Educational Technology

This paper investigated gender balance and the Generative Instructional Strategy (GIS) on students’ achievement in reading comprehension in senior secondary schools in Ekiti State. 120 randomly selected students in Ekiti State public secondary schools participated in the study. The quasi-experimental design was adopted in the study. For pre-test and post-test, the same comprehension passages were administered. Data was collected through the use of the research instrument titled Reading Comprehension Achievement Test (RCAT). Two hypotheses were formulated and tested at 0.05 level of significance. Collected data were analysed using t-test. The study revealed that there was no significant effect of gender on the achievement of students exposed to Generative Instructional Strategy in reading comprehension. It was therefore recommended that Generative Instructional Strategy be adopted by English language teachers in Ekiti State and used in the teaching and learning of reading comprehension in the classroom.

This piece of research presents an interdisciplinary and challenging research approach originated from mental stimulation and brain based learning paradigms. In more details, it specifically adopts the approach of Artificial neural networks (ANNs) which are conceptually computational systems with increasingly common and sophisticated applications. Furthermore, this work aims to present realistic design of a model integrating ANNs with brain based learning paradigm associated to some educational phenomena. Referring to recent neurological researchers findings that have revealed in order to promote and encourage maximum learning capacity within learners' brains. It is vital to enhance learning performance of arbitrary educational process via mental stimulation of brains' synapses and neurons. In practical educational environment, brain is intimately involved in and connected with, everything instructors and learners do while face to face tutoring sessions. Interestingly , the obtained modeling results support improvement of learning creativity following increase of synaptic connectivity in addition to the neurobiological research work concerned with the other half of the brain (Glial cells).

The paper sought to establish teachers’ perception of thematic intergraded approach in teaching learners in ECD in in Wareng Sub County. The study adopted the use of quantitative and qualitative research methodology (mixed approach of research methodology). This study was carried out in Wareng Sub-County in Uasin Gishu County. The research therefore sampled 43 Head Teachers and 85 ECD teachers ECD teachers since the larger the sample the higher the reliability. Stratified sampling technique was used to select the types of respondents in schools whereby 30% of the target population was selected as the sample size. The data collection instruments employed were; questionnaire, interview schedule and observation checklist. Quantitative data was analyzed using descriptive statistics and measure of central tendency (modes standard deviation and means) qualitative data was analyzed in tabular form. the study revealed that the school provides learners with age appropriate assignments and that the school provides learners with appropriate learning activities. In addition, the learners are provided with thematic activities that make the learner engage in authentic communication, the learners in these schools are provided with self-initiated learning activities that make them learn experimentally and the school provides learning materials like books and play materials to the learners. The study made the following recommendations; the head teachers need to ensure that the schools provide curriculum centered books that are appropriate for the learners’ respective levels and the school should provide learning that accommodates individual learners and abilities.

Most researchers, who have paid attention to code-switching, have however been concerned with the sociological interpretation and discourse functions, i.e. the socio-pragmatic aspect, of code-switching. For this reason, linguists who do not specialize in bilingualism often automatically assume that research in code-switching means sociolinguistic research. It is certainly an interesting issue to investigate when and why a speaker chooses one linguistic variety rather than another: this can be explained by stylistic or metaphorical motivation, where factors such as the interlocutor, social role, domain, topic, venue, medium, and type of interaction play an important role. In this case, language alternation can also serve as a conversational cue, expressing attitudes towards language or marking linguistic identity.

The purpose of this study was to relate the effect of intelligent development and personality development in communication oral skill. This article is based on the author’s reflections and interpretations on extended literature reviews. The author had a particular interest in relating both intelligent development and personality development through student’s co-curricular activity of debate. The debate orator’s cultures gives positive impacts on the development areas focused by the author.

This literature review consists of three parts. In the first part, a brief introduction of speaking comprehension will be offered, followed by a discussion of the importance of speaking comprehension. Then, an overview of speaking skills will be given. Additionally, potential obstacles for students in speaking comprehension will be introduced. Last, a discussion on factors that contribute to speaking difficulties and thus affect speaking comprehension will be presented.The second part looks at defining some basic concepts and theories behind dynamic assessment (DA) such as: (a) sociocultural theory of mind, (b) zone of proximal development, (c) dynamic assessment, and (d) dynamic assessment of dynamic abilities.In the third part of this review, literature on DA is divided into the following sections: (e) components of DA, (f) models of DA, (g) approaches to DA, (h) criticism of dynamic assessment, (i) dynamic assessment and psychometric critiques, (j) previous research on DA in language education, (k) DA in the foreign language setting, (l) group dynamic assessment in the foreign language classroom, and (m) DA/GDA in Iran.

Abacus has been considered as one of the most significant tools used for teaching and learning of mathematics among primary school mathematics teachers since it helps in spurring better performance in mathematics. However, most of the teachers who use it have reported poor and perennial ineffective use of Abacus in Rachuonyo South Sub County. It is a simple mathematics tool used for calculation and easy to use when solving problems in mathematics. The study objectives were to; find out how the effective use of Abacus can be achieved; to determine age and gender differences in the effective use of Abacus, to explore the challenges faced by mathematics teachers in using Abacus and finally to establish the strategies that could ensure the effective use of Abacus in the teaching and learning of mathematics in public primary schools. Using descriptive survey design, this study was framed from Vygotsky’s constructivism theoretical perspective. This study targeted 170 public primary schools with 1,069 mathematics teachers of which568 were males and 501 were females. Purposive random sampling technique was used to select a sample size of 30% which was 51 public primary schools and 321 class three mathematics teachers. Questionnaires were used for quantitative data collection. Interviews were conducted among 51 heads of mathematics department while observation was done throughout the process. The validity of the instruments for data collection was ensured by expert judgment of the University lecturers. The reliability was determined by the Split Half method and a reliability coefficient of r=0.791was reported. Trustworthiness of the study ensured the validity and reliability of the data from the study. The quantitative data was analysed using descriptive statistics with the aid of Statistical Package for Social Sciences SPSS version 22 while qualitative data was analysed based on the construct items relating to important components on the use of Abacus. The study established that, Abacus improves performance in mathematics among pupils in primary schools in Kasipul Division. The findings of the study also revealed that, teachers had positive attitude towards Abacus. Abacus is good and effective in spurring new skills for teaching and learning of mathematics, however, most of the mathematics teachers lack the skills to use abacus effectively and need to be trained on the use of abacus. Age differences did not significantly affect the effectiveness in the use of Abacus in teaching mathematics; however, there was gender difference on the effective use of Abacus for teaching mathematics where effectiveness for male teachers was higher than that of their female counterparts. The study also established several challenges faced by mathematics teachers in the use of Abacus simply due to lack of skills. The study findings established that, mathematics teachers adopted several strategies to ensure effective use of Abacus in the teaching and learning of mathematics. The study recommended that, the Kenyan Ministry of Education should train the mathematics teachers on the effective use of abacus. Moreover, the Kenya Institute for Curriculum Development should infuse the use of Abacus into the mathematics syllabus. The significance of this study therefore is that, it is believed the findings of this study will be used by mathematics teachers to improve in teaching mathematics, provide curriculum planners with an insight to infuse effective use of abacus in mathematics curriculum development and finally it is hoped that this study will generate knew knowledge in this field of study and further research.

This paper represents the results of a descriptive study investigating the factors influencing teaching Process at Abdul Wali Khan University Mardan (Pakistan). The university is located in the province of KPK and is established in 2009. The major factors influencing teaching process are Professional Commitment, Working Environment, and Job Satisfaction. No Significant difference was found between natural and social science departments. While differences was found designation wise i.e lecturer, assistant professor, associate professor and professors and also qualification wise. It can be concluded that designation and qualification matter in factors influencing teaching process.

Graffiti takes the form of written language whose authorship always remains anonymous. It precisely refers to any wall writing, pictures and symbols or markings of any kind on any surface anywhere no matter what motivates the writer. Most graffiti are viewed as illegal or vandalism of property by those in authority. Secondary school students use graffiti as a form of communication when they feel other channels to express themselves, have been blocked by those in authority. The study at aimed at identifying the communicative strategies employed in graffiti writing and the influence of graffiti on learning of English language and classroom learning environment in our schools. Graffiti texts were collected in ten secondary schools purposively sampled in the Larger Laikipia East District in Laikipia County. Out of one thousand graffiti texts collected, two hundred were randomly sampled for analysis. Twenty English teachers were purposively sampled to take part in an interview. One hundred students were randomly sampled to fill in questionnaires. A Focused Group Discussion (FGD) was carried out with another group of five students randomly sampled across the classes in each school. The data collected from this exercise were analyzed qualitatively and quantitatively to arrive at inferences and conclusions. The study used a sociolinguistic approach to the study of graffiti. The study was guided by General System Theory. The findings of the study were that students used varied communicative strategies like humour, symbolism, irony, short forms, acronyms and abbreviations in their graffiti writings. It was also established that teachers expressed varied opinions that graffiti influenced learning of English language and classroom learning environment in secondary schools. The findings of this research may contribute to the study of sociolinguistics in general and communication in schools in particular. It has been established that students use graffiti to communicate a lot of information that would be beneficial to the head teachers, quality assurance officers, students’ counsellors, policy makers and other stakeholders. Classroom teachers may also use graffiti to establish the unspoken students problems and behaviour and thus prevent entropy of the school system.

The paper explored indoor play materials available for teaching mathematical concepts and skills in ECD centres in Eldoret West Sub-county. The study was guided by Jean Piaget’s theory of cognitive development in children. Descriptive survey research design was adopted to assess the use of indoor play in enhancing the acquisition of Mathematical concepts and skills. The study was conducted in Eldoret West Sub-county, Kenya. The target population in this study consisted of 181 public ECDE centers with a total of 181 top class ECD teachers that are qualified to teach mathematic activities and 3620 ECDE pupils. 30% of the total number of ECD schools was sampled thus yielding a sample size of 54; that is, 54 ECDE centers out of 181. The researcher selected 362pupils who represented 10% of the target population. Simple random sampling technique was used to select the sample schools and ECDE pupils. Questionnaires and observation schedule was used to collect data. The data analysis employed the use of both qualitative and quantitative techniques. Majority of the respondents were of the opinion that block play materials are available in this school whereas a significant number of the teachers felt that clay play materials are available in this school and that water and sand play materials are available in this school. The study recommended that the school administration of ECD schools should provide adequate resources and play facilities/materials for the learners to improve on acquisition of mathematical concepts and skills.