Purpose: There is present fear on the swelling incidents of disasters in institutions in this country which makes it necessary to explore the risk assessment in schools. The aim of this research was to explore the influence of risk assessment on security management outcomes in public secondary schools in Mandera County, Kenya. Methodology: Theories guiding the study were the Stakeholders’ and the Securitization theories. The investigation employed mixed methodology and the concurrent triangulation design. The target population was 400 participants and involved principals, teachers and education officers. This included all the secondary schools and all the 18 education officers in Mandera County and the 58 principals, 324 teachers. Questionnaires were used for teachers while interviews were used for principals on security management outcomes. Quantitative data were analyzed in descriptive statistics and presented by tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. Findings: From the research findings, it was clear that there were efforts made to assess risks but there was also need to beef up the same since it was not adequately done. There was lack of visits from the government to enhance safety of students in schools. Unique Contribution to Theory, Policy and Practice: The stakeholders’ and the securitization theories were used to alert schools and prepare them for calamities consecutively hence contributing to the issues in the study. The study established that risk assessment needed to be prioritized in spite of the fact that some efforts were being made. It was concluded that more efforts be put on risk assessment. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools. It was recommended that the Ministry of Education be active in doing necessary checks on risk assessment and be sending security teams in schools
{"title":"INFLUENCE OF RISK ASSESSMENT ON SECURITY MANAGEMENT OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN MANDERA COUNTY, KENYA","authors":"R. Thinguri, Abdi Daud, Dr. Mary Mugwe","doi":"10.47604/ajep.1524","DOIUrl":"https://doi.org/10.47604/ajep.1524","url":null,"abstract":"Purpose: There is present fear on the swelling incidents of disasters in institutions in this country which makes it necessary to explore the risk assessment in schools. The aim of this research was to explore the influence of risk assessment on security management outcomes in public secondary schools in Mandera County, Kenya. \u0000Methodology: Theories guiding the study were the Stakeholders’ and the Securitization theories. The investigation employed mixed methodology and the concurrent triangulation design. The target population was 400 participants and involved principals, teachers and education officers. This included all the secondary schools and all the 18 education officers in Mandera County and the 58 principals, 324 teachers. Questionnaires were used for teachers while interviews were used for principals on security management outcomes. Quantitative data were analyzed in descriptive statistics and presented by tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. \u0000Findings: From the research findings, it was clear that there were efforts made to assess risks but there was also need to beef up the same since it was not adequately done. There was lack of visits from the government to enhance safety of students in schools. \u0000Unique Contribution to Theory, Policy and Practice: \u0000The stakeholders’ and the securitization theories were used to alert schools and prepare them for calamities consecutively hence contributing to the issues in the study. The study established that risk assessment needed to be prioritized in spite of the fact that some efforts were being made. It was concluded that more efforts be put on risk assessment. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools. It was recommended that the Ministry of Education be active in doing necessary checks on risk assessment and be sending security teams in schools","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115442492","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: Integration of ICT in educational management is becoming an effective factor in running schools in Kenya and yet there are many public secondary schools which are still stuck in the inefficient analogue methods in Kitui Central. The aim of this investigation was to look at the influence of principals’ digital communication literacy on ICT integration management outcomes in public secondary schools in Kitui Central Sub County, Kenya. Methodology: The study was guided by Connectivism and Diffusion of Innovations theories. The study embraced the concurrent triangulation design. The target population was 301 participants which comprised of 50 principals, 200 Heads of departments, 50 BoM chairpersons and 1 ICT Sub County Director. The sample was 172 participants comprising of 28 principals, 115 HoDs, 28 BoM chairpersons and 1 ICT director. The principals were sampled using purposive sampling as well as the BoM chairpersons. The HoDs were randomly sampled. There was questionnaire for HoDs and and interview schedule for principals. Quantitative data was analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data was analyzed thematically and presented in verbatim citations as well narratives. Findings: From the findings, it was accepted that most principals were familiar with computer operations. However, there were issues when it came to typesetting, Skype, organizing, copying, pasting and navigation of files using windows. Consequently, there was need to beef up digital communication among the principals. Unique Contribution to Theory, Policy and Practice: The Connectivism and Diffusion of Innovations theories were used. The first one is about making decisions on the fast-changing realities while the second is on generalizing inventions in communities and accepting or rejecting them. The theories helped making decisions and accepting new changes. The study established that principals still lacked digital communication literacy, calling for more training in ICT. The theories were validated in that there was need to make decisions on new technology and more importantly, accept these changes like ICT. It was recommended that the government should put in place modalities of improving digital communication literacy.
{"title":"INFLUENCE OF PRINCIPALS’ DIGITAL COMMUNICATION LITERACY ON ICT INTEGRATION MANAGEMENT OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN KITUI CENTRAL SUB COUNTY, KENYA","authors":"R. Thinguri, Janet Philip","doi":"10.47604/ajep.1522","DOIUrl":"https://doi.org/10.47604/ajep.1522","url":null,"abstract":"Purpose: Integration of ICT in educational management is becoming an effective factor in running schools in Kenya and yet there are many public secondary schools which are still stuck in the inefficient analogue methods in Kitui Central. The aim of this investigation was to look at the influence of principals’ digital communication literacy on ICT integration management outcomes in public secondary schools in Kitui Central Sub County, Kenya. \u0000Methodology: The study was guided by Connectivism and Diffusion of Innovations theories. The study embraced the concurrent triangulation design. The target population was 301 participants which comprised of 50 principals, 200 Heads of departments, 50 BoM chairpersons and 1 ICT Sub County Director. The sample was 172 participants comprising of 28 principals, 115 HoDs, 28 BoM chairpersons and 1 ICT director. The principals were sampled using purposive sampling as well as the BoM chairpersons. The HoDs were randomly sampled. There was questionnaire for HoDs and and interview schedule for principals. Quantitative data was analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data was analyzed thematically and presented in verbatim citations as well narratives. \u0000Findings: From the findings, it was accepted that most principals were familiar with computer operations. However, there were issues when it came to typesetting, Skype, organizing, copying, pasting and navigation of files using windows. Consequently, there was need to beef up digital communication among the principals. \u0000Unique Contribution to Theory, Policy and Practice: The Connectivism and Diffusion of Innovations theories were used. The first one is about making decisions on the fast-changing realities while the second is on generalizing inventions in communities and accepting or rejecting them. The theories helped making decisions and accepting new changes. The study established that principals still lacked digital communication literacy, calling for more training in ICT. The theories were validated in that there was need to make decisions on new technology and more importantly, accept these changes like ICT. It was recommended that the government should put in place modalities of improving digital communication literacy.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131633182","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: Globally, there is a concern on the way learners are being involved in decision making in their schools. The purpose of this study was to investigate the influence of schools’ democratic leadership practices on students’ participatory decision making in public secondary schools in Tigania East Sub County, Kenya. Methodology: This study was guided by the Participative Leadership Theory and the Normative Decision-making Theory. The study embraced mixed methodology and the concurrent triangulation with descriptive survey for quantitative data design. The target population was 479 which included: 25 principals, 250 teachers, 4 education officers and 200 students. The total sample was 199 participants. This included 11 principals, 110 teachers, 4 education officers and 74 student leaders. There were questionnaires for teachers and interview schedule for principals. The instruments were piloted in Tigania Central Sub County using 10 teachers and 6 BoM chairpersons representing 10% of the total sample. The piloting participants was not included in the final sample since they came from another sub county. Quantitative data was analyzed in descriptive and presented using tables, frequencies and percentages. Qualitative data was analyzed through thematic analysis presented in narrative form and verbatim citations. Findings: The study established that schools’ democratic leadership practices as independent variables were fully fulfilled and students’ participatory decision making was present among schools in the study area. It was recommended that more research be done in Meru using various participants and the government establish if students participated fully in decision making processes. Unique Contribution to Theory, Policy and Practice: Participative Leadership Theory emphasizes participation in making decisions. It is quite democratic in nature. It emphasizes team members making decisions. Normative Decision-Making Theory shows the effectiveness of the decision-making process measures. The theories were validated as they showed participation and effective decision making. It was recommended that more research be done in the study area on the same subject.
{"title":"INFLUENCE OF SCHOOLS’ DEMOCRATIC LEADERSHIP PRACTICES ON STUDENTS’ PARTICIPATORY DECISION MAKING IN PUBLIC SECONDARY SCHOOLS IN TIGANIA EAST SUB COUNTY, MERU COUNTY, KENYA","authors":"Lawrence Mburuki, R. Thinguri","doi":"10.47604/ajep.1523","DOIUrl":"https://doi.org/10.47604/ajep.1523","url":null,"abstract":"Purpose: Globally, there is a concern on the way learners are being involved in decision making in their schools. The purpose of this study was to investigate the influence of schools’ democratic leadership practices on students’ participatory decision making in public secondary schools in Tigania East Sub County, Kenya. \u0000Methodology: This study was guided by the Participative Leadership Theory and the Normative Decision-making Theory. The study embraced mixed methodology and the concurrent triangulation with descriptive survey for quantitative data design. The target population was 479 which included: 25 principals, 250 teachers, 4 education officers and 200 students. The total sample was 199 participants. This included 11 principals, 110 teachers, 4 education officers and 74 student leaders. There were questionnaires for teachers and interview schedule for principals. The instruments were piloted in Tigania Central Sub County using 10 teachers and 6 BoM chairpersons representing 10% of the total sample. The piloting participants was not included in the final sample since they came from another sub county. Quantitative data was analyzed in descriptive and presented using tables, frequencies and percentages. Qualitative data was analyzed through thematic analysis presented in narrative form and verbatim citations. \u0000Findings: The study established that schools’ democratic leadership practices as independent variables were fully fulfilled and students’ participatory decision making was present among schools in the study area. It was recommended that more research be done in Meru using various participants and the government establish if students participated fully in decision making processes. \u0000Unique Contribution to Theory, Policy and Practice: Participative Leadership Theory emphasizes participation in making decisions. It is quite democratic in nature. It emphasizes team members making decisions. Normative Decision-Making Theory shows the effectiveness of the decision-making process measures. The theories were validated as they showed participation and effective decision making. It was recommended that more research be done in the study area on the same subject.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126687501","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: In spite of the fact that English language is very important in the society the performance of the students in the recent time in English language examination is not encouraging. Several factors have been mentioned as being responsible to students' inability to perform very well, such as teaching strategies and students’ attitude. This study therefore examined teachers’ content knowledge and attitude as predictors of students' achievement in English language in Ibadan Metropolis Methodology: Descriptive research design was adopted using forty-four (44) teachers and One thousand seven hundred and sixteen (1716) senior secondary two students selected through random sampling technique. Three research instruments were used to generate data namely: Teachers' attitude to English language teaching questionnaire, Teachers subject mastery scale and English language achievement test. The data collected were analysed using multiple regressive at 0.05 level of significance. Results: Findings indicated that there is a significant positive relationship between teachers' subject mastery and students' achievement (r=0.614; p<0.05). Also, there is significant positive correlation between Teachers attitude and students" achievement in English language (0.284; p<0.05). There is a composite relationship between the two independent variables and the dependent variable (academic achievement) (R =0.732). The independent variables accounted for 53.6% of the total variance in the students' academic achievement (Adjusted R2 =0.536) and this composite contribution is significant (F(2,1714) = 28.921; p>0.05. Subject mastery had significant relative contribution to achievement (β = 0.037; t=3.105, p<0.05) and teachers attitude also had significant relative contribution to achievement (β=0.102; t=4.087; p>0.05). Unique contribution to theory, practice and policy: It was recommended, therefore that teachers should have a good content knowledge to improve students' performance in English language and the government should make sure that teachers employed to teach at various levels of learning most possess the necessary content knowledge.
{"title":"TEACHERS’ CONTENT KNOWLEDGE AND ATTITUDE AS PREDICTORS OF STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN SELECTED SENIOR SECONDARY SCHOOLS IN IBADAN METROPOLIS","authors":"Enu Nwene, Awolere Olaniyi","doi":"10.47604/ajep.1507","DOIUrl":"https://doi.org/10.47604/ajep.1507","url":null,"abstract":"Purpose: In spite of the fact that English language is very important in the society the performance of the students in the recent time in English language examination is not encouraging. Several factors have been mentioned as being responsible to students' inability to perform very well, such as teaching strategies and students’ attitude. This study therefore examined teachers’ content knowledge and attitude as predictors of students' achievement in English language in Ibadan Metropolis \u0000Methodology: Descriptive research design was adopted using forty-four (44) teachers and One thousand seven hundred and sixteen (1716) senior secondary two students selected through random sampling technique. Three research instruments were used to generate data namely: Teachers' attitude to English language teaching questionnaire, Teachers subject mastery scale and English language achievement test. The data collected were analysed using multiple regressive at 0.05 level of significance. \u0000Results: Findings indicated that there is a significant positive relationship between teachers' subject mastery and students' achievement (r=0.614; p<0.05). Also, there is significant positive correlation between Teachers attitude and students\" achievement in English language (0.284; p<0.05). There is a composite relationship between the two independent variables and the dependent variable (academic achievement) (R =0.732). The independent variables accounted for 53.6% of the total variance in the students' academic achievement (Adjusted R2 =0.536) and this composite contribution is significant (F(2,1714) = 28.921; p>0.05. Subject mastery had significant relative contribution to achievement (β = 0.037; t=3.105, p<0.05) and teachers attitude also had significant relative contribution to achievement (β=0.102; t=4.087; p>0.05). \u0000Unique contribution to theory, practice and policy: It was recommended, therefore that teachers should have a good content knowledge to improve students' performance in English language and the government should make sure that teachers employed to teach at various levels of learning most possess the necessary content knowledge.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120848805","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: In contemporary time, delivery of undesirable instructional quality (IQ) in Nigeria’s education system, particularly in public secondary education has gradually become a serious concern to education stakeholders. The challenge seemly to be associated with teacher factors (such as qualification, experienced and professionalism) among other factors. Thus, this study investigated influence of teacher features on instructional quality in public secondary schools in the South-west, Nigeria. Methodology; This study adopted descriptive survey research design. Multi-stage sampling procedure was employed. Random sampling technique was used to select 1,440 respondents (1,200 teachers and 240 principals) which were in 240 public secondary schools in Southwest, Nigeria. One self-design and adopted rating scale were scrutinized and validated by experts from the field of Evaluation and Management, after which modifications was made. Teacher Factor Questionnaire (r = 0.87) and Instructional Quality Rating Scale (r = 0.85) were administered. Pearson Product Moment Correlation Coefficient Analysis and Multiple Regression Analysis were employed to answer three research questions and test one hypothesis at 0.05 level of significance respectively. Findings: The results revealed that there is a significant positive relationship between teacher qualification and IQ (r = 0.28; p< 0.05); teacher experience; (r = 0.27; p< 0.05) and teacher professionalism (r = 0.30; p<0.05). The composite relationship between all the independent variables and dependent variable further revealed that R = 0.40. Professionalism had the highest significant influence on IQ (β= 0.29; t= 3.24; p <0.05); followed by teacher experience (β = 0.22; t = 5.54; p<0.05) and qualifications, (β = - 0.03; t = -0.37; p>0.05). This led to the fact that the independent variables accounted for 15.3% of the total variance in the IQ in public secondary schools in Southwest (Adjusted R2 = 0.153). This composite influence is shown to be statistically significant (F (7, 606) = 16.83; p < 0.05. Unique Contribution to theory, practice and policy: The study uncovered and pointed the influence of teachers’ professionalism, experience and education qualification as a major dependable and benchmarks for achieving IQ in the school setting. The adopted Systems theory clarifies intra-relationship of each variable with IQ and inter-relationship among the variables in the study. Likewise, it confirmed IQ as a fundamental factor to the success of the school operation. Moreover, it established the transformation process (in teaching-learning process), which in turn enhance achieving educational objectives and school’s future productivity.
{"title":"INFLUENCE OF TEACHER FEATURES ON INSTRUCTIONAL QUALITY IN PUBLIC SECONDARY SCHOOLS IN THE SOUTH-WEST, NIGERIA","authors":"Christianah Alabi, Oluwatoyin Awolola","doi":"10.47604/ajep.1499","DOIUrl":"https://doi.org/10.47604/ajep.1499","url":null,"abstract":"Purpose: In contemporary time, delivery of undesirable instructional quality (IQ) in Nigeria’s education system, particularly in public secondary education has gradually become a serious concern to education stakeholders. The challenge seemly to be associated with teacher factors (such as qualification, experienced and professionalism) among other factors. Thus, this study investigated influence of teacher features on instructional quality in public secondary schools in the South-west, Nigeria. \u0000Methodology; This study adopted descriptive survey research design. Multi-stage sampling procedure was employed. Random sampling technique was used to select 1,440 respondents (1,200 teachers and 240 principals) which were in 240 public secondary schools in Southwest, Nigeria. One self-design and adopted rating scale were scrutinized and validated by experts from the field of Evaluation and Management, after which modifications was made. Teacher Factor Questionnaire (r = 0.87) and Instructional Quality Rating Scale (r = 0.85) were administered. Pearson Product Moment Correlation Coefficient Analysis and Multiple Regression Analysis were employed to answer three research questions and test one hypothesis at 0.05 level of significance respectively. \u0000Findings: The results revealed that there is a significant positive relationship between teacher qualification and IQ (r = 0.28; p< 0.05); teacher experience; (r = 0.27; p< 0.05) and teacher professionalism (r = 0.30; p<0.05). The composite relationship between all the independent variables and dependent variable further revealed that R = 0.40. Professionalism had the highest significant influence on IQ (β= 0.29; t= 3.24; p <0.05); followed by teacher experience (β = 0.22; t = 5.54; p<0.05) and qualifications, (β = - 0.03; t = -0.37; p>0.05). This led to the fact that the independent variables accounted for 15.3% of the total variance in the IQ in public secondary schools in Southwest (Adjusted R2 = 0.153). This composite influence is shown to be statistically significant (F (7, 606) = 16.83; p < 0.05. \u0000Unique Contribution to theory, practice and policy: The study uncovered and pointed the influence of teachers’ professionalism, experience and education qualification as a major dependable and benchmarks for achieving IQ in the school setting. The adopted Systems theory clarifies intra-relationship of each variable with IQ and inter-relationship among the variables in the study. Likewise, it confirmed IQ as a fundamental factor to the success of the school operation. Moreover, it established the transformation process (in teaching-learning process), which in turn enhance achieving educational objectives and school’s future productivity.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133637983","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 examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data. Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres. Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.
{"title":"CHALLENGES KINDERGARTEN TEACHERS FACE IN ADMINISTERING ASSESSMENT TOOLS TO CHILDREN WITH INTELLECTUAL DISABILITIES IN THE KUMASI METROPOLIS","authors":"Michael Subbey, N. Muhammed, Mark Gyapong","doi":"10.47604/ajep.1496","DOIUrl":"https://doi.org/10.47604/ajep.1496","url":null,"abstract":"Purpose: The purpose of this study was to examine the challenges kindergarten teachers face in administering assessment tools to children with intellectual disabilities in the Kumasi Metropolis. \u0000Methodology: Regarding the methodology, a descriptive survey design was adopted using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. Purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means (M) and Standard deviations (SD) were used as statistical tools to analyze the data. \u0000Findings: The findings revealed that most public kindergartens teachers in the Kumasi metropolis admitted not being confident enough to try out authentic assessments like portfolios, learning logs, journals, projects graphic organizers, concept mapping and rubrics on children with intellectual disabilities in inclusive public schools (M=3.84, SD=.575, KS=.620) due to inadequate professional guidance. It was therefore recommended that teachers should be equipped with skills and morale in administering authentic assessment practices to learners with intellectual disabilities. The study would serve as an important reference source for inclusive public and private kindergarten teachers, headmasters/mistresses, Teacher Education Division (TED), Early Childhood Care and Development Division (ECCDD) and Special Education Division(SED) of the Ghana Education Service (GES),University of Education (UEW) and the Institute of Education, (IoE) of the University of Cape Coast, (UCC) and other private educational institutions that train teachers in their effort to improve the management of testing with the adequate information about what is actually involved in assessment practices in the Early Childhood Centres. \u0000Unique contribution to theory, practice and policy: Besides, the study would contribute to the improvement of testing practices, specifically, on children with intellectual disabilities on construction, administration, and scoring of teacher-made tests in the inclusive early childhood centres. The constructivist learning theory by Lev Vygotsky, which was adopted for this study, postulated that children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115413552","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 issue of low instructional quality could be responsible for the incompetence of graduates from public colleges of education in Nigeria. This study investigated teacher trainers' demographic factors as determinants of instructional quality in public colleges of education in the Southwest region of Nigeria. Methodology: The population of the study consisted of 3402 teacher trainers in the eleven public colleges of education in Southwest Nigeria. A multi-stage sampling procedure was used to select 1358 respondents for the study. Two research questions were raised to guide the study. The instruments titled “teacher trainers' demographic variables questionnaire (TTDVQ) and instructional quality questionnaire (IQQ)” were used to gather relevant data for the study. Findings: The findings revealed that there was a significant contribution of teacher trainers' variables (teachers’ experience, gender, and academic qualification) to the instructional quality in colleges of education (F(3,1354) = 270064.277, p<0.05). It also revealed that females (β = 0.326; t = 5.456, p<0.05) contributed the most to instructional quality in colleges of education. Unique contribution to theory, practice and policy: Teacher trainers should endeavour and be encouraged to advance their academic qualifications and put in their best to gather the requisite experience on the job for the improvement of instructional quality. There should be a policy from the regulatory agency (National Commission for Colleges of Education) instructing the management of teacher training institutions to take cognizance of teachers’ experience and academic qualifications when assigning responsibilities as regards courses to be taught. This study was premised on the systems theory and it establishes that the interrelationship between teachers’ experience, their gender, and academic qualification results in the requisite instructional quality in public colleges of education. This implies that the systems theory could be applied to similar studies in the future.
{"title":"TEACHER TRAINERS' DEMOGRAPHIC FACTORS AS DETERMINANTS OF INSTRUCTIONAL QUALITY IN PUBLIC COLLEGES OF EDUCATION IN SOUTHWEST, NIGERIA","authors":"Kamorudeen Aselebe, B. Popoola","doi":"10.47604/ajep.1484","DOIUrl":"https://doi.org/10.47604/ajep.1484","url":null,"abstract":"Purpose: The issue of low instructional quality could be responsible for the incompetence of graduates from public colleges of education in Nigeria. This study investigated teacher trainers' demographic factors as determinants of instructional quality in public colleges of education in the Southwest region of Nigeria. \u0000Methodology: The population of the study consisted of 3402 teacher trainers in the eleven public colleges of education in Southwest Nigeria. A multi-stage sampling procedure was used to select 1358 respondents for the study. Two research questions were raised to guide the study. The instruments titled “teacher trainers' demographic variables questionnaire (TTDVQ) and instructional quality questionnaire (IQQ)” were used to gather relevant data for the study. \u0000Findings: The findings revealed that there was a significant contribution of teacher trainers' variables (teachers’ experience, gender, and academic qualification) to the instructional quality in colleges of education (F(3,1354) = 270064.277, p<0.05). It also revealed that females (β = 0.326; t = 5.456, p<0.05) contributed the most to instructional quality in colleges of education. \u0000Unique contribution to theory, practice and policy: Teacher trainers should endeavour and be encouraged to advance their academic qualifications and put in their best to gather the requisite experience on the job for the improvement of instructional quality. There should be a policy from the regulatory agency (National Commission for Colleges of Education) instructing the management of teacher training institutions to take cognizance of teachers’ experience and academic qualifications when assigning responsibilities as regards courses to be taught. This study was premised on the systems theory and it establishes that the interrelationship between teachers’ experience, their gender, and academic qualification results in the requisite instructional quality in public colleges of education. This implies that the systems theory could be applied to similar studies in the future.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128943974","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 assesses the educational visions of Kwame Nkrumah and Julius Nyerere and what contemporary Africa can learn from their thoughts and visions. Methodology: A selective literature review was conducted of historical and contemporary academic texts of Nkrumah and Nyerere and other writers. Findings: The results show that Nkrumah and Nyerere emphasised the need for further educational development in their own and other countries in Africa. They also stressed relating education to the local reality and the relevance of adopting usable knowledge and experiences from other parts of the world. The instrumentality of education to change the life of the masses was given a vital place in their work. For Nkrumah and Nyerere, education should aim to create equity among the population instead of contributing to the rise of an elite class that prioritises its interests rather than the interests of society at large. They stressed that education should not be too theoretical at the expense of practical activities. A unique contribution to theory, practice and policy. The views and actions of Nkrumah and Nyerere have received criticism, but their visions are still relevant for contemporary Africa and beyond. I argue that those who are researching decolonisation and reform in education in African countries should consider reviewing the thoughts and visions of these pioneers. Their visions can lead to a better theoretical understanding to develop sustainable policies and practices that will alleviate the problems facing the individual countries as well as the continent.
{"title":"Nkrumah’s and Nyerere’s Educational Visions – What Can Contemporary Africa Learn From Them? *","authors":"G. Abraham","doi":"10.47604/ajep.1470","DOIUrl":"https://doi.org/10.47604/ajep.1470","url":null,"abstract":"Purpose: This study assesses the educational visions of Kwame Nkrumah and Julius Nyerere and what contemporary Africa can learn from their thoughts and visions. \u0000Methodology: A selective literature review was conducted of historical and contemporary academic texts of Nkrumah and Nyerere and other writers. \u0000Findings: The results show that Nkrumah and Nyerere emphasised the need for further educational development in their own and other countries in Africa. They also stressed relating education to the local reality and the relevance of adopting usable knowledge and experiences from other parts of the world. The instrumentality of education to change the life of the masses was given a vital place in their work. For Nkrumah and Nyerere, education should aim to create equity among the population instead of contributing to the rise of an elite class that prioritises its interests rather than the interests of society at large. They stressed that education should not be too theoretical at the expense of practical activities. \u0000A unique contribution to theory, practice and policy. The views and actions of Nkrumah and Nyerere have received criticism, but their visions are still relevant for contemporary Africa and beyond. I argue that those who are researching decolonisation and reform in education in African countries should consider reviewing the thoughts and visions of these pioneers. Their visions can lead to a better theoretical understanding to develop sustainable policies and practices that will alleviate the problems facing the individual countries as well as the continent.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131530787","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 research is being carried out to critically examine the effects of Christian religious studies literacy on academic achievement with a particular reference to Quaan-pan Local Government Area of Plateau State of Nigeria. The researchers deem this research work necessary because of regular massive failure witnessed in CRS results in both WAEC and NECO. Most times, students have to depend on examination malpractices in order to pass exam in Quaan-pan LGA. Methodology: In order for this objective to have been assessed, three research questions were formulated. The data that was collected is being analyzed by using simple percentages and tables for the research questions to be analyzed. A structured questionnaire is being used as the major instrument of data collection from the respondents in selected secondary schools in Quaan-pan Local Government Area of Plateau State to ascertain whether there is some level of knowledge that are acquired by Christian religious studies students in Quaan-pan Local Government Area of Plateau State. Findings: The study found out that the effects associated with Christian religious studies prompted this study and the mass failure of students in CRS is due to lack of relevant effective teaching method for the subject. The challenges ranging from poor understanding of pedagogical and theological aims of the subject, societal moral decadence, lack of passion and love for students and the job, poor communication technique to vast and abstract nature of the subject. Solutions to these inadequacies have also been sought; hence the need to adhere strictly to the demands of stakeholders in education of children, because factors affecting teachers’ preparation and execution of their lesson plans effectively jeopardize the aim of establishing the subject. Unique contribution to theory, practice and policy: The study is being concluded with some recommendations that would require school managers to not only organize, but encourage CRS teachers to attend workshops, conferences and seminars, because the task of molding human behaviour is dynamic; hence regular attendance to conferences, seminars and workshops will equip them with new approaches and methods for effective implementation of CRS curriculum among students.
{"title":"Effects of Christian Religious Studies Literacy on Academic Performance and Achievement of Secondary Students on their Academic Achievement: A Case Study of Secondary School 1 Students in Quaan-Pan Local Government in Plateau State of Nigeria","authors":"Yohanna Kesmen, Peter Mellemut","doi":"10.47604/ajep.1448","DOIUrl":"https://doi.org/10.47604/ajep.1448","url":null,"abstract":"Purpose: This research is being carried out to critically examine the effects of Christian religious studies literacy on academic achievement with a particular reference to Quaan-pan Local Government Area of Plateau State of Nigeria. The researchers deem this research work necessary because of regular massive failure witnessed in CRS results in both WAEC and NECO. Most times, students have to depend on examination malpractices in order to pass exam in Quaan-pan LGA. \u0000Methodology: In order for this objective to have been assessed, three research questions were formulated. The data that was collected is being analyzed by using simple percentages and tables for the research questions to be analyzed. A structured questionnaire is being used as the major instrument of data collection from the respondents in selected secondary schools in Quaan-pan Local Government Area of Plateau State to ascertain whether there is some level of knowledge that are acquired by Christian religious studies students in Quaan-pan Local Government Area of Plateau State. \u0000Findings: The study found out that the effects associated with Christian religious studies prompted this study and the mass failure of students in CRS is due to lack of relevant effective teaching method for the subject. The challenges ranging from poor understanding of pedagogical and theological aims of the subject, societal moral decadence, lack of passion and love for students and the job, poor communication technique to vast and abstract nature of the subject. Solutions to these inadequacies have also been sought; hence the need to adhere strictly to the demands of stakeholders in education of children, because factors affecting teachers’ preparation and execution of their lesson plans effectively jeopardize the aim of establishing the subject. \u0000Unique contribution to theory, practice and policy: The study is being concluded with some recommendations that would require school managers to not only organize, but encourage CRS teachers to attend workshops, conferences and seminars, because the task of molding human behaviour is dynamic; hence regular attendance to conferences, seminars and workshops will equip them with new approaches and methods for effective implementation of CRS curriculum among students.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121869169","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 sought to assess Awareness and use of environmental information resources to promote environmental protection & conservation at Kenya National Library Service Methodology: The study adopted descriptive research design. Simple random sampling was used to select a sample size of 105 respondents from a total target population of 550 staff members. In addition the five heads of department were interviewed. Data was collected and later analyzed both quantitatively and qualitatively. Frequency count and percentages were used to analyze the data collected. Results: Findings revealed that the level of awareness on environmental information resources is low since the KNLS library staff has not implemented methods of awareness creation to users. The environmental information resources in Kenya National Library Service are not located at a specific place but integrated with the rest of the library collection thus hard to locate with ease. The challenges faced by Kenya National Library Services staff in disseminating environmental information resources to the users. Unique contribution to theory, practice and policy: Libraries and relevant environmental institutions need to create awareness on environmental information resources, conduct staff training, and evaluation of environmental information resources so as to access the level of quality and value to the library users.
{"title":"AWARENESS AND USE OF INFORMATION RESOURCES TO PROMOTE ENVIRONMENTAL PROTECTION AND CONSERVATION AT KENYA NATIONAL LIBRARY SERVICE, NAIROBI","authors":"Kuruga Wangeci, R. Njoroge","doi":"10.47604/ajep.1308","DOIUrl":"https://doi.org/10.47604/ajep.1308","url":null,"abstract":"Purpose: This study sought to assess Awareness and use of environmental information resources to promote environmental protection & conservation at Kenya National Library Service \u0000Methodology: The study adopted descriptive research design. Simple random sampling was used to select a sample size of 105 respondents from a total target population of 550 staff members. In addition the five heads of department were interviewed. Data was collected and later analyzed both quantitatively and qualitatively. Frequency count and percentages were used to analyze the data collected. \u0000Results: Findings revealed that the level of awareness on environmental information resources is low since the KNLS library staff has not implemented methods of awareness creation to users. The environmental information resources in Kenya National Library Service are not located at a specific place but integrated with the rest of the library collection thus hard to locate with ease. The challenges faced by Kenya National Library Services staff in disseminating environmental information resources to the users. \u0000Unique contribution to theory, practice and policy: Libraries and relevant environmental institutions need to create awareness on environmental information resources, conduct staff training, and evaluation of environmental information resources so as to access the level of quality and value to the library users.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134314378","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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