International Journal of Education Research and Reviews

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (2), pp. 001-006, February, 2022. © International Scholars Journals

Full Length Research Paper

The differential impact of various assessment parameters on the medical students’ performance in the professional anatomy examination

L. A. J Shittu¹, M. P. Zachariah², O. A. Adesanya³, M. C. Izegbu⁴, and O. A. Ashiru¹

¹Department Of Anatomy, ²Department Of Psychiatry, and ⁴Department Of Morbid Anatomy, Lagos State University, College Of Medicine (LASUCOM), PMB 21266 Ikeja, Lagos, Nigeria. ³Department Of Anatomy, Igbinedion University, Okada, Edo State, Nigeria.

Accepted 29 January, 2022

Abstract

This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.

Key words: Assessment, curriculum, Professional examination.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (1), pp. 001-006, January, 2022. © International Scholars Journals

Full Length Research Paper

Behaviour assessment in ontario mathematics classrooms

Tess Miller¹, Dr. D. Klinger², Dr. L. Shulha³

01A 9105, 112 Street Edmonton, Alberta T6G 2C5 Phone: 780-434-0117

Accepted 7 December 2021

Abstract

Curriculum reform in Ontario secondary schools proposed that the assessment of student achievement be separated into academic achievement and non- academic achievement or the behaviours that can influence academic achievement. The purpose of this study was to explore teachers’ assessment practices of non-academic achievement in Ontario’s grade 9 Academic and Applied mathematics programs. A questionnaire was distributed to grade 9 mathematics teachers attending a provincial mathematics conference. Analysis revealed that teachers were not engaging in this area of assessment as much as they felt they should and that the assessment of homework, in particular, was still being incorporated into a student’s academic score.

Key words: Assessment, mathematics, learning skills, learning behaviors/behaviours.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 9 (8), pp. 001-008, August, 2021. © International Scholars Journals

Full Length Research Paper 

Primary Teacher’s Perceptions of Classroom Assessment Practices as Means of Providing Quality Primary/basic Education by Botswana and Nigeria

H. J. Nenty¹, O. O. Adedoyin², John N. Odili³ and T. E. Major¹

¹University of Botswana, Gaborone.

²Molepolelo College of Education, Botswana.

³Delta State University, Nigeria.

Accepted 09 March, 2021

Abstract

More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom’s cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom’s level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices.

Key words: Primary/basic education, assessment, quality of education, Bloom taxonomy of human cognitive behaviour

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 9 (7), pp. 001-004, July, 2021. © International Scholars Journals

Full Length Research Paper

Learning social studies through mastery approach

Adeyemi B.A

Institute of Education, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria. E-mail: [email protected], [email protected].

Accepted 28 March 2021

Abstract

This study examined learning Social Studies by investigating the effectiveness of mastery approach on students’ performance in Social Studies of two groups of students drawn from Osun State College of Education, Ila- Orangun and University of Uyo, Ila-Orangun Study Centre which consisted of 200 level Social Studies students and 200 level degree Social Studies students. A unit of course peculiar to both NCE and Degree Students in Social Studies was taught. SOS 221 titled; Issues and Problems of National Development for NCE Students and SSE 225 titled; Issues and Problems of Modern Society was broken down and presented sequentially to learners at different levels; the difficulty of the learning task varied according to the level of learners involved. In all 60 students, 30 from each level were involved. The research design was the posttest only control group design, which allows research to be conducted without any pretest. Results showed a clear-cut conclusion on the effectiveness of mastery learning approach on students’ performance as students in the two categories performed better in Social Studies compared with conventional approach to learning. This result was found to be significant at the 0.05 level. Some deductions were made on the results and the need for further research work is advocated.

Key words: Learning, mastery approach, conventional approach, social studies.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 9 (6), pp. 001-011, June, 2021. © International Scholars Journals

Review

Children and Poverty in South Africa: The Right to Social Security

Pierre Du Plessis and Lloyd Conley

University of Johannesburg, Faculty of Education, Kingsway Campus, P O Box 524, Auckland Park, Johannesburg, South Africa

Accepted 13 April, 2021

Abstract

Poverty is one of the major threats to the realization of children’s rights worldwide and in South Africa. Currently, 66% of South African children live in severe poverty. This places all other rights at risk; the rights guaranteed by the South African Constitution and by the UN Convention. Poverty and inequality in South Africa continue to worsen. These are particularly vulnerable groups of children, such as those infected and affected by HIV/ Aids, those living on the streets, children of farm workers and illegal immigrants. These children face discrimination, isolation and extreme hardship. The article wants to investigate the situation in South Africa and what the outcome is on the right to social security of the child.

Key words: Poverty, rights, social security, HIV/AIDS, street children.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 9 (4), pp. 001-006, April, 2021. © International Scholars Journals

Full Length Research Paper

Effectiveness of early childhood education programme in preparing pre-school children in their social-emotional competencies at the entry to primary one

Mary W. Kariuki, Micah C. Chepchieng, Stephen N. Mbugua and Owen N. Ngumi

Department of Psychology, Counseling and Educational Foundations Egerton University, P. O Box 536, Egerton.

Accepted 21 January, 2021

Abstract

The foundation of an individual’s optimum or less than optimum development is laid down during the early years of life, particularly during the age between birth and six years. This age covers pre-school education. This study was designed to investigate the effectiveness of Early Childhood Education programme in preparing Pre-school children in their social-emotional competencies at primary one entry. Simple random sampling was used to pick on three provinces: Rift Valley, Central and Eastern and then three districts, Nakuru, Nyeri and Embu. Proportionate sampling was used to select sample schools which were then picked using random numbers. The total number of subjects for the study was 378 (240 pre-school teachers, 120 Pre-school Managers 18 Pre-school Trainers). Questionnaires, focus group discussion and document analysis were used for data collection. The data was analyzed using descriptive statistics and inferential statistics. Descriptive analysis showed that majority of teachers felt that the Pre-school children were not as prepared in social –emotional skills as they were in academic skills. Analysis of variance results indicate significant variations in the perceptions of the pre-school staff on social-emotional importance (F=5.078 p<0.05), Social-emotional preparedness (F=6.175 p<0.05) and academic preparedness (F=7.250 p<0.05). The pre-school staff unanimously agreed that academic skills were important for pre- school children at primary one entry. It was recommended that readiness instruments for primary one entry should include both academic and social–emotional competencies.

Key words: Social-emotional skills, academic, skills, competencies, preparedness, pre-school, education, early childhood.