African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (4), pp. 001-002, April, 2021. © International Scholars Journals

Short Communication

Assessment of the knowledge of preschool children about healthy lifestyle behavior

Vasilis Grammatikopoulos¹, Elisavet Konstantinidou², Nikolaos Tsigilis¹, Evridiki Zachopoulou³, Niki Tsangaridou⁴ and Jarmo Liukkonen⁵

¹University of Thessaly, Department of Physical Education and Sport Science, Greece.

²Democritus University of Thrace, Department of Physical Education & Sport Science, Greece.

³Alexandrio Technological Educational Institute of Thessaloniki, Department of Early Childhood Care and Education, Greece

⁴University of Cyprus, Department of Education, Cyprus.

⁵University of Jyvaskyla, Department of Sport Sciences, Finland.

Accepted 13 November, 2020

Abstract

The aim of this study was to develop an instrument to evaluate the knowledge of preschool children about healthy lifestyle behavior. The innovation was that the instrument was designed to get direct evidence about healthy lifestyle from children aged 4 - 6 years old. Usually, children knowledge is estimated indirectly (parents, teachers), but the current study aspired to provide direct evidence by developing a valid and reliable instrument. To this respect, the initial psychometric properties were encouraging, supporting the appropriateness of the questionnaire. However, further research is needed in order to draw firm conclusions about the reliability and psychometric properties of the instrument.

Key words: Educational evaluation, early education, psychometric properties.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (3), pp. 001-007, March, 2021. © International Scholars Journals

Key words: Multiliteracies, postcolonial education, Africa.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (2), pp. 001-005, February, 2021. © International Scholars Journals

Full Length Research Paper

A study of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions

M. S. C. Kurumeh¹* and E. E. Achor²

¹Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi, Benue State, Nigeria.

²Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi.

Accepted 04 November, 2020

Abstract 

This study determined the effect of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions. Three hypotheses guided the study. A total of 200 Primary six pupils (that is, 6^th grade) from randomly selected schools in Makurdi metropolis of Benue State of Nigeria served as the sample for the study. A Mathematics Achievement Test on Decimal Fractions (MATDF) developed by the researchers and validated by three experts with a reliability coefficient of 0.89 using K-R _21, was used for data collection. Two way Analysis of Covariance was used for analyzing the data. The results revealed that there was a significant difference between pupils taught fractions using Cuisenaire Rods’ approach and those taught fractions using conventional approach with Cuisenaire rod approach being more facilitative (F_{1, 199} = 12.231; p < 0.05). Secondly, there was no significant difference between male and female pupils taught using Cuisenaire Rods approach (F_{1, 199} = 3.453; p >.05). However, there was no significant interaction effect of method and gender on achievement (F_{1, 199} = 1.424; p > 0.05) It was therefore recommended among others that teachers of mathematics should adopt Cuisenaire Rods approach in teaching mathematics in primary schools in the study area to ensure hands-on-activities and thereby contributing to enhanced understanding.

Key words: Cuisenaire Rods, pupils’ achievement in mathematics, manipulative activities, hands-on, concrete materials, abstract materials, decimal fractions.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full Length Research Paper

Emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria                                                                    

¹Wombo, A.B. and ²Azuaga, C.I.

¹Department of Agricultural Education, Federal University of Agriculture, Makurdi, Nigeria.

²Department of Vocational and Technology Education, Taraba State University, Jalingo, Nigeria.

Abstract

Accepted 30 January, 2021

This study examined emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria. Four specific objectives and research questions guided the study. The study used correlational survey research design. The population was 171 respondents, comprising 17 Agriculture Education Lecturers and 154 undergraduate students of Agricultural Education in Taraba State. The entire population was used as the sample. The instrument for data collection was a 39-item questionnaire which had four point response options. The instrument was validated by three experts and the instrument had a reliability coefficient of 0.87. The researchers and two research assistants administered the instrument. Mean, standard deviation and Pearson Product Moment Correlation Coefficient (r) were used for analyzing the data. Findings indicated the need for mainstreaming gender issues for sustainable vocational agriculture education. It was recommended that, curriculum planners and teachers should prioritize emerging gender issues that could enhance sustainable vocational agriculture education.

Keywords: Gender issues, correlation, vocational agriculture education, sustainability, gender equality.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full length Research Paper

Evaluation of gender, personality and self-assessed intelligence

*Tomas Chamorro-Premuzic and Adrian Furnham

*Department of Psychology, Goldsmiths College, University of London.

Department of Psychology, University College London.

Accepted 21 November, 2020

Abstract

This paper examines the extent to which self-assessed intelligence (SAI) may be a function of personality traits, gender, and “actual” intellectual ability (as measured through psychometric g ) in a sample of 188 (119 female) UK university students. Participants completed three cognitive ability tests and the “Big Five” personality inventory after estimating their own multiple intelligences. Psychometric g (extracted from the three ability test scores) was a significant predictor of SAI (extracted from self-assessed multiple intelligences), accounting for 10% of the variance. When personality was added to the regression model, the percentage of variance explained increased to 22%, whilst gender accounted for an additional 7% (total = 29%). Emotional Stability (rather than Neuroticism) and Extraversion (rather than Introversion) were associated with higher SAI. Theoretical implications with regard to the taxonomic position of SAI, and practical implications with regard to educational and occupational assessment and performance are discussed.

Keywords: self-assessed intelligence, personality traits, psychometric intelligence, gender.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-004, January, 2021. © International Scholars Journals

Full Length Research Paper

Gender inequality in science achievement among senior secondary school students in Makurdi Metropols

Joel O. Eriba¹ and Sesugh Ande²

¹Senior Lecturer and Head, Ddepartment of Curriculum and Teaching, Faculty of Education, Benue State University, Makurdi.

²Lecturer, Department of Chemistry, Federal University of Agriculture, Makurdi.

Accepted 3 August, 2006

Abstract

Over the years there exists gender inequality in science achievement among senior secondary school students the world over. It is observed that the males score higher than the females in science and science- related examinations. This has created a big psychological alienation or depression in the minds of female students towards science and science- related subjects. This paper attempted to find out if sex differences exist in calculating reacting masses from a set of chemical equations among secondary school students in Makurdi metropolis. A Calculation Achievement Test (CAT) was administered to thirty students randomly selected from Government secondary school, North- Bank, Makurdi. The t-test statistic for independent samples was used to analyse the data obtained. The study established that boys performed better than girls on the achievement test. Recommendations to address the gender disparity in students’ performance in chemistry were made. These include: teaming up of chemistry and mathematics teachers to ensure integrative learning, transfer and application of knowledge among the females by giving them more attention/time during classes.

Key Words: Gender, Achievement, Reacting Masses and Chemical equation.