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American Journal of Educational Research

ISSN (Print): 2327-6126

ISSN (Online): 2327-6150

Website: http://www.sciepub.com/journal/EDUCATION

Article

Recent Curriculum Reforms at the Basic Education Level in Nigeria Aimed at Catching Them Young to Create Change

1Department of Early Childhood Education, College of Education, Afaha- Nsit, Akwa Ibom State, Nigeria


American Journal of Educational Research. 2015, 3(1), 31-37
DOI: 10.12691/education-3-1-7
Copyright © 2015 Science and Education Publishing

Cite this paper:
Charity O. Igbokwe. Recent Curriculum Reforms at the Basic Education Level in Nigeria Aimed at Catching Them Young to Create Change. American Journal of Educational Research. 2015; 3(1):31-37. doi: 10.12691/education-3-1-7.

Correspondence to: Charity  O. Igbokwe, Department of Early Childhood Education, College of Education, Afaha- Nsit, Akwa Ibom State, Nigeria. Email: igbokweco@yahoo.com

Abstract

The Universal Basic Education (UBE) Programme was introduced in Nigeria in September, 1988. Following this, in 2008 the Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC) developed and introduced the 9-Year Basic Education Curriculum (BEC) in schools by realigning all extant Primary and Junior Secondary School Curricula to meet the key targets of the UBE programme. In view of some contemporary and national concerns and to make the curriculum more practical, relevant, interest generating to the young learners and in line with global best practices, the 9-year BEC was recently revised in 2012 and its implementation has just commenced in September, 2014. This article is focused on the structure, special features and the implementation strategy of the Revised 9-Year Basic Education Curriculum with some emphasis on the Basic Science and Technology component as one of the key cluster subjects prepared with the aim of catching the young learner to love science, learn science and create change in the learners environment.

Keywords

References

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[6]  NERDC(2008). The 9- Year Basic Education Curriculum at a Glance. Lagos: NERDC Press. www.nerdcnigeria.org.
 
[7]  NERDC (2013). The Revised 9-Basic Education Curriculum at a Glance. Lagos: NERDC Press. www.nerdcnigeria.gov.ng.
 
[8]  Obioma G.O(2011). The Project. An address delivered at the Writing Workshop of Teachers Guides for SSS Science Subjects, Dannic Hotels, Enugu, Nigeria, 14-19th Nov., 2011.
 
[9]  Obioma G.O. (2012). An Address Delivered at the Critique Workshop on Teacher’s Guides for the Revised 9-Basic Education curriculum(BEC) Held at NERDC Conference Centre, Lagos Nigeria, 26-28th November, 2012.
 
[10]  Okpala P. N. (2011). Reforms in STEM Education. Keynote Address at the 52nd Annual Conference of STAN, held on the 15th-20th August, 2011, Akure, Nigeria.
 
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Article

Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project

1Department of Phychopedagogy, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain

2Department of Applied Didactics, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain


American Journal of Educational Research. 2015, 3(1), 38-42
DOI: 10.12691/education-3-1-8
Copyright © 2015 Science and Education Publishing

Cite this paper:
Consuelo Martínez Priego, Guiomar Nocito Muñoz, Monika Ciesielkiewicz. Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project. American Journal of Educational Research. 2015; 3(1):38-42. doi: 10.12691/education-3-1-8.

Correspondence to: Monika  Ciesielkiewicz, Department of Applied Didactics, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain. Email: mciesielkiewicz@villanueva.edu

Abstract

In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and self-evaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT’s, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.

Keywords

References

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Article

English Language Learning in a Community Setting: Creating Pathways for Civic Engagement

1Academic Affairs, Indiana University Purdue University Indianapolis, Indianapolis, USA

2Literacy, Language and Culture, Boise State University, Boise, USA


American Journal of Educational Research. 2015, 3(1), 43-48
DOI: 10.12691/education-3-1-9
Copyright © 2015 Science and Education Publishing

Cite this paper:
Melissa Lavitt, Diane Boothe. English Language Learning in a Community Setting: Creating Pathways for Civic Engagement. American Journal of Educational Research. 2015; 3(1):43-48. doi: 10.12691/education-3-1-9.

Correspondence to: Diane  Boothe, Literacy, Language and Culture, Boise State University, Boise, USA. Email: dianeboothe@boiestate.edu

Abstract

Actively engaging community members and incorporating a problem-based learning (PBL) model in a community setting strengthens English language acquisition. This transformational learning strategy is based on three elements; achieving success in English language learning (ELL) through innovative pedagogy, creating hands-on PBL real world activities to empower students, and supporting learning by building community partnerships and fostering collaboration. Community members actively engaged in robust ELL contribute economic, societal and cultural benefits and create new avenues to inspire creativity and enthusiasm for learning. By utilizing PBL methods that empower critical thinking and incorporate real world experiences and pathways for civic engagement, ELL becomes a collaborative effort rewarded by communication with community leaders who will challenge students and strengthen learning. Implementation of this innovative PBL multi-dimensional model engages and motivates all learners, including those from underserved populations, and provides the opportunity to build relationships and connect with community members in ways that they never thought possible. Integrated technologies can also be utilized to improve ELL instruction and build workplace skills across the spectrum of community responsibilities. Examples of ways to leverage a variety of community resources and professionals to transform ELL are provided. This approach can also be expanded to myriad contexts and disciplines incorporating content across the curriculum. The pedagogical potential including meaningful research opportunities and analytics, as well as strategies for ELL educators to frame best practices focused on the diverse learning needs of the students is discussed.

Keywords

References

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Article

Multidimensional Reliability of Instrument for Measuring Students’ Attitudes Toward Statistics by Using Semantic Differential Scale

1Engineering Department, State University of Jakarta, Indonesia, Kampus UNJ, Jl. Rawamangun Muka, Rawamangun, Jakarta


American Journal of Educational Research. 2015, 3(1), 49-53
DOI: 10.12691/education-3-1-10
Copyright © 2015 Science and Education Publishing

Cite this paper:
Gaguk Margono. Multidimensional Reliability of Instrument for Measuring Students’ Attitudes Toward Statistics by Using Semantic Differential Scale. American Journal of Educational Research. 2015; 3(1):49-53. doi: 10.12691/education-3-1-10.

Correspondence to: Gaguk  Margono, Engineering Department, State University of Jakarta, Indonesia, Kampus UNJ, Jl. Rawamangun Muka, Rawamangun, Jakarta. Email: gmargono@unj.ac.id

Abstract

The purpose of this paper is to compare multidimensional and unidimensional reliability of instrument of students’ attitude towards statisticsby using semantic differential scale. Few researches utilized multidimensional reliability measurement. Multidimensional reliability is calculated by using Confirmatory Factor Analysis (CFA) in Structural Equation Model (SEM) technique. The measurement and calculation described in this article deal with instrument of students’ attitude towards statistics.This instrument has been tried out to 150 students. It is found that multidimensional reliability has higher accuracy compared to the unidimensional one. Perhaps various formulas applying multidimensional reliability would be used in future research.

Keywords

References

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Article

Teaching Professionalism and the Feminisation Debate in Pakistan

1Middlesex University London


American Journal of Educational Research. 2014, 2(12A), 45-53
DOI: 10.12691/education-2-12A-8
Copyright © 2014 Science and Education Publishing

Cite this paper:
Shabana Shamaas Gul Khattak. Teaching Professionalism and the Feminisation Debate in Pakistan. American Journal of Educational Research. 2014; 2(12A):45-53. doi: 10.12691/education-2-12A-8.

Correspondence to: Shabana  Shamaas Gul Khattak, Middlesex University London. Email: shabanakhattak@hotmail.com

Abstract

This study focuses on teaching professionalism with special reference to its feminisation debate. Professionalism and professional development of teachers is an important discussion to unpack perspectives as to its definition in order to understand the entry points of professionalism and its feminisation arguments. Furthermore this research contains a discussion and analysis regarding the factors that influenced in shaping of teaching profession and professional development in Pakistan and the theories behind the present concept of feminisation of teaching professionals in social set-up. There are many hypothesis involved in the creation of teaching professionalism in Pakistan however for the purpose of this study only historical, political, religious and socio-cultural factors of teaching professionalism are evaluated. The study concludes that the British colonised education moulded the professional development of teachers towards English education, religion and socio-culture forces played a pivotal role in its feminisation context while it is the most respectable and desirable profession for women nevertheless last choice for merit-worthy capable people due to lack of standards and credibility of educational provision and low-level of training skills; uneven practices of recruitment and promotions and low salaries packages.

Keywords

References

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Article

The Dual Consequence of Discursive Practices on both the Learning and the Education in University’s Evaluation Practices

1Humanities Department, University of the French West Indies and Guiana, Schœlcher, 97232, Martinique


American Journal of Educational Research. 2015, 3(1), 54-61
DOI: 10.12691/education-3-1-11
Copyright © 2015 Science and Education Publishing

Cite this paper:
Michel DISPAGNE. The Dual Consequence of Discursive Practices on both the Learning and the Education in University’s Evaluation Practices. American Journal of Educational Research. 2015; 3(1):54-61. doi: 10.12691/education-3-1-11.

Correspondence to: Michel  DISPAGNE, Humanities Department, University of the French West Indies and Guiana, Schœlcher, 97232, Martinique. Email: Michel.Dispagne@martinique.univ-ag.fr

Abstract

This article is about the observation of a French institute of high education, the one of University of the French West Indies and Guiana. This institute is based in the American-Caribbean area and composed of three universities, based on three different French territories: Guiana, Guadeloupe and Martinique. The reflection concerns a discourses’ corpus within training in Master’s degree (MA, MS/MSc), that is also specific to the European higher education system. The discursive exploitation refers to the analysis of both the results of assessments that students obtained during the period 2009-2013 and the discourses of students and academics that intervene in the Master. The reflection enables to apprehend the uneasiness resulting of the gap between the ideal expected profile and the actual profile of the student in postgraduate training. Face this fact, we hypothesize that failures and even the lack of certain knowledge that appears at the necessary prerequisites to the two years of Master undertaken. The fact remains that in terms of results, various verbal reactions proceeding of the students’ language practice from one year to another, between 2009 and 2012, converge towards a same discourse namely that the operated investments, then the efforts realized have a low and even an absence of impact on the respective learning paths but also on the results obtained at the end of the assessments. Moreover, this discourse is not specific to the students that obtained the more disappointing results and therefore are referred. Actually, it is also the discourse of the students that are admitted. This can be explained by the fact that, indeed, notes given are beyond 10/20, the average note; however they are closed to it. This implies a success that appears very modest compared to the excellence expected.

Keywords

References

[1]  The document of the university is composed of registered statistical tables of admitted and referred students coming from twelve courses (English, Spanish, French Literature, Creole, History, Geography, Infocom, Educational Sciences, FFL, ESL, plastics and Translation Studies Arts) representing two levels of training: L and M and providing figures on four academic years. The table does not provide data for all students enrolled in the Master 2 in the 2012-2013 academic year. This lack of data is due to the fact that most of students have not supported their memory and therefore had no note, which has prevent from knowing the exact statistics about the admitted students and the referred students of M2.
 
[2]  Document belonging to the administration of the Department of Humanities and published in December 2012.
 
[3]  This small corpus of words is a copy of what is constantly heard in many educational meetings of academics in the field and / or during deliberations about students’ assessments conducted at the end of the semester by the academics team itself.
 
[4]  Engineering of Integration Actions and Local Development
 
[5]  C. Michaut, «L’efficacité des dispositifs d’aide aux étudiants dans les universités”, Recherche et Formation»; N° 43, 2003.
 
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[6]  Dossier d’actualité veille et analyse, n°64, septembre 2011.
 
[7]  «La didactique professionnelle”.
 
[8]  Les savoirs tacites: «si les salariés savaient tout ce qu’ils savent !”.
 
[9]  L’entretien d’explicitation en formation continue et initiale.
 
[10]  Course offered at UQAM (Université du Qubébec à Montréal) in a vocational and technical training.
 
[11]  «La didactique professionnelle et le travail de l’enseignant”
 
[12]  «Regards sur l’activité en situation”.
 
[13]  «Construire les compétences individuelles et collectives”.
 
[14]  PARI: Plateforme d’Accompagnement Pour la Réussite et l’Insertion. It is a service of the Bureau of Assistance to Professional Insertion (BAIP) of the UAG. BAIP is itself part of SUIO (University Department of Information and Orientation). Available: [accessed 17.10.2013]
 
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[17]  État des savoirs sur les relations sur les relations entre les étudiants, les enseignants et les IATOSS dans les établissements d’enseignements supérieurs, Paris: Observatoire de la Vie Étudiante (OVE).
 
[18]  Laure Endrizzi, citant Knight et al. «C‘est la formation informelle qui prédomine dans les pratiques du développement professionnel: c’est en enseignant qu’on apprend à enseigner”, Studies in Higher Education, 2006, vol. 31, N°3, p. 319-339.
 
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Article

Technical and Vocational Education and Training (Tvet): Model for Addressing Skills Shortage in Nigerian Oil and Gas Industry

1DEPARTMENT OF TECHNICAL AND BUSINESS EDUCATION DELTA STATE UNIVERSITY ABRAKA, NIGERIA


American Journal of Educational Research. 2015, 3(1), 62-66
DOI: 10.12691/education-3-1-12
Copyright © 2015 Science and Education Publishing

Cite this paper:
AYONMIKE. CHINYERE SHIRLEY. Technical and Vocational Education and Training (Tvet): Model for Addressing Skills Shortage in Nigerian Oil and Gas Industry. American Journal of Educational Research. 2015; 3(1):62-66. doi: 10.12691/education-3-1-12.

Correspondence to: AYONMIKE.  CHINYERE SHIRLEY, DEPARTMENT OF TECHNICAL AND BUSINESS EDUCATION DELTA STATE UNIVERSITY ABRAKA, NIGERIA. Email: chinyereshirley@ymail.com

Abstract

The purpose of the study is to ascertain the role of TVET stakeholders and the oil and gas industry in addressing skills shortage in the Nigerian oil and gas industries. Survey research design was used in this study and 300 respondents were drawn from TVET departments in tertiary institutions and technical colleges in Delta State, Nigeria. Two research questions were asked and two Null hypotheses were stated. A questionnaire was used for data collection. The questionnaire was validated by three lecturers. Using test-retest method, Cronbach reliability co-efficient of 0.81 was obtained. Data were analysed using mean for research questions and ANOVA at 0.05 level of significance for testing hypotheses. The study revealed amongst others that TVET stakeholders should identify the area of skills needs of oil and gas industry, review TVET curriculum content by integrating oil and gas courses into TVET programmes and the introduction of intensive oil and gas practical and training for TVET teachers and students through an effective partnership between TVET institutions and oil and gas industries in Nigeria. Hence it was recommended that there should be collaboration between TVET institutions and oil and gas industries.

Keywords

References

[1]  Ayonmike, C.S. (2012). Addressing the skills need in Nigeria oil and gas industry through technical vocational education and training (TVET). Nigerian Vocational Association Journal (NVAJ), 17 (1), 102-111.
 
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[6]  Peek, P., Fenard, J., Gantes, P., & Theiler, C. (2008b). Skills shortages in the global oil and gas industry: How to close the gap, Part II: Case study of Angola and Nigeria. Centre De Recherches Entreprises of Societes (CRES).
 
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[8]  UNESCO & ILO (2002). Technical and vocational education and training for the twenty-first century. UNESCO and ILO Recommendations.
 
[9]  Wodi, S.W. (2012). Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian economy. International Journal of Academic Research in Business and Social Sciences 2 (4). Retrieved from http://www.hrmars.com/journals
 
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Article

The Influence of Emotional Intelligence, Creativity, Work Ethic, to Service Quality of High School Library in the Minahasa Regency

1Universitas Negeri Manado FATEK - PKK, Tondano-Manado, Indonesia


American Journal of Educational Research. 2015, 3(1), 67-79
DOI: 10.12691/education-3-1-13
Copyright © 2015 Science and Education Publishing

Cite this paper:
Sylvana M.D. Maukar. The Influence of Emotional Intelligence, Creativity, Work Ethic, to Service Quality of High School Library in the Minahasa Regency. American Journal of Educational Research. 2015; 3(1):67-79. doi: 10.12691/education-3-1-13.

Correspondence to: Sylvana  M.D. Maukar, Universitas Negeri Manado FATEK - PKK, Tondano-Manado, Indonesia. Email: maukar.sylvana@yahoo.co.id

Abstract

The research objective was to prove the influence of emotional intelligence, creativity, work ethic to service quality of the high school library in the Minahasa Regency. This Research using quantitative approach with a survey method and the test hypothesis using Path Analysis. The population in this research are all of the librarians in the high school library of Minahasa regency. The samples in this research were the librarians with the amount of 70 respondents, that were taken technically simple random sampling. The result of the research and the test of hypothesis show that: (1) There is direct positive influence of the emotional intelligence toward the service quality of high school library in the Minahasa Regency. (2) There is direct positive influence of the creativity toward the service quality of high school libraries in the Minahasa Regency. (3) There is direct positive influence of the work ethic toward the service quality of the high school l ibraries in the Minahasa Regency. (4) There is direct positive influence of emotional intelligence toward the work ethic of high school libraries in the Minahasa Regency. (5) There is direct positive influence of the creativity toward the work ethic of high school libraries in the Minahasa Regency.

Keywords

References

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[5]  Fernald.Jr., L.W, “Anew Tren:Creativity and Innovative Corpora Environments”, Journal of Creative Behavior, Vol. 23, No.3, 1989.
 
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Article

Does Team Autonomy Increase or Decrees Team Implementation? The Role of Team Learning

1Department of Health Care Systems Management; Yezreel Valley College, Israel


American Journal of Educational Research. 2015, 3(1), 80-85
DOI: 10.12691/education-3-1-14
Copyright © 2015 Science and Education Publishing

Cite this paper:
Sarit Rashkovits. Does Team Autonomy Increase or Decrees Team Implementation? The Role of Team Learning. American Journal of Educational Research. 2015; 3(1):80-85. doi: 10.12691/education-3-1-14.

Correspondence to: Sarit  Rashkovits, Department of Health Care Systems Management; Yezreel Valley College, Israel. Email: Saritr@yvc.ac.il

Abstract

As the necessity for teams to implement different innovations is prominent, the study addresses the question of the effect of team autonomy on teams' innovation implementation. Team autonomy is usually considered as a beneficial job characteristic but it is still unclear whether it aligns with the necessity to make teams implement new technologies, work methods or other innovations. We argue for a positive effect of team autonomy on teams' innovation implementation through the process of team learning. The results from a sample of 61 work teams (414 employees- 61 team leaders and 353 team members) from different organizations support our hypotheses. The results indicate that team autonomy facilitates team learning, that team learning facilitates team implementation, and that team autonomy positively affects team innovation via team learning.

Keywords

References

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Article

English for University Students in Ethiopia: Implications of the Needs Analysis at Haramaya University, Ethiopia

1M.A in TEFL, Abubeker Preparatory School, Ethiopia

2M.A in TEFL, Haramaya University, Ethiopia

3PhD in Literature and Language, Haramaya University, Ethiopia


American Journal of Educational Research. 2015, 3(1), 86-92
DOI: 10.12691/education-3-1-15
Copyright © 2015 Science and Education Publishing

Cite this paper:
Biniam Teka Gelan, Adinew Tadesse Degago, Deepika Nelson. English for University Students in Ethiopia: Implications of the Needs Analysis at Haramaya University, Ethiopia. American Journal of Educational Research. 2015; 3(1):86-92. doi: 10.12691/education-3-1-15.

Correspondence to: Adinew  Tadesse Degago, M.A in TEFL, Haramaya University, Ethiopia. Email: adinew_tadesse@yahoo.com

Abstract

The purpose of the study was to assess the English language needs of university students in a context, where English is used as the medium of instruction and general English courses are taught across all disciplines. To achieve this purpose, based on Hutchinson & Water’s target needs analysis approach, a 5-Point Likert Scale needs analysis questionnaires were designed and distributed to 152 medical science students at Haramaya university to determine the students’ frequency of English language use, their perceived importance of English for academic studies, their English language lacks, and areas of English they want training in. In addition, the general course materials taught to the students were evaluated to determine their suitability to the English need of the students. Descriptive statistics were employed in analyzing the quantitative data while content analysis was applied in analyzing the qualitative data. The results indicated the perceived importance of English for the students’ academic studies, their English language lacks and area in which they want training in. In addition, the study identified the inadequacy of the general English courses to meet the students’ English language needs. The study suggests that there is a need for English courses with an ESP orientation to meet the specific needs of students in their academic studies.

Keywords

References

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