College Of Education Research Articles

Ecological Assessment of Weed Species in Two Secondary Forests in Anambra State Nigeria

An ecological study was done on weed species in two secondary forests present in Nnamdi Azikiwe University, Awka Campus and Federal College of Education Umunze, Anambra State, Nigeria. Data was collected from the two study sites which were randomly divided for adequate coverage and proper representation. Species dominance, abundance and diversity of weed species were recorded. The result of the study showed that a total of 21 weed species were recorded in Plot 1 study area which is at Nnamdi Azikiwe University, Awka campus; Pennisetum purpureum had the highest species abundance in the study site, with a total frequency of 93 and Dominance index of 28.97. Pennisetum purpureum had a relative density of while Tridax procumbens was the second most abundant with a frequency of 40 and Dominance of 7.10. Rhynchospora corymbosa showed the least abundance with a frequency of 6. The result of Shannon Wiener index for weed species in Plot 1 study was 2.56 and this showed that there is high diversity of weed species in the study area. Meanwhile, the result of the study in Plot 2, which is at Federal College of Education, Umunze showed that a total of 18 weed species were recorded; Imperata cylindrica had the highest species abundance in the study site, with a total frequency of 87 and Dominance index of 27.43, while Cypertrus rotundus was the second most abundant with a frequency of 67 and Dominance index of 10.5. Acanthus Montana showed the least in abundance with a frequency of 6 and Dominance index of 1.02. The result of Shannon Wiener index for weed species in Plot 2 study was 2.47 and this also showed that there is high diversity of weed species in the study area. This result invariably indicates a great potential for utilization in conservation and ecological purposes.

Online Pedagogical Training during the COVID-19 Outbreak: Responses, Challenges, and Contributions

The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning methods for instructors and students in higher education institutions. This study explores how pedagogical instructors supported accessibility to online pedagogical training during this crisis. This qualitative investigation employed a case study methodology, focusing on the high school training program at a multicultural college of education in Israel. Semi-structured interviews were conducted with six pedagogical instructors to explore their roles as educators, their oversight of pedagogical training, the implementation of didactic workshops and practical work, and their responses to the COVID-19 pandemic across technological, pedagogical, and emotional dimensions. Findings underscore the critical role of pedagogical instructors during the shift to remote learning. They facilitated communication using digital tools among pre-service teachers, coaching professors, and students, akin to conducting an orchestra with multiple participants. Amid widening educational, technical, and social disparities among students, pedagogical instructors and their pre-service teachers played a pivotal role in curriculum adaptation and crisis management within the school setting.

Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills

Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.Aim: The study examined the modelling proficiency of pre-service mathematics teachers by assessing their reflective thinking abilities in a modelling laboratory context.Setting: The study focussed on pre-service mathematics teachers from two education colleges in Ghana.Methods: Using purposive sampling to select participants, a quasi-experimental design with pre- and post-test interventions was employed. Data were analysed through content and inferential analysis, supplemented by interviews.Findings: The findings indicated that the comparison group lacked prior knowledge of modelling problems and struggled with comprehension tasks. In contrast, the experimental group successfully translated real-world problems into mathematical models.Conclusion: Providing pre-service mathematics teachers access to a modelling laboratory and modelling-eliciting activities was essential for developing future modellers. This approach would enhance their effectiveness in teaching foundational mathematics in Ghanaian education.Contribution: This study advocated for re-orienting the mathematics curriculum at both Basic schools and Colleges of Education in Ghana to include mathematical modelling and reflective thinking skills as core components.

Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance

Given the recent emergence of artificial intelligence as an important topic that can contribute to improve curricula and lecture delivery, an increasing number of scholars are investigating its impact in various educational fields. The ChatGPT, which is an artificial intelligence model developed by OpenAI, represents a significant advancement in the generative artificial intelligence area. Since its announcement, integrating the ChatGPT into computer programming curricula - and into other scientific curricula - has yielded some challenges. The main challenge is clearly evident in the conduct of in-class tests and in-lab assignments, where the students are given specific tasks to be accomplished within a certain time frame. As they might seek help from ChatGPT, these types of assessments could be considered a potential threat to academic integrity and may be viewed as a form of academic dishonesty. This study aims at integrating ChatGPT into computer programming curricula, exploring its potential to enhance undergraduate education. It follows a mixed methods approach to examine the potential integration of ChatGPT in teaching computer programming as a supplementary tool. A quasi-experimental design is followed, in which an experimental group is allowed to use ChatGPT and compared to a control group that was not. A research sample of 26 undergraduate students (13 males, 13 females) from the College of Education at Sultan Qaboos University participated in the study. The methodology encompassed three research instruments: in-class exams, in-lab assignments, and semi-structured interviews. These research instruments were utilized to assess the impact of ChatGPT on students' academic performance, which served as both independent (use of ChatGPT) and dependent (student performance) variables. The quantitative analysis revealed a significant enhancement in students' performance, while the qualitative analysis of semi-structured interviews indicated that participants view ChatGPT as a valuable support for learning. Feedback from participants suggested combining ChatGPT with traditional teaching methods to optimize learning outcomes. This study highlights the feasibility and educational benefits of incorporating AI tools like ChatGPT into teaching methodologies. It suggests that such integration can provide a more engaging and effective learning environment, potentially revolutionizing computer programming education. This paper supports e-learning practice by integrating AI-driven tools like ChatGPT into the educational framework and advances the e-learning area by demonstrating these technologies' potential to improve student academic performance in the learning environments. However, the study also acknowledges the need for further research to explore the long-term effects of AI integration in educational settings and to address any emerging challenges. These findings propose a promising direction for future curricular enhancements and suggest an effective method for the integration of AI technologies to support and enrich traditional educational frameworks.

Analyses of Pre-Service Teachers’ Errors in Solving Algebraic Tasks in Ghana.

This study analyzed prospective basic education teachers’ errors in solving algebraic tasks using Newman’s Error Analysis (NEA). The study employed an interpretivist philosophical paradigm with a qualitative case study design. Data were collected from 250 prospective mathematics teachers randomly selected from four colleges of education in the eastern region of Ghana using super item tests and unstructured interview protocols. Thematic analysis was employed to analyze the qualitative data. The study findings revealed that transformation and encoding errors among prospective mathematics teachers are the most prevalent errors. Other error types encountered included comprehension errors and process skills errors. In order to reduce aspiring mathematics teachers’ errors, the study emphasizes the necessity of focused interventions and professional development programs to address transformation and comprehension errors in algebraic concepts.

Digital Literacies of Report 191 Programme Pre-entry Level Students at a Technical and Vocational Education and Training College in South Africa

Grounded on connectivism learning theory, the current study concedes that beyond the phases of the digital divide, research has shown that there is still a digital literacy gap among Report 191 programme pre-entry level technical and vocational education and training (TVET) college students that require attention. While TVET college students are expected to possess digital skills, research has indicated that on reaching TVET Colleges, many students do not possess the requisite digital literacies. Using a survey design, this quantitative study explored digital literacies amongst Report 191 programme pre-entry level students at a TVET college in South Africa. Data were analysed using the Statistical Package for the Social Sciences (SPSS, version 22). With a Cronbach Alpha value of 7.6, the instrument was considered valid and reliable. The findings suggested the prevalence of an uneven/diverse digital literacy prowess among Report 191 programme pre-entry level students. Researchers recommended a focused and differentiated programme of digital literacy support for Report 191 programme pre-entry level students at TVET colleges. This study will help all TVET lecturers and policymakers start to acknowledge how ubiquitous digital literacy skills are becoming in educational settings, not just technological ones. Keywords: Digital Literacy, Internet Access, Pre-Entry Level Students, Report 191 Programme, Technological Devices, TVET

Digital Literacy Competence and Utilization of EBSCO Host Database by Staff of Colleges of Education in Nigeria

Digital Literacy Competence and Utilization of EBSCO Host Database by Staff of Colleges of Education in Nigeria

How the global VET toolkit weakened local colleges in South Africa

ABSTRACT This paper explores the contrast between the policy vision for public technical and vocational education and training (TVET) colleges in South Africa, and governance and funding models that have shaped institutional forms and functioning over time. Policy aspires for TVET colleges to play a role in social inclusion and local economic development. The paper provides a historical tracing of shifting regulatory and funding models, a local manifestation of the global shift to market-based funding, pseudo-employer-led reforms and accreditation mechanisms introduced through new public management-style public sector reform. The result is complex policy levers with conflicting governance and institutional models, producing bifurcation and weakening institutions. Colleges have been renamed, restructured, given new governance models, and shaped by contradictory and shifting programme, curriculum and qualification policy. Today, they are public institutions required to contribute to public policy goals, but treated by funding mechanisms as providers competing for contracts with for-profit and private non-profit providers. Individualised capacity building and a governance system that has at its core the idea that vocational education should meet the short-term needs of employers have undermined institutional capacity and coherence, and ability to develop institutions that can actively engage with social and economic development and inclusion.

Analysis of Organizational Culture in Improving the Performance of Educators and Educational Staff at Tanggamus Islamic Education College

This study aims to implement an organizational culture to support the achievement of set goals. Specifically, the study aims to analyze how implementing organizational culture enhances performance, as well as identify the factors that support and hinder this process. The research approach used in this study is descriptive qualitative. Collecting data from field studies is a crucial part of every research project. Data for the study was gathered through interviews, documentation, and observation. Educators and education staff may benefit from examining corporate culture, according to the study's findings. To be responsible, one must be free and independent, and one must also comprehend the duties of one another. Leadership: The organization's objectives and standards are laid out in a clear and concise manner. Incentives like pay raises and promotions are part of the reward system. How much horizontal or vertical communication there is depends on the communication system. The results of this study point to the importance of leadership in raising the efficiency and effectiveness of school staff and teachers. As a theoretical framework or point of reference, the results of this study can be used by universities to improve the performance of education workers and instructors. Furthermore, the researcher found that to establish a higher education institution operating in the Islamic field, universities must overcome both supportive and inhibiting factors. They also need the assistance of competent teaching and education personnel to implement quality enhancements, thereby creating a superior higher education institution.

The Role of Financial Literacy in Enhancing Entrepreneurial Competencies Among Business Education Students in Nigerian Colleges of Education

The Role of Financial Literacy in Enhancing Entrepreneurial Competencies Among Business Education Students in Nigerian Colleges of Education

Extraction and Evaluation of the Effectiveness of Chitosan as Insecticides on the Immature Stages of the Saw-Toothed Grain Beetle Oryzaephilus Surinamensis L. (Coleoptera: Silvanidae)

This study aimed to collect samples of amber rice infected with the saw-toothed grain beetle from local markets in Kirkuk city during 13 December 2023 to 25 April 2024, and the experiments were conducted in the laboratories of the College of Education for Pure Sciences at Kirkuk University from February to April 2024. The toxic effects of chitosan were studied at three different concentrations: 0.5, 1.0, and 1.5 ppm on the immature stages of the saw-toothed grain beetle. The substance exhibited significant effects on the immature stages of the insect , recording the shortest egg incubation period with an average of 8.17 days, while chitosan treatment showed a significantly longer periods of 9.66, 11.69, and 14.00 days for concentrations of 0.5, 1.0, and 1.5 ppm respectively. The larval stage duration had a direct proportionality with the chitosan concentrations, where the 1.5 ppm concentration registered the longest larval period of 22.00 days, as opposed to the control which recorded the shortest period of 13.56 days, and the 0.5 and 1.0 ppm concentrations recorded durations of 17.19 and 19.66 days respectively. In the pupal stage, significant differences were found when the chitosan concentration was increased, with the control treatment having the shortest pupal stage duration of 4.33 days; a direct correlation was found between the concentrations and the pupal stage duration, which decreased to 6.00, 7.59, and 9.07 days for the 0.5, 1.0, and 1.5 ppm concentrations, respectively.

Assessing the Implication of the Fuel Subsidy Removal on Academic Staff Productivity in Colleges of Education in Southeast Nigeria.

Assessing the Implication of the Fuel Subsidy Removal on Academic Staff Productivity in Colleges of Education in Southeast Nigeria.

Revising the Guidelines for Assessment and Instruction of Statistics Education (GAISE) College Report

Revising the Guidelines for Assessment and Instruction of Statistics Education (GAISE) College Report

Radiological Risk Assessment of Building Materials Used in Federal College of Education (Technical) Akoka, Lagos State, Nigeria

Multiple building constructions necessitating a regular influx of different soils for building purposes within Federal College of Education (Technical) Akoka, in Lagos State, Nigeria spurred a radiological risk assessment of selected soil samples. Five (5) construction points were identified and ten (10) soil samples were collected. A gamma spectrometer was used to evaluate the natural radionuclides (226Ra, 232Th, and 40K) present in the soils. IAEA-certified standard materials of RGU-1, RGTh-1, and RGK-1 were used to determine the full peak efficiencies of gamma energies 609, 1120, and 1764 keV for 238U, 2614 keV for 232Th and 1460 keV for 40K. Activity concentration, absorbed dose, annual effective dose equivalent, hazard indices, and excess lifetime cancer risk (ELCR) were estimated to assess possible radiological risks in the building soil samples. Results from the analysis revealed the highest radioactivity among soil samples was 674.3 Bq/kg from 40K and the lowest was 18.5 Bq/kg from 226Ra. The absorbed dose (D) varies from 65.8 nGy/h to 215.3 nGy/h with an average value of 136.6 nGy/h, and the annual effective dose equivalent ranged from 0.081 mSv/y to 0.264 mSv/y with an average value 0.168 mSv/y. The internal and external hazard index ranged from 0.49 −1.46 and 0.39 − 1.32 respectively which is not completely below the hazard index threshold value ≤ 1 as recommended by UNSCEAR. The ELCR values ranging from 0.222 × 10-3 − 0.726 × 10-3 with an average value of 0.461 × 10-3 predicted an insignificant carcinogenic risk with the probability of four persons in every 10,000 persons.

예비 교사들의 기후변화 교육 사례 연구 -EARTH HOUR 활동을 중심으로-

The purpose of study is to introduce a case in which education for climate action, the 13th goal of sustainable development, is established in universities through climate change classes opened in the Earth Science education department of the college of education. Climate change education, including earth hour activities, was conducted in the Inquiry of climate change education subject in the first-year major elective area. Fifty-three pre-service earth science teachers participated in a climate change class. In this study, lectures on 12 topics were conducted, and group activities such as Earth Calendar, Earth Hour, Joobging Project, and Campus Environmental Maps were conducted in parallel. Pre-service teachers recognize climate change in connection with our daily lives, but focused on artificial factors rather than natural factors. They responded positively to the climate change class and evaluated the items of interest, excitement, and satisfaction highly. In addition, the applicability of earth hour activities was confirmed as an example of climate change education programs. It provided pre-service teachers with the experience of participating in international environmental campaigns as global citizens. Climate change curriculum is needed not only in high schools but also in universities, especially in the college of education. Research on developing and implementing climate change education programs centered on universities must be sustainable.

Current Status and Challenges in Radiology Education at Traditional Chinese Medicine Colleges

The importance of bridging the gap between traditional Chinese medicine (TCM)'s holistic approach and Western medicine's diagnostic technologies, particularly in the context of medical imaging. In this paper, we discussed the challenges faced by TCM colleges in radiology education in China include philosophical differences, resource constraints, faculty expertise variations, and language and cultural barriers. We advocate for the implementation of multifaceted strategies, such as enhancing the comprehensiveness of the syllabus, optimizing the radiology curriculum, and enriching internship experiences. These measures are designed to elevate the quality of radiology education, enhance student engagement, and improve learning outcomes within TCM colleges.

The Effect of the Needham and Cosgrove-Osborne Models on the Acquisition of Flexible Thinking among Students of the College of Education

The research aims to determine the effect of the Needham and Cosgrove-Osborne models on the acquisition of flexible thinking among students of the College of Education. The researcher used a quasi-experimental design, with a sample of (92) students, divided into (30) students for the two experimental groups and (32) for the control group. The students in the three research groups were matched based on the following variables: chronological age, intelligence test, parental education, pre-flexible thinking test, and the previous year's average. A flexible thinking test was prepared and its validity and reliability were verified. The results indicated a statistically significant difference in favor of the students in the first and second experimental groups who studied the Foundations of Education using the Needham and Cosgrove-Osborne models in acquiring flexible thinking.

A Comparison of the Experiences of Adult Learners in Lifelong Education Colleges and Traditional College Learners in Using Generative AI

A Comparison of the Experiences of Adult Learners in Lifelong Education Colleges and Traditional College Learners in Using Generative AI

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

The Impact of the Guidance Technique of Stopping Negative Thinking on reducing Psychological Reluctance in Swimming Lessons among Female Students of Physical Education and Sports Science

The significance of the current research lies in studying the impact of the Guidance Technique (Stopping Negative Thinking) to reduce psychological reluctance in swimming lessons among female students of Physical Education and Sports Sciences highlighting the concept of psychological reluctance and how to confront it in the swimming lessons. The research provides a comprehensive and integrated theoretical framework that benefits the guiding process, contributing to the development of guiding programs that help reduce or eliminate psychological reluctance. Additionally, this research offers a psychological reluctance scale, aiding in the evaluation and diagnosis of students for the purpose of guiding them. The research addressed an important segment represented by female students of the College of Physical Education and Sports Sciences, so the aim of the current research is to identify the impact of the guidance program according to the method (stopping negative thinking) to reduce psychological reluctance in the swimming lesson among female students of Physical Education and Sports Sciences, and achieving the research goal required the construction of two tools, namely: Firstly, a psychological reluctance scale in swimming lessons for female students of Physical Education and Sports Sciences. Secondly, a guiding program using the (Stopping Negative Thinking) method, consisting of 12 guiding sessions for female students of the College of Physical Education and Sports Sciences at the University of Baghdad, who exhibited high scores on the psychological reluctance scale in swimming lessons. To achieve this objective, the researchers employed the descriptive survey approach in developing the psychological reluctance scale and used the experimental method, with a pre-test and post-test design, for both the experimental and control groups, aligning with the research problem. The results indicated that the guiding method (Stopping Negative Thinking) had a significant effect in reducing psychological reluctance among female students of Physical Education and Sports Sciences, with a statistically significant difference compared to the control group.