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

Abstract: The most important key aspect in Outcome-Based Education (OBE) is the assessment of the learning outcomes. At the initial stage of OBE implementation, the so called specific learning outcomes or also known as Course Outcomes (CO) for each course were drawn up based on the Program Outcome (PO) and other requirements. COs are the attributes, that the student is expected to have or obtained at the time he or she completing the course. A method to evaluate the achievement or attainment of the COs has been developed. This paper describe the analysis process of the CO and Attainment of CO for Data Structures with C subject, which is offered to 3rd Semester (2ndyear) students of Computer Science and Engineering Department. It also describes the background of the method, how the method is used, and the results produced. The method utilizes data obtained from student marks in internal tests and course exit survey. The findings will then be further used for improving the teaching learning process.
Keywords: Course Outcome, Data Structures, Outcome Based Education, Program Outcome

[1] A. A. Aziz, M. J. M. M. Noor, A. A. A. Ali, and M. S. Jaafar, "A Malaysian Outcome - Based Engineering Education Model," International Journal of Engg Technology, vol. 2, no. 1, pp. 14 – 21, 2005 [2] Abanador, J. R., Buesa, G. C. D., Remo, G. M. L. Mañibo, J., (2014), Teaching Methods and Learning Preferences in the Engineering Department of an Asian University, International Journal of Academic Research in Progressive Education and Development, 3(1):1-15 [3] Abante, M. E. R., Almendral, B. C., Manansala, J. E., Mañibo, J. (2014). Learning Styles and Factors Affecting the Learning of General Engineering Students, International Journal of Academic Research in Progressive Education and Development, 3(1) [4] Acharya C., (2003). Outcome - based Education (OBE): A New Paradigm for Learning, available online: http://www.cdtl.nus.sg/Link/nov2003/obe.htm, Date retrieved: August 5, 2014 [5] Dawson, D., Borin, P., Meadows, K., Britnell, J., Olsen, K., & McIntyre, G. (2014). The Impact of the Instructional Skill Workshop on Faculty Approaches to Teaching Toronto: Higher Education Quality Council of Ontario [6] I. Z. Abidin, A. Anuar, and N. H. Shuaib, "Assessing the attainment of course outcome (CO) for an engineering course," in 2nd International Conference of Teaching and Learning (ICTL 2009) , 2009 , pp. 1 – 7.

Abstract: The study investigated the relationship among chemistry students' metacognition, attitude and academic achievement in secondary schools in Port Harcourt Local Government Area, Rivers State, Nigeria. A sample of 600 students in their intact classes from eight randomly selected coeducational senior secondary schools participated in the study. The study adopted correlational design, and utilized two research instruments [Metacognitive Awareness Inventory, MAI developed by Schraw & Dennison (1994) and Chemistry Students' Attitude Probe, CSAP developed by the esearchers] to collect data. Data collected were analyzed using Pearson Product Moment Correlation, and stepwise multiple regression analysis. Results showed that both metacognition and attitude correlate significantly with academic achievement. However, attitude strongly predicts academic achievement more than metacognition.
Keywords: Metacognition, Attitude, Academic Achievement, Secondary School Chemistry

[1]. Adesokan, C. O. (2000). Students' attitude and gender as determinants of performance in JSS Integrated Science. Unpublished
B.Ed Project, University of Ado-Ekiti, Nigeria.
[2]. Annevirta, T., & Vauras, M. (2006). Developmental changes of metacognitive skills in elementary school children. The Journal of
Experimental Education, 7 (3), 197-225.
[3]. Awang, M. M., Ahmad, A. R., Bakar, N. A., Ghani, S. A., Yunus, A. N. M., Ibrahim, M. A. H.,………, & Rahman, M. J. A. (2013).
Students' attitudes and their academic performance in nationhood education. International Education Studies, 6 (11), 21 - 28
[4]. Awotua-Efebo, E. B. (1999). Effective teaching, principles and practice. Port Harcourt: Paragraphics.
[5]. Boekarts, M., & Corno, L.(2005). Self-regulation in the classroom, a perpective on assessment and intervention. Applied
Psychology: An international Review, 54, 199-231.
[6]. Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2015). Students' metacognition awareness and
physics learning efficiency and correlation between them. European Journal of Physics Education, 6(2)
[7]. Brown, A. (1978). Knowing when, where and how to remember: A problem of metacognition. Advances in Instructional
psychology, 11, 77-165.

Abstract: This study sought to explore the implementation of quality teaching and learning of Ordinary Level English language with reference to marginalised Hwange rural secondary schools in Matabeleland North Province of Zimbabwe. The major purpose of the study was, therefore, to interrogate the extent to which selected schools are implementing quality teaching and learning of 'O' Level English Language as well as establishing quality strategies which the schools, responsible Ministry and its partners can employ to improve the teaching and learning of the subject.

[1]. Abedi, J. (2008). Measuring students‟ level of English proficiency: Educational significance and assessment
[2]. Al-Seghayer, Khalid (2001). "The Effect of Multimedia Annotation Modes on L2 Vocabulary Acquisition: A Comparative Study."
Language, Learning, and Technology 5.1
[3]. Ballantyne, K. G., Sanderman, A. R., Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington,
DC: National Clearinghouse for English Language Acquisition. Retrieved October 20, 2011, from
http://www.ncela.gwu.edu/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf
[4]. Bhattarai, G. R. and Gautam, G. R. (2005), English language teachers at the crossroads. Journal of NELTA, 10, 1-6.
[5]. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd edition.). Thousand Oaks,
CA: SAGE Publications, Inc.
[6]. Creswell, J. W. (2014) Research design: qualitative, quantitative, and mixed methods approaches. 4th ed. London: SAGE
[7]. Government of Zimbabwe: National Education for Sustainable Development Strategy and Action Plan for 2014 and Beyond
(2013).UNESCO. SADC.

Abstract: Objective Structured Clinical Examination (OSCE) is a method of clinical /practical examination where predetermined decisions are made on the competencies to be tested and checklist incorporating important evaluation of skills are prepared and administered to students. Making judgment on the competency of our peers and trainees is important in patient healthcare.1 Inaccuracies in such judgments could place patients at risk. The overarching philosophy in OSCEs is that all candidates are presented with the same clinical tasks, to be completed in the same timeframe and are scored using structured marking schemes.2 In comparison to the long case, OSCEs reduce bias relating to the type of clinical case selected and who performs the assessment.

[1]. General Medical Council. Good medical practice: duties and responsibilities of doctors. London: General Medical Council; 2009. [2]. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE) Med Educ. 1979;13(1):41–54. [PubMed]

[3]. Newble D. Techniques for measuring clinical competence: objective structured clinical examinations. Med Educ.2004;38(2):199–203. [PubMed]

[4]. Ponnamperuma GG, Karunathilake IM, McAleer S, Davis MH. The long case and its modifications: a literature review. Med Educ. 2009;43(10):936–41. [PubMed]

[5]. General Medical Council. Tomorrow's doctors: outcomes and standards for undergraduate medical education.2nd ed. London: General Medical Council; 2009.

Abstract: India has a very rich heritage in terms of Ethics, Morals and Values, problems arise where individuals allow their personal values to interfere with their actions, thereby potentially bringing their actions into conflict with stated ethical standards. Education plays a crucial role in all round development of the personality of an individual. But the present education system needs to pay more attention towards improvement of quality of education through Ethical, Moral and Value based education system.

Keywords: Education, ethic, moral, system, value.

[1]. Jurkovic G.J. and Prentice N.M., Relation of moral and cognitive development to dimensions of juvenile delinquency, Journal of Abnormal psychology, 86, 414- 420 (1977)
Books
[2]. Emma J. Palmer, Offending Behaviour: Moral Reasoning, Criminal Conduct and the Rehabilitation of Offenders, Devon, UK: Willan Publishing (2003)
Online Sources
[3]. http://nationalinterest.org/blog/bruce-hoffman/todays-highly-educated-terrorists-4080
[4]. Morality Prevents Crime, http://www.cam.ac.uk/research /news/morality-prevents-crime, University of Cambridge (2012) [5]. Nature of crimes by educated youth worries cops, Dwaipayan Ghosh TNN | May 11, 2015, 05.03AM IST
[6]. Most online criminals are educated youths: Report V Narayan, TNN | Jun 20, 2013, 02.26AM IST
[7]. www.ugc.ac.in
[8]. www.cbse.ac.in

Abstract: The outlawing of corporal punishment (CP) in Kenya's schools in the year 2001 was a significant step towards promoting education achievement in the country. However, the implementation of the ban has not been successful in most schools due to certain challenges inherent within the Kenyan society and its education system. The utilitarian justification of the ban is still in contention among stakeholders with some pushing for its full implementation while others condone it, as evident in some areas such as Kisii Central Sub County. A critical evaluation of the continual use of CP from a utilitarian perspective such as John Stuart Mill's utilitarian theory has not been done.

[1]. Gitome, J., Katola, M & Nyabwari, B. (2013). Correlation between Students‟ Discipline and Performance in the Kenya Certificate of Secondary Education. International Journal of Education and Research 1(8)
[2]. Hornby, A.S. (2005). Oxford Advanced Learner‟s Dictionary, (7th ed.). NewYork: Oxford University Press.
[3]. Human Rights Watch (2008). Kenya: Corporal Punishment in Kenyan Schools, Retrieved on 13th November 2014 from http:/www.unrc.org/refworld.html
[4]. KAACR. (2007). Assessment of Corporal Punishment in Schools. A Research Report by the Kenya Alliance for Advancement of Children. Nairobi; Kenya..
[5]. Kimani G.N, Kara A.M & Ogetange T.B (2012). Teachers and Pupils Views on Persistent use of Corporal Punishment in Managing Discipline in Primary Schools in Starehe
[6]. Division, Kenya. International Journal of Humanities and Social Sciences, 2(19).

Abstract: The purpose of this research is to explore the Green School in the perspective of secondary school students in the city of Semarang, Central Java, which covers understanding, its importance, and the most responsible parties for the Green School. Respondents are the third grader students of State Senior High School and State Vocational School in Semarang, Central Java. Data was collected through interview and observation. Afterword, the data was analyzed through data triangulation interactive model. The results showed that: (1) Green school in the perspective of the students is a shady school, lots of trees, the air is cool, clean and free of smoke, (2) Green school in the perspective of the students is important for them and human survival, (3) the parties that play a role in the green school in the perspective of the students is the school management (subject teachers, homeroom, and principals), students, government, parents and the community.

Keywords: Green School, the Student' Perspective, Survival

[1]. Afandi, Rifki, Integrasi Pendidikan Lingkungan Hidup melalui Pembelajaran IPS di Sekolah Dasar Sebagai Alternatif Menciptakan Sekolah Hijau, PEDAGOGIA Vol. 2, No. 1, Februari 2013: page 98-108.
[2]. Blue Flag, Environmental Education Activities Book Foundation for Environmental Education, 2011, http://www.coronasavethebeach.org
[3]. Budvytytė, Asta, Environmental Education At Secondary School System in Lithuania (Using Šilutė as a case). Thesis. Lund University. Swedish. 2011
[4]. Chan, Tak Cheung, An Examination of Green School Practices in Atlanta Schools.Department of Educational Leadership, Bagwell College of Education Kennesaw State University Kennesaw, Georgia, 2013
[5]. Dalelo, Aklilu, Loss of biodiversity and climate change as presented in biology curricula for Ethiopian schools: Implications for action-oriented environmental education, International Journal of Environmental & Science Education Vol.7, No.4, October 2012, 619-638

Abstract: Teaching is an important part of education. Teaching involves divergent elements. Teaching strategies are one among the significant determining factor of effective teaching. Perception and opinion of teachers towards existing and innovative strategies are important because teachers conduct class with a specific strategy based on their perception. The study intends to find out the perception and opinion of secondary school social science teachers towards existing and innovative social science teaching strategies with special reference to Anchored Instruction. For the study Investigator adopted purposive sampling survey method and 50 secondary school social science teachers were selected by purposive sampling. The tool used for the study was "A questionnaire on teachers perception and opinion towards existing and innovative social science teaching strategies".

[1]. Brown, J.S., Collins, A., &Duguid,P. (1989). Situated cognition and the culture of learning, Educational Researcher.
[2]. Cognition and Technology Group at Vanderbilt.(1990) Anchored instruction and its relationship to situated cognition. Educational
Research, 19(6), 2-10.
[3]. McLarty, K, Goodman, J. (1989) Implementing anchored instruction: Guiding principlesfor curriculum development. paper
presented at the 39th annual meeting of the National Reading "conference, Austin, TX. (ERIC Document Reproduction Service No.
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[4]. Schacter, Daniel (2011). Psychology.Worth Publishers, New York.
[5]. Williams, S.M. (1992). Putting case-based instruction into context: Examples from legal and medical education.The journal of the
Learning Sciences, 2,367-427.

Abstract: This paper examines the rationale for myteaching philosophy from an Islamic perspective.The theoretical issues in this paper are the purpose of education, functions of the pen, purpose of man, integration of the curriculum, instructor‟s leadership in the class, instructor‟s Islamic knowledge and motivation. In this paper, as an educator who is Muslim, I explain my teaching objectives, mission, and vision based on teachings fromAl-Quran.This paper also creates a road map and a reference pointfor educators who want to write their own Islamic teaching philosophy statementsto help them make informed decisionswhen teaching their students. In my Islamic teaching philosophy, I apply the concept of the Naqli (revealed knowledge) and the Aqli (rational knowledge) approachfor teaching and learning in the classroom.

Keywords: Islamic education, Class assessment,Islamic philosophy, Naqli, Aqli, Al-Quran

[1.] Akbar S. Ahmed )2012). The Islamization of Knowledge AlQuran: TafseerIbnKasir Brian Taylor: (2010). 4 Steps to a Memorable Teaching Philosophy.The Chronicle of Higher Education.
[2.] Cross, K. P. (1993). Reaction to "Enhancing the productivity of leaning" by D. B.Johnstone. AAHE Bulletin, 46(4), p. 7.
[3.] Deb Wingert.(2010) Sample Teaching Philosophy: Education: University of Minnesota.
[4.] Dennis, Smith, R. (2008). The Egg Man and The Empress. Montessori Life: A Publication of the American Montessori Society, 17(3), 50-54.
[5.] Ellison N. B.; Wu, Y. (2008).Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension.Journal of Educational Multimedia and Hypermedia, 17 (1), 99-123.
[6.] Hazlina Aziz (2014). Integrating Naqli and Aqli .Learning Curve. Kaplan, Matthew. (1998). The Teaching Portfolio. The Centre for Research on Teaching and Learning, the University of Michigan, Leamnson, R. (1999). Thinking about Teaching and Learning: Developing habits of learning with college and university students. Sterling, VA: Stylus Lee, H. (1998).

Abstract: This article examines the rationale for myteaching philosophy. Using a personal perspective, I explain my objectives, mission, and vision in writing my philosophy of teaching statements. This article also creates a road map and a reference pointfor educators who want to write their own teaching philosophy statementsto help them make informed decisionswhen teaching their students. In my teaching philosophy, I apply the constructivist approach of teaching and learning.

Keywords: Constructivism, Class assessment, Education, learning, Teaching philosophy.

[1.] Brian Taylor: (2010).4 Steps to a Memorable Teaching Philosophy.The Chronicle of Higher Education.
[2.] Cross, K. P. (1993). Reaction to "Enhancing the productivity of leaning" by D. B. Johnstone. AAHE Bulletin, 46(4), p. 7.
[3.] Deb Wingert.(2010) Sample Teaching Philosophy: Education: University of Minnesota.
[4.] Dennis, Smith, R. (2008). The Egg Man and The Empress. Montessori Life: A Publication of the American Montessori Society, 17(3), 50-54.
[5.] Ellison N. B.; Wu, Y. (2008).Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension. Journal of Educational Multimedia and Hypermedia, 17 (1), 99-123.
[6.] Kaplan, Matthew. (1998).The Teaching Portfolio. The Centre for Research on Teaching and Learning, the University of Michigan,