iosr-JRME   Volume-3 ~ Issue-2

Paper Type	:	Research Paper
Title	:	Use of Multimedia Messages via Mobile Phones in the Teaching and Learning of French Vocabulary in Schools
Country	:	Nigeria
Authors	:	Onasanya, Samuel Adenubi Ayelaagbe, Sina Opeoluwa, Bello, Anne O.
	:	10.9790/7388-0320106

Abstract: Educators and researchers have been looking for ways and means of improving the learning of French Vocabulary in schools using Multimedia Message (MMM) via mobile phones so as to improve the vocabulary level of beginners, (students) of French Language, both in terms of their understanding and memorization of new vocabulary. Therefore, this paper extensively discussed the basic elements, some common text devices found in SMSes and relevance of mobile phones to education. Also, contemporary works on the use of MMM via mobile phones in teaching of French vocabulary were discussed. Subsequently, some French vocabularies that can be learnt through MMM via mobile phones were listed and discussed. Some challenges of using MMM via mobile phone in teaching French vocabulary were x-rayed. Conclusions were drawn and recommendations made.

Keywords: Multimedia Messages (MMM), mobile phones, Short message services (SMS), French Vocabulary, teaching & learning

[1]. Al-Seghayer, K. (2001). The Effect of Multimedia Annotation Modes on 12 Vocabulary acquisition: A Comparative Study. Language Learning & Technology, 5(1), 202-232.
[2]. Basoglu, E. B & Akdemer, O. (2010). A Comparison of Undergraduate Students‟ English Vocabulary Learning. Using Mobile Phones and Flash Cards. The Turkish Online Journal of Educational Technology, 9(3), 1-7.
[3]. Barbara, B. (2010). Using the Mobile Phone in School: Handling Opportunities and Risks Appropriately. Margaretenstraise, Austrian Institute for Applied Telecommunication (OIAT)

Paper Type	:	Research Paper
Title	:	Effect of engaged learning upon lecture learning method on Outcome Based Education in Nursing - An experimental study
Country	:	India
Authors	:	Ms. Vaidyanathan Radha, Dr. Pratibha A Chandekar
	:	10.9790/7388-0320711

Abstract: Teaching learning is fruitful and permanent if the total situation is related to the life situation and in the life situation, especially for health science students. Nowadays, participatory approach (Engaged Learning – EL) is widely recognized and practiced over the Lecture Learning (LL) method in which the student is motivated and equipped to enjoy an active role. A Randomized block experimental design was undertaken with a structured validated common test for standard reference assessment of all samples, for assessing the effectiveness of Engaged Learning over Lecture Learning method. 37.9 % of the group with Lecture Learning had gained knowledge from average to good and excellent level & 88 % of the group with Engaged Learning had similar level of knowledge gain. Engaged learning is intended to be a conceptual framework for technology based education that can result expected outcome by nursing students in recognition of the changing needs of the 21st century.

Keywords: Engaged learning, Education, Lecture Learning, Outcome Based Education, Teaching

[1]. Davis, M. A., & Henry, M. J. (1997). Cognitive capacity of non-traditional learners in two instructional settings. Research/ Technical Report
[2]. Fuszard, B. (1995). Innovative teaching strategies in nursing (2nd ed.). Gaithersburg, MD: Aspen
[3]. Gross, P. (1997, February). Engaging the disengaged: How is it different when using distance education? Position Paper. Speech/Conference Paper
[4]. Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. Plugging in: Choosing and using educational technology. EdTalk. Washington, DC: Council for Educational Development and Research.
[5]. Knowles, M. S. (1970). The modern practice of adult education. New York: Association Press.
[6]. Myer, S., Brenner, Z. R., & Wood, K. (1995). A comparison of learner outcomes to traditional and videotaped classes. Nurse Educator, 20(2), 29-33
[7]. Macmanaway L A (1970) Teaching methods in higher education, innovation and research Universities Quarterly. Vol 24. No. 3 p. 321- 329
[8]. Harley J & Cameron A Some observations on the efficiency of lecturing. (1967) Educational Review 20 p. 30 - 37
[9]. http://www.brookes.ac.uk/services/ocsld/resources/20reasons.html

Paper Type	:	Research Paper
Title	:	Empirical Demonstration of Techniques for Computing the Discrimination Power of a Dichotomous Item Response Test
Country	:	Nigeria
Authors	:	B. O. Ovwigho
	:	10.9790/7388-0321217

Abstract: The study was designed to examine the various statistical techniques for computing the Discriminating Power of a dichotomous item response test. The simple Discrimination Index, the Cramer's phi coefficient, phi coefficient, Point-Biserial correlation, and t-test for independent sample were used to test the difference in mean of the criterion scores between those who got the item correct and wrong. Item 1 of the Senior Secondary Agricultural Science test was used as the computational example. In the analysis, the simple Discrimination Index and 3 formulae of the Point-Biserial correlation gave the same results (r = 0.63). The Cramer's phi coefficient was 0.49 and phi coefficient (0.65). There was a significant difference between the mean criterion scores of students who got the item right and those who got the item wrong (t= 5.05 p <0.05).The phi coefficient, Point-Biserial correlation and t-test for independent sample were the best statistics for estimating the Discrimination Power and coefficient of the test item. The simple Discrimination Index did not take into cognisance the total performance of candidates in the test hence it was rejected. The phi coefficient is recommended where the sample is large and necessitates division into upper and lower extreme groups.

Keywords: Item analysis, dichotomous item, discriminating power, discrimination index, discrimination coefficient

[1]. Adesoye, P. O. (2004). Practical Guide to Statistical Analysis for Scientists. Ibadan : Debo Publishers
[2]. Ali, A., Ezeadi, S. and Ogbazi, J. N. (1988). Introduction to Educational Measurement. Awka(Nigeria): Meks Unique Publishers
[3]. Calkins, K. G. (2005). Applied Statistics Lesson 13: More Correlation Coefficients. Michigan United States: Andrews University, Berrien Springs
[4]. Ebel, R. (1972). Essentials of Educational Measurement. London: Prentice Hall
[5]. Gronlund NE 1976, Measurement and evaluation in teaching, Macmillan Publishing Co., Inc. New York
[6]. Henrysson, S.(1976). Gathering, Analyzing and Using Data on Test Items. In: Thorndike, R. D. (ed). Educational Measurement. Washington DC: American Council on Education
[7]. Instructional Assessment Resources, IAR (2011). Item Analysis. Texas: University of Texas at Austin
[8]. Joe, A. I. (1992). Fundamental Statistics for Education and the Behavioural Sciences. Ibadan: Kraft Books Limited
[9]. Matlock-Hetzel, S.(1997 January). Basic Concepts in Item and Test Analysis. Paper Presented at the Annual Meeting of the Southwest Educational Research Association, Austin
[10]. Ovwigho, B. O. (2009). Validation of Socioeconomic Status Indicators for Heads of Farm Families in Delta north Agricultural Zone, Delta State, Nigeria. Journal of Agricultural Extension and Rural Development, 1(2): 50-57

Paper Type	:	Research Paper
Title	:	Knowledge And Perception Of Psychological Principles Among Trainee Coaches (Students) Of National Institute Of Sport Lagos, Nigeria.
Country	:	Nigeria
Authors	:	Mayowa Adeyeye, Adeyemo Kehinde, Fasoranti Afolabi
	:	10.9790/7388-0321821

Abstract: The study investigated the knowledge and perception of psychological principles among trainee coaches, thereby drawing the attention of these future coaches to the usefulness and importance of sports psychology principles in the attainment of optimal performance in sport and also for them to be able to help their to-be-athletes attain their goal of winning in any competition. The sample used for this study was ninety-five ( n-75 males, n- 20 females) students of National Institute of Sports Lagos, the participants were selected using purposive techniques and were drawn from the three main programme of the institute i.e the advance coaching and training course, higher diploma in coaching and training course, and diploma in coaching and training course. The descriptive survey design was adopted using Knowledge and Perception of Sport Psychology Principles' Questionnaire (KPSPQ) to elicit opinions from respondents. The test-retest reliability value obtained for the instrument, using Pearson Product Moment Correlation Co-efficient was 0.86. Data was analysed using frequency counts and percentage for demographic data while Chi-square was employed in determining the level of significance between the hypothesized and observed values at .05 alpha level. The result of the findings revealed that the trainee coaches did not have substantial knowledge of sport psychology principles which may be a major factor that could bring about disputes between the team coach and the psychologist.

Key Words: Knowledge, Perception, Sport psychology, Psychology principles, Trainee coaches.

[1]. Adeyeye, F.M & Adeyemo, K.A (2013). Perception and utilization of sport psychology principles among athletes of tertiary institutions in Lagos state Nigeria. Journal of emerging trends in educational research and policy studies. In press
[2]. Gould, D. (2002). Sport Psychology in the new millennium. The psychology in the new millennium. Journal of Applied sport psychology, 14, 137-139.
[3]. Gould, D. (2004). Psychological correlates of help seeking attitudes among trainee coaches. American Journal of Orthopsychiatrics, 64, 586-593.
[4]. Gould, D., (2008). Evaluating the effectiveness of psychological skill education workshop. The Sport Psychologist, 4, 249-260.
[5]. Hason, B. (2013). Sport psychology for the coach. Retrieved from:http:llmm.athletesassessment.com/articles/sportassessment.com/articles/sportpsych_for_coaches
[6]. Lee, K. (2000). Gaining entry with athletic personnel for season-long consulting. The Sport Psychologist, 2, 243-254.
[7]. Martin, B. (2007). High school and college athletes' attitudes toward sport psychology. Journal of Applied Sport Psychology, 17(2), 127-139.
[8]. Martin, B. (2008). NCAA Division I athletes' psychological skill and attitudes toward seeking sport psychology consultation: The development of an objective instrument. The Sport Psychologist, 22, 201-218.
[9]. Mellisa (2012). Knowledge and perception of sport psychology services among athletes of tertiary institutions. The sport psychologist , 201-218