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

Abstract: Education of student character intrinsically can inculcate positive character to position, behavior, and action of student. Purpose of research is to know is Education influence character to attitude change and achievement of student learning in STM Country Manado.Based on calculation correlation peroduc moment to with sample 89 responders according to hypothesis H1 that there is the relation of Education influence character to attitude change and achievement of student learning in STM Country Manado result of its is 0.646 expressed pertained strong.To determine level of variable determinant coefficient determinant coefficient X there is the relation of Education influence character to attitude change and achievement of student learning in STM Country result of his(its 42 % and the rest 58% determined by other variable of which is not checked by writer.

[1] Brownian, Douglas H. 1987. Principle of Language Learning and Teaching. Eaglewood Cliffs, New Jersey: Prentice-Hall,Inc.
[2] Crow, LO. and Crow, A., (1994), Educational Psychology Students, London Rouyledge & Kegan Paul Ltd.
[3] Djalal, MF. 1986. Assessment In Foreign language Teaching. Worse luck: P3T IKIP Malang
[4] Goelman, Daniel. 1995. Emotional Intelligence. New York: Bantam Books.
[5] Hadi, Sutrisno, 1993, Volume Statistic 1-3, Yogyakarta: Andi Offset 19th
[6] Hamalik Oemar. 2001. Learning Teachs Process. Bandung: Earth Aksara.

Abstract: The study investigated supervision as a determinant of public secondary school teachers' effectiveness in Central Senatorial District of Delta State. Seven research questions were raised and answered and seven hypotheses were formulated and tested to guide the study. The study used the correlational research design. A sample of 997 teachers was utilized for the study. The research instrument used for data collection was the questionnaire titled teachers' supervision and teachers' effectiveness (TSTE) questionnaire. The data collected were analyzed using simple percentage for the socio-demographic data and simple regression and correlation statistics for the research questions and hypotheses.

[1] Adediwura, A.A. and Tayo, B. (2007). Perception of Teachers Knowledge Attitude and Teaching Skills as Predictor of Academic Performance in Nigeria Secondary Schools. Educational Research and Review.
[2] Adegboyega, A. (2005). Collected Essays on Nigeria Education. Lagos. Horizon Books.
[3] Adeleke, M.O. (2004). The Principles and Practice of Teaching, Lagos: Basic Books Publishers.
[4] Adu, E.O. Olatundun, S.O. (2007). Teachers' Perception of Teaching Correlates of Students' Academic Performance in Oyo State Nigeria. Essays in Education.
[5] Ajibade, E.S. (1993). The Supervisory Grid: A Practical Guide to Instructional Supervisors in Schools. Ibadan: Emia Publications.

Abstract: The present investigation aims at studying the contribution of the areas related to causes of juvenile delinquency in higher secondary school students of Imphal West District of Manipur. From the results of the research the causes of juvenile delinquency are-personal factors contribute the development of juvenile delinquency, social factor also contributes the development of juvenile delinquency, psychological factors also contribute the development of juvenile delinquency and academic factors also contribute to the development of juvenile delinquency. The findings may help to improve the solution of the problems requires preventive as well as curative measures of juvenile delinquency in our society.

[1]. Best, J.W. and Kahn, J.V. (1999) Research in Education, New Delhi: Prentic-Hall of India Pvt.Ltd.
[2]. Bhargava Mahesh, (1994) Introduction to Exceptional Children Their Nature & Educational provisions. New Delhi: Sterling publishers Pvt. Ltd.
[3]. Kar Chintamani, (1994) Exceptional Children Their Psychology and Education, New Delhi: Sterling Publishers Pvt. Ltd.
[4]. Mangal, S.K. (2002) Advanced Educational Psychology. New Delhi: Prentic Hall of India Pvt. Ltd.
[5]. Rai, A.N. (1992) Juvenile Delinquency Causes and Cure, New Delhi: Indian School Supply Depot.

Abstract: India struggling to come out of the developing nation is undergoing lots of changes. The industrialization and urbanization has already brought a change in the society wherein the women also have started to earn for a living which is not only because of ambition but in order to run their homes. The joint families are breaking and more and more nuclear families are coming into existence. Thus in such changing times it is the children who become the bait of parents struggle and stress. In such conditions the preschools should offer something which provides them more then education. The researcher in this paper has tried to come out with a solution that can provide kids with support, love and care and take care of their social and emotional needs which they can get deprived off.

[1]. Kail., & Robert, V. (2011). Children and Their Development (6th Edition) (Mydevelopmentlab Series). Englewood Cliffs, N.J: Prentice Hall
[2]. Bloom, B.S. (1964). Stability & change in human characteristics. New York: John Wiley.
[3]. Rao, D.B. (1996). Encyclopedia of Education For All Vol.2. New Delhi: APH Publishing Corporation.
[4]. Government of India. (2012). Early Childhood Education Curriculum Framework Draft. New Delhi: Ministry of Women and Child Development.
[5]. Cherness, C., Extein, M., Goleman, D., & Weissberg,R.P.(2006). Emotional Intelligence: What does the research really indicate? Educational Psychologist, 41(4), 239-245.
[6]. Zins, J. E., Weissber, R.P., Wang, M. C., & Walberg. H. J. (2004). Building Academic Success on Social and Emotional Learning: What does the Research Say? New York: Teachers College Press.

Abstract: In this study the investigator tries to understand measure and identify the relationship between scientific attitude and achievement level of science in VIII class Urdu medium minority students. It also proposes to study the influence of some of the personal and demographic variables and identify the causes for variations in scientific attitude and the level of attainment they reach in science education with different family backgrounds. By studying these factors it may be possible to improve the standards in science education by adopting innovations in Science Teaching and suggest remedial measures so as to bring uniformity in science education at secondary level Urdu medium students on par with other media pupil.

[1]. Banner, C.S(Nov-1965) "Socio-economic status and academic achievement of students in high schools" the progress of education. Poona, Vol – XL (4).
[2]. Bhatia, K.K.(1985) "Measurement of evaluation in Education," Prakash brothers (educational publishers) page NO.104.
[3]. Bhatia, K.K.Narang C.L (1989) A first course in principles of education, Prakash brothers (educational publishers) Jalandar.
[4]. Chopra (1966). "Socio – Economic basic background and failure in the high school examinations", journal of educational and psychological measurement Vol.262, Page.495-497.
[5]. Dale R.R. Miller and Miller P.M.(1972). "The Urban and rural back ground of first year university students is relation to their academic performance." British Journal of educational psychology, vol.42.Page 152-158.
[6]. Garrett, Woodworth, R.S.(1966) statistics in Psychology and education, David McKay, Company, INC, New York.

Abstract: Adverse and peculiar situations as impediments to teaching and learning are not created by either the teacher or the learner and so they should be dealt with. Teachers should not resign to fate. English language teachers should cater for them. We cannot wait until all situations are right because they will never be. By implication, languages must be taught in adverse and peculiar situation and that cannot be reversed. This paper gives an exposition on the adverse and peculiar situations in which English language is taught in our schools in Nigeria.

1]. World Bank. Classroom Interaction Study at the Primary and Junior Secondary Levels of Education in Nigeria: A Research Report. 2002
[2]. World Bank. Schools Education in Nigeria: Preparing for UBE: Country Report. 2004
[3]. Adenyaju, T.K. Pre-Convocation Guest Lecture, 2nd June, 2006 F.C.E. Zaria. 2006
[4]. World Bank. Improving Teaching and Learning Through School-Based Teacher Development: A Synthesis of Consultants‟ Action Research Report, Kaduna: UBE and Tee-Kay Educational Consultancy Services. 2004
[5]. Obanya, P. Revitalizing Education in Africa. Stirling-Horden, 2002.
[6]. Olaofe, I.A. Teaching English in second language adverse situations: A solution-based approach. Zaria, Kaduna: Yahaya Ventures, General Printers and Publishers. 2013.

Abstract: The present study examined the comparative strength of direct and indirect relationship among the variables Teaching Competency, Emotional intelligence, Emotional maturity and teaching interest through path analysis. A hypothesized model for teaching competency is developed with other three variables and Model fitting is done through IBM SPSS Amos and uses maximum likelihood to calculate all the path coefficients simultaneously. A path model was developed with emotional intelligence, emotional maturity and teaching interest as a predictor of teaching competency. All fit indexes indicated the model was an excellent fit to the data. The model was able to account for 45% of variance of the teaching competency of the student teachers.

Keywords: Teaching Competencies, Emotional Intelligence, Teaching Interest, Emotional maturity, Path Analysis, Path model,

[1]. Christy Lleras,(2005) Path Analysis, Encyclopedia of social measurement, Elsevier,3. Pennsylvania state University, University Park, USA.
[2]. Ismail , R., Hussein A., & Saw,L.(2012). A factor analysis of teacher competency in technology, New Horizons in Education. 60(1).
[3]. Smit,R. (2014).Individual differences in beginning teachers "competencies – A latent growth curve model based on video data, Journal for Educational Research Online,6(2),21–43.
[4]. Trentham, L.L.,Silvern, S.& Brogdon,R.(1985).Teacher efficacy and teacher competency ratings, Psychology in the Schools, 22(3),343-352. Retrieved from http://dx.doi.org/10.1002/1520-6807(198507)22:3<343::AID-PITS2310220317>3.0.CO;2-0. [5]. Aydin, M.K.,Bavl,B.,Alc,B.(2013). Examining the Effects of Pre-service Teachers‟ Personality Traits on Their Teaching Competencies, International Online Journal of Educational Sciences, 2013, 5 (3), 575-586

Abstract: The service sector is now playing an increasingly important role in the economy of many nations including India. The success of any service industry depends heavily on service quality. Higher educational institutions also represent a crucial component of the service sector hence service quality is crucial to their survival in a competitive marketplace. Measuring service quality in higher education institutions is a challenging endeavor, and many commonly used institutional measures of quality may be of limited importance to students. Moreover, many higher education institutions in India erroneously feel that students are a captive audience and the demand for their educational services is inelastic. This paper draws attention to the fact that as competition intensifies between private, public, and online education providers, this attitude will have to change and they will have to lay greater emphasis on improving service quality.

[1]. Abdullah, F. (2006). Measuring service quality in higher education: three instruments compared. International Journal of Research Methods in Education, 29(1), 71-89.
[2]. Aldridge, S., & Rowley, J. (1998). Measuring customer satisfaction in higher education. Quality Assurance in Education, 6(4), 197-204.
[3]. Alves, H, Mainardes, E. & Raposo, M.(2010).A relationship approach to higher education institution stakeholder management. Tertiary Education and Management, 16(3), 159-181.
[4]. Appleton-Knapp, S. L., & Krentler, K. A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254-264.

Abstract: E-tutoring is emerging as an effective teaching learning intervention to address the prevailing e-learning challenges in the digital age. The author in his previous research paper 'Adaptive Remediation Solutions Design Framework and Implementation for Student Success' has identified the current gap and recommended Learning to learn driven remedial interventions for improving overall learning experience and student success rate. For the effective implementation of Adaptive Remediation Solutions framework, e-tutors need to be continuously monitored and evaluated to teach in the online and blended learning environments. This paper ascertains the need of an effective monitoring and evaluation criteria for e-tutors in the digital age. The monitoring and evaluation criteria emphasizes the importance of learning effectiveness by promoting interactive and effective learning, immediacy behavior by timely and quality pedagogic interventions, learners' engagement by creating conditions to keep learners committed to the learning process and ensuring steady progress towards completion of the course activities and student surveys by implementing effective feed-backward mechanism to continuously improve learning outcomes.

[1]. Cherie Mazer (2012). Online Tutoring: A New Retention and Remediation Solution for Colleges. Retrieved Sep 21, 2015, from http://www.virtual-strategy.com/2012/06/05/new-report-discusses-value-online-tutoring-address-higher-education-retention-and-remedia#ixzz2DY1GBZqE
[2]. Sahiba Pahwa (2013). 21st century educators? You must know these skills. Retrieved Aug 20, 2015, from http://edtechreview.in/trends-insights/insights/259-21st-century-educator-skills
[3]. Bhushan Talwar, Shradha Kanwar, Vijay Mandke (2015). Adaptive Remediation Solutions Design Framework and Implementation for Student Success. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 4 Ver. I (Jul - Aug. 2015), PP 00-00
[4]. Sidhikka Bajpai (2013). Vision : 21st Century Learning, Teaching and Education. Retrieved Aug 25, 2015, from http://edtechreview.in/trends-insights/insights/210-21stcentury-teaching-learning-education

Abstract: ODL provides unlimited choices and has a positive impact on the socio-economic transformation of people through life-long learning skills and learner autonomy. ODL as a philosophy in open learning, as a mode of delivery and as a field of practice is facing a severe threat in terms of its nature of delivery. Due to the large numbers of lecturers from conventional institutions, ODL institutions because of the nature of their operations end up hiring these lecturers as part-time tutors whose training is not deeply rooted in ODL systems of learning and philosophies. Therefore, in an attempt to deliver, the hired tutor normally, consciously or unconsciously, slides back into lecturing against the demands of the ODL which are tutoring and interactivity.

[1]. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New-jersey: Prentice-Hall.
[2]. Barker, R.E. (1995). Educational and Related Concepts. The College Press. (PVT) LTD. Harare.
[3]. Castells, M. (1996). The Information-Age: Economy, Society and Culture: The rise of the network society (Vol.1). Oxford, UK: Blackwell.
[4]. Garrison, D.R. (1997). Computer conferencing: The post-industrial age of distance education. Open Learning, 12 (2), 3 – 11.
[5]. Gunawardena, C.N., & McIsaac, M.S. (2004). Distance Education. Handbook of research for educational communications and technology, 2. 355-395.
[6]. Hawk, T.F. & Shah, A.J. (2007). Using learning Style instruments to enhance student learning. Decision Sciences. Journal of Innovative Education, 5: 1 – 19.

Abstract: This study sought to explore how technology-driven pedagogy can be utilised in order to increase access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU). The study adopted the qualitative research methodology and utilised the case study design. The population of the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming up with the sample. The researchers were the primary research instruments and they utilised Questerviews and Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and analyse research findings.

[1]. Barikor, C.N. (2003). A handbook on distance and open education. Port Harcourt: Sarel Printers and Publishers.
[2]. Benza, T. (2001). Zimbabwe Open University extends the frontiers of tertiary education beyond the traditional boundaries in Zimbabwe. International Journal of Open and Distance Learning, Volume 1 pp. 17- 30: ZOU. Harare.
[3]. Chimedza, R. (2006). New Student‟s Orientation Handbook. Harare. Zimbabwe Open University
[4]. Cohen, L., Manion, L. And Morrison, K. (2007). Research Methods in Education. New York. Routledge
[5]. Commonwealth of Learning (2004). Distance Education and Open Learning in Sub-Saharan Africa: Criteria and Conditions for Quality and Critical Success Factors. Southern African Institute for Distance Education.
[6]. Creswell, J.W. (2007). Qualitative Inquiry and Research Design. London. Fage Publications.
[7]. Croppley, A. J., and Kahl, T. N. (1993). Distance Education and Distance learning: Some psychological considerations. Distance education. London: Croon Helm.