Education Zone Research Articles

Infrastructure Limitations in School Libraries: Case Study of the ‘Thenmarachchi’ Education Zone, Sri Lanka

School libraries play a vital role in education globally. However, Type-3 elementary schools in the ‘Thenmarachchi’ education zone, in Sri Lanka, face infrastructure challenges. The study examines the infrastructure barriers impeding the functionality of school libraries in the ‘Thenmarachchi’ zone. Employing mixed methods, it investigates the impact of these limitations on libraries and proposes remedies. Social engagement and partnerships with NGOs have emerged as promising solutions to overcome infrastructure challenges affecting school libraries in the zone. Prioritizing investments in these areas, alongside addressing critical infrastructure issues, is crucial to empowering students and enhancing education.

Pedagogy and ICT in Crisis Situations or the Games and Issues of a Win-Win Relationship

"Let a micro-processor never become a micro-professor". This allegation by Francis Meynard (1989) certainly reflects the relationship of complementarity or conflict that may exist between teaching and digital technology. In fact, the present research is interested in the presumed or proven problematic between pedagogy and Information and Communication Technologies (ICT). In a more subtle but demonstrative way, the aim is to study the tangible and/or alleged contributions of ICTs in the various teaching-learning methods of secondary school learners in priority education zones (PEZ), in a crisis situation. Three data collection tools allow us to carry out this work, namely non-participant observation, the semi- directed interview and finally the documentary exploitation. The results that emanate from this work reveal a triptych: firstly, convergent as well as divergent characteristics of the two notional approaches in these places, secondly, an incapacity of ICTs for a conjunctural pedagogy, and thirdly, a rigorous conditioning of ICTs for an improved and continuous pedagogy in a crisis situation in PEZs.

The Role of Staffing and Safety in Improving Teachers’ Job Satisfaction in Nsukka Education Zone Enugu State

This study was conducted on the role of staffing and safety in improving teachers’ job satisfaction. The study was guided by three research questions and three hypotheses. The study was carried out in Nsukka Education Zone of Enugu State. A correlation research design was adopted for the study. The population of the study comprised of 193 (6 principals and 187 teachers) the population served as sample because the population is manageable and accessible. The study adopted three instruments for data collection which include staffing questionnaire (SFQ), safety Questionnaire (STQ) and teachers’ job satisfaction questionnaire (TJSQ). The internal consistency reliability indices of SFQ, STQ and TJSQ were determined to be 0.72, 0.76 using Cronbach alpha. Pearson product moment correlation and multiple regression were adopted to answer the research questions and test the hypotheses at 0.05 level of significance. The result shows that task persistence and students’ engagement significantly predict students’ academic achievement in Economics. From these findings, it was recommended among others that, Teachers should make sure that students are actively involved in teaching and learning process by so doing, the academic achievement of the students will be improved.

Prevalence and pattern of bullying victimization among early adolescent students in Sri Lanka: A School based cross-sectional study

Background: Bullying victimization has resulted in various forms of detrimental effects on mental and social wellbeing of adolescents. The study was designed to determine the prevalence and pattern of bullying victimization among early adolescent students in Sri Lanka.Methods: A school based cross-sectional study was conducted among 2641 grade seven, eight and nine students in 43 government schools in an educational zone in Kegalle district in Sri Lanka selected by stratified random cluster sampling method. The validated Sinhala version of Olweus Bully/Victim Questionnaire (OBVQ) was used to assess the victimization status, its subtypes and patterns of victimization according to the category of schools.Results: The response rate was 96.01%. The prevalence of bullying victimization among 12-14 years aged schooling adolescents in the Kegalle educational zone was 59% (95% CI = 57.1-60.9). Verbal bullying was the commonest type of victimization 45.2% (95% CI = 43.24-47.16). Calling names teasing in a hurtful way (36.3%), trying to disrupt the friendship among friends (22.3%) pinching, scratching by nails, pulling from the hair, ear and dress (22.4%) were the most frequently existing bullying activities among victims. Overall bullying victimization and subtypes of bullying victimization were significantly higher among male students (p=<0.001), younger age group (12 years) (p=<0.001) and significantly less in category IAB schools (p=<0.001).Conclusions: Prevalence of bullying victimization and subtypes of victimization among early adolescent students in the Kegalle educational zone was high. It was significantly more among males and in younger age and more observed in type 2 schools.

Peer Group Pressure, Study Habit And Academic Achievement Of Secondary School Students

The study focused on finding out the relationship between peer group pressure, study habit and academic achievement of secondary school students in Ebonyi North Education Zone of Ebonyi State. Three purposes and three research questions were formulated to guide the study. Three hypotheses were tested. A correlational survey design was adopted for the study. The population of the study was twenty-four thousand three hundred and sixty nine (24,369) secondary school students. Multistage sampling procedure was adopted for the study. 300 students were randomly sampled for the study. Instrument for data collection was a structured questionnaire titled Peer Group Pressure, Study Habit and Academic Achievement. The instrument was validated by three specialist. The internal consistency of the instrument was tested using Crombach Alpha procedure which yielded an overall index of 0.89. Data collected were analyzed using linear regression for research questions. The hypotheses were analyzed using regression tool. The results revealed a negative relationship between peer group pressure and academic achievement; a strong relationship between study habits and academic achievement, and a high relationship between peer group pressure, study habits and academic achievement. Furthermore there is a significant relationship between study habits and academic achievement, and between peer group pressure, study habits and academic achievement. It was recommended among other things that students should pay much attention to their study habits in order to improve their academic achievement

Effect of Computer Graphics Instructional Mode on SS2 Secondary School Students’: A Study of Agbani Education Zone of Enugu State

There is a perceived trend of poor academic achievement and interest of students in Computer Studies in Secondary schools in Agbani Education Zone of Enugu State. This situation has been attributed to many factors one of which is poor method of teaching. The research design was quasi – experimental. Two groups (one experimental and one control) made up of 135 senior secondary one (SS two) students were drawn from a population of 2,608 SS two students. Two instruments were used for data collection namely Computer Graphics Interest Scale (CGIS) andComputer Graphics Achievement Test (CGAT).Analysis of Co-variance (ANCOVA) was used to test the null hypotheses. The findings revealed that computer graphics instructional mode had significant effect on the mean interest and achievement scores of students in computer Studies. Based on the findings, it was recommended among others that Computer Scienceteachers should adopt computer graphics in the teaching of Computer Studies in order to enhance the interest and performance of students in Computer Studies. Enugu State Government and Agbani Education Zone.

Identifying the Administrative Problems Encountered by Secondary School Principals in Agbani Education Zone

This study aims to identify and analyze the administrative problems encountered by secondary school principals in the Agbani Education Zone. The research adopts a descriptive survey design, focusing on 594 respondents, including both principals and teachers, from a population of 1,142. Data were collected through a structured questionnaire, validated by experts, with reliability established using Cronbach’s alpha. The study is guided by two research questions and two hypotheses, tested at a 0.05 level of significance. The analysis utilized mean, standard deviation, and t-tests to evaluate the perceptions of principals and teachers regarding administrative challenges. Key findings indicate that secondary school principals face significant challenges, including truancy, indiscipline among students and staff, poor communication facilities, and inadequate financial resources. These issues were found to detrimentally affect school administration and educational delivery. To address these challenges, the study suggests several strategies, including organizing regular seminars and workshops for principals, involving parents more actively in the administrative process, and improving communication facilities within schools. The study concludes that addressing these administrative issues is essential for improving educational outcomes and overall school management in the Agbani Education Zone. The proposed strategies aim to enhance the leadership capabilities of principals, foster a collaborative environment among stakeholders, and ultimately improve the quality of education in the region. These recommendations underscore the need for a comprehensive approach involving all stakeholders, including government authorities, to create a supportive and effective educational environment.

Teacher’s Attitude towards the Use of Digital Technologies for Capturing Students’ Data in Secondary Schools in Imo State, Nigeria

In Imo State, the researchers observed that teachers still use inventory book, admission register and continuous assessment record booklets to capture students’ data in secondary schools. This is surprising given the current wave of digitalization. Thus, the study examined teachers' attitude towards the use of digital technologies for students’ data capturing in secondary schools in Orlu education zone of Imo State, Nigeria. One research question guided the study and two hypotheses were tested. Descriptive survey design was adopted. The population of this study comprised 1209 teachers in the 105 public secondary schools in Orlu education zone of Imo State. 240 public secondary school teachers were used as the sample for the study using multi stage sampling procedure. The instrument for data collection was a validated self-administered questionnaire. Cronbach alpha formula was used to determine the internal consistency of the questionnaire and co-efficient of 0.83 was obtained. Mean and standard deviation were used to answer the research question and determine the homogeneity or otherwise of the respondents while t-test was used for testing the null hypotheses at 0.05 level of significance. Findings revealed that teachers’ have a positive attitude towards the use of digital technologies for capturing students' data in secondary schools in Orlu education zone. There was no significant difference in the mean ratings of teachers on their positive attitude towards the use of digital technologies for capturing students’ data in secondary schools irrespective of their years of teaching experience and location. It was recommended among others that, management of secondary schools should be organizing ICT-related seminars for teachers to improve their ICT skills in order to increase their attitude towards the utilization of digital technologies for capturing students' data.

Prevalence of dental carries among school-going children aged 7–13 years in Kabul City

BackgroundDental caries is a major, multifactorial oral condition that causes the demineralization of tooth enamel and impacts approximately half of the world’s child population. This study aimed to determine the prevalence of dental caries among school-going children aged 7 to 13 years in Kabul city.MethodsThis descriptive cross-sectional study was conducted with 491 students aged 7 to 13 years in Kabul during the first half of 2019. A multistage cluster sampling method was used, in which educational zones, schools, and classes were selected. The data were collected using pre-structured questionnaires through face-to-face interviews and oral examinations of students using dental probes and mouth mirrors while adhering to infection control protocols. The collected data were analyzed using Statistical Package for Social Science version 21.0, and a p-value < 0.005 was considered as statistically significant.ResultsThe average age of the study participants was 9.9 ± 1.8 years. Boys made up approximately 45% of the participants, while 54.8% were girls. The overall prevalence of dental caries was 78.8%, with 62.1% in deciduous teeth and 42.8% in permanent teeth. Among students who did not brush their teeth, the prevalence of dental caries was 84.8%, compared to 81.7% for those who brushed once daily, 78.7% for those brushing twice daily, and 67.4% for those brushing three times daily (p = 0.022). About 10% of students had dental calculus, with a prevalence of 17.0% among those aged eleven and older, 10.0% among students aged nine to ten years, and 5.9% among students aged eight and younger (p = 0.006). Poor oral hygiene affected nearly one-third of the students, with 34.2% among boys and 30.9% among girls. Poor oral hygiene was more prevalent in students aged eight and younger (38.8%) compared to those aged eleven and older (25.9%) (p = 0.023).ConclusionsThe prevalence of dental caries among students aged 7 to 13 years in Kabul schools was similar to that in most developing countries. The prevalence of dental calculus was greater among students aged eleven years and older. Over 99% of the students surveyed had not undergone any dental treatment.

Socio-Economic Impediments in School Libraries

This study delves into the socio-economic challenges affecting Type 3 school libraries in the 'Thenmarachchi' education zone of Sri Lanka. Utilizing a mixed-methods approach involving surveys and interviews with librarians from 27 schools, it identifies barriers such as financial constraints, resource limitations, and declining reader interest. Correlation analyses reveal intricate relationships between these barriers. Notably, collaboration with non-governmental organizations (NGOs) emerges as a significant strategy, showing potential to alleviate financial constraints and enhance resource availability. Qualitative insights highlight community involvement and reading initiatives as complementary to proposed strategies. This study advocates comprehensive approaches to address socio-economic obstacles in fostering school library development, emphasizing the need for further research to evaluate the long-term sustainability of interventions.

Financial Incentives And Teachers' Productivity In Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Financial Incentives And Teachers' Productivity In Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Gender Stereotypes As Determinant Factors On Education Of The Girl Child In Ogoja Education Zone Of Cross River State

Gender Stereotypes As Determinant Factors On Education Of The Girl Child In Ogoja Education Zone Of Cross River State

Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy

This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.

Effect of Guided Discovery Instructional Approach on Junior Secondary School Two Students' Interest in Social Studies in Umuahia Education Zone, Abia State

Effect of Guided Discovery Instructional Approach on Junior Secondary School Two Students' Interest in Social Studies in Umuahia Education Zone, Abia State

The Impact of Psychological and Contextual Factors on Student Achievement in Chemistry: A Quantitative Study in Sri Lankan Senior Secondary Schools

This quantitative study investigates the influence of psychological and contextual factors on chemistry achievement among senior secondary school students in Sri Lanka. The research examines teachers' teaching styles, students' understanding of concepts, subject satisfaction, and attitudes toward chemistry as psychological factors, with gender and school type as contextual characteristics. Using a sample of 302 students and 114 teachers from 13 schools in the Kegalle Education Zone, data were collected using a Likert scale- based instrument and a structured chemistry test. The validity and reliability of the instruments were confirmed by pilot testing and confirmatory factor analysis. Data analysis, performed with SPSS and Amos software, used multivariate techniques and structural equation modeling. The results indicate that attitude towards chemistry and gender significantly influence student achievement. All variables except school location have a positive effect on student achievement. Recommendations include enhancing teacher training programs to promote effective, student-centered teaching styles, developing interventions aimed at improving students' conceptual understanding and attitudes towards chemistry, ensuring that curriculum and teaching practices are engaging and relevant to student's interests and experiences, and implementing gender-sensitive strategies to support both boys and girls in achieving their full potential in chemistry. This study provides valuable insights for educators and policymakers to design targeted strategies that address the identified factors, ultimately aiming to enhance educational outcomes and student performance in chemistry.

Advancing Young Learners’ Scientific Literacy Through School Media Resource Centres

This qualitative study explores the state of school media resource centres (SMRCs) and their impact on fostering scientific literacy among early-grade learners in Staff Primary Schools. Perspectives of primary school librarians were gathered through photovoice methodology and semi-structured interviews from four selected schools within Owerri Education Zone 1, Nigeria. Thematic analysis was employed to scrutinise the data, ensuring credibility and trustworthiness through member checking and triangulation. Findings reveal a glaring absence of functional SMRCs despite the presence of school libraries, impeding effective teaching and learning processes. Librarians expressed the significance of SMRCs in advancing scientific literacy, yet perceived constraints hinder their efficacy. Challenges include inadequate funding, technological infrastructure, security concerns, and outdated resources. Recommendations highlight the necessity for prioritised financing, professional development opportunities, and collaboration with external stakeholders to enhance SMRCs. Moreover, addressing electricity-related challenges, updating library collections, strengthening security measures, involving parents, and implementing talent development programmes are crucial. In conclusion, the absence of functional SMRCs in staff primary schools significantly impedes the progress and holistic development of scientific literacy of early-grade learners. Addressing these deficiencies is imperative to foster scientific literacy and ensure quality education in the 21st century.

Correlation Between Psychological and Contextual Characteristics Affecting Chemistry Achievement in Senior Secondary Science Education in Sri Lanka

This quantitative study explores the correlation between psychological and contextual characteristics and student achievement in chemistry within senior secondary schools in Sri Lanka. The research addresses the persistent low performance in chemistry, a critical subject within the science curriculum, by examining various influencing factors. The study utilized a cluster random sampling method, selecting 302 students and 114 teachers from the Kegalle Education Zone. A pilot test was conducted to refine the instruments, followed by confirmatory factor analysis and exploratory data analysis to ensure reliability and validity. The psychological factors investigated include teachers' teaching styles, students' perceptions of chemistry, subject satisfaction, and attitudes toward chemistry. Contextual factors encompass school type and gender. Data collection involved standardized instruments and a structured chemistry examination, with analysis performed using SPSS and Amos software. The findings reveal significant positive correlations between students' perceptions, satisfaction, attitudes towards chemistry, and their academic achievement. Additionally, the study highlights differences in achievement based on school type and gender, emphasizing the importance of tailored educational strategies. The results underscore the necessity for targeted interventions and policy reforms to enhance chemistry education in Sri Lanka. These insights aim to inform educators and policymakers, fostering improved educational outcomes in the region.

Land suitability analysis for blue-green infrastructure implementation in an urban stormwater management system in Surabaya, Indonesia

ABSTRACT In low-lying areas, pluvial, fluvial, and coastal flooding can combine to form complex flood events. In this context, integrated blue-green infrastructure (BGI) has emerged as a viable approach to environmentally friendly stormwater management. This study concentrated on two primary objectives: i) the development of a geospatial technology-based land suitability map for BGI implementation and ii) the identification of optimal BGI nodes and corridors. Surabaya City in the Delta Brantas region of Indonesia was selected as the location for a pilot study. The land suitability analysis considered five criteria (slope, potential drainage density, land use/land cover, soil types, and proximity to roads), and the analytic hierarchy process (AHP) was employed to assign weights to these criteria before calculating a BGI index using the raster calculator tool in GIS. A BGI index map was then employed to identify potential BGI nodes on public land and priority corridors. The eastern and western regions of Surabaya, which are characterized by agriculture, fishponds, salt ponds, and mangrove forests, were identified as prime candidates for BGI implementation. Areas of public land under the jurisdiction of the city government, such as government offices, police stations, and educational zones, also offered the opportunity for BGI initiatives.

Social Networking And Students’ Academic Achievements In Mathematics In Senior Secondary Schools, Ikom Education Zone, Cross River State, Nigeria

Social Networking And Students’ Academic Achievements In Mathematics In Senior Secondary Schools, Ikom Education Zone, Cross River State, Nigeria

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria