Purpose: This study was carried out to investigate the role played by High-quality education and research collaboration in the success of university-integrated hubs. Methodology: The study used Kenyatta University –Chandaria Centre for Innovation as the case study. The study employed a qualitative method and was descriptive by design. To cover all the variables, the study employed a theoretical framework that combined; Social Network Theory, Resource-Based View (RBV) Theory, and Institutional Theory. The theoretical framework allowed the researcher to investigate the role of social networks, resources, and institutional arrangements of the university in the success of university-integrated hubs. Findings: The study findings showed that indeed there has been collaboration between researcher and also between the university and the private sector. These social networks together with resources and institutional arrangements at the university have greatly contributed to the success of the ihub. Despite the success however, there are still challenges which include; poor funding for research, high internet costs, lack of national policy on intellectual property, internal weaknesses included; poor state funding, lack of national policy on intellectual property, expensive internet services, non-commercialization of innovations and many others. Unique Contribution to Theory, Practice and Policy: For University embedded ihubs to achieve their intended goal, the study give several suggestions such as increased research funding, fast tracking national policy on intellectual property, access to financial assistance and many others.
{"title":"High-Quality Education and Research Collaboration Play a Key Role in the Success of University-Integrated Hubs: Case Study of Kenyatta University – Chandaria Centre for Innovation","authors":"Pascal Nyiringango","doi":"10.47604/ajep.2304","DOIUrl":"https://doi.org/10.47604/ajep.2304","url":null,"abstract":"Purpose: This study was carried out to investigate the role played by High-quality education and research collaboration in the success of university-integrated hubs. \u0000Methodology: The study used Kenyatta University –Chandaria Centre for Innovation as the case study. The study employed a qualitative method and was descriptive by design. To cover all the variables, the study employed a theoretical framework that combined; Social Network Theory, Resource-Based View (RBV) Theory, and Institutional Theory. The theoretical framework allowed the researcher to investigate the role of social networks, resources, and institutional arrangements of the university in the success of university-integrated hubs. \u0000Findings: The study findings showed that indeed there has been collaboration between researcher and also between the university and the private sector. These social networks together with resources and institutional arrangements at the university have greatly contributed to the success of the ihub. Despite the success however, there are still challenges which include; poor funding for research, high internet costs, lack of national policy on intellectual property, internal weaknesses included; poor state funding, lack of national policy on intellectual property, expensive internet services, non-commercialization of innovations and many others. \u0000Unique Contribution to Theory, Practice and Policy: For University embedded ihubs to achieve their intended goal, the study give several suggestions such as increased research funding, fast tracking national policy on intellectual property, access to financial assistance and many others.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This study was carried out to investigate the role played by High-quality education and research collaboration in the success of university-integrated hubs. Methodology: The study used Kenyatta University –Chandaria Centre for Innovation as the case study. The study employed a qualitative method and was descriptive by design. To cover all the variables, the study employed a theoretical framework that combined; Social Network Theory, Resource-Based View (RBV) Theory, and Institutional Theory. The theoretical framework allowed the researcher to investigate the role of social networks, resources, and institutional arrangements of the university in the success of university-integrated hubs. Findings: The study findings showed that indeed there has been collaboration between researcher and also between the university and the private sector. These social networks together with resources and institutional arrangements at the university have greatly contributed to the success of the ihub. Despite the success however, there are still challenges which include; poor funding for research, high internet costs, lack of national policy on intellectual property, internal weaknesses included; poor state funding, lack of national policy on intellectual property, expensive internet services, non-commercialization of innovations and many others. Unique Contribution to Theory, Practice and Policy: For University embedded ihubs to achieve their intended goal, the study give several suggestions such as increased research funding, fast tracking national policy on intellectual property, access to financial assistance and many others.
{"title":"High-Quality Education and Research Collaboration Play a Key Role in the Success of University-Integrated Hubs: Case Study of Kenyatta University – Chandaria Centre for Innovation","authors":"Pascal Nyiringango","doi":"10.47604/ajep.2304","DOIUrl":"https://doi.org/10.47604/ajep.2304","url":null,"abstract":"Purpose: This study was carried out to investigate the role played by High-quality education and research collaboration in the success of university-integrated hubs. \u0000Methodology: The study used Kenyatta University –Chandaria Centre for Innovation as the case study. The study employed a qualitative method and was descriptive by design. To cover all the variables, the study employed a theoretical framework that combined; Social Network Theory, Resource-Based View (RBV) Theory, and Institutional Theory. The theoretical framework allowed the researcher to investigate the role of social networks, resources, and institutional arrangements of the university in the success of university-integrated hubs. \u0000Findings: The study findings showed that indeed there has been collaboration between researcher and also between the university and the private sector. These social networks together with resources and institutional arrangements at the university have greatly contributed to the success of the ihub. Despite the success however, there are still challenges which include; poor funding for research, high internet costs, lack of national policy on intellectual property, internal weaknesses included; poor state funding, lack of national policy on intellectual property, expensive internet services, non-commercialization of innovations and many others. \u0000Unique Contribution to Theory, Practice and Policy: For University embedded ihubs to achieve their intended goal, the study give several suggestions such as increased research funding, fast tracking national policy on intellectual property, access to financial assistance and many others.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"47 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139850172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject. Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.
{"title":"Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District","authors":"E. Byiringiro","doi":"10.47604/ajep.2252","DOIUrl":"https://doi.org/10.47604/ajep.2252","url":null,"abstract":"Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. \u0000Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. \u0000Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject. \u0000Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"10 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria. Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023. Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study. Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflec
{"title":"Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria","authors":"F. Leigh, A. Ayodele, O. Adekoya-Olapade","doi":"10.47604/ajep.2249","DOIUrl":"https://doi.org/10.47604/ajep.2249","url":null,"abstract":"Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria. \u0000Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023. \u0000Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study. \u0000Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflec","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"79 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: The concept of global partnership in higher education (GPHE) in relation to Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGS) is a debatable topic in the 21st century. GPHE seldom addressed the MDGs and SDGs. Yet, global GPHE is expected to be a panacea to achieving MDGs and SDGs. The purpose of this study was to determine the kind of global partnerships (GP) existing in some selected accredited universities in the East Africa Community (EAC[1]) and whether they addressed the MDGs and SDGs. Methodology: The Human Capital Theory guided the study purporting that investing in higher education produces a workforce to address global common challenges. Secondary data was collected from five accredited universities’ websites, hence analyzed thematically. Findings: The results revealed that the majority (80%) of the universities were engaged in student/faculty exchange (80%), joint research (100%), scholarships (100%), capacity building/training (100%); and that their partnerships barely addressed MDGs and SDGs. Unique Contribution to Theory, Practice and Policy: It is recommended that GPHE should incorporate the component of SDGs in their memorandum of understanding (MoU). Likewise, the EAC may consider establishing a body—EAC Global Partnership Association—to monitor and evaluate the implementation of global partnerships geared towards the achievement of SDGs. Overall, this study contributes to the implementation of SDGs by providing empirical evidence, insights, and recommendations for advancing GPHE to produce qualified and skilled workforce to transform the world. This study may trigger researchers to collect primary data to determine the extent to which GPHE includes and produces personnel for the achievement of SDGs.
{"title":"Dilemma of African Higher Education Global Partnership on MDGS and SDGs","authors":"O. Ongiti","doi":"10.47604/ajep.2246","DOIUrl":"https://doi.org/10.47604/ajep.2246","url":null,"abstract":"Purpose: The concept of global partnership in higher education (GPHE) in relation to Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGS) is a debatable topic in the 21st century. GPHE seldom addressed the MDGs and SDGs. Yet, global GPHE is expected to be a panacea to achieving MDGs and SDGs. The purpose of this study was to determine the kind of global partnerships (GP) existing in some selected accredited universities in the East Africa Community (EAC[1]) and whether they addressed the MDGs and SDGs. \u0000Methodology: The Human Capital Theory guided the study purporting that investing in higher education produces a workforce to address global common challenges. Secondary data was collected from five accredited universities’ websites, hence analyzed thematically. \u0000Findings: The results revealed that the majority (80%) of the universities were engaged in student/faculty exchange (80%), joint research (100%), scholarships (100%), capacity building/training (100%); and that their partnerships barely addressed MDGs and SDGs. \u0000Unique Contribution to Theory, Practice and Policy: It is recommended that GPHE should incorporate the component of SDGs in their memorandum of understanding (MoU). Likewise, the EAC may consider establishing a body—EAC Global Partnership Association—to monitor and evaluate the implementation of global partnerships geared towards the achievement of SDGs. Overall, this study contributes to the implementation of SDGs by providing empirical evidence, insights, and recommendations for advancing GPHE to produce qualified and skilled workforce to transform the world. This study may trigger researchers to collect primary data to determine the extent to which GPHE includes and produces personnel for the achievement of SDGs. \u0000 \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"135 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive and continues until retirement. The importance of teacher professional development stems from the fact that teachers are the most important change agents in the educational system. This paper investigates teacher professional development in the 21st Century in terms of the three theories: constructivism theory, adult learning theory and transformational leadership theory. Methodology: This theoretical paper draws from the three theories: constructivism theory, adult learning theory and transformational leadership theory to outline approaches for teacher professional growth in the 21st century. Based on a review of literature, there are new models and chances to develop teacher professional development for 21st Century education. Findings: Continuing professional development of teachers helps them to become better teachers by acquiring new skills and improving their competencies. Unique Contribution to Theory, Practice and Policy: This study highlighted effective methods of teacher professional development for 21st century education and emphasized the positive impact of such methods and approaches on the growth and development of teachers in an era characterized by rapid technological advancements and changing educational paradigms. All these approaches and methods are supported by the three theories: constructivism theory, adult learning theory and transformational leadership theory.
{"title":"Teacher Professional Development in the 21st Century","authors":"Hanan AbdulRab","doi":"10.47604/ajep.2237","DOIUrl":"https://doi.org/10.47604/ajep.2237","url":null,"abstract":"Purpose: Professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive and continues until retirement. The importance of teacher professional development stems from the fact that teachers are the most important change agents in the educational system. This paper investigates teacher professional development in the 21st Century in terms of the three theories: constructivism theory, adult learning theory and transformational leadership theory. \u0000Methodology: This theoretical paper draws from the three theories: constructivism theory, adult learning theory and transformational leadership theory to outline approaches for teacher professional growth in the 21st century. Based on a review of literature, there are new models and chances to develop teacher professional development for 21st Century education. \u0000Findings: Continuing professional development of teachers helps them to become better teachers by acquiring new skills and improving their competencies. \u0000Unique Contribution to Theory, Practice and Policy: This study highlighted effective methods of teacher professional development for 21st century education and emphasized the positive impact of such methods and approaches on the growth and development of teachers in an era characterized by rapid technological advancements and changing educational paradigms. All these approaches and methods are supported by the three theories: constructivism theory, adult learning theory and transformational leadership theory.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This background or concept paper develops a case into school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in Junior Secondary Schools in Botswana. As change agents, school leaders were expected to fully implement the PMS. Research has demonstrated that PMS has been unsatisfactorily implemented in Junior Secondary Schools in Botswana (Koruyezu, 2010; Bulawa, 2011; Nkwe, 2015; Molefhi, 2015, Pheko, Bathuleng & Kgosidialwa, 2018). The purpose of this paper is to lay the foundation for the study which will investigate school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in the South East and Southern Regions’ junior secondary schools in Botswana. Methodology: The study plans to use the quantitative research approach to explore school leaders’ perceptions as change agents in implementing PMS in their schools. A Likert scale questionnaire for data collection from school heads, deputy school heads, heads of department and senior teachers will be employed. This background paper draws from transformational leadership theory to outline an agenda and approach for change agent leadership. Findings: This is an empirical study whose findings will establish views from school leaders on what issues they encountered while implementing PMS. Furthermore if objectives of this policy have been implemented and achieved. From the findings it will be succinctly clear what change attributes school leaders as change agents require in order to effectively implement the PMS. Recommendations will be developed to assist the Ministry of Education Skills and Development on better alternatives of implementing PMS policy including meeting the skills of school leaders to become effective change agents. Unique Contribution to Theory, Practice and Policy: as a practice school leaders are mandated to ensure that any approved change for the schools meet the agreed objectives, but there is no study that have focused on the perceptions of the school leaders with regard to this. It is therefore crucial for this proposed study to indicate what type of policy would be appropriate to show the necessary skills required for the implementation of the PMS in the schools. This approach is validated by the transformation theory. Therefore, its unique contribution would be to bring forth the necessity for school leaders to have the requisite change attributes.
{"title":"An Investigation into School Leaders’ Perspective as Change Agents in the Implementation of the Performance Management System (PMS): Case of South East and Southern Regions’ Junior Secondary Schools in Botswana","authors":"Thapelo Molefhi, B. Pheko","doi":"10.47604/ajep.2209","DOIUrl":"https://doi.org/10.47604/ajep.2209","url":null,"abstract":"Purpose: This background or concept paper develops a case into school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in Junior Secondary Schools in Botswana. As change agents, school leaders were expected to fully implement the PMS. Research has demonstrated that PMS has been unsatisfactorily implemented in Junior Secondary Schools in Botswana (Koruyezu, 2010; Bulawa, 2011; Nkwe, 2015; Molefhi, 2015, Pheko, Bathuleng & Kgosidialwa, 2018). The purpose of this paper is to lay the foundation for the study which will investigate school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in the South East and Southern Regions’ junior secondary schools in Botswana. Methodology: The study plans to use the quantitative research approach to explore school leaders’ perceptions as change agents in implementing PMS in their schools. A Likert scale questionnaire for data collection from school heads, deputy school heads, heads of department and senior teachers will be employed. This background paper draws from transformational leadership theory to outline an agenda and approach for change agent leadership. Findings: This is an empirical study whose findings will establish views from school leaders on what issues they encountered while implementing PMS. Furthermore if objectives of this policy have been implemented and achieved. From the findings it will be succinctly clear what change attributes school leaders as change agents require in order to effectively implement the PMS. Recommendations will be developed to assist the Ministry of Education Skills and Development on better alternatives of implementing PMS policy including meeting the skills of school leaders to become effective change agents. Unique Contribution to Theory, Practice and Policy: as a practice school leaders are mandated to ensure that any approved change for the schools meet the agreed objectives, but there is no study that have focused on the perceptions of the school leaders with regard to this. It is therefore crucial for this proposed study to indicate what type of policy would be appropriate to show the necessary skills required for the implementation of the PMS in the schools. This approach is validated by the transformation theory. Therefore, its unique contribution would be to bring forth the necessity for school leaders to have the requisite change attributes.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"99 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139209785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This study investigated the effect of GeoGebra software on Mathematics performance of senior secondary school students in Ogbomoso Education Zone 1, Oyo State, Nigeria. Methodology: The research purposes, research questions, and research hypotheses categories each contained three research items.Two (2) public co-education senior secondary schools were chosen using random sampling technique. The experimental group consisted of fifty-three (53) students, consisting of 26 and 27 male and female students, respectively, while the control group consisted of fifty-four (54) students, consisting of 27 male and 27 female students. GeoGebra Learning Approach (GLA) was used to teach the experimental group, whereas the control group received instruction using the conventional learning strategy (CLS). The research instrument utilized for the study was the Mathematics Performance Test in Geometry (MPTG) which was validated by specialists in Mathematics education and Pearson’s Product Moment Correlation formula was used to get the index of reliability of 0.78. The data was analyzed using the t-test, mean, and standard deviation. Findings: The study's findings showed that, prior to using Geogebra Software, there was no discernible difference in the students’ means performance scores between the two groups. The study also showed a substantial difference between the mean performance scores of students using the Geogebra Learning Approach (GLA) and the Conventional Learning Strategy (CLS) in geometry. The study's final finding showed that there was no statistically significant difference in the mean performance scores of male and female students using the Geogebra Learning Approach (GLA) in geometry. Unique Contribution to Theory, Practice and Policy: Piaget cognitive theory was in conformity with the use of Geogragra Software in teaching mathematics. The study recommends that mathematics teachers should be encouraged to use Geogebra Software and other Information and Communication Technology (ICT) facilities such as power point and projector in teaching their students in order to ease problems of teaching Mathematics.
{"title":"Geogebra Software: Synergy That Improves Performance in Geometry Learning in Ogbomoso Education Zone of Oyo State","authors":"Thomas Adigun, Moses Aasa","doi":"10.47604/ajep.2194","DOIUrl":"https://doi.org/10.47604/ajep.2194","url":null,"abstract":"Purpose: This study investigated the effect of GeoGebra software on Mathematics performance of senior secondary school students in Ogbomoso Education Zone 1, Oyo State, Nigeria. Methodology: The research purposes, research questions, and research hypotheses categories each contained three research items.Two (2) public co-education senior secondary schools were chosen using random sampling technique. The experimental group consisted of fifty-three (53) students, consisting of 26 and 27 male and female students, respectively, while the control group consisted of fifty-four (54) students, consisting of 27 male and 27 female students. GeoGebra Learning Approach (GLA) was used to teach the experimental group, whereas the control group received instruction using the conventional learning strategy (CLS). The research instrument utilized for the study was the Mathematics Performance Test in Geometry (MPTG) which was validated by specialists in Mathematics education and Pearson’s Product Moment Correlation formula was used to get the index of reliability of 0.78. The data was analyzed using the t-test, mean, and standard deviation. Findings: The study's findings showed that, prior to using Geogebra Software, there was no discernible difference in the students’ means performance scores between the two groups. The study also showed a substantial difference between the mean performance scores of students using the Geogebra Learning Approach (GLA) and the Conventional Learning Strategy (CLS) in geometry. The study's final finding showed that there was no statistically significant difference in the mean performance scores of male and female students using the Geogebra Learning Approach (GLA) in geometry. Unique Contribution to Theory, Practice and Policy: Piaget cognitive theory was in conformity with the use of Geogragra Software in teaching mathematics. The study recommends that mathematics teachers should be encouraged to use Geogebra Software and other Information and Communication Technology (ICT) facilities such as power point and projector in teaching their students in order to ease problems of teaching Mathematics.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Students’ progression in secondary schools is important in the realization of educational objectives. However, in Ndhiwa Sub-county, students’ progression rates has been low in many public secondary schools. Many students drop out of secondary schools just a few years after enrollment. Thus, the purpose of this was to study to examine how family structures influence students’ progression in public secondary schools in Ndhiwa Sub-county, Homabay County, Kenya. Methodology: This research adopted mixed methodology and applied concurrent triangulation research design. Target population was 1263 respondents which comprised 65 principals, 678 secondary school teachers and 520 parents’ representatives from which 305 respondents were sampled using Yamane’s Formula. Stratified sampling was applied to create five strata based on the number of zones in Ndhiwa Sub-county. From each zone, five principals and five parents’ representatives were sampled purposively. However, from each zone, simple random sampling was applied to select 51 teachers. This procedure realized a sample size of 25 principals, 25 parents’ representatives and 255 teachers. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using multiple linear regression model in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. Findings: The study established that students’ progression has been low with many students who get enrolled in Form I not able to complete their secondary education. This is attributed to large family sizes and family structures. Unique Contribution to Theory, Practice and Policy: As a practice, parents should plan their families and bring forth families they can comfortably take care of such that the meagre amount of financial resources available can cater for the education. As a policy, the Ministry of Health and the Division of National Family Planning should continue with their efforts to teach people on the essence of bring forth families they can manage. The study’s unique contribution is that it will reinforce an understanding of how specific aspects of each family structure influence of students’ progression in public secondary schools.
目的:学生在中学阶段的进步是实现教育目标的重要因素。然而，在Ndhiwa副县，许多公立中学的学生升学率很低。许多学生在中学入学几年后就辍学了。因此，本研究的目的是研究家庭结构如何影响肯尼亚霍马拜县Ndhiwa副县公立中学学生的进步。研究方法:本研究采用混合研究方法，采用并行三角法研究设计。目标人群为1263名受访者，包括65名校长，678名中学教师和520名家长代表，其中305名受访者使用Yamane公式抽样。采用分层抽样方法，根据Ndhiwa副县的带数划分出5个层。每个学区有目的地抽取5名校长和5名家长代表。然而，从每个区域中，采用简单随机抽样的方式抽取了51名教师。该程序实现了25名校长、25名家长代表和255名教师的样本规模。定性数据根据目标进行主题分析，并以叙事形式呈现。定量数据使用描述性统计如频率和百分比进行分析，并使用社会科学统计软件包(SPSS Version 23)中的多元线性回归模型进行推理，并使用表格呈现。调查结果:研究发现，学生的进步一直很低，许多中一学生无法完成他们的中学教育。这是由于家庭规模和家庭结构大。对理论、实践和政策的独特贡献:作为一种实践，父母应该计划他们的家庭，让他们能够舒适地照顾家庭，这样就可以用有限的经济资源来支付教育。作为一项政策，卫生部和国家计划生育司应继续努力，教导人们生育他们能够管理的家庭的本质。这项研究的独特贡献在于，它将加强对每个家庭结构的具体方面如何影响学生在公立中学的进步的理解。
{"title":"Influence of Family Structures on Students’ Progression in Public Secondary Schools in Ndhiwa Sub-County, Homabay County, Kenya","authors":"Emmanuel Owuor, Pamela Ochieng, Josephine Kirimi","doi":"10.47604/ajep.2087","DOIUrl":"https://doi.org/10.47604/ajep.2087","url":null,"abstract":"Purpose: Students’ progression in secondary schools is important in the realization of educational objectives. However, in Ndhiwa Sub-county, students’ progression rates has been low in many public secondary schools. Many students drop out of secondary schools just a few years after enrollment. Thus, the purpose of this was to study to examine how family structures influence students’ progression in public secondary schools in Ndhiwa Sub-county, Homabay County, Kenya. \u0000Methodology: This research adopted mixed methodology and applied concurrent triangulation research design. Target population was 1263 respondents which comprised 65 principals, 678 secondary school teachers and 520 parents’ representatives from which 305 respondents were sampled using Yamane’s Formula. Stratified sampling was applied to create five strata based on the number of zones in Ndhiwa Sub-county. From each zone, five principals and five parents’ representatives were sampled purposively. However, from each zone, simple random sampling was applied to select 51 teachers. This procedure realized a sample size of 25 principals, 25 parents’ representatives and 255 teachers. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using multiple linear regression model in Statistical Package for Social Sciences (SPSS Version 23) and presented using tables. \u0000Findings: The study established that students’ progression has been low with many students who get enrolled in Form I not able to complete their secondary education. This is attributed to large family sizes and family structures. \u0000Unique Contribution to Theory, Practice and Policy: As a practice, parents should plan their families and bring forth families they can comfortably take care of such that the meagre amount of financial resources available can cater for the education. As a policy, the Ministry of Health and the Division of National Family Planning should continue with their efforts to teach people on the essence of bring forth families they can manage. The study’s unique contribution is that it will reinforce an understanding of how specific aspects of each family structure influence of students’ progression in public secondary schools.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128045776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: Education is seen as a remedy for all evils in each community due to its importance. The drive of this investigation was to explore schools’ management practices on students’ learning outcomes in public secondary schools in Magarini, Kilifi County, Kenya Methodology: The study was guided by the School Management and the Education Production Functions theories. The investigation assumed a mixed method and simultaneous triangulation design with descriptive quantitative survey design. The target population was 15,444 consisting of 100 teachers, 20 head teachers, 14,523 students, 800 parents, and 1 sub-county director of education. The sample was 390 participants which included 40 teachers, 20 head teachers, 249 students, 80 parents, and 1 sub-county director of education. The sampling techniques were census for the for the principals, random sampling for teachers, students and parents. The sub county director of education was sampled purposively. Questionnaire was used for teachers and while interviews were conducted on principals and sub county director of education. Quantitative data was analyzed in descriptive statistics and presented in tables, percentages and frequencies. Qualitative data was analyzed in themes and verbatim citations. Findings: From the findings, it was generally agreed that the requisition of specialized teachers had influence on the students’ learning outcomes indicating that the presence of teachers was key to students’ learning outcomes. There was no significant establishment of staff gap, meaning that the students’ learning outcomes could not be possible. The issue of requisition of trained teachers from the TSC was not seen. Unique Contribution to Theory, Practice and Policy: The School Management and the Education Production Functions theories were used. The first theory was about involving series of activities relevant to the highly organized and effectual application of resources within the organization in order to attain organizational objectives. The second theory explained that the amount of output depended on the number of inputs and effort in due consideration of constraints dependent upon underlying technical processes. In schools the production functions were articulated in a functional form. The theories contributed to the study in that, good management practices could result into good outcomes. And individuals played part in making good results. Putting in place inputs so that outputs could be achieved was necessary. The study established that there was need for specialized teachers’ requisition. These theories were validated in that there was need to employ good practices and put in place better inputs if good outcomes were expected.
{"title":"Influence of the Requisition of Specialized Teachers on Students’ Learning Outcomes in Magarini, Kilifi County, Kenya","authors":"Onesmus Maitha, R. Thinguri","doi":"10.47604/ajep.2078","DOIUrl":"https://doi.org/10.47604/ajep.2078","url":null,"abstract":"Purpose: Education is seen as a remedy for all evils in each community due to its importance. The drive of this investigation was to explore schools’ management practices on students’ learning outcomes in public secondary schools in Magarini, Kilifi County, Kenya \u0000Methodology: The study was guided by the School Management and the Education Production Functions theories. The investigation assumed a mixed method and simultaneous triangulation design with descriptive quantitative survey design. The target population was 15,444 consisting of 100 teachers, 20 head teachers, 14,523 students, 800 parents, and 1 sub-county director of education. The sample was 390 participants which included 40 teachers, 20 head teachers, 249 students, 80 parents, and 1 sub-county director of education. The sampling techniques were census for the for the principals, random sampling for teachers, students and parents. The sub county director of education was sampled purposively. Questionnaire was used for teachers and while interviews were conducted on principals and sub county director of education. Quantitative data was analyzed in descriptive statistics and presented in tables, percentages and frequencies. Qualitative data was analyzed in themes and verbatim citations. \u0000Findings: From the findings, it was generally agreed that the requisition of specialized teachers had influence on the students’ learning outcomes indicating that the presence of teachers was key to students’ learning outcomes. There was no significant establishment of staff gap, meaning that the students’ learning outcomes could not be possible. The issue of requisition of trained teachers from the TSC was not seen. \u0000Unique Contribution to Theory, Practice and Policy: The School Management and the Education Production Functions theories were used. The first theory was about involving series of activities relevant to the highly organized and effectual application of resources within the organization in order to attain organizational objectives. The second theory explained that the amount of output depended on the number of inputs and effort in due consideration of constraints dependent upon underlying technical processes. In schools the production functions were articulated in a functional form. The theories contributed to the study in that, good management practices could result into good outcomes. And individuals played part in making good results. Putting in place inputs so that outputs could be achieved was necessary. The study established that there was need for specialized teachers’ requisition. These theories were validated in that there was need to employ good practices and put in place better inputs if good outcomes were expected. ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127572900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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