Some of the learning difficulties that people interested in Business Education are eager to know are those that are associated with Business Statistics. Perhaps, because Business Statistics is perceived by most students as a course that requires thinking in abstraction. This study therefore investigated perceived difficulties in Business Statistics and Business Education students’ performance in Colleges of Education in South–South, Nigeria. Three null hypotheses were formulated and tested at .05 level of significance. The population of this study comprised 860 third year Business Education students offering Business Statistics in six Colleges of Education out of which a randomized sample of 430 was selected. A-25 item questionnaire structured on a four-point scale was used for data collection. A 50-item Business Statistics Performance Test (BSPT) was also used to collect the required data. Both instruments were subjected to face and content validity by three validates. Split-half method was used to determine the reliability of the BSPT. In applying the above method, Pearson Product Moment Correlation and Spearman Brown Prophesy Formula were also used to compute the correlation coefficient and reliability index of r-0.77 and 0.87 respectively. The obtained data was analyzed using t-test for the null hypotheses. The analysis of the null hypotheses indicated among others that:Business Education students differed significantly in their performance in Business Statistics based on difficulties in problem representation. Business Education students differed significantly in their performance in Business Statistics based on difficultiesin statistical calculations. Based on these findings, the study recommended among others that: Business educators should ensure that statistical problems are adequately represented during instruction.Students should intensify efforts towards acquiring procedural and conceptual knowledge prerequisite for solving simple and complex problems in Business Statistics.

The study investigated entrepreneurs success and creativity in business education. Two research questions were posed to guide the study while one hypothesis was formulated and tested at 0.05 level of significance. A total of 245entrepreneurs were studied out of 818 entrepreneurs from four local governments in Rivers State. The instrument for the study was named Entrepreneurs Success and Creativity in Business Education Questionnaire (ESCBEQ), with a modified four point Likert scale ranging from High Extent to No Extent. Six entrepreneurs validated the instrument and a reliability test using test-retest method yielded a correlation of 0.89. Mean rating and standard deviation was used to analyze the research questions and t-test for large group mean was used to test the hypothesis. Findings revealed that entrepreneurs success depends on creativity to a moderate extent and that creativity is necessary in entrepreneurship business success. Also the study revealed that business education promotes entrepreneurs success. Based on the findings, discussions and conclusions drawn, recommendations made amongst others were that importance of creativity and the need for business education should be made not only to entrepreneurs but to the populace. Entrepreneurs who succeeded through creativity and business education knowledge should educate those not applying creativity as it is essential in business success. Enlightenment campaign about business education and creativity in business success should be carried out seriously by entrepreneurs who used them to succeed.

The Constitution promulgated on August 27, 2010 divides the territory of Kenya into administrative units called counties as it did away with the provinces. One of the objectives of such devolution is to promote social and economic development as well as the provision of proximate and easily accessible services, including education, throughout the country. Among others, the Constitution holds that every child has the right to free and compulsory basic education. However, historically, there has been uneven distribution of schools right from the pre-colonial, colonial period up to now. This disparity in the distribution of schools in regions has far reaching implications not only with regard to equity in access, but also quality that depended highly on the type of school, especially at the secondary level. This scenario is strikingly similar to the defunct provinces where a number of them had fewer and poorly equipped secondary schools as compared to their share of the population. Thus there is a daunting task in the planning of education in the country’s 47 counties. The purpose of this paper therefore, is to critically examine the provision of secondary education in Kenya, with specific reference to equity in access, in the wake of the devolved county units as well as explore the prospects in a bid to facilitate its successful implementation. During the critical examination, the distribution of secondary schools in general, and the national ones in particular, in the country is discussed in a historical perspective. Particularly, this approach will assist not only in bringing out the stark disparities in the provision of secondary education in the country, but also help in formulating policy suggestions to attempt and surmount the attendant challenges.

This study aimed to test the effectiveness of the modular enrichment activities which were developed based on multiple intelligences and thinking skills. The adoption of the four types of intelligence as introduced by Gardner (1983) consisted of verbal linguistic, logical mathematical, visual and kinesthetic intelligences. While the analytical, practical and creative thinking skills as raised by Sternberg (1985) in the triarchic theory of intelligence (Sternberg Triarchic Theory). A quasi-experimental research design was used which involved academically-gifted students from two Mara Junior Science Colleges (MRSMs) in Malaysia. Two instruments were used in this study, the Sternberg Triarchic Ability Test (STAT) and multiple intelligence test. ANCOVA analysis and Kruskal-Wallis H test were then employed to analyze the data. The findings suggested that the integration of Gardner's multiple intelligence and Sternberg’s thinking skills through the modular enrichment activities stimulated the multiple intelligence profiles and the levels of the thinking skills of the treatment group significantly.

This study aims to see an increase in student motivation through the implementation of learning-based model MPBK ICT. Subjects were VIIIA and VIIIB grade students of SMP State 6 Makassar. Sampling was done by purposive random sampling. Total number of students by 60 people. The design study is a pretest and posttest group design. Data was collected using a questionnaire motivation to study models of ARCS (attention, relevance, confidence, and satisfaction). Data were analyzed descriptively in the form of average and percentage. To see an increase in motivation to use the analysis <g> normalized gain. The results showed that the implementation of the model-based MPBK ICT can increase students' motivation with an average index <g> normalized gain of 0.7 for the motivation to learn. This means that the model-based MPBK ICT can increase students' motivation with high category.

The prosperity of Africa is superglue to the growth of her economy. Financial Mathematics (FM) and Financial Engineering (FE) are identified as engines for growth. In this paper, strengthening of inter-institutional collaboration is encouraged for effective promotion of the courses in Africa. Institutions should be sharing resources like financial data, library and laboratory facilities. Scholarship should be provided to students to pursue FM and FE courses. Institutions should have relationship with the industry for internship and job placement of their students. The financial industry should provide grants to students and researchers doing research on financial related problems. Above all, there should be a kind of lattice relation wherein the universities, financial institutions and research centres are bound together by institutional collaborations.

This study investigates the effect of guided scoring instructional strategy on performance of secondary school students in mathematics. Also the differences in the number of assessments administered and marked with the use of guided scoring and without its use were examined. The design of the study is quasi-experimental utilizing pre-test post –test non equivalent group. A sample of three hundred and thirty six senior secondary class one students were selected from three school types in Umuahia education zone of Abia State with experimental and control groups constituted in each school. Data obtained from pre-test and post –test were statistically analyzed using Analysis of Covariance (ANCOVA). With gain scores of -1.99 and 20.26 (40.8%) for Control and Experimental groups respectively, the work indicates that Guided Scoring improved the problem solving skills of students and enhanced their performance in Mathematics. The F-ratio of 398.808 is shown to be significant at 1% level, further confirming that students exposed to guided scoring instructional strategy significantly out performed those who were not exposed to the strategy. Also the teacher administered and marked more continuous assessments with the use of guided scoring with a total score of 12 for control group and 20 for experimental group. The findings of this study will help lessen the burden of continuous assessment on teachers, increase the frequency of continuous assessment and thereby improve efficiency in teaching and learning of mathematics. This study will also help to expose students to the criteria by which they are judged and in the development of their judgment skills. The researcher recommends the adoption of guided scoring in secondary school systems and tertiary institutions as an efficient way of implementing the continuous assessment programme and enhancing the performance of students in Science, Technology and Mathematics.

This is a part of a larger study that was set out to establish pedagogical and other factors which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. This study was aimed at establishing History teaching methods which influenced academic performance in Kenya Certificate of Secondary Education (KCSE) History examination in Tigania and Igembe Districts, Meru County Kenya. The study was carried out using descriptive survey design. The study used probability sampling where simple random sampling was used. Data collection employed questionnaires for teachers, and focus group discussion for the form three History students. The respondents for the study included forty (40) teachers, and four hundred (400) students who formed sixty (60) groups. The data was analyzed using statistical package for social sciences (SPSS) computer program and descriptive statistics. Chi square was used to test the null hypotheses. Although some teaching methods were found to be commonly used while others were often or rarely used, the impact of teaching methods on KCSE History examination performance was only significant for debate, brainstorming and panel methods.

This study starts from a concern related to the phenomena of inter ethnic disharmony , religion and culture in State Senior High School 1 ternate . In order to avoid that , it is necessary to implement the awareness of the values of multicultural education to create a social order which is harmonious , peaceful , and away from the conflict . This study is expected to provide an alternative foundation for the creation of harmonious social relations among ethnics. The school as an institution which accommodates a wide variety of individuals with diverse social backgrounds will also give birth to the attitude and actions of different individuals . This condition can not be denied as we are always exposed to the diversity of circumstances that are not harmonious and uncertain . Therefore, to go to an orderly social system there is a need to civilize the difference owned by any person or any group member. This study uses a qualitative approach with naturalistic method . The sources of data and information were obtained through observation, in-depth interviews and documentation .The result of the study indicates that : ( 1 ) the attitude of learners and teachers and school communities in State Senior High School 1 ternate does not show strong sectarian fanaticism , tribes and languages , (2 ) the behavior shown reflect learners in different ethnic religious harmony yet because there is still a relatively good stereotypical attitudes influence the dominant culture that exalts the local level and ( 3 ) there is a need to implement the constraint values of multicultural education namely ( a) the teacher and the students do not yet have sufficient understanding and insight about anti religious and ethnic discrimination in schools , ( b ) there is no creation of a teacher or figure models who provide exemplary learners based on the values of multicultural education .