Social Maturity and Academic Achievements

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

The low enrolment and poor academic achievement of female students in Geography compared to their male counterparts in secondary schools of Ganye Educational Zone necessitated this study. Studies have it that the instructional strategies adopted by Geography teachers in teaching could interact with gender to influence students’ academic achievement. To this end, the study investigated the Effect of Gender on Senior Secondary School Students’ Academic Achievement in Geography when Mastery Learning Strategy and Conventional Method are used for instruction. The quasi-experimental non-randomized pre-test, post-test control group design was used. The study also employed the multi-stage random sampling technique at four levels to select 207 (120 Male and 87 Female) senior secondary school two (SS II) students offering Geography from six intact classes in six co-educational secondary schools in Ganye Educational Zone in Nigeria. A 40-item Geography Achievement Test (GAT) constructed by the researcher and validated by experts in Geography education was used to obtain data. After pilot testing the instrument using 89 students from two intact classes, the data obtained was analyzed using Pearson product moment correlation coefficient statistic. A reliability index of 0.78 was obtained. Data collected were analyzed using descriptive statistics of Mean, independent t-Test and Analysis of Covariance (ANCOVA). The study revealed that Female students exposed to learning Geography through Mastery Learning Strategy performed better than their Male counterparts. A significant interaction effect of treatment and gender on students’ achievement in Geography was also observed. It was recommended that Geography teachers should re-assess their classroom instructional strategies used in teaching and adopt that which will give the students equal opportunities to excel in Geography.

In this study, the effects of the Purdue Model used in the teaching of the unit ‘The Let’s Solve the Puzzle of Our Body’ on the attitudes of 5th grade students towards academic achievement, permanent learning and science have been analysed. For this purpose, a quasi-experimental study was conducted with a total of 87 students in Samsun in Turkey. For this purpose, the research was carried out by using the quasi-experimental method, in total 87 students in Samsun city of Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of study were collected using Academic Achievement Test and Attitude Scale towards Science. As a result of the study, it was determined that achievement and attitude levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to future researchers.

The country's comprehensive renovation initiative initiated and led by the Communist Party of Vietnam (CPV) over the past three decades has achieved great and significant historical achievements, creating a position and power. to continue promoting industrialization, modernization and international integration. On the basis of analyzing and clarifying a special historical context that appears to be a reformist way, generalizing the major theoretical and practical achievements over the past three decades and a number of existing issues out; The article contributes to affirming the special values of the Doi Moi career in the revolutionary process of Vietnam and recognizing the requirements of overcoming and improving to reach the goal of Innovation.

“Education is experienced by teachers, students and their parents as a daily school environment, while in the perspective of national politics, “education” are a long term investment, therefore, the careful definition of priorities in the broader range of needs takes a particular importance.”
It is a study conducted over a four month period, achieved in three high schools, and one secondary school in the city of Elbasan. “Dhaskal Todri”, “Qemal Stafa”, and ”Kostandin Kristoforidhi” high schools and “Naim Frasheri” secondary school have as a primary intention the awareness of teachers and students towards the increasing of cooperation between them and the involvement  of students’ family members in the programs and initiatives undertaken by the schools in the context of the education process, increasing the active role of social workers. Quantitative method has been used to complete this study, exploiting different materials from pedagogical journals, publications of some of the greatest psychologists, materials from seminars organized by MES (Ministry of Education and Sport), records from a questionnaire distributed to some high schools in the city, study case at a mental health center. The results of the study show the multidimensional problems faced by Albanian schools during these years, difficulty that is based on the teacher-student relationship and the school's cooperation with the students’ family. Today these relationships and this cooperation are in a transitional phase between conservatism, authoritarianism and democracy.

The country's comprehensive renovation initiative initiated and led by the Communist Party of Vietnam (CPV) over the past three decades has achieved great and significant historical achievements, creating a position and power. to continue promoting industrialization, modernization and international integration. On the basis of analyzing and clarifying a special historical context that appears to be a reformist way, generalizing the major theoretical and practical achievements over the past three decades and a number of existing issues out; The article contributes to affirming the special values of the Doi Moi career in the revolutionary process of Vietnam and recognizing the requirements of overcoming and improving to reach the goal of Innovation. To cite this article [Minh, D. D. (2019). Career Innovation: Achievements, Meaning and Some Research Issues in Social Management. The Journal of Middle East and North Africa Sciences, 5(8), 13-23]. (P-ISSN 24129763) (e-ISSN 2412-8937)....

The transitional phase of adolescence has an effect on education, happiness, safety and security of an individual. Adolescents at this period of life encounter certain difficult situations which has an impact on their academics. For that reason, learning should be amalgamated with social-emotional learning as it illustrates a part of education that links educational knowledge with certain skills essential for success in school. Therefore, the present study was intended to identify the relationship between social-emotional learning and academic achievement among adolescents belonging to joint and nuclear families. The study was conducted over a sample of 500 adolescents from eight government schools of Ludhiana city of Punjab. The study was quantitative in nature therefore; evaluation of grades or marks of adolescents' last performance were used to measure academic achievement among adolescents. The results of the study reported that substantial number of adolescents from nuclear families were observed to be at very good level in academics. Further, overall social-emotional learning was found to be non-significantly positively correlated with academic achievement in nuclear families while, in joint families, overall social-emotional learning was noted to be significantly positively correlated with academic achievement.

Увод. В образователната практика се приема по дифиниция, че нагледността в обучението е важна за усвояването на учебния материал за всички обучаеми, независимо от личностната им специфика.
Цел. Да се установи доколко нагледността в изложението на учебния материал помага на обучаемите като се вземе предвид спецификата на мисленето им.
Материал и метод. Със 100 ученици от 9-ти клас беше проведен експеримент, при който раздел от физиката беше преподаван нетрадиционно с компютърно онагледяване – картини и анимация, заемащи голяма част от времето за преподаване на раздела. Предварително на учениците е направен тест за пространствена интелигентност, проверяващ способността им да възприемат и анализират пространствена информация, кодирана под формата на изображения, както и входен тест за знанията на учениците по предстоящия за преподаване раздел и изходен тест след преподаването на раздела.
Резултати. Оценките от двата теста бяха подредени по пространствена интелигентност на участващите в експеримента ученици. Когато оценките бяха разделени в две групи – на ученици с ниска и на такива с висока пространствена интелигентност се получи парадоксален резултат. На входния тест групата на учениците с по-ниска пространствена интелигентност имаше по-ниска средна оценка от групата с по-висока пространствена интелигентност, но на изходния тест се получи обратното – по-интелигентната група имаше по-нисък успех от този на по-малко интелигентната. Парадоксът беше разрешен след разделянето на учениците по пространствена интелигентност на 4 групи. На входния тест успехът на групите се увеличаваше пропорционално на пространствената им интелигентност. Групата с най-ниска пространствена интелигентност беше с най-нисък успех, еднакъв и на двата теста, т.е. за нея нагледността в обучението е безполезна - не подобрява разбирането на учебния материал. Групата с най-голяма пространствена интелигентност беше с най-висок успех, еднакъв и от двата теста – тя не се нуждаеше от нагледността за разбирането на учебния материал. Споменатият парадокс се дължеше на двете междинни групи. Междинната група с по-голямата пространствена интелигентност също не се нуждаеше от нагледността в преподаването, за да разбере преподавания материал и в случая не беше повишила успеха си след експеримента. Основната промяна в успеха се дължеше на по-малко пространствено интелигентната междинна група, която след преподаването беше повишила значително успеха си, така че той надхвърли този на по-интелигентната междинна група. Тъй като междинната група с по-малка пространствена интелигентност беше най-многобройна – около 40% от броя на участващите в експеримента ученици, повишеният й успех доведе до споменатия по-горе парадокс. Извод – нагледността в обучението помага на част от обучаемите, които са мотивирани да учат, но им е трудно да си представят преподавания материал.