Example 1.

Fine Art is practical oriented but the present situation in Nigeria is such that the learners are exposed to poor methods of teaching, and performances are poor. This study examined the extent to which the use of computerized graphic package can affect the performance of learners. This is predicated on the theoretical frameworks of constructivism and Gagne learning theory. The research design is the pre-test-post-test control group design. The research instruments are the Revised Minnesota Paper Form Board Test and the Graphic Design Achievement Test. They were administered on 60 Junior Secondary School students selected using stratified random sampling. The results showed a significant difference in the performance of students exposed to computerized graphic package as those exposed to computerized graphic package performed significantly better in graphics than those exposed to conventional method. The implications for a technology-oriented classroom are discussed.

(Abstract submitted at the 2008 Paris Conference by Lanre Idowu, Francisca Aladejana and Lade Adeyanju, from the Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria, for the paper titled ‘Towards A Technology-Oriented Classroom: The Use of Computerized Graphic Package’ )

Example 2.

This research paper is set within the context of Newfoundland & Labrador, a Canadian province where about two-thirds of the school aged population is located in small rural schools. Many need to engage in web-based courses to complete school graduation requirements. Using Tinto's (1993) Student Integration Model and Nora & Cabrera's (1996) Student Adjustment Model, a study was designed and conducted through the support of the Canadian Social Sciences and Humanities Research Council. The question posed was: What are the anticipated challenges and issues faced by rural youth in their transition into post-secondary education? 72 rural schools with a total of 2113 students in their final year of studies formed the research sample. The quantitative questionnaire addressed transition issues and challenges, along with selected demographic variables. Data revealed differences based on gender in terms of future career plans, the nature of intended post-secondary education, sources of funding, and general transition concerns. Most prominent were concerns about financial support, adapting to post-secondary institutions, their math skills, adjusting to increased independence, and time and money management ability. Students who had previously engaged in web-based courses typically had similar transition concerns as those who had not.

(Abstract submitted at the Paris 2008 Conference by Prof. Dennis Sharpe and Dr. Dale Kirby, from the Memorial University of Newfoundland, Canada, for the paper titled ‘Transition of Rural High School Youth Into Post-Secondary Education: Challenges and Issues’)