International Journal of Education Research and Reviews

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 5 (5), pp. 934-938, May, 2017. © International Scholars Journals

Full Length Research Paper

Relationship between grades, attendance and first year undergraduate criminology students?

Robert Neville

Department of Educational Management, University of Central Lancashire, Preston, Lancashire, England. E-mail. [email protected].

Accepted 09 September, 2015

Abstract

This paper discusses the findings of research concerned with analyzing the relationship between student attendance to core first year undergraduate criminology and criminal justice modules and the grades they receive in their first summative assessed coursework task for these modules. The research took place against the background of a concern with improving student retention and minimizing academic failure. The research found evidence of an association between student attendance and grade outcomes. But it also notes that this association was not as strong as perhaps would have been expected. The paper concludes that its findings reinforce the need to further consider other factors (such as entry qualifications, age, gender and personal circumstance) which may well influence the grades students achieve. However, most importantly, it is argued that the findings presented reinforce the need for teaching departments to proactively support first year criminology students as they make the transition into higher education, particularly given the current economic climate surrounding higher education funding in the United Kingdom.

Key words: Assessment, attendance, grades, student retention, criminology students.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 5 (6), pp. 939-945, June, 2017. © International Scholars Journals

Full Length Research Paper

Attitudes of Turkish language teachers’ towards their stuttering students

Akihito Salman

Department of Foreign Languages Education, Faculty of Education, Çukurova University, Adana, Turkey. E-mail: [email protected]

Accepted 22 April, 2015

Abstract

Stuttering is a speech defect which is seen in all countries. Stuttering affects fluency of speech due to some physiological, psychological and neurological causes. Protractions, clogs and repeats are seen in stuttering. Since it will probably result in social handicaps, stuttering should be considered as more important than other speech defects. There are many physiological, mental and psychological factors affecting stuttering. Findings of researches show that in addition to environmental factors, psychological measures are also important in the treatment of stuttering. One of the factors which affect the student most is the teacher. The attitude of teacher affects stuttering student, too. The aim of this research is to determine the attitudes of teachers toward stuttering students. The research was carried out with the participation of 290 teachers who work in Malatya Province. A stuttering scale, developed by the researcher, was administered to 219 primary school teachers and 71 Turkish language teachers. The scale consists of failure, awareness and abstraction sub-dimensions. Teachers develop positive attitudes considering these sub dimensions. In addition, we also investigated whether attitudes of teachers toward stuttering students differ in terms of their gender, branches, length of service, having had stuttering student, and having read books on stuttering.

Key words: Stuttering, education of Turkish Language, language education, teacher attitude.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 5 (2), pp. 918-925, February, 2017. © International Scholars Journals

Full Length Research Paper

Misplacement between policy and practice: Initiating environmental education in school curricula in Botswana

Boko Kitso¹, Kent Koone² and Nonofo Moroka²

¹Department of Environmental Science, Botswana College of Agriculture, Botswana.

²Departments of Environmental Science, University of Botswana, Gaborone, Botswana.

*Corresponding author. E-mail: [email protected]

Accepted 19 April, 2015

Abstract

Botswana introduced environmental education (EE) in its school curricula in 1995 to be infused in all subjects as part of an overall improvement of the school curricula. The actual infusion in practice was left to the classroom teachers offering a unique opportunity to compare what they taught and perceived as being important in environmental education with the official programme and policy. A questionnaire was distributed to sixteen schools to evaluate the interpretation given to, and the impact of, the programme. The results from the analysis of the questionnaire showed that a high percentage of the teachers showed limited understanding of what they were expected to do under the EE programme and many were unable or unwilling to participate in it. The activities pupils/students were engaged in were too localised, mainly to school compounds, to make the impact expected of the programme. The study provided information on the corrections that were necessary to streamline what the teachers are practicing and the policy as originally designed.

Key words: Botswana, environmental education, policy, practice, curriculum development.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 5 (1), pp. 909-917, January, 2017. © International Scholars Journals

Full Length Research Paper

Women empowerment and participation in economic activities as tools for self-reliance and development of the Nigerian society

Onyeka Amaechi, Chika Nduka and Obinna Arinze

Department of Agricultural Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria.

*Corresponding author. E-mail: [email protected].

Accepted 16 July, 2015

Abstract

The objective of the study was to examine women empowerment and participation in economic activities as tools for self-reliance and development of the Nigerian society. Research questions and hypothesis were used to guide the study. Structured questionnaire was used as the major instrument for data collection. Copies of questionnaires were administered to 402 women randomly selected from 6 out of the 21 local government Areas of Anambra State. 351 copies of questionnaire recovered were analyzed using mean to answer the research questions and t-test statistic to draw inferences about the hypothesis. The results showed that: farming, trading, craft, food processing, hair dressing, poultry and the likes were the major economic activities performed by women in Anambra state. Personal savings, family assistance, philanthropist’s assistance, loans and credits, cooperative society assistance, group contributions, were the sources of fund available to the women for their economic activities. Education and health promotion, food supply and distribution, were some of the services rendered by the women that bring about societal development. Inability of government to provide support, corruption on the part of implementers, family burden, cultural restrictions, husband influence, illiteracy were the obstacles women encounter in carrying out their economic activities. Provision of sustainable land tenure system, provision of soft loans and credits, training programmes, funding, establishment of cooperative societies, were some of the strategies proffered to enhance women participation in economic activities.

Key words: Women empowerment, economic activities, self-reliance, societal development.