Since South Korea started to operate MOOC service in 2015, the number of courses and registered students have greately increased every year. However, like the global MOOC, K-MOOC has also experienced problems in quality control in learning and completion rates, etc. As the various discussions about K-MOOC spread from the viewpoint of opportunity and challenges, researches related to academic papers have been increasing rapidly in recent years. At this point, this study aims to examine the research trends by integrating the academic researches published in Korea, and to analyze the research key words and contents highted in those researches. For the purpose of this study, a text-mining tool was selected to analyze the major research keywords and themes presented in the 83 published research journal articles. The findings revealed in the MOOCs literature of Korea can be summarized as follows. First, based on the result of frequency in research keywods, MOOC related research in Korea shows four themes: (a) higher education, including university and life-long education, (b) new model for online learning, e-learning and flipped learning, (c) analysis of characteristics in learning and learners(motivation, intention, interaction, safisfaction, etc). Second, the result of network analysis shows that MOOCrelated academic papers generally focused on analyzing the phenomenon appearing in the learning model of MOOC, rather than to capture the characteristics of K-MOOC itself. In addition, there are many practice-centered instrutional design studies that are applied to MOOCs in university(colledge) and adult education. Especially, flipped learning showed strong central degree in those papers. Based on these results, which mapped patterns and features of MOOC-related researches published in Korea, the present state of MOOC implementation and academic research is demonstrated, concluding with some implcations for future researach directions.

It is generally believed that teachers are important both to student learning and achievement. Apart from teacher qualification and experience, some studies have shown that teacher gender may relate significantly to student achievement. The purpose of the study was to find out the following- (a) Does teacher gender significantly influence student academic achievement in English Language Arts at the junior secondary school level? (b). Does teacher gender significantly influence student academic achievement in Mathematics at the junior secondary school level? (c) Does teacher gender significantly influence student academic achievement in Biology at the junior secondary school level? Data was obtained from 570 students in seven junior secondary school students in South-East area of Nigeria. An analysis of data showed the following- In the English Language Arts area, and at the junior secondary school level, female students performed significantly higher than male students under a female teacher and male students performed better (but not statistically significant) under male teachers. In the area of Mathematics, female students performed significantly higher under male teachers. Based on the findings, recommendations were made on improving the teaching of English Language Arts, Mathematics and Integrated Science in Nigerian junior secondary schools.

The study examined the impact of single parenthood on adolescents’ academic performance in secondary schools in Owode Local Government Area of Mowe, Ogun State, Nigeria. In this study, relevant and extensive literatures were reviewed under relevant sub-headings. The descriptive research survey was used to assess the respondents’ opinions using the questionnaire. In this study, 130 (one hundred and thirty) respondents were selected through simple random technique and used as samples to represent the population of the study. A total of three (3) null hypotheses were formulated and tested in this study. Also, the independent t-test statistical tool was used to test and analyse the null hypotheses at 0.05 level of significance. The three hypotheses were tested and accepted to have significant importance on adolescents’ academic performance.

In regard to upgrading the teaching sylabus on Advance Training Program of Architecture courses, we would like think about what some of the main drivers of the effort were here: 1) to promote more research in the design studios (which also meant making them longer in duration, to accommodate the research phase); 2) integrate related analyses and syntheses by using diagrams and diagram models for analysis of precedents and synthesis of new work; 3) setting up concurrent related coursework, especially related to green design, but also across the curriculum, at every opportunity, so that lectures and studios can support each other more and 4) creating a portfolio review framework to identify and address problems individual students are having at the end of the 2nd year and the end of 4th year. If these ideas are applied to publish a new training program of architecture, they will bring out many advantages to both the university and the student. Furthermore, new university campuses in Vietnam will find suitable for applying to the new course.

A typical Mathematics class is comprised of a heterogeneous group of students in terms of academic ability, learning styles, intelligence quotient, home background and the likes. The inability of the teachers to effectively manage these differences usually leads to poor academic achievement among the learners, especially the weak ones. This study therefore determined the effectiveness of Cooperative Learning Technique on low learning ability students in Mathematics. Quasi-experimental research design was adopted. The sample size purposively selected consisted of 137 students from four schools in Education District II and IV, Lagos State, Nigeria. Two hypotheses were raised and tested at 0.05 level of significance. The collected data were analyzed using t-test. The result of the analysis revealed that cooperative learning strategy enhanced the low ability students’ achievement in Mathematics. Also, cooperative learning strategy enhanced low learning abilities students in understanding mathematics irrespective of their gender. It is therefore, recommended that teachers should adopt the cooperative learning strategy to teach Mathematics. For teachers to be more conversant with the use of cooperative learning strategy, as well as other interactive methods of teaching mathematics, workshops and conferences should be organized for secondary schools on the use of different methods of teaching learners from different ability levels, especially cooperative learning strategy.