@article {1708,
	title = {THE EFFECT OF MACROSTRUCTURE AND SUPERSTRUCTURE TEACHING ON SUMMARIZATION ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-101},
	abstract = {Selecting and remembering the necessary information from rapidly increasing information requires summarization skills. Research on improving students{\textquoteright} summarization skills has focused on deletion, generalization, and reconstruction strategies. However, direct teaching of these strategies does not yield successful results. For this reason, researchers have turned to teaching summarization based on understanding the text. Knowing the macrostructure and superstructure of the text can help understand the text and select the information to be included in the summary. The aim of this study is to determine the effect of macrostructure and superstructure teaching on summary writing achievement. The study was conducted in a one-group pretest-posttest design and lasted for 6 weeks. The study was conducted with 22 seventh grade students in a public secondary school. The data were collected with a total of 132 summary texts in which students summarized five stories. The summaries of texts were scored with the Text Summary Evaluation Rubric (TSER). As a result of the study, significant differences were obtained in summarization achievement in favor of the posttest. Based on this result, it is recommended that macrostructure and superstructure teaching be included in programs and course books. This study is limited to narrative texts. In future studies, whether the achievement in summarization narrative and informative texts differs and how long it takes for different age groups to develop their achievement in summarization of different types of texts can be examined based on text structure teaching.},
	keywords = {Macrostructure teaching, seventh grade students, summarization achievement, superstructure teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.85},
	url = {https://oaji.net/articles/2023/457-1708676785.pdf},
	author = {Ebubekir Ero{\u g}lu and Serpil {\"O}zdemir}
}
@article {1710,
	title = {EXAMINATION OF THE REASONS THAT LEAD TEACHERS TO ABANDON THE CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-132},
	abstract = {Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils{\textquoteright} readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum.},
	keywords = {central exams, commitment to the curriculum, curriculum abandonment, Educational curriculum, teacher examinations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.117},
	url = {https://oaji.net/articles/2023/457-1708676941.pdf},
	author = {Okan Sarig{\"o}z and Hasan {\"O}zg{\"u}r}
}
@article {1562,
	title = {ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {426-437},
	abstract = {Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students{\textquoteright} code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3\%) and the majority claimed to know the student code of ethics (89.2\%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9\%), "cheating on tests" (67.9\%) and " improperly sign attendance lists" (65.0\%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.},
	keywords = {cross-sectional studies, higher education, medical education, medical ethics, Medical Students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.426},
	url = {https://oaji.net/articles/2022/457-1657803448.pdf},
	author = {Ingrid Dorea-Bandeira and Oliveira, V. and Mariana Ara{\'u}jo-Pereira and Bruno Bezerril Andrade and Andr{\'e} Nogueira Nazar and Luiz Fernando Quintanilha and Katia de Miranda Avena}
}
@article {1573,
	title = {ASSOCIATION BETWEEN ATTITUDES TOWARDS SCIENCE SUBJECTS AND GRADES: THE MEDIATION ROLE OF LEARNING STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {547-564},
	abstract = {The students{\textquoteright} attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students{\textquoteright} attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students{\textquoteright} learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Kri{\v z}evci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade.},
	keywords = {lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.547},
	url = {https://oaji.net/articles/2022/457-1662401244.pdf},
	author = {Maltar Okun, T. and Majda Rijavec and Marko {\'C}aleta}
}
@article {1563,
	title = {EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {438-455},
	abstract = {Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers{\textquoteright} experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers{\textquoteright} practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers{\textquoteright} field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers{\textquoteright} field placements have a crucial role in their training and there is a missing gap for practice during distance education.},
	keywords = {COVID-19 pandemic, early childhood education, emergency remote teaching, preservice teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.438 },
	url = {https://oaji.net/articles/2022/457-1657803516.pdf},
	author = {Yasin Ozturk and Merve Gangal}
}
@article {1541,
	title = {EVALUATION OF DISTANCE EDUCATION PROCESS IN SPORTS HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {195-212},
	abstract = {In present conditions, where distance education applications in higher education have become widespread due to the Covid-19 pandemic, it is seen in the research studies that the satisfaction levels of the lecturers and students are low. Although the developments in information technologies have reached advanced dimensions, the problems experienced in distance education systems have negatively affected the course functioning of the educators and the students{\textquoteright} level of participation in the course. The issues experienced led the researchers to studies in which in-depth analysis of distance education applications was carried out. This study aims to evaluate the distance education applications in sports higher education. This research follows a case-study design, with a qualitative study model applied in terms of the techniques used to analyse the data obtained. The descriptive analysis method was taken as the basis of the study. As a qualitative research tool in the study, a semi-structured interview form was used by choosing the interview technique. The research study group consisted of fourteen academicians working in universities in Turkey, selected by criterion sampling, one of the purposeful sampling methods. The data obtained from the interviews were analysed in the MAXQDA 20 qualitative data analysis program. As a result of the study, it was emphasized that distance education in sports sciences should be designed and implemented according to the targeted outputs of the field-specific courses and the students{\textquoteright} accessibility to distance education.},
	keywords = {case study, distance education, MAXQDA, sports higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.195},
	url = {https://oaji.net/articles/2022/457-1645651186.pdf},
	author = {U{\u g}ur {\"O}zer}
}
@article {1534,
	title = {IMPACT OF EXPERIENCING EVENT DESIGN WITH WEB 2.0 TOOLS ON PROSPECTIVE MATHEMATICS TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {In this study, the impact of activity designing experiences with Web 2.0 tools on prospective math teachers was examined. The aim of the study was to examine the impact of activity design experiences organized with Web 2.0 tools in the mathematics teaching course on the technological pedagogical content efficacy of prospective teachers, their attitude towards teaching technologies, and rapid content development self-efficacy with Web 2.0 tools. In the study, a nested mixed method was employed. In the study conducted with 33 prospective teachers from the primary mathematics teaching department, the quantitative data was collected using the scales {\textquotedblleft}Technological Pedagogical Content Knowledge{\textquotedblright}, {\textquotedblleft}Self-Sufficiency for Web 2.0 Rapid Content Development{\textquotedblright} and {\textquotedblleft}Attitude to Teaching Technologies{\textquotedblright}. Qualitative data was collected using an interview form. Within the scope of the distance education and {\textquotedblleft}Teaching numbers{\textquotedblright} course, different Web 2.0 tools were introduced for a period of 10 weeks, and it was presented how to create activity examples that could be used in mathematics teaching. According to the quantitative results, the prospective mathematics teachers{\textquoteright} self-efficacy increased for rapid content development with Web 2.0 tools. In addition, it was observed that the {\textquotedblleft}Attitude towards Teaching Technologies{\textquotedblright} scale had a significant effect on the sub-dimensions such as believing in the use of teaching technologies in lessons, enjoying the use of teaching technologies in lessons, and not enjoying the use of teaching technologies. In line with the opinions of prospective mathematics teachers, it was concluded that the study raised awareness about technology integration, enabled content production with Web 2.0 tools, and developed positive attitudes, new knowledge, and skills about technology.},
	keywords = {distance education, mathematics education, teaching numbers, teaching technology, web 2.0 tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.52},
	url = {https://oaji.net/articles/2022/457-1645650593.pdf},
	author = {Aybige Arabaci and Keziban Orbay}
}
@article {1508,
	title = {ATTACHMENT STYLES AND RISKY SEXUAL BEHAVIORS IN ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {928-941},
	abstract = {Infection with sexually transmitted diseases and unwanted pregnancies are risks associated with adolescents{\textquoteright} risky sexual behavior. Mental models of attachment relationships influence behavior and may influence adolescents{\textquoteright} involvement in sexual activities that are risky. This study explored whether attachment styles predicted adolescents{\textquoteright} involvement in risky sexual behavior. A correlational study design was adopted with 367 students from public secondary schools in Nairobi County taking part in the study. The Attachment Styles Questionnaire and Risky Sexual Behavior Scale were used to collect data. Multiple regression analysis was used to determine whether secure, preoccupied, dismissing or fearful attachment styles predicted students{\textquoteright} risky sexual behavior. The study found that preoccupied attachment style and secure attachment style had predictive effects on risky sexual behavior. Preoccupied attachment style was predictive of greater involvement in risky sexual behavior whereas secure attachment style was predictive of less risky sexual behavior. It was evident based on the findings that secure attachment style was protective against risky sexual behavior whereas preoccupied attachment style created vulnerability to risky sexual behavior. It was recommended that special attention should be paid to adolescents with insecure attachment styles in guidance and counseling programs aimed at discouraging adolescents{\textquoteright} risky sexual behavior and parents/guardians should be encouraged to be more nurturing towards their children in order to encourage formation of secure attachment which was protective against risky sexual behavior.  },
	keywords = {attachment anxiety, attachment avoidance, attachment styles, risky sexual behavior, secure attachment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.928},
	url = {http://oaji.net/articles/2021/457-1639554182.pdf},
	author = {Walter Odera Owino and Newton Mukholwe Asakhulu and Jonathan Muema Mwania and Rose Mwanza}
}
@article {1507,
	title = {THE ROLE OF ACADEMIC FLOW IN STUDENTS{\textquoteright} ACHIEVEMENT AND WELL-BEING},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {912-927},
	abstract = {Flow experience is related to well-being. Still, the question arises as to whether the flow is beneficial because of its intensity and frequency, or its contribution to well-being depends on the domain in which it is experienced. It was hypothesized that flow experienced in a domain that is perceived important and useful (i.e., the academic domain) contributes more to students{\textquoteright} well-being than flow experienced in domains that are perceived as less important and less useful (leisure and routine activities) even though it is in academic domain experienced less often and less intensely. This hypothesis was tested in two separate studies. In the first study, the flow was operationalized as a trait and the frequency of flow was measured via questionnaires. In the second study, the flow was operationalized as a state and the intensity of flow was measured via the experience sampling method. The samples were comprised of university students from Zagreb, Croatia. Both studies showed that flow in a domain that is perceived as more important and useful (i.e., the academic domain), although is experienced less often and less strongly, is more related to students{\textquoteright} well-being than flow in domains perceived by students as less important and less useful (leisure and routine activities). It was also tested if the association between academic flow and well-being is mediated by academic achievement. This hypothesis was not accepted. The results of this study indicate that it is important for students to have opportunities to experience flow in their studies because it is a pleasant state, related to better achievement, and it adds to their overall well-being.},
	keywords = {flourishing, flow experience, flow in learning, life satisfaction, optimal experience, sampling method},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.912},
	url = {http://oaji.net/articles/2021/457-1639554182.pdf},
	author = {Diana Olcar and Ljubin Golub, T. and Majda Rijavec}
}
@article {1404,
	title = {TEACHERS{\textquoteright} VIEWS ON STUDENT MISBEHAVIORS DURING ONLINE COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {343-359},
	abstract = {Student misbehaviors in the classroom both disrupt students{\textquoteright} attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers{\textquoteright} perspective and to put forth teachers{\textquoteright} suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers. },
	keywords = {classroom management, online courses, student misbehaviors, teachers{\textquoteright} views},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.343},
	url = {http://oaji.net/articles/2021/457-1623676421.pdf},
	author = {Akkas Baysal, E. and G{\"u}rb{\"u}z Ocak}
}
@article {1288,
	title = {ECONOMICS TEACHERS{\textquoteright} USE OF TOPIC SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MARKET DYNAMICS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-393},
	abstract = {The poor learners{\textquoteright} understanding of specific topic {\textquoteleft}Market Dynamics{\textquoteright} (MD) is a concern in South Africa secondary schools and so it is globally. Many researchers and education stakeholders in South Africa point to the need to use TS-PCK to improve learners{\textquoteright} understanding of MD. This research aimed to examine economics teachers{\textquoteright} teaching of Market Dynamics (MD) in order to understand how the teaching and learning of MD could be improved using topic Specific PCK.  Using Mavhunga{\textquoteright}s TS-PCK as the theoretical framework. Two TS-PCK components were examined in the research namely, content knowledge (What is that makes a topic difficult to teach?) and representations were used to gain an in{\textendash}depth understanding of teachers{\textquoteright} use of TS-PCK in teaching MD. It was a descriptive case study design. Purposeful samples of three economics teachers of 10th, 11th and 12th grade were selected. A semi-structured interview consisting of 18 items was used to generate data for the research while a qualitative data analysis technique, namely thematic analysis was used to analyze the data generated. The results showed that the three economics teachers sampled for the research were able to use their TS-Content Knowledge adequately in different Content Knowledge domains to understand what makes a topic difficult to teach or learn. The result also showed that the participating teachers identified difficult areas that are challenging to teach in the topic of MD but were unable to explain and give cogent reasons why those areas were challenging for learners to understand. Further results on teachers{\textquoteright} use of TS-PCK based on {\textquoteleft}representations{\textquoteright} revealed that the teachers effectively used analogies and examples in teaching market dynamics but struggled to find activities to illustrate some of the concepts of market dynamics. The research recommends that economics teachers should be provided with more structured opportunities to help develop their topic specific pedagogical content knowledge of the school level content as part of their professional development.    },
	keywords = {content knowledge, economics teachers, market dynamics, pedagogical content knowledge, topic specific pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.371},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537295},
	author = {Ijeoma Chidinma Ogbonnaya and Andile Mji and Olivia Neo Mafa-Theledi and Beatrice Ngulube}
}
@article {1273,
	title = {THE EFFECT ON STUDENTS{\textquoteright} ARITHMETIC SKILLS OF TEACHING TWO DIFFERENTLY STRUCTURED CALCULATION METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-195},
	abstract = {Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students{\textquoteright} procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students{\textquoteright} conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm.},
	keywords = {arithmetic skills, decomposition method, intervention study, mathematics education, traditional algorithm, written calculation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.167},
	url = {http://oaji.net/articles/2020/457-1587022257.pdf},
	author = {Margareta Engvall and Joakim Samuelsson and Rickard {\"O}stergren}
}
@article {1303,
	title = {GENDER DIFFERENCES FAVOURING FEMALES IN LEARNING STRATEGIES IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {595-611},
	abstract = {Most universities teach mathematics in the first year and the complexity of the subject demands also different levels of mathematics. Although students understand the reason why they need to learn mathematics, there are more than half of students struggling during the math classes. It is also interesting to compare male and female students{\textquoteleft} study habits and differences. The aim of this research is to report first-year Estonian university students{\textquoteright} views on mathematics by gender. The quantitative data were collected from 440 university students of different disciplines. The participants completed the LIST questionnaire what measures several aspects of learning strategies of mathematics conducted by factor analysis of 69 questions in 4-point Likert scale. In this research, in two of nine factors, females hold a more positive view of learning strategies than did male students. This research indicates which learning strategies in mathematics are preferred by males and females. Factors Organizing and Repeating were the factors in which we found statistically significant gender difference. Females showed more powerful organizing skills and had better repeating strategies than males. Females try to order the subject matter in a way that makes it easy for them to remember, they go over their notes and structure the most important points more than males. In all the other factors, statistical differences were found only in some questions.},
	keywords = {Learning Strategies, LIST-questionnaire, mathematics education, mathematics related effect, university mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.595},
	url = {http://oaji.net/articles/2020/457-1596902655.pdf},
	author = {Indrek Kaldo and Kandela {\~O}un}
}
@article {1335,
	title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1027-1037},
	abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). 
The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. 
The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.
},
	keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1027},
	url = {http://oaji.net/articles/2020/457-1607330264.pdf},
	author = {Robert   Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan}
}
@article {1213,
	title = {CHARACTERISTICS OF INDEPENDENT SCHOOLS DIRECTED AT STUDENTS IN NEED OF SPECIAL SUPPORT: A STUDY OF SCHOOL WEBSITE PRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-337},
	abstract = {The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools{\textquoteright} website presentations, which were processed and analysed in consecutive steps. The results showed that the students{\textquoteright} complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76\%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.},
	keywords = {inclusive education, independent schools, students in need of special support, treatment methods, website presentation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.317},
	url = {http://oaji.net/articles/2019/457-1561381868.pdf},
	author = {Lotta Anderson and Gunvie M{\"o}ll{\r a}s and Lisbeth Ohlsson}
}
@article {1214,
	title = {DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {338-348},
	abstract = {This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations.},
	keywords = {Learning Strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.338},
	url = {http://oaji.net/articles/2019/457-1561381933.pdf},
	author = {Indrek Kaldo and Kandela {\~O}un}
}
@article {1240,
	title = {THE EFFECTS OF ENRICHED WORKSHOP TRAINING GIVEN TO PRE-SCHOOL STUDENTS ON CREATIVE THINKING SKILLS OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {616-635},
	abstract = {The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students{\textquoteright} creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the {\textquotedblleft}Curious Junior Education Center{\textquotedblright} supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students{\textquoteright} creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students{\textquoteright} total creative thinking skills significantly. In other words, enriched workshop training has developed students{\textquoteright} creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training.  },
	keywords = {creative thinking, enriched training, mixed method, workshop training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.616},
	url = {http://oaji.net/articles/2019/457-1571384559.pdf},
	author = {Mustafa {\"O}zgenel and {\"O}mer Canpolat and Ersin Ya{\u g}an and {\"O}zge Canl{\i}}
}
@article {1193,
	title = {ENHANCING LIBYAN STUDENTS{\textquoteright} ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {110-125},
	abstract = {The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students{\textquoteright} English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students{\textquoteright} English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups{\textquoteright} in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students{\textquoteright} English speaking performance.},
	keywords = {Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.110},
	url = {http://oaji.net/articles/2019/457-1550425286.pdf},
	author = {Eman Abdussalam Owen and Abu Bakar Razali and Arshad Abd Samad and Nooreen Noordin}
}
@article {1255,
	title = {THE ESTIMATION OF TEACHING PROFESSION EDUCATION (TPE) PARTICIPANTS{\textquoteright} ABILITY IN INDONESIA: AN ASSESSMENT MODEL WITH PARTIAL SCORING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {790-805},
	abstract = {The ability of TPE participants in arranging lesson plans is essential to be mastered as an indicator of pedagogical competence which should be possessed before conducting a teaching process in the class. This research aimed to analyze the estimation of TPE participants{\textquoteright} ability in composing a lesson plan which uses the assessment with partial scoring. This research used quantitative descriptive explorative approach. Data were collected through document study of lesson plan made by TPE participants assessed by lecturers in a workshop. In the sample were 236 respondents selected by using purposive sampling technique. The data analysis was performed to estimate participants{\textquoteright} skill using Item Response Theory through Partial Credit Model (PCM). The estimation result produced the interpretation of items with 5 categories of scoring 0, 1, 2, 3, 4 and has 4 thresholds such as the threshold of category 0 to category 1, category 1 to category 2, category 2 to category 3, and from category 3 to category 4. Besides that the information function value of the instrument and Standard Error of Measurement based on the analysis obtained items in the instrument which have higher information function value compared to the mistakes of the measurement or the estimation of measurement which has relatively small errors, so it can be stated that learning model is using accurate partial scoring to estimate the ability of TPE participants in composing lesson plans. },
	keywords = {item response model, partial credit model, partial scoring, teaching profession},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.790},
	url = {http://oaji.net/articles/2019/457-1575642821.pdf},
	author = {Lian Gafar Otaya and Badrun Kartowagiran and Heri Retnawati}
}
@article {1192,
	title = {THE RELIABILITY OF STUDENTS{\textquoteright} EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {97-109},
	abstract = {The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers{\textquoteright} teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students{\textquoteright} evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students{\textquoteright} evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers{\textquoteright} educational practices that might be used for the formative assessment of teachers{\textquoteright} instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers.},
	keywords = {Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.97},
	url = {http://oaji.net/articles/2019/457-1550425217.pdf},
	author = {Ugorji I. Ogbonnaya}
}
@article {1153,
	title = {THE EFFECTIVENESS OF VIRTUAL LAB COMPARED TO PHYSICAL LAB IN THE MASTERY OF SCIENCE PROCESS SKILLS FOR   CHEMISTRY EXPERIMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {544-560},
	abstract = {The aim of the research is to assess the effectiveness of Virtual Lab (experimental group) compared to Physical Lab (control group) in the level of Science Process Skill mastery of topic salt experiment. This research also was done to compare the students{\textquoteright} level of Science Process Skill mastery by gender and to find interaction effect between groups and gender on the level of Science Process Skill mastery. The instrument that used to evaluate the effectiveness is {\textquotedblleft}Science Process Skill mastery test (SPST){\textquotedblright}. A quasi-experimental research design with nonequivalent control group pre-test and post-test was used in this research. The participants of this research were chosen by purposive sampling from Malaysian 4th grade science stream students. This research involved a total of 147 participants, which is 64 male and 83 female. The two-way ANCOVA analysis showed that the effectiveness of group (VLab and PLab) on the mean score of SPST post-test was significant. The SPST post-test mean score of PLab is higher than the post-test mean score of Virtual Lab. It concluded that the students{\textquoteright} level of Science Process Skill mastery in experiments for confirmatory tests for anions and cations is better when Physical Lab is used. The effectiveness of gender on the mean score of SPST was not significant. The analysis also showed that the interaction effectiveness between group and gender in SPST was not significant. This means the group{\textquoteright}s influence on the mean score of SPST is not caused by the gender as well as the gender influence on the mean score of SPST is not caused by groups.},
	keywords = {gender effectiveness, physical lab, salt topic, SPS mastery, virtual lab},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.544},
	url = {http://oaji.net/articles/2017/457-1533495873.pdf},
	author = {Murugan Mini Ratamun and Kamisah Osman}
}
@article {1177,
	title = {IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {816-833},
	abstract = {Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students{\textquoteright} anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students{\textquoteright} anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students{\textquoteright} age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students{\textquoteright} anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.},
	keywords = {anxiety in speaking, language anxiety, Turkish as a second language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.816},
	url = {http://oaji.net/articles/2017/457-1545497715.pdf},
	author = {Durmu{\c s} Karci and Cemal {\"O}zdemir and Nuri Balta}
}
@article {1134,
	title = {YOUTH POLICY MONITORING AS A TOOL FOR DEVELOPING SOCIAL SUSTAINABILITY IN LOCAL MUNICIPALITY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-363},
	abstract = {The social capital of youth as a social segment is a major resource to contribute to any country{\textquoteright}s social sustainability. Social sustainability requires active youth participation in solving the issues that are important for local communities and education as a main source for youth knowledge, skills and opinions. Youth policy is a tool, which enables the state and municipalities to work with youth and stimulate their interest to participate. Ongoing research activities concerning youth policy significance for developing social sustainability usually are prepared at a more global scale, although, there is also a need at local municipality level. Scientific experience indicates that youth policy monitoring contributes to wider understanding of youth needs, as well as possible participation forms in solving the topical issues for local society. Additionally, youth policy monitoring that is based on youth knowledge and opinions brightly demonstrates the results of the previous and areas for the future educational work with youth. In Latvia, to date, youth research has been fragmentary and still has not gained the position of an independent discipline. Additionally, there is no sufficient experience in youth policy monitoring at municipal level. The aim of the article is to analyse youth policy at municipal level and provide feedback for municipality and non-formal education that is more flexible and allows to realize youth policy and may support needs of each municipality. A case study in one Latvian municipality is presented as an example, which includes a youth policy monitoring, a survey conducted among 401 respondents using eight major youth policy fields as stipulated in the European Union{\textquoteright}s Strategy for Youth. Results from the obtained data, recommendations are proposed for a more effective implementation of youth policy, understanding fields for more active educational work for promoting social sustainability in a local community. The results and discussed approach for youth policy monitoring can be applied practically at the level of local municipality for planning educational work with youth.},
	keywords = {education, local municipality, social sustainability, youth policy monitoring, {\textquotedblleft}youth policy implementation index{\textquotedblright}},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.350},
	url = {http://oaji.net/articles/2017/457-1529089740.pdf},
	author = {M{\={a}}rite Kravale-Paulina and Eridiana Olehnovi{\v c}a and Inta Ostrovska and Alina Ivanova and Viktorija {\v S}ipilova}
}
@article {1090,
	title = {ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {508-524},
	abstract = {The aim of this research is to analyze teachers{\textquoteright} and paraprofessionals{\textquoteright} work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals{\textquoteright} work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students{\textquoteright} abilities in different subject. The data in this study are based on teams{\textquoteright} written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children{\textquoteright}s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.},
	keywords = {assessment for learning, intellectual disability, paraprofessional, special school, teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.508},
	url = {http://oaji.net/articles/2017/457-1513710227.pdf},
	author = {Lotta Anderson and Daniel {\"O}stlund}
}
@article {1064,
	title = {EXAMINING THE STUDENTS{\textquoteright} UNDERSTANDING LEVEL TOWARDS THE CONCEPTS OF SPECIAL THEORY OF RELATIVITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {263-269},
	abstract = {Special theory of relativity is one of the difficult subjects of physics to be understood by the students. The current research designed as a qualitative research aim to determine the pre-service physics teachers{\textquoteright} understanding level and the alternative conceptions about three core concepts of special theory of relativity, such as time dilatation, length contraction and reference frames. The data were collected through semi structured interviews and were analyzed by using content analysis. At the end of the analysis process the understanding level of the students was determined to be {\textquotedblleft}complete understanding{\textquotedblright}, {\textquotedblleft}incomplete understanding{\textquotedblright} and {\textquotedblleft}misunderstanding{\textquotedblright}. In order to achieve this, the students{\textquoteright} conceptual frameworks based on the operational definitions made by the students were determined firstly. The findings obtained in this research indicate that high school teachers as well as university instructors should take special care with some points in the teaching of the subjects related with special theory of relativity. This research might be useful to other studies to be done in the future, especially for investigating the students{\textquoteright} mental models related to special theory of relativity.  },
	keywords = {Length contraction, reference frames, special relativity, time dilatation, understanding level},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.263},
	url = {http://oaji.net/articles/2017/457-1498501129.pdf},
	author = {{\"O}zg{\"u}r {\"O}zcan}
}
@article {1057,
	title = {IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {194-203},
	abstract = {In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers{\textquoteright} needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context.   },
	keywords = {continuous professional development (CPD), English language teaching, in-service teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.194},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237101},
	author = {Nina  Raud and Olga Orehhova}
}
@article {1093,
	title = {PREDICTING A FAST-TRACK MARITIME CAREER: CHARACTERISTICS OF SUCCESSFUL OFFICERS DURING TEENAGE YEARS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {550-567},
	abstract = {Fast-track maritime career is a topical question worldwide due to the shortage of seafarers in maritime industry. Assuming that the fast-track career officers{\textquoteright} relevant common characteristics in adolescence could predict future maritime career speed, the research questions of this research are: What were the common characteristics of fast-track career officers when they were 16-18? Were there any statistically significant differences between the fast-track career groups and the officers with a slower career at that age? 
A questionnaire survey involving 175 maritime officers was conducted in Latvia in January {\textendash} October 2016, regarding officers{\textquoteright} family context, school achievement, involvement in sports, and personality traits when they were 16-18. 
Fast-track career officers perceived themselves as more conscientious, calm and more leadership oriented than the whole group in adolescence. Statistically significant differences among career-speed groups were found regarding family socioeconomic status, family atmosphere and family career support at that age.
Based on those communalities among maritime officers with a fast-track carrier when they were 16-18, maritime education and training institutions could better find and give appropriate career guidance to prospective maritime officers. Even if maritime career speed is a very individualized phenomenon, family characteristics could be studied further as a potential good predictor of fast-track maritime career. 
},
	keywords = {career success predictors, fast-track career, maritime career, maritime officers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.550 },
	url = {http://oaji.net/articles/2017/457-1513710449.pdf},
	author = {Manuel Joaqu{\'\i}n Fern{\'a}ndez Gonz{\'a}lez and Dmitrijs Semjonovs and Irma Narica and Di{\={a}}na Strautmane and Sandra Ozola}
}
@article {1055,
	title = {STUDENTS{\textquoteright} NEED FOR, AWARENESS, PERCEPTION AND USE OF GUIDANCE AND COUNSELLING SERVICES IN FEDERAL UNIVERSITY OF AGRICULTURE, ABEOKUTA, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {170-181},
	abstract = {This research investigated students{\textquoteright} needs, awareness, perception and use of Guidance and Counselling Services (G\&CS) in Federal University of Agriculture, Abeokuta (FUNAAB). Simple random sampling technique was used to sample 283 respondents across the ten (10) colleges in the institution. Data were collected with the aid of questionnaire and analysed using descriptive statistics such as frequency, percentages, and mean. The questionnaire was subjected to a pilot study that revealed psychometric properties of Cronbach{\textquoteright}s Apha 0.86. Result revealed that 91.1\% of the respondents were aware of G\&CS and 74.6\% of the respondents currently using the services indicated that it was very helpful. The rating of the counselling needs of the respondents revealed that academic issues with a mean of 3.62 ranked first, and exam pressure management had a mean of 3.51 ranked second. Furthermore, the rating of the perception of students on the quality and effectiveness of G\&CS indicated that organized orientation services for fresh students ranked first (mean = 2.55), while effective counselling on personal, social, academic and vocational challenges ranked second (mean = 2.49).  The study concluded that the G\&CS needs of the students across the colleges differ due to the dissimilarities in their disciplines across the University. The G\&CS was assisting students to attain competencies needed to overcome academic, career and personal concerns.  The fresher{\textquoteright}s orientation service received the highest perception (mean = 2.55) among respondents on the quality and effectiveness of G\&CS in the institution.},
	keywords = {guidance and counselling, student awareness, student needs, student perception},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.170},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237098},
	author = {Abolanle O. Lasode and Olanrewaju O. Lawal and Modester C. Ofodile}
}
@article {1092,
	title = {TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING SKILLS: AN ANTIDOTE FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT OF NIGERIAN ECONOMY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {535-549},
	abstract = {The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended.      },
	keywords = {job creation, Nigerian economy, social ills, sustainable development, TVET skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.535},
	url = {http://oaji.net/articles/2017/457-1513710378.pdf},
	author = {James Edomwonyi Edokpolor and Robinson Osarumwense Owenvbiugie}
}
@article {1002,
	title = {DETERMINING THE STUDENTS{\textquoteright} VIEWS TOWARDS THE LEARNING STATIONS DEVELOPED FOR THE ENVIRONMENTAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-36},
	abstract = {This study aims to increase awareness in students in relation to environmental consciousness. Therefore, the prepared presentations and the adapted learning stations were used to create awareness of students in the out-of-the-school learning environment supported by the municipality of a county in Ankara the capital city of Turkey. Learning stations serve to people{\textquoteright}s individual study. The basic goal here is to develop higher order skills and to make sure that students work in stations according to their abilities in a pre-determined order. The study group was composed of volunteering 15 fifth graders of a private school in Ankara. Firstly, the content to be applied in the study was developed. Prior to the application, a readiness presentation was made so as to raise students{\textquoteright} interest and awareness in terms of the importance of waste and recycling the waste. As a conclusion of the current study, it may be said that students{\textquoteright} interest in and awareness of the environment and collecting the waste developed. Enlarging this pilot project and applying it to bigger groups is important in terms of the success of the educational activities for separating the waste and in terms of the durability of the relevant behavior. },
	keywords = {environment education, learning station, out of school learning, recycling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.29},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199764},
	author = {Cem Ger{\c c}ek and {\"O}zg{\"u}r {\"O}zcan}
}
@article {952,
	title = {BELIEFS OF THE BIOLOGY TEACHERS ABOUT USING MULTIMEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {71-83},
	abstract = {The Science disciplines suffer from neglect of the learners. Therefore, the teachers are looking for strategies how to increase the popularity and the efficiency of teaching biology. Biology as a discipline is suitable for using different kinds of visualization, including multimedia support as one of the possibilities for increasing the popularity of this subject. The implementation of multimedia in teaching process can be successful only if the teachers are aware of the needs and the advantages of these teaching aids. Confidence of the efficiency of application of multimedia support into the biology lessons was analysed by means of a questionnaire with the main focus on learning strategies and mental abilities of the learners. The questionnaire was distributed on-line in the Czech Republic to 422 teachers working at primary schools, secondary schools and high schools and to 222 pre-service biology teachers. Respondents identified the importance of using multimedia in everyday life. They determined many educational opportunities arising from the use of multimedia in education. According to their beliefs, the main roles of using multimedia are related to motivation, cognitive activity and learning activity. Besides, the teachers evaluate themselves as not very well experienced in using multimedia tools. },
	keywords = {motivation of learners, multimedia support of education, popularization of biology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.71},
	url = {http://oaji.net/articles/2015/457-1430294397.pdf},
	author = {Tereza Odch{\'a}zelov{\'a}}
}
@article {961,
	title = {EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-94},
	abstract = {In recent years, there has been an increase of students{\textquoteright} enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A survey design was considered appropriate for this study. A sample of 336 respondents was used to collect data which included the Human resource managers, academic staff, and students of the selected universities. The sample was selected using purposive stratified and simple random sampling techniques. Questionnaires were used to collect the data which was analyzed by use of frequencies and percentages. The study established that academic staff retention affects quality of education in private universities in Kenya. It was concluded that academic staff retention has a significant effect on quality education without which quality would be compromised. The study recommended that private universities should formulate and implement retention policies and allocate adequate resources to curb high academic staff turnover.},
	keywords = {academic staff retention, private universities, quality education, quality of academic staff},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.86},
	url = {http://oaji.net/articles/2015/457-1432232452.pdf},
	author = {Edwin K. Too and Micah  C.  Chepchieng and John Ochola}
}
@article {984,
	title = {GENDER DIFFERENCES IN THE PERCEPTION OF PRESENCE OF, AND SEARCH FOR, CALLING DURING MEDICAL SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {52-60},
	abstract = {This study focused on the manner in which a sense of calling - presence and search - is perceived by first- and final-year male and female medical students. Differences in level of calling between first-year students and last-year students were predicted, more so for women than for men due to gender bias and family-work integration challenges. A total of 192 medical first and sixth (last) year students at the five Israeli medical schools filled-out a short self-report measure of calling and recorded demographic factors. Discriminate function analysis resulted in one significant discriminate function weighted positively on presence of calling and negatively on search for calling. Group centroids indicate that male medical students perceived presence of calling and search for calling as two poles of a bipolar continuum, whereas first-year students had a distinct feeling of the presence of calling coupled with a low need to search for calling and final-year students had a low feeling of presence of calling coupled with a distinct need to search for calling. In contrast, female medical students - both first-year and final-year - perceived presence and search as two independent dimensions that can coexist. Understanding these differences may be important in helping medical educators find gender-specific ways to maintain and enhance feelings of calling among tomorrow{\textquoteright}s male and female physicians. },
	keywords = {Medical Students, presence of calling, search for calling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.52},
	url = {http://oaji.net/articles/2015/457-1449572340.pdf},
	author = {Hadassah  Littman-Ovadia and Aryeh Lazar and Tamar Ovadia}
}
@article {957,
	title = {INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {38-52},
	abstract = {Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students{\textquoteright} active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students{\textquoteright} achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided.},
	keywords = {achievement motivation, collaborative task method, self-directed learning, social studies achievement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.38},
	url = {http://oaji.net/articles/2015/457-1432232211.pdf},
	author = {Olubukola Oyediji and Eugenia Okwilagwe}
}
@article {953,
	title = {PROSPECTIVE TEACHERS{\textquoteright} CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {84-92},
	abstract = {In this study it was determined how pre-service chemistry teachers{\textquoteright} creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers{\textquoteright} creativity fostering behaviours, {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers{\textquoteright} perceptions on their technology skills, {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} consisting 46 items and developed by Akg{\"u}l (2010) was used. Descriptive Statistics of {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} and {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers{\textquoteright} creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course.},
	keywords = {creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.84   },
	url = {http://oaji.net/articles/2015/457-1430137098.pdf},
	author = {{\"O}zge {\"O}zyal{\c c}in Oskay}
}
@article {902,
	title = {ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {23-45},
	abstract = {The National Economic Empowerment and Development Strategy (NEEDS) is Nigeria{\textquoteright}s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers{\textquoteright} views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium{\textendash}term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.},
	keywords = {targets and education, the National Economic Empowerment and Development Strategy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.23  },
	url = {http://oaji.net/articles/2015/457-1421876455.pdf},
	author = {Isaac Olakanmi Abimbola and Esther Ore Omosewo and Johnson Enero Upahi}
}
@article {935,
	title = {EDUCATING RURAL SOUTH AFRICAN WORKERS IN THE EASTERN CAPE: IMPLICATIONS, PROBLEMS AND PROSPECTS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-96},
	abstract = {Around 20-24\% of South African rural workers in the Eastern Cape are illiterate and unfamiliar with modern and more productive methods of practicing their occupations. Given the challenges that are associated with rural workers, it is important to determine the problems and the prospects they experience, and the ways of providing them with training and skills acquisition. The researcher used empowerment theory as the point of departure for a theoretical framework, and a qualitative explorative study was followed to gather and analyse the data. Data were collected by means of focus group discussions, analysed ethical issues were not left out. The findings from the study revealed that the education which the rural worker would require would contain both formal and informal education. The significance of the findings is to develop the creative ability of the rural worker, to ultimately assist him through the process in creating necessary skills and knowledge for maximum production in their work and standard of living. It is also an articulation of the diversified programmes, which could allow many rural workers to become more productive and fulfilled in their endeavour.},
	keywords = {empowerment theory, rural development, rural workers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.86},
	url = {http://oaji.net/articles/2015/457-1423570704.pdf},
	author = {Matthew Osaigbovo  Ovbiebo}
}
@article {930,
	title = {SCIENCE COMPETENCY OF ARGENTINIAN UNIVERSITY STUDENTS IN THE FIRST YEAR OF BIOCHEMISTRY AND BIOTECHNOLOGY COURSES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {29-39},
	abstract = {The aim of this study is to assess the science competency of university students enrolling in the School of Biochemistry and Biological Sciences (first year of the courses of Biochemistry and Biotechnology at the Universidad Nacional del Litoral de Santa Fe, Argentina) and examine the effects of these courses on their competencies of Chemistry proficiency. The concept of science competency has been drawn from the 2006 Program for International Student Assessment (PISA). To collect the information, two ad hoc questionnaires were drafted with questions addressing three science sub-competencies: identifying scientific issues (ISI), explaining phenomena scientifically (EPS) and using scientific evidence (USE). The first questionnaire was designed with the aim to inquire into the initial sub-competencies of the first-year students (n= 84). The second one (n= 50) was designed to explore the influence of the courses on their developments of such sub-competencies. The results indicate that first-year students started with a low performance level for all the sub-competencies assessed but the first-year of education influenced to develop the sub-competencies identifying scientific issues and explaining phenomena scientifically. Performance levels on using scientific evidence decreased. Therefore, the findings suggested that the courses in the first year need to help students or boost this sub-competency to be able to draw conclusions based on evidence about science-related issues. },
	keywords = {higher education, science competency, scientific knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.29},
	url = {http://oaji.net/articles/2015/457-1423570474.pdf},
	author = {Claudia Beatriz Falicoff and Jose Manuel Dom{\'\i}nguez Casti{\~n}eiras and Hector Santiago Odetti}
}
@article {893,
	title = {SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-33},
	abstract = {With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Bal{\i}m, Kesercio{\u g}lu, Evrekli ve {\.I}nel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach that was observed. },
	keywords = {chemistry laboratory applications, constructivist approach, self-regulated learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.25},
	url = {http://oaji.net/articles/2014/457-1420361821.pdf},
	author = {Emine Erdem and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Zeki Bayram and {\"O}zge {\"O}zyal{\c c}{\i}n Oskay and {\c S}enol {\c S}en}
}
@article {858,
	title = {COMPARING 1997 AND 2005 ENGLISH CURRICULA APPLIED IN 4th AND 5th GRADES IN TURKEY},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {93-104},
	abstract = {This study aims to collect teacher opinions about two curriculums applied in 4th and 5th grades in 1997 and 2005 both of which aimed to employ constructivist approach but with big differences. The study employed qualitative research method parallel to its aim, and ten teachers of English that were selected by purposive sampling method in order to be sure that they taught in both curriculums participated to it. The data from those participants was collected via a structured interview form that included six questions created by the researchers. Descriptive data analysis was used to examine the gained data, and then findings were coded into themes. It is notable that the most participants followed curriculums for this or that reason. Although they state both positive and negative sides of the two curriculums, all teachers find 2005 curriculum change positive and generally find it more effective and successful. Eight of the participants think that foreign language (English) teaching is either unsuccessful or inadequate due to lack of skills of speaking, writing and listening. They offer to solve this problem by adapting an assessment system that evaluates those skills, taking benefit of internet for more practice, sending pre-service foreign language teachers abroad. },
	keywords = {ELT in Turkey, English curriculum, primary education, teacher opinions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.93 },
	url = {http://oaji.net/articles/2014/457-1420056013.pdf},
	author = {G{\"u}rb{\"u}z Ocak and Serkan Boyraz and Hasan Kizilkaya}
}
@article {510,
	title = {DEVELOPMENT OF AN OBJECTIVE STRUCTURED SKILL EXAMINATION IN PHYSIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {84-91},
	abstract = {The efficacy of objective structured skill examination (OSSE) was evaluated as a new and useful examination. The second grade students at Kinki University Faculty of Medicine were prospectively eligible. Students took problem-based learning (PBL) tutorials in addition to classroom lectures and laboratory practice in each session. The sessions were on: cardiac, circulation, hematological, and renal systems. At the end of each session, students took the paper examination as a part of conventional evaluation. After all sessions, OSSE was performed to evaluate the students{\textquoteright} performance. The technical skills evaluated in OSSE were as follows: electrocardiogram recording, blood pressure measuring, use of centrifuge, pipette technique, hematocrit measurement, urinary specific gravity determination, and measurement of urine volume. One order sheet and the experimental apparatus for OSSE were positioned at each station and students terminate the maneuver in 2 min. The score from OSSE was compared to that from the conventional evaluation. Significant positive correlation was not observed. More than half of the students considered OSSE to be meaningful. In conclusion, we developed a new structured examination to objectively assess the students{\textquoteright} technical skills in laboratory practice.},
	keywords = {curriculum reform, laboratory practice, objective structured skill examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.84},
	url = {http://oaji.net/articles/2014/457-1419412840.pdf},
	author = {Osamu   Matsuo and Koji   Matsuo and Naoyuki   Kawao and Yukinori   Tamura and Masato   Yano and Kiyotaka   Okada and Nobuo   Nagai and Shigeru   Ueshima}
}
@article {865,
	title = {PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction.  Yet, education is better founded on the native language of a people which also preserves their culture and tradition and gives them their own separate identity.  Meanwhile, the world has turned into a global village and there now exist international languages with the owners{\textquoteright} ways of life.  The latter seems to have subsumed the culture and tradition of others who are borrowers of the international language.  Where then lays the fate of Africans, between the preservation of their indigenous languages and the risk of being left out and behind the rest of the world if they do not simultaneously come to terms with international languages.  It is these issues of language and education, as well as globalization and African territorial integrity that this study examines separately and jointly with a view to juxtaposing them.  The study then recommends balanced ways out of the dilemma one of which is the compulsory use of the mother tongue by Africans as the medium of instruction at the foundational level of education.},
	keywords = {African languages, education, globalization, preserving, territorial integrity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.08},
	url = {http://oaji.net/articles/2014/457-1420056486.pdf},
	author = {Ayodeji  Olasunkanmi Abari and Idowu  Olufunke  Oyetola and Adedapo Adetayo Okunuga}
}
@article {496,
	title = {REFORM AGENDA AND EDUCATIONAL POLICY IN KENYA: CIRCA 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {83-90},
	abstract = {This study examined the reform Agenda and the educational policy in Kenya with regard to the secondary school sector in Eldoret municipality. The study was based on the social systems theory as advanced by Newstrom (1993). The research adopted an exploratory survey design. The target population was the principals in secondary schools, the student governing council, teachers and parents. The sample was selected using proportionate stratified random sampling and purposive sampling. Data was collected by use of questionnaires, interview schedules, and observation schedule. Descriptive statistics, (percentages, frequency distribution tables and graphic representations) were used in data analysis and interpretation of data. The significance of the study lies in the fact that reform agenda in education with regard to educational policy is aimed at creating equal opportunity for all learners in Kenya. The study findings revealed that the education opportunities at secondary school level are unevenly distributed, ranking of schools based on performance create discrimination. The admission criteria have created a rift rather than promote unity, and that affirmative action in the education sector has led to inequalities. The study concludes that, the government of Kenya needs to redirect some public resources for education from the wealthiest people to the poor population. Concludes that unless the regional differences are considered educational policies will always replicate social injustices.},
	keywords = {regional disparity, social injustices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.83},
	url = {http://oaji.net/articles/2014/457-1419346439.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {508,
	title = {THE RESEARCH AND STUDY PATHS IN THE SECONDARY SCHOOL: THE CASE OF THE POLYNOMIAL FUNCTIONS OF THE SECOND DEGREE},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {60-71},
	abstract = {This analysis introduces the pedagogy of research and questioning the world within the Math classrooms at secondary schools in Argentina by using Research and Study Paths (RSP). The RSP have been proposed by Chevallard in the Anthropologic Theory of Didactic (ATD) to face the mechanistic model of teaching mathematics in secondary school (Chevallard, 2004). The RSP has been previously conceived as part of this research and could enable to cover the syllabus of the three last years of the secondary level (students aged 14 to 18 years old). The RSP has been carried out in courses intentionally selected by the researcher. Two implementations have been performed once a year during three years; with 163 students participating in the whole research. The results of introducing RSP into the classroom, the characteristics of the Mathematical Organization (MO) and the advantages and disadvantages of teaching mathematics based on the pedagogy of research and questioning the world are described in the present work.},
	keywords = {polynomial functions of second degree, research and study paths, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.60},
	url = {http://oaji.net/articles/2014/457-1419412673.pdf},
	author = {Viviana  Carolina  Llanos and Mar{\'\i}a  Rita  Otero}
}
@article {745,
	title = {CAUSES AND LEVELS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS: A CASE STUDY OF RIVERS STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {51-62},
	abstract = {The study was a case study design aimed at determining the causes and levels of truancy among secondary school students, using Rivers State, Nigeria. The research sample consisted of 105 teachers and was purposefully sampled. Four research questions and one hypothesis were posed, formulated and tested respectively. A structured questionnaire was developed, validated and administered to the respondents selected for the study. T-test, standard deviation and mean were used to analyze the data collected. The results indicated that there is a significant difference between family background and student factor. The implication of this is that the student{\textquoteright}s family background contributes greatly to the student{\textquoteright}s level of truancy. Hence, the null hypothesis was rejected. Based on the findings, some recommendations were made towards the reducing the level of truancy among secondary school students.},
	keywords = {secondary school, truancy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.51},
	url = {http://oaji.net/articles/2014/457-1413727463.pdf},
	author = {Iheanyi N.   Okwakpam and Ikechi O.   Okwakpam}
}
@article {795,
	title = {CULTURAL KNOWLEDGE AND LITERACY PRACTICES OF YOUNG PEOPLE, ADULTS AND SENIORS IN THE BRAZILIAN AMAZON: CONTRIBUTIONS TO AN EPISTEMOLOGY OF THE SOUTH},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {157-164},
	abstract = {In this article we discuss the cultural knowledge and educational practices of young people, adults and seniors linked to literacy classes of a Popular Education center at a public university in the Brazilian Amazon. The study deals specifically about cultural knowledge built in these literacy practices developed in non-school spaces, as coastal communities, hospitals, community center and asylum. The focus of debate is the contribution of the practices of popular education analyzed to epistemologies of the South, understood in view of the Portuguese sociologist Boaventura de Sousa Santos, as a set of epistemological interventions that challenge the denial of knowledge and / or colonized people, value the knowledge that resisted successfully and investigate the conditions of a horizontal dialogue between knowledge. The data in this article were obtained through research with qualitative approach, involving 30 teachers and students, allowing the construction of knowledge cartographies. The results show that the literacy practices analyzed, because they are based on dialogical and humanistic thought-liberating the Brazilian educator Paulo Freire, help to give visibility to multiple competencies which express the social diversity of the Amazon region.},
	keywords = {Brazilian Amazon, cultural knowledge, epistemology of the South, literacy practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.157   },
	url = {http://oaji.net/articles/2014/457-1415392851.pdf},
	author = {Ivanilde   Apoluceno de Oliveira and Jo{\~a}o  Colares da Mota  Neto}
}
@article {699,
	title = {THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS{\textquoteright} ACHIEVEMENT RELATED TO {\textquotedblleft}CHEMICAL BONDING{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {123-129},
	abstract = {The purpose of this study was to determine preservice chemistry teachers{\textquoteright} achievement on different types of test and investigate the effect of different types of test on their achievement related to {\textquotedblleft}Chemical Bonding{\textquotedblright}. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 {\textendash} 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers{\textquoteright} means of achievement scores on {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Essay Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright}. The results showed that preservice chemistry teachers{\textquoteright} are most successfully on {\textquotedblleft}Multiple-Choice Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright} and then {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright} and least successfully on {\textquotedblleft}Essay Test{\textquotedblright}.},
	keywords = {chemical bonding, essay test, multiple-choice test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.123},
	url = {http://oaji.net/articles/2014/457-1409840433.pdf},
	author = {Senar   Temel and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Ayhan   Y{\i}lmaz}
}
@article {746,
	title = {EVALUATION OF MANPOWER DEVELOPMENT PROGRAMMES OF CRAFT DEVELOPMENT CENTRES: A CASE STUDY OF RIVERS STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {45},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {63-72},
	abstract = {The study evaluated craft development centres{\textquoteright} programmes and manpower development in Rivers State, Nigeria. The research sample consisted of 80 students and 25 instructors and was randomly sampled. Two research questions and two hypotheses were posed, formulated and tested respectively. A twenty items structured questionnaire was developed for the study. T-test, standard derivation and mean were used to analyze the data collected. Based on the findings, some recommendations were made towards the enhancement of craft development centres in Rivers State, Nigeria.},
	keywords = {craft development centre, manpower development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.45.63},
	url = {http://oaji.net/articles/2014/457-1413727510.pdf},
	author = {Suobere T.  Puyate and Iheanyi N.   Okwakpam}
}
@article {720,
	title = {INTRODUCTION OF TRIPLE HELIX MODEL IN LATVIA BASED ON EXPERIENCE OF SWEDEN, SINGAPORE AND SOUTH KOREA},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {58-68},
	abstract = {In the absence of mineral resources and cheap labour, creation of innovations is a way for Latvia to develop a successful modern economy. The aim of the research is to study characteristic features and key ingredients of the Triple Helix model of university-industry-government collaboration in various countries and the potential applicability of their experience in Latvia. For purposes of the study monographs, scientific articles, official documents and bulletins of Latvia, Sweden, Singapore and South Korea, as well as international statistical data, and articles of local and foreign publicists were reviewed and analyzed. According to the hypothesis, the best option for Latvia is to elaborate the own Triple Helix model based on adopted and processed experience of Sweden (Laissez-Fair model), Singapore (Static model) and South Korea (Project approach). The results of research may be useful for local governments and universities for the development of environment and mechanisms aiming the creation of innovations.},
	keywords = {entrepreneurial university, triple helix model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.58 },
	url = {http://oaji.net/articles/2014/457-1410007215.pdf},
	author = {Andris   Ozols and Elena   Ozola and J{\={a}}nis   Eglitis}
}
@article {673,
	title = {ORGANIZATIONAL IDENTITY AND EFFECTIVENESS OF PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN SOUTH WEST NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {7-16},
	abstract = {The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States {\textendash} Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson{\textquoteright}s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes. 
 
},
	keywords = {organizational identity, school effectiveness, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.07},
	url = {http://oaji.net/articles/2014/457-1408531800.pdf},
	author = {Ayodeji  Olasunkanmi Abari and Mubashir  Olayiwola  Babatunde Mohammed and Idowu  Olufunke  Oyetola}
}
@article {770,
	title = {A PROPOSAL TO TEACH LIGHT IN A UNIFIED FRAMEWORK USING THE FEYNMAN METHOD},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {The goal of this proposal is to teach the basic aspects of light from the point of view of quantum mechanics at high school level. To this end, we have adapted Feynman{\textasciiacute}s Path Integral Method of Quantum Mechanics. This is a continuation of previous works where we considered the quantum behaviour of matter. The situations were to promote the conceptualization of the electron as a quantum system, the probabilistic function and the transition quantum{\textendash}classic. Now, the goal is to build a new proposal to teach the behaviour of the light from an actual vision and from a unified model: the quantum mechanics, from the reconstruction of a reference that also uses the approach Path Integrals of Richard Feynman. It is adapted for secondary school students using vectors and sums, and it is inserted in a problems context about the light. Careful and accurate language is used, avoiding terms like photon or expressions like particles of light or wave-particle duality, because these ideas could present obstacles to understanding key aspects of quantum theory. This proposal is an alternative to avoid historical approaches commonly used so far and it is being implemented in two groups of students in secondary school (15-16 years old).},
	keywords = {Feynman method, quantum mechanics, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.27},
	url = {http://oaji.net/articles/2014/457-1413728945.pdf},
	author = {Maria  de los {\'A}ngeles  Fanaro and Maria  Rita  Otero and Marcelo   Arlego}
}
@article {727,
	title = {UP-SCALING FARMER FIELD SCHOOLS AND RAINFOREST ALLIANCE CERTIFICATION AMONG SMALLHOLDER TEA PRODUCERS IN KENYA: OPTIONS, OPPORTUNITIES AND EMERGING LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {141-158},
	abstract = {The Kenya Tea Development Agency (KTDA) has been encouraging small-scale tea (Camellia sinensis) producers through Farmer Field Schools (FFS) to adopt good agricultural practices since 2006. The up-scaling of FFS and Rainforest Alliance (RA) certification to 560,000 tea producers remains a big challenge. Hence the need to learn about options, opportunities and emerging lessons for up-scaling FFS and RA certification among smallholder tea producers in Kenya. This study sought to improve tea stakeholders{\textquoteright} understanding on how successful innovations such as FFSs and RA certification can be up-scaled to more stakeholders and how to produce tea sustainably. It also sought to describe the options, opportunities and emerging lessons related to up-scaling. The study used a Cross-Sectional design to collect data from a two-stage random sample of 514 small-scale tea growers drawn from KTDA factories. A semi-structured questionnaire validated by extension experts, whose 0.92α reliability was above the 0.70 acceptable was used to collect data. Face-to-Face interviews, document analysis, record reviews, site visits, observations, living the system and a stakeholders{\textquoteright} workshop were carried out to ensure triangulation. Data were analyzed using Chi-square at 0.05α set a priori. The results indicated that maintaining the current system with some improvements was the best option for up-scaling FFS and RA certification. The researchers concluded that FFSs and RA certification can be up-scaled by increasing resources, improving communication, training and educating non-FFS members using different methods. They showed that up-scaling training for certification and FFS come with a need for additional investments and eventually will alter KTDA{\textquoteright}s cost and revenue model of the sustainable tea production. To sustain this system, the true costs and benefits of sustainable tea are incorporated in the KTDA business model, which implies that donors strategically move from subsidizing costs to strategic investments in human resource development, capacity building and extension technologies.},
	keywords = {emerging lessons, farmer field schools, good agricultural practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.141},
	url = {http://oaji.net/articles/2014/457-1410007713.pdf},
	author = {Stephen  Wambugu Maina and John  Gowland-Mwangi and Dave   Boselie and Davies   Onduru and Betty   Chelang{\textquoteright}at Buses}
}
@article {939,
	title = {FORGETTING THE EDUCATIONAL MATERIAL BY SCHOOLCHILDREN WITH DIFFERENT LEVELS OF THE DEVELOPMENT OF THE MNEMONIC ABILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {March/2011},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {142-165},
	abstract = {There are the results of the research of forgetting the educational material by schoolchildren of 12 - 13 years old with different levels of the development of the mnemonic abilities are submitted in the article. The  aim of the research was to study forgetting of the educational material by  schoolchildren depending  on their  mnemonic abilities.
The study of mnemonic abilities of schoolchildren was carried out with the use of the technique of diagnosis of mnemonic abilities created by L.V. Cheremoshkina. This technique is based on the method of developed mnemonic activity. To study the forgetting of the educational material was used the procedure, the incentive material of which represents a fragment from a textbook on biology for the 6th form of general educational establishments. This phase of the investigation is based on the method of singling out the semantic units.
The text that we have chosen in a textbook on biology enables us to investigate both functional and operational, and regulating parties of memory. In particular during the reproduction of the given fragment, there is an opportunity to follow various ways of processing and reconstruction of the original text: generalization, concretization, replacement of words, omissions, etc. Moreover, the chosen educational text promotes the occurrence of new details in reproduction as some facts described in it are well known to schoolchildren on the basis of their life experience. The presence of names own, dates, numbers promotes such a way of reconstruction of the original text such as distortion during the reproduction. 
The comparative analysis of the curve of  forgetting of the sensible  material and  the curve of  forgetting  senseless syllables by H. Ebbinghaus  has been carried out. 
The received results indicate the fact that the educational text as a variant of a sensible verbal material results in activisation of operational and regulating parties of memory, and "entwines" in the system of the earlier acquired information, in other words, the system of knowledge of a pupil due to these mechanisms. In consequence, the "curve" of forgetting the educational text gets the other, much flatter form, rather than the "curve" of forgetting senseless syllables.
},
	keywords = {functional mechanisms, mnemonic abilities, operational mechanisms, regulating mechanisms},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405179086.pdf},
	author = {Lyubov V.  Cheremoshkina and Tatyana N. Osinina}
}
@article {576,
	title = {A GENDER-BASED ANALYSIS OF THE ROLE OF AGRICULTURAL EXTENSION SERVICES AMONG MAASAI AGRO-PASTORALISTS},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {98-112},
	abstract = {The Maasai like many pastoralists around the world have in recent years been forced to seek alternative livelihoods as pastoralism becomes untenable due to climate change and population pressures. Agro-pastoralism is one of the alternatives being pursued, but there are associated challenges mainly due to the Maasai people{\textquoteright}s lack of indigenous technical knowledge on crop farming, and negative cultural attitudes to the practice. Agricultural extension services have a crucial role to play as the major providers of necessary technical knowledge on crop cultivation. The purpose of this gender-based study was to investigate the role of government extension services among Maasai agro-pastoralists as a source of influence and information on crop cultivation. The study also sought to determine the type and frequency of extension contact that the agro-pastoralists receive. The study adopted a survey research design and was carried out in Narok North District of Kenya, using a sample of 153 male and 87 female household heads, who were selected either through multi-stage cluster sampling or systematic sampling. Agricultural extension workers and key informants also provided data for triangulation purposes. The findings indicated the respondents had low contact with agricultural extension service, with 55.6\% of male respondents and 66.7\% female respondents reporting having had no contact at all. Informal sources comprising of relatives, friends and neighbours were the leading source of influence to grow crops as well as the leading source of technical information on crop farming for most of them, more so for the female respondents.
The frequency of extension contact was generally low, with 50\% of male respondents and 64.3\% of female respondents reporting a frequency of three times or less over the past two years. Fifty-one percent of male respondents and 53\% of female respondents rated the information they received as inadequate.
For the female respondents, the leading types of extension contact were farm and home visits and seminars as well as seminars. For the male respondents, the leading extension type was a combination of different extension methods including farm and home visits, field days, demonstrations, seminars and office visits. },
	keywords = {agricultural extension, agro-pastoralism, alternative livelihoods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.98},
	url = {https://oaji.net/articles/2014/457-1406541672.pdf},
	author = {Agnes Oywaya-Nkurumwa and John Gowland Mwangi and Nephat N. J.  Kathuri}
}
@article {552,
	title = {ILLITERACY AND VULNERABILITY TO HIV/AIDS: THE CASE OF IGUEBEN WOMEN IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {97-112},
	abstract = {It is believe that Knowledge is power and if literacy has to do with knowledge, then to be illiterate means one lacks power. Since most women lack reading and writing skills in this area, they are powerless when it comes to accessing written information, and this could make them vulnerable to the spread of HIV/AIDS. In this study, the findings supported the literature that women{\textquoteright}s vulnerability is strongly influenced and tied to illiteracy. Women{\textquoteright}s vulnerability to HIV/AIDS is real and needs to be addressed for there to be any positive progress in the fight against HIV/AIDS. If HIV vulnerability (illiteracy) is not acknowledged and fought, women will continue to succumb to the disease overwhelmingly and Igueben will eventually disintegrate as it will be full of sick people intensifying underdevelopment. This study sought to explore the relationship between illiteracy and the spread of HIV/AIDS infection among rural women. Fifteen (15) illiterate women were purposively selected from the area to participate in this explorative study. The research approach was qualitative. The research was undertaken within an interpretavist framework in the sense that it is a communal process, informed by participating illiterate women, and sensitive to the role of context (Alvermann, D.E., \& Mallozzi, C.A. 2010). The design type used in this study is a case study. Data was collected by means of interviews. The interview schedule consists of 10 open-ended questions focusing on various aspects of their views on how illiteracy contributes to their vulnerability of HIV/AIDS. The interview was tape recorded and transcribed verbatim, and the analysis was done by means of constant comparative method (Merriam 1998). },
	keywords = {HIV/AIDS, illiteracy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.97},
	url = {https://oaji.net/articles/2014/457-1405180147.pdf},
	author = {Matthew Osaigbovo  Ovbiebo}
}
@article {598,
	title = {RELATIONSHIP BETWEEN SCHOOLS{\textquoteleft} INSTRUCTIONAL PLANT AND TEACHERS{\textquoteleft} TASK PERFORMANCE IN NIGERIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {88-97},
	abstract = {The study examines the relationship between School Instructional Plant and Teachers{\textquoteleft} Task Performance in Ijebu-Ode Local Government Area, Ogun-State, Nigeria; taking into consideration; teachers{\textquoteleft} educational qualification, sex, marital status and location of school. 600 teachers were randomly selected from ten secondary schools consisted the respondents and two types of questionnaire - School Instructional Plant Questionnaire (SIPQ) and Teachers{\textquoteleft} Task Performance Questionnaire (TTPQ) were developed based on a four {\textendash} point Likert Scales. Five hypotheses were generated and tested in the study using chi-square to determine whether sex differences, educational qualification, marital status and location of schools affected Teacher{\textquoteleft}s perception of school instructional plant. Based on the findings, the five hypotheses were rejected showing that there is a strong relationship.},
	keywords = {schools{\textquoteleft} instructional plant, secondary schools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.88},
	url = {https://oaji.net/articles/2014/457-1406612149.pdf},
	author = {Benard Adesina  Odufowokan}
}
@article {564,
	title = {TECHNICAL TEACHERS{\textquoteright} FACTORS THAT INFLUENCE STUDENTS{\textquoteright} ACADEMIC PERFORMANCE IN INDUSTRIAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {101-111},
	abstract = {The study on technical teachers{\textquoteright} factors that influence student{\textquoteright}s academic performance in industrial education programme in Rivers State, Nigeria was carried out in Rivers State University of Science and Technology, Port Harcourt, Rivers State, Nigeria and Rivers State University of Education, Port Harcourt, Rivers State, Nigeria. The population for the study comprised all students undergoing industrial programme while sample size used for study was 206 students, which comprises 96 students for Rivers State University of Science and Technology and 110 students for University of Education. The only instrument used for the study was the questionnaire. Two research questions and one null hypothesis where posed and tested for the study. The Findings of the study imply that, workshop spaces are inadequate, teacher in both institutions do not use instructional materials always, teachers do not select and use the most appropriate techniques in lesson delivery. Based on the findings, some recommendations were made. },
	keywords = {academic performance, industrial education, technical education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.101},
	url = {https://oaji.net/articles/2014/457-1406540958.pdf},
	author = {Suobere T.  Puyate and Iheanyi Nwokanma  Okwakpam}
}
@article {377,
	title = {ALTERNATIVE FORMS OF PRE-SCHOOL EDUCATION AS A CRITERION IMPROVING THE QUALITY OF EDUCATION IN POLAND},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {109-117},
	abstract = {Investing in human capital, in knowledge and skills, impacts the economy{\textquoteright}s development - similarly as investing in new technology. A good and effective employee, who as an adult will be capable of adjusting his or her qualifications to changes in technology, should as a child have access to pre-school education. 
It should be emphasized that the period of early education is very rarely linked to human capital development. Research has shown that the childhood period is crucial to the subsequent development of intellectual potential and social skills. Preschools and schools, where children are taught social skills, determine {\textendash} in a broad perspective {\textendash} how a person{\textquoteright}s life chances will be utilized. Early care and education should, thus, be the main target of investments in the field of education and innovations. Poland has the lowest indicator of access to pre-school education (38.2\% for children between 3-5 years of age). As it is necessary for more children to access pre-school education, alternative forms of pre-school education should be taken under consideration. The article outlines chosen forms of alternative pre-school education developing in Poland.},
	keywords = {human capital, preschool education, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134559.pdf},
	author = {Marzena  Okrasa}
}
@article {424,
	title = {THE CONTEMPORARY INFORMATION TECHNOLOGIES IN THE SERVICE OF THE PRIMARY AND SECONDARY EDUCATION: THE CASE OF GREECE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {60-86},
	abstract = {The introduction of technology in general and especially information technology in education is a big change in the educational concepts which has taken place during the last two or three decades all over Europe. Besides, Europe through the process of continuous education improvement tries to maintain maybe the unique but also so much decisive comparative advantage that it possesses against all the other countries of our planet that is nothing else but the quality of its human potential. This article presents with brevity the important steps that the main European countries have made in the introduction of modern technologies of information technology in the primary and secondary education, as well as the process and the problems of their introduction in the Greek school. We believe that this experience will be very useful in a country like Lithuania that has already made very important steps in this sector simultaneously with its successfully continuing transition in the market economy system.},
	keywords = {e-learning, information and communication technologies, primary and secondary education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594594},
	author = {Michalis  Evripiotis and Vassilis  Orfanos}
}
@article {374,
	title = {DIFFERENCES BETWEEN LEARNING FACTS AND COMPLEX PHENOMENA: A LEARNING STUDY IN HISTORY BASED ON VARIATION THEORY},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {80-92},
	abstract = {This study has been carried out as part of a project entitled {\textquotedblleft}The Pedagogy of Learning{\textquotedblright} (Holmqvist, 2002) whose objective is to use theory and practice to extend our knowledge of learning and teaching. The study was implemented at the upper secondary school level and involved students in the first year of the social science programme. Two classes were evenly divided into three groups. The {\textquotedblleft}learning study{\textquotedblright} model (Holmqvist, 2006) was employed and three research lessons in history were the focus of the study. The aim was to describe what students could potentially learn, and then compare this with what they actually learned with regard to critical aspects of historical knowledge of the learning object. The learning object was exemplified by the period when Sk{\r a}ne, the southern part of the present country of Sweden, became Swedish after a period of Danish rule. By examining different aspects of the learning object, the aspects necessary to bring about learning were clarified. The lessons themselves were analysed in accordance with Variation Theory (Holmqvist, Gustavsson \& Wernberg, 2008; Holmqvist \& Mattisson, 2008), according to the constituent concepts of discernment, simultaneity, and variation. What varies and what is invariant in a learning situation are important in determining what can be learned (Marton \& Booth, 1997). Changes were implemented in how certain critical aspects of the subject were presented to students with the goal of improving the student learning outcomes. The results confirmed that the nature of what was taught resulted in different learning possibilities. One such element was the ability to identify with those who lived during the period studied. Creating a kind of compassion for one or more fictitious persons enabled students to discern more easily the critical aspects. One conclusion of this study was that an effective learning strategy for students is hard to develop because they try to focus both on understanding the learning object itself, and on gathering hints from the teacher about what will be on the upcoming examination (which constitutes a second implicit learning object). This is amounts to a {\textquoteleft}Guess what he is thinking{\textquoteright} game with the teacher, rather than developing a real understanding of the learning object itself. Another conclusion underscored the important role played by the developed understanding of the learning object in producing long-term or so-called {\textquoteleft}generative learning{\textquoteright}. Our study demonstrated that there is a difference in the long term between decreased learning of isolated facts and increased comprehension of overall historical phenomena. },
	keywords = {historical awareness, learning study, variation theory},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134342.pdf},
	author = {Mona Holmqvist and Karmen  Bj{\"o}rkman and Malin  Ohlin}
}
@article {469,
	title = {THE EFFECTIVENESS OF FARMER FIELD SCHOOLS{\textquoteright} EXTENSION METHODOLOGY IN CONSERVING SOIL AND WATER USING CONTOUR PLOUGHING, UNPLOUGHED STRIPS AND FARM YARD MANURE},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {52-65},
	abstract = {Land degradation, characterized by bare ground, wanton destruction of vegetation and poor farming practices, still threatens food production in Africa where poverty and insufficient resources for income generation impacts negatively on the population. The Farmer Field Schools{\textquoteright} (FFS) Extension and Non-Farmer Field Schools{\textquoteright} (NFFS) Extension Methodologies have been used to teach farmers how to minimize the problem in both Bondo and Rarieda districts of Kenysa through soil and water conservation. However, it is not yet clear whether FFS are more effective than NFFS in enhancing adoption of Contour Farming, Un-ploughed Strips and Farm Yard Manure Application. This study sought answers to this question using a cross-sectional survey design to collect data from 150 FFS-trained and 150 NFFS-trained farmers randomly selected from both districts. Ten extension experts ascertained the questionnaire{\textquoteright}s content validity whose reliability was 0.85α at 0.05 confidence level. A t-test was used to determine the presence of significant differences between mean scores of FFS-trained and NFFS-trained farmers in adopting the three conservation techniques. The FFS-trained farmers{\textquoteright} adoption rate of the three conservation technologies was significantly higher than that of the NFFS-trained farmers. The FFS extension methodology was more effective than the NFFS extension methodologies. Extension providers should consider using the FFS extension methodology more in their daily extension work because it is interactive and more effective than the NFFS. },
	keywords = {conservation of resources, farmer field schools},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594298},
	author = {John  Gowland-Mwangi and John  Odiaga Oloo and Stephen  Wambugu Maina}
}
@article {431,
	title = {THE INTEGRATION OF HIV/AIDS STUDIES INTO THE SCHOOL CURRICULUM OF EDO STATE, NIGERIA: AN EXPLORATORY INVESTIGATION},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {158-165},
	abstract = {HIV/AIDS has become a threat to every individual, family, community, nation and the entire humankind in the contemporary modern world. Scientists, researchers, traditional healers and medical practitioners have not succeeded in their effort to get a cure for the scourge of HIV/AIDS. People in the developing countries, especially, those in rural communities, are less informed about the pandemic. The absence of the study of HIV/AIDS in the school curriculum has resulted in the fact that people do not formally learn to know more about the pandemic and this has resulted in myths regarding its causes and spread. In Edo state of Nigeria like many other parts of Africa victims of HIV/AIDS do not receive much support from their families because of the fear that they risk contracting the disease by drinking from the same cup, eating from the same bowls or touching the victims. Lack of education has been a single most serious cause of wrong perceptions and myths. One way to demystify HIV/AIDS is to integrate the study of the pandemic into the mainstream school curriculum as a teaching and learning subject. Public education through technological media does not reach a majority of the rural population in Edo State which is why the spread does not seem to abate. This paper explores the feasibility of introducing HIV/AIDS into the school curriculum in the Edo State of Nigeria. It is assumed that the teaching of HIV/AIDS in schools could assist in dispelling the myths surrounding the pandemic and that the knowledge gained from studying the disease might empower the people to live with it, manage it and reduce the infection and stigma attached to HIV/AIDS.},
	keywords = {HIV/AIDS awareness, stigma},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594601},
	author = {Kofi Poku  Quan-Baffour and Matthew Ovbiebo  Osaigbovo and K E  Mohitlhi}
}
@article {397,
	title = {SOCIAL CHALLENGES FACING HEADS OF SCHOOLS IN THE PROCESS OF ENACTING THE CHILDREN{\textquoteright}S ACT (2001)},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-119},
	abstract = {Education has been identified as a tool for fostering the development of knowledge, skills, attitudes, values and ideals necessary for individuals to play a productive role in any society. The signing of the various global policy frameworks such as the 1998 United Nations convention on the rights of the child (CRC), the 1990 Jomtien world conference on EFA, the 2000 world education forum (Dakar, Senegal) and the 2000 Millennium Development goals (MDGs) demonstrated the commitment by governments to the well being of children. In regard to this, Kenya fully implemented FPE in 2001 and also partially free secondary education in 2008.
 However, there are social challenges facing the management of schools in the wake of the craze to achieve high mean scores which go against the rights of children as stipulated in the Children{\textquoteright}s Act (2001) and in turn affect retention and participation of the children in education. Overemphasis on the cognitive aspect of education, while overlooking the other potentials that a child has, leads to discriminatory acts that may hinder full participation of a child in education.
 This study therefore sought to identify the social challenges facing heads of schools in the enactment of the children{\textquoteright}s rights and also establish ways of dealing with the challenges identified.
 A case study methodology was used to achieve in-depth and detailed information. The study was carried out in Bungoma East District of Western Province where 10\% of secondary schools were purposively sampled. The research tools employed included; questionnaires, interview schedules and focus group discussions (FGD) to collect information from students, Heads of departments (Guiding and counseling), Heads of schools and District quality assurance and standards officers (DQUASO). Data was analyzed both qualitatively and quantitatively. Descriptive analysis was used to report the results of the data.
 The study found out that Principals and DQUASO (District Quality Assurance and Standards Officer) were aware of the children{\textquoteright}s Act and policy on repeating but societal expectations and school policies made it impossible to implement the same. Of the teachers sampled, 72\% were aware of the children{\textquoteright}s Act but upward job mobility influenced their position as regards acts of discrimination in education. Only a small percentage (13) of the children sampled were aware of their rights yet they did not understand that acts of humiliation as regards achieving of low grades in examinations were actually acts of discrimination that goes against their rights in education.
 The study too found out that there is no serious follow up by the government on the implementation of the policy on repeating and the enactment of the children{\textquoteright}s rights 2001. Parents seem to stand on the fence helplessly as their children go through acts of humiliation with regard to their grades in examinations. The study recommends the government to endeavor to implement to the fullest both the children{\textquoteright}s act, specifically in education and the policy on repeating in schools in order to seal the gaps that allow for discriminatory acts in the school system.},
	keywords = {enacting, social challenges},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135955.pdf},
	author = {Julius  Maiyo and Joan Owiye and Caroline R.  Nandi}
}
@article {472,
	title = {A STUDY OF INVOLVEMENT OF CAREGIVERS IN CHILDREN{\textquoteright}S PLAY IN KIGALI, RWANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {90-102},
	abstract = {This paper was based on survey research design that aimed at examining caregivers{\textquoteright} involvement in children{\textquoteright}s play in Rwanda. Random sampling technique was used to sample out 89 respondents from 4 different locations. The sample of the study included 40 caregivers, 40 children and 9 social workers in Compassion assisted projects. Compassion is non profit making organization. Data was collected through interview schedules and observation. The findings revealed that the most important variables that influence the perceptions of caregivers were the age of children and education background of caregivers. Majority of caregivers were more favourable to children{\textquoteright}s play, especially those children at a younger age. However, caregivers reported that as children grow older, they should take domestic chores and school work seriously rather than spending time in play. The more caregiver had formal education, the higher the likelihood that one would have a positive attitude toward children{\textquoteright}s play. Besides, the gender of children, age and also, the gender of caregivers were found to be less significant factors. This study has concluded that the more caregivers were knowledgeable on the importance of play, the more they were willing to facilitate children{\textquoteright}s play and the more they actively encouraged children to participate in play.},
	keywords = {emotional development, formal education, intellectual development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594307},
	author = {Peter  Odera and Rossette K.  Murigande}
}
@article {473,
	title = {THE USE OF NEW TECHNOLOGIES IN THE BUSINESS-TO-BUSINESS EDUCATION: THE CASE OF GREEK BANKS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {103-123},
	abstract = {The swift technological development compels an enterprise manager for additional education of employees. The survival of an organism depends on his ability to learn faster from his competitors. This is achieved with systematic and long-lasting effort.
 Each employee owes to enrich permanently his knowledge so that he is capable to face the new market requirements. A lot of projects are cancelled because the enterprise personnel cannot cope with their requirements. Changes essential for the reorganization of enterprise are suspended because her personnel cannot accept them. These problems are possible to be solved with the permanent training, briefing, education and training of employees. This responsibility of enterprises for the aid of employees with new knowledge and dexterities is recognized more and more, while the human capital constitutes nowadays the more important productive factor. However, while many times over we invest millions in installations, instruments, offices, material and software of computers, we neglect the investment in the persons, those that is to say that shape, develop and give added value in the material elements of production.
 Aim of this article is to present the policy of Greek banks in the business-to-business education giving accent in the way of resolution of problems that they face. Furthermore, the banking sector is the eminently branch that requires continuous education of personnel.},
	keywords = {banking system, business-to-business education, professional training},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594309},
	author = {Vassilis  Orfanos and Michalis  Evripiotis}
}
@article {437,
	title = {VIRTUAL AND PHYSICAL RESOURCES: A CASE OF SYNERGY IN STUDYING TIDES AND ROTATION},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {38-48},
	abstract = {Because of their very nature, virtual models are usually more abstract than physical ones. Physical models may facilitate the use of virtual models, by making links to physical world. Tides come into play in a wide variety of curricular scopes, but they are not easy to understand, both in basic education and in initial teacher training. In addition to this, simple physical classroom experiments about tides are not easy to conceive, and they may even be misleading. In a previous work, one of the authors developed a virtual model: a computer simulation of tides. It reveled to be useful, although not covering some students{\textquoteright} learning needs: it was too abstract and mathematical for most of the students. There was a need of complementing the virtual model with material ones ({\textquotedblleft}added reality{\textquotedblright}). Two physical devices were then developed: a {\textquotedblleft}physical model for tides{\textquotedblright} and a {\textquotedblleft}physical model of grass growing in artificial gravity{\textquotedblright}. The two physical models proved to be feasible and useful. The set of three models revealed to create synergies in learning.},
	keywords = {physical models, tides, virtual models},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594531},
	author = {Ant{\'o}nio  Barbot Silva and Cl{\'a}udia  Abrantes and Elisabete  Oliveira and Carla  Chumbo and Ant{\'o}nio  Alberto Silva and Maria  Jo{\~a}o Silva}
}
@article {242,
	title = {AN ANALYSIS OF THE STRENGTHS AND LIMITATION OF QUALITATIVE AND QUANTITATIVE RESEARCH PARADIGMS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {13-18},
	abstract = {Although some social science researchers (Lincoln \& Guba, 1985; Schwandt, 1989) perceive qualitative and quantitative approaches as incompatible, others (Patton, 1990; Reichardt \& Cook, 1979) believe that the skilled researcher can successfully combine approaches. The argument usually becomes muddled because one party argues from the underlying philosophical nature of each paradigm, and the other focuses on the apparent compatibility of the research methods, enjoying the rewards of both numbers and words. Because the positivist and the interpretive paradigms rest on different assumptions about the nature of the world, they require different instruments and procedures to find the type of data desired.. Nonetheless, people tend to adhere to the methodology that is most consonant with their socialized worldview. This paper is set to analyze the strengths and limitations of Qualitative research focusing on its shortcomings and how Quantitative research can overcome these shortcomings. The paper concludes that an eclectic approach to educational research can not an option. },
	keywords = {eclectic, research paradigm},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665925.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {192,
	title = {CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {81-91},
	abstract = {The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifically to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. 
A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education officers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People{\textquoteright}s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4\%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs. },
	keywords = {education, integrated schooling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315524.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
@article {222,
	title = {DICHOTOMY BETWEEN EDUCATIONAL POLICY-MAKING AND IMPLEMENTATION IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {9-14},
	abstract = {A range of interest groups that exert power and authority over policy-making influences the policy process. These influences affect each stage of the process from agenda setting, to the identification of alternatives, weighing up the options, choosing the most favorable and implementing it. Policy practices are not a rational search. A crucial aspect of all policy practice is specifically what and who is included. The style of policy discourses is overwhelmingly to talk as though that were not so; but as though the data were inclusive, the processes rational and the remedy simply knowledge- or research- based (Apthorpe 1986).The paper examines the dichotomy between educational policy making and implementation and focuses on the Policy evolution in Kenya . It examines a few models of policy implementation and shows the possible consequences of dichotomy and the importance of owning a policy. The paper concludes that Policy formulation and Implementation is a complex messy business which is not tied up in neat theoretical packages. },
	keywords = {dichotomy, policy formulation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1505492484.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {247,
	title = {DISENGAGEMENT WITH SCHOOL: CLASSROOM INVESTIGATIONS AS A POSSIBLE SOLUTION},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {44-53},
	abstract = {We live in a highly complex society that presents its citizens with many challenges and problems. In order to respond it, by making informed decisions, citizens have to appropriate certain key competencies, for instance, reasoning, communication, life long learning, among others. So education has never been seen such a central issue to promote individual growth as nowadays, and also a central issue to enact societal and economical growth. Despite education playing a central role in the international agenda, the failure of the school systems to teach all the students has never been so visible. Nowadays, one of the greatest challenges is to provide an answer to those students who have dropped out of school, or to those who have disengaged from it. Several actions have been developed, some of which concern pedagogic actions. Activities based on investigations in science classes are seen nowadays as a way to enact key competencies, but also to involve students with their own learning. But, what make these activities so successful in getting to all students and, even more, to those who have disengaged from the school system? In this paper, we will discuss the impact of activities based on investigation in secondary students{\textquoteright} involvement with school. Its efficacy seems to be related to identity issues. By changing classroom practices and relationships, not only among teachers and students, but also between students and school knowledge, this kind of activity allows the students to reconstruct new identities, where they can envisage new future paths. },
	keywords = {classroom investigations, educational exclusion},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666230.pdf},
	author = {Sofia  Freire and M{\'o}nica Baptista and Carolina Carvalho and Ana Freire and Teresa Oliveira and M{\'a}rio Azevedo}
}
@article {288,
	title = {KISWAHILI LANGUAGE: A STRATEGY TO OVERCOME ELUSIVE PEACE IN KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {109-117},
	abstract = {There are more than forty ethnic groups in Kenya. The largest of these is the Kikuyu, representing 22 percent of the population. Fourteen percent is Luhya, 13 percent is Luo, 12 percent is Kalenjin, 11 percent Kamba, 6 percent Kisii, and 6 percent Meru. Others, including the Somalis and the Turkana in the north and the Boran in the Great Rift Valley, comprise approximately 15 percent of the population. These ethnic categories are further broken down into subgroups. One percent of the population is non-African, mostly of Indian and European descent (Population Survey, July 2000).
 The 2007 elections outcome may have triggered the ethnic and post {\textendash}election violence, but the rate at which this degenerated into ethnic conflict showed how emotive the issue is. Today the country is trying to heal but the ethnic {\textquoteleft}overtones{\textquoteright} speak volumes. Many African countries have deep cleavages based on factors such as ethnicity and religion, (Assefa and Wachira, 1996,) 
This paper purposes to examine the elusive peace and social stratification among the Kenyan people. It further explores the role and utility of Kiswahili language in national unity and conflict management.
 The paper argues for the establishment of a language policy that would create a positive attitude toward a cohesive society, beginning with the Educational Institutions.
 The paper argues that proper language utility can introduce, guide and catalyze the National healing process in Kenya.
 },
	keywords = {conflict management, reconciliation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387046.pdf},
	author = {Pamela  Atieno Ochieng and Lydia  Cheruto and Judith  Achoka}
}
@article {289,
	title = {QUALITY OF LEARNING ENVIRONMENTS IN ESTONIAN PRESCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {118-124},
	abstract = {The quality of the learning environment in a group is an important factor in evaluation of activities in preschools. Studies have shown that factors of the learning environment influence different aspects of child{\textquoteright}s development as well as smooth transition from kindergarten to school. Since 1994 besides traditional kindergarten groups there are also Step by Step groups in Estonia that emphasise on the need of child-centred education. The present article gives an overview of a study where the quality of the learning environment was compared in the Step by Step and traditional kindergarten groups by using the Early Childhood Environment Rating Scale Revised Edition. ECERS-R consists of 7 areas that cover the main quality factors in kindergarten groups: premises, equipment, programme structure, activities in the group, child-adult communication, cooperation with parents and professional support to staff. Observation based on the ECERS-R scale and an additional interview was carried out in 2008 in 30 groups in total {\textendash} in 15 traditional groups and 15 Step by Step groups. The results showed that the quality of the learning environment in the Step by Step groups was higher than the quality of traditional groups. The main differences were in relations between teachers and children and group activities.},
	keywords = {learning environment, preschool},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387091.pdf},
	author = {Tiia {\~O}un}
}
@article {231,
	title = {QUANTITATIVE AND QUALITATIVE MEASURES OF PERCEIVED PREVALENCE OF ACADEMIC INTEGRITY PROBLEMS AMONG LECTURERS OF TERTIARY INSTITUTIONS IN KWARA STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {88-99},
	abstract = {This paper presents the report of quantitative and qualitative measures of perceived prevalence of academic integrity problems among lecturers of tertiary institutions in Kwara State, Nigeria. Participants comprised 566 students, lecturers and administrative staff selected through the stratified sampling technique from four tertiary institutions; and data were collected via a Questionnaire, Focus Group Discussions and Informal Interview. Descriptive and ANOVA statistics were employed for data analysis across the variables of status, gender and type of institution. Findings of the study showed that relationship with female students, handling of text books/ handouts, project supervision and examinations were perceived by about 10\% of the respondents to be the highly prevalent academic integrity problems among lecturers. It was also revealed that only small proportions of lecturers were indicted in this regard. Also, significant differences were found in the perceptions of respondents from the university, college of education and polytechnic. Based on the findings, advocacy was made for implementing laws relating to integrity and instituting academic integrity policy in tertiary institutions in Nigeria. },
	keywords = {academic integrity, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267113.pdf},
	author = {Olasehinde-Williams  Olabisi and Henry Owolabi and Lasiele Yahaya}
}
@article {287,
	title = {THE ROLE OF GUIDING AND COUNSELLING IN SECONDARY SCHOOLS IN KENYA: PROSPECTS AND CHALLENGES},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {99-108},
	abstract = {Since the 1990s, education system in Kenya has faced dynamic and rapid changes that have had overwhelming effects both on the child, teacher, school and society at large. Education policies have changed over the years including the recently introduced policy on caning which was scraped through children{\textquoteright}s Act of 2001 and replaced with guiding and counseling as a measure to prepare a child for the challenges they face both in school and outside school. As corporal punishment remains banned and children becoming more aware of their rights, guiding and counseling remains the most acceptable channel of reaching the children in schools; the children too being teenagers, they experience a time of storm and stress characterized by mixed reactions of being happy at one moment and extremely sad at another moment. The reactions to such situations are likely to be intense and volatile. With parents being too busy to give children quality time and attention, the responsibility has been left to rest squarely on the shoulder of the teachers to help students make decisions on aspects that affect their lives. This therefore necessitates the need to strengthen guiding and counseling in schools. This paper examines the role of guiding and counseling in secondary schools mainly in shaping the career life of the teenager and the challenges faced by schools in using it as a measure to replace caning in instilling discipline in the students. The research was based and build on scientific sources, analytical evaluative studies and scientific literature; content analysis of documents and reflection of experience to examine the role of guiding and counseling in secondary schools. From the findings, a conclusion was drawn that to streamline the role of guiding \& counseling and overcome the challenges in shaping the students{\textquoteright} integrated development, every party including the MOE, policy makers, schools, teachers and parents have a role to play in shaping the life of the child.},
	keywords = {character formation, guiding and counseling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386979.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
@article {77,
	title = {ASSESSING THE QUALITY OF PRE-SCHOOL ESTABLISHMENTS IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {39-45},
	abstract = {The article describes theoretically the quality evaluation system of pre-school establishments in Estonia. According to the constitution of the Republic of Estonia (1992) the education is under the state surveillance. When in earlier years the state surveillance was performed in all the pre-school establishments at least once in six years, then since 2006 an internal assessment obligation was established in the pre-school establishments and the counselling on internal assessment issues shall be ensured on the state level. That means that the personnel of the pre-school establishments can plan and analyse their operation in all the areas, co-operate with interest groups and collect feedback from them about the performance of their work. The basis of the assessment is internal assessment criteria, the compiling of which has followed the principles of Total Quality Management. The internal assessment of pre-school establishments is supported by external assessment system, the aim of which is to support and counsel the development activity of the pre-school establishments. The article gives overview about opportunities and problems of quality measurement in pre-school establishments in Estonia. },
	keywords = {assessment, pre-school establishment, quality},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222643.pdf},
	author = {Tiia {\~O}un}
}
@article {169,
	title = {CREATION OF HIGH SCHOOL QUALITY MANAGEMENT SYSTEM THROUGH MAKING AND SUPPORTING THE PERSONAL INITIATIVE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {173-178},
	abstract = {In this article the authors reflect on the problem of introduction the system of quality management into High School. They have analyzed the process of making quality management system in the pedagogical university where they work. The authors think that quality management should realize in accordance with the process approach. The basis of the quality management of a company contains four groups of indices: satisfaction of the staff, resultness and effectness of the inner activity processes, satisfaction of consumers, financial results. The position of the authors includes the idea that only satisfied staff can provide good ultimate results through optimized processes, which are directed to the satisfaction of consumers. Such satisfaction leads to appearing a new personal characteristic {\textendash} initiativity. At the same time the initiativity is the criterion of the employee{\textquoteright}s satisfaction and his join into the process of the management of a company.
 The authors refer to their University results of the staff satisfaction monitoring and formulate the basic conditions for initiative of the staff and its further support. Among them the following ones are declared: to standardize the plan of introduction rationalization proposals and ideas; to make the stimulating system of labour payment and personal financial benefit; to realize personal safety of an employee from reveal of initiative; to divide the functions, to delegate authorities and create the team work. More than that, the employee{\textquoteright}s personal contribution into the common product of a company must be improved (when each member of the staff realizes public benefit of his work, when his own personal rating in the company is increased, when he realizes the importance of himself and perceives his working space as the personal one and feels necessity in new activity to improve the common product). At last, knowledge and authorities help to realize initiatives, the direction trust its staff professionalism; each member of the staff realizes the aims which are considered to be the most important for the whole company.
 Based on these conditions the authors see the following ways of forming and supporting the initiativity of the staff.
 1. Definition of the personal working space field. For more effective results an employee must get definite independence, autonomity and responsibility in the limits of his competence. The conditions for initiativity demand one{\textquoteright}s own host space for every staff member.
 2. Professional growth of an employee. This means not only study at different qualifying courses but constant perfection of the managing culture of every man, forming the system of corporative values. },
	keywords = {conditions of initiative realizing, process approach, ways of initiative perfection},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284955.pdf},
	author = {Irina Dobrodeeva and Svetlana Kochina and Aleksey Osen}
}
@article {112,
	title = {FACTORS INFLUENCING READING LITERACY AT THE PRIMARY SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {71-77},
	abstract = {The objective of this paper is to find out the reasons behind the low level of reading literacy among primary school students. The data from IEA (International Association for the Evaluation of Educational Achievement) Progress in International Reading Literacy Study (PIRLS) 2001 are analyzed. And the main conclusions are drawn that the socioeconomic situation of the family has a great impact on students reading literacy as well as parents{\textquoteright} education and reading aloud to a child at the preschool age. Students high achieving in reading literacy usually like reading for their own enjoyment and come from families where parents spend a lot of time on reading.},
	keywords = {achievement level, primary school, reading literacy},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233338.pdf},
	author = {Andrejs Geske and Antra Ozola}
}
@article {153,
	title = {THE PROVISION OF PSYCHOSOCIAL SUPPORT FOR THE HIV/AIDS POSITIVE STUDENTS IN TERTIARY INSTITUTIONS IN KENYA: A CASE OF RIFT-VALLEY PROVINCE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {Substantial progress has been achieved in our understanding of the human immune deficiency virus (HIV) since the Acquired immune deficiency syndrome (AIDS) was first reported in 1981 in the United States of America. In its second decade, the scourge is spreading quietly and fast and no cure has been found. There are about 200,000 new infections everyday. HIV/AIDS would kill 30\% of the learners in African countries before they can offer beneficial services to their communities. The only way to stop the spread of HIV/AIDS is through attitudinal and behavioral changes as well as management that can be secured effectively through education. Despite the fact that more than 90\% awareness has been created among the youth, a comprehensive behavior change strategy is yet to be realized.
 This study was carried out in five primary teacher-training institutions in the Rift -valley province of Kenya. The study adopted a survey design.
 The purpose of the study was to; examine the psychological, economic and social effects of HIV/AIDS that have necessitated the establishment of psychosocial support services to the HIV/AIDS positive learners in Tertiary institutions, To establish the psychosocial support systems that are in place, To determine the challenges faced by the institutions in the provision of these psychosocial support services to the HIV/AIDS positive learners.
 The study findings revealed that the psychological, economic and social effects of HIV/AIDS are vast and that varied institutions have several psychosocial support systems in place though they face challenges in their endeavor to provide these services.
 The study concluded that the psychosocial support systems are essential in every tertiary institution of learning and recommended that the youth should be fully involved in the provision of these psychosocial support systems. The tertiary institutions can lead the way as the other institutions follow.},
	keywords = {psychosocial support, tertiary institutions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284059.pdf},
	author = {Pamela  Atieno Ochieng and Julius  Kiprop Maiyo}
}
