iosr-JRME   Volume-5 ~ Issue-6 ~ Nov-Dec 2015

Abstract: The study investigated undergraduates' ratings of 21st century transferable competences necessary for their career development as well as their current proficiency level in the competences. Three hundred and forty-six final year students (2014/2015 session) drawn in clusters from Science, Technology, Engineering and Mathematics (STEM) and Business/Management inclined disciplines in Michael Okpara University of Agriculture Umudike and Abia State University Uturu were used for the study. The study adopted a descriptive survey design. The Undergraduates' 21st Century Transferable Competences Scale (U21S) consisting of 18 Likert-type items was used for data collection.

[1]. J. Arulmani, A. J. Bakshi, F.T.L. Leong, and T. Watt, The manifestation of career: Introduction and overview, in G. Arulmani, A.J Bakshi, F.T.L. Leong and T. Watts (Eds), Handbook of career development: International perspectives. (New York: Springer - science and Business media 2014).
[2]. Organization for Economic Co-operation and Development. Definition and selection of key competencies: Executive summary. Paris: OECD, 2005. Available at www.oecd.org/dataoecd/47/61/35070367.pdf.
[3]. K. Ananiadou, and M. Claro, 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, (Paris: OECD Publishing, 2009). Available at http://dx.doi.org/10.1787/218525261154
[4]. National Research Council. Assessing 21st Century Skills: Summary of a Workshop. J.A. Koenig, Rapporteur. Committee on the Assessment of 21st Century Skills. Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. (Washington, DC: The National Academies Press 2011).

Abstract: Oral production in a foreign language is a very challenging task that requires certain linguistic skills as well as strategic competence. Vocabulary knowledge proves to play a crucial role in interactional situations. However, few studies have investigated how both EFL teachers and learners view and analyze situations in which learners are not producing enough spoken language in class, and the reasons behind them. The present study will pinpoint the significant role of lexis in Moroccan learners speaking production. To this end, forty EFL teachers and two hundred Moroccan high school students are surveyed and interviewed to reveal their perceptions of the speaking skill and the corresponding high significance of lexis in this instance. Results show that both teachers and learners identify vocabulary deficiency as the main factor behind students' inability to speak English

[1] Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: putting it in context. In T. Huckin, M. Haynes & J. Coady (Eds.), Second Language Reading and Vocabulary Learning (pp. 3-23). Norwood: Ablex Publishing Corporation.

[2] Coady, J. (1997) and Huckins, Th. (1997). Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press.

[3] Levelt, W. (1994). Speaking: From intention to articulation. Cambridge, M.A.: MIT Press.

[4] Bygate, M. (1987). Speaking. New York, N.Y.: Oxford University Press.

[5] Levelt, W. (1989). Speaking: From intention to articulation. Cambridge, M.A.: MIT Press. [6] Halliday, M.A.K., and R. Hasan. 1976. Cohesion in English. London: Longman

Abstract: As documented by Ndamba, Lunga and Musarurwa, (2013) gender based violence (GBV) is one of the key drivers of HIV, high mortality rate, crime and other non-conforming behaviours. The purpose of the study was to investigate the psychosocial drivers of GBV in Matabeleland South. The study employed both quantitative and qualitative methodologies. The quantitative aspects included questionnaires that were administered to women of child bearing age, whilst the qualitative aspect involved secondary data review, interviews of key informants and focus group discussions. The population of man, women, and youths was used to make reasonable inferences on the issues fuelling GBV in Matabeleland South. Purposive and random sampling techniques were used to identify the ideal participants for the survey.

[1]. Damba, G., Lunga, W. & Musarurwa, C., 2013, 'Awareness campaigns as survival tools in the fight against gender-based violence in peri-urban communities of Bulawayo in Zimbabwe', Jàmbá: Journal of Disaster Risk Studies 5(2), Art. #83, 5 pages. http://dx.doi. org/10.4102/jamba.v5i2.83. (Accessed 20 April 2013).
[2]. Zimbabwe Demographic and Health Survey 2010-11. http://countryoffice.unfpa.org/ zimbabwe/ drive/2010-11ZDHSPreliminaryReport-FINAL.pdf. Accessed 23 May 2012.
[3]. UNFPA Zimbabwe (2011). Zimbabwe committed to end gender based violence. Available from: http://countryoffice.unfpa.org/zimbabwe/2011/11/28/4281/zimbabwe_committed_to_end_gender_based_violence/. Accessed 22 May 2012.
[4]. The Herald (2011). The key to end gender-based violence is social change. Harare: Zimpapers
[5]. Kira, I., 2004, 'Assessing and responding to secondary traumatisation in the survivors' families', Torture 14, 38–45.

Abstract: The study sort to evaluate the barriers to access to reproductive health services for women in Matabeleland South. The study was premised on the Health Belief Model (HBM) formulated by Hochbaum, Kegees, Leventhal and Rosenstockof 1974 cited in Chiremba and Maunganidze (2004). They propound that the HBM has 3 main components, namely individual factors, modifying factors and likelihood of action. They infer that, an individual's attitude determines how she/he engages in certain behaviour. Conducted over 21 days, the study employed both qualitative and quantitative methodologies.

[1]. Chiremba, W. and Maunganidze, L. (2004). Health Behaviour. Harare: Zimbabwe Open
[2]. University
[3]. World Health Organisation, UNICEF, UNFPA and The World Blank, (2010)Trends in the Maternal Mortality 1990-2010. Available from: http://www.unfpa.org/webdav/site/global/shared/documents/publications /2012/Trends_in_maternal_mortality_A4-1.pdf. (Accessed on the 17 July 2012).

Abstract: Space plays an outstanding role in printed hanging textile design, as it represents the formative design surface and participates in positive formation of the relationships between the rest of design elements. Moreover, space can be divided in a conscious way according to the regular bases or in unconscious way by which the designer imagine space as his own world where he could establish his own lines and shapes in symbolic way. However and overthrows reconciled intellectual, mental and aesthetic visions. Moreover, as a vital design element, the importance of space includes its size will affect both of the designer and recipient, space shape and colour.
Keywords: Space; Design Elements; Space Part

[1] G.Coiler, forwarded by sir Herbert Read ,form, space and vision, Prentice-Hall publisher, , New York, 1963,p 30 [2] R.Arnheim, Picasso's Guernica, London, 1962, p 124, ISBN (978-1127428427).

[3] A.Riyad, composition in plastic arts, Arab renaissance publisher,Cairo, 1977, p167.

[4] Mohamed, Spacein Islamic arts, Majdalawi Publisher, Jordan, 2008, p135, p135 ISBN (978-9957-02-319-5).

[5] D. Preble and S.Preble, Artforms, Hasher Row Publisher, 3edaddition, New York, 1985, p80, ISBN-13: 978-0060452681 [6] S.Abdelghani, Space in Plastic Arts, Supreme Council for Culture, cairo,2007, p5 ,6 ISBN (977-437-422-3)

[7] E.Shawky, Art and Design, Cairo, 1968,p33.

[8] Z.Ebraim, Art Problem, Cairo, 1968, p33. [9] P.Francesca .www. Mystudios.com

Abstract: The study is an attempt to find out the influence of assessment process on students higher order learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and (iii) to identify the role of science exams on students higher order learning. Findings of the study showed that, majority of the science question items are mostly knowledge based. The nature of the items mainly demanded the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills like memorizing is influenced heavily by the question items

[1] Shah Shamim Ahmed, The Effect of Public Examination on the Process of Students‟ Learning, Master‟s dissertation, Institute of Education and Research, University of Dhaka, Bangladesh, 2002.
[2] HosneAra Begum, Shah Shamim Ahmed and Jahirul Islam Mullick, Impact of Assessment on the Quality of Students‟ Learning at Secondary Level of Education in Bangladesh, Peoples‟ Republic of Bangladesh: NAEM, Ministry of Education, 2007.

Abstract: This article dissects the various research instruments currently employed, against the backdrop of the research design, methodology, population, sampling, and sample size. It highlights quantitative and qualitative research, data collection methods, as well as the validity and reliability of the investigations. The article adopted a qualitative research design that utilized documentation analyses to evaluate conventional approaches to research methods. The study concludes by recommending both qualitative and quantitative analyses in adding depth to an empirical scientific study.

Keywords: scientific research, research methodology, qualitative, quantitative

[[1]. G. Bowen, Preparing a qualitative research-based dissertation: lessons learned. The Qualitative Report, 10(2), 2005, 208-222. Retrieved October 14, 2015 from http://www.nova.edu/ssss/QR/QR10-2/bowen.pdf
[2]. M.B. Miles, and A.M. Huberman, Qualitative Data Analysis. Thousand Oaks: Sage Publications, 1994.
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[4]. Robertson, I. T. An evaluation of outdoor development as a management development tool. MBA Dissertation. University of Edinburgh, 1987.
[5]. G. Bowen, Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40. doi: 10.3316/QRJ0902027, 2009.
[6]. J. Scott, J. A matter of record: documentary sources in social research. Cambrige: Polity Press, 1990.
[7]. J. Hale, The 3 basic types of descriptive research methods. Retrieved September 18, 2015 from http://psychcentral.com/blog/archives/2011/09/27/the-3-basic-types-of-descriptive-research-methods, 2012.
[8]. J.W. Best, Research in education. New Jersey: Prentice-Hall and Englewood Cliff, 1970

Abstract: The purpose of the study was to correct students' misconceptions using constructivism and analogy as instructional technique and to evaluate the effect on achievement. The participants in the study included 66 SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class was randomly assigned as the experimental group, and was instructed with constructivism and analogy approach; the other class was assigned as control group and was instructed with lecture method. Chemical Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre-test and post test to measure the students' prior knowledge and achievements respectively.

[1]. Adzape, J.N. (1995). Analytical investigation of the difficult areas of the senior secondary school chemistry syllabus.An unpublished B.Sc. (Ed) Thesis, University of Jos.
[2]. Ahove, M. (1998).Teaching strategies outcomes on science teachers‟ and students‟ attitude towards some environmental concepts.Journal of Science Teachers Association of Nigeria, 33 (1&2), 20-24.
[3]. Akinbobola, A.O. (2005). The effect of small group and peer tutoring learning strategies on students‟ achievement and retention in senior secondary school physics.The Jos Journal of Education, 7(2), 109.
[4]. Akpoghol, T, Samba, R.M.O. & Asemave, K (2013).Effect of Problem Solving Strategy on Students‟ Achievement and Retention in Secondary School Chemistry in Makurdi metropolis.Research Journal in Curriculum & Teaching, 7, (1), 529-537.
[5]. Ayas, A. &Costu, B. (2002, April). Levels of understanding of the evaporation concept at secondary stage. A paper presented at the First International Education Conference, tagged "Changing Times, Changing Needs", Gazi- Mangusa-Northern Cyprus.

Abstract: Constructivism represents one of the big ideas in education. Its implications for how teachers teach and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we must focus on students. To date, a focus on student-centered learning may well be the most important contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm for teaching and learning. Constructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn.

[1]. Bednar, A. K., Cunningham, D. J., Duffy, T. M., & Perry, J. D. (1992).Theory into practice: How do we link? In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction (pp. 17-34). Hillsdale, NJ: Lawrence Erlbaum Associates.
[2]. Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's World 3.Educational Researcher, 23 (7), 21-23.
[3]. Bruner, J. S. (1961). The act of discovery.Harvard Educational Review, 31(1), 21-32.
[4]. Brooks. J.G. and Brooks, M.G. (1993) In Search of Understanding: the Case forConstructivist Classrooms. Alexandria, VA: American Society for Curriculum Development.
[5]. Caine, R.N., & Caine, G. (1991).Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.

Abstract: National peace and security is a function of overall satisfaction of the citizenry of any nation in an ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social stability or any combination of the above indicators and more. This paper studied the challenges facing the Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national security. Survey design was used in the study. Two research questions that guided the study were administered on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis, six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives job satisfaction to the recipient.

[1]. Asaya, S.A. (2012). Teacher education in the twenty-first century: An overview. A seminar paper presented at the seminar on in service education of teacher – The Nigeria experiences, organized by the College of Education, Ekiadolor – Benin, Benin City 11th – 13th June.
[2]. Adeyinka, A.A. (2011). The Development of Modern Education in Nigeria. Lagos: Heinemann Educational Books (Nigeria) Limited.
[3]. Lassa, P. (2012). In-service training of primary school teachers in ten Northern states in Nigeria. Kaduna: Domax Press.
[4]. Nwachukwu, B. A. (2012). Factors responsible for poor performance of teachers on the job in Nigeria. Journal of National Association of teachers of technology (JONATT), 3(1), 14-17.
[5]. Obanya, P. (2012). Trends in the training of teachers for the lower secondary schools in Nigeria. Journal of UNI-Illorin Institute of education, 3(2), 34-39.
[6]. Obanya, P. and Ezewu, E.E. (2013). Participants' evaluation of the University of Ibadan Part-time teachers' in-service training programme. Kenya Journal of Education, 2(1), 45-49.

Abstract: Students' performance in mathematics has been an issue of great concern to most countries, especially the developing nations. So many programmes have been put in place to improve performances and to also encourage student to study the course in tertiary institution. In this study we investigate the relationship of semester, department of a student, age and load unit on marginal mathematics performance of undergraduate students. A marginal model was formulated using four working correlation structure where the exchangeable working correlation structure was selected as the best that models the dataset using quasi information criteria. The semester, age and load unit were found to be related to the marginal performance in mathematics Keywords: longitudinal analysis, Generalized Estimating Equation, Repeated measure, marginal model, mathematics performance, marginal effect

[1]. Adeneye, O, Adeleye,A (2011): "Is Gender a Factor in Mathematics Performance among Nigerian Senior Secondary Students with Varying School Organization and Location?" International Journal of Mathematics Trends and Technology, vol. 2, Issue 3, 17 - 21
[2]. Barnett, A.G., Koper, N., Dobson, A.J., Schimiegelow, F. and Manseau, M. (2010): "Using Information Criteria to Select the Correct Variance-Covariance Structure for Longitudinal Data in Ecology" Methods in Ecology and Evolution
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[4]. Chaganty, N.R and Joe, H (2004): "Efficiency of the Generalised Estimating Equations for Binary Response" Journal of Royal Statistics 66, 851 – 860
[5]. Cheong, Y. F., Fotiu, R. P. and Raudenbush, R. W. (2001): "Efficiency and Robustness of Alternative Estimator for Two and Three – level Models: The case of NAEP" Journal of Educational and Behavioural Statistics, 26, 411 – 429
[6]. Cox, D. R. (1972): "Regression Models and Life Tables (with discussion)" Journal of the Royal Statistical society B,34, 187 – 220