Tag Archives: Frequency

An Intelligent Product Suggestion Algorithm Using Predictive Analysis for Personalized User Interface Building (Published)

The main objective of this research was to propose a technological solution to the long queues that are often seen in many retail outlets. As the solution this research proposes a self-checkout application. The application populates a list predicted next purchasing item set making the user interface intelligent and user friendly. The research introduces a model named RFR-U model to generate the next purchasing item list of the customer. It uses the parameters; relevance, recency and frequency to determine the next purchasing item set. The algorithm uses a rule based approach with weighted ratings. Although collaborative method is a popular method in finding such results, in the studied scenario, it is not applicable as the store does not maintain a comprehensive user profiles or facilitates the users to rate products. The proposed algorithm and the solution was evaluated both quantitatively and qualitatively and results show an accuracy above 80%.

Keywords: Frequency, Recency, Recommendation systems, Relevance, purchasing patterns, self-checkout

The Extent to Which Teachers of Mathematics and Chemistry Have Employed Use of Asei and Pdsi Approaches for Smasse in Schools (Published)

Adequate pre-service training notwithstanding, the real teacher is generally formed in the classroom through experience and further training. This calls for the In-service Education Training (INSET) which provides opportunity for teachers to share experiences and mentor each other in order to update their skills and interact with innovative approaches and practices that create interest and inspire confidence in teachers. This is the basis for the Strengthening Mathematics and Science in Secondary Education (SMASSE) project in Kenya. SMASSE training was initiated aiming at developing the competencies of teachers through the Activity, Student–centered, Experiments and Improvisation (ASEI) and Plan, Do, See and Improve (PDSI) approaches. This paper is an investigation into the SMASSE project to establish the extent to which teachers of Mathematics and Science subjects have made use of the two approaches. A total of sixteen schools were selected using the stratified random sampling method. Data analysis for both qualitative and quantitative data was done using Statistic Package for Social Sciences (SPSS) software, Registered R and Excel. Findings are presented using percentages, trend lines, frequency distribution and means.  The study results showed that the ASEI/PDSI approaches are in use and have improved the teachers’ confidence and ability to deliver, and the skills learnt are effective. The teachers are now more confident in teaching and more consistent in the use of the ASEI/PDSI approaches after the INSET. The frequency of use, the decision of the approach to use and the extent of use of the approaches are based on personal discretion. The study does not, however, clearly distinguish the difference in use of the ASEI/PDSI approaches pre and post-SMASSE INSET. The research recommends that future SMASSE programmes should have a bottom up approach to enable full ownership by stakeholders.

Keywords: ASEI, Frequency, In-service Education Training, PDSI, SMASSE

The Extent to Which Teachers of Mathematics and Chemistry Have Employed Use of Asei and Pdsi Approaches for Smasse in Schools (Published)

Adequate pre-service training notwithstanding, the real teacher is generally formed in the classroom through experience and further training. This calls for the In-service Education Training (INSET) which provides opportunity for teachers to share experiences and mentor each other in order to update their skills and interact with innovative approaches and practices that create interest and inspire confidence in teachers. This is the basis for the Strengthening Mathematics and Science in Secondary Education (SMASSE) project in Kenya. SMASSE training was initiated aiming at developing the competencies of teachers through the Activity, Student–centered, Experiments and Improvisation (ASEI) and Plan, Do, See and Improve (PDSI) approaches. This paper is an investigation into the SMASSE project to establish the extent to which teachers of Mathematics and Science subjects have made use of the two approaches. A total of sixteen schools were selected using the stratified random sampling method. Data analysis for both qualitative and quantitative data was done using Statistic Package for Social Sciences (SPSS) software, Registered R and Excel. Findings are presented using percentages, trend lines, frequency distribution and means.  The study results showed that the ASEI/PDSI approaches are in use and have improved the teachers’ confidence and ability to deliver, and the skills learnt are effective. The teachers are now more confident in teaching and more consistent in the use of the ASEI/PDSI approaches after the INSET. The frequency of use, the decision of the approach to use and the extent of use of the approaches are based on personal discretion. The study does not, however, clearly distinguish the difference in use of the ASEI/PDSI approaches pre and post-SMASSE INSET. The research recommends that future SMASSE programmes should have a bottom up approach to enable full ownership by stakeholders.

Keywords: ASEI, Frequency, In-service Education Training, PDSI, SMASSE

The Relative Abundance of Floraspecies in the Tropical Rainforest Ecosystem of Boki Nigeria (Published)

This study was conducted with the view to analysing flora species abundance in the tropical rainforest ecosystem of Boki. Despite the spate of indiscriminate logging, this area still remains one of the few ecosystems that have been highly valued for its species diversity. Two forest formations the protected and the unprotected forest were used for the analysis. Six forest enclaves – Kanyang, Borum, Isobendeghe, Okwa I, Okwa II and Okwango were chosen for the study. Transects were laid from the centre of each forest enclave to the heart of the forest. Actual measurement of the quadrat started at a distance of 2km away from each enclave. A quadrat of 100m by 100m was demarcated for flora species identification and enumeration. The relative abundance was computed using the frequency of each species as percentage of the total species in the quadrat. The mean (x-) proportional abundance was computed to determine levels of flora species abundance. This was also complemented with the lognormal curve. Here, the number of flora species was plotted against individual species. The girth of each flora species was determined at breast height of 1.5m. The result of the analysis revealed that very few flora species were of low and high abundance whereas majority were in moderate abundance. Also majority of the trees in the area were in the category of 6-10 metre girth at breast height in the protected forest and 0-5 metre girth at breast height in the unprotected forest.

Keywords: Abundance, Ecosystem, Forest, Frequency, Species