1,720,961 research outputs found
Computer educators' perception of the utilization of online assessment in the Covid‐19 era
Get PDFThe proliferation of ICT in today's world of work particularly in education has
necessitated the need to assess lecturers' views of online assessment use in the
covid‐19 era given the disruptions in face‐to‐face teaching and learning
process. The study adopted a mixed research design. The population for the
study was 84 computer educators made up of 40 males and 44 females from
the four public tertiary institutions in Enugu State, Nigeria. Three research
questions and two hypotheses guided the study. The instruments used for data
collection were a structured questionnaire titled “Computer Educators'
Perception of Use of Online Assessment” (CEPUOA) and a guided interview
relating to the research questions. The internal consistency was determined
using the Cronbach α reliability test which gave an index of .9. The data
collected were analyzed using mean and standard deviation while the null
hypotheses were tested using a t‐test at 0.05 level of significance. The findings
of the study indicated that computer educators have a positive disposition
toward the use of online assessment in conducting various assessment
techniques such as tests/quizzes, semester examinations, and seminar/project
evaluations. The findings of the study further showed that the utilization of
online assessment techniques facilitates timely monitoring of students'
progress, and the provision of immediate feedback to the learners helps in
preparing students with digital skills required to function in the 21st‐century
workplace, among others. In view of these, it was recommended that tertiary
institutions should initiate workable policies that will encourage the effective
use of online assessment by lecturers
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
INTEGRATING COMPUTER-ASSISTED INSTRUCTION IN QUANTITATIVE REASONING IN MIDDLE BASIC EDUCATION: AN IMPERATIVE TO REPOSITIONING EDUCATION FOR THE 4TH INDUSTRIAL REVOLUTION
No full textAs the Fourth Industrial Revolution (4IR) ushers in rapid technological advancements, the ability of
pupils to engage in self-directed learning becomes increasingly crucial. To address the evolving educational
landscape, this study investigates the impact of Computer Assisted Instruction (CAI) on enhancing the
quantitative reasoning skills of middle school pupils. CAI is a method that leverages computers for instruction,
progress tracking, and feedback. The research, conducted in the Enugu Education Zone of Enugu State, employed
a quasi-experimental design, targeting 8924 middle basic two pupils across 98 schools during the 2019/2020
academic session. A sample of 490 pupils was selected using stratified, purposive, and simple random sampling
techniques. The study utilized the Quantitative Reasoning Achievement Test (QRAT), a validated 40-item
multiple-choice test with a reliability coefficient of 0.77 (KR-20). Data were analyzed using mean, standard
deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings indicate that pupils
taught using CAI outperformed those taught through traditional methods. The study recommends the uniform
implementation of CAI across schools in the Enugu Education Zone to standardize learning outcomes and ensure
equitable instruction in quantitative reasoning amid the 4IR
UTILIZATION OF INNOVATIVE EDUCATIONAL SOFTWARE BY MATHEMATICS AND COMPUTER SCIENCE LECTURERS IN TERTIARY INSTITUTIONS IN ENUGU STATE
Get PDFThe main purpose of the study was to ascertain the extent of utilization of innovative educational software by
mathematics and computer science lecturers of tertiary institutions in Enugu state. Two research Questions were
formulated to guide the study, while two null hypotheses were tested at p < 0.05. Descriptive survey research
design was adopted for the study. The population for the study comprised 73 lecturers in ICT- related
Departments in Enugu State public tertiary institutions. A researcher’s made structured questionnaire titled extent
of utilization of Educational software Questionnaire (AUESQ) was used as the instrument for data collection. The
instrument was face validated by three experts from the Department of Science and Computer Education; one
expert in measurement and evaluation and the other two in computer Education all in Faculty of Education,
Godfrey Okoye University. Reliability coefficient of 0.76 was obtained using Cronbach Alpha. The research
questions were answered using mean and standard deviation. The hypotheses were tested with t-test and analysis
at 0.05 level of significance. The findings revealed that the extent of utilization of Innovative educational software
by mathematics and computer science lecturers in tertiary institutions in Enugu state was low. It was
recommended among others that the management of tertiary institutions should organize regular workshop and
conferences to equip mathematics and computer science lecturers with the relevant of ICT skills needed to
compete with their contemporaries in developed countries of the world
INTEGRATING COMPUTER-ASSISTED INSTRUCTION IN QUANTITATIVE REASONING IN MIDDLE BASIC EDUCATION: AN IMPERATIVE TO REPOSITIONING EDUCATION FOR THE 4TH INDUSTRIAL REVOLUTION
No full textAs the Fourth Industrial Revolution (4IR) ushers in rapid technological advancements, the ability of pupils to engage in self-directed learning becomes increasingly crucial. To address the evolving educational landscape, this study investigates the impact of Computer Assisted Instruction (CAI) on enhancing the quantitative reasoning skills of middle school pupils. CAI is a method that leverages computers for instruction, progress tracking, and feedback. The research, conducted in the Enugu Education Zone of Enugu State, employed a quasi-experimental design, targeting 8924 middle basic two pupils across 98 schools during the 2019/2020 academic session. A sample of 490 pupils was selected using stratified, purposive, and simple random sampling techniques. The study utilized the Quantitative Reasoning Achievement Test (QRAT), a validated 40-item multiple-choice test with a reliability coefficient of 0.77 (KR-20). Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings indicate that pupils taught using CAI outperformed those taught through traditional methods. The study recommends the uniform implementation of CAI across schools in the Enugu Education Zone to standardize learning outcomes and ensure equitable instruction in quantitative reasoning amid the 4I
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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