Educational Technology

The objective of the study was to find out adolescent the knowledge and use of contraceptives in Sekondi Takoradi Metropolis. Three hundred adolescent male and female students were randomly selected from three senior high schools in the metropolis to constitute the sample for the study. The questionnaire were used to collect data. Frequency distribution and percentages were used to summarize the data. The findings from the study indicated that adolescents have much knowledge about contraceptives but a few use them. They are familiar with condoms and femidom: most of them because they are easy to use. However, parents, guardians and church members disapprove of the use of contraceptives. The researcher recommended that there should be guidance and counseling programmes in the school to counsel the adolescent students on issues concerning their reproductive health and the use of contraceptives to prevent unwanted pregnancy, sexually transmitted diseases and HIV/AIDS.

Learning about the different aspects of human beings as the most complicated creature in the world, has always been an issue for scientists. Unlike other creatures man is the only creature who is able to think about his own existence and has the ability to grow mentally and spiritually; all these are possible through Education. Education is transferring knowledge and skills by an educator; there are too many opinions on the way of this very act of transfer. Rumi (Molavi), the famous Iranian poet of the 7th century presented very glorious points of views on education relying on Islamic and Iranian rich knowledge. This paper is an attempt to know his ideas and educational methods through analyzing sample verses of his poems in his world-known masterpiece, “Mathnawi”. The implications for current educators will be discussed by considering his division of educational aims into general and specialized categories.

Men who have sex with men (MSM) remain at great risk for HIV infections. This study purpose was to assess effectiveness of MMT intervention in preventing infections among MSM in Nairobi. A quasi-experimental, non-equivalent control-group design with pre-and post-test was adapted. 188 MSM was randomly selected into Hoymas and Ishtar Nairobi. Tail was treatment that went to Hoymas while head was control which went to Ishtar. Findings revealed there was reduced risky behavior in experimental group between pretest –and post-test data. This study recommends MMT for psycho-behavioral personality/temperament interventions. It is cost effective; no side effects can be personalized treatment plan and incorporated in HIV treatment. Conclusion: This study demonstrated that MMT was effective in reducing risky sexual behavior among MSM. It can be tailored for individuals psychological and behavioural and as a strategy for dealing with personality and sexual decision making.

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.