Education Jlhongm

Just about education information

Education

Benefits Of Effective Record Keeping For A Home-based Education

April 22, 2018

Regardless of the legal requirements of the state in which you live, there are many benefits to keeping effective records of your homeschooling activities. Firstly, and perhaps most obviously, you can always answer anyone who asks what class schedule or coursework your child has completed. The questioner may include a collegiate institution asking because your child is a non-traditional student and has applied to their institution.

Some states do not require any documentation at all, but laws may change, and your child may one day choose to enter into further education interstate or even internationally. If you have no records of your childs education, this could be needlessly stressful. If you are providing a full and rich education for your children, it is a wise choice to ensure that record-keeping is included as part of the mix. Some guidelines:

State/Provincial Audits
While this is not true for every state or every situation, some states in their laws regarding homeschooling allow the state education agencies to audit homeschoolers. This is to ensure that homeschoolers are teaching their children and not just keeping them at home. It is best to look at your local state/province to see their specific requirements

The answer to the question Do you have a high school diploma? varies, and may be asked by potential employers. There are several ways to deal with the high school diploma situation, including the following suggestions:

1.Depending on where you live, you may be able to sign and issue one to your graduating children.

2.Private schools may issue your graduating child with a high school diploma if you provide them with the appropriate records and materials.

3.Your child can take the GED, or your countrys equivalent, and have that certification as their testament to their secondary education.

Ok, so now we know why we keep records, how exactly do we do this? My suggestions are as follows:

Document everything every day. If you dont let it pile it up it doesnt become overwhelming. This way you will also always know where you stand if there are any requirements you have to consider or prove (hours in school, etc) to your local authority, potential employer, or the provider of further education.
Compile a scrapbook and keep records of important events because, even though youre not doing it through a school, your activities are still important in the life of your child! This helps you and your child create a record they can look back on with pride.
Keep all the assignments and school stuff in notebooks at the end of year. Many parents will file everything away in books to keep a record of assignments, to be able to accurately assess their childs skills in subjects, and to know what they need to work on a year to year basis.

Education

AN INVESTIGATION INTO THE EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON THE PERFORMANCE OF SENIO

April 18, 2018

ABSTRACT The result of improvised instructional materials on students’ performance longitude and latitude at the senior technical colleges was assessed. Two hundred students of all senior technical colleges participated in the study. The students were grouped into two:- control group and experimental group (20 students formed each group “control and experimental”) preset was administered to both groups. Alter exposing the experimental group to treatment, post-test was administered. Mean and standard deviation was computed; ranked are used to answer the research question for the study. The t-test statistics was used in testing the null hypothesis formulated. The finding of this study shows that the group taught with improvised instructional materials performed better than the group taught without any instructional materials. Recommendations were offered on ways to promoting, encouraging and arousing the interest of teachers in the improvisation of mathematics equipment and materials.

INTRODUCTION For the purpose of definition, technical colleges are a post-secondary vocational training programme whose major purpose is the production of technicians and craftsmen. It is a special grade of vocational education which can be distinguished from other educational programmes because more mathematics and science are required in the training programme Okorie (2000) Today the population of Technical colleges has continue to decrease in the country, equally there had been an enormous decrease in the students population. This is due to the unimpressive state of the nation’s economy, the government has found it very difficulty to adequately finance technical colleges and also provide the scientific equipment required by these colleges. Therefore many technical colleges in the country operate without standard mathematics and science laboratories. Obviously the situation is not likely to improve in the nearest future judging from political and economic state of the nation, due to inadequate funding of the schools and colleges in the country. Consequently, the demand for mathematics and science equipment will continue to remain by these schools and colleges and the most feasible way to adjust with this demand is to resort to the improvisation of teaching equipment and materials. In Nigeria and other foreign countries, a lot of research work on improvisation of teaching of mathematics and science subjects had been carried out as part of the effort to promote, encourage and arouse the interest of mathematics and science teachers, educators and curriculum developers in improvisation of teaching equipment and materials. Alghomlan (1990) explain why mathematics teacher should improvise with available materials in other to achieve their aims in teaching. Therefore instructional materials help the teacher to meet individual differences of learners in class by using aid that appeal to different sense (Moronfola, 1983) Aina (2013), stressed that instructional materials are to supplement verbal explanation of concepts or any description so that the learning could be real to the student, therefore the national policy on Education (2004) emphasizes the teaching and learning of science principles, it also stated that the provision and use of science will lay a sound bases for scientific and reflective thinking among pupils. Ugoata (2006); Nwagbo (2008), asserted that teaching equipments and materials are often lacking in our schools. However, some of the equipments needed for teaching mathematics in technical colleges can be improvise to arose the interest of the students. Abimbola (1999), stressed that the primary purpose of instructional materials is to make learning more effective, and also facilitate it. Provision and use of instructional materials for mathematics teaching will lay a sound basis for scientific and reflective thinking among technical students. Studies have shown that the students enjoyed or gain more when improvised materials were used for teaching physics (Aina 2013).this was also supported by Eyetsemitan (2000) and Achimigu (2006) that the use of instructional materials improve achievement in basic science. METHODOLOGY An experimental design was used for this study, in which quasi-experimental approach was used. There was an experimental group and a control group. The experimental group was exposed to improvised materials. Their performances were later compared using the mean scores in pre-test and post test scores. Senior students of all the five Technical colleges in Kwara State were used for this study A total of 200 students comprising of 155 males and 45 females constitute the entire population which was considered appropriate and manageable by the researcher. These students were divided in to two groups. One group was experimental (20) and other group was for control (20) Two groups (A & B) of senior students from all the five technical colleges in the state were taught mathematics lesson on the determination of distance between two points on the earth surface along the lines of latitude. The duration was 45minites each. Each group comprised of twenty (20) students. Group A was taught with improvised instructional materials, while group B, was taught without using improvised materials. At the end of the lesson, group A and B were given a written test, their script were collected and marked, and the scores were later analyzed.

HYPOTHESIS There is no significant difference between the performances of students taught using improvised instructional materials and those taught without using instructional materials.

DATA ANALYSIS Student’s scripts were marked and the scores obtained by each of the two group of student were recorded independently. The mean score of each group was then calculated t – test was also computed to find out whether or not there was any statistical significant difference in the two mean score. RESULTS Table 1 shows the number of students that took part in the pre-test and post- test for each of the two group, i.e. experimental group and control group the table therefore shows that 200 student took part in the pre-test and the 200 students took part in protest. TABLE 1: DISTRIBUTION OF STUDENTS S/NOGroupsNumbers of students Pre- testPost- test AExperimental Group100100 BControl group100100 Total200200

Table II: – shows the mean scores of the two groups in the pre- test. The results indicate that the students had little or no prior knowledge of longitude and latitude due to their poor performance in the pre- test conducted. Table II: MEAN SCORES FOR THE PRE- TEST DescriptionExperimental groupControl group Total score75-IK No of students100100 Mean score23.824 Table III shows the test computation of students taught with improvised instructional material i.e. locally made “globe of the earth” and their counterpart without improvised material

VariablesNoMeanSDDfCalc.tCritical value tDecision Students taught with improvised material10082.59.85998.641.970Rejected Students taught without improvised material10041.56.75 HYPOTHESIS There is no significant difference between the performance of student exposed to improvised instructional material and those not exposed to it. The hypothesis was tested using t-test statistics at 0.05 alpha level of significant. Judging from table 111 above, it is indicated that die t-calculated value is 8.64, while the critical or t- table value in 1-970. Since the t-calculated value is greater than the t-table, therefore null hypothesis is hereby rejected. Hence there is significant difference in the performance of student taught using improvised instructional materials and their counterparts taught without improvised instructional materials. DISCUSSION OF FINDING Pretest mean scores for the two groups are higher than the scores of their post- test of die two groups, experimental group scores was also higher than that of control group scores. Differences in their scores indicate the effectiveness of treatment given to the experimental group. This was confirmed by the t-test statistics computation of the two groups. The treatment easily aroused their interest, aid their retention and stir-up the cognitive conflict in them, thereby engage them in active participation in the lesson presented. The control groups in order hand were just presented with facts and reasons. These act allowed students to a passive participation in the lesson thereby do courses mass failure in mathematics as a subject. CONCLUSION Mathematics teaching/learning at both junior and senior students of technical colleges required a lot of handling of teaching equipment and materials by the student’s before any meaningful learning could be achieved by the teacher. Therefore, in the absence of no unready made equipment, mathematics teachers should be encouraged and advised to always design and construct equipment and material by improvising from the available resources. RECOMMENDATIONS Based on the finding of this study the researcher makes the following recommendations: 1.That a comprehensive syllabus be prepared along with appropriate suggested teaching equipment and material by curriculum planners who are in charge of mathematics to guide mathematics teachers, so that the teaching and learning of mathematic in Nigeria may be thorough enough to achieve the technological development. 2.The national commission for college of education should introduce into the present NCCE curriculum for mathematics a detail comprehensive course on improvisation of mathematics equipment and materials.

REFERENCES Abimbola, A. (1999). Principles and practice of Education Technology, Ibadan, Nigeria: International Publisher. Aina, J. K. (2013). Instructional materials and Improvisation in Physics Class: Implication for Teaching and Learning. IOSR Journal of Research & Method in Education Aigbomlan, D.O. (1990) Improving the attitude of primary school science teachers toward improvisation, Journal of Science Teachers Association of Nigeria, 26 (2), 53-58 Achimugu, L. (2006). Resources Materials for Teaching Primary Science. In U. Nzewi (ed). Science Teachers Association of Nigeria Annual Conference Proceedings, 339-345. Heinemann Publishers Plc. Eyetsemitan, P.E. (2002). Curriculum Design and Development: The Teaching and Learning of STM with the Primary Science Curriculum. In M.A.G. Akale (eds) 43rd Science Teachers Association of Nigeria Annual Conference Proceedings, 420-425. Heinemann Publishers Plc. Federal Ministry of Education (2004) National policy on Education. Lagos, NERDC Morohunfola, P.I (1983). A study of relationship between instructional resources and students’ academic performance. (Unpublished master’s thesis) University of Ilorin, Ilorin, Nigeria.

Nwagbo, C. (2008). Science, Technology and Mathematics (STM) curriculum development; Focus on problems and prospects of Biology Curriculum Delivery. N. Udofia (eds) 49th Science Teachers Association of Nigeria Annual Conference Proceedings. 13-15. Heinemann Publishers Plc. Okorie, JU (2001) Vocational industrial education, league of researchers in Nigeria (LRN) Bauchi Nigeria. Uyoata, U.E. (2006). Availability, selection and utilization of instructional resources for teaching Primary Science in Uyo Local Government Education Authority, Akwa.

Education

, , ,

Marketing And Sales Career Education Programs And Coursework

April 13, 2018

Marketing and sales training options teach students to develop in demand products and services. Learning about this industry can be pursued through higher education programs. Marketing and sales career education programs and coursework will teach students the skills to pursue the career they dream of.

The sales and marketing aspects of the field are combined in degree programs that develop a strong business skill set. This allows students to function inside todays increasing global market. Traditionally students that are interested in both areas work through marketing programs, which is still a viable option due to the amount of training that covers both areas. However, with this area growing in size more schools are offering students the chance to work through marketing and sales programs. Through these options students can enter training predominantly at the associates, bachelors, and masters degree level.

The latest business strategies are explored inside associates degree programs to give students an introductory skill set. Students learn about the industry by studying business, sales techniques, advertising practices, and marketing procedures. Project-based courses have students developing advertising campaigns and sales pitches. Skills gained inside training include understanding areas like consumer trends, demographics, and public relations. Students are qualified to obtain entry-level positions in any business that has a product or service to sell.

Bachelor’s degree programs incorporate a high level of focus on training students to understand marketing and the development of sales. Coursework builds the knowledge needed to make great strategic decisions. Students will be able to develop marketing and sales strategies by understanding the global aspects that are involved in most businesses. A detailed analysis is performed as students work to understand promotion design, sales management, and decision-making. Continuing education prepares students for management career opportunities inside the field.

Masters degree programs allow students to explore specific by presenting courses in communication, sales management, and strategic marketing. Students work through numerous courses that develop their ability to mange the creation and implementation of marketing and sales. The evaluation of a products or services success is a skill that is developed through advanced training. Students learn to evaluate success in regards to promotion methods, advertising techniques, and financial earnings. Students are able to enter upper-level positions inside businesses.

Common courses taken inside this area of education may include:

*Sales Management

As an industry manager professionals need to be able to hire, lead, and motivate a sales team. Different sales strategies and management techniques are explored inside this type of course.

*Customer Behavior

The consumers of products and services are studied and students learn how they make purchasing choices. Course subjects include the various theories and strategies that can impact consumer buying.

*International Marketing

The methods used when creating a global marketing strategy are explored. The cultural, economic, and political impact of strategy is examined to understand the industry’s approach for international marketing.

The educational training inside accredited marketing and sales degree programs prepares students to enter the field with the required knowledge needed for success. Different agencies like the Accrediting Commission of Career Schools and Colleges can award full accreditation to schools and colleges that offer students the best quality career training. Students can complete degree programs and become marketing and sales professionals in a lucrative industry by choosing degree programs to enter.

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised on our site.

Notice to Publishers: You may use this article on Ezine or on your Website; however, ALL links must remain intact and active. Failure to retain links is expressly prohibited and violators will be prosecuted extensively by law.

Education

, ,

Study in Australia with IDP education

April 7, 2018

Ever since our childhood, we all dream of perusing different professions like doctor, engineer, journalism, teaching, management, etc and accordingly we take up appropriate education training that is required in turning our dreams into reality. After school, we wish to attain suitable training wherein we can hone our professional skills and acquire proficient learning such that we are prepared completely to face the practical world and apply our gained knowledge in our desired field of interest. However, with globalization, the education prospects have widened and one can acquire good quality education through experienced faculty that can guide students in facing the current global scenario.

Today, there are several education institutes that promise to impart quality education. With an array of options in India and abroad, it becomes extremely difficult to choose the appropriate institutions where in one can invest their hard earned money in gaining knowledge and expert training. Studying abroad is an advantageous option for ambitious students who wish to attain practical training and broaden their knowledge horizons by interacting with students from varied cultures and traditions.

Of all the places of the world, Australia is a desired destination for students all across the globe who wish to Study in Australia for increasing their knowledge horizons. Australia is one of the best places in the world to live while you learn. Despite offering a high standard of living, the beautiful country of Australia offers an opportunity to learn at competitive costs. All work and no play makes jack a dull boy! While you Study in Australia, you can experience the mystic beauty of this exotic land and also the enriching cultural festivals, concerts and museums, to major sporting events.

The educational institutions in Australia boast of imparting high quality education through assigning practical projects to students who get an opportunity to put on their thinking caps and exercise their grey cells! Whether you study in Melbourne or you study in Sydney, you will come across the best education training through the best team of faculty who will support in your entire learning process. After being a part of the famous Australian Universities, you will receive a quality education that will form a strong foundation for your future success.

Australia is famous all across the globe for offering an array of professional Post Graduate Courses. Several students wish to pursue MBA in Australia. The institutes provide an exceptional learning atmosphere amongst modern and high end infrastructure.

Education

, , ,

Sikkim Manipal University Distance Education Ranked Among Indias Top Distance Education

April 1, 2018

Sikkim Manipal University “” Distance Education (SMU-DE) , a unique public-private initiative between the Government of Sikkim and Manipal Education, Ranked #1 in the student perception survey conducted by CAREERS360, a magazine for young professionals in collaboration with Yahoo.

With over 710+ SMU-DE Learning Centers covering 310 cities across India, Sikkim Manipal University – Distance Education emerged as the top distance education learning provider across parameters ranging from quality of study material, library support, quality of faculty, access to study centers, conduct of exams and publishing of results among others. SMU-DE was also found to have one of the largest presences on the web with over 500+ unique IP addresses, showing the substantial reach technology could achieve.

SMU-DE spokesperson Mr. V Sivaramakrishnan, President – Distributed Learning, Manipal Education says “We are thrilled to be ranked among India”s premier Distance Education providers in the country. In line with the vision of providing affordable & accessible education to aspirants across the country, our endeavor is to collaborate technology with high quality education, providing a learning experience that”s incomparable.”

In one of the most extensive exercises undertaken in the field of distance learning, the survey elicited over 7000 responses from current and past students of distance learning. For the analysis, over 5000 entries, which ranked over 81 Universities, were taken into consideration. After eliminating those with less than 50 responses and unique IP addresses, the research team finally zeroed in on 30 top distance learning providers which were subjected to detailed analysis.

In the objective ranking, Sikkim Manipal University – Distance Education was ranked 4th on various parameters including reach, course offerings, processes, pass ratio and transparency. Interestingly, only 11 out of the 32 top distance learning providers in the objective ranking list made it to the perception ranking which hailed SMU-DE as a top provider of distance learning education in India.

The Universe for Open and Distance Learning Institutes (ODLIs) in India comprises 249 institutes, out of which 188 institutes are currently offering Distance Learning Programmes.

Over the years, SMU-DE has consistently raised standards in Distance Learning space and earned its place of pride. Some of the recognitions & awards received include:

“Ranked 1st for Results and Efficiency and Ranked 2nd for Learning and Experience by CAREERS360 magazine for the year 2010. The CAREER360 survey is the first of its kind survey in distance learning space and ranks SMU-DE in the top 3 best distance learning institutions in India.
“Best B-School offering Management Education through Distance mode at 2nd Asia”s Best B-school awards
“Dewang Mehta Business School Awards- Best Distance Learning programme
“DNA-Best B-School for the use of Technology in providing Management Education in Distance Education
“Star News- Best Management Education in Distance Education
“Winner of e-India and e-Rajasthan Awards for Digital Learning ICT enabled University of the Year”

Education

, , ,