Comparism of Item Difficulty and Discrimination of Pre And Post University Entrance Examinations in Nigeria
Adamu Chidubem Deborah Babatimehin Temitope Adeoye Oluseyi PeterPages: 1-9
The study compared the difficulty and discrimination indices of the Pre-University Tertiary Matriculation Examination (Pre-UTME) and Post-University Tertiary Matriculation Examination (Post-UTME) in the related subject areas of Arts, Commercial and Science in Obafemi Awolowo University (O.A.U.), Ile-Ife, Nigeria. The study adopted the exploratory survey research design. The population for the study comprised all part one undergraduate students of the O.A.U., Ile-Ife in 2013/2014 session. While simple random sampling technique was used to select 40 departments, convenience sampling technique was used in drawing 20 part one undergraduate students from each of the 40 departments. A 20-item achievement test titled: 2013/2014 Pre-UTME and its corresponding 2013/2014 O.A.U. Post-UTME were instruments used for collecting data for this study. Data collected were subjected to item analysis. Results revealed that the items of the O.A.U.’s 2013/2014 in the subject areas of Arts, Commercial and Science (with average difficulty indices, p, of 0.53, 0.46 and 0.55 respectively) were more difficult than items of the 2013/2014 Pre-UTME in the same subject areas (having average p of 0.62, 0.54 and 0.60 respectively). Finally, the results revealed that the items of the 2013/2014 Pre-UTME and O.A.U.’s Post-UTME in the subject areas of Arts, Commercial and Science discriminated appropriately between students in the high scoring group and those in the low scoring group with average discrimination indices of 0.45, 0.43, 0.46 and 0.46, 0.43, 0.42 respectively.
View it in PDFDifficulties in Achieving the Goals of Secondary Religious Culture and Moral Knowledge Course
Yasemin AkkuşPages: 10-17
This study is a qualitative research aiming at identifying the difficulties faced by the teachers at the process of making the students achieve the Religious Culture and Ethics course objectives at secondary education. The research has been figured as case study, which is one of the qualitative reesearch methods, while the descriptive analysis method has been used in the analysis of the data. Suitable samples were chosen among the sample types and the sample of the research was formed by 11 volunteer Religious Culture and Ethics teachers working at secondary schools at the 2019-2020 academic year. At the end of the research, religious background of the family, negative family attitudes, religion perception of the social surrounding, inefficiency of the subjects in the curriculum and the repetition of the subjects outcomes have emerged
View it in PDFEvaluation of Distance Education: The Sample of Guidance and Counseling Students
Savas KaragozPages: 18-25
In this study, the opinions of senior students in the Department of Guidance and Counseling were included in a narrow framework. The reason for recruiting graduate students was to examine the positive and negative aspects of distance education from the perspective of psychological counselors and to contribute suggestions for effective distance education. A qualitative research design was chosen for the study in which the participants’ thoughts and perspectives on distance education were examined. The prediction that it is more possible to examine the participants' perspectives and thinking styles towards distance education with a qualitative approach was influential in the choice of this methodology. Data were gathered from 47 students and the main codes which were determined showed similarities with other studies on distance education. Although distance education maintains continuity of lessons by providing an opportunity for learners to watch them again, is an economical practice which enables the effective and efficient use of time and provides individuals with the opportunity to learn at their own pace, one of the disadvantages was found to be the inexperience of the lecturers.
View it in PDFWomen and Education: The Challenges in Education Process
Aysel KahramanPages: 26-37
Women whose education right were taken and have to be students after years face some difficulties. The most important of these difficulties is that women are married, their responsibilities increase due to having children, and when they try to be a student with these responsibilities, they face even more insurmountable situations. There are so many women in this situation in our country. This study was prepared to shed light on determining what difficulties these women are experiencing and what can be done to overcome these difficulties. In the study, 10 women suitable for this situation were reached. The interview technique, which is one of the qualitative research methods, was used and the questions in the semi-structured interview form were asked. The questions are; what they feel when they are left away from school, education life, what they miss about the school or classroom environment during their stay away from education, what it means to read and receive education, how they have made a way in their lives in the period when they are away from education, what problems they faced when they became a student after a long time were. The data obtained from the interviews were analyzed with the descriptive analysis method.
View it in PDFResources for ELLs in International Schools: A Non-profit and For-profit Comparison
Clayton W. LehmanPages: 38-50
The number of for-profit international schools is rising as the international school market continues to grow. While traditionally being non-profit and serving expatriates, international school enrollment now predominately consists of locally enrolled students, many of whom are English language learners (ELLs). As the industry becomes more and more profit-driven, there is mounting concern about how much money is being reinvested back into the schools. The purpose of this study was to explore differences in the provision of resources for working with ELLs between international schools in East Asia that are non-profit and for-profit. Areas explored include teacher preparation, digital media, instructional resources, library materials, and designated teaching space for working with ELLs. This quantitative survey-based study had 533 participants who were working in international schools in East Asia. The findings of this study revealed that instruction of ELLs in non-profit international schools tends to be less likely to be hindered due to a shortage or lack of resources for working with ELLs compared to for-profit international schools
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