Purpose: This study reflects on three technology integration strategies for enhanced student engagement, namely; keeping the learning social, keeping the learning authentic, and ensuring that the technology adds value to learning. Methodology: The study employed a student technology profiling survey involving 3rd Year Cell Molecular Biology, Microbiology and Genetics students at the University of Namibia in 2021. The survey used a Google Document whose link was distributed to students through class WhatsApp group. Further, literature is reviewed on student engagement, and blended learning. The data was qualitatively presented using graphs. Findings: The study revealed that keeping the learning social ensures learning from sociocultural perspectives, and allows for social constructivist methods of learning while the adoption of authentic learning as a pedagogical model can help to better prepare students for professional practice. Teachers can ensure that technology integration adds value by using instructional strategies that stimulate students into engaging with higher-level cognitive skills and differentiated learning. The study found that based on the nature of the course under review, we identified the Flipped Classroom model and the Enriched-Virtual model is most appropriate blended learning modes for full-time students and distance students, respectively. Unique contribution to theory, practice and policy: It is recommended that higher education institutions should consider redesigning their curriculum policies in order to integrate blended learning in all their courses in order to improve the quality of education, enhance student learning and engagement, as well as overall quality of the university graduates.
{"title":"COVID-19 TRIGGERED TECHNOLOGY INTEGRATION STRATEGIES FOR ENHANCED STUDENT ENGAGEMENT IN BLENDED LEARNING","authors":"L. Josua, Timothy Sibanda","doi":"10.47604/ajep.1616","DOIUrl":"https://doi.org/10.47604/ajep.1616","url":null,"abstract":"Purpose: This study reflects on three technology integration strategies for enhanced student engagement, namely; keeping the learning social, keeping the learning authentic, and ensuring that the technology adds value to learning. \u0000Methodology: The study employed a student technology profiling survey involving 3rd Year Cell Molecular Biology, Microbiology and Genetics students at the University of Namibia in 2021. The survey used a Google Document whose link was distributed to students through class WhatsApp group. Further, literature is reviewed on student engagement, and blended learning. The data was qualitatively presented using graphs. \u0000Findings: The study revealed that keeping the learning social ensures learning from sociocultural perspectives, and allows for social constructivist methods of learning while the adoption of authentic learning as a pedagogical model can help to better prepare students for professional practice. Teachers can ensure that technology integration adds value by using instructional strategies that stimulate students into engaging with higher-level cognitive skills and differentiated learning. The study found that based on the nature of the course under review, we identified the Flipped Classroom model and the Enriched-Virtual model is most appropriate blended learning modes for full-time students and distance students, respectively. \u0000Unique contribution to theory, practice and policy: It is recommended that higher education institutions should consider redesigning their curriculum policies in order to integrate blended learning in all their courses in order to improve the quality of education, enhance student learning and engagement, as well as overall quality of the university graduates.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129665066","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 article explores the challenges experienced by Namibian public schools’ educators when implementing the revised curriculum in Ompundja Circuit and suggests how the challenges can be addressed. Methodology: A qualitative design using a semi-structured interview guide was employed to collect data from five purposively sampled principals. About 45-minute long face-to-face interviews were conducted with each of the principals. The data collected through interviews were transcribed and read several times to make meaning from the volume data. After reading all the interview transcripts, various codes were assigned to themes using a priori or pre-existing coding. The interpretation was derived from the transcribed responses of participants. Findings: The study found that there are structural, cultural and agential constrains that could hinder the successful management and implementation of the revised curriculum in Namibian public schools in Ompundja Circuit. These challenges may derail the purpose of instructional leadership, which seeks to improve learners’ academic performance country-wide. The study proposed some enabling mechanisms to address the identified challenges. Unique contribution to theory, practice and policy: This study made a set of recommendations such as: training of educators on curriculum implementation should be conducted regularly; stakeholders should be provided with the necessary instructional materials and teachers are encouraged to use alternative teaching and learning resources. Further, it is recommended that the teacher-learner ratio policy should be morphed to respond to contexts. It is also recommended that schools should mobilise monetary or in-kind assistance from stakeholders, including parents. The current policy that prevents schools from soliciting school development funds from parents and denies teachers the opportunities to use the Universal Primary Education funds for educational excursions should be revised. It is also recommended that schools should be provided with the necessary physical infrastructures. Finally, it is recommended that teachers should be involved in every curriculum development process and decision making thereof.
{"title":"A SOCIAL REALIST PERSPECTIVE OF CHALLENGES FACING EDUCATORS IN IMPLEMENTING THE REVISED CURRICULUM IN OMPUNDJA CIRCUIT IN NAMIBIA","authors":"L. Josua, Helena P. Miranda, R. Auala","doi":"10.47604/ajep.1613","DOIUrl":"https://doi.org/10.47604/ajep.1613","url":null,"abstract":"Purpose: This article explores the challenges experienced by Namibian public schools’ educators when implementing the revised curriculum in Ompundja Circuit and suggests how the challenges can be addressed. \u0000Methodology: A qualitative design using a semi-structured interview guide was employed to collect data from five purposively sampled principals. About 45-minute long face-to-face interviews were conducted with each of the principals. The data collected through interviews were transcribed and read several times to make meaning from the volume data. After reading all the interview transcripts, various codes were assigned to themes using a priori or pre-existing coding. The interpretation was derived from the transcribed responses of participants. \u0000Findings: The study found that there are structural, cultural and agential constrains that could hinder the successful management and implementation of the revised curriculum in Namibian public schools in Ompundja Circuit. These challenges may derail the purpose of instructional leadership, which seeks to improve learners’ academic performance country-wide. The study proposed some enabling mechanisms to address the identified challenges. \u0000Unique contribution to theory, practice and policy: This study made a set of recommendations such as: training of educators on curriculum implementation should be conducted regularly; stakeholders should be provided with the necessary instructional materials and teachers are encouraged to use alternative teaching and learning resources. Further, it is recommended that the teacher-learner ratio policy should be morphed to respond to contexts. It is also recommended that schools should mobilise monetary or in-kind assistance from stakeholders, including parents. The current policy that prevents schools from soliciting school development funds from parents and denies teachers the opportunities to use the Universal Primary Education funds for educational excursions should be revised. It is also recommended that schools should be provided with the necessary physical infrastructures. Finally, it is recommended that teachers should be involved in every curriculum development process and decision making thereof. ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122363719","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 focused on the impact of the National Teachers’ Standards on quality and effective education delivery. Methodology: The study adopted a mixed methods approach. In all, 20 tutors and 500 students were selected from 10 Colleges of Education in the Northern part of Ghana using purposive and quota sampling procedures. Data were collected using questionnaire and semi-structured interview guide. Quantitative data were analysed using mean and standard deviation while the qualitative data were analysed using thematic analysis. Findings: The results showed that the student-teachers explained concepts clearly using examples familiar to learners, employed a variety of instructional strategies that encourages learner participation and critical thinking and paid attention to all learners, especially girls and students with Special Educational Needs, created a safe, encouraging learning environment and used appropriate disciplinary methods in the classroom. From the results, it was concluded that that the student-teachers were positively impacted by the National Teachers’ Standards in their teaching practices. Unique Contributions to Theory, Practice and Policy: Tutors in Colleges of Education increase their training of student-teachers in terms of keeping of records about learners since this found to be an area that needed improvement. Ghana Tertiary Education Commission together with the National Teachers’ Council should encourage and ensure that Colleges of Education are implementing the National Teachers’ Standards effectively to better prepare student-teachers. Future researchers can adopt the Reform Theory of Action as used in the current study and use the findings of the current study as support for the theory.
{"title":"IMPACT OF NATIONAL TEACHERS’ STANDARDS ON QUALITY AND EFFECTIVE EDUCATION DELIVERY","authors":"Damanko Dassah, P. Yelletuo","doi":"10.47604/ajep.1575","DOIUrl":"https://doi.org/10.47604/ajep.1575","url":null,"abstract":"Purpose: The study focused on the impact of the National Teachers’ Standards on quality and effective education delivery. \u0000Methodology: The study adopted a mixed methods approach. In all, 20 tutors and 500 students were selected from 10 Colleges of Education in the Northern part of Ghana using purposive and quota sampling procedures. Data were collected using questionnaire and semi-structured interview guide. Quantitative data were analysed using mean and standard deviation while the qualitative data were analysed using thematic analysis. \u0000Findings: The results showed that the student-teachers explained concepts clearly using examples familiar to learners, employed a variety of instructional strategies that encourages learner participation and critical thinking and paid attention to all learners, especially girls and students with Special Educational Needs, created a safe, encouraging learning environment and used appropriate disciplinary methods in the classroom. From the results, it was concluded that that the student-teachers were positively impacted by the National Teachers’ Standards in their teaching practices. \u0000Unique Contributions to Theory, Practice and Policy: Tutors in Colleges of Education increase their training of student-teachers in terms of keeping of records about learners since this found to be an area that needed improvement. Ghana Tertiary Education Commission together with the National Teachers’ Council should encourage and ensure that Colleges of Education are implementing the National Teachers’ Standards effectively to better prepare student-teachers. Future researchers can adopt the Reform Theory of Action as used in the current study and use the findings of the current study as support for the theory.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133289812","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 in Colleges of Education in South-west, Nigeria to investigate the effects of a developed flipped classroom package on academic performance of NCE students in selected concepts of Educational Technology. Methodology: The study adopted 2 x 2 x 3 factorial matrix quasi-experimental design of pre-test, post-test, non-randomized, non-equivalent control group type. Two hypotheses were raised and tested for the study. Data were analysed using inferential statistics. A sample of three hundred and sixty respondents drawn from twelve government owned colleges of education in south-west, Nigeria participated in the study. The research instruments used were grouped into two, namely, Treatment Instrument (TRI) and Test Instrument (TEI) on Educational Technology. The treatment instrument was the flipped classroom package designed to deliver instruction to students in the experimental group. The Test Instrument was used to determine both pre-test and post-test performance of both groups. Instrument reliability was tested using Cronbach Alpha formula and reliability co-efficient of 0.89 was gotten. Findings: Findings from the study revealed that NCE students performed better when taught using flipped classroom package compared with their counterparts taught with conventional method of teaching and that NCE female students performed better than their male counterparts when taught using flipped classroom package in Educational Technology concepts. Unique contribution to theory, practice and policy: It was, therefore, recommended among others that Educational Technologists should expose NCE students to ICT-Based instructional strategies like Flipped classroom to promote students’ autonomy to knowledge acquisition, discovery learning and student-centered instructional approach. Educational Technologists should endeavour to develop and utilize FC for teaching Educational Technology Concepts. This will further increase teachers’ knowledge on new innovations in ICT-Based instructional strategies. Teacher trainers should endeavour and be encouraged to use flipped classroom as an instructional delivery method for the improvement of instructional quality that would enhance students’ centred learning theory which would promote learning styles, peer assisted, collaborative learning, cooperative learning and problem based learning that will bring about active learning for overall development of the learners. The regulatory agency for colleges of education (National Commission for Colleges of Education) should mandate the management of colleges of education to take cognizance of importance of flipped classroom and put it into use. This study was premised on the students’ centred learning theory identified above. This implies that the students’ centred learning theory could be applied to similar studies in the future.
{"title":"EFFECTS OF A DEVELOPED FLIPPED CLASSROOM PACKAGE ON NCE STUDENTS’ ACADEMIC PERFORMANCE IN EDUCATIONAL TECHNOLOGY CONCEPTS IN SOUTHWEST, NIGERIA","authors":"O. Kunle, Ganiyu R. Sade","doi":"10.47604/ajep.1562","DOIUrl":"https://doi.org/10.47604/ajep.1562","url":null,"abstract":"Purpose: This study was carried out in Colleges of Education in South-west, Nigeria to investigate the effects of a developed flipped classroom package on academic performance of NCE students in selected concepts of Educational Technology. \u0000Methodology: The study adopted 2 x 2 x 3 factorial matrix quasi-experimental design of pre-test, post-test, non-randomized, non-equivalent control group type. Two hypotheses were raised and tested for the study. Data were analysed using inferential statistics. A sample of three hundred and sixty respondents drawn from twelve government owned colleges of education in south-west, Nigeria participated in the study. The research instruments used were grouped into two, namely, Treatment Instrument (TRI) and Test Instrument (TEI) on Educational Technology. The treatment instrument was the flipped classroom package designed to deliver instruction to students in the experimental group. The Test Instrument was used to determine both pre-test and post-test performance of both groups. Instrument reliability was tested using Cronbach Alpha formula and reliability co-efficient of 0.89 was gotten. \u0000Findings: Findings from the study revealed that NCE students performed better when taught using flipped classroom package compared with their counterparts taught with conventional method of teaching and that NCE female students performed better than their male counterparts when taught using flipped classroom package in Educational Technology concepts. \u0000Unique contribution to theory, practice and policy: It was, therefore, recommended among others that Educational Technologists should expose NCE students to ICT-Based instructional strategies like Flipped classroom to promote students’ autonomy to knowledge acquisition, discovery learning and student-centered instructional approach. Educational Technologists should endeavour to develop and utilize FC for teaching Educational Technology Concepts. This will further increase teachers’ knowledge on new innovations in ICT-Based instructional strategies. Teacher trainers should endeavour and be encouraged to use flipped classroom as an instructional delivery method for the improvement of instructional quality that would enhance students’ centred learning theory which would promote learning styles, peer assisted, collaborative learning, cooperative learning and problem based learning that will bring about active learning for overall development of the learners. The regulatory agency for colleges of education (National Commission for Colleges of Education) should mandate the management of colleges of education to take cognizance of importance of flipped classroom and put it into use. This study was premised on the students’ centred learning theory identified above. This implies that the students’ centred learning theory could be applied to similar studies in the future.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"26 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113984160","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}
Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya. Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables. Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study, despite the efforts by the government and other stakeholders in secondary education, levels of provision of instructional resources, facilities and teaching staff are still low, which has compromised the quality of secondary education. Unique Contribution to Theory, Policy and Practice: This study affirms the theoretical perspectives of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. Thus, as a practice, teachers should constantly utilize variety of instructional resources owing to their contribution to the quality of teaching offered to students. As a policy, the government should enforce full implementation of adequate provision of instructional resources as a solution to low levels of educational quality in public secondary schools.
{"title":"INFLUENCE OF INSTRUCTIONAL RESOURCES ON QUALITY OF EDUCATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA","authors":"Wilson Mwaniki, M. Ogola, J.K.A. Nyerere","doi":"10.47604/ajep.1560","DOIUrl":"https://doi.org/10.47604/ajep.1560","url":null,"abstract":"Statement of the Research Problem: Instructional resources play an important role in supplementing teachers’ classroom pedagogy and thus realization of quality education in public secondary schools. However, in Murang’a County, many public secondary schools registering a low quality of education. \u0000Purpose of the Study: This study aimed at assessing the influence of instructional resources on quality of education in public secondary schools in Murang’a County, Kenya. \u0000Methodology: The study adopted a correlation research design. This study targeted 292 principals and 3206 teachers totaling 3498 from which a sample of 360 respondents (10.3%) was determined using Yamane’s Formula. Using stratified sampling, eight strata considering sub-counties were created. From every sub-county, three principals were selected using purposive sampling. However, from each sub-county, 42 teachers (14 teachers per school) were selected using simple random sampling to avoid bias. Questionnaires were used to gather information from principals and teachers whereas a documentary checklist guide was used by the researcher. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) and presented by using tables. \u0000Research Findings: The study established that students’ academic performance in national examinations (KCSE) is low, students’ completion rates with quality grades (C+ and above) are on a decreasing trend and levels and frequency of participation in co-curricular activities are low. From the study, despite the efforts by the government and other stakeholders in secondary education, levels of provision of instructional resources, facilities and teaching staff are still low, which has compromised the quality of secondary education. \u0000Unique Contribution to Theory, Policy and Practice: This study affirms the theoretical perspectives of the Education Production Function Theory since it revealed that there is a correlation between instruction resources and quality of education. Thus, as a practice, teachers should constantly utilize variety of instructional resources owing to their contribution to the quality of teaching offered to students. As a policy, the government should enforce full implementation of adequate provision of instructional resources as a solution to low levels of educational quality in public secondary schools.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125506293","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 the study was to investigate provision of ICT infrastructure and services on learner participation in distance learning programmes in the College of Education, University of Rwanda which were evaluated in light of five research questions that aimed to establish the extent to which provision of Video conferencing facilities, digital video and CD-ROMs influence learner participation in distance learning; assess the extent to which provision of internet connection points influence learner participation in distance learning; establish the extent to which the availability of electronic mail accounts and availability of computers for teaching and learning influence learner participation in distance learning; and to assess the extent to which access to electronic library influence learner participation in distance learning programmes. Methodology: The study used both qualitative and quantitative approaches to collect data and embraced by a cross- sectional survey study. A sample study comprised of 315 students out of 1,474 that formed the target population. Findings: The findings showed that ICT infrastructure and services positively and significantly influenced learner participation in distance learning in the College of Education with, β=374.272, t= 7.261, p=0.000<0.05. Thus, the null hypothesis Hₒ was rejected and the alternative H₁ accepted that provision of ICT infrastructure and services has a significant influence on learner participation in distance learning. Overall, the results from analysis of data showed that distance learners disagreed that ICT infrastructure and services were adequately provided with (M= 1.68, St. = 0.43). This meant that ICT infrastructure and services are not adequately provided to learners in the programme. This may hinder full participation of learners in the programme since learners usually depend on ICT infrastructures for their studies. The coefficient of determination for the influence in the provision of ICT infrastructure and services on learner participation was R2=0.058. This meant that 5.8% of the variance in learner participation was explained by provision of ICT infrastructure and services. Unique Contribution to Theory Practice and Policy: The theory in this study was validated and drew conclusion that measurable forms of ICT infrastructure and services such as internet connectivity, audio and video conferences, e-library services and other facilities were not statistically significant. Therefore, the unique contribution to this study calls for the policy makers to lay down funding mechanisms to support functionality of the university of Rwanda in order to be able to provide the necessary support services to learners and harness digital technologies in education delivery. In practice, the university of Rwanda in its strategic directions should ensure that it introduces degree programmes not only for in-service teachers but also in other disciplines in order to attract mor
{"title":"Institutional Provision of ICT Infrastructure and Services- A Linchpin for Learner Participation in Distance Learning Programmes; The Case of Distance Learning Students Undertaking Diploma Course in Selected Distance Training Centers of the College of Edu","authors":"Gahima Evariste, Bowa Omondi, Peter K. Nzuki","doi":"10.47604/ajep.1559","DOIUrl":"https://doi.org/10.47604/ajep.1559","url":null,"abstract":"Purpose: The purpose of the study was to investigate provision of ICT infrastructure and services on learner participation in distance learning programmes in the College of Education, University of Rwanda which were evaluated in light of five research questions that aimed to establish the extent to which provision of Video conferencing facilities, digital video and CD-ROMs influence learner participation in distance learning; assess the extent to which provision of internet connection points influence learner participation in distance learning; establish the extent to which the availability of electronic mail accounts and availability of computers for teaching and learning influence learner participation in distance learning; and to assess the extent to which access to electronic library influence learner participation in distance learning programmes. \u0000Methodology: The study used both qualitative and quantitative approaches to collect data and embraced by a cross- sectional survey study. A sample study comprised of 315 students out of 1,474 that formed the target population. \u0000Findings: The findings showed that ICT infrastructure and services positively and significantly influenced learner participation in distance learning in the College of Education with, β=374.272, t= 7.261, p=0.000<0.05. Thus, the null hypothesis Hₒ was rejected and the alternative H₁ accepted that provision of ICT infrastructure and services has a significant influence on learner participation in distance learning. Overall, the results from analysis of data showed that distance learners disagreed that ICT infrastructure and services were adequately provided with (M= 1.68, St. = 0.43). This meant that ICT infrastructure and services are not adequately provided to learners in the programme. This may hinder full participation of learners in the programme since learners usually depend on ICT infrastructures for their studies. The coefficient of determination for the influence in the provision of ICT infrastructure and services on learner participation was R2=0.058. This meant that 5.8% of the variance in learner participation was explained by provision of ICT infrastructure and services. \u0000Unique Contribution to Theory Practice and Policy: The theory in this study was validated and drew conclusion that measurable forms of ICT infrastructure and services such as internet connectivity, audio and video conferences, e-library services and other facilities were not statistically significant. Therefore, the unique contribution to this study calls for the policy makers to lay down funding mechanisms to support functionality of the university of Rwanda in order to be able to provide the necessary support services to learners and harness digital technologies in education delivery. In practice, the university of Rwanda in its strategic directions should ensure that it introduces degree programmes not only for in-service teachers but also in other disciplines in order to attract mor","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"82 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120976515","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}
O. Oyenike, Olaniran Oluwafunmilayo, Oketunbi Abraham, AFOLABI, Adenike
Purpose: Underperformance of secondary school students in Mathematics is a great concern to all stakeholders in education sector. Efforts have been made by many researchers to arrest this situation, but it seems unresolved. Therefore, this study examined discipline and professional development as prognosticators of student’s academic achievement in mathematics. The study was led by four hypotheses and relevant literatures were reviewed. Methodology: Survey research design was used, and the population comprised all secondary schools in South-West Nigeria. Multistage sampling technique was employed: Simple random sampling technique was used to select three (3) out of the six (6) states in South-West, five (5) Local Government Area (LGA) from each state and from each LGA ten (10) schools and 10 students from each school was selected. In all 3 states, 15 LGA, 150 schools and 1500 students were used. Also, purposive sampling method was used to select two (2) teachers of Mathematics from each school. Thus, a total of three hundred (300) teachers of Mathematics were used for the study. Data collection was done by using Discipline and Professional Development Questionnaire (DPDQ) and Mathematics Achievement Test(MAT) with reliability coefficients of 0.82 and 0.86 respectively and content and face validity of the instruments was established by expert in test construction. Findings: The findings clearly revealed discipline and professional development as prognosticators of secondary school students’achievement in mathematics. It can be concluded that the two predictor variables are effective in improving students’academic achievement in Mathematics. Unique contribution to theory, practice and policy: This investigation has generated baseline data about the importance of discipline and professional development in schools. It was recommended that eenlightenment programmes should be organized on what should constitute the disciplinary measures to take in schools to improve students’ achievement in Mathematics. When correcting misbehaviour educators should focus on strategies for developing self-discipline and for preventing misbehaviour. There should be regular training and re-training programmes for teachers in schools so as to provide a basis for their own personal improvement with regards to knowledge in their areas of study and, by extension, improvement on the performances of their students. A relevant theory is the Glasser Theory of Classroom Management is based on the principles that the classroom environment and curriculum should create a safe place for learning by meeting the needs for belonging, power, fun and freedom (William 2009) . Glasser also stressed helping the students achieve success by teaching them to make appropriate behavioural choices. According to Glasser, behaviour is a matter of choice. A student's behaviour stems from the choices he or she makes. It's the teacher's responsibility to help the students make good choices, which wou
{"title":"DISCIPLINE AND PROFESSIONAL DEVELOPMENT AS PROGNOSTICATORS OF STUDENT’S ACADEMIC ACHIEVEMENT IN MATHEMATICS","authors":"O. Oyenike, Olaniran Oluwafunmilayo, Oketunbi Abraham, AFOLABI, Adenike","doi":"10.47604/ajep.1539","DOIUrl":"https://doi.org/10.47604/ajep.1539","url":null,"abstract":"Purpose: Underperformance of secondary school students in Mathematics is a great concern to all stakeholders in education sector. Efforts have been made by many researchers to arrest this situation, but it seems unresolved. Therefore, this study examined discipline and professional development as prognosticators of student’s academic achievement in mathematics. The study was led by four hypotheses and relevant literatures were reviewed. \u0000Methodology: Survey research design was used, and the population comprised all secondary schools in South-West Nigeria. Multistage sampling technique was employed: Simple random sampling technique was used to select three (3) out of the six (6) states in South-West, five (5) Local Government Area (LGA) from each state and from each LGA ten (10) schools and 10 students from each school was selected. In all 3 states, 15 LGA, 150 schools and 1500 students were used. Also, purposive sampling method was used to select two (2) teachers of Mathematics from each school. Thus, a total of three hundred (300) teachers of Mathematics were used for the study. Data collection was done by using Discipline and Professional Development Questionnaire (DPDQ) and Mathematics Achievement Test(MAT) with reliability coefficients of 0.82 and 0.86 respectively and content and face validity of the instruments was established by expert in test construction. \u0000Findings: The findings clearly revealed discipline and professional development as prognosticators of secondary school students’achievement in mathematics. It can be concluded that the two predictor variables are effective in improving students’academic achievement in Mathematics. \u0000Unique contribution to theory, practice and policy: This investigation has generated baseline data about the importance of discipline and professional development in schools. It was recommended that eenlightenment programmes should be organized on what should constitute the disciplinary measures to take in schools to improve students’ achievement in Mathematics. When correcting misbehaviour educators should focus on strategies for developing self-discipline and for preventing misbehaviour. There should be regular training and re-training programmes for teachers in schools so as to provide a basis for their own personal improvement with regards to knowledge in their areas of study and, by extension, improvement on the performances of their students. A relevant theory is the Glasser Theory of Classroom Management is based on the principles that the classroom environment and curriculum should create a safe place for learning by meeting the needs for belonging, power, fun and freedom (William 2009) . Glasser also stressed helping the students achieve success by teaching them to make appropriate behavioural choices. According to Glasser, behaviour is a matter of choice. A student's behaviour stems from the choices he or she makes. It's the teacher's responsibility to help the students make good choices, which wou","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127272483","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 examined how headship school climate proficiencies influenced the learner academic achievement of two high and two low performing primary schools of Kweneng region in Botswana. The purpose of the study was to identify the headship school climate proficiencies that influence learner acacdemic achievement and how the proficiencies influenced learner academic achievement in high and low performing rural primary schools of Kweneng Region. Methodology: Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used and the study drew data from fifty-six (56) participants. These were four school heads, four deputy school heads, four heads of department, eight senior teachers, twelve teachers and twenty-four learners. This study applied the Hargreaves Capital Theory of School Effectiveness and Improvement. The cross-analysis case study findings revealed that high performing rural primary schools had school climate proficiency. Findings: This approach helped them in cultivating a positive academic learning where listening to concerns of learners, teachers and stakeholders was possible. On the contrary, low performing schools paid lip service to ‘involvement’ approach. The study, therefore, concludes that headship school climate proficiency enabled the school heads to gain trust of collaborators hence improving learner academic achievement. Unique contribution to theory, practice and policy: This study recommends that, school heads in rural areas should be trained in school climate proficiencies. This research could assist in the development of future professional development programmes for school heads in rural areas. Any future study that focuses on learner academic achievement in Botswana's rural secondary schools could consolidate or expand on the findings of this research.
{"title":"HEADSHIP SCHOOL CLIMATE PROFICIENCY: AGENDA FOR IMPROVING ACADEMIC PERFORMANCE IN BOTSWANA","authors":"Kaone Bakokonyane","doi":"10.47604/ajep.1535","DOIUrl":"https://doi.org/10.47604/ajep.1535","url":null,"abstract":"Purpose: The study examined how headship school climate proficiencies influenced the learner academic achievement of two high and two low performing primary schools of Kweneng region in Botswana. The purpose of the study was to identify the headship school climate proficiencies that influence learner acacdemic achievement and how the proficiencies influenced learner academic achievement in high and low performing rural primary schools of Kweneng Region. \u0000Methodology: Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used and the study drew data from fifty-six (56) participants. These were four school heads, four deputy school heads, four heads of department, eight senior teachers, twelve teachers and twenty-four learners. This study applied the Hargreaves Capital Theory of School Effectiveness and Improvement. The cross-analysis case study findings revealed that high performing rural primary schools had school climate proficiency. \u0000Findings: This approach helped them in cultivating a positive academic learning where listening to concerns of learners, teachers and stakeholders was possible. On the contrary, low performing schools paid lip service to ‘involvement’ approach. The study, therefore, concludes that headship school climate proficiency enabled the school heads to gain trust of collaborators hence improving learner academic achievement. \u0000Unique contribution to theory, practice and policy: This study recommends that, school heads in rural areas should be trained in school climate proficiencies. This research could assist in the development of future professional development programmes for school heads in rural areas. Any future study that focuses on learner academic achievement in Botswana's rural secondary schools could consolidate or expand on the findings of this research.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129809545","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 main purpose of this study was to examine how the teaching challenges affect strategy use in second language classrooms in Tanzanian public primary schools, mainly in Manyara region. In the process of teaching second language teachers uses different strategies of teaching so they can help their students acquire a target language. There are some challenges that hinder the teaching process and caused the teaching strategies to be ineffective. Methodology: This particular study has used the qualitative approach method of which the descriptive method was applied. The data were collected through observation and interviews to investigate on those challenges and how it affects the teaching strategies in the second language classrooms. The 24 teachers from 46 teachers who teach Kiswahili and English languages of the three primary schools were randomly selected from Acronis, Engonongoi and Loorng'oswani located in Manyara region have been the participants of this research. Findings: The results of this study revealed that second language teaching in the classrooms faces different challenges in the use of strategies of teaching. Challenges that are been found are overcrowded classroom, lack of teaching materials and teachers’ poor knowledge on how students acquire second language. Unique contribution to theory, practice and policy: This study has found that teaching challenges are what make second-language teaching strategies to be ineffective. The results of this study will help language and education stakeholders to address these challenges in order the teaching strategies to be more effective when employed in the classroom. The study suggested that the general improvement of primary school classrooms should be conducted to fix this problem. The number of second language teachers should be increase to fit the number of students. These schools have divided their students in different classrooms but because there is shortage of teachers they have to put them in one classroom when they are teaching.
{"title":"CURRENT CHALLENGES OF STRATEGY USE IN SECOND LANGUAGE TEACHING: A CASE OF PUBLIC PRIMARY SCHOOLS IN TANZANIA","authors":"Salome Kotira, Lou Shizhou","doi":"10.47604/ajep.1530","DOIUrl":"https://doi.org/10.47604/ajep.1530","url":null,"abstract":"Purpose: The main purpose of this study was to examine how the teaching challenges affect strategy use in second language classrooms in Tanzanian public primary schools, mainly in Manyara region. In the process of teaching second language teachers uses different strategies of teaching so they can help their students acquire a target language. There are some challenges that hinder the teaching process and caused the teaching strategies to be ineffective. \u0000Methodology: This particular study has used the qualitative approach method of which the descriptive method was applied. The data were collected through observation and interviews to investigate on those challenges and how it affects the teaching strategies in the second language classrooms. The 24 teachers from 46 teachers who teach Kiswahili and English languages of the three primary schools were randomly selected from Acronis, Engonongoi and Loorng'oswani located in Manyara region have been the participants of this research. \u0000Findings: The results of this study revealed that second language teaching in the classrooms faces different challenges in the use of strategies of teaching. Challenges that are been found are overcrowded classroom, lack of teaching materials and teachers’ poor knowledge on how students acquire second language. \u0000Unique contribution to theory, practice and policy: This study has found that teaching challenges are what make second-language teaching strategies to be ineffective. The results of this study will help language and education stakeholders to address these challenges in order the teaching strategies to be more effective when employed in the classroom. The study suggested that the general improvement of primary school classrooms should be conducted to fix this problem. The number of second language teachers should be increase to fit the number of students. These schools have divided their students in different classrooms but because there is shortage of teachers they have to put them in one classroom when they are teaching.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115038839","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 quantitative study is to highlight the major obstacles associated with the association between various indicators of school quality and educational outcomes that hinder adequate primary education from taking its foothold in Somalia at large and the federal state of Puntland in particular. Methodology: This study used three retrospective data sources from the previous six school years, as well as raw data on the direct and indirect costs of primary education and their impact upon parents' affordability to send their children to school in the first place, which were collected from 27 primary schools using a cross-sectional approach. The study used descriptive and inferential statistics: compare mean ± SD, t-test and analysis of variance (ANOVA). Results: In each considered scholastic year, on average, 30% of the population reached school-year and 167,439 enrolled, and of that, only a mere 5% qualified for the final year-eight exam. The outcome revealed a massive drop out along the way. Of the two types of primary education mise en scene, Alternative Basic Education (ABE) and Primary & Integrated Qur’anic Schools (PIQS), the parents enrolled their children in the latter on a 1:17 ratio. The enrollment rate of female and male pupils in the last six scholastic years has been 55% and 45%, respectively. The public-school regions examined were found to have been over three-fold higher than the private ones, though this doesn’t have an effect on the cost of education per capita. As for the distribution of schools in the nine regions, there is a significant disparity among them, ranging from 32±1 to 128±11. The teacher-student ratio was found to be 36:1±3. The overall average number of teachers over six school-years was found to have been 4,420±458, out of which only 14% (609±104) stood as females, and that is below the 50% sub-Saharan Africa benchmark. Finally, the school cost per child/student in each month has been observed and found to have been $29±7. Consequently, the overall cost for every child per year becomes $234.224 against a background of low family income. Unique contribution to theory, practice and policy: a set of recommendations have been proposed such as: conducting situation analyses on school excellence and educational reforms to be formulated periodically to meet SDG 4 targets; meeting the future needs of education financing; better regulating both public and private schools; closing the gap in teacher-student ratio; the lowest ratio of female teachers in primary education; and for the government to explore in the direction of future education financing in order to better regulate both public and private schools.
{"title":"EVALUATING THE ASSOCIATION BETWEEN VARIOUS INDICATORS OF SCHOOL QUALITY AND EDUCATIONAL OUTCOMES IN SOMALIA WITH SPECIAL REFERENCE TO PUNTLAND STATE","authors":"A. Farah","doi":"10.47604/ajep.1529","DOIUrl":"https://doi.org/10.47604/ajep.1529","url":null,"abstract":"Purpose: the aim of this quantitative study is to highlight the major obstacles associated with the association between various indicators of school quality and educational outcomes that hinder adequate primary education from taking its foothold in Somalia at large and the federal state of Puntland in particular. \u0000Methodology: This study used three retrospective data sources from the previous six school years, as well as raw data on the direct and indirect costs of primary education and their impact upon parents' affordability to send their children to school in the first place, which were collected from 27 primary schools using a cross-sectional approach. The study used descriptive and inferential statistics: compare mean ± SD, t-test and analysis of variance (ANOVA). \u0000Results: In each considered scholastic year, on average, 30% of the population reached school-year and 167,439 enrolled, and of that, only a mere 5% qualified for the final year-eight exam. The outcome revealed a massive drop out along the way. Of the two types of primary education mise en scene, Alternative Basic Education (ABE) and Primary & Integrated Qur’anic Schools (PIQS), the parents enrolled their children in the latter on a 1:17 ratio. The enrollment rate of female and male pupils in the last six scholastic years has been 55% and 45%, respectively. The public-school regions examined were found to have been over three-fold higher than the private ones, though this doesn’t have an effect on the cost of education per capita. As for the distribution of schools in the nine regions, there is a significant disparity among them, ranging from 32±1 to 128±11. The teacher-student ratio was found to be 36:1±3. The overall average number of teachers over six school-years was found to have been 4,420±458, out of which only 14% (609±104) stood as females, and that is below the 50% sub-Saharan Africa benchmark. Finally, the school cost per child/student in each month has been observed and found to have been $29±7. Consequently, the overall cost for every child per year becomes $234.224 against a background of low family income. \u0000Unique contribution to theory, practice and policy: a set of recommendations have been proposed such as: conducting situation analyses on school excellence and educational reforms to be formulated periodically to meet SDG 4 targets; meeting the future needs of education financing; better regulating both public and private schools; closing the gap in teacher-student ratio; the lowest ratio of female teachers in primary education; and for the government to explore in the direction of future education financing in order to better regulate both public and private schools.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123564433","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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