iosr-JRME   Volume-10 ~ Issue-6 ~ Nov. – Dec. 2020

Abstract: Background:Image theory falls within the field of graphic semiotics and occupies a prominent place within the general structure of semiotics or what is also called "codes science". As a structure of graphic achievements, this theory is a systematic framework that surrounds the various rules of graphic construction, and an element that facilitate the visual perception of the information expressed as a map. Maps are one of the necessary and most practical tools in the educational process, and the teacher focuses on providing skills to students through various activities using images, atlases, diagrams and various maps, which needs prior planning, effective teaching...

Key Word:Image theory, map reading, Semiology, Analysis Network

[1]. Educational Directives and Programs for teaching History and Geography in the Secondary Education Curriculum, State Department in Charge of Education and teaching, Ministry of national and higher Education, Rabat. 2007.
[2]. Al Manar Geography. Geography book for the second year of High School, in literature, humanities, Islamic sciences, Arabic language with original education, agricultural sciences, economics, management sciences and agricultural sciences, Top Edition, Casablanca. 2007.
[3]. Abu Radhi FA. Scientific Geography and maps principles, Arab Renaissance House for Printing and publishing, Cairo. 1998.
[4]. Guellad M. Cartographic Expression: Teaching cartographic reading in elementary school, Research for a postgraduate diploma from the Faculty of Education Sciences, Rabat. 1996.
[5]. Jaoudat AS. Teaching cartography Skills and Earth models, First Edition, Culture Publishing and Distribution House, Cairo. 1992..

Abstract: The study examined relationship between teacher's quality and senior secondary school students' academic performance in Chemistry in Maiduguri Metropolis, Borno State, Nigeria. Two objectives were stated and two null hypotheses were tested in the study. The objectives were to determine relationship between teachers' qualification and senior secondary school students' academic performance in chemistry in Maiduguri Metropolis and teacher's experience and senior secondary school students' academic performance in chemistry in Maiduguri Metropolis. The population of this study is thirty-eight (38) chemistry teachers and seven thousand six hundred and eighty-seven (7687) SS3 chemistry students across the sixteen (16) senior secondary schools in the Metropolis. Stratified random sampling....

Key words: Teacher's Quality, Teacher's Qualification, Teacher's Experience, Academic Performance

[1]. Adeogun, A. A. (2001). Roles of Instructional Materials in Academic Performance, Adequacy of Educational Resources for Quality Assurance: Academic Journal, 2(1), 23-29
[2]. Akinsolu, A. (2010). Effects of Instructions on Students Performance on Knowledge, Comprehension and Application of Tasks in Mathematics: African Journal of Educational Research 5(1) 44-100
[3]. Akinleye, D. (2001). "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement" Educational Evaluation and Policy Analysis, 22 (2), 129-145
[4]. Al-Methen, P. (2003). Student Course Evaluations: Research, Models and Trends. Toronto: Higher Education Quality Council of Ontario
[5]. Ashimole A. (2011). Goals, Values, and Affect: Influences on student motivation. In P. Alexander and P. Winne (Eds.).Handbook of Educational Psychology. 14(3), 369–389.

Abstract: The study aims to explore the causes of speaking anxiety of Iraqi EFL students. The data were obtained from semi structured interviews with 15 Iraqi EFL students of Technical Institute for Medicine-AlMansoor, Middle Technical University, Iraq.The results showed thatIraqi EFL studentsexperienced speaking anxietywhich were caused by1) nature of speaking comprising strange accent, speed of speech, and limited time given, 2) speaking activities such as long conversation, individual conversation, group conversation, and speaking topics such as politics and religious topics and telling a story, 3) low level of students' English proficiency, and 4) the classroom environment. It is hoped that this studywhich has revealed the causes as well as a glimpse ofthe impacts of anxiety on Iraqi EFLstudents.....

Key words:foreign language anxiety, speaking skill, speaking anxiety, Iraqi students of English as foreign language(EFL)

[1]. Akkakoson, S. (2016). Speaking anxiety in English conversation classroom among Thai students,Malaysian
Journal of Learning and Instruction, 13, 63-82.
[2]. Al-Chalabi, S. A. (1976). Teaching English as a foreign language in Iraq with emphasis on the in-service training of secondary schools teachers of English. Baghdad: Dar Al-Jahidh Press
[3]. Al Hamdany, H. (2018). A proposed design and rationale of task-based activity as a learning assessment. Al-Adab Journal, 1(125), 15–24. ISSN: 1994473X).
[4]. Ali,A.I., Hameed, F.W.,&Keong, Y.C. (2015). Speaking Competence of Iraqi EFL Undergraduates of Garmiyan
University. International Journal of Education and Research, 3 (5), 157-170.
[5]. Baker, J.,&Westrup, H. (2003) Essential speaking skills: A handbook for English speaking skills. London: Continuum.