iosr-JRME   Volume-4 ~ Issue-5 ~ Sep-Oct 2014

Abstract: Our work is concerned with monitoring and periodic evaluation of students' skills acquired during their university education. The objective of our work is to provide software tools for supporting and mentoring students in order to improve their quality of life. We suggest a computing device "ISIFePortfolio" which not only allows monitoring of learners, but also plays the role of an ePortfolio (electronic portfolio) skills, and a social networking combined systems. This tool includes a broad range of collaborative working solutions and the ePortfolio is considered an extension of the "paper" records of a student as an individual digital space available on the Internet in such a secure and personalized way, collecting personal resources, experiences, studies, acquired skills, relationships with trainers, working groups, classmates and that will be saved throughout the training course. Based on Mahara technology, "ISIFePortfolio" is an application implemented by ORDIPU team at the University Hassan II Mohammedia - Casablanca. It has been integrated into the platform of distance education "Education Master ISIF" for the master "Engineering Information Systems and Training."

Keyword: computing device, ePortfolio, skills, digital monitoring of the learner, evaluation, quality of life.

[1] H. N. Drier, "Career portfolios – Don't leave home without one," Career Planning & Adult Development Journal, 12(4), 55-60, pp. 1997.
[2] Johnsonetal. "Developing portfolios in education: Aguidetoreflection,inquiry,and assessment," San Francisco: SAGEPublications, 2006.
[3] Lin,Qiuyun, "Preserviceteacherslearningexperiencesofconstructinge-portfoliosonline," TheInternetandHigherEducation.vol. 11,3-4, pp. 194-200, 2008.
[4] R.Endacott,etal. "Usingportfoliosintheassessmentoflearningandcompetence:theimpactof fourmodels,"Nurse Educationin Practice, vol. 4, pp. 250-257, 2004.
[5] C. McCowan, W. Harper, & K. Hauville, "Student e-portfolio : The successful implementation of an e-portfolio across a major Australian university". Australian Journal of Career Development, vol. 14(2), pp. 40-52, 2005.
[6] JISC, "Effective Practice with e-Portfolios: Supporting 21st century learning," Online]. Available: http://www.jisc.ac.uk/media/ documents/ publications/effectivepracticeeportfolios.pdf

Abstract: Online interactivity has been a problem in distance learning education at two levels: social and instructional. As it relates to instruction, there is near unanimity of opinions from published literature that there needs to be a "fine tuning" of the control of interaction within the instructional process. This pilot study attempts to understand what factor(s) actually affect learner participation in asynchronous online discussion forum in higher education environment. Primary data was collected using a semi structured questionnaire which was emailed to 90 academic staff and students of a typical UK university. 31% of questionnaires were returned. Data analysis was carried out using Microsoft Excel software. Descriptive and inferential statistical techniques were used to analyze the quantitative data. Findings indicate that nearly 85% of respondents do not use WOLF platform for engagement with their teachers and peers. Reasons given by student respondents for not using the platform ranged from lack of awareness to preference for other media with equivalent capabilities. A recommendation has been made for the redesigning of WOLF to integrate social media functions so as to enhance acceptability.

Keywords: Asynchronous discussion forums, online education, teaching and learning in higher education institutions

[1]. Alavi, M. and Dufner, D. (2005) Technology-mediated collaborative learning: A research perspective, In S. R. Hiltz and R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 191–213). Mahwah, NJ: Lawrence Erlbaum.
[2]. Allen, I.E. and Seaman, J. (2007) Online nation: Five years of growth in online learning. Needhham, MA: Sloan Consortium
[3]. Black, A. (2005). The use of asynchronous discussion: Creating a text of talk. Contemporary Issues in Technology and Teacher Education, 5(1), 5–24.
[4]. Burr, L and Spennemann, D. H.( 2004) Patterns of user behaviour in university online forums International Journal of Instructional Technology and Distance Learning, Vol.1. No.10.
[5]. Cousin, G (2009) Researching Learning in Higher Education An Introduction to Contemporary Methods and Approaches. Oxon: Routledge. 168.

Abstract: This study investigated the correlation between emotional intelligence and administrative effectiveness of Provosts of Federal Training Centres in Nigeria. It employed the use of descriptive correlation research method, 12 Provosts and Deputy Provosts (academic), and 149 lecturers of the six Federal Training Centres in Nigeria. Questionnaire was used in data collection with reliability value of .981. Five operational research hypotheses were formulated and tested using Pearson-product moment correlation and t-test statistics to analyze data. The results revealed that there is a strong, positive correlation between emotional intelligence and administrative effectiveness of provosts surveyed with calculated r-value .785 greater than the critical r-value .532 at .05 level of significance. Based on the findings, it was recommended among others that provosts of Federal Training Centres in Nigeria should regularly update themselves on the four domains of emotional intelligence because of the impacts these competencies could have on their administrative effectiveness and ultimately the school effectiveness.

Keywords: Administrative Effectiveness, Emotional Intelligence, Provosts, Competencies, Leadership Practices

[1] Oduwaiye, R. O. (2006). Role conflict and administrative effectiveness of vice-principals of public secondary schools in Kwara State, Nigeria: implications for their morale. Journal of Education Studies, 4(2), 94-105.
[2] Nwagu, C.C. (1999). Issues and strategies in the evaluation of administrative performance of heads of educational institutions. In Studies in Educational Planning and Administration (SEPA). A journal of the National Institute for Educational Planning and Administration (NIEPA), Nigeria, 2(1), 32-38
[3] Lash, R. (2009). Emotional intelligence and leadership. The 21st Century Effective Manager, 1, 11-13
[4] Aremu, A.O. & Tejumola, T.O. (2008). Assessment of emotional intelligence among Nigerian Police. Journal of Social Sciences, 16(3), 221-226
[5] Goleman, D. (2006). The socially intelligent leader. Educational Leadership, 64(1), 76-81

Abstract: The study aimed at finding out whether academic achievement motivation influenced the attitude of senior secondary two students towards examination malpractice. Three research questions and three hypotheses were formulated to direct the conduct of the study. The sample for the study comprised 350 students of both sexes drawn by means of the multistage random sampling technique.A researcher-made instrument entitled Attitude Towards Cheating in ExaminationQuestionnaire (ATCEQ) was used in collecting data on students' attitude towards examination malpractice while the Aberdeen Academic Motivation Inventory (ACMI) was used in assessing academic achievement motivation.Theresults showed no significant difference between the academic achievement motivation as well as the attitude towards examination malpractice of male and those of female students. It was also found that students' academic achievement motivation influenced their attitude towards examination malpractice. These results were discussed and suggestions were proffered for educational practice.

Keywords: Examination malpractice; Attitude; Motivation; Academic achievement; Educational psychology; School counselling

[1]. Adebayo, S. O. (2010). Correlation between academic cheating behaviour and achievement motivation.Nature and Science, 8(12), 130 – 134. Retrieved on 20th September, 2012 from http://www.sciencepub.net
[2]. Al-Qaisy, L.M.(2008). Students' attitudes toward cheating and relation to demographic factors.European Journal of Social Sciences, 7(1), 140-146.
[3]. Alschuler, A. S.,&Blimling, G. S. (1995) Curbing epidemic cheating through systemic change. College Teaching, 43(4), 123–126.
[4]. Amoo, S. A. (2002). Analysis of problems encountered in teaching and learning of mathematics in secondary schools. ABACUS:The Journal of the Mathematical Association of Nigeria, 27(1), 130-135.
[5]. Amoo, S. A., &Rahman, M. A. (2004). Secondary school students' attitudes to learning mathematics in the world of Information Technology: Implications for mathematics teachers and teacher preparation. In M. A. G. Akale (ed.). Proceedings of the STAN 45th Annual Conference held at Abuja 19th-23rd August, pp.179-182.

Abstract: This study investigated level and sources of stress among secondary school students in the Federal Capital Territory (FCT) Abuja. The study was a descriptive survey and the population comprised all senior secondary school students in the FCT. A sample of 18 secondary schools out of the 59 public senior secondary schools in the FCT was involved in the study with a total of 540 respondents made up of male and female students. A questionnaire was designed by the researchers and validated through expert judgment to collect relevant data. The data collected were analyzed using percentage, statistical weighted mean and standard deviations for the research questions while t-test was used to test the hypotheses. The results indicated that secondary school students had a medium level of stress and some of the significant sources of stress include: academic, intra-personal and environmental. There was a significant gender difference in the level of stress and also some sources of stress among secondary school students. It was recommended that the guidance and counselling unit of secondary schools should identify students with stress and provide adequate support and management strategies.

Key Words: Stress, Level of Stress, Sources of Stress, Secondary School Students

[1]. Abolarin, E. E. (2010). Essentials of Developmental Psychology. Abuja: Petra Digital press.
[2]. Altmaier, E. M. (1983). Helping Students manage stress. Sam Francisco: Jossey – Boss Incorporation
[3]. Anusiem, A. U. (1995). The Growing and developing child. Basic concepts in psychology. Onitsha: summer Educational Publishers Ltd.
[4]. Education Resource Centre (2012). Information handbook on secondary schools in the FCT (9th Edition). Abuja; ERC Pres
[5]. Feng, G. F. (1992). Management of stress and loss Taipei: Psychological publishing co. ltd.
[6]. Greenberg, J. S. (1996). Comprehensive stress management (5th ed). Chicago; brown & Benchmark

Abstract: This action research project was carried out to investigate the effectiveness of using graphic organisers to teach grammar to a group of second year baccalaureate students from a secondary school in Morocco .The results of the pre-test and the post test demonstrated that the performance of students increased after implementing graphic organisers. The results of the questionnaire which was devised at the end of the study to get students' perceptions of the use of graphic organisers showed that the students responded positively to integrating such teaching device in the grammar component.

Keywords: graphic organisers, teaching grammar, knowledge maps, concept maps, cognitive organizers, advance organizers, concept diagrams.

[1]. Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
[2]. Bellanca, J.A. (2007). A Guide to Graphic Organizers. Corwin Press
[3]. Drapeau, P. (1999). Great Teaching with Graphic Organizers. Scholastic Inc.
[4]. Drapeau, P. (2008). Differentiating With Graphic Organizers. Corwin Press.
[5]. Ellis, E. (2004). Q&A: What's the big deal with graphic organizers? (Online) Available: www.GraphicOrganizers.com

Abstract: This study was designed to determine the effects of Origami instructional approach on JS I students' retention in geometry. Two research questions and three hypotheses were formulated to guide the study. The study adopted a quasi-experimental non-equivalent pretest posttest control group design and was restricted to Nsukka local Government Area of Enugu State. Two Co-educational Secondary Schools were drawn for the study, using simple random sampling technique. Out of the two drawn schools, one was randomly assigned to Origami Group (OG) while the other one to the Control Group (CG). A sample of 101 JS one students was involved (65 female and 36 male). The instrument for data collection was geometry retention test (GRT). Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result of the study revealed that use of Origami in teaching geometry to junior secondary school students enhanced their retention in geometry. The study also revealed that the use of Origami had no statistically differential effect on male and female students' retention. The study also revealed that there was a significant interaction effect between gender and instructional material, on retention of the concepts taught during the study. Based on the findings, the researchers recommended that use of Origami should be adopted in the teaching of geometry (mathematics) in primary, secondary, and tertiary levels of education system. It was also recommended that seminars, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of Origami for mathematics teachers, students and others. This will enable the mathematics educators, serving teachers, students and all to benefit from such an approach.
Key Words: Origami, Retention, Geometry and Instructional approach

[1]. Agwagah, U. N. V. (1993). Instruction in Mathematics reading as a factor in student's achievement and interest in word problem solving.
[2]. Ekwueme, C. O. (1998). Error pattern and students performance in Junior Secondary Three Mathematics Examination in Cross River State. Unpublished M.Ed Thesis. University of Calabar.
[3]. Eze, D. N. (1992). Effects of study questions as advanced organizer on students achievement, retention and interest in Integrated Science. Unpublished Ph.D Thesis, University of Nigeria, Nsukka.
[4]. Ezema, P. (2002). Effects of Keller Instructional Model on Students error Minimization and Interest in Quadratic Equation. Unpublished M.Ed Thesis. University of Nigeria, Nsukka.
[5]. Ezeugo, N. C. (1999). Effects of concept mapping on students' achievement and interest in algebra. Unpublished M. Ed Thesis, University of Nigeria, Nsukka

Abstract: Effective teaching is a valuable skill that is hard to learn and understand by just simply observing someone teach. One of the ways to gain better insight into how this skill is being developed is to explore teachers' cognitive processes. Cognitive Task Analysis (CTA) methodology developed to study the cognition of experts performing challenging tasks can be a useful tool to gain this insight. This paper will review the underlying theoretical assumptions of this methodology and suggest how one could apply CTA to educational research.

Keywords: Research methodology, qualitative research, cognitive constructivism, cognitive task analysis

[1] Campbell, J., Tirapelle, L., Yates, K., Clark, R., Inaba, K., Green, D., Plurad, D., Lam, L., Tang, A., Cestero, R., & Sullivan, M. (2011). The effectiveness of a cognitive task analysis informed curriculum to increase self-efficacy and improve performance for an open cricothyrotomy. Journal of Surgical Education, 68(5), 403-407.

[2] Chi, M.T.H. (2006). Two approaches to the study of experts' characteristics. In K.A. Ericsson, N. Charness, P. Feltovich, & R. Hoffman (Eds.), Cambridge Handbook of Expertise and Expert Performance (pp. 121-30). Cambridge University Press.

[3] Clark, R.E. & Este, F. (1996). Cognitive Task Analysis. International Journal of Educational Research, 25(5), 403-417.

[4] Crandall, B. & Calderwood, R. (1989). Clinical assessment skills of experienced neonatal intensive care nurses. Fairborn, OH: Klein Associates.

[5] Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working minds: A practitioner's guide to Cognitive Task Analysis. Cambridge, MA: The MIT Press

Abstract: There is a growing concern about the quality of the products of our tertiary institutions. There is equally a concern about the high level of unemployment, especially of graduates of our various institutions. Using the Content, Input, Process, Product (CIPP) model as the guide, the paper discusses how positioned higher education in Nigeria is in meeting its mandate of manpower development for employment and expected productivity levels. It observes that the input resources and process components fall short of what is ideal. It equally observes that the internal and external environmental contexts in which higher education is given is not suitable for producing quality graduates that are employable and productive even if employed. The paper therefore recommends an overhaul of higher education and re-orientation of the academic courses, community and the larger society in such a way that permits closer ties.

[1]. Afemikhe, O. A. (2005). Education for national re-engineering. Confluence Journal ofEducation, 2(1), 1-7.
[2]. Agih, A. A. (2011). Quality issues in education and manpower development in Nigeria,National Association of Science, Humanities and Education Researcher Journal 9(1) June, 96-101.
[3]. Astin, A.W. & Panos, R.J. (1972). The evaluation of educational programs. Washington: American Council of Education.
[4]. Maduewesi, E. (2003). Reforms in Nigeria Education. http//www.paddle.usp.ac.fi/paddle/cii-bin/paddle.ece.Retrieved 2 March, 2010.
[5]. Daniel, F. & Njoku, N.F. (2003). Introduction to educational measurement and evaluation. Ibadan, Safmos Publishers

Abstract: This paper investigated the influence of English language on students' performance in vocational education, majorly on Agricultural science and Economics education courses, respectively. 120 graduating students of 2012/2013 academic session were sampled for the study. Four research hypotheses were tested and formulated upon this study. T-test was a statistical tool found suitable for this study. Results indicated that English language influenced students' academic performance in vocational education. Students' academic performance based on gender in English and in the English of Agricultural science and Economics education students has shown that there was no significant difference. Recommendations were put to the fore based on the findings of this study. Keywords: Academic performance; Vocational education and Language proficiency.

[1] B.Abubakar, 'Psycho-social-linguistic factors that facilitate high achievement in senior school certificate English language.' Journal of Educational Research and Development,1 (1); 67-76, 2005.

[2] A. O.Adegboye,'Proficiency in English language as a factor contributing to competency in Mathematics .Education today, 6(2), 9-13, 1993.

[3] J.K. Aina, A.G. Ogundele, S. S. Olanipekun, 'Students' Proficiency in English Language relationship with Academic Performance in Science and Technical Education.'American Journal of Educational Research, 1(9), 355 - 358. doi:10.12691/education-1-9-2, October 17,2013.

[4] H.Annika,'English in India :Loyalty and attitudes'. Retrieved from http//www.languageinindia.com/may/2003/Annika htm/, May, 2003.

[5] J. Atkinson, E.Berbe,R.S. Woodworth, Dictionary of Psychological Review(4thed.). Delhi: Goyal Saab, 1988.

[6] S.O.Ayodele,'Nigerian teachers' perception of learners' rate offailure in English language.'Journal of Research Curriculum, 3; 46-55,1985

Abstract: The rate at which the unemployment issue is going now in the country has become a cankerworm that is affecting the development and the growth of the nation mostly in Nigeria today; so there is the need to look for an alternative ways or methods to reduce the rate of unemployment as a way of transformation that would bring about self-reliance and economic development. This paper looked at practical application of chemistry concept through chalk production. Twenty schools were randomly selected that consist of 10 primary and 10 secondary schools .In each school ten teacher were chosen making a total population of two hundred respondents and each school were giving one packet of chalk equivalent to five pieces per each teacher to teach in the classroom within Lafiagi metropolis in Edu Local Government of Kwara state, Nigeria. To compare laboratory produce chalk with commercially produced one, the results from the respondents were collected and analyzed using frequency and simple percentage. From the findings it was observed that laboratory produce chalk can compete favorably with commercially produce chalk both in texture, size, and durability. It was suggested that the mold should be properly cleaned, must be tightened to avoid splitting of chalk mixture, appropriate measurement of materials and addition of kerosene as a lubricant. The recommendations include making practical compulsory in chemistry teaching, introduction of chalk production into school curriculum of tertiary institutions, giving adequate required facility and encourage students for skills acquisition.

Key Words: Development, Economic growth, Practical and Chalk

[1] Aldiss, D. T. and Farrant, A .R. (2002). An appraisal of the early Palaeogene deposits of carbonate North Kent. British Geological Survey Commissioned Report, CR/02/315.

[2] Abu, (2001) quality teacher education for national development

[3] Bristow, C. R, Mortimore, R .N, and Wood, C. J. (1997). Lithostratigraphy for mapping the Chalk of southern England. Proceedings of the Geologists' Association,Vol. 108,293–315.

[4] Carter, D. J, and Hart, M. B. (1977). Aspects of mid-Cretaceous stratigraphical palaeontology. Bulletin of the BritishMuseum (Natural History) (Geology), Vol. 29, 1–135.

[5] Chadwick, R. A. (1986). Extension tectonics in the Wessex Basin, southern England. Journal of the Geological Society of London, Vol. 143, 465–488.

Abstract: Having known origin of the universe by continuous creation , few more clarification of new model of the universe is required with reference to new observations and as regard few mysterious phenomenon which Big Bang supporters do not know. Seeing Figure 1 , the distant universe is young. This prediction has been confirmed when it was published that , ―Although galaxies across the Universe are still forming new stars. 19 June 2014 [2] ‖ . The residual temperature of other galaxies could be known by modifying the cooling rate graph in the light of heating gas and forming plasma out of it. It is found that by color temperature analysis that temperature at mouth of quasar is 2700 deg C. Thus temperature falls in quasar from 15*10^9deg C to 2700 deg C by unconditioned working of B.B.Bs.. Further temperature falls by conditioned working of the nature and the residual temperature of other galaxies can be known by studying the graph.. Some quasars do show emission lines of Hydrogen and some show absorption lines of hydrogen. This is due to heated and cooled stages of Hydrogen atoms during its creation inside quasars. It is the perfect cosmological principle ( steady state theory ) that decides how much matter ( H2cloud ) should come in this closed and visible universe to keep density constant and at what rate it should come and that is the cause of different red shifts of quasars. There are three evidences of dark matter layer forming boundary of closed universe. Firstly , Hubble constant is retarding since origin of universe

Key words: young distant universe, residual temperature , Hubble constant , Dark matter Layer, Hubble law, Hanging of galaxies , Almighty B.B.B , Oscillating universe

[1] Vijay Mohan Das, Atomic genetics and origin of universe ( Ho= 72 km/sec/Mpc ) volume 1, International Journal of Sciences: Basic and Applied Research (IJSBAR), volume 16 , number 1 ( 2014), p 311-338
[2] European Space Agency, (http://sci.esa.int/jump.cfm?oid=54184)

[3] R. Murugeshan ,, Modern physics, p 353

[4] David Baker , The Hamlyn Guide to astronomy . p 252

[5] Josip Kleczek ,The universe and planet earth, , Octopus books Limited,London,1987,p93