iosr-JRME   Volume-3 ~ Issue-3

Paper Type	:	Research Paper
Title	:	Empowerment of Science, Techonology and Mathematics (Stm) Teachers: A Strategy for the Realisation of the Millenium Development Goals
Country	:	Nigeria
Authors	:	Mgbomo, Tubonemi
	:	10.9790/7388-0330104

Abstract: Nigeria has always had commendable education programmes which often times die natural death due to poor implementation. This paper gives an overview of some teacher related problems which can impede the attainment of the MDGs as well as the general goals of education. The paper also suggest individual teachers commitment by way of belonging to STAN and other professional bodies, and government interventions in some of the challenges facing teachers as the way forward.

[1]. Adedibu, A. A. & Olayiwola, M. A. (2005) Attracting and Sustaining the Interest of Professional science Teachers. STAN 46th Annual Conference Proceeding (72-74)
[2]. Akinsola, A. T. Lawal, J. & Oyedokun, M. R. (2007) the Quality of Human Resources for Teaching Science in Primary Schools in Niger State. Implication for Sustainable National Development. STAN 50th Annual Conference proceeding (15-18).
[3]. Amuzie, N. (2008). Simple Steps to Academic Excellence Port Harcourt: Noble Publishers.
[4]. Asiriuwa, D. O (2011) The Place of Science Teacher in Science Education Reform. STAN 52nd Annual Conference Proceeding (92-96).
[5]. Awosika, B. I. (2006) Status of Resources for Teaching Home Economics in Secondary Schools. STAN 47th Annual Conference Proceeding (372-375).
[6]. Federal Republic of Nigeria (2004) National Policy on Education (4th ed) Lagos: NERDC Press.

Paper Type	:	Research Paper
Title	:	Limited technology helps to deliver 'e-Learning' in a developing country
Country	:	India
Authors	:	Simon Coelho, Amita Chatterjee
	:	10.9790/7388-0330512

Abstract: The growing use of technology in education can surely be tapped into to help deliver learning, especially in developing countries. No doubt, there are limits placed on the computer-mediated communication that is accessible in these developing countries, yet effective use of cognitive principles in designing the learning package, can help to undoubtedly deliver 'e-Learning'. This pilot study was undertaken to see how 'e-learning' or 'Online' learning (ON), would compare with Face-to-Face learning (F2F). While the numbers that could participate in the ON learning were very small, due to the limited capacity of the computer laboratory that was available, their results nevertheless reflect very positive outcomes. The tools used for presenting the learning material were power point slides which were hyperlinked, not merely for extended explanation, but also for immediate feedback and applauding the efforts of the subjects. The pilot study holds a lot of promise for what limited technology, in 'learning spaces' can help to deliver, when the learner is engaged in the process of constructing knowledge.

Keywords: e-learning, cognitive theory, computer-mediated communication, technology in learning.

[1] J. Dewey, Experience and education (New York: Collier Macmillan, 1938).

[2] I. Jung, and C. Latchem, A model for e-education: Extended teaching spaces and extended learning spaces. British Journal of Educational Technology, Vol 42 No 1, 2011, pp. 6–18.

[3] A. Gunasekaran, R.D. McNeil, and D. Shaul, E-learning: research and applications. Industrial and Commercial Training, 34, 2, 2002, 44–53. [4] S. Alexander, E-learning developments and experiences. Education & Training, 43, 4/5, 2001, 240–248.

[5] A. Bork, Personal computers for education (New York: Harper & Row, 1985).

[6] A. Bain, and K. Ross, School reengineering and SAT-1 performance: A case study. International Journal of Education Reform, 9(2), 1999, 148–153.
[7] CEO Forum on Education and Technology, The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century (2001). Retrieved May 10, 2006 from http://www.ceoforum.org/downloads/report4.pdf.

[8] J. Sivin-Kachala, and E.R. Bialo, Research report on the effectiveness of technology in schools, 2000, Washington, DC: Software and Information Industry Association.

[9] C.J. Bonk, and K. Zhang, Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. (San Francisco: Jossey-Bass, 2008).

[10] D.H. Jonassen, J.Howland, and R.M. Marra, Meaningful learning with technology, 3rd Ed., (Columbus, OH: Merrill/Prentice Hall, 2007).

Paper Type	:	Research Paper
Title	:	Teaching of corrosion based on critical evaluation of urban furniture of a public square
Country	:	Brazil
Authors	:	Fernando B. Mainier, Luciane P. C. Monteiro, Fabio Merçon, Pedro Ivo C. Guimarães, Renata J. Mainier
	:	10.9790/7388-0331319

Abstract: This work is part of an educational project intended to foster the teaching of chemistry and corrosion in engineering courses, based on the following points: to facilitate and broaden the understanding of corrosion processes and corrosion protection techniques; awaken critical consciousness in the student, based on the necessity of developing and clarifying mechanisms involved in each corrosive process. Corrosion education at the University Federal Fluminense (Brazil) is becoming increasingly important because corrosion problems affect virtually all segments of human activity and the vast majority of these problems could be avoided if anticorrosive techniques and the expertise already established were applied. This study took public squares as the research lab because public urban furnishings (benches, rubbish bins, playgrounds, etc.) and historical monuments are subject to atmospheric corrosion and pollution. The objective is to enable students to develop their skills in the development of the theme "atmospheric corrosion" based on the following points: teamwork; analysis and evaluation of information from observations; decision making from a restricted amount of information; querying technical bibliographies; making technical reports and oral presentations.

Keywords: Atmospheric Corrosion, Corrosion, Corrosion Education, Urban Furniture.

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[2] J. R. Mudakavi, Principles and practices of air pollution control and analysis, (New Delhi, India: International Publishing House Pvt, 2010).
[3] C. Dolgorouky, V. Gros, R. Sarda-Esteve, V. Sinha, J. Williams, N. Marchand, S. Sauvage, L. Poulain, J. Sciare, and B. Bonsang, Total OH reactivity measurements in Paris during the 2010 MEGAPOLI winter campaign, Atmospheric Chemistry and Physics, 12, 9593-9612, 2012.
[4] S. Syed, Atmospheric corrosion of materials, Emirates Journal for Engineering Research, 11 (1), 1-24, 2006.
[5] A. Giordan, G. Vecchi, Les origines du savoir des conceptions des apprenants aux concepts scientifiques, (Paris; Delachaux et Niestlé, 1994).
[6] V. Gentil, Corrosão, (Rio de Janeiro: Brazil, LTC – Livros Técnicos e Científicos Editora, 2011).
[7] P. R. Roberge, Handbook of Corrosion Engineering, (New York, McGraw-Hill, 2000).
[8] C. Leygraf, and T. E. Graedel, Atmospheric Corrosion, (New York: John Wiley & Sons, 2000).
[9] H. W. Ailor, Atmospheric Corrosion, (New York, John Wiley and Sons, 1982).
[10] F. M. Mainier, G. C. Sandres, R. M. Mainier, Integrated management system for in-house control of accidental hydrogen sulfide leaks in oil refineries, International Journal of Science and Advanced Technology, volume 2, issue 9, September, 76-84, 2012.

Paper Type	:	Research Paper
Title	:	Situated Cognition & Culture of Learning to Re-Conceptualize the Teaching-Learning Paradigm in the Field of Engineering and Technology in Bangladesh
Country	:	Bangladesh
Authors	:	Jahidul Arafat, Mohammad Ahsan Habib, Che Kum Clement
	:	10.9790/7388-0332027

Abstract: Learning to teach is a complex process. On it, this paper discussed and examined on how a "learn-reflect-judge" component of a teaching participation and reflection might achieve this. It presents a new unified teaching learning model named "Teaching learning Model to Reveal the Innovation and Sustainability". It integrates a prospective module named Self Generation Module and a new assessment approach named Spider wire Approach to aid the better management of T-L scenario in the field of engineering and technology in Bangladesh. Implication of this model at real time class room situation results with better management of learning and learning satisfaction.

Keywords: learn-reflect-judge loop, Self-Generation Module, Hypo Module, 3600 coverage, total effectiveness.

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[6]. Bobis, J., & Aldridge, S. (2002). Authentic learning contexts as an interface for theory & practice. In A. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Conference of the International group for the Psychology of Mathematics Education (pp. 121-127).PME: University of East Anglia, Norwich.
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Paper Type	:	Research Paper
Title	:	Does parent educational status matters the student's achievement in pre-medical Entrance Exam?
Country	:	India
Authors	:	Dr. Meena J. Agrawal, Dr. J. C. Hundekari
	:	10.9790/7388-0332830

Abstract:The purpose of this study is to determine if parent educational status influence the achievement of higher secondary school students in pre medical entrance exam. The study described the students doing medical graduation by their pre medical exam achievement and their parent educational status. The population consist of all medical students studying MBBS in MIMER Medical College, Talegaon D. Pune (MH) India. The sample involved in this study was 240 medical students randomly selected.A questionnaire was used for data collection. The comparison revealed that there is statistically significant difference in pre medical exam score and parent educational status.

Keywords: achievement, parent educational status, pre medical exam

[1]. Lee, Bryk & Smith, (1993). The organization of effective secondary schools. Review of research in education. (19): 171-267.
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Paper Type	:	Research Paper
Title	:	Internal Audit as an Aid to School Plant Management
Country	:	Nigeria
Authors	:	Oladunjoye Patrick, Omemu Felix
	:	10.9790/7388-0333438

Abstract:This study assessed the effect of internal audit as an aid to school plant management in both public and private secondary schools in Nigeria. 100 schools were randomly selected from the South South geo-political zone in Nigeria. 220 school administrators and 510 teachers formed the sampled population. A questionnaire containing 12 items was drawn in line with the three research questions raised for the study. This instrument was validated by experts in test and evaluation as well as school plant education lecturers in Niger Delta University. The reliability of the instrument was established using the test-re-test method. The research questions were answered using appropriate descriptive statistics. The study shows that the role of an internal auditor is to audit school plant. Internal auditing is necessary in schools despite the wrong notions held by students, teachers and school administrators. The responsibilities of an internal auditor is to assist in school plant management which include keeping inventory of school facilities, organizing regular routine inspection of school plant and replacing or maintaining damaged school properties. The teachers, school administrators, as well as the government are expected to support internal auditing of school plant to avoid unwantom damage and manhandling of school facilities.

[1]. Adeogun, P. (2006) Educational Organizations and Practices, Portharcourt:Sunray Publications Ltd.
[2]. Adeogun, S. (2005) School Plant Management, Ife: Anemo Publishers.
[3]. Adesina, S (2005) Secondary Education in Nigeria, Ife: University of Ife Press.
[4]. Ajayi, K. and Taiwo, A. (2001) New Perspective in Nigeria Education, Ibadan: Vantage Publishers.
[5]. Amirize, B. (2000) Contemporary Issues in School Operations, Portharcourt: Sunray Publications Ltd.
[6]. Ejiogun, A. (2009) Landmarks in Nigeria Education, Lagos: Joja Publishers.
[7]. Knezevieh, T. (2005) School Plant, New Jersey: Prentice Hill.
[8]. Nworu,, S. (2002) Maintaining School Facilities ,Ilesha: Adeotu Publishers.
[9]. Okoli, W.A (2005) The School, Ilesha: Ilesanmi Press.
[10]. Okolo, T.C (2005) Introduction to School Plant Planning, Lagos: Samrose publishers.

Paper Type	:	Research Paper
Title	:	E-Learning 3.0 = E-Learning 2.0 + Web 3.0?
Country	:	United Arab Emirates
Authors	:	Dr. Fehmida Hussain
	:	10.9790/7388-0333947

Abstract: Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If web 2.0 is about social networking and mass collaboration between creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancement in e-Learning, the web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations' capabilities enhanced with the web 3.0 technologies. Furthermore in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is maybe not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, be is the learner or the tutor, requirement for further standardization of e-Learning technologies issues, social issues in term of increase of the digital divide.

Keywords: e-Learning 2.0, e-Learning 3.0, Web 2.0, Web 3.0, Learning theories, semantic web, higher education, educational technology.

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Paper Type	:	Research Paper
Title	:	Language Learning Strategies Applied by Arabic Learners: A Case-Study at Institute of Education, International Islamic University Malaysia (IIUM)
Country	:	Malaysia
Authors	:	Dr. Arifin Mamat, Ibrohem Sideh
	:	10.9790/7388-0334853

Abstract: Language learning strategies (LLS) play an important role in a second/foreign language acquisition, as they promote and facilitate language learning. Thisstudy aims to investigate LLS used by studentsin learning the Arabic language. The respondents of the study were all final year students at the Institute of Education, the International Islamic University of Malaysia (IIUM). Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was used to gather the data for the study. While, a simple descriptive statistical analysis was employed to provide meanings to the data. It includes frequency distribution, percentages, means, standard deviation and range of scores for the data set. The studyreveals thatstudents were familiar with entire six LLS categories namely; memory, cognitive, compensation, metacognitive, affective, and social strategies, with a medium frequency level use for overall strategies (M = 3.49). Among these six strategies, the most frequently used from the top was metacognitive, compensation, social,memory, cognitive, and affective strategies. Keywords:Learning strategies, language learning strategies (LLS), learning Arabic as a second/foreign language (ASL/AFL), second/foreign language acquisition, teaching Arabic.

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