ISSN 2329-9843
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 366-372, August, 2015. © International Scholars Journals
Full Length Research Paper
Assessing the effect of video-based versus traditional lectures on student education
*Ashley Alexander Clarke, Lenny Somerset and Omar G. Parker
Department of Health Sciences and Social Care, University of London, London, England.
*Corresponding author E-mail: [email protected]
Accepted 26 June, 2015
Abstract
Although, computer assisted learning and multimedia programs have emerged into higher education institutions, there is no clear evidence that such a movement can improve student learning. This study was conducted to provide an objective assessment of the impact of lectures with the use of video clips on student learning over traditional teaching methods. Five university students participated and experimental control was achieved using an alternating-treatments design. Overall, students experienced sixteen 5-minute lectures, half on kinesiology and half on psychological issues for children, delivered by either traditional or video-based methods. Results showed that teaching material based on video clips was at least as equally effective as standard teaching lectures. Similar data were collected during 1-, 2-, and 3-week follow-up measures. These results come in agreement with the current literature reinforcing the suggestion that the use of videos in education may hold great promises.
Keywords: Higher education, video-based lectures, learning, single-case research methodology, teaching.
Lenny Somerset and Omar G. Parker, *Ashley Alexander Clarke
Page: 366 - 372
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (4), pp. 244-249, June, 2015. © International Scholars Journals
Full Length Research Paper
A study of the prevalence of anxiety and its connection with self-worth among Zabol University students, Iran
*Daryrush Kamshad Ansari, Mehdi U. O Golzar and Behzad Rafsanjani
Department of Educational Psychology, University of Guilan, Rasht, Iran.
*Corresponding author E-mail: [email protected]
Accepted 7 May, 2015
Abstract
This study tries to estimate the prevalence of anxiety and its relationship with self-esteem among students at the University of Zabol in Iran. The Cattell Anxiety Inventory and the Coopersmith Self-Esteem Inventory were used to conduct a cross-sectional study involving 400 students within an age range of 18 to 31. According to the results, the prevalence of anxiety among these students was measured at a level of 83% and a significant negative relationship was found to exist between anxiety and self-esteem as well as between age and anxiety. Females suffered significantly greater anxiety than males and males measured significantly higher on self-esteem than females. A significant positive relationship was also found between income and self-esteem. Other findings included no correlation between age and self-esteem, as well as no association between marital status, level of income or type of location and anxiety.
Key words: Anxiety, self-esteem, university, students, Zabol, Iran.
*Daryrush Kamshad Ansari, Mehdi U. O Golzar and Behzad Rafsanjani
Page: 244 - 249
Research Article
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 443-454, July, 2015. © International Scholars Journals
Full Length Research Paper
Involvement of the Quaker church to running of public secondary schools in Bungoma east district, Kenya
*Jesse C. Munya, Peter Coons Kibwana and Cornel F. Gikandi
Department of Educational Management and Foundations, University of Nairobi, Nairobi, Kenya.
Corresponding author E-mail: [email protected]
Accepted 17 June, 2015
Abstract
Religious organizations in Kenya are empowered by the Education Act to participate in the management of schools and colleges that they sponsor. These religious sponsors include: the Quaker Church; the Catholic Church; Africa Inland Church; Salvation Army Church; Seventh Day Adventist Church; Church of God; Presbyterian Church of East Africa; Methodist Church; Baptist Church; Anglican Church of Kenya and the Pentecostal Assemblies of God Church. The Quaker Church dominates sponsorship of schools in Bungoma East District. However, doubts have been raised regarding its contribution to public secondary school management. This was because there was very scanty documented information on the role of the Quaker Church in Educational Institutions. The purpose of this study was therefore to establish the contribution of the Quaker church to management of public secondary schools in Bungoma East District. A conceptual framework was used to focus on the contribution of the Quaker church to the management of public secondary schools. Descriptive survey design was adopted for the study. The study population consisted of 25 Principals, 25 Board of Governors (BOG) chairpersons, 25 Parents Teachers Association (PTA) chairpersons, 329 Teachers, Quaker Church Education Secretary (QCES) and the District Quality Assurance and Standards Officer (DQASO). Simple random sampling technique was used to sample 22 Principals, 22 BOG chairpersons, 22 PTA chairpersons and 118 teachers. Saturated sampling technique was used to select one QCES and one DQASO. Document analysis guide, Questionnaires and Interview schedules were used for data collection. Face validity of the instruments was determined by experts in the Department of Educational Management and Foundations. The outcome of the pilot study was used to enhance the instruments reliability by correcting the inconsistencies and ambiguities noted. Quantitative data obtained from closed ended questionnaire was analyzed using descriptive statistics in form of percentages and frequency counts. Qualitative data collected from open-ended questionnaire and interviews was transcribed and analyzed on an on-going process as themes and sub-themes emerged from the data. The study established that: The contribution of the Quaker church to staffing in secondary schools in Bungoma East was through panel of selection in accordance to Teachers Service Commission guidelines. The Quaker church’s contribution to school discipline management was mainly through pastoral programs conducted during weekend challenges, rallies, Sunday services, counseling and special prayer days by chaplains. The contribution of Quaker church to financing of education was generally minimal because of lack of funds. However, the main contribution was school establishment by providing physical facilities, land in particular on which virtually all Quaker sponsored schools were built. The Quaker church motivated teaching staff in its sponsored schools through creation of peaceful working environment. The study concluded that the Quaker church’s contribution to public secondary school management was minimal and this was attributed to challenges it faced and its principles of simplicity and non-interference. The study recommended that: The Quaker church should incorporate competent Quaker educationists who are well founded in educational management in its school programs to replace the less informed nominees on school boards. The Quaker church should be actively involved more in the appointment of process of secondary school principals to enhance mutual co-existence among all key stakeholders in education management. The Quaker church should train and deploy more chaplains to all of its sponsored schools for effectiveness in pastoral programs and guidance and counseling.
Keywords: Bungoma East District, Kenya, Contribution, Management, Public Secondary Schools, Quaker Church.
Peter Coons Kibwana and Cornel F. Gikandi, *Jesse C. Munya
Page: 443 - 454
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (5), pp. 312-314, July, 2015. © International Scholars Journals
Review
Formation of a more articulate social engineering to enhance the welfare of the disable people in Uganda
*John kizza Mbabezi, Mahmood Obote and Bobi Besigye Kabila
Department of Social Work and Social Administration, Kampala International University, Kampala, Buganda.
E-mail: [email protected]
Accepted 13 June, 2015
Abstract
The neglect of the handicapped children pushes them into risks in life. They find themselves dependent on the economically deprived adult who often has negative disposition towards them. The families of the handicapped children lack the basic needs to meet the yearnings of these children. The governments that ought to assist such families tend to give little support to the social development sector. The public, on its part oscillate between love and disaffection, and do not give sufficient attention to the problems of handicapped children. It is this situation that tends to constitute a paradox that this paper examines in relation to the psychosocial needs of handicapped children. The political economy of the environment of the handicapped children portrays a state of poverty and deprivation. This called for a joint effort of the public, and the government to rehabilitate handicapped children in the society. There is therefore the need for the formation of a more articulate social engineering to enhance the welfare of the handicapped children.
Keyword: Psycho-social needs, disabilities, Uganda
Mahmood Obote and Bobi Besigye Kabila, *John kizza Mbabezi
Page: 312 - 314
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (8), pp. 501-508, October, 2015. © International Scholars Journals
Review
Emergent issues in the practice of higher education: obstacles and way forward for improving medical training in Nigeria
*Femi F. Oyinlola, Babafemi H. Afolabi and Oladapo F. O
Department of Epidemiology and Community Medicine, College of Medicine, University of Benin, Benin City, Nigeria.
*Corresponding author E-mail: [email protected]
Accepted 19 June, 2015
Abstract
Greater numbers of medical institutions in Nigeria are currently experiencing difficulties in providing the right quality and quantity of education due to underfunding, inadequate and obsolete facilities, absence of experienced and dedicated teachers, increased cost of schooling, lack of update training for teachers, students over population and rapidly deteriorating good morals and core values. The necessary shift from traditional approach to a need-based approach requires a fundamental change of the roles and commitments of educators, planners and policymakers. Teachers of health professional education in Nigeria are to be well-informed of the current information and innovations and utilize these to increase relevance and quality of education to produce competent human resources for the country. The objectives of this paper are: (i) to discuss innovative strategies and emerging trends, which have been successfully adopted by educators around the world for the reorientation of medical education to overcome the above mentioned problems of educational planning, review and development and (ii) to highlight the implications and the importance to initiate need-based reforms of medical training in Nigeria.
Keywords: Emerging; Learning; Teaching; Nigeria
Babafemi H. Afolabi and Oladapo F. O, *Femi F. Oyinlola
Page: 501 - 508
Review
International Journal of Educational Research and Reviews ISSN 2329-9843 Vol. 3 (6), pp. 379-386, August, 2015. © International Scholars Journals
Review
A peep into the World Beyond: Metaphysical theories on the Nature of Life in Disembodied Bodies
*Carlos U. Alkatiri, Paulo Khosa and Daviz Diogo Zucula
Faculty of Social Sciences, Department of Humanities, Eduardo Mondlane University, Maputo, Mozambique.
Corresponding Authors. E-mail: [email protected]
Accepted 13 June, 2015
Abstract
The question about the belief in ‘life in disembodied bodies’ and the ‘world beyond’ is as old as human kind. Due to its philosophical nature, the question has invited and incited serious debates among scientists, metaphysicians and philosophers of religion, but with little progress. In Africa, the complexity of establishing the concrete existence of life in disembodied bodies and the world beyond is predicated by hegemonic Western science’s preoccupation with empiricism and evidence (through laboratory experiments) that render indigenous African beliefs and value systems inexplicable through the standards of expert science. This is further compounded by the attempts by logical positivists of the 1920s that for decades outlawed metaphysics and relegated as nonsense the existence of metaphysical statements, entities and all knowledge systems that cannot be verified through expert science. It is curious however to note that though expert science has failed to resolve this central question, in Africa and in particular Mozambique and Zimbabwe, there are numerous metaphysical belief systems and ‘epistemological thinkings’ pointing to the existence of life in disembodied bodies and the ‘world beyond’. The paper draws on these points of reference, with a view to recast the debate on life in disembodied bodies and the world beyond not necessarily in terms of deliberating their existence, but rather exploring their possible metaphysical nature of existence. In this light, the paper quests to expose in this twilight zone the different angles from which the world beyond and lives in disembodied forms could be understood on the basis of African metaphysics and ‘mystical ways of knowing’. The paper thus contends that the question of disembodied lives and the world beyond can only be best addressed by metaphysics and not expert science.
Keywords: Speculation, life, disembodied bodies, world beyond, metaphysics, Mozambique, Zimbabwe, Africa.
Paulo Khosa and Daviz Diogo Zucula, *Carlos U. Alkatiri
Page: 379 - 386