iosr-JRME   Volume-5 ~ Issue-3 ~ May-June 2015

Abstract: This study examines the achievement of different types of students in learning chemistry at Engineering college level. In this study, the investigator applied Experimental Research as a method to describe and interpret what will exist in the future. A achievement test for the assessment of learning chemistry among Engineering college I year students was prepared with a sample of 30 students. The achievement test consists of 54 items. The achievement test was used for the achievement test. The male and female students have an average level of achievement in learning chemistry. The rural and urban students have an average level of achievement in learning chemistry. The male and female students do not differ significantly in their achievement in learning chemistry. The rural and urban students do not differ significantly in their achievement score in learning chemistry.

Key words: Achievement in Learning Chemistry, Gender and Locality of Students.

[1]. Craig W. Bowen (2001). A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement. Journal of Chemical Education, 77(1), 116.
[2]. Esen Uzuntiryaki (2007). Learning Styles and High School Students' Chemistry Achievement. Science Education International, Vol.18(1), pp.25-37.
[3]. Henry E. Garrett. (2006): Statistics in Psychology and Education, Surjeet Publication, New Delhi.
[4]. Kothari, C. R. (2004): Research Methodology, Methods and Techniques (2nd Revised Edition), New Age International Publishers, New Delhi.

Abstract: Collaboration is a way of interaction and personal attitude where individuals are responsible for their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning techniques. Collaborative learning is more students centered. The collaborative tradition takes a more qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the differences between collaborative and individual learning. . The paper also highlights teacher's perspective for individual and collaborative learning. The paper concludes with a discussion about the implications of these issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in means in achievement in English by using collaborative learning and individual learning. The sample comprises of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final achievement scores in English have been used for the purpose of the study.

Keywords: Collaborative Learning, individual Learning, Classroom techniques, Student centric approach, Peer Teaching, T-test.

[1]. Benefits of collaborative learning, Procedia - Social and Behavioral Sciences Volume 31, 2012, Pages 486–490,World Conference on Learning, Teaching& Administration - 2011
[2]. Panitz, Theodore, 1999 Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning, 12-00,13p.

[3]. Thousand, Jacqueline S., Ed.; And Others, 1994, Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers, : 432, ISBN: ISBN-1-55766-158-8,ERIC Number: ED369547

[4]. Bruffee, Kenneth (1993). Collaborative Learning. Baltimore: The Johns Hopkins University Press. pp. 28–51.

[5]. Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.

[6]. Chiu, M. M. (2000). Group problem solving processes: Social interactions and individual actions. for the Theory of Social Behavior, 30, 1, 27-50.600-631.

Abstract: Teaching methods can be categorised into two broad categories namely teacher – centered approach and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the competence of management teachers in using different teaching methods in affiliated colleges in urban Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv) To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent factors that comprises the different teaching methods. A structured self administered survey questionnaire was developed for data collection. The sampling frame for the study included permanent faculty members working in University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case study methods were the frequently used teaching methods by the faculty methods; group discussion, individual/group project, and role play were frequently but not adequately used teaching methods while simulations, field studies and workshop were the least frequently used teaching methods.

Keywords: competency, learner-centric approach, teacher-centric approach, teaching methods.

1]. Benson, L., Schroeder, P., Lantz, C., and Bird, M (n.d.). Student Perceptions of Effective Professors. Retrieved 2009, from www.usfca.edu/ess/sym2001/PDFbooks.
[2]. Bourner, T. (1996a), The Learning Aims of Higher Education, Education + Training, 38 (3),10-16.
[3]. Bourner, T. (1997), Teaching Methods for Learning Outcomes, Education + Training, 39(9),344 – 348.
[4]. Conti, G J (1982). The Principles of Adult Learning scale, Adult Literacy and Basic Education,Vol.6(3), pp 135–147 retrieved from htpps://etd.ohiolink/rus_etd/document/gct/osu1153344917/inline.

Abstract: Quality education is an indispensable instrument for national development. However the provision of quality education depends largely on the quality of teachers. Similarly, teacher education programme is designed to produce teacher with requisite training and sound professional background which requires a favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the Northwest University, Kano prospective teachers' attitudes towards profession of teaching. Field of study, gender and level of study's influence on their attitude were also examined. A descriptive survey design was adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.

[1]. Ibidapo-Obe, O. (2007).The challenge of teacher education in Nigeria: The university of Lagos experience. Paper presented at the Second Regional Research Seminar for Africa organized by the UNESCO Forum on Higher Education, Research and Knowledge in Accra, Ghana from 22-24 March 2007
[2]. Musa, A. & Bichi, A. A. (2015). Teacher Education in Nigeria: Issues, Problems and Prospects. Kano Journal of Education 1(1)
[3]. FGN (2004). National Policy on Education. (4th ed). NERDC Press. Yaba – Lagos.
[4]. Fafunwa A. B (1974). History of education in Nigeria. London: George Allen and Unwin Ltd.
[5]. Ajayi, I. A. (2004). Social Science Method. Ado-Ekiti: Green Line Publishers

Abstract: The present investigation was directed towards the identification of counselling needs of the higher secondary school students of Kerala as perceived by higher secondary school teachers by normative survey method. Perceptions of 200 teachers from selected schools were used to assess the counselling needs. For this, a Counselling Needs inventory was constructed by the investigator. Results of the analysis indicate that higher secondary school students have strong counselling needs, as perceived by their teachers. Results also show that there is no significant difference between male and female teacher perception on the counselling needs of higher secondary school students.

Key terms: Counselling Needs, Teacher Perception.

[1]. Anand, S. P. (2003). Guidance and Counselling for Vocational Education in Schools. Journal of Indian Education. NCERT.
[2]. Asha Bhat Nagar & Nirmala Gupta (1999). Guidance and Counselling a Theoretical Perspective. Vol. 1, New Delhi: Vikas Publishing House Pvt.
[3]. Best, J. W. & Khan, J. V. (1992). Research in Education. New Delhi: Pentice Hall of India Private Limited.
[4]. Biswas, A. & Aggarwal, J. C. (1971). Encyclopaedic Dictionary and Dictionary of Education.
[5]. Duffy Jim, Wareham Stacey; & Walsh Margaret (2004). Psychological consequences for high school students having being sexually harassed. Sex Roles. Vol. 3.

Abstract: This study investigated the result of an survey (experiment) where we observed misuses of literal symbols by university/college students when they perform operation on integration & differentiation problems

Keywords: Differentiation, Integration, substitution, literal symbols

[1]. Christou KP, Vosniadou S; How students interpret literal symbols in Algebra: A conceptual change approach, 17th annual conference ofthe cognitive science society,Italy, 453-458, (2005).
[2]. Tall DO, VinnerS: Concept image and concept definition in mathematics with particular reference to limit and continuity. Edu.Stu.Math,12: 151-169 (1981).
[3]. Poincare H. 1908: 'Science et Method' (translated by Francis Maitland 1913) English Version Dover Publications.

Abstract: This reseach in based on the real condition Senior High School Sociology learning activity in Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the attitude or character values in the activity of learning.

[1]. AdeSanjaya,Access: April 6, 2012, http: //aadesanjaya.blog.spot.com/012/03/pengertianproblemsolving.html.
[2]. Agus Kurniawan, 2006, Self Development, Jakarta, Rineka Cipta.
[3]. Ahmad Rohani, 2004, Educational Psychology, Jakarta, Rineka Cipta.
[4]. Anshori 2010, Insiklopedi, Solo, Nur Ilmu.
[5]. Henson, Ben, 2005, The Educational Psychological for Effective Teaching, Boston,Western Carolina University.
[6]. Budiyono 2009, Statistics for Research, Solo, Percetakan UNS (Universitas Sebelas Maret).

Abstract: The abolishment of corporal punishment without finding effective alternative methods of managing behavior in pupils has led to indiscipline and conflicts in primary schools in Kenya. The study sought to establish whether there is any influence of gender on the attitude of teachers towards outlawing of corporal punishment in primary schools in Nandi North District. The population of the study comprised of primary school teachers in Nandi North district. The study adopted a descriptive survey design. The target population was 713 teachers, however, the sample size was 217 teachers selected through stratified sample random sampling techniques whereby schools were grouped according to their various characteristics and participating schools picked randomly by lottery method to ensure equal chances of participation with the selected schools.

[1]. Eshiwani, G. (2001). Education in Kenya Since Independence. Nairobi, Kenya: East African Educational Publishers.
[2]. Fraenkel, J.R. & Wallen, N. E. (2000). How to Design and Evaluate Research in Education. (4th ed.). Boston: McGraw Hill.
[3]. Griffin, K. W. (2000). Book Review: "Creating Health Behavior Change" by Cheryl L. Perry. Health Education & Behavior, 27, 664-666.
[4]. Human Rights Watch, (1999 September). Spare the Rod. Corporal Punishment in Kenyan Schools. September Vol.11 .No.6 (A).
[5]. Kinnear P. R & Gray C. D. (2000). SPSS for Windows. Department of Psychology, University of Aberdeen.

Abstract:Geography is the core of human civilization. It manifests in cultures, trades, music, traditions, trades science and technology among many other attributes. Geography has played important roles in human endeavor to reach out into the unknown. Therefore, students' perception on Geography Education in Malaysian secondary schools was considered and studied with emphasis on gender-based reactions. The data on the details of Geography curricula for secondary schools in the study areas were obtained from relevant Government agencies while data for students' perception were obtained with the aid of structured questionnaires.......

Key words: Appraisal, Career-choice, Civilization, Existential geography, Gender-based, Geography
education.

[1]. Duane W.R. 2010. Eratosthenes‟ Geography Ragments collected and translated, with commentary and additional material. Princeton University Press, e-ISBN: 978-1-4008-3221. Pp 320.
[2]. Mccoll, R.W. 2005. Encyclopedia of World Geography. Facts on File: ISBN: 0816057869. Pp 1216.
[3]. Akinnuoye, M.A. and Abd-Rahim M.N. 2011. Implementation of Environmental Education: A Case Study of Malaysian and Nigerian Secondary Schools. IPCBEE IACSIT International Conference on Biology, Environment and Chemistry. 1: 324-327.
[4]. Akinnuoye, M.A., Jaafar, M. and Kateman B.R. 2014a.Urbanization of rural areas and the risk factors: A case study of five Local
Government areas in Oyo State, Nigeria Australian Journal of Basic and Applied Sciences, 8(8): 130-133
[5]. Akinnuoye M.A., Akinnuoye, O.F.A. and Jaafar, M. 2014b. Causative factors and problems associated with the use and abuse of
Psychoactive Substances among students of secondary schools in Lagelu Local Government of Oyo State, Nigeria. Journal of Research in Humanities and Social Sciences 4 (28): 135-143.

Abstract: Recognizing that technical report writing is an important employability skill, an action research study was embarked to examine the efforts of implementing writing interventions through constructivist based blended learning model to improve computing graduates writing skills. The research was implemented in 142 term for computing graduates of Prince Sultan University, Saudi Arabia. Data was collected through students' interviews and from Moodle Turnitin, Workshop, Forum and Wiki to analyse the benefits that the students perceived from each intervention to improve their writing for computing discipline. Encouraging results from this research suggest new avenues that the computing instructors can practise in their teaching learning process to help students improve their writing skills. In addition, students' confidence level increased and the approach encouraged a positive attitude towards writing.

Keywords: Constructivist Theory, Blended Learning, Moodle, Writing Activities, Computer science courses, Action Research

[1]. Golara Garousi, Vahid Garousi-Yusifoğlu, Guenther Ruhe, Junji Zhi, Mahmoud Moussavi, Brian Smith, Usage and Usefulness of Technical Software Documentation: An Industrial Case Study, Information and Software Technology, 57, 2015, 664-682. [2]. Nurkkla T, Brandle S, Software Studio: Teaching Professional Software Engineering, Proc. 42nd SIGCSE technical symposium on Computer science education, New York, USA, 2011, 153–158.

[3]. Jennifer R. Parham, An Assessment and Evaluation Computer Science Education, Journal of Computing Sciences in Colleges,19(2),2003, 115-127

[4]. Robert F Dugan, Virgina G Polanski, Writing for Computer Science: A Taxonomy of Writing Tasks and General Advice, Journal of Computing Sciences in Colleges, 21(6), 2006, 191-203

[5]. Yana Kortsarts, Timothy Dansdill, Mark E. Hoffman, Adam Fischbach, Janine Utell, Writing Intensive and Writing Extensive: A Continuum for Advancing Writing in Computer Science Education: Panel Discussion, Journal of Computing Sciences in Colleges, 25(6), 2010, 205-209

Abstract: Utilization of Secondary school libraries by Students in Akinyele Local Government Area of Oyo State is presented. The study was carried out in four selected secondary schools and colleges with a total population of seven hundred and sixty students and ten librarians using random sampling method. Questionnaire was the instrument used to collect the data from respondents. The data was analyzed using statistical package for the social science and presented in tables with frequency counts and percentage. The study revealed that school libraries were not utilized effectively by students due to inadequate resources, poor funding and lack of adequate provision for school library development.

Keywords: Education, Examination, Knowledge, Resources, School libraries.

[1]. Apotiade, J. (2002). National, state and public libraries. Ibadan. Distance Learning Centre, University of Ibadan.
[2]. Dike, D.B. (1993).Library Resources in education.Enugu-Abia Publishers.
[3]. Fayose, P.O.(1983). Students use of school libraries resources in Ibadan and Benin. Nigerian Journals of library and information science2 (2) 40-51.
[4]. Kolade, H.K. (2001). "Universal basic education programme in Nigeria: Implication for teaching role of the school library" Nigerian school library journal 4 (1 & 2)35 pp.
[5]. Moruf, H.A. (2010).Use of School Libraries by Teachers and Students in Akinyele Local Government Area of Oyo State, Nigeria. Unpublished BLIS project, University of Ibadan.68pp.

Abstract:This study was designed to monitor the Revised 9-Year Basic Education Curriculum (BEC) with the aim of establishing the level of implementation in terms of the level of awareness, the accessibility to and the training on the use of the 9-Year BEC and the Teachers' Guide (TG). The study is of descriptive survey. One Official each from the State Ministry of Education, (SMOE), and the State Universal Basic Education Board, (SUBEB); and HeadTeachers of 8 Basic Education Schools in one Local Government Area each of the three Senatorial Districts/Zones in Benue State were sampled for the study. From the findings of this study, it was recommended among others that on-the-job trainings should be organized for the teachers of in the schools to update their knowledge on the implementation of the Revised 9-Year BEC and there is need for adequate provisions of the Curricula, TG and relevant textbooks.
Keywords: Implementation, Revised 9-Year BEC, Curricula, Teachers' Guides.

[1]. Ajibola, M. A. (2008) Innovations and curriculum development for basic education in Nigeria: Policy priorities and Challenges of Practice and Implementation. Research Journal of International Studies, 8, 51 – 58.
[2]. Ayo, C. and Adebiyi A. A. (2008) Towards a Futuristic Educational development in Nigeria.Essays in Education, 28, 1 – 19.
[3]. Babalola, V.O. (2004). Resource materials in the implementation of curriculum in the 21st century In A.O.K. Noah, D.O.
[4]. Shonibare, A. A. Ojo, and T. Olujuwon. (eds) .Curriculum implementation and professionalizing teaching in Nigeria. Lagos: Central educational services.
[5]. Fayose, P.F. (1998). New developments in library and information resources for school Libraries. In: D. F. Elaturoti, (ed). Nigerian school librarianship: Yesterday, Today and Tomorrow. Ibadan: Nigerian school library Association. 59 – 73.