International Research and Academic scholar society

IRASS Journal of Multidisciplinary Studies

Issue-4(April), Volume-2 2025

1. Advanced Methods for Solving Linear Systems with Polynomial Coefficien...
5

Moumouni DJASSIBO WOBA*
Université Lédéa Bernard OUEDRAOGO (BURKINA FASO)
1-4
https://doi.org/10.5281/zenodo.15126211

This article addresses the algorithmics of linear systems with polynomial coefficients in one variable, highlighting their similarities with the treatment of rational fractions. Emphasis is placed on the importance of efficiently utilizing fast matrix multiplication. We consider the linear system in the form 𝐴(𝑋)𝑌(𝑋) = 𝐵(𝑋), where 𝐴 is an 𝑛 × 𝑛 matrix of polynomials with a non-zero determinant and 𝐵 is a vector of polynomials. We establish clear notations to facilitate understanding of the concepts. The article also presents complexity estimates related to matrix multiplication and evaluationinterpolation. Key results include the computation of the series expansion of 𝐴 −1𝐵 and the reconstruction of the coefficients of the rational fraction vector 𝑌 using Padé approximants. Newton’s method is discussed for its efficiency in the case of polynomial matrices. Finally, a detailed analysis of resolution algorithms, including those of Storjohann, is provided, highlighting recent advances in computing the coefficients of rational solutions of linear systems. The algorithmics of linear systems with polynomial coefficients in one variable is very similar to that of rational fractions. Moreover, it is important to leverage fast matrix multiplication.

2. ATTITUDES OF RELIGIOUS CULTURE AND MORAL KNOWLEDGE (DKAB) TEACHERS TOW...
7

Prof. Dr. Kursat Sahin Yildiri...
St Clements University, head of the psychology department/UK
5-18
https://doi.org/10.5281/zenodo.15220306

Artificial Intelligence (AI) has the potential to enhance student achievement and learning efficiency while alleviating teachers' workload by providing personalized learning experiences in education. By offering content tailored to students' individual learning speeds and needs, AI can make education more effective. The integration of AI into Religious Culture and Moral Knowledge (DKAB) courses can help students gain a deeper understanding of religious and moral values, as well as increase their awareness of different cultures and belief systems. Moreover, interactive and digital learning tools can contribute to students’ ability to think more critically and analytically about ethical and spiritual issues. This study examines the attitudes of 150 DKAB teachers working in public schools in İzmir toward the use of AI. The results reveal that individuals’ attitudes towards AI are associated with factors such as education level, age, and seniority. The AI Engagement dimension exhibits a positive correlation with education level (0.217), while age (-0.176) and seniority (-0.153) are negatively correlated, indicating that interest in AI decreases as these factors increase. In the Resistance to AI dimension, resistance increases with age (0.231) and seniority (0.198), whereas a negative correlation with education level (-0.289) suggests that resistance to AI declines as education level rises. The AI Adoption dimension shows a positive correlation with education level (0.312), indicating that individuals with higher education levels find AI more useful and engaging. However, as age (-0.204) and seniority (-0.176) increase, the tendency to adopt AI decreases. The study also found no significant impact of gender and school type on attitudes toward AI.

3. Stakeholder Perceptions of the Basic Education Certificate Examination...
15

Folake Sarah Olaniyan*, Olubun...
Department of Educational Psychology and Counseling, Adeyemi Federal University of Education Ondo, Nigeria
19-25
https://doi.org/10.5281/zenodo.15226680

This study aimed at investigating the perception of the stakeholders who are the implementers of the Basic Education Certificate Examination (BECE) programme, using Context, Input, Process and Products (CIPP) model of evaluation. The objectives of the study is to determine if the subject content meet the relevance of the curriculum while stakeholders are implementing teaching, learning procedures. And to determine if the curriculum content of BECE provides continuity from primary level to junior secondary level. This study spans through the 33 local education divisions in Oyo State. The sampling technique adopted for the schools is the stratified random sampling method. The Local Inspectorate Education (LIE) in each local government area., were grouped into 3 cluster of eleven (11) schools each. Of the eleven schools, one school was selected in each cluster making a total of three (3) school were selected as sample for the study. In order to guide the study, three (3) research questions were raised. The study explored both descriptive and inferential statistics for the analyses of the data. The research instruments include; Teacher perception of BECE (TP/BECE), School Managers Perception of BECE (SMP/BECE) and Policymakers Perception of BECE (PP/BECE). Fifteen (15) participants from each education divisions are selected for the study, making a total of 45 participants in Oyo State. The result was based on the minimum standards of requirement in the philosophy of BECE in Nigeria, teachers are required to attend at least one capacity training course in every two years for their professional development. The following conclusion were raised: equipping the teachers with adequate knowledge about BECE examination, update information about the processes and procedures of the examination, The policymaker should also be involved in continuous update of the content of study. The results obtained was used to draw conclusion about each stakeholders’ perception of BECE programme. The study further gave some recommendations that, federal and state government should ensure that adequate instructional resources and equipment are provided and that teachers are trained on how to apply such resources in teaching learning.

4. COMPARATIVE EFFECT OF INDIVIDUALISED AND COOPERATIVE LEARNING STRATEGI...
14

Ikegbunam Benedette Ifeoma*, O...
Science Education Department, Faculty of Education Chukwuemeka Odumegwu Ojukwu University, Igbariam
26-31
https://doi.org/10.5281/zenodo.15273120

The investigation explored the comparative effects of individualised and cooperative learning strategies on secondary school students' interest in Mathematics, focusing on topics such as Venn diagrams, union sets, intersection sets, empty sets, and measures of central tendency. It formulated two hypotheses and research questions directed the investigation. The study was carried out in Anambra State's Awka Education Zone using a quasi-experimental approach with targeted population of 8,583 SS II Mathematics students from 65 co-educational secondary schools. Six schools were randomly selected, resulting in a sample of 270 students (100 males and 170 females). Data was collected using the Mathematics Interest Inventory (MII), structured from Surya and Arty's Chemistry Attitude and Interest Questionnaire Scale (2020). The MII underwent face and content validation, achieving a reliability coefficient of 0.73 through Cronbach's alpha. Analysis of Covariance (ANCOVA) assessed the hypotheses at a 0.05 significant level, whereas mean and standard deviation analyses addressed the study issues. The findings indicated that cooperative strategies enhance interest, though no significant difference was observed. Individualised learning produced higher interest among males, while females showed more engagement with cooperative methods. The study recommended government support for teacher training in individualised strategies and the promotion of cooperative learning in the curriculum to improve interest in Mathematics, leading to conclusions and educational implications for teaching practices.

5. EXTENT OF COMPUTER LITERACY AMONG JUNIOR SECONDARY SCHOOL IN COMPUTER...
11

CHINWE JULIANA ENEMUO*, UCHENN...
Department of Science Education Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus, Anambra State
32-41
https://doi.org/10.5281/zenodo.15297517

This study investigates the Extent of Computer Literacy among Junior Secondary School in computer studies in Ebonyi State. A cross-sectional research design was employed to collect data from a representative population sample of 150 JSS 3 students across six public secondary schools in the area. The research instrument, a structured questionnaire titled “Extent of Computer Literacy Questionnaire” (ECLQ), was developed and validated to measure students’ computer literacy levels. The reliability of the instrument was established using the split-half reliability method, yielding a Guttman Split-Half Coefficient of 0.9. Data were analyzed using mean and standard deviation. Results revealed the current state of computer literacy among junior secondary school students in computer studies, providing insights for educational policymakers and stakeholders. Among others the following recommendations were made; Schools should offer extracurricular programs focused on computer literacy, such as coding clubs or digital media workshops. These activities can complement classroom learning and provide students with additional opportunities to develop their skills. Efforts should be made to alleviate financial barriers that prevent students from accessing necessary technology in school. This could include providing subsidies or grants to schools in under-resourced areas to purchase computers and software.





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