International Journal of Education Research and Reviews

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (8), pp. 001-007, August, 2022. © International Scholars Journals

Full Length Research Paper

Needs assessment for the establishment of a Masters of Arts program in international studies with a concentration in international security and a specialization in international terrorism

David H. Gray

Department of Government and History, College of Humanities and Social Sciences, Fayetteville State University, 1200

Murchison Rd, Fayetteville, NC 28301 J. Knuckles Science Annex, Office 132, U.S.A. E-mail: [email protected]. Tel: (910) 672-2120/1573 (Office).

5 July, 2022

Abstract

Since the attacks of September 11, national and international security has been driven to the center stage of our present-day society, thus becoming a primary concern and focus in the United States. The purpose of this study was to conduct an instructional needs assessment for the establishment of a Masters of Arts program in International Studies with a concentration in International Security and a specialization in International Terrorism. This empirical study, consisting of qualitative and quantitative data collection and analysis, intended to determine the utility of this type of graduate program. A survey was administered to FSU students and Fort Bragg personnel focusing on perceptions of interest in and importance of the program and its subject content. The results of this study indicated statistically significant interest in and the importance of the establishment of this MA International Studies program, and strongly suggested substantial enrollment projections.

Key words: Needs assessment, curriculum development, international studies, security studies.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (7), pp. 001-006, July, 2022. © International Scholars Journals

Full Length Research

Gaps and remedies of early childhood care and education (ECCE) programs of Botswana

Kabita Bose

Department of Primary Education, Faculty of Education, University of Botswana. E-mail: [email protected].

Accepted 24 June, 2022

Abstract

Five years after the release of the Early Childhood Care and Education (ECCE) Policy in Botswana in 2001, it was felt necessary to review the current status of the ECCE programmes with special reference to achievement of standards of quality of education with reference to the recommendations in the ECCE policy. This effort has been supported by the Office of Research and Development (ORD), University of Botswana for conducting a review of ECCE programmes of Botswana. The study included the heads of the ECCE centres of Gaborone, Botswana. A survey research design was adopted for the study. The study used both quantitative and qualitative approaches. A structured questionnaire was used for data collection. The findings showed that the ECCE service providers are trying to adhere to the ECCE Policy document; however a major groundwork needs to be done to provide more trained teachers and a standard, prescribed curriculum. This would enable one to maintain the standard recommended by the ECCE policy document and raise the quality of ECCE programmes in Gaborone, Botswana.

Key words: ECCE, ECCE policy, Botswana, standards and regulations.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (6), pp. 001-007, June, 2022. © International Scholars Journals

Reviews

Policy, philosophy and pedagogical initiative to HIV/AIDS education in the Nigerian secondary school’s social studies curriculum

O. E. Ojedokun, L. M. Oyewusi and S. A. Oluwatosin

Faculty of Education Obafemi Awolowo University, Ile-Ife, Nigeria.

Accepted 2 May, 2022

Abstract

This paper attempts a review of the Nigerian National Policy on Education, in the context of the overall philosophy of the Nigerian national life as reflected in the objectives of Social Studies – a subject in the Nigerian Junior Secondary Social Studies curriculum. Its main objective is to make justification for the teaching of the subject -matter of HIV/AIDS as an emerging national problem in the school, and to provide some paradigm by which its learning content could be taught, using Social Studies as a carrier subject. The paper thus reviews policy provisions and philosophical background to Social Studies teaching, and provides some guidelines by which curriculum developers could design relevant content-valid curricula; and also provides a possible guide to classroom teachers in planning and implementing teaching plans. It also suggests some ideas that are likely to guide and facilitate the development of textbooks that may integrate the learning content of HIV/AIDS within the Social Studies curriculum.

Key words: Policy, philosophy, pedagogical initiative, HIV/AIDS’ education, Nigerian Secondary School, Social Studies.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (5), pp. 001-003, May, 2022. © International Scholars Journals

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (4), pp. 001-010, April, 2022. © International Scholars Journals

Full Length Research Paper

A science–technology–society paradigm and Cross River State secondary school students’ scientific literacy: problem solving and decision making

Grace Umoren

Department of Curriculum and Teaching, University of Calabar, Calabar, Cross River State, Nigeria. E-mail: [email protected]

Accepted 8 March, 2022

Abstract

The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students’ scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of Cross River State. The experimental and control groups each comprised 120 science and 120 non science majors randomly assigned to them. The experimental group was exposed to researcher designed and validated Curriculum in Science-Technology-Society (COSTS) for 24 weeks at 2 h per week. The control group followed the normal existing science curriculum. A quasi experimental factorial design was used to identify the effect of COSTS if any scientific literacy, problem solving and decision making ability in coping with socio-scientific issues. The Test on Science-Technology-Society (TOSTS) was administered to both experi-mental and control groups. The data obtained were subjected to statistical analysis using covariance and the result emerged that students taught using the COSTS performed significantly better in scien-tific literacy, problem solving, and decision making than students who were not exposed to COSTS materials. This study highlights the need for an alternative science curriculum that will make students to be scientifically literate, problem solvers, and rational decision makers in a society riddled with science and technological problems.

Key words: Curriculum, scientific literacy, problem solving and decision making.

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (3), pp. 001-005, March, 2022. © International Scholars Journals

Full Length Research Paper

Does neuro-anatomy award/ prize impact on student performance in the first professional examination in anatomy

Shittu, LAJ¹*, Bankole, M. A², Shittu, R. K³, Zachariah, M. P⁴, Adesanya, O. A ¹, Kpela, T¹, Babalola, O. S¹, Ashiru, O. A¹

¹Department of Anatomy, Lagos State University, College of Medicine, Ikeja, Lagos, Nigeria.

²Department of Medical Microbiology and Parasitology, College of Medicine, University of Lagos/Lagos University Teaching Hospital, Idi-araba, Lagos, Nigeria.

³Medical Microbiology Unit, Bolomedics Laboratories, Egbeda, Lagos, Nigeria.

⁴Department of Psychiatry, Lagos State University College of Medicine, Ikeja, Lagos, Nigeria.

Accepted 10 February, 2022

Abstract

Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01) of student performance compared to other incourse examinations (1st incourse, r = 0.60; P<0.01 and 2^nd incourse, r = 0.30; P < 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.

Key words: Motivation, medical students, neuro-anatomy, curriculum, assessment, professional examination, anatomy, performance, Lagos.