Open Access Opinion Article

Re-approaching Theoretical Patterns of Sociological Space in the Educational Environment (1960-1980)

Gogou Lela, Kalerante Evaggelia

Journal of Education, Society and Behavioural Science, Page 1-13
DOI: 10.9734/jesbs/2019/v31i130142

The present paper delves into theoretical and research principles determinant to the development of sociology of education throughout 1960-1980. The productive conceptual discourse is analyzed, as it is conducive to interpreting fields of research which, through sociology, are developed and transform the ideological framework towards the institutional operation of education. Certain schools of thought are selected on the basis of their impact on issues of social environments perception and operation through the mediation of ideas that define the social subject and its construction and reconstruction through education. This time period is emphasized so as to underline the fact that contemporary considerations about the sociology of education are the outcome of concepts formed throughout 1960-1980.  In this respect, a form of dialogue with the past sociology of education is established, as this is also eminent in the present given that sociological theoretical patterns of the period 1960-1980 can operate towards interpreting and understanding currently occurring phenomena.

Open Access Original Research Article

Creative Quality of Educational Managers in Functional Education as a Panacea to Achieving Sustainable Development in Anambra State, Nigeria

Stella N. Ezeaku

Journal of Education, Society and Behavioural Science, Page 1-9
DOI: 10.9734/jesbs/2019/v31i130137

This paper investigated creative quality of educational managers in functional education as a panacea to achieving sustainable development in Anambra State, Nigeria. Three research questions were answered and a null hypothesis tested. The population was all the principals in Public secondary schools in Anambra State. Two hundred male and female principals were sampled for the study. A self-developed structured questionnaire titled Creative Quality of Educational Managers in Functional Education as a panacea to Achieving Sustainable Development Questionnaire (CQEMFEPSDQ)’ was used for data collection. Data were analysed with mean and t-test at .05 alpha. Major findings of the study included Education system, variables for the absence of creative and quality Educational Managers and strategies towards ensuring the prevalence of creative and quality Educational Managers in Nigeria’s Educational Sector. The conclusion of the study was that without creative and quality educational managers, the chances of achieving sustainable National development will be very slim, if not non-existent. Based on the findings, it was concluded that government should completely overhaul the system of appointing educational managers.

Open Access Original Research Article

Bayesian Benefits for Binomial Applications in Practice

Frank Tuyl, Peter Howley

Journal of Education, Society and Behavioural Science, Page 1-9
DOI: 10.9734/jesbs/2019/v31i130139

Introduction: When it comes to the practice, and teaching, of statistics, the world has primarily focused on what is known as classical or frequentist methods, rather than Bayesian methods.

Scope of the Study: This paper demonstrates some beneficial properties of Bayesian methods within the commonly practiced domain of inference by utilizing consultancy case studies, one concerning an unusual sample size question and one on the detection of mail items with high biosecurity risk material.

Methods: We introduce through practical applications two more aspects of the Bayesian approach which we believe are invaluable to practitioners and instructors. Having in mind readers who may be less familiar with statistical software, we have added Excel instructions which are easy to translate for those who are familiar with any such software.

Findings: These cases reflect two valuable aspects for both practitioners and instructors which are unique to the Bayesian paradigm. They are: 1. including prior information to improve inference and how to apply sensitivity analysis to this inclusion and 2. the effortless inference for functions of parameters, compared with frequentist approaches. These examples involving the binomial parameter have not been considered from this perspective before, are of significant practical value and thus benefit students and instructors of courses teaching Bayesian techniques and endeavoring to include authentic learning experiences.

Open Access Original Research Article

Methodological Flaws: A Review of Sample Masters Theses

Geberew Tulu, Tigist Tolosa, Linda Page

Journal of Education, Society and Behavioural Science, Page 1-14
DOI: 10.9734/jesbs/2019/v31i130140

This paper reports results of a review of Masters theses from four academic units at the College of Education and Behavioral Studies, Addis Ababa University, Ethiopia. The purpose of this review was to explore and reflect on the appropriateness of research designs of Masters theses across four academic units. The review focused on the research designs, tools, methods of data analyses, and sampling used in the theses. A total of 121 Masters theses were randomly selected. Thematic analysis and descriptive statistics were used to analyse the data. The review found similar research designs adopted by theses across each academic unit. Findings common to the theses under review include: qualitative data analysis was hardly explained using appropriate methods of qualitative data analysis.  In addition, in most of the theses, the sample size was not determined and justified using the proper sample size calculation formula or justification. Therefore, there is a need for the college and academic units on how the research course instructors and supervisors support students to craft their research designs properly. Finally, the researchers suggest that more studies of this kind need to be conducted in the broader context in other higher education institutions in order to build up a more coherent picture of the area.

Open Access Original Research Article

Teacher Variables and School Location as Predictors of Chemistry Teachers’ Awareness of Ethno Science Practices

F. A. Adesoji, N. A. Omilani, O. A. Francis

Journal of Education, Society and Behavioural Science, Page 1-17
DOI: 10.9734/jesbs/2019/v31i130141

Innovative researches and findings of science educators and scholars on the effectiveness of ethno science based instructional model and approach remains unproductive in the field of chemistry education because of the continuous ignorance and neglect of ethno scientific practices by chemistry instructors. This neglect which could possibly be as a result of a lack or, inadequate awareness has stalled moves for contextualized system of chemistry education for more meaningful learning and effective teaching. In view of this, this study sought to ascertain secondary school chemistry teachers’ level of awareness of ethno science practices and the predictive value of teacher variables and school location. The study adopted descriptive survey research design. Data were collected from a sample of 150 chemistry teachers drawn from rural and urban secondary schools in Akinyele, Ido and Lagelu Local Government Area, Oyo state. The instruments used were validated and each reliability tested; Chemistry Teachers’ Questionnaire on Awareness of Ethno Science Practices (r=0.75) and Chemistry Teachers’ Questionnaire on Value for Culture (r=0.95). Four research questions tested at 0.05 and 0.01 level of significance using Analysis of Variance ANOVA; which guided this study were answered using descriptive statistics of (mean and standard deviation), Pearson product moment correlation and multiple regression. The study revealed that chemistry teachers’ awareness of ethno science was below expectation (x̅=60.34). The independent variables had significant composite contribution on awareness of ethno science (23.9%). Gender and School location both had no significant relative contribution on awareness while, Value for culture (B=0.128;t=3.166;p<0.05) and Experience (B=5.490;t=3.551;p<0.05) both had significant relative contribution on awareness. Gender had no significant relationship with awareness while, Value for culture (r=0.811;p<0.01), Experience (r=0.242;p<0.01) and School location (r=0.360;p<0.01) had significant relationship with awareness. Following these findings, it was recommended that there is need to equip chemistry teachers with indigenous knowledge of the people in the area where they teach through training and re-training. The need for government and educational research institute to encourage research on profiling of ethno science practices for integration in science classroom was also suggested. Also suggested, is the need for chemistry teachers to be given the necessary support and opportunity to formally link culture with western science in classroom instruction.