BULGARIAN JOURNAL OF SCIENCE AND EDUCATION POLICY

5-17

Authors: S. Mandina

The merging of several teaching methods and pedagogic tools is a recurrent technique that is geared towards meeting the needs and expectations of students with varying dispositions, learning styles and intelligence styles. This study investigated the effects of blended learning on the outcomes of Ordinary Level students in a rural chemistry classroom in Zimbabwe. The study adopted a quasi-experimental research design with a non-equivalent control group. Purposive sampling technique was used to select two intact chemistry classes from two equivalent co-educational secondary schools that were distantly located from each other within rural schools in Gweru district. The main instrument used for the data collection was a Chemistry Achievement Test (CAT). The internal consistency of the instrument was obtained as 0.81 using the Test Retest method to establish the reliability. The researcher also administered survey questionnaire to students to solicit their views regarding blended learning and its implementation. Intact classes were used and in all, 67 students participated in the study (35 in the experimental group taught with the blended learning and 32 in the control group taught using the traditional method). Data collected for the study was analysed using ANCOVA. The obtained results indicated a statistically significant increase in the students' outcomes after being exposed to the blended learning approach. The findings showed positive perceptions of students on the blended learning environment. Recommendations were made that the blended learning strategy should be given more emphasis during teaching and learning of chemistry and be integrated into other related subjects in secondary schools.

34-49

Authors: M. O. Odewumi, M. A. Ahmed

Google App for Education is a technological tool built on web 2.0 ideologies predominantly for coaching, collaborating and mentoring for social contacts and sharing of ideas. However, regardless of it use and value to learning by the lecturers it has not been considerably established. Therefore, the study sought to; identify the GAfE tools utilised by the lecturers; investigate how often the lectures used GAfE; examined difference between lecturers use of GAfE and for instruction and investigates lecturers understand the usefulness of GAfE. Study was a descriptive of cross-sectional employing survey meth-od with purposive sampling of 153 lecturers across the tertiary institution in Oyo State, Nigeria. Stratified sampling technique is used to choose lecturers along institution and gender. Researchers designed structured questionnaire was administered to 153 lecturers (76 males and 77 females). Mean scores was used to answer research questions, while the two hypothesis are tested with: t-test and Analysis of Variance (ANOVA). The findings revealed that lectures usefulness of GAfE is positive, no significant amid male and female and their institution on the use of GAfE. It must be stated that lecturers confidence, boldness, and interaction involvement in using GAfE for learning should be encouraged.

71-79

Authors: J. E. Hollenbeck, B. Kountouzi

Instructors who make efforts in creating a class that is interesting by establishing good rapport with the students, with a pleasant experience will change their future orientation towards English learning by applying it how careers in science, technology, engineering and mathematics, and business will provide them with a secure job and future. We observed that student learning a second language must be purposeful and have a real relevancy to them.

92-108

Authors: N. Sharmin, O. Ahmed, Z. Sharmin

For the past few years Facebook becomes one of the most popular social net-working website around the world. It is widely used website among the stu-dents for fulfilling their needs of interaction. Excessive usage of Facebook that leads to addiction on Facebook gets huge concern among scientific community. There were very studies that assess the impact of the Facebook usage and addiction on academic achievement. The present study was aimed to assess the impact of these factors on the academic results of undergrad students. A booklet, included questions regarding academic achievement, Facebook usage, and the Bergen Facebook Addiction Scale, was administered on a non-representative sample of 161 undergrad students. Results suggested the Facebook use and addiction as significant negative predictors of academic achievement. This study also explored significant mean differences in Facebook addiction score and academic achievement by gender. From the present study findings, it is time to rethink about controlling the students' usage of social media like Facebook.