Contemporary Educational Researches Journal https://sproc.org/ojs/index.php/cerj <p><strong>Contemporary Educational Researches Journal (CERJ</strong>) is an international peer-refereed journal that promotes the researches in the field of contemporary and innovative education practices and research involving “educational administration”, “assessments and evaluations”, “guidance and counseling in schools”, “educational technology”, “curriculum”, “learning environments”, “social and psychological issues of education”, “subject areas of teaching and learning”, “special education” and “teaching and learning approaches and theories”.</p> <p>&nbsp;</p> <p align="justify">No publication charge or article processing charge is required. All accepted manuscripts will be published free of cost.</p> <p align="justify"><em>The journal is under the review of Scopus and Web of Science. If the journal is accepted to be indexed, your article will also be included in these indexes.</em></p> Centre of World Innovation Research and Publication en-US Contemporary Educational Researches Journal 2301-2552 Authors who publish with this journal agree to the following terms:<br /><br /><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li></ol> Technology trends, Education 4.0 and beyond https://sproc.org/ojs/index.php/cerj/article/view/4269 <p>The real-time communication and collaboration of the internet of things, the internet of services and cyber-physical systems with each other and with people has started a new era in industrial production. This era called Industry 4.0, brought about revolutionary changes in many areas of life, including education. In order to fully exploit the potential of smart products, services and business opportunities that are expected to be widely used in all sectors in the near future, education systems need to be overhauled to meet the qualified manpower required by this dynamic process. The ability of companies and institutions with strong information and technology infrastructure to reflect advanced digital technologies to innovation and production processes requires some certain skills, described as 21<sup>st</sup> century skills. Education 4.0, a reflection of the era of Industry 4.0, refers to a period in which education paradigms, approaches and technologies have been changed. In this study, major technology trends and their reflections on learning and teaching processes are examined within the framework of changing educational paradigms and teaching approaches.</p> <p>&nbsp;</p> <p>Keywords: Education 4.0, Industry 4.0, ICT in education, technology trends</p> Hafize Keser Ali Semerci ##submission.copyrightStatement## 2019-08-31 2019-08-31 9 3 39 49 10.18844/cerj.v9i3.4269 Students’ achievement in mathematics: Analysing the influence of gender and school nature https://sproc.org/ojs/index.php/cerj/article/view/4293 <p>This study examined students’ achievement in senior secondary school mathematics qualifying examination in Kano State, the influence of sex and schools nature on their achievement in mathematics has been assessed. Ex-post facto research design was adopted for the study. A pro forma was used to collect data from a sample of 300 students, selected using stratified random sampling procedure from the science secondary schools in Kano state Nigeria. The data collected were the students’ performances in mathematics achievement test. The data were analysed using descriptive statistics and independent sample t-test to test the hypotheses at 0.05, level of significance. Overall results showed that students performed below average and a significant gender difference exists in mathematics performance. Similarly, a significant difference was also observed with respect to schools nature (boarding and day schools); day school students performed above better than boarding school students. The implication of this finding is that despite government continuous efforts, the academic achievement of students in mathematics through above hypothetical pass mark fell below the required average mark for admission into Nigerian universities. It was recommended among others that teachers should regularly motivate students to develop a good study habit and test them on the various mathematics concepts and feedback provided should be used to prepare them for credible achievement in mathematics at both internal and external examinations.</p> <p>Keywords: Gender; mathematics; school nature; students’ performance</p> Ado Abdu Bichi Aisha Hassan Suleiman Hauwa Ali ##submission.copyrightStatement## 2019-09-10 2019-09-10 9 3 50 56 10.18844/cerj.v9i3.4293 Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area https://sproc.org/ojs/index.php/cerj/article/view/4285 <p>The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology.</p> <p>&nbsp;</p> <p>Keywords: Achievement; advance organiser; attitude; picture; Yoruba language</p> D. Elugbaju Feyisayo Adeyinka Oluwaseun Kareem Popoola Oluwasegun ##submission.copyrightStatement## 2019-08-31 2019-08-31 9 3 57 65 10.18844/cerj.v9i3.4285 Developing young learners’ vocabulary retention through adapted Turkish educational games in EFL environment https://sproc.org/ojs/index.php/cerj/article/view/4301 <p>Games are significant intervention strategies most of the teachers utilise in their teaching process. As they supply motivating and entertaining atmosphere for students, they create a necessity for them to acquire the components of the target language. This study mainly focused on the significance of using games particularly including the suggestion of the adapted version of Turkish educational games to teaching of vocabulary for young learners in EFL environment and analysing their impact on vocabulary retention capacities of learners. Participants were 44 female intermediate fifth grade students divided into two groups as the experimental and the control groups. In the experimental group, students practiced target vocabulary items through adapted Turkish educational games while the students in the control group exercised them only with activities in their books traditionally. The study indicated that there was a significant difference between two groups in terms of defining and using them for particular contexts.</p> <p><em><span style="font-weight: normal !msorm;">Keywords</span></em>: Games; teaching vocabulary; traditional Turkish games; young learners</p> Fatih Yavuz Funda Kurt ##submission.copyrightStatement## 2019-08-31 2019-08-31 9 3 66 73 10.18844/cerj.v9i3.4301 Developing innovation pedagogy https://sproc.org/ojs/index.php/cerj/article/view/4224 <p>The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed.&nbsp;The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences during the past 12 years.&nbsp;The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice.</p> <p>Keywords: Education development, higher education, innovation pedagogy, sustainable future</p> Taru Konst Liisa Kairisto-Mertanen ##submission.copyrightStatement## 2019-08-31 2019-08-31 9 3 74 84 10.18844/cerj.v9i3.4224