DEPARTMENT OF SCIENCE EDUCATION UNIVERSITY OF NIGERIA, NSUKKA EFFECT OF STUDENTS’ IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BIOLOGY. BY MBEREKPE AUGUSTINE, CHUKWUNYEREMUNWA REG NO: PG/M.ED/09/50813 SUPVERISOR: PROF: U. M. NZEWI JANUARY, 2013 CHAPTER ONE INTRODUCTION Background of the Study Science has been reorganized as the bedrock on which modern day technological
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such as eating, sleeping or resting, and sex. Motivation is an inner drive to behave or act in a certain manner. These inner conditions such as wishes, desires and goals, activate to move in a particular direction in behavior. Contents 1 Types of theories and models 1.1 Motivational theories 1.2 Conscious and unconscious motivations 2 Psychological theories and models 2.1 Rational motivations 2.2 Intrinsic and extrinsic motivation 2.3 Push
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BULLETIN POLICY ON ACADEMIC HONESTY Academic dishonesty is a serious ethical and professional infraction. “Hofstra University places high value upon educating students about academic honesty. At the same time, the University will not tolerate dishonesty, and it will not offer the privileges of the community to the repeat offender.” Please refer to at the Graduate Policy at http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11G.pdf for details about what constitutes academic dishonesty, including
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Previously known as manic-depressive illness, Bipolar Disorder is a brain disorder which causes a person to have unusual shifts in mood, energy, thought, and behavior, and can seriously affect one’s ability to function. More than 2 million American adults are diagnosed with BPD and the disorder typically develops in late adolescence or early adulthood, but many people are first diagnosed with it in childhood and may exhibit symptoms as early as infancy (Spearing, 2001; Bardick and Bernes, 2005).
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It is just that, the peak of the most stressful events in your life happens in college. College students, especially freshmen, are a group particularly prone to stress due to the transitional nature of college life. (Ross, 1999) As one shifts from the known towards the unknown, stressors of all sorts may be experienced by a typical college student. Pressures in college, as evidenced by academic deadlines, professional pursuits, financial matters, peer pressure, and relationships, never fail to
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3 Definitions of Terms 4 Significance of the Study 8 Overview of Study 8 CHAPTER TWO: REVIEW OF THE LITERATURE 9 Introduction 10 Introduction to the i-Generation 12 Technology’s Role in School Reform 14 Technology and Student Achievement 19 Teaching Reading Through the use of Technology 23 Pearson’s Digital Learning Platform SuccessMaker 25 Summary 30 CHAPTER THREE: METHODOLOGY 31 Introduction 31 Research Design 32 Target Population 33
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of unemployed post graduates. Post graduates are students who recently received professional or academic certificates, or other qualifications for which a first of a Bachelor’s degree. Regardless if the students come from IPTA or IPTS, prestige or local universities, a majority of them finds it really difficult to find a job. There is no surprise anymore that a student who graduates with a CGPA of 3.0 and above is unemployed. What else for a student that graduates with a CGPA below 3.0. The competition
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stakes are higher. Governments have decreased aid for public education and set spending caps. Students today are being faced with “high stakes” testing. We used to worry about scoring high enough on examinations to get into college, but now students take examinations to get out of high school. Some policy makers, during sometime, have suggested a school’s funding will be determined by how well their students perform on the tests. In theory it is wonderful, the schools that do well will be rewarded for
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[pic] Professor: Elizabeth Riley E-mail: eriley@ewu.edu Office location: Cheney Hall 209-F Phone: (509) 359-2857 Teaching schedule: Monday-Friday 11:00am-11:50am Classroom #: Williamson Hall 222 Office hours: M -Th From 12:00pm-1:00pm Spanish 101-04: 5-units course CRN: 11555 Department:
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CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection
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