International Journal of Education Research and Reviews

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (2), pp. 640-645, February, 2016. © International Scholars Journals

Full Length Research Paper

The interaction of sex with career day on the career decision making of secondary school adolescent students

*Ozeli Nathaniel, Ogboru K. T and Onobruche Samuel

Department of Counselling Psychology, Faculty of Education, Delta State Polytechnic Otefe Oghara, Nigeria.

Email: [email protected]

Accepted 13 June, 2015

Abstract

The study investigated the interaction of sex with career day on the career decision making of secondary school adolescents. It reviewed relevant literatures on and the process of making career decisions and also on career day outcome. Three hypotheses were developed for the study which was an experimental study that had an experimental and a control group. 120 students were randomly selected from two secondary schools in Uvwie Local Government Area of Delta State, Nigeria. The Career Decision Making Process scale which measures awareness of career indecision and commitment to make a decision, personal interests, needs and abilities of adolescent students, information about occupational prospects, making a career decision by arranging alternatives in an order of priority and implementing a career decision was used to collect data from the subjects. The treatment package was the career day. Analysis of data revealed that career day had significant impact on the career decision making of the adolescent students. However, sex was not a significant factor and had no effect on the decision making process of the adolescent students. It was therefore concluded that whether one is male or female does not matter today in making a career choice. Therefore, career day remains a good intervention strategy for career information and awareness.

Keywords: Career day, sex, career decision making, adolescent students.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (1), pp. 567-576, January, 2016. © International Scholars Journals

Full Length Research Paper

Examining the purpose of teaching practice: Student teachers’, mentors’ and university supervisors’ perceptions and experiences at the university of education, Winneba, Ghana                                                   

James Awuni Azure (Ph.D)

Department of Biology Education, University of Education, Winneba, Ghana. E-mail: [email protected]

Accepted 05 December, 2015

Abstract

The current study investigated student teachers’, mentors’ and university supervisors’ perceptions of the purpose and experiences of teaching practice. The data for the study were collected from 65 student teachers, (44 males, 21 females), 55 school mentors and 15 university supervisors. Questionnaires both structured and non-structured were used to collect data. The study found that the both mentor and the university supervisor were well committed to their duties and provided useful feedback to the student teachers.  Further findings revealed that student teachers had positive perceptions of the teaching practice exercise, teaching practice supervisor’s treatment, and the supervisor-student feedback provision style. The mentor and university supervisor perceived strongly that the student teacher became more serious when she/he had wind (knowledge) that their university supervisor was on visit; most of them also tried to wind up their practice after they had been supervised by the university supervisor. The study found significant difference in perceptions between the student teacher and the university supervisor of the purpose of teaching practice. There was also observed significant differences in perceptions of the purpose of teaching practice between the mentor and the university supervisor. The study revealed that the main purpose of teaching practice was for improvement of student teachers’ skills and craft of teaching before they leave for the actual work. It was also discovered that demographic variables such as qualification and professional background had a slight influence on participants’ perception on essence of teaching practice programme. It was recommended that, there is a need to strengthen the collaboration between university teaching practice office and the teaching practice-host institutions so as to minimize the challenges emanating from miscommunication during the teaching practice exercise. There was also the need to extend the duration of the teaching practice period from the current one term to two terms of the SHS academic or teaching calendar.

Keywords: Teaching practice, student teacher, mentor, university supervisor, perception, improvement, assessment.

Keywords:  Attitude, safety, shop organization

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 4 (1), pp. 577-582, January, 2015. © International Scholars Journals

Full Length Research Paper

A study of the effect of student utilization of the free-body diagram on their performance

*Abdullah K. Thabit, Ahmed N. Mater and Ahmed Al-Nami

Department of Psychology, King Khalid University, Abha, Saudi Arabia.

*Corresponding author E-mail: [email protected]

Accepted 30 June, 2015

Abstract

Multiple representations (such as pictures, words, diagrams, and graphs) were found by many researchers in the physics education field to enhance the students’ ability to understand the physical concepts. Free−body diagram is a method of the multiple representations and it is defined as the pictorial representation in problems involving forces. In the literature available on physics education, little research has been found concerning the effects of using free−body diagrams on student performance at the college level. The purpose of this investigation is to address and explore the effects of using free−body diagrams on the test results of freshman−engineering students at the university level. This study was conducted using a sample of engineering students taking the introductory−physics course on Newtonian mechanics. The quantitative investigation showed that students who draw correct free−body diagrams while solving a physics problem are likely to solve the problem correctly, while students who draw wrong diagrams are likely to fail in solving the problem. 85% of our students used the free−body diagram representation, although they did not receive any credit for that use, which shows the students’ awareness of the importance of the free−body diagram representation.

Keywords: Free−body diagram, physics education, and Newtonian mechanics education.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 3 (10), pp. 562-566, December, 2015. © International Scholars Journals

Full Length Research Paper

A novel feedback method on teaching and training in operating theatres in the United Kingdom

Sivasubramaniam S^★, Sahni M

Sandwell and West Birmingham Hospitals NHS Trust, Birmingham, B18 7QH, United Kingdom.

Corresponding author. E-mail:  [email protected]

Accepted 04 September, 2015

Abstract

There is an immense drive and requirement to obtain feedback on teaching and training provided by the consultant trainers in the U.K.  Though the General Medical Council has extensive guidance on this, the existing systems have two main drawbacks. First, it places the onus on the trainer to obtain feedback and hence associated with an innate selection bias while choosing the respondents.   Second, the minimum requirement in the U.K. to obtain such feedback is only once every 5 years. With a view to address these issues, we devised a novel system; it used an anonymous method to collect and provide continuous feedback on the consultant trainers in an inner district general hospital.  We attempted to study the feasibility of such a feedback system. The feedback system that we used was a yearlong continuous process.  We present the interim results for a 5-month period. Trainers had no influence or control over the feedback system. The response rate was 75% and there was an overall positive response, with all trainees rating the  overall quality of training and trainers as good or excellent. We described in this paper that our novel feedback method demonstrated that it is feasible to obtain feedback in an anonymous, continuous real time fashion.

Key words: Feedback, anonymous, teaching and training quality.

International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 348-355, August, 2015. © International Scholars Journals

Full Length Research Paper

A study of the efficiency of language and vocabulary methods in teaching comprehension in primary schools: Implication for teachers and curriculum planners

*Olaka H. Charles, Emmanuel F. Roddrck and H. R. Amaechi

Curriculum section, Faculty of Education, University of Ilorin, Ilorin, Nigeria.

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

Accepted 30 June, 2015

Abstract

This study was designed to compare the effectiveness of the language development and the vocabulary methods in teaching reading comprehension in Primary Schools. The population for the study comprised all the Primary Schools in Kaduna State. Simple random sampling technique was used to select two schools out of the three hundred and eighty-four (384) schools in Kaduna metropolis and thirty (30) pupils from each of the schools selected. The data for the study were analyzed using the mean scores and T-test. The findings showed that all the null hypothesis were accepted, indicating that there were no significant differences in the gain scores of pupils taught reading comprehension using the language development method and those taught the vocabulary method. The result, however, further revealed that the gain scores of pupils taught, using language development method were higher than those of the pupils taught using the vocabulary method in all the three different tests (i.e cloze, word recognition and retelling test).Based on these findings, teachers are encouraged to adopt a thematic integrated approach (i.e combining the salient features of the language development method and the vocabulary method.

Key words: Language development, vocabulary method, word recognition, reading comprehension.