Relevance of post graduate diploma in education program to students in furthering their education: A case study of University of Port-Harcourt
Why this work is in the frame
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Bibliographic record
Abstract
The study assessed the Post Graduate Diploma in Education (PGDE) in University of Port-Harcourt between 2005 and 2011 to determine the relevance of the program to students in furthering their education. The study assessed the number of students registered on the program in the study period, their entry qualifications their performances in the program and how many of them went further to do Masters Degree programs after graduating from the PGDE program. The study was based on the action and outcome aspects of the Performance Theory analyzed by Clom (2013). Evaluation and descriptive survey designs were adopted and sample sizes of 700 and 100 students, respectively, who completed their PGDE program between 2005 and 2011, were randomly selected from the population of PGDE students in the College of Graduate Studies, University of Port-Harcourt. Document analysis and questionnaire, titled Questionnaire on Challenges Facing PGDE Students (QCFPS) were the main instruments used to generate data for the study. Five research questions and two hypotheses were formulated to guide the study. Simple proportion, percentage and mean were used to answer the research questions while ANOVA and Chi Square were adopted for testing the hypotheses at significant level of 0.05. The results showed that performance of the PGDE students both at entry level and in the study period were relatively high as majority had second class lower division and second class upper division respectively. The level of enrollment in Masters Degree was low and in a declining trend; level of registration with Teachers Registration Council of Nigeria (TRCN), though was low, but in increasing trend. The main challenges facing PGDE program were fund and administrative factors. Recommendations based on these findings include: need for improved administrative processes, improved teaching and learning environment, increased students' interest in Masters Degree program and adequate awareness on the need for PGDE graduates' registration with the TRCN.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it