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Neurocognitive Impairments (NCI) in bipolar disorder: Comparison with schizophrenia and healthy controls
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PSYCHO-SOCIAL FACTORS AS PREDICTORS OF SCHOOL ADJUSTMENT AMONG SECONDARY SCHOOL STUDENTS WITH VISUAL IMPAIRMENT IN SOUTHEASTERN NIGERIA
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Influence of home and school factors on academic achievement of high achieving secondary school students in Abeokuta, Ogun State
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PSYCHO-SOCIAL FACTORS AS DETERMINANTS OF CULTIC INTENTION AMONG PUBLIC UNIVERSITY STUDENTS IN SOUTHWESTERN, NIGERIA
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Page will reload when a filter is selected or excluded.- Artificial Intelligence & Machine Learning 3 results 3
- Computer Science & IT 3 results 3
- Engineering & Technology 3 results 3
- Learning disabilities 3 results 3
- Reading comprehension 2 results 2
- Schizophrenia 2 results 2
- Students with learning disabilities 2 results 2
- Subject mastery 2 results 2
- Teacher competences 2 results 2
- Teaching methods and obligations 2 results 2
- This study investigated the relationship between teacher competences (subject mastery, teaching methodology and compliance with teaching obligations) and reading comprehension achievement of students with learning disabilities in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted a survey design. Thirty (30) Senior Secondary Class 2 students, from six schools identified as having learning disabilities in reading comprehension participated in the study. Four instruments were used in the study. These were the Learning Disability Evaluation Scale Renormed, Second Edition (LDES-R2) for screening students for learning disabilities (r =0.75), the Reading Comprehension Test (RCT) (r = 0.81), Teachers’ Competence and Performance Questionnaire (TCPQ) (r= 0.85) and the Achievement Test in Reading Comprehension (ATRC) (r = 0.70). Data collected were analyzed using the Pearson’s product moment correlation and multiple regression analysis. Two research questions and three hypotheses generated were tested at 0.05 level of significance. The results revealed that there is a significant joint relationship between reading comprehension achievement of students with learning disabilities and teacher competences in terms of teacher mastery of subject matter, teaching methodology used by teachers and compliance with teaching obligations by teachers of students with learning disabilities. When the independent variables were considered as individual variables, subject mastery (β = .353, P <.05), made the most contribution to the dependent variable, followed by teacher compliance with teaching obligations (β = .244, P>.05), and then teaching methodology (β =.236, P>.05). On the basis of these findings, recommendations were made which included that teachers of students with learning disabilities should have: adequate mastery of subject matter and up to date lesson plans. They should use a variety of appropriate teaching methods and always identify with professionals bodies in the field of special needs education as they comply with teaching obligations. 2 results 2
- "Poor performance in examinations among the university freshmen has long been a major source of concern to stakeholders in the education industry. In spite of the numerous efforts made by the researchers, educators and policy makers in tackling this problem, the performance of students does not seem to have improved. Therefore, the study investigated the effect of hierarchical model on performance in Economics among First students in Tertiary Institutions. Sixty First students in the Department of Economics were used for the study. The research adopted a pretest- posttest and control group quasi experimental design with a 2x2 factorial matrix. Two schools were randomly selected from two tertiary institutions in Lagos State. 30 participants each were randomly selected for the treatment and control group from the two selected schools. The major instruments used for the study were Learning Readiness Scale (r =.88); for screening of participants who had low performance in Economics in their first semester examination, Self-Concept Scale (r =.85) and Economics Achievement Test. The data were onalysed with the aid of Analysis of Covariance (ANCOVA) tested at the 0.05 level of significance. The finding indicates that the participants exposed to hierarchical model showed a significant improvement in their performance in Economics than those in control group (F (1, 53) = 6.008, p< 0.05, ,,2= 0.068). Also, it was evidence that preventing poor performance in Economics can be explained by students' ability to integrate acquired skills against constant failure in the subject every year. It is recommended that hierarchical model should be used by the Counselling Psychologists to intensify their effort to make use of the intervention in their strategies for counselling." 1 results 1
- A student’s abilitiy to read and understand written texts is one of the fundamental skills that enable students to succeed in his academics. However, far many students in Nigerian schools with learning disabilities reading comprehension is the major deficiency. This study, investigated the effectiveness of the Directed Reading Thinking Activity (DRTA) in improving reading comprehension of secondary students with learning disabilities. The study employed a pre-test, post-test, control group, quasi-experimental research design. The design utilised a 2x2x2 factorial layout. Simple random sampling technique was used to select One Hundred (100) Junior Secondary Class 2 from two junior public schools. The presence of different levels (ranging from mild to severe) of learning disabilities was the major criterion far this selection. Screening was conducted with the Myklebust Rating Scale (r = 0.76). Participants in the experimental group were exposed to five weeks of reading comprehension training using the directed reading thinking activity strategy. The control group was not treated. Three null hypotheses were formulated, while data collected were analysed using t-test statistics. The results showed that participants exposed to the directed reading thinking activity strategy performed better than their counterparts in the control group. Thus, since the directed reading thinking activity strategy was found to be superior to the conventional method. 1 results 1
- Academic Achievement 1 results 1
- Aggression 1 results 1
- Aggressive behaviour 1 results 1
- Background. – Despite the ubiquity of sleep disturbance in schizophrenia, it has generally been overlooked as a potential contributor to cognitive impairments. The main aim of this study was to find out if impaired sleep quality contributes to cognitive impairments in patients with a diagnosis of schizophrenia who are in remission. Methods. – The study was conducted at the University College Hospital, Ibadan and State Hospital, Ibadan, Nigeria. The Pittsburgh Sleep Quality Index (PSQI) and Screen for Cognitive Impairment in Psychiatry (SCIP) were applied in this cross-sectional study, to all consecutive and consenting remitted outpatients with schizophrenia (N = 130). Other instruments such as Hamilton Depression Rating Scale (HDRS), the Positive and Negative Syndrome Scale (PANSS), sociodemographic and clinical measures were also applied. Results. – There were 130 participants made up of 69 females (53.1%) and 61 males(46.9%). The mean age of the participants was 38.5 ± 9.1 years. The prevalence of poor sleep quality in remitted patients with schizophrenia was 56.9%. Sleep quality was significantly negatively correlated with Verbal Learning Test-Immediate (VLT-I) (r(128) = -.18, P = .044) and Verbal Learning Test-Delayed (VLT-D) (r(128) = -.18, P = .037). The variables that independently predicted cognitive functioning were the VLT-I, odds ratio (OR) 0.66; 95% confidence interval ((CI) 0.49-0.88) and education (OR) 0.61;(CI) 0.40- 0.92). Conclusion. – Poor subjective sleep quality measured by the PSQI is linked to cognitive impairment in remitted patients with schizophrenia. We suggest that sleep quality in remitted patients with a diagnosis of schizophrenia should receive better attention by physicians. 1 results 1
- Background: Neurocognitive impairments (NCI) are common in patients with bipolar I disorder. However, reports about the affected domains, outcomes and magnitude have been inconsistent. The aim of this study was to compare the magnitude (severity) and specificity (domains), of (NCI) in euthymic Bipolar I Disorder (BD) patients with a demographically and educationally matched sample of patients with schizophrenia in remission (SC) and healthy controls (HC). Methods: The Screen for Cognitive Impairment in Psychiatry (SCIP) was applied in this cross-sectional study, to all consecutive and consenting euthymic outpatients with bipolar I disorder (BD) (n = 76), remitted patients with schizophrenia (n = 130) and age and gender-matched healthy controls (HC) (n = 100). The cognitive tests done included Verbal List Learning-Immediate (VLT-I), Working Memory Test (WMT), Verbal Fluency Test (VFT), Verbal Learning Test-Delayed (VLT-D) and Processing Speed Test (PST). Within the bipolar group, the association between NCI and functioning was assessed. Results: There was a significant difference in the proportions of participants that had cognitive impairment from the 3 groups (37% (HC) vs. 71.1% (BD) vs. 91.5%(SC) (p=0.001) The BD group in comparison to the HCs did worse on all domains of the SCIP except WMT and PST. The BD group was not significantly different from the SC group in all neuropsychological domains of the SCIP except WMT. BD group significantly functions better than the SC group. The severity of depressive symptomatology and VLT-I were independent predictors of functioning in the BD group. Conclusion: Cognitive impairment affects almost all the neurocognitive domains of the BD group. The difference in NCI between euthymic BD patients and SC in remission are quantitative rather than qualitative. 1 results 1
- Bipolar disorder 1 results 1
- Cognitive impairment 1 results 1
- Cognitive behaviour therapy 1 results 1
- Computer Games 1 results 1
- Computer anxiety 1 results 1
- Computer anxiety has been identified as a prominent drawback to many freshmen in the Open and Distance Learning (ODL) institutions in Nigeria. It is a known fact that inadequate computer skills coupled with computer anxiety are linked to attrition rate and poor academic performance among distance learners who by exigency should utilise computer to bridge the transactional and interactional distance that exist between them, their tutors and other relevant personnel. This is capable of jeopardising learners‘ adjustment, performance and general coping capacity. There is a plethora of studies on computer anxiety with little attention to intervention that could reduce the menace among ODL students. This study, therefore, determined the effectiveness of Computer Efficacy Training (CET) and Cognitive Behaviour Therapy (CBT) in the management of computer anxiety among National Open University of Nigeria (NOUN) freshmen in Southwestern Nigeria. The moderating effects of age and gender were examined. Technology Acceptance Model provided the framework for the study while the pretest-posttest control group quasi-experimental design with a 3x2x2 factorial matrix was adopted. Three study centres of NOUN (Akure, Ibadan and Lagos) were randomly selected from the nine study centres of the university in Southwestern Nigeria. Eighty-five computer anxious freshmen who met the screening criteria were randomised into CET (30), CBT (25) and Control (30) groups. The interventions lasted eight weeks. The Computer Anxiety Scale Revised (α=0.89) with the norm of 60.0 was utilised for screening. Computer Anxiety Rating Scale (α =0.86) was used to measure the criterion variable. These were complemented by CET and CBT training guides. Analysis of covariance and Scheffe post-hoc test were utilised for data analysis at 0.05 level of significance. Participants‘ mean age was =29.69, with 56.5% females. There was a significant main effect of treatments on the management of computer anxiety of NOUN freshmen (F (2, 72)= 19.772, η2 = 0.355). Participants in the CBT ( =31.00) had the least computer anxiety compared to those in CET ( =33.10) and the control ( =38.07) groups. There was a significant main effect of age(F (1, 72)= 8.927, η2 = 0.110)on computer anxiety. The older NOUN freshmen ( = 34.15) significantly benefited more than younger NOUN freshmen ( = 44.27). There was no significant main effect of gender on computer anxiety.There were no two-way interaction effects of treatment and age and treatment and gender on computer anxiety. The three-way interaction effects of treatment, age, and gender was also not significant. Computer efficacy training and cognitive behaviour therapy were effective in managing computer anxiety of National Open University freshmen in Southwestern Nigeria. Educational and counselling psychologists should largely adopt cognitve behaviour therapy in the reduction of computer anxiety and service providers should take cognisance of age in computer appreciation training for open distance learning students. Keywords: Computer efficacy training, Cognitive behaviour therapy, Computer anxiety, National Open University of Nigeria Word count: 454 1 results 1
- Computer efficacy training 1 results 1
- Concrete-Representational-Abstract Instruction 1 results 1
- Conduct disorder 1 results 1
- Cultic intention 1 results 1
- Digital revolution and the resultant emergence of Industry 4.0 has driven the incorporation of Artificial intelligence (AI) in Industrial education to enhance skills development in the industry. However, there is a lack of adequate empirical evidence on the integration of Artificial intelligence in industrial education. To fill this gap, this study reviewed previous studies on the adoption of AI in Industrial education and examined the frequency of occurrence of variables obtained in the studies reviewed. Relevant literature was screened and reviewed to find empirical evidence to support findings. A systematic review of 14 studies provided insights into the current applications, benefit and challenges of AI integration in industrial education. The study found that the most cited applications of AI is Adaptive and personalized learning systems, which customise workers/learners’ information based on their interaction with learning content. Other applications are augmented simulators for real-time feedback, virtual mentors, and intelligent tutoring systems which replicate real-life interaction with professionals among others. Majority of the studies found increased engagement and improved learning outcomes and skills development as benefit of AI integration in Industrial education. Other benefits are promotion of early identification of learning challenges and timely intervention and feedback, improvement in administrative efficiency and support, personalisation of learning. Notable challenges were skills and capacity gaps, lack of infrastructure and AI resources, curriculum issues and difficulty in integrating AI into current curriculum, ethical and privacy concerns among others. Based on the findings of the study, it was recommended that the skill gap should be filled with training in AI applications and use, investment in AI infrastructural development should be explored, industry collaboration and partnership in the area of needs should be considered, AI marketing and literacy should be adopted in industries, all AI intervention should be a continuing and lifelong process to ensure sustainability. 1 results 1
- Direct-Instructional strategies 1 results 1
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