Journal of Education, Society and Behavioural Science <p><strong>Journal of Education, Society and Behavioural Science (ISSN:&nbsp;2456-981X)</strong>, publishes manuscripts with valuable insight to research, ideas and strategies of Education, Society &amp; Behavioural Science. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer reviewed, open access INTERNATIONAL journal. This journal aims to publish high quality papers (<a href="/index.php/JESBS/general-guideline-for-authors">Click here for Types of paper</a>) in all below mentioned areas.</p> Journal of Education, Society and Behavioural Science en-US Journal of Education, Society and Behavioural Science 2456-981X Gendered Analysis in Academic Career Advancement: Fifteen Years’ Trend at Sokoine University of Agriculture, Tanzania <p><strong>Aims: </strong>Despite notable success in reducing gender disparity in some sectors, the problem still persists in many higher learning institutions in Tanzania. Using fifteen years data of staff employment from Sokoine University of Agriculture (SUA), this study assessed gender disparity in employment and career advancement among academic staff.</p> <p><strong>Study Design:</strong> The study adopted the descriptive research design by describing the current situation using SUA as a case study.</p> <p><strong>Place and Duration of Study:</strong> The study was conducted at Sokoine University of Agriculture between March and May 2017 using data of academic staff.</p> <p><strong>Methodology:</strong> The Publish or Perish software was used to retrieve data on scholarly publications of individual academic staff between 1985 to 2017 for cohorts employed between 1985 and 2011. Descriptive analysis was employed to establish gender disparity in staffing and publication productivity.</p> <p><strong>Results:</strong> The findings show female academic staff increased from 5.3% to 20.78% only between the academic year 2000/2001 to 2015/2016. Likewise, gender gaps are observed across all academic ranks since the majority of staff are at the lower academic ranks where women were less in each aspect. Age-wise, the university is composed of aging senior academic staff where among 33.22% of all professors almost 15% (13.5% M &amp; 1.1%F) were above 60 years old. On scientific publications, findings reveal female staff to be below the cohort/ group average for almost all years against their counterparts.</p> <p><strong>Conclusion:</strong> There is a clear disparity between male and female staff based on age, academic qualifications, ranks and publication productivity that implies the existence of some obstacles.</p> Fatihiya Ally Massawe Alfred Said Sife ##submission.copyrightStatement## 2020-03-18 2020-03-18 1 8 10.9734/jesbs/2020/v33i230197 Improving Biology Students’ Interest and Achievement through Collaborative Instructional Strategy <p><strong>Aims:</strong> The study was designed to determine the effect of collaborative instructional strategy in improving students’ interest and achievement in Biology.</p> <p><strong>Study Design:</strong> The study was adopted quasi-experimental research design and was conducted in Obollo-Afor education zone.</p> <p><strong>Place and Duration:</strong> The study was conducted in Obollo-Afor education zone of Enugu state and spanned 7 months, between October 2018 to May 2019.</p> <p><strong>Methodology:</strong> Population of the study comprised of 1,691 SSI Biology students, from where a sample of 200 students from six (6) intact classes was sampled using multi-stage sampling procedure, to take part in the study. Biology achievement test and Biology interest inventory were instruments used to collect data for the study. Data were analysed using mean, standard deviation and ANCOVA.</p> <p><strong>Results:</strong> Findings revealed that students taught Biology using collaborative instructional strategy had better achievement and interest ratings, than those taught with the conventional method, female Biology students have slightly better interest and achievement that male Biology students when taught with collaborative instructional strategy and the interaction effect of gender and instructional method on achievement is significant.&nbsp;</p> <p><strong>Conclusion:</strong> The study concludes that considering the ability of the collaborative instructional strategy to improve interest and achievement in Biology, it should be adopted as a method of teaching the subject in Nigerian secondary schools.&nbsp;</p> Onu, William O. Anyaegbunam, Ngozi J. Uzoigwe, Anthony U. ##submission.copyrightStatement## 2020-03-25 2020-03-25 9 20 10.9734/jesbs/2020/v33i230198 Bridging Leadership Perspectives: Practitioner vs. Educator in the Healthcare Field of Dietetics <p><strong>Aims: </strong>Identify leadership competencies and skills needed by entry-level registered dietitians. An overarching goal was to provide curriculum developers in healthcare professions directions about leadership competencies required for entry into the professional workforce.</p> <p><strong>Study Design:</strong>&nbsp; Modified Delphi Study.</p> <p><strong>Methodology:</strong> We invited 105 participants to populate two expert panel groups (1) practitioners serving in professional leadership positions as presidents for state affiliate associations of the Academy of Nutrition and Dietetics (N=52) and (2) educators of dietetic professionals holding position of director of a Coordinated Dietetic programs (N=53). Perspectives about leadership competencies and skills from registered dietitians were examined through a three round Delphi study analyzing views of two expert panel groups: practitioners and educators.</p> <p><strong>Results:</strong> Initially, panelists identified leadership priorities for dietetics educational programs. In subsequent rounds, panelists rated importance of leadership priority statements. Through qualitative analysis, responses between panel groups were compared. Additionally, chi-square analysis was conducted to determine the relationship between ratings of each panel. Practitioners and educators rated 32 out of 202 leadership statements differently (p&lt;0.5), indicating some contrasting leadership perspectives based on professional role.</p> <p><strong>Discussion:</strong> Findings from qualitative analysis suggest different leadership perspectives may exist between educators and practitioners. Educators are urged to consider differences in leadership perspectives when preparing students for leadership positions.</p> Katie R. Miner Laura B. Holyoke Samantha A. Ramsay ##submission.copyrightStatement## 2020-03-26 2020-03-26 21 31 10.9734/jesbs/2020/v33i230199