International Association of Educators   |  ISSN: 1308-9501

Volume 9 Issue 3 (September 2018)

Original Articles

Factors Influencing Computer Education Curriculum Implementation in Nigerian Junior Secondary Schools

Olabamiji Onifade

pp. 1 - 8


This study examined the quality and adequacy of the Computer Studies teachers, the extent of the availability of the teaching resources used in teaching Computer Studies as the determinants of the implementation of the curriculum. A total of seventy-two (72) respondents formed the sample size of the study. Multi-stage sampling technique was used to select the sample for the study. 75% of the sampled population were from the private secondary schools while 25% belong to the public secondary schools.  Meanwhile, 8.3% of the public schools investigated do not offer Computer Studies. Computer Teachers Quality and Adequacy Questionnaire (CTQAQ) and Teaching Resources Checklist (TRC) were used for data collection. The result revealed that 62.9% of Computer Studies teachers are qualified to teach the subject and it is of note that 54.5% of the subject teachers teach another subject along with Computer Studies. Considering the teaching resources, 61.1% of the sampled schools have desktop Computers and 50.0% makes use of laptop Computers. Result also showed that 94.4% of the schools sampled make use of the latest edition of Computer studies textbook for teaching the subject.

Keywords: Computer, Education, Curriculum, Implementation

Investigating The Effects of Motivational Interviewing Therapy and Gender on Teaching Competence of Secondary School Teachers in Gombe State, Nigeria

Sofeme Reuben Jebson & Kamilu Olanrewaju Muraina

pp. 9 - 16


Teachers determine what ultimately happens to educational policies, to curriculum guidelines, the use to which teaching-learning materials are put and in fact the fate of a nation’s huge investments in education. This study therefore investigated the effects of motivational interviewing therapy and gender on teaching competence of secondary school teachers in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x2 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling participants from 4 local government areas in the state. The respondents were measured with validated scale of 0.91 reliability coefficient and the data obtained was analyzed using t-test statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was significant difference in the teaching competence of secondary school teachers exposed to motivational interviewing therapy and those in the control group (t= 42.38; p<0.05) and there was no significant difference in the teaching competence of secondary school male and female teachers (t= .095; p>0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of motivational interviewing therapy for effective interventions towards enhancing teaching competence of secondary school teachers.

Keywords: Motivational interviewing therapy, Gender, Teaching competence and secondary school teachers

Student Burnout at English Preparatory Programs: A Case Study

Nurgul Erakman & Enisa Mede

pp. 17 - 31


The purpose of this study is to investigate to what extent the repeat Turkish EFL students experience burnout considering the three dimensions: exhaustion, cynicism and professional efficacy, explore whether there is any relationship between these subcategories, and also find out the common metaphors that the Turkish EFL students use to define burnout during their language learning process in a preparatory program at a foundation (non-profit, private) university in Istanbul, Turkey. A sample of fifty-four B1 (intermediate) level Turkish EFL students repeating the same preparatory program for two years and five Turkish EFL instructors offering intensive courses in this particular program participated in the study. The quantitative data was obtained through the Maslach Burnout Inventory-Student Survey while the qualitative data was collected from semi-structured interviews and metaphor. The findings of the study revealed that the B1 (intermediate) Turkish EFL students experience high level of exhaustion and cynicism whereas they face low level of professional efficacy indicating their burnout level in the preparatory program.

Keywords: Student, Burnout, Maslach Burnout Inventory, English as a Foreign Language (EFL), Preparatory Program.

Experimental Behavior of Bituminous Mixes with Waste Concrete Aggregate

M.R. Hossain, A.A. Khatun, M.F. Ahmed, M.O.Faroque & M.A. Sobahan

pp. 32 - 50


Waste concrete aggregates (WCA) are produced by crushing demolished concrete elements. WCA differ from fresh aggregates due to the cement paste attached to the surface of the original aggregates after the process of recycling. The highly porous cement paste and other contaminations contribute to the lower particle density and higher porosity, variation in the quality of the WCA and the higher water absorption. This paper presents some of the results of an investigation on the possible application of WCA in bituminous pavement. The laboratory investigation was divided into three distinct phases. At first all the physical properties of material such as coarse aggregate, fine aggregate, filler and bitumen were determined. The second phase consists of preparation of Marshall test specimens. The third and last phase consists of testing of specimens to obtain Marshall test properties. At first three specimens were prepared with bitumen content 5% for black stone (Type A), 5.5% for white stone (Type B), and 6.5%for WCA from black stone (Type C) and 7% for WCA from white stone (Type D). Five bitumen contents were used with increment of 0.5% for type A, B, C and D. Then the specimens were tested and Marshall stability were obtained 88.7kN, 10.5kN, 10.1kN and 9.2kN at optimum bitumen content 6.2%, 63.7%, 8.1% and 8.3% for mix type A, B, C, and D respectively. Amount bitumen per cubic meter of mix are 154 kg, 153.4 kg, 188 kg, 175.8 kg for mix type A, B, C and D respectively. Marshall test properties of mixes with WCA are satisfactory but required bitumen are 1.08, 1.31,1.34 times more for mix type B, C, and D than that of time A. Aggregates types C and D are acceptable from the consideration of strength properties. The investigated results indicate that the bituminous macadam base course with WCA from white stone give satisfactory results when they are constructed using dense grading, good compaction for medium traffic road.

Keywords: Aggregates, Marshall Test, Bitumen, Waste concrete aggregate (WCA)