Search

This study attempts to answer the questions on whether the number and spatial distribution of available state owned primary and secondary schools in Akwa Ibom state, Nigeria can actually support the government policy of free and compulsory education in the state. The study examined the relationship between the available public schools and population as well as land area. The causality of the establishment and distribution of public primary and secondary schools were equally investigated. The result of this investigation reveals that though there is linear correlation between land area and number of public schools, and between population and number of public schools, yet neither land area nor population is the cause of establishing public schools in the state. Statistics reveals that the number of available public schools cannot make the free and compulsory education policy attainable, since private schools outnumber public schools. More public schools, which should be evenly distributed based on land area and population are needed for the policy to succeed. This is very necessary, since there is no better investment for any society than training the children and the youth.

Massive Open Online Courses (MOOCs) have a considerable potential impact on teaching, learning, and traditional higher educational structures, according to many types of research. Several higher education institutions either through the specific development of MOOCs or the integration of existing MOOCs into their curriculum are swiftly implementing them on their campuses. To examine the MOOCs phenomenon more closely, this study explored the significant difference between MOOCs users and non-users in their intention to use MOOCs for academic purposes. It again explored the influence of awareness knowledge, how-to knowledge, perceived usefulness, actual usage, and attitude on intention to use MOOCs for academic purposes. The sample consisted of 190 postgraduate students. The analysis procedure made use of independent sample t-test and multiple regression analysis. The findings reveal a significant difference between users and non-users of MOOCs in their intentions to use MOOCs for academic purposes. It again indicated that all predictor variables significantly contribute to the prediction of intention to use MOOCs for academic purposes except how-to knowledge and actual usage. It also reveals that students' intention to use MOOCs for academic purposes is raised by the perceived usefulness which reflects in their attitude. Awareness knowledge, in turn, incline the perceived usefulness of MOOCs to students signifying that a substantial amount of knowledge of MOOCs is a precursor to a higher level of intention to use.

Instructor is granted with some basic forms of power to influence student behaviors. Students tend to perceive themselves in an inferior position due to the power imbalance between instructors and students. Therefore, this paper aims to explore the interrelationships between perceived instructor power, student dissatisfaction and complaint behaviors in the context of higher education. The present study employed quantitative research methodology using survey questionnaire to collect data. Results from structural equation modeling indicated that students are more likely to engage in private complaining behavior and third party complaining behavior when instructor exhibited legitimate power, while perceived referent power is more associated with voice and third party complaining behavior. It was also noticeable that the student dissatisfaction can mediate the power-complaining behavior link. This research can be practically applied in the higher education institutions on how certain power bases can lead to student dissatisfaction and modes of complaining.

High academic performance in senior high education is a significant issue that concerns the government and the people of Ghana because of the huge funding the government provides to schools in the form of progressive free senior high policy. Data starting from 2011/2012 to 2016/2017 academic years were picked from the students' continuous assessment register which contains students' academic records for each academic term. Data were collated and analyzed quantitatively using the Mann Whitney U Test to compare students' academic performance during the period of government partial funding (progressive free policy) from 2014/2015 to 2016/2017 academic years forming a group and no funding period, starting from 2011/2012 to 2013/2014 academic years which formed another group. For the purpose of this study, two groups of twenty (20) students were sampled making forty (40) students in total using the systematic sampling technique. The Mann Whitney U test was used to analyze academic performance of students who benefited from funding and those that do not benefit from funding. The findings indicate that government funding (progressive free policy) has a greater impact on students' academic performance.

The purpose of the study was to examine and compare the job satisfaction of male and female secondary-school heads in Khyber Pakhtunkhwa, Pakistan. All the male and female secondary-school heads working in pubic secondary schools of Khyber Pakhtunkhwa constituted the population of the study. A total sample of 402 secondary-school heads was selected through multistage sampling technique in which 260 were males and 142 were females. Descriptive and quantitative research design was used. A standardized tool (i.e., "Minnesota Satisfaction Questionnaire" (MSQ)) was used for data collection. For statistical analysis, proper descriptive statistics (i.e., mean and standard deviation) and inferential statistics (i.e., independent samples "t"-test) were employed. The findings revealed that secondary-school heads were found dissatisfied with ability utilization, advancement, education policies and practices, creativity, compensation, supervision (HR), supervision (technical), and working conditions. There was no significant difference between the job satisfaction of male and female secondary-school heads with respect to overall intrinsic as well as extrinsic factors. Based on these findings, it was recommended that productive and effective measures should to be taken by the Ministry of Education Khyber Pakhtunkhwa to maintain and strengthen the employees' level of satisfaction at each level. The Ministry of Education should devise compelling, productive, and effective education policies that are promising to the employees' prosperity and organizational productivity.

This study examined academic characteristics and tendencies of first-generation and second-generation students. Students at a mid-sized state university in Tennessee were surveyed to determine their preferred learning format, number of hours enrolled, hours applied toward studying outside the classroom, hours working off-campus, and current GPA. Results of the study revealed that first-generation students had slightly higher GPA's than second-generation students and preferred face-to-face instruction over on-line instruction. Researchers noticed that hours studied outside the classroom showed marginally significant differences over all the other categories observed.

In the United States, teacher preparation programs are under increased pressure to demonstrate their effectiveness in producing graduates with knowledge, abilities, and competencies to be quality teachers. However, very little research shows this kind of evidence. In a rare exception, Hiebert, Miller, and Berk (2017) found significant positive results of the influences of an elementary teacher education program on graduates' knowledge. Due to the rarity of these kinds of findings, we replicated their analyses with a different cohort of graduates from the same preparation program. Graduates completed a video analysis task correlated with high quality mathematics teaching for topics taught during their program and topics not taught during their program. Our results corroborate theirs, showing that graduates performed better on topics taught during their program versus topics not taught. These findings suggest that teacher education programs can have a significant positive and lasting effect on graduates' knowledge several years after graduation.

This study was carried out to investigate family dynamics and parenting problems of secondary school students in Uyo Metropolis of Akwa Ibom State. Three research questions and three null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 7412 students (2016/2017 academic session) with a sample of 200 students selected from 4 public secondary schools within the study area. A researcher -- made questionnaire called "Family Dynamics and Parenting Problems of Secondary School Students Questionnaire (FDPPSSQ)" was used to elicit data from respondents. The research instrument has a 4-point rating scale. The Pearson Product Moment (PPM) Correlation Coefficient of 0.87 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to Independent t-test. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that Secondary School students' in Uyo Metropolis Area differ significantly in terms of parenting problem based on parent-child relationship, parent level of education and family size of students. It is recommended that Seminars, workshops, and symposia on family size should be organized for parents. This will make them aware of family size as it influences secondary school students, thus parents will also control the family size through birth control mechanisms.

The study investigated the impact of virtual laboratory on the achievements of secondary school chemistry students in homogeneous and heterogeneous collaborative settings in Minna, Niger state, Nigeria. Three hypotheses were formulated, analyzed and tested at 0.05 alpha level. Stratified sampling technique was used to select 60 Senior Secondary Class Two (SS II) Chemistry Students. The subjects were stratified along gender and ability levels. Sixty students were randomly selected from two secondary schools in Minna, Nigeria. Thirty students (male, n = 15; female, n = 15) were selected from each school. Pretest, posttest, and experimental group design was employed. Experts validated 20-item multiple-choice Chemistry Achievement Test (CAT) was used for data collection. A reliability coefficient of 0.91 was obtained from the pilot testing using Kuder Richardson (KR-20). ANCOVA and Sidak post-hoc statistics were used for testing the hypotheses at 0.05 level of significance. The results showed that: (a) students in homogeneous ability grouping taught Chemistry using virtual laboratory instruction in collaborative setting performed better than their counterpart taught Chemistry in heterogeneous grouping composition; (b) female students in homogeneous group performed better than their counterparts in heterogeneous groups; (c) the higher achiever students in homogeneous groups outperformed those in heterogeneous groups. Based on these findings, it was recommended that the use of virtual laboratory instruction in homogeneous gender and ability level grouping in collaborative setting should be encouraged in teaching practical chemistry at senior secondary schools in Nigeria.

This study contributes on instructional methods from a validation technical point of view. The focus is on the evaluation of instructional methods in relation to knowledge processes in the act of learning. In questionnaires, computer science teachers, mathematics teachers, and English teachers evaluated 20 instructional methods in terms of knowledge processes (build, process, apply, transfer, evaluate, and integrate). The findings show that computer science teachers and mathematics teachers differ compared to English teachers on the assessment of instructional methods with respect to knowledge processes. The findings represent an important contribution for theory construction concerning the learning effectiveness of instructional methods.

Situated within Activity Theory, this study investigates and compares ELLs' perspectives on their own learning and their teachers' perspectives on their own learning experiences. The predilection carried by this study is that there is a significant value in attending to and understanding how ELL students make meaning of their learning circumstances and compare that to teachers' perspectives on their students' learning. This study also assumes that allowing student voice and perspective to be heard in school is a prerequisite for student-centered learning. The authors report that students' perspectives on what they perceive as the limiting factors for their learning are sharply different from those of their teachers. Students' perspectives in this study showed that their perspectives on, and attitudes toward, their learning are very much influenced by what teachers do and do not do.

In 2011, a study was conducted to look at students' reception of IIUM.FM, a newly launched online campus radio. Using the Technological Acceptance Model (TAM), the study found that factors such as perceived ease of use, perceived usefulness, and attitude highly influenced audience reception of the online radio. In 2016, a corresponding study, closely based on the original 2011 study was conducted to chart and identify how technological changes and developments have further affected the radio listeners today and whether the factors that determined listenership in 2011 still apply in 2016. The study employed a quantitative research design using the survey method and the questionnaire as the research instrument. A total of 238 respondents were sampled for 2011 and 271 respondents for 2016. Results from the comparisons done between the two studies identified the impact of technological change on the campus radio and offered recommendations and suggestions to the University's relevant authorities for further improvement.

The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students' scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher's effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers' competence in student educational assessments. The researcher measured teachers' assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N = 82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers' overall scores of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods. The lowest overall score of 39% was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades.

Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (a = 0.74), and Interview Schedule (a = 0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r = 0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription.

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren. For this study we have researched various approach theories and practices that are close to the topic of investigating. We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group. Pre- and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students' performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students' performance related to their majors (medicine, applied medical science, engineering, computer science, and science).

This study investigated how orientation programs predict student retention in distance learning at the University of Cape Coast. A correlational research design was employed for the study. The target population was level-200 students in the distance education program at the university. Seven hundred and twenty-seven participants were selected from a sampling frame of 8,731. Responses of 625 out of the 727 questionnaires administered were used for analysis. The hypothesis for the study was set at p < 0.05. The findings of the study revealed that the orientation program is a significant predictor of student retention at p < 0.001.

This study was carried out to ascertain the influence of social networking sites activities (twitter and Facebook) on secondary school students' interest in learning It also considered the impact of these social networking sites activities on location of the students. Two research questions and two null hypotheses guided the study. Mean and Standard Deviation were used to answer the research questions, while t-test statistics was applied in testing the null hypotheses. In carrying out the study, the researchers adopted Ex-post Facto research design. The sample of the study consisted of 240 senior secondary school Two (SSS11) students from public schools. Multi-stage sampling technique was used to select 120 students from the urban and 120 students from the rural areas. A 15-item Questionnaire was used in data collection. Cronbach Alpha was used to establish the internal consistency of the instruments. Cronbach Alpha Coefficients values of 0.88 and 0.72 were obtained. The findings of the study indicated that there is a significant influence of students' Twitter and Facebook activities over their interest in learning. Students in urban schools had higher Mean Score interest in learning than those in rural location. The result also indicated that there is no significant difference in the Mean interest ratings of urban and rural students.

Since the 1980s when mixed methods emerged as "the third research methodology", it was widely adopted in Western countries. However, inadequate literature revealed how this methodology was accepted by scholars in Asian countries, such as China. Therefore, this paper used a quantitative survey to investigate Chinese scholars' perceptions and adoption of mixed methods in China. The data of the study were obtained from 247 Chinese scholars in higher education. Structural equation modelling was used to examine the relationship between participants' perceptions and use of mixed methods. The results revealed that Chinese scholars' research expertise of using quantitative and qualitative methods as well as their perceived advantage of using mixed methods has significantly influenced their adoption of mixed methods. This paper advanced the literature of the evolution of mixed methods by investigating the expansion and adaptability of mixed methods in an Asian context.

During recent years there has been a significant increase in the usage of technological tools in general, and in academic teaching in particular. Many programs have been developed, including online teaching and online courses at educational institutions. In this paper, we discuss the Facebook social network and its use at the University. The research shows that Facebook groups are used to facilitate communication between students, to foster a positive social climate, to create dialogue and to share learning material among group members. The paper examines students' achievements and their satisfaction with the impact of the Facebook group on the academic course, in order to examine whether the use of Facebook groups in academic courses can improve course quality and students' achievements.

The aim of this study was to evaluate the effectiveness of Neurological Impress Method (NIM) on reading fluency of students with learning disabilities in Amman, Jordan. A sample of forty students (boys and girls) between the ages 10-12 years old with learning disabilities were selected from the Fourth Amman Educational Directorate in the Hashemite Kingdom of Jordan. Students focused groups in this research were separated into two different groups including the satisfactory controlled group. The participants were taught for one complete semester. Two hypotheses were formulated to guide this research. Statistical analysis to the gathered data revealed that the focused group of students who were trained according to the scheduled strategy to improve students reading ability or became more fluent in reading. Full analyses were applied using the T-test on all available data, indicating that students who were trained according to the scheduled strategy. The study found out that the strategy reduced the reading fluency deficiency in teens with different levels of learning disabilities. Consequently, it was recommended that the strategy can be used to improve reading fluency of students with learning disabilities.

The study explored in-service teachers' efficacy beliefs in pupil engagement. The sample size was 299 kindergarten teachers selected from both public and private kindergarten schools in the Kumasi metropolis of Ghana. The study adopted and used pupil engagement subscale of the Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolf Hoy (2001) as survey instrument. Results of the study revealed that kindergarten teachers in the Kumasi metropolis of Ghana have high efficacy beliefs in pupils' engagement. No statistically significant difference was found in the efficacy beliefs in pupil engagement of trained and untrained kindergarten teachers. The results also show that efficacy beliefs in pupil engagement among public and private kindergarten school teachers did not differ significantly. It is argued that the training background of the teachers (i.e. whether they were trained or untrained) and their institutional placement (i.e. whether they taught in a public or private school) are not essential influential factors in teachers' efficacy beliefs in pupil engagement. Implications of the findings for research and practice are discussed.

This paper investigated the influence of achievement motivation on Nigerian undergraduates' attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Four research questions were generated to guide the application of the study, while two null hypotheses were formulated and tested at 0.05 alpha level. "Achievement Motivation Scale" (AMS) and "Attitude Towards Examination Scale" (ATES) were the instruments used to collect relevant data. The findings revealed that majority of Nigerian undergraduates have a high level of achievement motivation. The findings also revealed that majority of Nigerian undergraduates have a positive attitude towards examination. There was a significant correlation between achievement motivation and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' achievement motivation and attitude towards examination in Nigeria. It was therefore recommended, among others that counsellors and lecturers should be properly equipped with strategies needed to assist students in developing appropriate achievement motivation level so as to promote positive attitude towards examination.

This research held at SMA HKBP 1 Tarutung North Sumatra on the research result of test XI[superscript 2] and XI[superscript 2] students, after they got treatment in teaching writing in recount text by using buzz group and clustering technique. The average score (X) was 67.7 and the total score buzz group the average score (X) was 77.2 and in clustering technique, the average score (X) was 74.5 it mean that there is an improvement of students score after they got treatment. From the score of the test, a calculation was made to find out whether the buzz group and clustering technique significantly affects students writing ability. In Buzz group allows everyone's ideas to be expressed. Students learn to work in real-life situations where others' opinions are considered., in BG sets the groundwork to get discussion, expressing opinions, it is good for dealing with controversial subject Buzz group is significantly effect writing skill of the students.

Lecturer performance will affect the quality and carrying capacity of the sustainability of an organization, in this case the university. There are many models developed to measure the performance of teachers, but not much to discuss the influence of faculty performance itself towards sustainability of an organization. This study was conducted in an attempt to measure the performance of lecturers to support the sustainability of the university. A faculty performance assessment model is developed to see whether the performance of lecturers affect the sustainability of the university. The method used is descriptive and verification of data sample of 275 private university lecturers in Banten Province. Application of Structural Equation Model (SEM) was used to test the model and estimate hypothesis using LISREL Results showed that leadership, motivation, job satisfaction, and organizational commitment significantly and simultaneously affect the performance of lecturers with a contribution of 84%. In addition, responsibility for the improvement of organizational performance based on indicators of commitment to the organization ranked highest score of the respondent's perception. This showed that the lecturers were highly committed to the organization. It is a great asset in the process of sustainability of an organization. In addition to the score of a continuing commitment to the organization shows lecturers should continue to be fostered in order to maintain the quality of organizational performance. This study shows that the performance of lecturers can support the sustainability of the organization.

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students' academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.

There has been an increased global attention on the need to make education more flexible and accessible due to the advent of modern mobile technologies. These modern mobile technologies enable people including those with disabilities to receive education anywhere and anytime. This study therefore investigated the behavioural intentions of Nigerian Students With Disabilities (SWDs) to adopt Mobile Learning (ML). The descriptive survey design was used. Data were collected through a self-structured, validated and reliable (r = 0.78) questionnaire from a total of 104 purposively selected SWDs. Two research questions and one null hypothesis guided the study. Multiple Regression (MR) and Independent t-test were used for data analysis. Findings revealed that the selected five factors namely computer self-efficacy, perceived usefulness, computing skills, ease of use, and enabling environment jointly contributed 5.3% to the variance in behavioural intentions of SWDs to adopt mobile learning. Also, the relative contributions of each of the explanatory variables in order of importance were computer self-efficacy (ß = 0.331), perceived usefulness (ß = 0.201), computing skills (ß=0.111), perceived ease of use (ß = 0.086), and enabling environment (ß = 0.012). Significant difference in behavioural intentions to adopt mobile learning among SWDs was established based on gender (t-cal = 0.303; df = 102; p<0.05). Although, mobile learning is still considered as a new technological innovation worldwide, its usage has grown tremendously. It is therefore recommended among others that ML providers should develop more friendly and easy to use ML systems and devices for the SWDs. The SWDs should develop positive computer self-efficacy beliefs and improve upon their computing skills.

Education system nowadays tends to utilize online learning, including in higher education. Online learning system becomes a major requirement in implementing learning process, including in Indonesia. Universitas Terbuka has implemented online learning system known as online tutorials to support the distance learning system. One interesting issue that needs to be explored is to analyze factors that can influence students' satisfaction in online tutorials. This research aims to analyze factors that determine student satisfaction in online tutorials and what factors that need to be improved. Research procedure includes collecting data via email, validity test, reliability test, and hypothesis test using multiple linear regression. This paper will discuss the results of research procedures to find out what factors are affecting student satisfaction and some improvements required based on the viewpoint of the students.

Globalisation has made many higher educational institutions reassess their educational contents and research activities in order to enhance innovation culture amongst students of higher education. Many universities now focus on research activities and research funding in raising their reputation and ranking which in turn will improve student intakes, external funding, and student marketability. This paper aims at developing a model of innovation culture which leads to desirable student innovative behaviours. Using a literature-derived questionnaire, data were collected from 1,008 undergraduate students from five public research universities in Malaysia. Findings from structural equation modelling analysis indicate that self-efficacy, effective communications, and climate for innovation are the determinants of innovation culture. While no differences were found for climate for innovation, the findings revealed that self-efficacy, effective communication, and innovation culture to have significant effect on innovative behaviour, indicating the importance of communication and self-belief in building innovation culture and moulding intended behaviour regardless of the situations or environmental conditions.

This research aimed to develop the virtual learning media of the sacred object artwork by applying the concept of the virtual technology in order to publicize knowledge on the cultural wisdom of the sacred object artwork. It was done by designing and developing the virtual learning media of the sacred object artwork for the virtual presentation. Subsequently, the virtual media which had been developed would be evaluated with the index of item-objective congruence (IOC) by ten experts. It was found that the IOC value was more than 0.8, so it indicated that the virtual learning media of the sacred object artwork which had been developed was consistent with the content. The meaning and knowledge about the sacred object artwork could be correctly conveyed through the virtual learning media; and moreover, the virtual learning media which had been constructed was brought into use in publicizing and transferring knowledge about the sacred object artwork to the sampling group of sixty persons. It was found in the research result that the learning result about the cultural wisdom of the sacred object artwork of the sampling group increased seeing from the comparison of the difference between the pre-test and post-test results after using the virtual learning media of the sacred object artwork. The hypothesis was tested by using T-Test, and it was found that there was a statistical significant difference at the level of 0.05 and the efficiency evaluation was measured by the satisfaction of the sampling group towards the virtual learning media of the sacred object artwork. The mean value was 4.81, and the standard deviation value was 0.39. Therefore, it could be said that the virtual learning media of the sacred object artwork which had been developed gave more effective learning process.

The purpose of this study is to investigate effects of WebOPAC Self Training Tool with Guided Exploration (WSTTG), WebOPAC Self Training Tool with non-guided exploration (WSTT) and Traditional (T) groups as the learning strategies on information literacy (IL) skills standards among first year degree students in Malaysian public university. The proposed learning strategy (WSTTG) was developed according to Ausebel's Instructional Design Theory and Gagne's Nine Events of Instruction which consist of constructivist learning environment model and cognitive of multimedia learning model. This unique and novel learning strategy is used to develop individual's logical thinking skill and access the information literacy skills which comply with Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Bloom Taxonomy standard. This study investigates the effects of the learning strategies amongst the students with high and low logical thinking level on their IL skills. Student's logical thinking level was measured using Group Assessment of Logical Thinking Test (GALTS). Meanwhile, students' information literacy skills were measured through a WebOPAC Training Assessment Information Literacy Skills (WTAILS). A quasi-experimental study with posttest-only nonequivalent group design that employed a 3x2 factorial design was applied in the study. The sample considered of 150 students from three academic libraries in Malaysia which were all randomly selected and assigned to the treatment and control groups. The findings of this study suggest that WSTTG is preferred compare to WSTT and T methods in developing student's information literacy skills at both logical thinking levels. From the practical perspective, the findings should alert librarians on the need to adopt this effective learning strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes.

Video footage is frequently used at teacher education. According to Sherin and Dyer (2017), this is often done in a way that contradicts recent studies. According to them, video is suitable for observing and interpreting interactions in the classroom. This contributes to their situated knowledge, which allows expert teachers to act intuitively, immediately and effectively. Situated knowledge is used to give form (design patterns) and direction (educational purposes) to a teacher's actions. Design patterns consist of solutions for recurring problems. In the current research, we investigated whether a course in classroom management either with or without video cases contributes more to the development of situated knowledge, design patterns and educational purposes. The pre-and posttest are based on a written advice, given out by 41 students of the Dutch hbo-teacher training with an average age of 22, to the main character of a video case, in addition to an interview and observation report. The results indicate that the use of video cases does not lead to an increase in the number of educational purposes. There is an increase, however, in the design pattern "classroom management." By internalizing this design pattern, the divide between theory, practical experiences and the identity of the teacher is bridged. Although the classroom management theme dominated the video case and course, the results indicate that a targeted use of video cases in teacher education is effective in promoting the development of situated knowledge.

Statistical mediation allows researchers to investigate potential causal effects of experimental manipulations through intervening variables. It is a powerful tool for assessing the presence and strength of postulated causal mechanisms. Although mediation is used in certain areas of psychology, it is rarely applied in cognitive psychology and neuroscience. One reason for the scarcity of applications is that these areas of psychology commonly employ within-subjects designs, and mediation models for within-subjects data are considerably more complicated than for between-subjects data. Here, we draw attention to the importance and ubiquity of mediational hypotheses in within-subjects designs, and we present a general and flexible software package for conducting Bayesian within-subjects mediation analyses in the R programming environment. We use experimental data from cognitive psychology to illustrate the benefits of within-subject mediation for theory testing and comparison.

This study investigated the effectiveness of Brainfeed intervention programme as an alternative approach for supporting people living with dyslexia. The study adopted a quasi-experimental research design. The population of this study is made up of twenty four thousand seven hundred and twenty seven (24,727) senior secondary school students (S.S.2) in all the public secondary schools in Port Harcourt Local Government Area (Phalga and Obio/Akpo Local Government Areas of) Rivers State used for the study. The study adopted a purposive sampling method. Three public schools were selected from the secondary schools in Phalga and Obio/Akpo LGA of Rivers State. The result proved that Brainfeed intervention programme contributes significantly to the improvement of students' working memory for those with dyslexia.

This study investigated effective strategies for improving working memory and processing speed of students identified with dyslexia in Nigeria. The study adopted a quasi-experimental research design with the population made up of twenty four thousand seven hundred and twenty seven (24,727) senior secondary school students (S.S.2) in all the public secondary schools in Port Harcourt Rivers State Nigeria. The study adopted a purposive sampling method and three public schools were selected from the secondary schools in Phalga and Obio/Akpo LGA of Rivers State. The result proved that there is reasonable number of students suffering from dyslexia in Nigeria, and there is little or no attention given to the students living with dyslexia. Also, there is unchallengeable evidence that some students in Nigeria like other students in various parts of the world have dyslexia. The paper concludes by nothing that a child that has dyslexia may not outgrow it. But there are supports, teaching approaches, and strategies to help the child overcome the challenges.

This study investigated the Planning, Supervision and Quality of Instructional Leadership of Girls' Day Secondary Schools in Kaduna State. The research design adopted was a survey design. The independent variables were the respondents which include principals, teachers, students, parents and government officials while dependent variable includes planning, supervision and quality of instructional leadership of girls' day secondary schools. This study was conducted in Girls' Day Secondary Schools across Kaduna State. A Multiple sampling technique was adopted to sample six hundred and forty-eight (648) respondents consisting of 300 males and 348 females. Three hypotheses guided the study. The instrument for data collection was the questionnaire which was duly validated and found to be reliable. Analysis of variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. Results showed that there was a significant difference among the respondents on the planning of Girls' Day Secondary Schools in Kaduna State, there was a significant difference among the respondents on the supervision of Girls' Day Secondary Schools in Kaduna State and there was a significant difference among the respondents on the quality of instructional leadership of Girls' Day Secondary Schools in Kaduna State. It was recommended that the Kaduna State Government should ensure adequate planning and running of Girls' Day Secondary Schools by putting machinery on ground in terms of resources needed by the schools. The schools should be adequately supervised by the ministry of education officials to ensure compliance with government directives on quality education.

This study aimed at assessing teachers' competency in the use of ICT. Five research questions and two hypotheses tested at 0.05 alpha level guided the study. Using purposive sampling techniques, 140 respondents were sampled from the total population of secondary school teachers in Ayangba metropolis. The population consist of the entire teachers of both public and private secondary schools in Ayangba metropolis. A modified instrument tagged "Teachers ICT use survey" (TICTUS) adapted from ICT survey indicator for teachers and staff by UNESCO (2004) was used to gather data for the study. The instrument was trial tested on 30 respondents from Benue State which was outside the study area. The reliability coefficient was determined using Cronbach Alpha (a). The overall reliability index was 0.82. Statistically weighted mean and simple percentage (%) were used for answering research questions, t-test was used for testing the null hypotheses, and Special Package for Social Sciences (SPSS) version 21 was the software used to run the analysis. The findings of the study revealed among others that there is poor teachers' use of ICT to facilitate teaching and learning. Recommendations were made based on results found.

The study investigated employee engagement and performance of lecturers in Nigerian Tertiary Institutions. It employed descriptive and correlation research designs. Stratified random sampling was used to select three tertiary institutions in Nigeria and the sample size of 314 lecturers was obtained through Taro Yamane. Questionnaires were distributed to 314 lecturers but only 290 of them positively responded by returning the filled questionnaires. This represents 92.36% response rate and 7.64% non response rate. The reliability of the instrument was measured with Spearman Brown's Split Half method which yielded the reliability coefficient of 0.835 which is deemed adequate for the study. The hypothesis was tested using Pearson Product Moment Coefficient. Result revealed that there is a positive relationship between employer reciprocity and lectures' research output with a coefficient of correlation (r) value of 0.710 and from the finding; it recommended that management of tertiary institutions in Nigeria need to develop and nurture engagement by providing adequate training opportunities for academic staff to increase organizational visibility and ranking.

This study investigated the influence of social media on psychosocial behaviour and academic performance of secondary school students. It was conducted in Batagarawa Local Government, Katsina State, Nigeria. Two research hypotheses were formulated for the study, and descriptive survey research design was employed. The target population consists of four secondary schools purposively selected out of the seven public schools and 306 SSII students were randomly selected for the study. Researcher-made validated questionnaire and academic performance test in English Language was used for data collection. Collected data was analyzed using descriptive statistics of mean and standard deviation. Null hypotheses were subjected to t-test of independent samples. The study found among others that, social media usage has negative influence on psychosocial behaviour and academic performance. It therefore recommended that parents, teachers, and educational psychologists should pay more attention to their students' attitude on these platforms and also educate them on time management as not to waste too much of their time chatting, they should concentrate on their studies.

This paper examined the outcome of growth and developmental challenges on the behavioral dispositions of in-school Christian adolescents in Nigeria. The study randomly sampled 222 respondents in Township of Kogi State, Nigeria. Six research questions and one null hypothesis was formulated to guide the study. Instrument used for data collection was questionnaire, which has 41 questionnaire items, and it covered the areas of physical, emotional, social, moral, cognitive growth and development, and the possible challenges that they could pose. Data collected was analyzed using mean and standard deviation while the null hypothesis was through the use of t-test. The findings of the study among others were that the in-school Christian adolescents have healthy physical, emotional, social and moral growth and development in spite of the challenges that accompany. But they however scored low in the area of cognitive growth and developments. Based on these, recommendations and implications for further studies were made.

Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem behaviors; however, Tier-2 interventions that can be delivered by teachers with fidelity in authentic settings are lacking. This study examined the effect of BEST in CLASS, a Tier-2 intervention delivered by teachers, on child problem behavior, teacher-child interactions and teacher-child relationships using a cluster randomized controlled trial design. Participants were 465 children (3-5 year olds) identified at risk for the development of EBDs and their 185 teachers from early childhood programs located in two southeastern states. Significant effects were found across both teacher reported (ES ranging from 0.23 to 0.42) and observed child outcomes (ES ranging form 0.44-0.46), as well as teacher-child relationships (ES ranging from 0.26 to 0.29) and observed teacher-children interactions (ES ranging from 0.26 to 0.45), favoring the BEST in CLASS condition. Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior.

The aim of this study was to examine the motives for university students who engage in different team sports mutually. The cross-sectional method was used in the study. The study sample consisted of 280 university students from Dumlupinar University School of Physical Education and Sports. The participants were chosen according to stratified random sampling method and participated in the study voluntarily. In the study in order to collect data Turkish version of Gill and colleagues' Sports Participation Questionnaire was used. In the evaluation of the data in addition to descriptive statistical methods, MANOVA was used as the hypothesis test. According to MANOVA results, there were significant differences between the motives for university students in achievement, physical fitness, skills development and movement/being active factors. The findings of this study can assist intercollegiate coaches and athletic administrators to understand the motivational patterns of university students for participating in sports and allow them to develop strategies which can prevent students from quitting sports participation and exercise.

Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3D-printed drafting model, presented with a blue background under lighting conditions between 500-750 lux had the highest impact on spatial visualization ability of engineering technology students.