1,720,957 research outputs found
Teachers’ Effectiveness and Students’ Academic Achievement in Senior Secondary School Civic, Osun State Nigeria
Get PDFThe study assessed the level of teaching effectiveness of Civic teachers in Osun State. It also determined the relationship between teachers’ effectiveness and senior secondary school students’ academic achievement and examined the difference between the academic achievement of the students taught by male Civic teachers and those taught by female Civic teachers in the study area. The study employed Correlational research design and the population for the study comprised of Civic teachers and the senior secondary school students in Osun State. The sample size for the study consisted of forty (40) Civic teachers and two hundred (200) students selected using multistage sampling procedure. A research question and two hypotheses were raised to guide the study. Two instruments: Teachers’ Effectiveness Rating Scale (TERS) and Civic Achievement Test (CAT) were developed and used for data collection. The two instruments were given to experts in Civic Education and Test and Measurement for face and content validity and were later subjected to a reliability test using Pearson moment product correlation which yielded values of 0.65 and 0.72 respectively. Data collected were analysed using frequency counts, simple percentages, mean, standard deviation, linear regression and t-test statistics. Findings of the study showed that the level of teaching effectiveness of Civic teachers in the study area is moderate. The study concluded that teachers’ effectiveness is a correlate of senior secondary school students’ academic achievement in Civic in Ife Central Local Government Area of Osun State
Students’ perception towards the use of ICT in teaching and learning of social studies in Oluyole Local Government Area, Oyo State
No full textThe study examined the level of availability of ICT tools for teaching-learning process of Social Studies in junior secondary schools in Oluyole Local Government Area of Oyo State; determined the extent of utilization of ICT tools for teaching-learning process of Social Studies in the study area; and examined the students’ perception of the use of ICT tools for teaching-learning process of Social Studies in junior secondary schools in the study area. These were with a view to improving teaching-learning process of Social Studies in junior secondary schools in the study area. The study adopted a descriptive survey research design. The population for the study comprised Social Studies students in junior secondary schools in Oluyole Local Government Area, Oyo State. The sample for the study consisted of two hundred (200) junior secondary school students. A multi-stage sampling procedure was used to select the sample for the study. Two research instruments were used to collect data for the study which were: Information and Communication Technology Tools Checklist (ICTTC) and Students’ Perception of Information and Communication Technology Tools Questionnaire (SPICTTQ). Data collected were analysed using frequency counts, simple percentage and bar charts. Findings of the study showed that the level of availability of ICT tools for the teaching-learning process of Social Studies in junior secondary schools was low at 50.0%. Results of the study further revealed that the extent of utilization of ICT tools for the teaching-learning process of Social Studies in junior secondary schools was low at 40.0% in the study area. Results of the study finally indicated that the students’ perception of the use of ICT tools for teaching-learning process of Social Studies in junior secondary schools was high at 51.0% in the study area. The study concluded that the students’ perception of the use of ICT tools for teaching-learning process of Social Studies in junior secondary schools was good even though the facilities were not available for utilizations
RELATIONSHIP AMONG COGNITIVE STYLES, PARENTAL INVOVLEMENT AND LEARNING OUTCOMES OF PUPILS IN SOCIAL STUDIES IN ONDO STATE, NIGERIA
Get PDFThe study investigated the relationship among Cognitive Styles, Parental Involvement and Learning Outcomes of pupils in Social Studies in Ondo State. The study adopted descriptive survey research design. The population for the study comprised primary III pupils and their parents in Ondo State. The sample size consisted of 240 primary III school pupils and 240 parents selected using multistage sampling procedure. One senatorial district was selected from the state using simple random sampling technique. Two Local Government Areas (LGAs) were selected from the sampled senatorial district in Ondo State using simple random sampling technique. From each of the two selected primary schools, 30 pupils and 30 parents each from two intact classes were randomly selected for the study. Three instruments were used for data collection, they are: Cognitive Styles Questionnaire (CSQ), Pupils’ End of Term Examination Score in Social Studies (PETES) and Parental Interview Schedule (PIS). The data collected were analyzed using frequency counts, percentages and multiple regression analysis statistics. The results showed that there was no significant relationship between cognitive styles and learning outcomes (cognitive styles yielded a coefficient regression (R) of .152 and a correlation square (R2) of .023). There was also no significant relationship between parental involvement and learning outcomes (parental involvement yielded a coefficient regression (R) of .118 and a correlation square (R2) of .014). These values were statistically significant at 0.05 probability level. In addition, there was no significant relative contribution of cognitive styles and parental involvement to learning outcomes of pupils in lower primary schools. The result indicated that field independent and field dependent cognitive styles t-values = -1.696 and -1.581 respectively while their respective beta weight values = -.108 and -.101. Also, parental involvement t-value = 1.791 and beta weight = .114. The study concluded that parental involvement was a very good predictor of pupils’ learning outcomes in Social Studies in lower primary school in Ondo State. Article visualizations
ASSESSMENT OF THE IMPLEMENTATION OF GEOGRAPHY CURRICULUM IN SECONDARY SCHOOLS IN OSUN STATE, NIGERIA
Get PDFThe study investigated the availability and adequacy of Geography instructional resources in senior secondary schools in Osun State. It also examined the instructional strategies being employed by Geography teachers in teaching and learning in the classroom. Furthermore, the study assessed the quality of teachers in terms of qualification, content knowledge and years of experience in the state. These were with the view to providing information on the implementation of the Geography Curriculum in Senior Secondary Schools in Osun State. The study employed a descriptive survey research design. The population consisted of all Geography teachers in senior secondary schools in Osun State. Eighty (80) Geography teachers constituted the sample for the study. Two instruments were used for data collection. These are the Instructional Resources and Strategies Observation Checklist (IRSOC) and Teaching Personnel Questionnaire (TPQ). Data collected were analyzed using frequency count and percentages. The results showed that instructional resources were not readily available for use. Globe (73.33%), Topographical map (83.33%), Atlas (93.33%), and Geography textbooks (100%) were resources that are available while Chart of Weather Symbols (60%), Globe (72.72%), Geography Textbooks (76.67%), Topographical maps (80%) and Wall maps (100%) were adequate in schools the resources were available. However, the instructional strategy employed by Geography teachers were peer tutoring (3.33%), group activity strategy (6.67%), inquiry (30%), demonstration strategy (36.67%) and expository strategy (100%). On the quality of Geography teachers in the state, the study showed that 57.50% studied Geography as a course while 6.25%, 10%, 11.25% and 15% studied Sociology, Urban and Regional Planning, Demography and Statistics and Geology, respectively. The study concluded that instructional resources, as well as instructional strategies employed by Geography teachers in Senior Secondary Schools in Osun State, were inadequate
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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