BULGARIAN JOURNAL OF SCIENCE AND EDUCATION POLICY

5-18

Authors: O.C. Falode, M.F. Sobowale, R.M. Saliu, H. Usman, M.E. Falode

The study was carried out to determine the effectiveness of Computer Animation Instructional Package (CAIP) on academic achievement of senior secondary school agricultural science students in animal physiology in Minna, Nigeria. Influence of gender was also examined. Quazi-experimental procedure of pretest, post-test, and non-randomized, non-equivalent design was adopted. Two research questions were raised while two null hypotheses were tested at 0.05 level of significance. The sample of the study was made up of 88 senior secondary school students selected from intact classes of two co-educational public schools within the study area. The two schools were randomly assigned to experimental and control groups. The experimental group which comprised 48 students (30 male and 18 female) was taught through CAIP while their counterparts in the control group which comprised 40 students (26 male and 14 female) was taught using lecture method. A 30-item animal physiology achievement test which was validated by experts and whose reliability coefficient of 0.85 was obtained was administered as pretest and post-test on both groups. Data gathered were analyzed using t-test statistics. Findings revealed that there was significant difference between the mean achievement scores of the two groups in favour of those taught with CAIP. Also, the package improved the achievement of both male and female students taught. It was therefore recommended among others that, computer animation instructional package should be adopted in secondary schools to complement lecture method of teaching in order to improve students' achievement in agricultural science.

39-52

Authors: A.A. Yusuf, C.O. Fashiku

The study was on Professional Development programme: a tool for improving teachers productivity in junior secondary schools in North Central Geopolitical Zone of Nigeria. The design of the study was a descriptive survey carried out ex-post factor. The population of the study comprised all the teachers and principals in public junior secondary schools of the studied Geo-political Zone. The sample of the study was made up of 975 principals and teacher respondents who were randomly selected from 75schools in the studied area. Two research questions were raised and two hypotheses were formulated to guide the study. A self-designed questionnaire titled Professional Development Programme and Teachers Productivity (PDPTP) as well as interview scheduled titled Approaches to Professional Development (APD) were used to elicit information from the respondents. The instruments were validated by six experts from two Departments in Faculty of Education of Obafemi Awolowo University. The reliability of the questionnaire was ensured through test re-test method which yielded a reliability coefficient of 0.72. This was considered high enough for use. The data collected was analyzed using percentage and Pearson Product Moment Correlation statistical method of data analysis. The study revealed that; cluster type seminar, mentoring, on-the-job training and in-service training approaches among others, were used by the government in teachers' professional training programme. Also, teachers were found to be selected for professional development programme based on their; qualifications, years of experience, subjects taught and areas of specialization. A significant relationship existed between professional development programme and teachers productivity in junior secondary schools of North Central geo-political Zone of Nigeria (r tab=0.785,r cal.0.195) at 0.05 level of significance. In view of the findings of the study, it was concluded that, teachers professional development programme improved teachers productivity in junior secondary schools of North Central geo-political Zone of Nigeria. It was therefore recommended that government should not relented efforts in Professional Development Programme of every teacher as it is germane to their productivity in the geo-political Zone.

69-89

Authors: F. Aravena, M. Quiroga

In our modern society, governments, civil society and private sector are concerned about education as it is a key to build a successful community. This paper seeks to analyse, through one particular country, how the education system can change when neoliberalism is implemented as a framework in educational terms. This paper focuses on Chile and its education system adopting an international comparative perspective, using empirical examples and cases within a Latin America scenario. Chilean education system has created a controversial, complex and unique relationship between neoliberalism and education. This relationship has configured a complex social context increasing the gap between rich and poor. At the same time, Chilean education system has reproduced social classes in discourse and practice trough of a dramatic social stratification. In this particular case, we confirm that neoliberalism has generated an education system that is highly segregated and selective. Improvisation has been utilised as a political strategy to reduce neoliberal impacts on education.

106-123

Authors: S. Tayo Subair

Teaching is the act, practice and occupation of a teacher. A teacher is a person who provides education for learners at a school or other place of formal education. The use of teacher in this study is conceptualized to involve all cadres of instructors and teaching team from primary and junior secondary (basic education) to senior secondary school. The study examined the areas of job dislikes among teachers with their attendant implications for practice. Using a self-designed and pilot-tested questionnaire, data were collected from a random sample of 3,000 teachers drawn from Lagos, Ogun, and Osun states in the Southwestern geopolitical zone of the country. Specifically, 400 primary and 600 secondary school teachers were drawn from each state. The data were analyzed using simple percentage. It was found that teachers job dislike areas though differ but were within seven areas thus: writing lesson notes (98.5%), marking subject attendance register (98%), disciplining of students in school (90%), and serving as members of committees (78.9%). Other dislike areas include taking students out of school for extramural activities (73.3%), partaking in co-curricular activities in the school (60.3%) and examination invigilation (59.1%) as areas of common dislike and capable of inhibiting the satisfaction levels of teachers.Furthermore, it was found that differences exist in job dislikes between male and female teachers. The common job dislikes among male were non-interest in marking of scripts and invigilation of examinations whereas the female showed dislikes for serving as committee members and as year tutors.Thus, it was recommended that: some modifications in the operational approaches of classroom teachers (such as deemphasizing lesson note writing and marking of subject attendance register) would be required. Teachers should also be financially encouraged via allowances for all other activities outside teaching.

142-155

Authors: O.C. Falode, H. Usman, S.C. Ilobeneke, H.A. Mohammed, A.J. Godwin, M.A. Jimoh

This study investigated effectiveness of computer simulation instruction on the attitude of geography students towards map reading in Bida, Nigeria. It also examined the influence of gender on students attitude. The research was a quazi-experimental design. Intact classes of 160 senior secondary school class two students were drawn from two purposively selected secondary schools within Bida and were randomly assigned to experimental and control groups. The experimental group (82 students) was exposed to computer simulation instructional package (CSIP) while their counterparts in the control group (78 students) was taught the same concept of map reading using lecture method. Attitude questionnaire named QGSAMR was used for data collection. The releaibility coefficient of 0.83 was obtained using Cronbach alpha formula. The QGSAMR was administered to students as pretest and post‐test. The students pretest and posttest attitude scores were analyzed using t‐test statistics. The results indicated that there was significant difference between the attitude scores of the two groups in favour of students exposed to computer simulation instructional package. The result however indicated that there was no significant difference between the attitude of male and female students exposed to the package. It was therefore recommended among others, that, computer simulation instructional package should be adopted in teaching and learning of geography as the package would help to improve students attitude towards geography and in turn leads to improved performance.

174-190

Authors: A.A. Akinrefon, O.C. Ikpah, A.O. Bamigbala, O.I. Adeniyi

Examination malpractice has become an epidemic in the nation educational system. This study seeks to assess the pattern of examination malpractice in higher institutions in Nigeria, their causes, effects and also proffer solutions. The sample size of the study was calculated using Yaro Yamane formula. The instrument used for the study was a questionnaire titled Causes and Effects of Examination Malpractice (CEEMQ). The data collected were analyzed using Factor analysis and Principal component analysis. The findings from the factor analysis in factor loading 1 revealed that items 13 (0.5998), 29 (0.6785) and item 8 (0.5062) are the major causes of examination malpractice. Factor loading 2 revealed that item 26 (0.6594) and item 25 (0.6342) are the major solutions and effects of exam malpractice. Analysis from factor loading 8 revealed that factor 15 (0.5154) is also a major cause of exam malpractice.