IOSR-JHSS   Volume-28 ~ Issue-5 ~ May 2023

Abstract: Social Workers, Sociologists and Social anthropologists have given little attention to the evil-eye in communities where the depravity is predominant. The evil eye has continued to affect the health and social well-being of the children and people with the light brown skin because of the susceptibility and delicacy of their skin to 'ebibiriri'. The Gusii community has a strong belief in the existence and power of the evil eye, locally known as "ebibiriri." The evil eye is believed to be a form of negative energy that can cause harm, illness, or misfortune to individuals or their belongings. The community believes that anyone can possess the power to cast the evil eye, intentionally or unintentionally, and that certain individuals are more susceptible to its effects. The purpose of this study was to investigate the antiquity of the evil eye among the Gusii community in Kenya. The study used snowballing and purposive.....

Keywords: Evil eye, Evil eyed people, Depravity, Gusii Community, Social workers, Social Anthropologist and Sociologists.

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[2]. Dean, T. (1981). India: the cultural context. In J. E. Curtis (Ed.), The Evil Eye: A Study in the Folklore of Vision (pp. 102-126). University of Wisconsin Press.
[3]. Djebar, A. (2011). The Evil Eye and Its Cultural Significance. International Journal of Humanities and Social Science, 1(5), 143-148.
[4]. Eastman, M. (1998). The Power of the Eye: An Introduction to the Evil Eye in the Mediterranean and Beyond. Journal of Folklore Research, 35(1), 1-22.
[5]. Ejiogu, A. M. (1981). Nigeria: the evil eye among the Igbo and Yoruba. In J. E. Curtis (Ed.), The Evil Eye: A Study in the Folklore of Vision (pp. 74-101). University of Wisconsin Press.

Abstract: Missing marks is a prevalent issue in Kenyan universities that has significant implications for both students and the institutions. Missing marks occur when grades or scores for a student's coursework or exam are not recorded or are lost, leading to confusion and frustration for both the student and the university. The consequences of missing marks are significant, including delays in graduation, academic penalties, financial implications, and damage to the university's reputation. Given the importance of accurate grading in ensuring academic integrity and fairness, it is essential to explore the causes and consequences of missing marks and to identify measures to prevent and address them effectively. This study aimed to investigate the causes and consequences of missing marks in Kenyan universities and to provide recommendations for policy and practice. The study used a qualitative research design and conducted focus group discussions with university students and examination officers. Purposive......

KeyWords: Missing marks, Academic integrity, Academic misconduct, Administrative errors, Technical issues and Consequences

[1]. Kamau, E. (2019). The Effect of Missing Marks on Students' Academic Performance: A Case Study of Moi University. Journal of Educational Policy and Entrepreneurial Research, 6(3), 69-77.
[2]. Kathambi, E. (2019). Factors Contributing to Missing Marks in Kenyan Universities: A Case Study of Jomo Kenyatta University of Agriculture and Technology. Journal of Education and Practice, 10(3), 1-10.
[3]. Kibet, C. K. (2021). An Investigation into the Causes of Missing Marks in Kenya Certificate of Secondary Education in West Pokot County, Kenya. International Journal of Education and Research, 9(1), 47-58.
[4]. Kipkemoi, D. (2018). Factors Contributing to Missing Marks in Kenya Certificate of Primary Education (KCPE) in Uasin Gishu County, Kenya. International Journal of Social Sciences and Humanities Research, 6(3), 68-75.
[5]. Moraa, G. A., & Mirie, W. (2021). Causes and Effects of Missing Marks in Kenya Certificate of Secondary Education in Kisii County, Kenya. International Journal of Innovative Science and Research Technology, 6(5), 439-445

Abstract: The researchers examined improvisation of instructional materials: a veritable option in the teaching and learning of social studies in secondary schools in Kogi State, Nigeria. The study adopted survey design. Two research questions and two hypotheses guided the study. The population of this study consists of 678 Social Studies teachers and principals from the 139 public secondary schools in Kogi state. 216 (180 social studies teachers and 36 Principals) from 36 public secondary schools from the population, the researcher employed multi-stage and disproportionate sampling technique to sample 180 Social Studies Teachers. A researcher made instrument titled "Improvisation of Instructional Materials Principals and Teachers Scale (IIMPTS) was used in gathering data for the study. The instrument was a 12 item questionnaire divided into two sections.........

KeyWords: Social Studies, Improvisation, Instructional materials, Resources for improvisation

[1]. Abdu-Raheem, B. O. (2014). Improvisation of instructional materials for teaching and learning in secondary schools as predictor of high academic standard. Nigerian Journal of Social Studies, xvii (1), 131-143.
[2]. Abdu-Raheem, B.O., & Oluwagbohunmi, M.F. (2015). Pre-service teachers' problems of improvisation of instructional
materials in social studies in Ekiti State University. Journal of Education and Practice, 6(3), 160-163
[3]. Alaba, O. A. (2006). Attitude of teachers towards the integration of computer education into Secondary School Curriculum.
Journal of Research in Curriculum and Teaching, 1(1), 20-29.
[4]. Ater, L.L, Tiough, M. & Nekar, D. A. (2006) Information technology and challenges of the teacher. Benue State University Journal of Education,7,(1) 9-14.
[5]. Ema, E. & Ajayi, D. T. (2004). Educational technology: Methods, materials, machines: Jos University Press Ltd.