Volume-3 ~ Issue-3
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|Paper Type||:||Research Paper|
|Title||:||Empowerment of Science, Techonology and Mathematics (Stm) Teachers: A Strategy for the Realisation of the Millenium Development Goals|
Abstract: Nigeria has always had commendable education programmes which often times die natural death due to poor implementation. This paper gives an overview of some teacher related problems which can impede the attainment of the MDGs as well as the general goals of education. The paper also suggest individual teachers commitment by way of belonging to STAN and other professional bodies, and government interventions in some of the challenges facing teachers as the way forward.
. Adedibu, A. A. & Olayiwola, M. A. (2005) Attracting and Sustaining the Interest of Professional science Teachers. STAN 46th Annual Conference Proceeding (72-74)
. Akinsola, A. T. Lawal, J. & Oyedokun, M. R. (2007) the Quality of Human Resources for Teaching Science in Primary Schools in Niger State. Implication for Sustainable National Development. STAN 50th Annual Conference proceeding (15-18).
. Amuzie, N. (2008). Simple Steps to Academic Excellence Port Harcourt: Noble Publishers.
. Asiriuwa, D. O (2011) The Place of Science Teacher in Science Education Reform. STAN 52nd Annual Conference Proceeding (92-96).
. Awosika, B. I. (2006) Status of Resources for Teaching Home Economics in Secondary Schools. STAN 47th Annual Conference Proceeding (372-375).
. Federal Republic of Nigeria (2004) National Policy on Education (4th ed) Lagos: NERDC Press.
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|Paper Type||:||Research Paper|
|Title||:||Limited technology helps to deliver 'e-Learning' in a developing country|
|Authors||:||Simon Coelho, Amita Chatterjee|
Abstract: The growing use of technology in education can surely be tapped into to help deliver learning, especially in developing countries. No doubt, there are limits placed on the computer-mediated communication that is accessible in these developing countries, yet effective use of cognitive principles in designing the learning package, can help to undoubtedly deliver 'e-Learning'. This pilot study was undertaken to see how 'e-learning' or 'Online' learning (ON), would compare with Face-to-Face learning (F2F). While the numbers that could participate in the ON learning were very small, due to the limited capacity of the computer laboratory that was available, their results nevertheless reflect very positive outcomes. The tools used for presenting the learning material were power point slides which were hyperlinked, not merely for extended explanation, but also for immediate feedback and applauding the efforts of the subjects. The pilot study holds a lot of promise for what limited technology, in 'learning spaces' can help to deliver, when the learner is engaged in the process of constructing knowledge.
Keywords: e-learning, cognitive theory, computer-mediated communication, technology in learning.
 J. Dewey, Experience and education (New York: Collier Macmillan, 1938).
 I. Jung, and C. Latchem, A model for e-education: Extended teaching spaces and extended learning spaces. British Journal of Educational Technology, Vol 42 No 1, 2011, pp. 6–18.
 A. Gunasekaran, R.D. McNeil, and D. Shaul, E-learning: research and applications. Industrial and Commercial Training, 34, 2, 2002, 44–53.  S. Alexander, E-learning developments and experiences. Education & Training, 43, 4/5, 2001, 240–248.
 A. Bork, Personal computers for education (New York: Harper & Row, 1985).
 A. Bain, and K. Ross, School reengineering and SAT-1 performance: A case study. International Journal of Education Reform, 9(2), 1999, 148–153.
 CEO Forum on Education and Technology, The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century (2001). Retrieved May 10, 2006 from http://www.ceoforum.org/downloads/report4.pdf.
 J. Sivin-Kachala, and E.R. Bialo, Research report on the effectiveness of technology in schools, 2000, Washington, DC: Software and Information Industry Association.
 C.J. Bonk, and K. Zhang, Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. (San Francisco: Jossey-Bass, 2008).
 D.H. Jonassen, J.Howland, and R.M. Marra, Meaningful learning with technology, 3rd Ed., (Columbus, OH: Merrill/Prentice Hall, 2007).
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Abstract: This work is part of an educational project intended to foster the teaching of chemistry and corrosion in engineering courses, based on the following points: to facilitate and broaden the understanding of corrosion processes and corrosion protection techniques; awaken critical consciousness in the student, based on the necessity of developing and clarifying mechanisms involved in each corrosive process. Corrosion education at the University Federal Fluminense (Brazil) is becoming increasingly important because corrosion problems affect virtually all segments of human activity and the vast majority of these problems could be avoided if anticorrosive techniques and the expertise already established were applied. This study took public squares as the research lab because public urban furnishings (benches, rubbish bins, playgrounds, etc.) and historical monuments are subject to atmospheric corrosion and pollution. The objective is to enable students to develop their skills in the development of the theme "atmospheric corrosion" based on the following points: teamwork; analysis and evaluation of information from observations; decision making from a restricted amount of information; querying technical bibliographies; making technical reports and oral presentations.
Keywords: Atmospheric Corrosion, Corrosion, Corrosion Education, Urban Furniture.
 J. R. Mudakavi, Principles and practices of air pollution control and analysis, (New Delhi, India: International Publishing House Pvt, 2010).
 C. Dolgorouky, V. Gros, R. Sarda-Esteve, V. Sinha, J. Williams, N. Marchand, S. Sauvage, L. Poulain, J. Sciare, and B. Bonsang, Total OH reactivity measurements in Paris during the 2010 MEGAPOLI winter campaign, Atmospheric Chemistry and Physics, 12, 9593-9612, 2012.
 S. Syed, Atmospheric corrosion of materials, Emirates Journal for Engineering Research, 11 (1), 1-24, 2006.
 A. Giordan, G. Vecchi, Les origines du savoir des conceptions des apprenants aux concepts scientifiques, (Paris; Delachaux et Niestlé, 1994).
 V. Gentil, Corrosão, (Rio de Janeiro: Brazil, LTC – Livros Técnicos e Científicos Editora, 2011).
 P. R. Roberge, Handbook of Corrosion Engineering, (New York, McGraw-Hill, 2000).
 C. Leygraf, and T. E. Graedel, Atmospheric Corrosion, (New York: John Wiley & Sons, 2000).
 H. W. Ailor, Atmospheric Corrosion, (New York, John Wiley and Sons, 1982).
 F. M. Mainier, G. C. Sandres, R. M. Mainier, Integrated management system for in-house control of accidental hydrogen sulfide leaks in oil refineries, International Journal of Science and Advanced Technology, volume 2, issue 9, September, 76-84, 2012.
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Abstract: Learning to teach is a complex process. On it, this paper discussed and examined on how a "learn-reflect-judge" component of a teaching participation and reflection might achieve this. It presents a new unified teaching learning model named "Teaching learning Model to Reveal the Innovation and Sustainability". It integrates a prospective module named Self Generation Module and a new assessment approach named Spider wire Approach to aid the better management of T-L scenario in the field of engineering and technology in Bangladesh. Implication of this model at real time class room situation results with better management of learning and learning satisfaction.
Keywords: learn-reflect-judge loop, Self-Generation Module, Hypo Module, 3600 coverage, total effectiveness.
. Australian Association of Mathematics Teachers. (2002). Standards for excellence in teaching mathematics in Australian schools, Adelaide: AAMT.
. Australian Education Council. (1990). A national statement on mathematics for Australian schools. Canberra: Curriculum Corporation.
. Black, P., &Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: King's College London School of Education.
. Board of Studies, New South Wales. (2002). Mathematics K-6, Sydney: Board of Studies.
. Bobis, J., & Aldridge, S. (2002). Authentic learning contexts as an interface for theory & practice. In A. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Conference of the International group for the Psychology of Mathematics Education (pp. 121-127).PME: University of East Anglia, Norwich.
. Brown, J., Collins, A., &Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
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|Paper Type||:||Research Paper|
|Title||:||Does parent educational status matters the student's achievement in pre-medical Entrance Exam?|
|Authors||:||Dr. Meena J. Agrawal, Dr. J. C. Hundekari|
Abstract:The purpose of this study is to determine if parent educational status influence the achievement of higher secondary school students in pre medical entrance exam. The study described the students doing medical graduation by their pre medical exam achievement and their parent educational status. The population consist of all medical students studying MBBS in MIMER Medical College, Talegaon D. Pune (MH) India. The sample involved in this study was 240 medical students randomly selected.A questionnaire was used for data collection. The comparison revealed that there is statistically significant difference in pre medical exam score and parent educational status.
Keywords: achievement, parent educational status, pre medical exam
. Tucker, Harris, Brady & Herman, (1996). The association of selected parent behaviors with the academic achievement of African American children and Caucasian children. Child Study Journal. 26;(4): 253-277.
. Reay, D. (2004). Education and cultural capital: The implications of changing trends in education policies. Cultural Trends., 13;(2): 73-86.
. Tudge, Odero, Piccinini, Doucet, Sperb & Lopes, (2006). A window into different cultural worlds: Young children's everyday activities in the United States, Brazil and Kenya. Child Development , 77;(3): 1446-1469.
. Eccles, J. S. (1993). School and family effects on the ontogeny of children's interests, self-perceptions and activity choice. In J. Jacobs (Ed.), Nebraska Symposium on Motivation: Vol. 40. Developmental perspectives on motivation (pp. 145-208): Lincoln: University Nebraska Press.
. Alexander K.L., Entwisle D.R. and Bedinger S.D. (1994). When expectations work:Race and Socioeconomic differences in school performance. Social Psychology Quarterly (57) :283-299.
. klebanov PK, Brooks-Gunn J and Duncan GJ(1994). Does Neighborhood and family poverty affects mother's parenting, mental health and social support? Joyrnal of Marriage and the Family.(56) :441-455.
. Haveman R and Wolfe B (1995).The determinants of children's attainments:A review of methods and findings. Journal of Economic literature.(33):1829-1878.
. Albama parenting questionnaire. The University of New Orleans.
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|Paper Type||:||Research Paper|
|Title||:||Internal Audit as an Aid to School Plant Management|
|Authors||:||Oladunjoye Patrick, Omemu Felix|
Abstract:This study assessed the effect of internal audit as an aid to school plant management in both public and private secondary schools in Nigeria. 100 schools were randomly selected from the South South geo-political zone in Nigeria. 220 school administrators and 510 teachers formed the sampled population. A questionnaire containing 12 items was drawn in line with the three research questions raised for the study. This instrument was validated by experts in test and evaluation as well as school plant education lecturers in Niger Delta University. The reliability of the instrument was established using the test-re-test method. The research questions were answered using appropriate descriptive statistics. The study shows that the role of an internal auditor is to audit school plant. Internal auditing is necessary in schools despite the wrong notions held by students, teachers and school administrators. The responsibilities of an internal auditor is to assist in school plant management which include keeping inventory of school facilities, organizing regular routine inspection of school plant and replacing or maintaining damaged school properties. The teachers, school administrators, as well as the government are expected to support internal auditing of school plant to avoid unwantom damage and manhandling of school facilities.
. Adeogun, P. (2006) Educational Organizations and Practices, Portharcourt:Sunray Publications Ltd.
. Adeogun, S. (2005) School Plant Management, Ife: Anemo Publishers.
. Adesina, S (2005) Secondary Education in Nigeria, Ife: University of Ife Press.
. Ajayi, K. and Taiwo, A. (2001) New Perspective in Nigeria Education, Ibadan: Vantage Publishers.
. Amirize, B. (2000) Contemporary Issues in School Operations, Portharcourt: Sunray Publications Ltd.
. Ejiogun, A. (2009) Landmarks in Nigeria Education, Lagos: Joja Publishers.
. Knezevieh, T. (2005) School Plant, New Jersey: Prentice Hill.
. Nworu,, S. (2002) Maintaining School Facilities ,Ilesha: Adeotu Publishers.
. Okoli, W.A (2005) The School, Ilesha: Ilesanmi Press.
. Okolo, T.C (2005) Introduction to School Plant Planning, Lagos: Samrose publishers.
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|Paper Type||:||Research Paper|
|Title||:||E-Learning 3.0 = E-Learning 2.0 + Web 3.0?|
|Country||:||United Arab Emirates|
|Authors||:||Dr. Fehmida Hussain|
Abstract: Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If web 2.0 is about social networking and mass collaboration between creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancement in e-Learning, the web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations' capabilities enhanced with the web 3.0 technologies. Furthermore in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is maybe not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, be is the learner or the tutor, requirement for further standardization of e-Learning technologies issues, social issues in term of increase of the digital divide.
Keywords: e-Learning 2.0, e-Learning 3.0, Web 2.0, Web 3.0, Learning theories, semantic web, higher education, educational technology.
. Alkhateeb,F., AlMaghayreh, E., Aljawarneh, S., Muhsin, Z and A. Nsour. E-learning Tools and Technologies in Education: A Perspective. E-learning, 2010.
. Alves da Silva, N., Morais da Costa, G., Prior, M. and Rogerson, (2011). The Evolution of E-learning Management Systems: An Ethical Approach. International Journal of Cyber Ethics in Education (IJCEE), 1(3):12–24.
. Ashworth, F., Brennan, G., Egan, K., Hamilton, R. and Saenz, O (2004). Learning Theories and Higher Education. Level3, Issue 2. Retrieved from http://arrow.dit.ie/cgi/ on March 01, 2012.
. Baird, D. (2007). Learning 3.0: Mobile, Mobile, Mobile Barking Robot. Retrieved March 21, 2012 from http://www.debaird.net/blendededunet/2007/02/learning_30_mob.html
. Berners-Lee, T. (1995). Past, Present and Future, IEEE Computer, 29 (10), 69-77.
. Berners-Lee. T, Hendler, J., and Lassila, O. (2001). The Semantic Web, Scientific American, 284(5), 34-43.
. Berners-Lee Video. Berners-Lee, T. (2008). The Semantic Web of Data. Retrieved from http://www.youtube.com/watch?v=HeUrEh-nqtU on March 27, 2012
. Brenton, S. (2008) e-Learning: An Introduction. Chapter in Fry, H. Ketteridge, S. and Marshal, S. (eds.) (2008) A Handbook for Teaching and Learning in Higher Education. 3rd Ed. London, Kogan Page.
. Cho, A. (2008). What is Web 3.0? Suite101. Retrieved from http://www.suite101.com/internet on March 20, 2012.
. DC. (2010). Dublin Core Metadat Initiative . Retrieved from http://dublincore.org on March 26, 2012.
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Abstract: Language learning strategies (LLS) play an important role in a second/foreign language acquisition, as they promote and facilitate language learning. Thisstudy aims to investigate LLS used by studentsin learning the Arabic language. The respondents of the study were all final year students at the Institute of Education, the International Islamic University of Malaysia (IIUM). Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) was used to gather the data for the study. While, a simple descriptive statistical analysis was employed to provide meanings to the data. It includes frequency distribution, percentages, means, standard deviation and range of scores for the data set. The studyreveals thatstudents were familiar with entire six LLS categories namely; memory, cognitive, compensation, metacognitive, affective, and social strategies, with a medium frequency level use for overall strategies (M = 3.49). Among these six strategies, the most frequently used from the top was metacognitive, compensation, social,memory, cognitive, and affective strategies. Keywords:Learning strategies, language learning strategies (LLS), learning Arabic as a second/foreign language (ASL/AFL), second/foreign language acquisition, teaching Arabic.
. Oxford, R.L. (1990). Language learning strategies.What every teacher should know. Boston: Heinle and Heinle.
. Meshyan, G., & Hernandez, A. (2002). Is native language decoding decoding skill related to second language learning. Journal of Educational Psychology, 94(1), 14-22.
. SuerayaCheHarun, Ismail Sheikh Ahmad, ArifinMamat, and IsmaielHassanein Ahmed Mohamed. (2010). Understanding Arabic skill learning strategies among selected Malay learners: A case-study at the International Islamic University Malaysia (IIUM). Contemporary Issue in Education Research-Aug 2010. Volume 3, November 8.
. Bremner, S. (1998). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Asian Pacific Journal of Language Education, 1, 490-514.
. O'Malley, J. M., Chamot, A. U., Manzanares, G. S., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
. Politzer, R. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition,6, 54-65.
. AnidaAbd. Rahim.(2003). Strategipembelajaranbahasa Arab di kalanganpelajarMelayu [Arabic Language learning strategies of the Malay Students].Unpublished master's thesis, University of Malaya, Kuala Lumpur.
. Burke, J. C. (2005).Arabic language study in the United States after 9/11. Muslim Education Quarterly, 22
. DuerehMahamah. (1999). Al-akhta' fi istikhdamiaddhamairi al-Arabiyyahlada at-talabah bi Jamiah al-Amir Sonkhla-Fatani.Unpublished master's thesis, International Islamic University, Malaysia.
. Doka, Hassan Mohamed. (2000). Attitude of Malay student toward learning Arabic as a foreign language. Unpublished dissertation, University of Malaya, Malaysia