Asian Journal of Education and Social Studies 2019-11-14T07:44:30+00:00 Asian Journal of Education and Social Studies Open Journal Systems <p style="text-align: justify;"><strong style="text-align: justify;">Asian Journal of Education and Social Studies</strong><span style="text-align: justify;">&nbsp;<strong>(ISSN: 2581-6268)</strong></span>&nbsp;aims to publish high quality papers (<a href="/index.php/AJESS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Education and Social sciences. This journal facilitates the research and wishes to publish papers as long as they are technically correct, scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer reviewed, open access INTERNATIONAL journal.</p> Music Education as an Alternative Paradigm to Youth Empowerment: Evidence from Tertiary Institutions in South West of Nigeria 2019-11-14T07:44:30+00:00 Fadipe, David Olawole <p>Music education has been an integral part of national economic empowerment and development strategies in industrialized and developed nations globally, due to its impact on productivity, sustainability and economic development. However, the harness of youth‘s potentials through music education has not accelerated economic development in Nigeria. The study, therefore, seeks to investigate the impact of music education on youth empowerment. Purposive sample technique was adopted to select 10 academic staff members each from the five tertiary institutions that offering music education, totaling 50 participants as a sample size for the study. A structured questionnaire designed for the study was used to collect relevant information from the study’s participants. Data analysis was performed with the aid of mean, standard deviation and linear regression. The study establishes that music education is a driving force of youth empowerment. The study also confirms that inadequate funding of education and the poor state of infrastructural facilities are the major challenges that crippled music education in Nigeria. Subsequently, the study recommends that government, non-government organizations, renowned professional musicians and private investors should invest especially in music education. This will go a long way to empower young graduates with an array of skills for sustainable development.</p> 2019-10-31T00:00:00+00:00 ##submission.copyrightStatement## Effect of Concept Mapping Instructional Strategy on Students' Conceptual Change in Physics 2019-11-14T07:44:30+00:00 Joy O. Anih Ifeanyi I. Adonu B. C. Madu <p>This study focused on the Effect of Concept Mapping Teaching Strategy on students’ conceptual change in physics. Two research questions guided the study. Two null hypotheses were formulated and tested at the probability of 0.05 level of significance. The study adopted a quasi-experimental non-equivalent control group design. The study was carried out in Agbani Education zone of Enugu State. One hundred and nineteen students consisting of 63 boys and 56 girls from three co-educational schools were selected through purposive sampling for the study. Two intact streams of SSS 2 students in each of the secondary schools were used. The experimental group was taught concepts/principles involving refraction of the light wave using concept mapping while the control group was taught the same topics in optics using the conventional method. Thirty items on Test on Physics Concept (TPC) were developed by the researchers. The items were validated by three experts, one in measurement and evaluation and two in the Department of Science Education with a physics background, all from the Department of Science Education University of Nigeria Nsukka. Content validation was also carried out based on the table of specification. The reliability of the items was tested using the Kendall coefficient of concordance (W) with a coefficient of 0.81. Data on students' conceptual change in physics were collected using TPC. Pre-test scores were collected before the treatment while the post-test was administered after the treatment. Research questions were answered using mean and standard deviation while hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). Results of data analyzed revealed that there exists a difference between the mean scores of physics students in Test of physics concepts when taught using concept mapping and lecture methods in favour of the group taught light waves using concept mapping strategy. That there exists no significant difference between the mean scores of male and female physics students in a test of physics concepts when taught using concept mapping and lecture methods. The recommendations among others are that concept mapping and lecture methods should be used interchangeably in the teaching of physics to breach the gap in performance between male and female students and concept mapping instructional strategy should be used to promote conceptual change in physics.</p> 2019-11-02T00:00:00+00:00 ##submission.copyrightStatement## Managing the Implementation and Evaluation of the School Reading Program 2019-11-14T07:44:29+00:00 Nelson E. Lucero Marjun B. Rebosquillo Jeneve P. Nieves Ferlyn M. Tubice Serena S. Ibao Flor Escartin <p><strong>Aims: </strong>Non-reading phenomenon among students is a worldwide problem. This problem continues to balloon despite the various governments’ program. This study was conducted to determine the positive and negative experiences met by the school managers during the implementation and evaluation of the reading program in their respective area.</p> <p><strong>Study Design:</strong> Qualitative- phenomenology.</p> <p><strong>Place and Duration of Study:</strong> Digos City, Davao del Sur, Philippines, School Year 2018-2019.</p> <p><strong>Methodology:</strong> Purposive; Focus-Group Discussions; Validated Researcher-made questionnaire.</p> <p><strong>Results:</strong> Nine themes surfaced from the data analysis; implementation of the program; appointment of reading coordinator; amelioration of reading teachers; initiative of school administration; availability of reading materials; involvement in SIP/AIP creation; variations on identified challenges; heartening situations; satisfaction with co-workers and DepEd personnel; and recommendations for improvement.</p> <p><strong>Conclusion:</strong> Contextualization of the reading program allows learners to connect and interact with the texts. School heads need to be consistent with their policies. They need to involve the teachers concern not only those chosen few because it creates partition and conflict. Teachers’ dedication and initiative to the program is essential; however, school managers need to provide relevant materials for its smooth implementation.&nbsp; Further, success of any program depends on the cooperation among the implementers. Unity and understanding among workers are essential in order to achieve the purpose of any endeavor.</p> 2019-11-04T00:00:00+00:00 ##submission.copyrightStatement##