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Teaching, Learning, and Development
Published by PT. Education and Development Research
ISSN : -     EISSN : 29882834     DOI : https://doi.org/10.62672/telad
Core Subject : Education,
Education
Teaching, Learning, and Development provides a platform for the discussion of teaching, learning, and development at any level. Journal invites articles on the broad range of settings in which people teach, learn and develop.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
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Relative Effects of Practical and Project Based Learning on Students’ Interest in Biology in Aguata Education Zone Enebechi, Regina Ijeamasi; Ezenwafor, Chiamaka Elizabeth
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.145

Abstract

The study investigated effects of practical and project based learning on students’ interest in Biology in Aguata Education zone of Anambra State, Nigeria. Two research questions and three hypotheses guided the study and relevant literatures were also reviewed. The study adopted quasi-experimental design. The population of the study comprised of 1098 SS 2 Biology students. The sample consisted of 105 SS2 students (57 males and 48 females). The sample was obtained using multi-stage sampling procedure. Academic Interest Scale for Adolescent adapted from Luo et al (2019) was used as instruments for data collection. The instrument was subjected to face and content validation. AISA reliability was established using Cronbach alpha and reliability coefficient yielded 0.74. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that students in the practical based learning group developed better interest than those taught the same Biology concept using project based learning. The study also observed that female students developed better interest than their male counterpart in the use of practical based learning in the Biology concepts taught. From the findings it was concluded that practical based learning boosts interest in Biology subject. Also, gender differences are nuanced, but no significant in gender instruction interactions. From the conclusions, implication was that stake holders should advocate for universal, equitable and varied instructional strategies.
Assessment of Categories of Personnel in Private University Libraries in South East Nigeria Based on LRCN Minimum Standards and Guidelines Okechukwu, Ngozi Njideka; Echedom, Anthonia Ukamaka
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.150

Abstract

The success of the university libraries is greatly determined by the number of qualified staff available and the categorization of staff as per the regulatory standards. There have however been questions on just how far these libraries are complying with the minimum staffing regulations as required by the Librarians Registration Council of Nigeria (LRCN) especially in the South East where the growth of the private universities has not necessarily been accompanied by a corresponding growth in libraries. The research design adopted is a descriptive survey research design to develop a systematic system of data collection and data description of the private university libraries in South East Nigeria. The research is done on the 14 private universities in the area, through a census method. An observation checklist and structured interview guide based on Librarians standards of Registration Council of Nigeria are used to collect data. The results indicate that the number of staff in the libraries of the private universities in South East Nigeria differs with an average of 59% being the number of professionals librarians out of the total number of the staff, which is beyond the minimum requirement of Librarians Registration Council of Nigeria (LRCN) of 35%. The para-professionals and support staff however contributed to only 41 per cent as opposed to the recommended 65, which means that staff composition is not adhering to expectations. Even though the majority of professional librarians had the appropriate qualifications (primarily BLIS, Master, and PhD), the percentage of LRCN-certified ones was 37.  

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