Educational Technology

The study assessed with empirical analysis Impacts of Boko Haram insurgency on educational development in Nigeria. A sample of 120 (34.2%) lecturers and 220 (62.8%) students was drawn from a population of 340 in four (4) faculties of education, humanities, social sciences and management sciences in Ignatus Ajuru University of Education, Port Harcourt, with the use of clustered random sampling technique. Mean was used to answer six (6) research questions while t-test was used to test one (1) null hypothesis at 0.5 level of significance. Findings revealed that Boko Haram insurgency impacted on school children (students), school teachers, teaching and learning, school administration and on school host communities. The study concluded that traumatization, anxiety, academic imbalance, apathy, high incident of school dropouts, loss of concentration in class, low instructional delivery, disruption of examinations, destruction of school buildings/facilities, abduction of school administrators, displacement of families, disintegration of family ties, loss of community norms and values, are some of the impacts of Boko Haram insurgency. t-test analysis of one null hypothesis (Ho1) indicated that there was no significant difference in the means of lecturers and students hence Ho1 was not rejected. The followings among others were therefore recommended: strict border controls, democracy and good governance, perimeter fence for all schools, security budgets for school administrators, unemployment, poverty, deprivation should be addressed, community vigilantes should be re-invigorated, adequate funding for security operations in Nigeria and religious tolerance. Key Words: Impacts, Boko Haram, Insurgency, education, development.

This research was conducted to study the importance of co-curricular activities of primary school students in Batu Pahat, Johor, Malaysia. This research was conducted using the descriptive research. The result was interpreted in four elements of co-curricular activities. The perception towards the co-curricular activities is positive and the implementation of co-curricular activities help to enhance the skills of students.

The research aims to determine the roles of school supervisors (SS) for improving teachers teaching and learning(TTL). Ministry of education (MOE) appreciates report from supervisors and recommendation submitted.Data collection was through questionnaires 16 out of 22 respondent's return.Data were analysed using descriptive and multiple regression. The findings revealed that Teachers prefer special supervision, supervisors check Teachers attendance register regularly, lesson notes and communicate teaching lapses. The findings will improve the Supervisors role and help them strengthen SS. Training and retraining of supervisors motivation, trustworthy and collaboration of MOE. The novelty of research focus on supervisors’ role and improvement of TTL.

The study focused on the overall contribution of ICT on the public sector Accounting. IT has made tremendous changes in the world toady due to it speed, ease in operation, cost reduction, efficiency and effectiveness. The study reflect that being on web ensures that Nations or organizations on the right track of speedy and sustainable developments. The study applied survey design using regression analysis. Questionnaires were administered to the appropriate target respondents and one the findings among several others confirmed that less time is spent in the accounting processes with IT, making the report of the accountant ready within the shortest frame of time thereby facilitating decision-making, creating public awareness and making governance effective. It was then recommended that there should be trainings and retaining both external and in-house, because field studies reviled that most public workers are not computer literate. The few that are literates got that by self-help. Keywords; information Technology, Information Communication Technology (ICT), Public Sector Accounting

This paper is on managing educational facilities for effective learning outcome in secondary schools of Rivers State, Nigeria. Educational facilities are used during teaching and learning process. The paper recognizes that it is the fundamental responsibility of the school administrator to manage the available facilities; this is to ensure the provision and maintenance of the facility. The paper identifies educational facilities as machines, equipment, land, and other infrastructure to be use in the school system, and therefore recommends that principals of secondary schools should be trained on the management of educational facilities. Finally, it advocates government should take the funding of secondary schools very seriously.

Management, being a collection of processes like decision making, problem solving and planning needs application of appropriate knowledge, skills and attitudes from the management personnel. Proper management of resources like human, material, time and finances should translate to improved performance. Such practices as staff development, supervision, staff empowerment, supervision, communication, resource allocation and utilization and leadership styles when properly coordinated should lead to good performance. Kakamega Central District has in the past five years, from the 2007 to 2012, registered negative deviation by public primary schools in the Kenya Certificate Primary Education (KCPE) performance. Previous studies have attributed poor academic performance to environmental conditions, school enrolment, poor teacher-pupil ratio, inadequate resource materials and government policies. This study sought to establish by investigation the causal link between management strategies and pupils academic performance in KCPE in Kakamega Central District. It is hoped that the findings and recommendations of this study will be of importance to heads of schools in terms of solutions for the future empowerment of teachers in order to improve their performance and the performance of pupils in their national and any other examinations. The information obtained can assist school administrators to develop strategies for involving teachers, pupils and the community in decision making, goal formulation and job satisfaction which in turn will positively influence the overall performance of their schools. The findings also add to a wealth of knowledge, skills and techniques in improving primary school head teachers in their management of schools which foster the teachers’ relationship with administrators leading to job satisfaction and good content delivery which brings excellent academic performance. Theoretically, the study tends to provoke leadership that fosters empowerment of teachers so as to improve their performance. First, it identifies opinions, concerns and preconceived notions the teachers have about the head teachers or school administrative structure. Essentially, the idea is to equip, help, educate and encourage the school management regarding management practices which are affordable and culturally appropriate in addressing low productivity in schools. Schools need information on practices that hinder them from optimizing performance. Finally, the study also elicited some other underlying problems that affect institutions’ performance other than those known to the researcher.

To investigate the differences between advanced and (lower) intermediate learners' sources of errors, two groups of eighty homogenous EFL Iranian learners were selected. The first group were eighty advanced English learners of one institute in Kerman at FCE (pre-intermediate level) level and the second group were eighty lower intermediate English learners of the same institute at COMB 1 (advanced) level. The researcher observed the subjects' performances and made a ten-hour audio-recording of their performances. The recorded tapes were transcribed. The findings of the study revealed that firstly, lower intermediate learners committed much more errors than the advanced ones (3360 errors versus 753), having equal time; secondly, there were significant differences between the intermediate and advanced learners' sources of errors. The intermediate learners mostly committed interlingual errors while most advanced learners committed intralingual errors. Both groups committed idiosyncratic errors too. Thirdly, there were meaningful differences between the two proficiency groups' types of intralingual errors; the intermediate learners committed much more overgeneralization and undergeneralization errors than the advanced learners, while both groups had equal faulty categorization errors.

The ultimate goal of each and every learning situation is social skills which help learners become better person for themselves as well as their society. In this line critical reading gives learners mental disciplines and intellectual development and it addresses social issues. Therefore, in the present study, the researchers endeavored to investigate if teaching critical reading through pictorial verses nonpictorial texts can be influential and practical in improving the Iranian EFL learners’ reading comprehension. To fulfil the purpose of this study, after homogenizing the learners, they were divided into three groups, namely two experimental and one control groups. In the end of the term a PET of reading was run and the data analysis showed that there were significant differences between the means of the three groups on the posttest of reading comprehension, and the first experimental group which were taught reading both critically and through pictorial texts outperformed both the second experimental group which were taught only through critical reading with no pictorial texts and control group which were taugh noly through pictorial texts and not critically.

The aim of research is to determine the most important role of teachers teaching and learning (TTL). The instrument of data collection was a questionnaire, the sample 243 teachers. The data were analysed using descriptive /multiple regressions. The findings shown that teacher collaboration, share resources, teachers’ monitored, Student progress carefully monitored and working for improvement. Teachers constantly monitored by supervisors /principals for purpose of improving (TTL). The research has implications for teachers’ to be effective. The novelty of research has covered all parameters of teachers’ roles. This will contribute to improving teachers’ in educational system for the future research.

Although the Iranian historical people have seen history as a low level hobby and entertainment, they are interested in it. Memories, stories and the history of any generation do worth hearing, and the audible histories ranging from political history to explaining the ordinary and daily life of the people are found a lot in Iranian families. On the other hand, since the education system and its resources especially in the section of Humanities and particularly history are run by the government, it has created a kind of despair from the subjects of the history courses in the middle and secondary sections. The state-running of the section of history education, unwillingness of history teachers in active teaching, the escape of the pupils from the history course and the existence of formal and rigid subjects in history courses of secondary schools are among the main facts concerning the difficulty of history education in Iran. Apart from the defects it has, Formal history has caused a gap of the generations from each other as well as the transfer of real and informal history. Thus, it is necessary to search for the solutions and methods which have brought Iranian families and their children to epicenter of history. This is the solution which can play an important role in the dialogue between the generations and providing the grounds for historical participation of the pupils, and a method which educates the close and tangible history for the pupils and provides a new image from social history, different interpretations from history and a new way for connecting them with the society.