Open Access Original Research Article

Factors Influencing Classroom Participation: A Case Study of Bhutanese Higher Secondary Student

Lekh Raj Ghalley, Budhi Man Rai

Asian Journal of Education and Social Studies, Page 1-14
DOI: 10.9734/ajess/2019/v4i330118

Students are encouraged to actively participate in classroom. Nevertheless, many of them were still reluctant to speak up. This paper discussed the factors which influenced classroom participation in Bhutanese context. Both interviews and observation were used to collect data from the field. Interview was conducted with 20 students from class XI comprising 10 males and 10 females. The goal was to identify the forms and level of participation, and subsequently to select the students in terms of active or passive participation in the classroom. Observation was done for a period of 5 weeks of teaching in three classes in class XI. Their forms of participation were recorded throughout the teaching hours.  The findings showed that majority of Bhutanese students were involved in passive participation: Sitting quietly, writing notes, listening and paying attention. Interestingly, a good number of students was also actively involved in asking questions, giving opinion, responding opinion, discussion, making comment and seeking help. The interview data showed that the factors influencing classroom participation were teachers, friends, classroom size, advance preparation and language. Classroom participation also entailed positive benefits in teaching-learning process. However, the findings would serve as guide or insight for teachers and learners regarding the factors affecting students’ participation among school students. This also assist teachers and learners to take into the accounts the way to overcome students’ problems such as a fear of participation in the classroom and thus increase motivation.

Open Access Original Research Article

Factors Militating against Effective Teaching and Learning of Computer in Secondary Schools in Enugu State Nigeria

Ogbonna Mercy. N

Asian Journal of Education and Social Studies, Page 1-7
DOI: 10.9734/ajess/2019/v4i330119

The teaching and learning of computers in secondary schools is very beneficial for preparation of students for more challenging education in the University. However, many factors militate against the effective computer education in the schools. This study sought to assess these factors in Enugu State Nigeria. Specifically it sought to assess teachers-related factors; students-related factors; government-related factors and school administrative factors that militate against effective teaching and learning of computer in the State. The study adopted survey research method and hundred questionnaires were used for the study.  Data were analysed with the use of descriptive statistics (mean) in SPSS. Respondents agreed that teachers based factors that contribute to ineffective teaching and learning of computers in secondary schools included that teachers of the subject were unqualified (x̄=2.9) and lack experience (x̄=2.6). Students based included absenteeism by students (x̄=2.7) and lack of interest by students (x̄=2.7). Government based factors included that government provide voluminous curriculum (x̄=2.9) and do not provide funds (x̄=3.2). School administration based factors were that mismanagement of procured instructional materials (x̄=2.9) and mis-use of provided funds (x̄=2.9). This study concludes that students, teachers, government and school administration have important roles to play for effective teaching and learning of computer in secondary schools. For a way forward, the study recommends that government and individuals should encourage in and out of school computer education by establishing learning centres in the State. Computer teachers should always be provided with on-the-job training or re-training programmes. Government and school administration should as a matter of priority provide computer systems and other lacking instructional materials in their schools. Students should attend to classes and improve their interest in computer education.

Open Access Original Research Article

Improvement of Physics Numerical Problem Solving Skills of Students in Bhutan

Dorji Tenzin

Asian Journal of Education and Social Studies, Page 1-13
DOI: 10.9734/ajess/2019/v4i330120

The students feel challenged by the numerical questions asked in Physics. They face series of troubles in solving the questions despite their admirable attitudes towards learning the subject. Hence, the improvement in Physics problem solving skills was prioritized. The researchers had suggested that Problem solving has been observed to be one of the principal causes of academic failure in areas of science such as Mathematics, Chemistry and Physics. This is so because pupils do not learn how to solve problems but merely memorize solutions explained by teachers. However, to support this finding the data were collected using observations, class test and questionnaire from students of 9th grade of Drukgyel Higher Secondary School. The quantitative findings are interpreted through bar graph and pie chart. Most of the students performed very well after the interventions as an indication of improvement. Teachers could further help students to develop their problem solving skill in Physics by demonstrating different strategies and techniques and guiding them in solving many numerical questions.

Open Access Original Research Article

The Effects of Peer Tutoring on Seventh-grade Students’ Learning in Science

Lekh Raj Ghalley, Sonam Tobgay, Dorji Penjor, Budhi Man Rai, Govinda Oli, Sonam Tenlo

Asian Journal of Education and Social Studies, Page 1-12
DOI: 10.9734/ajess/2019/v4i330121

Peer tutoring is a common instructional strategy used in classrooms. This study focused on the effects that peer tutoring has on students of the novice group. The effect of peer tutoring was compared based on the score of pretest and posttest to those of the control group. At the end of the tutoring session, the satisfaction of the students was accessed by administering questionnaires. Hence, this is a mix-mode research where survey questionnaire and class tests score has been used. The questionnaires consist of two parts.  Part one consisted of nine closed questions using a Likert scale and in addition to the opportunity to provide free text comments and part two consists of five close ended questions using a Likert scale to assess the usefulness of the tutoring session. The posttest result showed that 7 out of 8 participants made significant progress after intervention. The student’s perceptions on the action-tutoring strategy were all positive that students were satisfied with tutoring timing, session and had found useful to be recommended with other friends. Hence, it has positive effect in learning science at class seven

Open Access Original Research Article

Creative Game Approach and Academic Achievements in the Teaching of SS1 Geometry in Port Harcourt Local Government Area

Ejiofor-Chima Ngozi Ann, Nwakodo Ogechi Blessing

Asian Journal of Education and Social Studies, Page 1-7
DOI: 10.9734/ajess/2019/v4i330122

This study examines the effect of Creative Game Approach on Academic Achievement in the teaching of SS1 Geometry in Port Harcourt Local Government Area of River state. A sample size of 160 SS1 students was used for the study. Three research questions were asked while three hypotheses were formulated and tested. Geometry Achievement Test (GAT), a 40-item instrument was developed by the researcher. The instrument was validated by experts in Mathematics education, and measurement and evaluation department of University of Port Harcourt, while the reliability was established using test-retest and co-efficient index of 0.86 was determined using Pearson product moment correlation. Mean and Standard deviation was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The result revealed a significant difference in the achievement mean scores of students taught geometry using creative game approach and those taught using conventional method. It equally showed a significant difference in the Mathematics ability of students taught using creative game approach, also showed no significant difference in the achievement mean scores of male and female students. Based on the findings, it was recommended among others that Mathematics teachers be effectively trained to use different educational creative activities, like games and so on when teaching Mathematics concepts for problem-solving, communication, reasoning and connection skills which are necessary for the attainment of better academic achievement in the subject.