Open Access Original Research Article

Enhancing Class IX Students Participants in Group Work in Chemistry

Dorji Penjor, Galay Wangchuk, Lam Dorji, Sangay Dorji, Choki Wangmo

Asian Journal of Education and Social Studies, Page 1-12
DOI: 10.9734/ajess/2019/v4i430124

This action research has investigated ways to enhance students’ participation in group work in chemistry. It is observed that Bhutanese students participate minimally in group activities especially in science. Most   Bhutanese students shy away from participating or interacting in the classroom. To enhance participation and interaction, the curriculum experts developed the curriculum considering the need of every students in Bhutan in science. Research in Bhutan found out that heterogeneous grouping is an effective way to maximize students’ success and collaborative learning is effective for meaningful learning and in solving problems. Some researchers found that in Bhutan science subjects are seen as difficult for both students and teachers. Through our experience of being science student, we saw that many students do not like to study Chemistry because they believe it is a difficult subject.

Aim of this study is to identify effectiveness strategies that teacher can use to enhance students’ participation in group work in Chemistry. This study was carried out with class IX students of Taktse Central School. We collected our data through observation and questionnaire. A tally was used to record their participation in the group such as the frequency volunteering to do presentation and taking initiatives in the group work. The data collection also involved survey questionnaire which consist of open ended questions.  Baseline data was collected and analyzed after which intervention strategies, such as allocation of group members and cooperative-learning methods was applied. After two months of the intervention process, post-intervention data was collected, analyzed and compared with the baseline data. The findings from this two sources reveal that students are more open for discussion and participation after the intervention process, and their initiative, contribution and understanding of contents increased. We were impressed by some student, who were usually quiet, shy and unsociable themselves to the teacher, became so close with us toward the end of our academic session.

Open Access Original Research Article

Relationship between Personality Traits and Academic Underachievement among Students in Ekeremor and Yenagoa Local Government Areas of Bayelsa State, Nigeria

Glory N. Amadi, Demaro E. Taiwo

Asian Journal of Education and Social Studies, Page 1-9
DOI: 10.9734/ajess/2019/v4i430127

The study examined the relationship between selected personality traits and academic underachievement among secondary school students in Bayelsa State. The population of the study consisted of 3,610 SSII students in the two local government areas. Two research questions and two hypotheses were answered and tested respectively using the Statistical Package for Social Science (SPSS). Instruments used to gather data were; the Bakare’s Progressive Matrices (BPM), used to identify students’ mental abilities, Teachers Made Achievement Test (TMAT) on four subjects and Students’ Personality Descriptive Scale (SPTDS) adopted from the Costa and McCrae [1] Five NEO FFI scale. The study used 200 students identified as underachievers. Pearson products moment correlation was used to answer the research questions and probability level with chosen alpha level of 0.05 used to test the hypotheses. The study found a significant negative relationship between agreeableness and academic underachievement while a significant positive relationship exists between neuroticism and academic underachievement among the senior secondary school students used in the study. Based on these outcomes, it was recommended among others that taking students’ personality inventory in secondary school should be made a regular exercise across the academic levels and school-based reinforcement programme should be designed by education administrators to encourage high ability students to maintain and improve their academic performance as well as monitor cases of underachievement.

Open Access Original Research Article

Employment Generation and Poverty Alleviation in Nigeria: The Role of Social Entrepreneurship

A. A. Ijiwole

Asian Journal of Education and Social Studies, Page 1-8
DOI: 10.9734/ajess/2019/v4i430128

Social entrepreneurship has been acknowledged by scholars as a veritable tool to accelerate the decline in unemployment and poverty. However, the contribution of social entrepreneurship to sustainable economic development in Nigeria has not been felt. This study, therefore, sought to examine the influence of social entrepreneurship on employment generation and poverty alleviation in Nigeria with specific reference to Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. A descriptive survey was employed for the study. Purposive sampling technique was used to select 150 members of the Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. Data were sourced through a structured closed- ended questionnaire designed by the researcher for the study with the aid of personal interview. Data were analysed with the aid of mean, standard deviation, Pearson correlation, and Linear regression. The results revealed that social entrepreneurship measured by social problem solving, social value, social responsibility and human teamwork has a significant relationship with employment generation and poverty alleviation. The study, therefore, concluded that social entrepreneurship is a driving force of social and environmental goals that have an impact on sustainable economic development. Subsequently, the study recommended that government at all levels, private organizations and non- government organizations should embrace the concept of social entrepreneurship and address the issues such as insecurity, acute unemployment, and abject poverty ravaging our society. More also, the concept of social entrepreneurship should be included as a separate branch of management courses in all tertiary institutions of learning.

Open Access Original Research Article

Which form of Chinese Characters is More Beneficial to Education: Research of the Influencing Factors Based on Aliquot Linear Regression

Mei-Er Zhuang, Wen-Tsao Pan, Hui-Dan Luo

Asian Journal of Education and Social Studies, Page 1-10
DOI: 10.9734/ajess/2019/v4i430129

There are two forms of Chinese characters, the simplified and the complex form. The simplified Chinese characters are widely used in most parts of China, while the complex form are still used in several parts of China, namely Hong Kong, Macao and Taiwan. Some studies proposed that the complex Chinese characters are conducive to improving the learning effects, but some scholars hold opposite views. In order to further explore the role of different forms of Chinese characters in field of education, this paper studied the factors affecting the learning effects and willingness of students who use simplified Chinese characters for a long time. With the questionnaire experiment and the aliquot linear regression method, data were collected, processed and analyzed. This analysis shows the complex Chinese characters have an impact on certain students' learning effects and willingness, while some will learn better using simplified characters. These differences vary from person to person due to individual’s specific situation, which provides some suggestions to education practice.

Open Access Original Research Article

Unraveling the Metaphysical, Epistemological, and Ethical Elements of Oromo Proverbs

Chemeda Bokora

Asian Journal of Education and Social Studies, Page 1-8
DOI: 10.9734/ajess/2019/v4i430131

Long ago the external world (most prominent among which is the west) had excommunicated African mind from the realm/ treasure of reasoned knowledge. According to Hegel, Hume, Kant, and others, for any thought (about human life, about knowledge and truth, good and bad, right and wrong, mind and matter; about human nature and the universe we inhabit) to count as reasoned knowledge it must be subject to writing. African philosophers like Hountondji, Appiah, Bondurin, etc. have also expounded that individualist element, the main or only yardstick of reasoned knowledge, as they have put it, is missing in the traditional genre of thought. Apiece of these characterizations are unfair as they have indisputably tried to discredit the thoughtful knowledge built on oral tradition.

The central point in this article, therefore, is unraveling the practical reasoned knowledge exhibited in the traditional genre of thought. The aspiration is partly alluded to the task of being informative about the place of Oromo society and, by extension, traditional African thought in the realm of global knowledge.

This is done by closely examining the metaphysical, epistemological, and ethical elements embedded in some proverbs of the Oromo.