Constructing a Test Bank for Information Science based upon Bloom's principles

This paper outlines an approach to creating questions for a subject-based question bank for use in UK library schools. The authors outline a concept map for information science and describe how Bloom’s taxonomy can be adapted to the creation of higher level questions than the commonly used and simple recall type. Sample questions were created using the International Encyclopedia of Information and Library Science (IEILS) and subjects defined by staff at the Department of Information Science at Loughborough University. A role is suggested for the Learning and Teaching Support Network for Information and Computer Science (LTSN-ICS)

The Relationship between Students’ Attitude towards Mathematics and their Mathematics Self-Concept and Achievement in the Military Science Programme of Egerton University, Kenya

Knowledge of mathematics as a tool for use in everyday life is important for the existence of any individual and society. It is for this reason that tertiary institutions take mathematics as part of professional development. Despite the importance of mathematics as a basic preparation for full participation as a functional member of the society, the performance in the subject has been poor as shown in national examinations in Kenya. The general trend in students’ performance in mathematics in the military science programme of Egerton University indicates higher percentage of graduates who underachieve in the subject. This study sought to investigate the relationship between Students’ attitude towards mathematics and their mathematics self-concept and achievement in the military science programme offered at Egerton University in Kenya. The guiding theory was based on the Systems Approach theory. Correlation research design was used in the study. The study population was 145 student officers (Cadets) enrolled in the military science programme of Egerton University in Kenya. Sample size for the study was the entire population. Two instruments were used namely: Self  Descriptive Questionnaire III (SDQ III) and Students’ Mathematics Attitude Scale (SMATS). These instruments were validated and pilot tested for suitability and reliability. The study found the reliability for Students’ Mathematics Self Concept (SMSC) and SMATS to be 0.86 and 0.82 respectively using Cronbach’s alpha, hence were reliable. Questionnaires solicited information on the students’ academic background and their mathematics scores in KCSE. Students’ Mathematics Achievement Scores (SMAS) were mathematics scores in University examinations. Data was analyzed using descriptive and inferential statistics to test the stated hypotheses at alpha (?) level of 0.05. Pearson moment correlation was used to test hypotheses. Statistical Package for Social Sciences (SPSS) was used for data analysis. This study is important to understand factors that affect students’ attitude towards mathematics and their mathematics self concept and achievement in order to embrace mathematics as a utility subject in school and life Keywords: Mathematics, Self Concept, Attitude, Achievement, Tertiary institutions, Keny