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This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.

Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children. Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers' level of awareness about dyslexia. Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p < 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers' level of awareness about dyslexia. The results showed that primary school teachers' awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.

This study explores the technical and vocational education and training (TVET) teachers' pedagogical practices and how such practices can help the teachers' use of relevant guiding pedagogical principles in practice in Nigerian TVET system to facilitate quality learning. Employing a three-tiered ethnographic case study approach, we learned how 24 TVET teachers from purposively selected six Nigerian public universities used guiding pedagogical principles in practice to facilitate quality student learning. Focusing on five guiding pedagogical principles in practice identified from the thematic analysis, we analysed different pedagogical practices that teachers can adopt to facilitate quality TVET learning which include demonstration of learning, problem-based learning, seeing learners as knowers, active learning, and questioning. Drawing upon the thematic analysis, participants made recommendations for the continuous professional development of TVET teachers to enable them to improve in their use of the guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes.

This study focuses on identifying the most effective instructional methods of work placement learning (WPL) delivery that industry-based instructors can adopt to enhance students' learning experiences. Employing interview and focus group methods, the authors learned from 39 participants, including 21 higher education students who had undertaken WPL in various industries and 18 industry-based instructors who have been providing placement learning tasks (instructions) to students. Focusing on the four most effective methods identified from the thematic analysis -- namely, exploration, elaboration, engagement and evaluation (operationalised as the 4E instructional methods) -- the authors analyse how the 4E instructional methods contribute to facilitating students' learning experience during work placements. Drawing on experiential learning theory and the findings of the study, recommendations are offered for the adoption of the 4E instructional methods for the effective delivery of WPL tasks to facilitate students' work-related knowledge, skills and attitudes for their future career development and employability.

Inclusive education pertains to efforts directed towards overcoming the barriers that hinder students' learning and success regardless of their social background, ability, disability, sex, and other conditions. Documented evidence on the implementation of inclusive education showed a link in teachers' and administrators' training needs. This study is conducted to provide empirical evidence on the type of training and support needed for teachers and administrators in secondary schools to reduce restricted environments and enhance achievement of students with special needs. Teachers in this study are those who already teach in the public secondary schools in South East Nigeria while administrators are principals who administratively manage both the human and material resources in the secondary schools. A cross-sectional survey research design using Cluster sampling was adopted in investigating perceptions of 305 teachers and 45 administrators who are currently teaching in secondary schools in the South East Nigeria. Two instruments were used for data collection. The instrument for data collection for the quantitative analysis was a questionnaire designed by the researchers titled Inclusive Education Training Needs Assessment Questionnaire (IETNA_Q) for teachers and administrators. The qualitative method was Inclusive Education Training Needs Interview Schedule (IETN_IS). Four research questions guided the study. One null hypothesis tested at 0.05 level of significance was used to probe further on the study. In order to address the research questions, quantitative methodology was adopted using percentages, mean, standard deviation and t-test for independent sample statistical techniques, while qualitative data obtained were analyzed for the purpose of identifying themes that emerged from the interview data and was used in the discussions of findings. The results show that, generally, teachers understand the concept of inclusive education more than the administrators do. A significant difference was in the mean responses of teachers (M= 86.90, SD= 14.09) and the administrators (M= 79.76, SD = 14.09); t = (348) = 3.175, p =0.002 in managing instruction. However, based on the findings, the researchers recommend that periodical training should be given to both teachers and administrators. The training will enable teachers to be more committed in an inclusive education class while administrators will gain more knowledge and skills to manage inclusive education.

This report describes rapid changes to instructional materials, assessment, and technology use in a flipped college-level organic chemistry course in response to the sudden COVID-19 campus closures and midsemester transition to remote learning. The instructors modified in-class instructional materials to accommodate students' preference for text-based over audiovisual engagement in the remote environment. The pros and cons of three approaches to administering remote organic chemistry exams are presented. Issues related to equitable incorporation of technology and maintaining academic integrity are discussed.

The study identifies technical training skills needs of youth for sustainable job security in rice production in Ebonyi State, Nigeria. This study was carried out in secondary schools in three educational zones in Ebonyi State, Nigeria. Ebonyi state is one of the states in the southeast geopolitical zone in Nigeria. Descriptive survey design was adopted for this study. Target population was 317 made up of 300 registered rice farmers, 5 Agricultural education lecturers and 12 Agricultural extension agents. Sample for the study was 267. Simple random sampling technique was used in selecting the respondents. Four research questions guided the study. The instrument used for data collection was structured questionnaire developed by the researchers. Three experts validate the instrument, one expert from Measurement and Evaluation, Department of science education and two from Agricultural education option, in Technology Vocational Education in the same Ebonyi State University Abakaliki. The Cronbach Alpha reliability coefficient was used to test the internal consistency of the item statement and the reliability co-efficient of 0.78 was found. Instruments were administered to respondents. Data collected were analyzed using mean and standard deviation, result revealed that table 2, 3 and 4 all the items statement were needed with 2.50 and above while table 1 item 10 and 11 statements were not needed with mean score below 2.50. Among the recommendations made was that the technical training skills identified should be used in train youth for maximum rice production in Ebonyi State.

The purpose of the study is to identify the skills required by secondary school Graduates for breeding and rearing Giant African Land Snail (GALS) in Ebonyi State. Three research questions guided the study. The design was descriptive survey. The total population was 254 agricultural science Teachers in junior and senior secondary schools in Ebonyi State. PRS, (2014). A random sampling techniques was used by balloting and replacement to collect sample size of one hundred and fifty four (154) Agricultural Science Teachers in the study area. Structural questionnaire was developed by the researchers for data collection. The instrument has four point rating scale of strongly required, required, not required and very not required (SR, R, NR, VNR) .The instrument was validated by three experts one in measurement and evaluation in the department of science education and two in Technology and Vocational Education (Agric Education) unit in the same Faculty of Education in Ebonyi State University, Abakaliki. Mean and standard deviation was used for answering research questions. Any item with mean score of 2.50 and above are regarded as required skills while mean score below 2.50 are regarded as not required skills. The study revealed that all the item statements had mean score of 2.50 and above. It implied that the identified skills were good enough for snail breeding and rearing by secondary schools Graduate. It show that skills in housing, in feeding, in routine management and disease control are the bases for breeding and rearing of Giant African Land Snail GALS. Among the recommendations made was that, improved stocks, housing material, feeding stuff and financial assistant should be given to the secondary school graduated by the government. While technical assistant from experienced rural snail farmers and agricultural science teachers should be given to secondary school graduate for snail breeding and rearing as young farmers.

This study was designed to investigate the extent of utilizing electrical equipment in poultry production in the rural areas of Ebonyi State, Nigeria. A survey research design was adopted for the study. Three research questions guided the study. The population for the study was 46 respondents comprising 16 Extension agents and 30 Poultry farmers. There was no sampling because of small population of the respondents. The instrument was validated by 3 experts, two in Vocational Agricultural Education unit of Technology and Vocational Education Department and one in measurement and evaluation of science Education Department, in the same faculty and university. Cronbach alpha reliability coefficient of the instrument was 0.82 which was good enough for the study. The instrument was administered to the respondents with the help of three research assistants in the three agricultural zones in the state. The data collected were analyzed using mean score and standard deviations. The study revealed (1) That 13 out of 18 electrical equipment items assessed are available in the poultry farms while 5 out of 18 electrical incubating equipment were not available. (2) That all the electrical watering and brooding equipment for poultry production were affordable. (3)That all the electrical feeding equipment was adequate for poultry production in all the farms as stated by the respondents among the recommendation made was that poultry farmers need to form cooperative society in order to procure necessary electrical equipment in their farms.

This study was designed to assess the agricultural engineering knowledge and competencies acquired by the senior secondary students for farm mechanization in technical colleges in Ebonyi state of Nigeria. A survey research design was adopted for the study. Three research questions and two null hypotheses guided the study. The population of the study was 1,858 comprising of 174 teachers and 1,684 final year students. A simple random sampling technique was used to select 370 as sample for the study. A structured questionnaire with 21 items was employed for the study. The instrument was face validated by 3 experts. Two of the experts from the Department of Technology and Vocational education while one specialist from measurement evaluation, all from Ebonyi State University; and the reliability coefficient of 0.183 was obtained using Cronbach alpha technique to determine the internal consistency of the instrument. The data collected were analyzed using weighted mean and standard deviation for the research questions white t-test statistics was used to test for the hypotheses at 0.05 level of significant. The result of the analysis of the data reveals that the students have the knowledge in recognizing and identifying tillage machines, tools and equipment but do not have the competencies in the use of tillage, planting, weeding and harvesting farm machines tools and equipment except the use of simple farm tools like hoe, spade and sickle. The result of the hypotheses showed that there was no significant difference in the opinions of the teachers and the students on the knowledge and the competencies acquired by the senior secondary students in agricultural engineering for farm mechanization. It was recommended among others that the teachers should expose the students more on the practical use of the tillage, planting, weeding and harvesting farm machines, tools and equipment.

Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological developments and student expectations, and at a time when public funding of UK universities is being cut. One funding method could be from advertising on the VLE. This study investigates students' attitudes towards advertising being included within a university's VLE learning system. A 10-item questionnaire was randomly administered to students enrolled on undergraduate business and management courses at two universities. The study reveals that students show positive attitudes towards advertising included on a VLE. The findings also indicate that students do not view internet advertising on a VLE as intrusive, and may well be receptive towards the advertisements. These findings have implications for understanding students' attitude towards a VLE and also to the future (if any) of advertising on VLEs within the higher education sector. (Contains 5 figures.)