Research Design for Pubertal Experiences and Menstrual Knowledge of Adolescent Secondary School Girls

RESEARCH DESIGN

The study was designed to evaluate “Pubertal Experiences and Menstrual Knowledge of Adolescent Secondary School Girls in Abakaliki Metropolis”; using a standard questionnaire

EFFECT OF ENVIRONMENT ON PUBERTY/ MENSTRUAL HYGIENE

The school environment refers to aspects of the school or learning space that affect both the physical and psychosocial well-being of students, teachers and other school staff. To promote psychosocial well-being, the school should be a place where all are free from fear and exploitation, where codes against misconduct exist and are enforced (Vernon et al., 2003). For physical well-being, the school should be a place where all individuals are free from danger, disease, physical harm or injury; where sufficient safe water and sanitation facilities are provided; and where physical structures (buildings, paths and latrines) are sound, welcoming and secure (Vernon et al., 2003).

Civil Engineering Project Materials - New Arivals

1. THE ROLE OF DRY CONSTRUCTION IN ENSURING AFFORADABLE HOUSES IN NIGERIA

2. THE USE OF OIL PALM FIBER AS AN ADDITIVE IN CONCRETE

3. COMPARATIVE ANALYSIS OF PORTLAND CEMENT IN SOUTHWESTERN NIGERIAN

4. GEOTECHNICAL PROPERTIES OF SOME LATERITIC SOILS IN OSUN STATE

Teacher Attitude towards Teaching Aids and their Students

The teacher, some finds it difficult to carry out or present the instructional materials or the teaching aids to their students in teaching and learning process because the time they put in their various businesses is more than the houses they

Lack of Teaching Aids in Secondary Schools

Teaching aids is anything that is applied in instruction of improved comprehension. It facilitates, motivates and assures successful teaching and learning. It stimulate, captivate students interest, secure students attention in the classroom as well as bringing about proper understanding of the subject or topic taught.

Concept of Continuous Assessment

 

Concept of Continuous Assessment

Concept of Continuous Assessment

        Continuous assessment according to Griffith (2005) was formally introduced in 2004 and is often regarded as “assessment for learning” because the purpose of assessing the child is to help him learn and not find out if he has satisfied the objectives of learning. In continuous assessment, the students are assessed in the cognitive, affective and psychomotor domains, a number of times and at certain intervals using variety of assessment techniques such as tests, projects, assignments, observations, questionnaires, interviews, portfolios, checklists, stoichiometry etc. (Denga, 2007).