students in Ebonyi South Education Zone. Retrieved on 14th June, 2015 from http://www.doublegist.com/truancy-secondary-school-students-ebonyi-south-education-zone/
[3]. Gesinde, A. M. (2005). Psycho-Social Determinants of Truants Behavior among Senior Secondary Students. Ife Psychologia: An International Journal. 13, (1). Pp 188-199.
[4]. Gosain, N. C. (2013). A Study of the Factors Leading to Truancy among Adolescent Students in District Faridabad. Retrieved on 4th June, 2015 from http://www.iosrjournals.org/iosr-jrme/papers/Vol-1%20Issue-6/B0161319.pdf
[5]. Hopkins, L; Green, J & Burns F. (2011). Absenteeism, Truancy and School Refusal. Retrieved on 10th July, 2015 from http://raisingchildren.net.au/articles/truancy_teenagers.html/context/1126

Abstract: Food security has currently received a lot of attention globally but particularly in the developing countries Since the first World Food Conference of 1974, the main focus has shifted from global and national to household and individual food security and from food availability to food accessibility. However, food insecurity is still a challenge. UN Food and Agriculture Organization estimates that 239 million people in sub-Saharan Africa were hungry/undernourished in 2010. Additionally, Sub- Saharan African countries had an increase in the average prevalence of stunting of children less than five years of age, with the number increasing from 35 million in 1980 to 47 million in 1995. This number is expected to rise to over 49 million by 2015. This study thus aimed to investigate the nutritional status of pre-school children in urban and rural households of Kabarnet division, Baringo district.

[1]. Barrett, C. B., & Maxwell, D. (2007).Food aid after fifty years: recasting its role. Routledge.
[2]. Bhutta, Z. A., & Black, R. E. (2013).Global maternal, newborn, and child health—so near and yet so far.New England Journal of Medicine, 369(23), 2226-2235.
[3]. Black, R. E., Victora, C. G., Walker, S. P., Bhutta, Z. A., Christian, P., De Onis, M., ... & Maternal and Child Nutrition Study Group. (2013). Maternal and child undernutrition and overweight in low-income and middle-income countries. The Lancet, 382(9890), 427-451.
[4]. Fields, K. (2015). Food and Intellectual Property Rights.The Future of Food Tourism: Foodies, Experiences, Exclusivity, Visions and Political Capital, 71, 127.
[5]. G. O. K. (2007). Kenya Vision 2030;A Globally Competitive and prosperous Kenya.Government Printers
[6]. Godfray, H. C. J., Beddington, J. R., Crute, I. R., Haddad, L., Lawrence, D., Muir, J. F., ... &Toulmin, C. (2010). Food security: the challenge of feeding 9 billion people. science, 327(5967), 812-818.
[7]. Grantham-McGregor, S., Cheung, Y. B., Cueto, S., Glewwe, P., Richter, L., Strupp, B., & International Child Development Steering Group. (2007). Developmental potential in the first 5 years for children in developing countries.The lancet, 369(9555), 60-70.

Abstract: The paper examined the effects of government retraining programmes on the fundamental human rights of unemployable school leavers and tertiary institution graduates. The protection offered to such fundamental human rights by self employment that is personality trait prone was also examined. Based on the findings of these examinations, it was recommended that formal sector unemployable school leavers and tertiary institution graduates should shun government retraining and retooling programmes and take rather to employment opportunities arising from their peculiar personality traits, or affective domains. Keywords: self employment; school-leavers; tertiary institution-graduates;fundamental human-rights; human dignity.

[1]. Aderinoye, R.A. (2004). Literacy education in Nigeria. Ibadan: Ibadan University Press. [2]. Amadi, L.E. (1990). Principles of curriculum development.Uyo: Legacy.

[3]. Arikpo, A. (2012). Unemployable school graduates, psycho-pathological disturbances, national directorate of employment retaining and retooling programmes and individual and nationalpeace.International Journal of the Institute for Empirical Research and sustainable Development8 (8) 42-61

[4]. Arikpo, P.A. (2005). Self employment seeking behaviour of graduates in Cross River and River States, Nigeria. An unpublished Ph.D thesis, University of Ibadan.

[5]. Awake August 8, 1991.

Abstract: Purpose: the research was to improve students' motivation and achievement in social subject of class VII/C Junior High School 5 Jombang by using informal cooperative learning model on "kar-karan" game. This action research applied Hopkins design. It included as classroom action research that collaborate the researcher and teachers. Method: This research was designed in two cycles in which each cycle consisted of three meetings. The data were collected by test, observation and rating scale.

[1]. Abdurrahman, M & Bintoro, T. (2000). Memahami dan Menangani Siswa dengan Problem Belajar. Jakarta : Depdiknas.
[2]. Arikunto, Suharjono, & Supardi. (2006). Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.
[3]. Arend, R.I. (2004). Learning to Teach. New York: McGraw-Hill.
[4]. Aunurrahman. (2009). Belajar dan Pembelajaran. Bandung: CV Alfabeta.
[5]. Depdiknas. (2003). Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Depdiknas
[6]. Depdiknas. (2003). Undang-undang Republik Indonesia Nomor 20 Tahun 2002 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas

Abstract: The effect of language tests on teaching and learning is described in language education as "washback". Highstakes public examinations, thus, are often used as tools of control in the school system. Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This paper investigates the kind of relationship between testing and teaching according to teachers' beliefs and perceptions of the introduced exam. To address these issues, the mixed method approach was utilized: questionnaires were distributed to 100 teachers and interviews were conducted with the examination board director and 11 teachers from the same sample surveyed.

[1]. Abu-Alhija, F.N. (2007). Large-scale testing: Benefits and Pitfalls. Studies in Educational Evaluation, 33: 50-68.
[2]. Alderson, I. C. and Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2): 115-129.
[3]. Amengual-Pizarro, M. (2009). Does the English Test in the Spanish University Entrance Examination Influence the Teaching of English?,English studies, 90(5): 582-598.
[4]. Andrews, S. Fullilove, J. and Wong, Y. (2002).Targeting washback-a case study.System, 30: 207-223.
[5]. Chapman, D. W. and Snyder Jr, C. W. (2000).Can high stakes national testing improve instruction: reexamining conventional wisdom. International Journal of Educational Development, 20(6), 457-474.
[6]. Cheng, L. (2005). Changing language teaching through language testing: A washback study.Cambridge, Cambridge University Press.