The Relationship Between Project-Based Assessments and Students’ Creativity in Secondary Schools (Published)
This study investigates the relationship between the frequency of project-based assessments and the enhancement of creativity among secondary school students. Employing a mixed-methods approach, data were collected from a sample of 100 students, 55 teachers and 02 academic masters across two secondary schools. The findings reveal a significant positive correlation between the regular implementation of project-based assessments and elevated levels of creativity in students. Specifically, students who frequently engaged in project-based tasks demonstrated higher creative thinking and problem-solving skills compared to those with less exposure. The results suggest that project-based assessments are a valuable tool in fostering creativity, an essential skill in today’s dynamic educational landscape. However, challenges such as time constraints and resource limitations were identified, indicating a need for further support and resources to maximize the effectiveness of these assessments. The study concludes by recommending increased professional development for teachers and more structured integration of project-based learning into the curriculum to enhance student creativity further.
Keywords: Collaborative Learning, Project-Based Learning, Secondary Education, Students Creativity, creativity development, project-based assessments, student engagement
Technology in Secondary Education: Sociological Implications for the 21st Century Nigeria Adolescents (Published)
Change is inevitable in the society and in the 21st Century. This assertion cannot be overemphasized in the sense that the advent of technology has seen unprecedented levels of change. The application of technology in every aspect of today’s society has become the order of the day in the 21st Century, influencing every sector of modern society. The educational sector is not left in this wave of technological application as the introduction and employment of technological gadgets and approaches in the educational process has impacted the teaching and learning processes comprised of distant learning, cognitive development, collaborative teaching and learning to mention. Scholars have highlighted that the application of technological approaches to learning has been observed to impact the educational performance of students. It is therefore important that this approach be inculcated in the educational sector, particularly the secondary educational level because of its strategic position in the educational sector, its target population and the need to secure and guarantee the future of generations to come. It however, has a number of positive and negative implications for the adolescents such exemplified in cyber-bullying, pornography and the acquisition of improper use of language, among others. Cyber bullying, for instance, has the potential to impact the educational performance of students. This paper therefore seeks to explore the employment of technology in secondary in Nigeria and its sociological implication on adolescents. it establishes that education remains a critical drive of societal advancement and growth as it continues to adjust to meet the educational expectations of the modern-day society. The paper therefore makes a number of recommendations which include that parents and teachers should provide pupils with good orientation on the application and dangers of technology and its devices as well as the need for government and other organization to provide ICT equipment in schools.
Citation: Josephine Azuka Onyido and Okechukwu Akara Nwaogu (2022) Technology in Secondary Education: Sociological Implications for the 21st Century Nigeria Adolescents, British Journal of Education, Vol.10, Issue 4, pp. 35-42
Keywords: Education, Secondary Education, Technology
Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning (Published)
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning.
Keywords: Assessment, Bangladesh and Global Studies, Curriculum, Examination, SSC, Secondary Education
The Integration of Information & Communication Technology in Secondary Education Institutions in Morocco (Published)
This theoretical and applied study aims to study the situation of the information and communication technology (ICT) in the education system in Morocco, especially analysis of the remarkable evolution of the use of the ICT in the public secondary educational institutions in the area of Educational Delegation of Fez in the Regional Academy for Education and Training Fez-Boulemane in Morocco, through the selection of ten institutions for secondary education representing 50% of the total of secondary institutions in Educational Delegation of Fez, as well as evaluating the acquisition of knowledge in schools on the basis of the ICT and working on the diagnosis of the role of “MASSAR” Program within the framework of the process of the school measure. Among the results that have been reached at present is the quantitative weakness of the computer network used in high school, and in the limited value of the information technology used by the students, which will enable them to get to school knowledge. As that the recruitment of “MASSAR” Program in administrative and educational process, remains very limited.
Keywords: Administrative Management, Integration of ICTE, Leading Change., Massar Program, Pedagogical Act, Secondary Education, Training