Sumerianz Journal of Education, Linguistics and Literature

Online ISSN: 2617-1201
Print ISSN: 2617-1732

Quarterly Published (4 Issues Per Year)

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Volume 3 Issue 6 (2020)

Application of Marketing Mix Strategies in Innovative Management of Universities in North Eastern Nigeria

Authors : Kabiru Mohammed Badau
The issue of marketing is becoming more significant as a focal point of institutional functions in Nigerian universities. Universities are facing increasingly complex challenges, in particular, their operating environment is undergoing major transformation such as changing demand patterns, intensifying increased national competition and government funding is declining. Using different market mix strategies can lead to achieving competitive advantage in the education market. The focus of these paper is to determine the application of the 7ps model of price, programme, promotion, place, processes, physical facilities and people on innovative management of universities in North Eastern Nigeria. The population of the study comprises of 390 academic and nonacademic management staff with knowledge of strategic management from thirteen (13) public and private universities in North Eastern Nigeria. All the 390 management staff were utilized for the study. An instrument tagged “Application of marketing mix strategies determination questionaire (AMMSDO) with 35 items from 7ps model, having a five-point likert scale collected the relevant data. The findings show that application of price,programme, promotion,process,physical facilities and people strategies was to a low extent in innovative management of universities in North Eastern Nigeria. The study concluded that application of marketing mix strategies in innovative management of universities is justified to share their service offerings to students.The study also recommended among others the syntheses of marketing mix strategies in innovative management, because the design of each of the strategies is dependent on student behavior analysis.

Pages: 137-144

An Appraisal of Jigsaw and Fishbowl Instructional Strategies on Pupils’ Performance in Reading Comprehension in Selected Basic Schools in Ghana

Authors : William Kwasi Agyei ; Hannah Agyena-Karikari ; David Otibo ; Rose Agyei ; Faustina Obeng
This study examined Jigsaw and Fishbowl Instructional Strategies on Pupils’ Performance in Reading Comprehension in selected Basic Schools in Ghana. The study adopted pre-test and post-test control group quasi- experimental design using a 3 × 2 × 2 factorial matrices with two experimental groups and one control group. The population of the study consisted of ninety (90) class six pupils selected from the: Don Bosco Primary, Anglican Primary and Winneba Presby Primary schools. Stratified, random and purposive sampling techniques were used for the study. The main data collection tool was Reading Comprehension Achievement Test (RCAT), which was applied to Jigsaw, Fishbowl (Experimental groups) and Control groups, for both pre-test and post-test. Data analysis was done using the inferential statistics such as independent T-test, and ANCOVA.  The study revealed that: Fishbowl Strategy has improved upon the performance of pupils in reading comprehension than the Traditional approach; jigsaw group (M =16.207) had significantly higher post-test scores, controlling for the effect of their Pre-test, than pupils under fishbowl (M = 15.864). The recommended that, Jigsaw and Fishbowl should be used as learning packages for reading comprehension to help the pupils to develop positive attitude towards reading comprehension.

Pages: 129-136

Perceptions of Stakeholders on the Economic Role of Extra Lessons in Zimbabwean High Density Secondary Schools

Authors : Richard Bukaliya
The current case study was about establishing the perceptions of educational stakeholders of the economic role played by these extra lessons in Chegutu Urban secondary schools in Zimbabwe. The researcher adopted an interpretivist paradigm in which the qualitative research approach was used. A multiple case study approach and multi methods of generation which are the interviews, documents analysis and focus group discussions were used. Twenty-three participants were purposively selected and from these data were generated. Results from the study indicated that extra lessons had both positive and negative roles. Learners stood to benefit from the extra lessons as they could enroll with colleges and become employable or be creators of employment. The extra lessons assisted parents who were then able to save on financial resources because their children would not repeat the same level. In funding extra lessons, parents wanted their children to get employed afterwards and live happily, uplifting the lives of their communities. Extra lessons also assisted in uplifting teachers` standards of lives. Teachers were getting some extra earnings from extra lessons and these extra earnings were going a long way in improving their lives. However, from a negative perspective, extra lessons were straining communities of the financial resources that could have been used to improve standards of living of the parents and guardians. The study recommended that since teachers had been accused of making financial gains at the expense of the actual teaching during, it was prudent that parents monitor work that was given to learners during the extra lessons. Learners, who are the ultimate beneficiaries of the extra lessons, besides teachers, need to be warry of the extent to which they rely on extra lessons. There is need to legalise the extra lessons and set standards for the service providers. This is against the background that extra lessons have been abused for monetary benefits at the expense of effective teaching and learning. MOPSE should invest in extra lessons because they are assisting a lot in meeting the shortfalls of the mainstream education system.

Pages: 120-128

Effects of Some French Games on the Academic Achievement of Students in French Language in Junior Secondary Schools in Edo State – Nigeira

Authors : Peace Alufohai
The lackadaisical attitude of students to French language over the years is a major concern to this researcher. Thus, the study is geared towards investigating the effects of some games on the academic achievement of students in French language at the junior secondary class two level. Two research questions and two hypotheses guided the study. To give a light to this study, the pre-test, post-test, non-equivalent control group design was adopted by the researcher. The population for the study was the 4,986 public junior secondary school class two students in Edo metropolis. The purposive sampling techniques was used to select one hundred and sixty two (162) students. From the two selected schools, intact classes were drawn- experimental group and control group. The experimental group was taught with the French games (i.e. the instrument) while the control group was taught with the traditional grammar-translation method. Data was collected using French Achievement Test (FAT). Research questions were answered using means and standard deviations (SD) while research hypotheses were tested using analysis of covariance (ANCOVA). The analysis of the data yielded the following findings: i. There is a significant difference between the mean achievement scores of students taught with the French games and those taught without French games using the traditional grammar-translation method. ii. There is no significant difference between the mean achievement scores of students taught with the French games and those taught without French games in the traditional grammar translation method due to sex and location.

Pages: 114-119

A Lingo-Literary Stylistic Analysis of ‘The Shepherd’s Psalm’

Authors : Abolaji S. Mustapha
The recent interdisciplinary approach to stylistics has fostered the emergence of educational stylistics, discourse stylistics, cognitive stylistics, socio-pragmatic stylistics, socio-stylistics among others. Notwithstanding this development, some stylisticians still maintain the great divide between linguistic and literary stylistics preferring the latter to the former thereby suggesting that stylistics thrives more with literary than with non-literary works and that linguistic stylistics has little to contribute towards unpacking meanings in texts.  Here, I scrutinize these claims by using both linguistic and literary approaches (eclectic) to analysis ‘the Shepherd’s Psalm’. My preliminary findings suggest that both linguistic and literary approaches to analyses are not only capable of doing robust stylistic analysis of literary texts but they also provide rigorous and insightful results that support the interface between linguistics and literature and their complementary analytical read for both linguists and literary scholars.

Pages: 107-113

(Dis)Empowering Gendered Characters In Disourse: A Sociolinguistic Study of Daniel Mengara’s Mema (2003)

Authors : Ayodele A. Allagbé ; Franck Amoussou
This paper seeks to gain a full insight into how the phenomenon of power game- empowering and disempowering gendered characters- is discursively enacted in Daniel Mengara’s Mema (2003) from a sociolinguistic perspective. It takes the view that language and context co-constitute each other; i.e. language contextualizes and is in turn contextualized. This implies that an individual’s language would naturally vary along with the context of use. It follows from this de facto to argue that there is no such thing called an absolute powerful/powerless person, sex/gender or social group in social life, given that it is the role that a person, a sex/gender or a social group takes on or is assigned in a given context that exudes if s/he/it truly holds or exercises social power or not. The study draws on Norman Fairclough’s and van Dijk’s notions of power and Michael A. K. Halliday’s concept of register combined with qualitative approach to explore in four selected discourses from the novel how gendered characters and their relations of power are discursively represented. The findings reveal that Mema is surprisingly empowered at the expense of her male counterparts (Pepa and the male speaker) D1, Akoma is positioned as powerful also at the expense of her husband, Nkulanveng, in D2, but  Nkulanveng, the male elder from Biloghe’s village and Old Meleng are all discursively empowered respectively in D3 and D4

Pages: 96-106

A Review of Instructional Models for Effective Teacher Education and Technology Integration

Authors : Chukuwuemeka Emeka Joshua ; Babatunde Abdullateef Eyitayo ; Ajani Adedeji Hammed ; Dominic Samaila
For effective production and delivery of instruction, patterns for the production of lesson content and media selection are areas of key concern. To this, models are needed to aid the selection and structuring of teaching strategies, methods, skills, and student activities for a particular instructional purpose. This study reviewed 15 instructional models which can aid teachers to effectively engage in this process. Findings from this study showed that similarities and differences exist between different models and as such two or more model can be combined to achieve and effective production and delivery of instruction.

Pages: 86-95

Impact of Geometrical Construction on Students’ Creativity Skills for Sustainable Development

Authors : Mrs. Jane Itohan Oviawe
The study investigated the perception of teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development in Edo State technical colleges using descriptive survey research design. The sample for comprised of 20 technical drawing teachers and 150 year II students randomly selected from the six technical colleges Edo State. A 20-item questionnaire was derived from literature reviewed was the instrument for data collection. The instrument was subjected to face validation by three experts. Cronbach Alpha method was used to establish the internal consistency of the instrument and a reliability index of 0.85 was obtained. Mean statistic was used to answer the research questions while the t-test was used to test the null hypothesis at .05 level of significance. The findings from the study indicated among others that geometrical construction enhances students’ diversity thinking; there was no significant difference between the perception of technical drawing teachers and students on the impact of geometrical construction on students’ creativity skills for sustainable development. Based on the findings of this study, it was recommended among others that: technical drawing teachers should utilize problem-solving instructional methods and strategies in their lessons in order to carry each student along, enhance students divergent thinking and creative skills, foster scientific and technological discoveries.

Pages: 78-85

The Impact of Meta-Cognitive Strategy Training on Vocabulary Enhancement of Efl/Esl Learners

Authors : Mohammad Reza Moradi
As lots of researches have done in Second Language Learning, some of these researches have demonstrated that not all Strategy-Oriented Instruction studies have been valuable to push the development of interlanguage forward. Therefore, the researchers in this study aim to investigate the impact of meta-cognitive strategy training on vocabulary knowledge improvement of EFL/ESL students. By this means, 52 students at Payame Noor University were selected randomly as the participants of the study. The number of students in each of the control and the experimental group contain 26 participants with the age range from 19 to 28. The Key English Test (KET) as proficiency test for intermediate students was the means of selecting participants as the homogeneous subjects. Then, Vocabulary Levels Test was administered for computing the vocabulary knowledge of the participants as the pre-test first and after the treatment as the post-test. In addition, the meta-cognitive learning strategies dominated the experimental group for vocabulary learning while the control group received the traditional teaching method during 10 sessions. One-way ANOVA was used to analyze the data, and it indicated the beneficial usage of meta-cognitive strategies training in developing the vocabulary knowledge.

Pages: 73-77