{"title":"Behaving together in the classroom. A teacher's guide to nurturing behaviour. By S. Dove, London: McGraw Hill. 2021, pp. 190. £23.99 (pbk). ISBN: 9780335249558","authors":"Natalie Bianchi Muir","doi":"10.1111/1467-8578.12470","DOIUrl":"10.1111/1467-8578.12470","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43526552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Politics page","authors":"John Perry","doi":"10.1111/1467-8578.12465","DOIUrl":"https://doi.org/10.1111/1467-8578.12465","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supporting the development of speech, language and communication in the early years. By D. McQueen, J. Williams, London: Jessica Kingsley Publishers. 2022. pp. 256. £24.99 (pbk). ISBN: 9781787758292","authors":"Steve Varnam","doi":"10.1111/1467-8578.12469","DOIUrl":"10.1111/1467-8578.12469","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45778879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/bje.2013/vol11n8111
Sunday Okegbile Akanmu
The National Commission for Colleges of Education (NCCE) which is the supervisory agency for Colleges of Education in Nigeria in its current Minimum Standards provided an instrument for the evaluation of lecturers by students. This study raised five research questions and hypotheses to address some aspects of the applicability of the NCCE Instrument for Students Evaluation of Lecturers (ISEL). A mixed method approach was used and the sample comprised of 260 students and 48 lecturers from Colleges of Education in Nigeria. The instruments used were ISEL, Students Evaluation of Lecturers in Colleges of Education Questionnaire (SELCEQ) and pre evaluation briefing on ISEL (PREBISEL). Descriptive statistics, T test, χ2 and one way ANCOVA were used to answer research questions and test hypotheses. Findings revealed that students and lecturers agreed that students can objectively evaluate their course lecturers and such evaluation will be useful. It was also established that lecturers whose students score higher marks in their courses receive higher students’ evaluation rating than lecturers whose students score lower marks. Pre evaluation briefing had no significant effect on students’ evaluation of their lecturers. It is recommended that Colleges should put ISEL to full use, and the NCCE should monitor its implementation and emphasize it in accreditation processes. The process of administration and reporting of ISEL should be developed and standardized with consideration for a mixed method approach.
{"title":"A Study of the Applicability and Purpose of Students Evaluation of Lecturers in Colleges of Education in Nigeria","authors":"Sunday Okegbile Akanmu","doi":"10.37745/bje.2013/vol11n8111","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n8111","url":null,"abstract":"The National Commission for Colleges of Education (NCCE) which is the supervisory agency for Colleges of Education in Nigeria in its current Minimum Standards provided an instrument for the evaluation of lecturers by students. This study raised five research questions and hypotheses to address some aspects of the applicability of the NCCE Instrument for Students Evaluation of Lecturers (ISEL). A mixed method approach was used and the sample comprised of 260 students and 48 lecturers from Colleges of Education in Nigeria. The instruments used were ISEL, Students Evaluation of Lecturers in Colleges of Education Questionnaire (SELCEQ) and pre evaluation briefing on ISEL (PREBISEL). Descriptive statistics, T test, χ2 and one way ANCOVA were used to answer research questions and test hypotheses. Findings revealed that students and lecturers agreed that students can objectively evaluate their course lecturers and such evaluation will be useful. It was also established that lecturers whose students score higher marks in their courses receive higher students’ evaluation rating than lecturers whose students score lower marks. Pre evaluation briefing had no significant effect on students’ evaluation of their lecturers. It is recommended that Colleges should put ISEL to full use, and the NCCE should monitor its implementation and emphasize it in accreditation processes. The process of administration and reporting of ISEL should be developed and standardized with consideration for a mixed method approach.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88566061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/bje.2013/vol11n86575
F. Ogolo
This study investigated the provision and utilization of non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria. Two specific purposes, two research questions and one hypothesis guided the study. Descriptive survey research design was adopted for the study. Population consists of 29 Business Education lecturers and 33 final year NCE III students of office education specialisation in School of Secondary Education (Business) of Federal Colleges of Education (Tech.), Omoku and Asaba during the 2021/2022 academic session. The 29 Business Education lecturers and 33 final year NCE III students of office education option were used for the study. Therefore, census sampling technique was adopted for this study. A structured questionnaire validated by two Business education (office education) lecturers and one Test and Measurement expert all from Federal College of Education (Tech.), Omoku was used for the study. Cronbach Alpha coefficients of 0.74 and 0.86 for the two clusters of the questionnaire were used to test the reliability of the instrument. Data were analysed using arithmetic mean to answer the research questions, while independent t-test was used to test the hypothesis at 0.05 level of significance. The results revealed that non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria were inadequately provided and rarely utilized. The results also showed that there is no significant difference between rating of lecturers and students on the extent to which non- human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in south-south, Nigeria are provided and utilized. Based on the findings, it was recommended among others that Business education administrator in Federal Colleges of Education (Technical) in South-South, Nigeria should lobby their College management to provide the non-human resources required for implementing the reviewed Office education minimum standard adequately.
{"title":"Provision and Utilization of Non-Human Resources for Implementing the Reviewed Minimum Standard for Office Education in Federal Colleges of Education (Technical) in South-South, Nigeria","authors":"F. Ogolo","doi":"10.37745/bje.2013/vol11n86575","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n86575","url":null,"abstract":"This study investigated the provision and utilization of non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria. Two specific purposes, two research questions and one hypothesis guided the study. Descriptive survey research design was adopted for the study. Population consists of 29 Business Education lecturers and 33 final year NCE III students of office education specialisation in School of Secondary Education (Business) of Federal Colleges of Education (Tech.), Omoku and Asaba during the 2021/2022 academic session. The 29 Business Education lecturers and 33 final year NCE III students of office education option were used for the study. Therefore, census sampling technique was adopted for this study. A structured questionnaire validated by two Business education (office education) lecturers and one Test and Measurement expert all from Federal College of Education (Tech.), Omoku was used for the study. Cronbach Alpha coefficients of 0.74 and 0.86 for the two clusters of the questionnaire were used to test the reliability of the instrument. Data were analysed using arithmetic mean to answer the research questions, while independent t-test was used to test the hypothesis at 0.05 level of significance. The results revealed that non-human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in South-South, Nigeria were inadequately provided and rarely utilized. The results also showed that there is no significant difference between rating of lecturers and students on the extent to which non- human resources for implementing the reviewed minimum standard for office education in Federal Colleges of Education (Technical) in south-south, Nigeria are provided and utilized. Based on the findings, it was recommended among others that Business education administrator in Federal Colleges of Education (Technical) in South-South, Nigeria should lobby their College management to provide the non-human resources required for implementing the reviewed Office education minimum standard adequately.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85029914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/bje.2013/vol11n82248
Walifa Rasheed-Karim
This research examines the relationship between wellbeing, career aspirations and equal opportunities prospects among FE teachers and support staff expectations. An online questionnaire asked further education (FE) teachers to comment on items of: - Emotional Labour, Teachers’ Emotional Labour, Teachers’ Emotional Labour Strategy and Burnout. Further Education teachers also noted the number of stressors they generally encountered. Although female teachers experienced more stressors, their wellbeing was relatively higher than male teachers. Furthermore, wellbeing was higher for the majority ethnic group (White British) FE teachers. The importance of this research is that an association is made between the wellbeing of FE teachers and that it influences the choices they make for continual professional development (CPD). This has consequences for staff retention in FE colleges. Thematic analysis of focus group interviews suggests that equal opportunities for FE teachers require further investigation as well as career progression across ethnicities among U.K. FE colleges.
{"title":"Further Education Teachers’ Wellbeing: A Discussion of Equal Opportunities and Career Progression","authors":"Walifa Rasheed-Karim","doi":"10.37745/bje.2013/vol11n82248","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n82248","url":null,"abstract":"This research examines the relationship between wellbeing, career aspirations and equal opportunities prospects among FE teachers and support staff expectations. An online questionnaire asked further education (FE) teachers to comment on items of: - Emotional Labour, Teachers’ Emotional Labour, Teachers’ Emotional Labour Strategy and Burnout. Further Education teachers also noted the number of stressors they generally encountered. Although female teachers experienced more stressors, their wellbeing was relatively higher than male teachers. Furthermore, wellbeing was higher for the majority ethnic group (White British) FE teachers. The importance of this research is that an association is made between the wellbeing of FE teachers and that it influences the choices they make for continual professional development (CPD). This has consequences for staff retention in FE colleges. Thematic analysis of focus group interviews suggests that equal opportunities for FE teachers require further investigation as well as career progression across ethnicities among U.K. FE colleges.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89042028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/bje.2013/vol11n87691
L. Eze
This study sought to determine the effects of flipped learning strategy on NCE Mathematics students’ interest and achievement in trigonometry. The study employed a quasi-experimental 2 x 2 factorial research design. The sample of the study consisted of 60 students, who had a personal computer and Internet access at home. They were randomly assigned into an experimental group of 32 students (22 males, 10 female) and control group of 28 students (20 male, 8 female) The instruments used for data collection during the pre-test and post-test consisted of a trigonometry achievement test (TAT) and trigonometry interest scale (TIS). The TAT was validated by specialists in mathematics education and measurement and evaluation using table of specifications constructed for the multiple choice test items. The multiple choice test had average difficulty and discrimination indices of 0.43 and 0.55 respectively. The reliabilities of the multiple choice test items and trigonometry interest scale were established using the coefficient of internal consistency based on Cronbach Alpha ( ).The reliability coefficients for the TAT and TIS were 0.68 and 0.75 respectively. The data collected from the pre-test and post-test were subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS). The research questions were answered using descriptive statistics while the hypotheses for the study were tested using t-test statistics and the Analysis of Covariance (ANCOVA) with pre-test scores as covariates at 0.05 level of significance. The findings from the study showed that: flipped learning l strategy was more effective than the lecture method in improving students’ academic achievement and interest in trigonometry. The result also shows that there was no significant difference between the achievement of male and female students from the experimental group in trigonometry and that there was no significant interaction effects of treatment and gender on students’ achievement in trigonometry. It was recommended among others that Curriculum planners and educational policy makers should consider a review of the curriculum to incorporate flipped classroom strategy into the Nigeria Certificate in Education Mathematics Curriculum
本研究旨在探讨翻转学习策略对新高中数学学生三角函数学习兴趣和成绩的影响。本研究采用准实验2 × 2因子研究设计。这项研究的样本包括60名学生，他们在家里有一台个人电脑和互联网接入。他们被随机分为实验组32名(男22名，女10名)和对照组28名(男20名，女8名)。前测和后测的数据收集工具包括三角学成就测试(TAT)和三角学兴趣量表(TIS)。数学教育专家对TAT进行了验证，并使用为多项选择题构建的规格表进行了测量和评估。多项选择测验的平均难度指数和分辨指数分别为0.43和0.55。选择题和三角兴趣量表的信度采用基于Cronbach Alpha()的内部一致性系数建立。TAT和TIS的信度系数分别为0.68和0.75。采用SPSS (statistical Package for Social Sciences)软件对前测和后测数据进行统计分析。研究问题采用描述性统计回答，研究假设采用t检验统计和协方差分析(ANCOVA)检验，前测分数为协变量，显著性水平为0.05。研究结果表明:翻转学习策略在提高学生的学习成绩和对三角函数的兴趣方面比授课法更有效。结果还表明，试验组男女学生的三角成绩差异不显著，治疗和性别对学生三角成绩的交互作用不显著。除其他外，还建议课程规划人员和教育政策制定者考虑对课程进行审查，将翻转课堂策略纳入尼日利亚教育数学证书课程
{"title":"Effect of Flipped Learning on Nigeria Certificate in Education (NCE) Mathematics Students’ Interest and Achievement in Trigonometry in Kano State, Nigeria","authors":"L. Eze","doi":"10.37745/bje.2013/vol11n87691","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n87691","url":null,"abstract":"This study sought to determine the effects of flipped learning strategy on NCE Mathematics students’ interest and achievement in trigonometry. The study employed a quasi-experimental 2 x 2 factorial research design. The sample of the study consisted of 60 students, who had a personal computer and Internet access at home. They were randomly assigned into an experimental group of 32 students (22 males, 10 female) and control group of 28 students (20 male, 8 female) The instruments used for data collection during the pre-test and post-test consisted of a trigonometry achievement test (TAT) and trigonometry interest scale (TIS). The TAT was validated by specialists in mathematics education and measurement and evaluation using table of specifications constructed for the multiple choice test items. The multiple choice test had average difficulty and discrimination indices of 0.43 and 0.55 respectively. The reliabilities of the multiple choice test items and trigonometry interest scale were established using the coefficient of internal consistency based on Cronbach Alpha ( ).The reliability coefficients for the TAT and TIS were 0.68 and 0.75 respectively. The data collected from the pre-test and post-test were subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS). The research questions were answered using descriptive statistics while the hypotheses for the study were tested using t-test statistics and the Analysis of Covariance (ANCOVA) with pre-test scores as covariates at 0.05 level of significance. The findings from the study showed that: flipped learning l strategy was more effective than the lecture method in improving students’ academic achievement and interest in trigonometry. The result also shows that there was no significant difference between the achievement of male and female students from the experimental group in trigonometry and that there was no significant interaction effects of treatment and gender on students’ achievement in trigonometry. It was recommended among others that Curriculum planners and educational policy makers should consider a review of the curriculum to incorporate flipped classroom strategy into the Nigeria Certificate in Education Mathematics Curriculum","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78537424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.37745/bje.2013/vol11n81221
G. M. Eya
This study investigated and compared the effect of cooperative learning method on teaching business studies. The researcher adopted quasi-experimental research design. Three research questions guided the study. The population of the study consists of 2552 students in JSS II from 31 secondary schools in Enugu Education zone. A sample of 168 was selected from 4 schools that served as control and experimental groups. The instruments for data collection were Business Studies Achievement Test (BSAT) containing 40 multiple choice questions. The instrument was validated by experts and Cronbach alpha was used to test the reliability of the instrument and it yielded 0.76 reliability coefficients. A per-test, post-test procedure was used to compare the control and experimental groups on per-test and post-test scores of achievement test. The results of the study did not reveal any significant difference on pre-test scores of both control and experimental groups. This indicated that the two groups were alike in their academic achievement in Business Studies before the experiment. The experimental groups outperformed the control group in the post-test after the experiment. The results based on post- test scores revealed that cooperative learning method had significant effect on student achievement in Business studies. Based on the finding, the researcher recommends cooperative learning methods for teaching business studies and other subjects.
{"title":"Investigating the Effectiveness of Cooperative Learning Method on Teaching of Business Studies in Upper Basic Education Level in Enugu State, Nigeria","authors":"G. M. Eya","doi":"10.37745/bje.2013/vol11n81221","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n81221","url":null,"abstract":"This study investigated and compared the effect of cooperative learning method on teaching business studies. The researcher adopted quasi-experimental research design. Three research questions guided the study. The population of the study consists of 2552 students in JSS II from 31 secondary schools in Enugu Education zone. A sample of 168 was selected from 4 schools that served as control and experimental groups. The instruments for data collection were Business Studies Achievement Test (BSAT) containing 40 multiple choice questions. The instrument was validated by experts and Cronbach alpha was used to test the reliability of the instrument and it yielded 0.76 reliability coefficients. A per-test, post-test procedure was used to compare the control and experimental groups on per-test and post-test scores of achievement test. The results of the study did not reveal any significant difference on pre-test scores of both control and experimental groups. This indicated that the two groups were alike in their academic achievement in Business Studies before the experiment. The experimental groups outperformed the control group in the post-test after the experiment. The results based on post- test scores revealed that cooperative learning method had significant effect on student achievement in Business studies. Based on the finding, the researcher recommends cooperative learning methods for teaching business studies and other subjects.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89181633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fatemah Almuwaiziri, Natthapoj Vincent Trakulphadetkrai, Timothy Williams
This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.
支持注意力缺陷/多动儿童
{"title":"Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial","authors":"Fatemah Almuwaiziri, Natthapoj Vincent Trakulphadetkrai, Timothy Williams","doi":"10.1111/1467-8578.12466","DOIUrl":"10.1111/1467-8578.12466","url":null,"abstract":"<p>This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – <i>self-constructed visualisation</i> (SCV) and <i>passively received visualisation</i> (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-8578.12466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43808692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.37745/bje.2013/vol11n76169
Rita Seimogha Matthew–Odou, Dr Inatimi Igbogi
The study examined linkage and advancement services and commercialization of innovation of tertiary institutions in Bayelsa State. A descriptive survey design was adopted for the study. The study was guided by three (3) research objectives and corresponding questions. The population of the study comprise all academic and non-academic staff across all ranks of the 7 tertiary institutions in the state. Structured questionnaire was used to collect data from respondents respectively. The data gathered was analyzed using mean and standard deviation via Statistical Package for Social Science (SPSS) version 26. The instrument was subjected to pilot testing. Experts in Measurement and Evaluation and the field of Education validated the instrument. The result of the pilot study was used to establish the reliability of the instruments via Cronbach Alpha Formula and a coefficient of 0.81 was obtained. The findings revealed the available linkage and advancement services, the extent to which they are utilised and the factors hindering linkage between industries and tertiary institutions in Bayelsa State
该研究审查了巴耶尔萨州高等教育机构的联系和促进服务以及创新的商业化。本研究采用描述性调查设计。本研究以三(3)个研究目标和相应的问题为指导。该研究的人口包括该州7所高等教育机构所有级别的所有学术和非学术人员。采用结构化问卷分别对受访者进行数据收集。采用SPSS (Statistical Package for Social Science)第26版对收集到的数据进行均值和标准差分析。这仪器经受了初步试验。测量与评估和教育领域的专家验证了该仪器。利用初步研究的结果，通过Cronbach Alpha公式建立仪器的信度，得到系数为0.81。调查结果揭示了巴耶尔萨州现有的联系和促进服务、利用这些服务的程度以及阻碍工业和高等教育机构之间联系的因素
{"title":"Linkage and Advancement Services and Commercialization of Innovations of Tertiary Institutions in Bayelsa State","authors":"Rita Seimogha Matthew–Odou, Dr Inatimi Igbogi","doi":"10.37745/bje.2013/vol11n76169","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n76169","url":null,"abstract":"The study examined linkage and advancement services and commercialization of innovation of tertiary institutions in Bayelsa State. A descriptive survey design was adopted for the study. The study was guided by three (3) research objectives and corresponding questions. The population of the study comprise all academic and non-academic staff across all ranks of the 7 tertiary institutions in the state. Structured questionnaire was used to collect data from respondents respectively. The data gathered was analyzed using mean and standard deviation via Statistical Package for Social Science (SPSS) version 26. The instrument was subjected to pilot testing. Experts in Measurement and Evaluation and the field of Education validated the instrument. The result of the pilot study was used to establish the reliability of the instruments via Cronbach Alpha Formula and a coefficient of 0.81 was obtained. The findings revealed the available linkage and advancement services, the extent to which they are utilised and the factors hindering linkage between industries and tertiary institutions in Bayelsa State","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77002672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：