The study aimed to identify the degree of the administrative creativity of the public principals' practice in Tafila Directorate of Education. The sample consisted of 402 teachers (male and female) chosen randomly. The instrument of this study included 36 items. Means, standard deviations, and 3-way ANOVA were used for statistical purposes. The results indicated that there are statistically significant differences for the interaction of gender with experience, the interaction of experience with scientific qualification and the interaction of gender, experience and qualification. According to the results it is recommended that the Directorate of Education in Tafila Province should hold training courses to develop the principals' competence in administrative creativity skills, motivating the teachers who hold bachelor degrees or less to join high programs in education (General diploma, master) to develop their academic and educational knowledge.
The purpose of this study was to examine the activities which go on in science classrooms in secondary schools in Delta State with the intention of comparing them with both national and international standards. To guide this study ten research questions were raised and answered. The design of the study was survey. The samples of the study consist of 90 senior secondary schools, 90 Principals, 270 science teachers and 22,500 students drawn from the three senatorial districts in Delta State. The major instrument used for data collection was a questionnaire. Other methods used for data collection include; interviews and personal observation. Following the non-development of sound science education in schools, the following science education activities have suffered serious setback: insufficient time allocation in school time table, persistent use of lecture method in science teaching, persistence of teacher dominated teacher-student interaction in science classroom, non-coverage of science schemes of work, non-regular giving and marking of assignments, non-proper supervision of instructions, non-conduction of practical lessons and non-assessment of students in all the domains. It is concluded that the poor state of infrastructure and poorly trained teachers are the causes of poor teaching of science in schools.
The major purpose of this study was to determine the questioning patterns of teachers in science classes. The design employed for the study was a case study. To guide this study, five research questions were asked and answered. The samples of the study consisted of 20 senior secondary schools and 60 science teachers. The instruments used for data collection were Science Class Questioning Categories. The major findings of the study included: 21.4% of science instructional time was spent on questioning; most of the questions asked in science classes were on knowledge; there were significant differences between male and female teachers on questions asked on knowledge and analysis; the bulk of questions asked in science classes were directed at the male and high ability students; and most of the questions asked in science classes received an average wait-time of 3 seconds. It was concluded that questions remain the most vital tool for determining students understanding.
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