iosr-JRME   Volume-4 ~ Issue-4 ~ July-Aug 2014

Abstract: This study attempts to x-ray the essential elements of security and the need for their application in ensuring the stability and integration of the Nigerian federation in the light of the fore-going heightened security challengesin Nigeria. No nation can freely develop or overcome the forces of instabilities and disintegration when it neglects the effectiveharnesment or applicationof basic or essential elements of security. Such critical elements of security include; timely procurement of security intelligence, prompt identification of threats to both internal and national security, with its attendant pro-active security arrangement,threat assessment, statement of aims/objectives of national security objectives and programmes, planning to be in line with the objectives of national security. Others are; security liaison, and net-working with other sister security departments towards achieving the national security objectives, effectively coordinating security and its activities under a centralized command structure, re-appraisal of the overall security objectives, situations and strategies in the light of new developments as well as advising government based on the situation on ground for the overall improvement of security measuresand adequate funding. In the case of Nigeria, security lapses and challenges manifest on daily basis in forms of youth restiveness, terrorism and insurgent attacks, kidnappings and hostage-takings for monetaryransoms, political assassinations, arsons, murders, cult-related activities, mass protests and so forth: theseare traceable to neglect of these essential elements of security.However, the past military leaders and political class in Nigeria,

Key Words: Essential Elements of Security, Security, Stability, Integration.

[1]. Akpuru-Aja, A. (1999). Policy & Strategic Studies. Nigeria: Willyrose& Appleseed Publishing Company.
[2]. Anikpo, M. (1986). Foundation of Social Science Research: A Methodological Guide for Students. Enugu: Abic Publishers.
[3]. Ayoade, J. (1985). Political Behaviour. The Nigerian Journal of Economics and Social studies pp. 21-27.
[4]. Buzan, B. (2006). National Security, A New Radical Perspective, SNAAP. Press Msara.
[5]. D. Frisch, (1994). Effects of Corruption on Development in Corruption, Democracy and Human Rights in West Africa. Cotonou: Africa Leadership Forum.

Abstract: Adolescence is the transitional stage of development between childhood and adulthood, representing the period of time during which a person experiences a variety of biological changes and encounters a number of emotional issues. Adolescence is the period characterized by physical and psychological changes in the age group of 10-19 years. Adolescents, due to developmental crisis, are prone to face a myriad of psychosocial challenges. Psychosocial disorders are categorized into substance abuse, internalizing disorders and externalizing disorders and are prevalent in 20-33 % of adolescents. Psychosocial problems may lead to maladjustment to family, school, and peer as well as result in various psychiatric morbidities such as anxiety, depression, personality disorders in adulthood. Thus it is imperative to identify these psychosocial problems and treat appropriately in early phases.

Key Words: Guidance, Adolescence

[1]. Agrawal,R(2006) Educational,Vocational Guidance and Counselling,New Delhi,Sipra Publication
[2]. Bhatnagar,A AND Gupta,N(1999).Guidance and Counselling: A theoretical Approach(Ed),New Delhi,Vikash Publishing House
[3]. Jones, A.J.(19510.Principles of Guidance and Pupil Personnel work,New Y ork,MiGraw Hill
[4]. Kochhar, S.K (1985): Educational and Vocational Guidance in Secondary Schools,New Delhi,Strling Publisher NCERT (2008).Introduction to Guidance,Module -1,DEPFE,New Delhi
[5]. Agarwal J. C. (1985) Educational Vocational Guidance and Counselling, Doaba House New Delhi.

Abstract: Nowadays most lecture classes in various institutions conducted using advanced computer technologies, with the purpose to enhance students learning and sustain interest in the topic. Nevertheless, does that really help them? To assess the viewpoint of medical students of acceptance and preferences of methodology of teaching, in our institution the study was undertaken. The three methodologies were, lecture with chalkboard, overhead projector (OHP) with transparencies and PowerPoint (PPT) lecture on LCD. The medical students studying in different study phase were provided with questionnaire containing various attributes, pertaining to their perception for teaching methodology. Analysis of data showed chalkboard was most preferred method by the students. Students in primary phase preferred PPT lectures but students in terminal phase preferred chalkboard. The study also found gender difference to perception for A-V aids with male preponderance.

Keywords: A-V aids, Lecture delivery, Medical students, Perception, Teaching methodology

[1]. Murray-Harvey R. Learning styles and approaches to learning: distinguishing between concepts and instruments. Br J Educ Psychol 1994; 64: 373-388.
[2]. Thomas M, Appala RB. Are PowerPoint presentations fulfilling its purpose? South East Asian Journal of Medical Education 1990; 1:38-41.
[3]. Garg A, Rataboli PV, Muchandi K. Students' opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol 2004; 36:155-8.
[4]. Bartsch RA, Cobern K. Effectiveness of PowerPoint presentations in lectures. Comput Educ 2003; 41:77-86.
[5]. Szabo A, Hastings N. Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint? Comput Educ 2000; 35:175-87.

Abstract: Metacognition has now been emerged as an important part of teacher preparation programs. The term metacognition was introduced by psychologists to refer to knowledge about and control over thinking and learning activities.(Flavell, 1976). Metacognition involves at least two components (1) an awareness of the skills, strategies and resources needed to perform a task effectively- knowing what to do and (2) the ability to use self- regulatory mechanisms to ensure the successful completion of the task- knowing how and when to do the what. The strategies in the first component "knowing what to do‟ include identifying the main idea, rehearsing information forming association and images using mnemonics, organizing new material to make it easier to remember, applying test taking techniques, out lining and note taking. The regulatory mechanisms- the second component, knowing how and when- include checking to see if you understand, predicting outcomes, evaluating the effectiveness of an attempt at a task, planning the next move, testing strategies, deciding how to apportion time and revising or switching to other strategies to overcome any difficulties encountered (Baker,1994 & Brown, 1978). The use of these regulatory mechanisms is known as cognitive monitoring (Flavell, 1985).

[1]. Best, J.W., & Khan, J.V.(1989). Research in Education. New Delhi: Prentice Hall of India.
[2]. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P.D. Pearson, M.Kamil, R.Barr & P. Mosenthal (Eds.), Handbook of research in reading. (vol.1, pp.353- 395). New York: Longman.
[3]. Cross, D. R., & Paris, S. G. (1998). Developmental and instructional analysis of children‟s metacognition and reading comprehension. Journal of Educational Psychology, 80: 131- 142.
[4]. Dignath, C., Buettner, G.,& Langfeldt, H. (2008). How can primary school students learn self- regulated learning strategies most effectively? A meta- analysis on self- regulation training programs. Educational Research Review, 3.2, p.p 101- 129
[5]. Flavell, J. H. (1979). Metacognition and Cognitive monitoring: A new area of cognitive- developmental enquiry, American Psychologist, 34, 906- 911

Abstract: The paper investigated the causes of the science teachers' indifference to the implementation of Continuous Assessment in Secondary Schools in Rivers State. The population of the study was the whole science teachers teaching in the Secondary Schools. From the population a sample of 200 science teachers were selected through a stratified random sampling technique. Three research question and two null hypotheses were formulated to guide the study. The instruments – the Teacher Continuous Assessment Attitude Rating Scale (TCAARS) was used to generate data. The instrument was validated and its reliability was tested using Kudar Richardson 20 formula r = 0.76. The data collected were analyzed; using simple percentage to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypotheses. From results analyzed, it was found that: (1) Many science teachers are not professionally qualified and as such lack the skills to construct and administer CA test in Secondary School (2) Large student population or classes (3) Lack of motivation (4) Lack of facilities for record keeping (5) Attitude and influence of parents and school administrators are some of the causes for the teacher indifference in CA implementation. Based on these some recommendations were proffered.

Key words: Science Teacher, Continuous Assessment, Implementation, Competence, effects.

[1]. Airasian, P. W. (1991). Classroom Assessment: New York. McGraw-Hill.
[2]. Alausa, Y. A. (2003). Continuous Assessment in Our Schools, Advantages and Problems. Southern African Conference on Continuous Assessment.
[3]. Falayajo, W. (1986). Philosophy and Theory of Continuous Assessment. A Paper Presented at a Workshop for Inspectors of Education in Ondo State Nigeria.
[4]. Johnson, S. M. (1986). "Incentives for Teachers: What Motivates, What Matters". Educational Administration Quarterly, 22 (3) 54-76.
[5]. Marcus, A. C. (2008). Factors Responsible for Teachers Indifference to the Implementation of Continuous Assessment in Selected Public Schools in Rivers State. Unpublished Dissertation University of Science and Technology, Port Harcourt

Abstract: In this study the effectiveness of the Performance Lag Address Programme which has been initially launched at Mutare Girls' High School in Zimbabwe is investigated. The period of study covered the practical teaching two terms from Term 3; 2012 to Term 1; 2013. Descriptive and inferential statistical methods were used to analyse the data. Performance Lag Address Programme level comparisons for the subgroups within each level were done as well as the combined effect for each level. The overall Performance Lag Address Programme was also analysed. It was found out that the programme is generally effective in enhancing pupils' understanding of the basic mathematical concepts. The research also revealed that the programme is mainly effective when dealing with the most challenged pupils.
Keywords: Performance Lag Address Programme, Pupils, Performance

[1]. Peterson, P, E and West, M, R. Educational Legislation, Compensatory Education Law, 1965.
[2]. Kirk, L. Remediation; Kirk, British Cataloguing in Publishing Data, 1982.
[3]. Bureau of Education For the Handicapped, Progress Toward a Free Appropriate Public Education. A Report to Congress on the implementation of Public law 94-142. The education for All Handicapped Children Act. HEW Publication No. (OE) 79-05003. Washington D.C: US. Department of Health, Education and Welfare, 1997.
[4]. Sampson, O.C. Remedial Education: Taylor and Francis, Amazon, 1975.
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Abstract: This paper is written based on an action research conducted to test the competence of the learners of Vernacular Medium Schools and the learners of English Medium Schools in acquiring paragraph writing skill. The objectives of the paper are enlisted, 'action research' is defined, and the need for the study is mentioned and the hypothesis is framed. 'Diagnostic test' is defined, the need to conduct it, the importance of framing objectives to conduct it, the objectives and logic behind devising and administering it are presented. The demographics of Manikandam and Andanallur Blocks, selection of the learner sample, time spent to select the schools to administer the Diagnostic test, the procedure adopted in evaluating the Diagnostic test, the components of evaluation and the efforts taken to ensure the quality of the Diagnostic test and assessment are explained. The procedure adopted to escape from the experimenter's bias and testing bias is described. The analysis and interpretation of the data collected, comments of the evaluators and verification of the hypothesis and the discussion of the findings are rendered. The paper is logically concluded with the sources of references.

Keywords: action research, communicative competence, diagnostic test, proficiency test, aptitude test, text and accuracy, experimenter-bias, demographics, operational efficiency, etc.

[1] Johnson, Beverly. Teacher-As-Researcher. ERIC Digest. "Action research to improve school practice." New York: Teachers College, Columbia University. ERIC Clearinghouse on Teacher Education Washington DC. 1993. < http://www.ericdigests.org/1993/researcher.htm.>. 01 Aug. 2014.
[2] ERIC Digest. A Glossary of Measurement Terms. 1989. <http://ericae.net/edo/ed315430. htm>. 03 Aug. 2014. Book:

[3] CIFEL. Methods of Teaching English. Blocks I & II. Hyderabad: Latha, 1995. Print. Thesis:

[4] Ambedkar, V. "Effectiveness of "CAELL‟ in Teaching Grammar for Sixth Standard Students". M. Phil. Diss. Bhrathidasan University, Tiruchirappalli, 1998. Print.

[5] The Holy Bible: New King James Version. New York: Thomas Nelson, 1982. Print.

Abstract: Career decision making is a skill that counsellors can use to assist students learn, it involves conscious, systematic process which students can learn and perform better practice. This study therefore, was designed to examine guidance and counselling programmes in secondary schools: it also determined issues and roles of the programme in students' career decision making. The study adopted an ex-post facto descriptive survey design and covered senior school students in ten selected secondary schools in Ebonyi State, Nigeria. Simple random sampling techniques were employed in selecting the sample for the study and utilized 300 respondents; 30 head teachers and 27 students from each of the ten selected schools totalling 270 students. Two different questionnaires were designed for the study data collection which was Senior Secondary School Students Questionnaire (SSSSQ) and Secondary School Teacher Counsellors Questionnaire (SSTCQ). 270 copies of questionnaires were administered to students through the help of research assistants and 180 copies were filled correctly and returned giving a return rate of 90 percent. Also 30 copies of questionnaires were administered to selected teachers and all were filled and returned. However, construct and face validity was established as experts in guidance and counselling validated the instruments. Reliability coefficient of 0.65 was established for the students' instruments (SSSSQ) while the reliability coefficient of 0.67 for the teacher's instrument (SSTCQ). Findings among others revealed that 77.22% of the population proved that there is little or no form of counselling services to assist students in career decision-making in their respective schools while73.33% of the study population felt that counselling resources for teacher counsellors are unavailable and insufficient in their respective schools. Conclusion and recommendations were drawn from the findings made.

Keywords: Career decision making, Guidance and Counselling, Counselling Services

[1]. Dada, E. O. (2005). Utilization of product Evaluation for Curriculum issues and Development in Vocational Technical Education. Akaoka. Journal of Vocational Education. 4 (1) 145-152
[2]. Federal Republic of Nigeria (2004). National Policy on Education (4th ed.) Lagos: NERDC Press.
[3]. Idowu, A. I. (2004). Guidance and Counselling in Education. Ilorin. Indemac publishers.
[4]. Ike, C. S. (1997). Psychometric and Ethical Considerations in Counselling. Enugu. Auto Century Publishing Ltd.
[5]. Ipaye, T. (1983). The Roles of the Home, the Community and the School in Guidance and Counselling. In A Uba (ed.). Introduction to Counselling. Ile-Ife. University of Ife Press.
[6]. Kerr, B. A. (2003). Career Planning for Gifted and Talented Youth. Retrieved June, 13 2014 from career planning for gifted and talented youth.htm

Abstract: Teaching of English to young learners has grown considerably as a business in the past two decades. Psychological, cultural and economic factors all play a role in influencingthe decision to teach English to children.While young learners share many commonalities, abilities and characteristics, factors such as a country's language policy, traditional relationships with the target language, and in particular available educational resourcesand the willingness to devote these to the learning of a second language make each teaching and learning situation different. Educational resources include materials, teacher training and the provision of a healthy educational environment in which effective teaching and learning can take place. The current paper considers a situation where the teaching of English is being revived in general and in particular to young learners. The work is based on a recent workshop, (April 2014), with a selected group of teachers in the University of Khartoum and explores some of the challenges and issues facing teachers of English to young learners; these include resources, environmental challenges and teacher training.

[1]. Baffoka, M. (2012). Changing teachers‟ views about teaching and learning: A pre-requisite for improving ELT and student proficiency in English in Sudanese universities. In Time for Change. London: British Council.

[2]. Bruner, J.S. (1960). The Process of Education. Cambridge, Mass: Harvard University Press.

[3]. Bruner, J.S. (1966) Toward a Theory of Instruction. Cambridge, Mass: Belkapp Press.

[4]. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP.

[5]. Espinosa, L.M. (2008). Challenging Common Myths about young English Language Learners. New York: Foundation Child Development.