Purpose: Considering that the pedagogic space for disaster risk reduction (DRR) education is critical for enhanced resilience to disaster risks, this paper interrogates regional DRR education discourse in Africa. The focus is on the scope and depth to which DRR education has been mainstreamed into high-level regional meetings/platforms in the African continent. For this to be realised, first, the paper assesses whether the Africa Regional Platforms (ARPs) and high-level Ministerial Meetings for DRR perceive DRR education as a critical tool for mitigating disaster risks. Secondly, the paper gauges the depth to which identified determinants of DRR education have been integrated into the ARPs and High-Level Ministerial Meetings for DRR. Methodology: By utilising a post-positivist qualitative research approach, the paper has scrutinised primary data from all the ARPs and High-Level Ministerial Meetings for DRR spanning close to twenty-five years. All sourced documents were sorted, coded and thematically analysed. The coded categories captured the extent of DRR education discussed in the regional platforms/meetings, the number of determinants of DRR education discussed in the various platforms and the depth with which the determinants of DRR education were discussed. A Likert scale grading ranging from “Poor” as the lowest and “Excellent” as the highest was used to assess the enquiries and inform the findings. Findings: Through critical analysis and assessment, the findings have revealed the limited integration of DRR education during high-level DRR meetings in Africa. The analysis reveals an inconsistent and unsystematic DRR discourse during the Platforms/Meetings. Based on the Likert Scale grading, the two main enquiries of this research (scope of DRR education and the integration of DRR education determinants during the various Platforms) were both deemed to be “mediocre to fair”. Although this assessment is subjective, it paints a good picture of the integration of DRR education into risk aversion discourses at the highest level in the African continent. Unique Contribution to Theory, Practice and Policy: This paper pioneers the first in-depth assessment of DRR education discourse at the highest regional level in Africa. It contributes by augmenting the literature on DRR education discourse and determinants of DRR education; provides DRR insights to educators, students and practitioners and has policy implications for the governance of disaster risks at the highest African regional level. Considering the pivotal role of education in strengthening resilience to disaster risks, the findings provide a compelling argument for mainstreaming DRR education into the ARPs and high-level Ministerial Meetings for DRR. Arguably, this would expedite DRR education uptake by African countries.
{"title":"Strengthening Disaster Management Discourse: An Evaluation of Disaster Education in Africa’s Regional Platforms for Disaster Risk Reduction","authors":"Dr Henry Ngenyam Bang","doi":"10.47604/ajep.2030","DOIUrl":"https://doi.org/10.47604/ajep.2030","url":null,"abstract":"Purpose: Considering that the pedagogic space for disaster risk reduction (DRR) education is critical for enhanced resilience to disaster risks, this paper interrogates regional DRR education discourse in Africa. The focus is on the scope and depth to which DRR education has been mainstreamed into high-level regional meetings/platforms in the African continent. For this to be realised, first, the paper assesses whether the Africa Regional Platforms (ARPs) and high-level Ministerial Meetings for DRR perceive DRR education as a critical tool for mitigating disaster risks. Secondly, the paper gauges the depth to which identified determinants of DRR education have been integrated into the ARPs and High-Level Ministerial Meetings for DRR. \u0000Methodology: By utilising a post-positivist qualitative research approach, the paper has scrutinised primary data from all the ARPs and High-Level Ministerial Meetings for DRR spanning close to twenty-five years. All sourced documents were sorted, coded and thematically analysed. The coded categories captured the extent of DRR education discussed in the regional platforms/meetings, the number of determinants of DRR education discussed in the various platforms and the depth with which the determinants of DRR education were discussed. A Likert scale grading ranging from “Poor” as the lowest and “Excellent” as the highest was used to assess the enquiries and inform the findings. \u0000Findings: Through critical analysis and assessment, the findings have revealed the limited integration of DRR education during high-level DRR meetings in Africa. The analysis reveals an inconsistent and unsystematic DRR discourse during the Platforms/Meetings. Based on the Likert Scale grading, the two main enquiries of this research (scope of DRR education and the integration of DRR education determinants during the various Platforms) were both deemed to be “mediocre to fair”. Although this assessment is subjective, it paints a good picture of the integration of DRR education into risk aversion discourses at the highest level in the African continent. \u0000Unique Contribution to Theory, Practice and Policy: This paper pioneers the first in-depth assessment of DRR education discourse at the highest regional level in Africa. It contributes by augmenting the literature on DRR education discourse and determinants of DRR education; provides DRR insights to educators, students and practitioners and has policy implications for the governance of disaster risks at the highest African regional level. Considering the pivotal role of education in strengthening resilience to disaster risks, the findings provide a compelling argument for mainstreaming DRR education into the ARPs and high-level Ministerial Meetings for DRR. Arguably, this would expedite DRR education uptake by African countries.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125411172","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 impact of ‘relative cost’, a component of the Expectancy-Value Theory, on the performance of Botswana General Certificate of Secondary Education (BGCSE) mathematics. It also investigated the impact of social influences (parents, teachers, and peers) on students' mathematics perceptions. Methodology: In this qualitative research study, focus groups were conducted with a purposive sample of 40 students selected based on their performance from 10 randomly sampled secondary schools. The primary aim was to gain a comprehensive understanding of the students' experiences and perspectives. Findings: The results indicate that when engaging with mathematics, students perceive costs in the form of effort, stress, loss of time, and loss of preferable alternatives. Additionally, the study shows that teachers come in third after parents and peers in terms of influence on students' mathematics perceptions. Unique Contribution to Theory, Practice and Policy: Based on these findings, it is suggested that strategies be developed to mitigate these perceived costs and assist students in dealing with mathematics more effectively. This may include techniques for stress management, time management, or alternative teaching methods that make learning mathematics more pleasurable and less time-consuming.
{"title":"Investigating the Impact of Relative Cost on Motivation and Performance in Mathematics among BGCSE Students: A Qualitative Perspective","authors":"Mpho Mollowakgotla","doi":"10.47604/ajep.2006","DOIUrl":"https://doi.org/10.47604/ajep.2006","url":null,"abstract":"Purpose: This study investigated the impact of ‘relative cost’, a component of the Expectancy-Value Theory, on the performance of Botswana General Certificate of Secondary Education (BGCSE) mathematics. It also investigated the impact of social influences (parents, teachers, and peers) on students' mathematics perceptions. \u0000Methodology: In this qualitative research study, focus groups were conducted with a purposive sample of 40 students selected based on their performance from 10 randomly sampled secondary schools. The primary aim was to gain a comprehensive understanding of the students' experiences and perspectives. \u0000Findings: The results indicate that when engaging with mathematics, students perceive costs in the form of effort, stress, loss of time, and loss of preferable alternatives. Additionally, the study shows that teachers come in third after parents and peers in terms of influence on students' mathematics perceptions. \u0000Unique Contribution to Theory, Practice and Policy: Based on these findings, it is suggested that strategies be developed to mitigate these perceived costs and assist students in dealing with mathematics more effectively. This may include techniques for stress management, time management, or alternative teaching methods that make learning mathematics more pleasurable and less time-consuming.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132752197","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 intended to investigate the relationship between self-esteem and study habits on the academic performance of students in universities. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to self- esteem and study habits on the academic performance of university students. Preliminary empirical review found that self-esteem does not account for low or high academic performance, as most students reported enjoying a good level of self-esteem, regardless of their grades. However, the same is not true of study habits, which are tied to academic performance as shown by our results and prior research. Hence better performance is expected of students if their study techniques are to improve. Unique Contribution to Theory, Practice and Policy: The Social Learning and Cognitive Evaluation theories may be used to anchor future studies on self-esteem and study habits on the academic performance of university students. In terms of self-esteem, improvement thereof is not an urgent matter as nearly all students claim a good level of self-esteem, hence it would be appropriate to consider other variables for future research.
{"title":"Self-Esteem, Study Habits and Academic Performance among University Students","authors":"Antony Kasyoka","doi":"10.47604/ajep.1995","DOIUrl":"https://doi.org/10.47604/ajep.1995","url":null,"abstract":"Purpose: This study intended to investigate the relationship between self-esteem and study habits on the academic performance of students in universities. \u0000Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to self- esteem and study habits on the academic performance of university students. Preliminary empirical review found that self-esteem does not account for low or high academic performance, as most students reported enjoying a good level of self-esteem, regardless of their grades. However, the same is not true of study habits, which are tied to academic performance as shown by our results and prior research. Hence better performance is expected of students if their study techniques are to improve. \u0000Unique Contribution to Theory, Practice and Policy: The Social Learning and Cognitive Evaluation theories may be used to anchor future studies on self-esteem and study habits on the academic performance of university students. In terms of self-esteem, improvement thereof is not an urgent matter as nearly all students claim a good level of self-esteem, hence it would be appropriate to consider other variables for future research. \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116206151","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 study investigates the effects of student literacy self-efficacy competences on management of scholarly information among postgraduate students in Kiambu county Kenya. Self-efficacy is a tool in information literacy. Methodology: The study adopted a mixed methodology so as to collect and analyze qualitative and quantitative data where data was collected using self-administered questionnaires. Findings: The findings of the study revealed that self-efficacy as a practice of information literacy influence Management of Scholarly Information. Unique Contribution to Theory, Practice and Policy: The paper recommends that more attention be given to the practice of self-efficacy competence since it’s a vital factor evaluate to quality papers among scholars. Further studies should evaluate the extent to which self-efficacy influence postgraduate scholars on their scholarly information management.
{"title":"Influence of Self-Efficacy Competences on Management of Scholarly Information among Postgraduate Students in Kiambu County Kenya","authors":"L. Njiru, R. Thinguri, M. Chui","doi":"10.47604/ajep.1966","DOIUrl":"https://doi.org/10.47604/ajep.1966","url":null,"abstract":"Purpose: The study investigates the effects of student literacy self-efficacy competences on management of scholarly information among postgraduate students in Kiambu county Kenya. Self-efficacy is a tool in information literacy. \u0000Methodology: The study adopted a mixed methodology so as to collect and analyze qualitative and quantitative data where data was collected using self-administered questionnaires. \u0000Findings: The findings of the study revealed that self-efficacy as a practice of information literacy influence Management of Scholarly Information. \u0000Unique Contribution to Theory, Practice and Policy: The paper recommends that more attention be given to the practice of self-efficacy competence since it’s a vital factor evaluate to quality papers among scholars. Further studies should evaluate the extent to which self-efficacy influence postgraduate scholars on their scholarly information management.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":" 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113946402","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 purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County. Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen sub-counties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically. Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two sub-counties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning. Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.
{"title":"Adoption of Information and Communication Technology in Teaching and Learning in Secondary Schools in Nairobi County, Kenya","authors":"Kiage De’, E. Kaugi","doi":"10.47604/ajep.1960","DOIUrl":"https://doi.org/10.47604/ajep.1960","url":null,"abstract":"Purpose: The purpose of this study was to determine the adoption of information and communication technology (ICT) in teaching and learning in secondary schools in Nairobi County, Kenya. Specifically, the study aimed to evaluate the ICT adoption level, examine the teachers' training in the use of ICT, determine the ICT infrastructural capacity, and find out the teachers' perception of adopting ICT in public secondary schools in Nairobi County. \u0000Methodology: The study adopted a descriptive survey design. The target population comprised 475 teachers and 19 principals in secondary schools in Kasarani and Westland's sub-counties, which were randomly sampled. The sample comprised 164 teachers and 19 principals from 19 secondary schools drawn from the chosen sub-counties. Statistical Package for Social Sciences (SPSS version 25.0) was used to analyze quantitative data. Qualitative data were grouped into themes and analyzed thematically. \u0000Findings: The study found that secondary schools needed to be aware of the advantages of ICT tools to boost learning. Regarding ICT infrastructure, most schools examined had very few computers, which exacerbates the problem considering that most schools in these two sub-counties were county schools. According to the findings, most teachers and students needed easy access to computers for teaching and learning. Furthermore, the study revealed that most secondary school teachers had a positive attitude toward using ICT in teaching and learning. The study found that teachers supported the need for students to use ICT as a tool for practice and learning. \u0000Unique Contribution to Theory, Practice and Policy: The research indicated that appropriate administrative practices by school heads, teacher attitude, and the degree of teachers' ICT knowledge and abilities all significantly impacted the use of ICT in teaching and learning. The study recommends that secondary schools engage in technology education and training, and that the government and other education stakeholders support regular teacher ICT training to modify their view of using ICT tools in secondary school for teaching and learning. This study may be helpful for both the county and national governments in supporting secondary schools in terms of ICT.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123626176","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 explored parents' reasons for sending their children to pre-primary education in Zanzibar. The reasons are discussed with respect to their understanding of pre-primary education as a basic education in Zanzibar. Methodology: A qualitative approach with a case study design was used; data were collected using face-to-face interviews from 36 parents, 14 males and 22 females who had children in pre-primary schools. The study was done in the light of the Expectancy Value Theory (EVT) that relates the expectations and values a person has over something, and proposes that achievement behaviour is primarily influenced by expectancies of success and subjective task values. Findings: The results showed that most parents understood that early childhood education was a basic education in Zanzibar due to the fact that it is a starting point for children to learn basic life skills and literacy skills. Therefore, it was revealed that parents were sending their children to pre-primary schools because they wanted their children to be literates, prepared for primary education and learn socialization. It was revealed that early childhood education teaches children different skills like reading, writing, counting and socialization skills, and so changes a child from having a home-mind to school-mind. Unique Contribution to Theory, Practice and Policy: The study recommends to the curriculum developers to plan and design early childhood education programmes to achieve the targets of the parents so as to encourage them in sending their children to pre-primary education as well as increase their involvement in their children’s education.
{"title":"Parents’ Reasons for Sending Children to Pre-primary Schools: A Case of Kaskazini ‘A’ District Zanzibar","authors":"Shehe Muhammed, I. Mligo, A. Seni","doi":"10.47604/ajep.1950","DOIUrl":"https://doi.org/10.47604/ajep.1950","url":null,"abstract":"Purpose: This study explored parents' reasons for sending their children to pre-primary education in Zanzibar. The reasons are discussed with respect to their understanding of pre-primary education as a basic education in Zanzibar. \u0000Methodology: A qualitative approach with a case study design was used; data were collected using face-to-face interviews from 36 parents, 14 males and 22 females who had children in pre-primary schools. The study was done in the light of the Expectancy Value Theory (EVT) that relates the expectations and values a person has over something, and proposes that achievement behaviour is primarily influenced by expectancies of success and subjective task values. \u0000Findings: The results showed that most parents understood that early childhood education was a basic education in Zanzibar due to the fact that it is a starting point for children to learn basic life skills and literacy skills. Therefore, it was revealed that parents were sending their children to pre-primary schools because they wanted their children to be literates, prepared for primary education and learn socialization. It was revealed that early childhood education teaches children different skills like reading, writing, counting and socialization skills, and so changes a child from having a home-mind to school-mind. \u0000Unique Contribution to Theory, Practice and Policy: The study recommends to the curriculum developers to plan and design early childhood education programmes to achieve the targets of the parents so as to encourage them in sending their children to pre-primary education as well as increase their involvement in their children’s education.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121639463","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 purpose of this study is to investigate the impacts of visual aids in promoting the learning processes in schools in Pakistan. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impacts of visual aids in promoting the learning processes in schools. Preliminary empirical review found that using visual aids as a teaching aid stimulates thinking and improves the learning environment in the classroom. Effective use of visual aids substitutes monotonous learning environments. Students develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in the classroom. Students find visual aids sessions useful and relevant when it has some direct relation to the course content. Unique Contribution to Theory, Practice and Policy: The Cognitive Load Theory may be used to anchor future studies on the impacts of visual aids in promoting the learning processes in schools in Pakistan. Schools and their administration must share the opinions of the students regarding the use of visual aids that will be helpful in enhancing the learning process. Refresher courses, workshops and conferences may be arranged for the teachers for improving their skills of using audio visuals to the needs of the students. There is need for the Ministry of Education to mount periodic training sessions for teachers who are already in the field to be retrained on recent discovery regarding the use of teaching/learning resources.
{"title":"The Impacts of Visual Aids in Promoting the Learning Processes in Schools in Pakistan","authors":"Hamad J. I.","doi":"10.47604/ajep.1912","DOIUrl":"https://doi.org/10.47604/ajep.1912","url":null,"abstract":"Purpose: The purpose of this study is to investigate the impacts of visual aids in promoting the learning processes in schools in Pakistan. \u0000Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impacts of visual aids in promoting the learning processes in schools. Preliminary empirical review found that using visual aids as a teaching aid stimulates thinking and improves the learning environment in the classroom. Effective use of visual aids substitutes monotonous learning environments. Students develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in the classroom. Students find visual aids sessions useful and relevant when it has some direct relation to the course content. \u0000Unique Contribution to Theory, Practice and Policy: The Cognitive Load Theory may be used to anchor future studies on the impacts of visual aids in promoting the learning processes in schools in Pakistan. Schools and their administration must share the opinions of the students regarding the use of visual aids that will be helpful in enhancing the learning process. Refresher courses, workshops and conferences may be arranged for the teachers for improving their skills of using audio visuals to the needs of the students. There is need for the Ministry of Education to mount periodic training sessions for teachers who are already in the field to be retrained on recent discovery regarding the use of teaching/learning resources. \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124464205","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’s aim was to investigate Ethiopian university students’, lecturers’, and administrators’ perceptions of the dispositions (savoir-être) of interculturally competent persons. Methodology: Building on seminal models of intercultural competence, a survey instrument was created to inquire into the three stakeholder groups’ perceptions. The survey was completed by 638 participants. Findings: The paper highlights similarities and differences between students, lecturers, and administrators. The findings also show that African and western characteristics associated with interculturally competent persons reflect the respondents’ personal and professional roles. Unique Contribution to Theory, Practice and Policy: This study is the first to study Ethiopian students’, lecturers’ and administrators’ perceptions of interculturally competent persons. The study’s findings provide a baseline on which curricula and policies can build in order to promote intercultural competence in Ethiopian universities.
{"title":"Ethiopian University Students’, Lecturers’ and Administrators’ Perceptions of Interculturally Competent Persons","authors":"D. Ayana, L. Sercu","doi":"10.47604/ajep.1884","DOIUrl":"https://doi.org/10.47604/ajep.1884","url":null,"abstract":"Purpose: This study’s aim was to investigate Ethiopian university students’, lecturers’, and administrators’ perceptions of the dispositions (savoir-être) of interculturally competent persons. \u0000Methodology: Building on seminal models of intercultural competence, a survey instrument was created to inquire into the three stakeholder groups’ perceptions. The survey was completed by 638 participants. \u0000Findings: The paper highlights similarities and differences between students, lecturers, and administrators. The findings also show that African and western characteristics associated with interculturally competent persons reflect the respondents’ personal and professional roles. \u0000Unique Contribution to Theory, Practice and Policy: This study is the first to study Ethiopian students’, lecturers’ and administrators’ perceptions of interculturally competent persons. The study’s findings provide a baseline on which curricula and policies can build in order to promote intercultural competence in Ethiopian universities.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116797142","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 purpose of this study is to investigate the role of parents in their children’s education. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of parents in their children’s education. Preliminary empirical review revealed that education in the premises of a family life, has a double meaning: it must be seen through the perspective of its contribution to the overall child raising up and education, which is crucial to his/her proper formation of children’s personality and further on, his/her preparation for leading an independent life. Unique Contribution to Theory, Practice and Policy: The Expectancy Value theory and the Ecological Systems theory may be used to anchor future studies on the role of parents in their children’s education. The focus must be put on the family as whole, and the role of children which must be based on their approach and contribution concerning family problems, which should be dealt with, and finally solved by them. Offering education support to children from their parents, concerning issues such as homework, would help
{"title":"The Role of Parents in Their Children’s Education","authors":"Millicent Okello","doi":"10.47604/ajep.1883","DOIUrl":"https://doi.org/10.47604/ajep.1883","url":null,"abstract":"Purpose: The purpose of this study is to investigate the role of parents in their children’s education. \u0000Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the role of parents in their children’s education. Preliminary empirical review revealed that education in the premises of a family life, has a double meaning: it must be seen through the perspective of its contribution to the overall child raising up and education, which is crucial to his/her proper formation of children’s personality and further on, his/her preparation for leading an independent life. \u0000Unique Contribution to Theory, Practice and Policy: The Expectancy Value theory and the Ecological Systems theory may be used to anchor future studies on the role of parents in their children’s education. The focus must be put on the family as whole, and the role of children which must be based on their approach and contribution concerning family problems, which should be dealt with, and finally solved by them. Offering education support to children from their parents, concerning issues such as homework, would help \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124821288","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 purpose of this study is to evaluate the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings revealed that there exists a contextual and methodological gap relating to the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Preliminary empirical review reveals that there is no doubt that digital technology is of significance in education today. WhatsApp mobile technology is extremely valuable in this regard, as it is widely and extensively employed in online university education. It also provides students with more options and possibilities in the context of online learning. Almost everything in the world has gone digital. Unique Contribution to Theory, Practice and Policy: The Social Constructivism theory and Activity theory may be used to anchor future studies on the use of WhatsApp in the learning process among graduate students in the University of Nairobi. There is need for a quantitative survey to establish the statistical significance effect of the use of WhatsApp as a method of learning for graduate school students. There is also need for a comparative study on the effectiveness of the use of WhatsApp in learning and traditional form of learning
{"title":"The Use of WhatsApp in the Learning Process among Graduate Students in the University of Nairobi, Kenya","authors":"Evans K. O.","doi":"10.47604/ajep.1880","DOIUrl":"https://doi.org/10.47604/ajep.1880","url":null,"abstract":"Purpose: The purpose of this study is to evaluate the use of WhatsApp in the learning process among graduate students in the University of Nairobi. \u0000Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings revealed that there exists a contextual and methodological gap relating to the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Preliminary empirical review reveals that there is no doubt that digital technology is of significance in education today. WhatsApp mobile technology is extremely valuable in this regard, as it is widely and extensively employed in online university education. It also provides students with more options and possibilities in the context of online learning. Almost everything in the world has gone digital. \u0000Unique Contribution to Theory, Practice and Policy: The Social Constructivism theory and Activity theory may be used to anchor future studies on the use of WhatsApp in the learning process among graduate students in the University of Nairobi. There is need for a quantitative survey to establish the statistical significance effect of the use of WhatsApp as a method of learning for graduate school students. There is also need for a comparative study on the effectiveness of the use of WhatsApp in learning and traditional form of learning \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122615654","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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