iosr-JRME   Volume-14 ~ Issue-2 ~ Mar. – Apr. 2024

Abstract: This study aims to assess the technological pedagogical content knowledge of science teachers in Kebbi State, Nigeria. Four research questions and three objectives served as the foundation for this study. A mixed-method design was used. Purposively chosen, 50 science teachers were included in the sample (45 men and 5 women). The science teacher questionnaire and the science teacher classroom observation checklist were the two devices utilized to collect the data. Descriptive statistical techniques, such as means and standard deviations, as well as inferential statistics, such......

Key Word: Science teachers, Technology integration Technological resources

[1]. Abbitt, J. T. (2011a). An Investigation Of The Relationship Between Self-Efficacy Beliefs About Technology Integration And Technological Pedagogical Content Knowledge (TPACK) Among Preservice Teachers. Journal Of Digital Learning In Teacher Education, 27(4),134-143.
[2]. Agyei, D. D. & Voogt, J. (2011a). ICT Use In The Teaching Of Mathematics: Implications For Professional Development Of Pre-Service Teachers In Ghana. Education And Information Technologies, 16(4), 423-439. Http://Dx.Doi.Org/10.1007/S10639-010-9141-9
[3]. Agyei, D. D. & Voogt, J. (2011b). Exploring The Potential Of The Will, Skill, Tool Model In Ghana: Predicting Prospective And Practicing Teacher33333322s' Use Of Technology. Computers & Education, 56(1), 91-100.
Http://Dx.Doi.Org/10.1016/J.Compedu.2010.08.017
[4]. Agyei, D. D. (2012). Developing Technological Pedagogical Content Knowledge In Pre-Service Mathematics Teachers Through.

Abstract: Among the four macro-skills of English: reading, writing, listening and speaking, speaking skill has been paid much attention recently. Speaking skill is as fundamental as literary skill in both first-language and foreign language. Nevertheless, students seem to struggle when learning this skill. Consequently, this study was carried out to offer the proper application of Asynchronous Oral Communication (AOC) in teaching and learning speaking outside school in order to develop oral productions of non - English majored students at Ho Chi Minh City Industry and Trade College (HITC). To accomplish the stated objectives and aims, qualitative and quantitative methods......

Key Word: Asynchronous Oral Communication, speaking skills, non-English-majored students

[1]. Akkara, S., Anumula, V. S. S., & Mallampalli, M. S. (2020). Impact Of Whatsapp Interaction On Improving L2 Speaking Skills. International Journal Of Emerging Technologies In Learning (Ijet), 15(03), 250–259.
[2]. Afify, M. K. (2019). The Influence Of Group Size In The Asynchronous Online Discussions On The Development Of Critical Thinking Skills, And On Improving Students' Performance In Online Discussion Forum. Ijet, 14(5).
[3]. Alastal, M., Aladini, A., Jalambo, M. O., & Alattal, H. (2022). The Impact Of Using The Padlet Application On Improving 7th Graders' English Speaking And Deductive Thinking Skills. European Journal Of English Language Teaching, 7(2). Https://Doi.Org/10.46827/Ejel.V7i2.4233
[4]. Alsaleem, B. I. (2018). The Effect Of Facebook Activities On Enhancing Oral Communication Skills For Efl Learners. International Education Studies, 11(5), 144–153. Https://Doi.Org/10.5539/Ies.V11n5p144
[5]. Anwar, C., Nugroho, K. Y., & Nurhamidah, I. (2019). Students' Perception At The Use Of Padlet In Linguistics Class. Notion: Journal Of Linguistics, Literature And Culture, 1(1), 35. Https://Doi.Org/10.12928/Notion.V1i1.714

Abstract: Formative assessment refers to a combination of various methods which are applied by the teachers while conducting an in-progress evaluation of students. This study was conducted to investigate by what means formative assessment contributes to academic development based on a Bangladeshi government college and how formative assessment could be implemented in the classroom. To inquire evidently, eight teachers were interviewed in this qualitative study. The finding of the investigation showed that if formative assessment was applied by the teachers in students' evaluation, the development in academia could have been accelerated

[1]. Almofti, K. W. H. (2020). Challenges Of Implementing Formative Assessment: By Iraqi Efl Instructors At University Level. Koya University Journal Of Humanities And Social Sciences, 3(1), 181-189.
[2]. Babbie, E. R. (2020). The Practice Of Social Research. Cengage Learning.
[3]. Bailey, K.; Jakicic, C. (2012). Common Formative Assessment: A Toolkit For Professional Learning Communities At Work. Bloomington, In: Solution Tree Press.
[4]. Boston, C. (2002). The Concept Of Formative Assessment. Practical Assessment, Research, And Evaluation, 8(1), 9.
[5]. Boud, D., & Falchikov, N. (2006). Aligning Assessment With Long‐Term Learning. Assessment & Evaluation In Higher Education, 31(4), 399-413.

Abstract: Background:Rural revitalization is not only integral to national planning but also crucial for enhancing people's livelihoods. Against the backdrop of the ongoing implementation of the rural revitalization strategy, the transformation and revitalization of the countryside have emerged as pivotal objectives for contemporary scholars. This research focused on constructing an evaluation index system for the sustainable development capability of the kiwifruit industry in Boshan. This effort holds both theoretical significance and practical
importance, offering valuable guidance for the sustainable development of the Boshan kiwifruit industry and contributing to future rural revitalization endeavors......

Keywords: Kiwifruit industry; Analytic hierarchy process; Rural revitalization; Rural development.

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