Evaluation is essential to examine the level of conceptual understanding of a learner. It checks the understanding of mathematical concepts, their inter-relationships, and creating new conceptual structures. To get more useful results through the teaching-learning process diagnostic evaluation is used. The study was designed to describe what individual learners had learned, what they had yet to learn, and the type of errors they were making in the topic of 'rational expression’ of grade 10 Mathematics. The remedial ways to eliminate misconceptions were undertaken through the result of diagnostic evaluation. It was inferred that the use of diagnostic evaluation had a positive effect in eliminating mathematical misconceptions among learners. This suggests that the teachers should take recourse in adopting diagnostic evaluation integrated with teaching and learning of mathematics.
This study seeks to gather views of teacher-learner insight into computer-assisted teaching and learning with the acceptance of PowerPoint presentation which can, in turn, enhance science content visualization. This study uses the descriptive research design as indicated in the research methodology. Views from students on the suitability of both PowerPoint presentation and traditional teaching approach referred to as expository teaching approach in this study were collected through designed questionnaires and students were given statements and were asked to assign the degree of righteousness by a five-point Likert scale answer. On the other hand, teachers’ views were collected through an online designed survey based on the five-point Likert scale answers style. From the total study population of 80 including 63 secondary school advanced level science students of Institut Paroissial de Mukarange and 17 science teachers across the country. Based on research participants’ views analyzed by using the statistical package for social sciences version 21.0, it could be praiseworthy enough to take the advantage of computer-assisted instruction particularly, PowerPoint presentation as the promising tool to enhance science content visualization that could consequently enhance students’ retention ability, clarification and alleviate the level of misconception in science concepts and principles.
This study investigated the difference between the academic performance of identical twin boys and girls; between fraternal twin boys and girls; and between twins of mixed sex and singletons of mixed sex in the primary schools in Rivers State of Nigeria. Primary three pupils’ past examination scores in Mathematics, English language, Basic science, and Social studies were used for the assessment. Population of the study was 23,575 primary three pupils found in the 943 public primary schools in Rivers State. Sample size was 1,028 pupils. The study adopted the ex-post facto design. Instrument for data collection was the 12 – items statement titled: “Difference in the Academic Performance between Twins and between Twins and Singletons (DAPTTS)” questionnaire. The findings of the study revealed that twin boys and girls do not differ significantly in the four subjects; fraternal twin boys and girls differed significantly in the four subjects; while there was also significant difference between twins of mixed sex and singletons of mixed sex in the four subjects .However, it was concluded that individual difference, heredity and environment play vital roles in both twins and singletons’ intellectual or cognitive difference. It was therefore recommended among others that in either twins (identical or fraternal) and singletons, individual difference, heredity and environment should not be over emphasized by teachers, parents and all around the pupils.
This study analyzes non-farm activities and its impact on the welfare of the people in Oruk –Anam Local Government Area of Akwa Ibom State, Nigeria. The specific objectives of the study include: to examine the major components of rural economic activities in the area; assess the diversification from farm to non- farm activities and compare the income levels from farm and non – farm activities in the study area. The study revealed that while the non-farm activities have a mean of 29.57 and variance of 479.95; farm activities have 25.57 as mean and 267.62 as variance. It indicates a significant difference because the p value (p>0.05) was less than 0.1 and 0.5 critical value at 0.05 level of significance. The result showed that there is a significant difference between major components of the rural economic activities. The correlation coefficient of 0.73 (73%,) reveals that there is a high level of correlation between the activities. Hence, there is a significant difference between the major components of rural economic activities carried out by the people. It shows that 62.5% of the people engage in non- farm activities to increase their living standards, 25% in order to increase their income, 15% to be self reliant, 12.5% for the profit, 7.2% to change their social status, and 2.5% because of their passion to do other things. Hence, shifting attention to these activities could assist in the achievement of the goal of poverty reduction in the economy. It is concluded that rural livelihood diversification has a very important role to play in reducing poverty in the rural areas. On the basis of the results and findings of this study, the following recommendations were made: Rural households should engage in activities that would help them achieve the goal of reducing their state of poverty. Non-farm employment should be promoted as a good strategy for supplementing the income of farmers as well as sustaining equitable rural growth.
Within the framework of the quality conditions that make it possible to compete in the international market, together with the precarious development of training in virtual environments in Mexico and specifically in Oaxaca, it forced us to be cautious when proposing the minimum guidelines that training courses in order to be considered training programs in virtual environments, virtual environments in the context of education must be met to be considered as those spaces generated to create and recreate the training, teaching and learning processes; spaces that exhibit as a particular characteristic the appropriation of information and communication technologies to classroom components (ICT´s); In other words, virtual environments have the essential purpose of contributing to the provision of the teaching service, in terms of facilitating didactic communication.