ISSN 2329-9843
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (3), pp. 001-004, March, 2019. © International Scholars Journals
Full Length Research Paper
Educational problems associated with abdominal ultrasonography for pediatricians in Japan
Ko Ichihashi1,2* and Mariko Momoi2
1Department of Pediatrics, Ibaraki Prefectural Central Hospital, 6528 Koibuchi Kasama, Ibaraki, 309-1793 Japan.
2Department of Pediatrics, Jichi Medical University, 3311- 1 Minamikawachi Shimotsuke, Tochigi, 329-0498 Japan.
Accepted 12 November, 2018
Abstract
In this study, we examined how pediatricians use abdominal ultrasonography and the educational problems associated with this technique for pediatricians in Japan. A simple questionnaire was distributed at the 2004 prefectural meetings of the Ibaraki and Tochigi chapters of the Japan Pediatric Society. Of the pediatricians who replied to the questionnaire, 38, 47 and 14% reported using abdominal ultrasonography often, sometimes, and never, respectively. Forty-two percent of those who use abdominal ultrasonography perform the procedure themselves; the rates were high among respondents in their thirties and forties, and the rates were highest in private practice and lowest in university hospitals and children’s hospitals. Intussusception, fatty liver, and hydronephrosis can be diagnosed by the pediatricians themselves, while diagnoses of appendicitis and diseases of the reproductive system are difficult. Fifty- eight percent of the pediatricians who do not perform abdominal ultrasonography themselves had no chance to learn how to use the technique. The pediatricians wish to learn abdominal ultrasound from publications, seminars, and guidance by specialists. New trials of publications and seminars are currently ongoing and the development of a system to facilitate learning from specialists is needed.
Key words: Education, pediatrician, ultrasonography.
Mariko Momoi, Ko Ichihashi*
Page: 1 - 4
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (3), pp. 001-007, March, 2019. © International Scholars Journals
Full Length Research Paper
Coping: A critical mediating factor of stress among athletes in West African universities
Olufemi Adegbola Adegbesan
Department of Human Kinetics and Health Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria.
Accepted 08 November, 2018
Abstract
This study examined coping, which is regarded as a critical mediating factor of stress among athletes in some West African universities using the ways of coping in sport sub-scales of problem focused coping; seeking social support general emotionality, increased effort and resolve, detachment, denial, wishful thinking and emphasising the positive. The descriptive survey research design was used in this study. A 4-point likert type questionnaire of ways of coping with sport with reliability coefficient of r =.87 was used to collect data from 587 participants selected for the study. Their mean age was 24.04 ± 3.62SD. The t-test analysis revealed a significant difference (P<.05) on the variables of problem focus coping and increased effort and resolved ways of coping when the athletes were compared by sex. While the analysis of variance also revealed a significant difference (P<.05) in the categorisation of the athletes’ sports into three independent criterion variables on all the coping factors. While the correlational analysis revealed significant relationship P<.05 among the variables, with the exception of the relationship between the coping variables of detachment and emphasising the positive. The ways of coping techniques was found to be more utilised by athletes from the Anglophone universities when compared with their francophone counterparts. Also, the male athletes of both Anglophone and Francophone countries made use of the coping techniques more than their female counterparts. However, since the major factor in regulating the stressfulness of competition is on the individual athlete’s ability to cope, coping techniques as a means of adjusting the effects of stress will assist to improve performance in sporting situations.
Key words: Coping, athletes, stress, sport groups, West African Universities
Olufemi Adegbola Adegbesan
Page: 1 - 7
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (2), pp. 001-010, February, 2019. © International Scholars Journals
Full Length Research Paper
Access to basic education in Kenya: inherent concerns
Achoka, J. S. K1., Stephen O. Odebero2, Julius K. Maiyo3 and Ndiku J. Mualuko4
1Masinde Muliro University of Science and Technology, P. O. BOX 190 – 50100 Kakamega, Kenya
2Egerton University, P. O. Box 536, Egerton
3Masinde Muliro University of Science and Technology, P. O. BOX 190 – 50100 Kakamega, Kenya
4Masinde Muliro University of Science and Technology, P. O. Box 190 – 50100 Kakamega, Kenya
Accepted 24 September 2018
Abstract
Basic education being the minimum education that every Kenyan must have for progressive existence in society is a crucial factor. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jomtien, Thailand 1990 and the world education forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional paper No. 1 of 2005 has articulated how to attain goals for education. For instance early childhood education which tries to ensure development of the whole personality of the child’s physical, mental, and socio-emotional attributes faces challenges such as lack of access to early childhood education mostly caused by poverty, regional and gender disparities, policy framework, and HIV/AIDS among others. At primary school level where children stay longest in the schooling years and they develop more motor skill, further cognitive skills along with higher socialization than the early childhood education level, has children failing to access education due to poverty, gender imbalances, regional imbalances among other concerns. Secondary education which creates a human resource base higher than the primary education along with training youth for further education and the world of work registers restriction to many children due to concerns of poverty, gender imbalances, insecurity regional disparity among others. This article articulates in detail the above concerns discussing their manifestations in Kenya. Conclusions are drawn and recommendations made on how to improve access to basic education in Kenya. Among the recommendations are: To make basic education free and compulsory, improve provision of health services, intensify fight against demeaning cultures, give special attention to children with disabilities, avail employment opportunities to the youth, assure security to all in conflict prone zones and tighten bursary disbursement procedures.
Key words: Basic education, access.
Stephen O. Odebero, Achoka , J. S. K., Julius K. Maiyo and Ndiku J. Mualuko
Page: 1 - 10
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (2), pp. 001-005, February, 2019. © International Scholars Journals
Full Length Research Paper
Strategic improvement of mathematical problem-solving performance of secondary school students using procedural and conceptual learning strategies
Adeleke M. A
Department of Special Education and Curriculum Studies, Faculty of Education Obafemio Awolowo University, Ile-Ife. E-mail: [email protected].
Accepted 03 December, 2018
Abstract
The paper examined the possibility of finding out if improvements in students’ problem solving perfor-mance in simultaneous linear equation will be recorded with the use of procedural and conceptual learning strategies and in addition to find out which of the strategies will be more effective. The study adopted a pretest, post test control group design. A total of 166 science students drawn from four schools in four local government Areas in Osun state of south-western Nigeria were involved in the study. The students were in Senior Secondary Class Two. These students were assigned to four groups of Conceptual Learning Strategy (CLS), Procedural Learning Strategy (PLS) and Conventional Method (CM) while the fourth group was not taught at all. The first two groups were the experimental groups and the control groups were the last two groups. Treatment was administered for a period of eight weeks. A mathematical achievement test was used as pretest and posttest after validation and was found to have reliability coefficient of 0.76 and item difficulty level ranging between 0.42 and 0.46. Three mathematics teachers who were university graduates were engaged to administer the treatment. The study recorded a significant difference between the problem-solving performance of students in the CLS group and those in the CM group (X1=30.71, X2 = 15.66, df =78, t = 16.56, p<0.05).Significant difference in performance was also recorded between PLS group and CM group (X1 = 24.07, X2 = 15.66, df =80, t = 10.95, p<0.05). Likewise performance of students in CLS group and those in PLS group differed significantly (X1=30.71, X2 = 24.07, df = 84, t = 7.98, p< 0.05). The study therefore concluded that both CLS and PLS were effective in enhancing students problem-solving performance and that conceptual learning strategy was more effective.
Key words: Procedural Learning Strategy,conceptual learning strategy, mathematimatical problem-solving performance.
Adeleke M. A
Page: 1 - 5
Short Communication
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (1), pp. 001-004, January, 2019. © International Scholars Journals
Short Communication
Effects of test format, self concept and anxiety on item response changing behaviour
E. R. I. Afolabi
Department of Educational Foundations and Counselling, Obafemi Awolowo University, Ile-Ife, Nigeria. E- mail: [email protected]
Accepted 10 September, 2018
Abstract
The study examined the effects of item format, self -concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students’ answers in multiple – choice and true – false formats of an achievement test were observed for response changes. Results indicated that more changes were made in true-false than in multiple-choice test items, and students having moderate trait anxiety made significantly more changes than those having low or high trait anxiety. Academic and general self concept was not found to have significant influence on response changing behaviour.
Key words: Test format, Self-concept, Trait anxiety, State anxiety, Response changing, test scores.
E. R. I. Afolabi
Page: 1 - 4
Review
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 7 (1), pp. 001-011, January, 2019. © International Scholars Journals
Review
Diversity and complexity in the classroom: valuing racial and cultural diversity
Pierre du Plessis and Tom Bisschoff
Faculty of Education University of Johannesburg, South Africa.
Accepted 14 September, 2018
Abstract
From a diversity perspective, all students should receive an education that continuously affirms human diversity – one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regards to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school’s crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity are valued and what can be done to improve it.
Key words: Diversity, learning styles, academic culture, collaborative learning.
Tom Bisschoff, Pierre du Plessis
Page: 1 - 11