EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

More documents

Recommendations

Info

European Journal of Social Sciences - Volume 2, Number 1 (2006) Table 2: Preservice Teachers’ Concerns by Types, Ranks, Number of Specific Concerns and Percentages S/N TYPES <strong>OF</strong> C<strong>ON</strong>CERNS RANKS 1 2 3 1. Survival Concerns No % No % No % School location 21 16.15 1 0.77 - - Classroom discipline 20 15.38 5 3.85 6 4.62 Pupil-teacher relationships 16 12.31 5 3.85 4 3.08 Lecturers’ comments 11 8.46 4 3.08 - - Transportation 10 7.69 3 2.31 - - Overcrowded classrooms 5 3.85 2 1.54 2 1.54 Accommodation 5 3.85 6 4.62 2 1.54 Lack of finance for the exercise 5 3.85 1 0.77 - - Lecturers’ assessments 3 2.31 11 8.46 9 6.92 Relationship with school staff 3 2.31 5 3.85 - - Comments by school staff 3 2.31 - - 7 5.38 School environment 2 1.54 3 2.31 - - Sub-totals 104 80.01 46 35.41 30 23.08 2. Task Concerns Pupils’ poor communication skills 7 5.38 8 6.15 7 5.38 Making and using teaching aids 4 3.08 22 16.92 6 4.62 Writing of lesson plans 4 3.08 6 4.61 5 3.85 Motivating pupils to learn 4 3.08 5 3.85 8 6.15 Class level to teach 4 3.08 3 2.31 8 6.15 Availability of Laboratories/ 2 1.54 5 3.85 3 2.31 workshops/studios Contents of school syllabus - - 12 9.23 9 6.92 Getting relevant text books - - 8 6.15 10 7.69 Topics to teach - - 7 5.38 8 6.15 Work load to be given - - 2 1.54 3 2.31 Sub-Totals 25 19.24 78 59.99 67 51.53 3. Impact Concerns Pupils’ achievement in the class 1 0.77 - - 5 3.85 Pupils’ physical and moral development - - 3 2.31 2 1.54 Influence of teacher on pupils - - 2 1.54 3 2.31 Sub-totals 1 0.77 5 3.85 10 7.70 Table 2 shows that the student teachers were predominantly at the stage of self or survival concerns with only a few of them (about 20%) regarding task and impact as important concerns in teaching. The table also shows that only one respondent (less than 1%) regarded impact as an important concern. In regard to survival concerns, their anxiety centred mainly around school location, classroom discipline and pupil-teacher relationships. Impact concerns were yet to assume any measure of importance to them. 82
International Research Journal of Finance and Economics – Volume 2, Number I (2006) Teaching practice experience and types of concerns Out of the 130 subjects in the study, 97 had previous teaching practice experience while 33 indicated that they had no teaching practice experience. Those with teaching practice experience indicated that they had such experiences in either the colleges of education they attended before they entered the university or after completing their Part Two courses in the university, or both. There were no differences in the types of specific concerns expressed by both groups of student teachers. There were also no notable differences between them in regard to the importance of these concerns to them. There was only a minor difference between them in this respect with regard to their concerns for transportation and accommodation. Seven out of the ten subjects who ranked transportation as their most important concerns were those without previous teaching experience. Also, all the 11 subjects who ranked accommodation as either their first and/or their second most important concerns were those without previous teaching experience. Discussion Student teachers’ concerns Table 1 shows that the Nigerian preservice teachers in this study expressed clusters of concerns similar to those in Fuller and Bown’s (1975) model. A greater number of survival concerns than task concerns were expressed by the subjects while a negligible number expressed impact concerns. In terms of the relative proportions of their specific concerns in the self, task and impact categories of concerns, the findings of this study are in support of Fuller and Bown’s (1975) model of preservice teachers’ stages of professional development. This study adds substance to the results of previous researches, which show that for students entering the student teaching experience, self-concerns were high and task and impact concerns were less evident. According to Hall and Hord (1987), concerns at this point have to do with feelings of potential inadequacy, self-doubts about the knowledge required, or uncertainty about the situation they are about to face. The Nigerian preservice teachers in this study expressed almost similar concerns with those in studies elsewhere (Chan & Leung 2002; Veenan 1984 & 1987 cited in Meister & Melnick, 2002). Notable differences are in regard to preponderance of self or survival concerns expressed by the Nigerian respondents in this study. The respondents in this study also differed from those in similar studies elsewhere by not expressing concerns about assessing pupils’ work, record keeping and management of time. It may be wrong to assume that they were competent in these areas of work. They might not have given any thought to them as they were preoccupied with self concerns. These differences could result from the differences in emphasis given to different aspects of the teacher education programme by Nigerian educators and their counterparts elsewhere. Although the Nigerian sample is small, the differences could be a reflection of the possible differences in the characteristics of Nigerian student teachers and their counterparts elsewhere. It is possible that, for reasons to be given below, the Nigerian preservice teachers in the study were less dedicated to their training programme than their counterparts and, consequently, were slower than them in developing professional skills. The Most Important Concerns Table 2 shows that survival concerns were ranked as the most important by about 80% of the subjects of the study while less than 20% of them ranked task concerns as the most important. Among the category of survival concerns, ‘school location’ was of the greatest importance to them. This is probably a manifestation of the impact of the environment or context on the teaching/leaning process as this study was done shortly after a feud between Ile-Ife and an adjoining community (Modakeke) in which many lives were lost and property, including schools, were destroyed. With no assurance that 83
Page 1 and 2:
EUROPEAN JOURNAL OF SOCIAL SCIENCES
Page 3 and 4:
European Journal of Social Sciences
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38: European Journal of Social Sciences
Page 41 and 42: OL AOLUWA IWO Component Scores EJIG
Page 43 and 44: References [1] Abiodun J.O. (1981)
Page 77 and 78: International Research Journal of F
Page 87: International Research Journal of F
Page 139 and 140:
International Research Journal of F
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
show all

EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?