This paper x-rays the meaning of scientific literacy and compares it to how science is taught in Nigeria schools, in order, to know how Nigeria has fared in making her citizens scientifically literate. It was concluded that science teaching in Nigeria schools were meant for students to pass examination and not to feel the impact for societal growth. The consequences are that most farmers do not want to use fertilizers, graduates in science and applied science are highly superstitious, people do not know that brakes can fail, that sickle cell disease is genetic and not from evil spirits e.t.c Therefore, the impact of science is not felt. It was recommended that science curriculum should emphasis on why science, organize workshop for teachers on linking science to the society, so that the people would feel comfortable knowing what science is all about, even though they do not know much about science.

The study aimed to show effectiveness of teaching Social and National Education subject using the flipped class strategy in improving Academic Achievement Among the fifth primary grade students in both Taibeh and Westieh Brigades in Irbid Governorate, through comparing it to the ordinary method in teaching. The study sample consisted of (50) male students of the fifth primary grade in Kufr Asad Primary School distributed into two sections who were chosen by the intentionally method. The random assigning was used to distribute the study individuals into two groups; the experimental group which consisted of (25) students taught using the flipped class, and the control group which consisted of (25) students taught by the ordinary method. To achieve the study objectives, the researcher prepared three videos for the lessons of the unit of Economic resources in The Hashemite Kingdom of Jordan of the Social and National Education subject for the fifth primary grade based on the flipped class strategy, in addition to an academic achievement test was also prepared. The study results revealed that there were statistically significant differences at the level of (=0.05) between means of the experimental and control groups students’ degrees in the achievement post-test due to the variable of teaching strategy (flipped class) and for experimental group students. The study concluded a set of recommendations, the most important of which are: hold training courses for teachers and supervisors about employing the flipped class strategy in teaching and employment of modern techniques and social media in the educational process.

Introduction: Stress, is a part of the student experience enough evidence suggests that comparatively to other trainings nursing students experience high levels of stress, psychological morbidity, and depression (Zvauya, Oyebode, Day, Thomas, & Jones, 2017). Whereas, as brain plays the vital role in adaptation to the stress and make necessary changes in the behavioural and physiological responses to become resilient (McEwen, Gray, & Nasca, 2015). A study conducted by Al‐ Zayyat, and Al‐ Gamal (2014) illustrated that students suffered from high level of stress in the clinical setting and reported that common stressors among the students are independently caring to the patients, high expectations of teachers and clinical staff, and clinical assignments. Whereas, stress is important in the learning process as without stress the students are unable to realize the importance of time, schedules, evaluation criteria and study milestones. Objective of the study: The objective of this study is to determine the correlation between stress and competence among nursing student in Lahore, Pakistan. Methodology: Co relational study design is adopted to fulfill the research objectives. The study was conducted in the Private University from January, 2019 to May, 2019. Population of the study were nursing students and the sample size was 191. Two scales naming nursing competence and perceived stress scales were used to collect data. Results: The mean score of perceived stress was 2.1 on the scale (1= Never to 5= very often) which shows that students were usually having low levels of perceived stress. The students shared low competency values on the sub scales of serving as an example for other nurses, ethically oriented practice, general aptitude and nursing care in a team. There was negative moderate (r= -0.46, p=<.005) relationship between nursing competency and perceived stress among students. Conclusion: Stress is the hindering factor for learning whereas effective coping behavior can facilitate learning. Stress is related to poor nursing competence. To maintain the professional integrity the trait of stress has to be reduce among the nursing students. Being the student and deadlines in the training programs students face stress whereby student have to choose appropriate coping strategy to handle it effectively

The study aimed to identify the effectiveness of electronic concept maps in improving speaking skills in Arabic Language among the third primary grade female students in both Taibeh and Westieh Brigades in Irbid Governorate. The study used the quasi-experimental approach and applied to a sample of the third primary grade female students in Maymona bint Alharith Primary School in Qumaim town in Irbid Governorate reached out (38) female students, who were randomly distributed into both control and experimental groups of (19) female students in each group. The control group was (taught by the ordinary book method), and the experimental group was (taught using electronic concept maps). In order to achieve the objectives of the study, the researcher prepared an observation card to measure the speaking skills which reached out (12) skills distributed on (3) main aspects, and were applied before and after on both groups. By using the appropriate statistical methods, the results of the study showed a statistically significant difference at the level (α ≤0.05) between the means of the experimental group female students’ grades and the control group female students’ grades in the post-application of the observation card of speaking skills for the experimental group female students. The results recommended that the need for Arabic Language teachers to pay attention in improving Arabic Language speaking skills among the first three primary grades female students by using effective teaching strategies.

Overall performance in written English in Kenya Certificate of Secondary Education (KCSE) examination has been fluctuating below 50% between 1998 to 2012. Empirical evidence shows that mastery learning (ML) pedagogy is more effective than traditional pedagogy (TP) in instruction. Thus the effect of ML pedagogy on achievement in writing in English, in Nyandarua County was examined. This was achieved by comparing the effects of ML pedagogy on achievement to those of TP. The target population was all the Form One students in the location. Form ones were chosen to exercise control on the TP of their secondary schools to which they were not habituated, being new in the secondary level of education. The target population was a total of 5,779 students consisting of 2,702 girls and 3,077 boys. The stratified sampling technique was used, to ensure that all subgroups of the population were represented. In this way, a sample of 989 subjects was drawn, including 430 girls and 559 boys. This study used quasi – experimental research employing Solomon Three – Group Design. A Composition Achievement Test (COMPAT) and a ML pedagogy module for teachers were used for data collection. These instruments were developed by the researcher. Pilot testing with respect to the COMPAT was done for reliability of the instrument. Pilot testing yielded .9 Cronbach`s alpha with respect to reliability. Content and construct validity were ensured through systematic construction of the research instruments. Validity of the instruments was further established by five Egerton University test experts. Data was analysed using the Statistical Package for Social Sciences (SPSS) version 17.0 for Windows. One way ANOVA, Scheffe post hoc test and the t-test were the inferential statistics that were used. All levels of significance were fixed at = .05 level. The bases on which comparison was made included undifferentiated wholesale grouping. The null hypothesis was not accepted. The students taught English composition through ML pedagogy had a COMPAT achievement that was statistically significantly higher than that of the students taught through TP throughout the investigation. This study has findings that indicate possible benefits for secondary school teachers of English and their students, the research community, curriculum development institutes and university departments of English language education. The main recommendation put forth was that ML pedagogy should be used in the teaching of English language composition writing in Kenya