In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.
{"title":"effect of non-teacher unit costs on students’ performance in KCSE examinations in public secondary schools in Kenya","authors":"J. Sika, Fredrick Ogweno Nyawanda","doi":"10.56773/ejer.v2i2.27","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.27","url":null,"abstract":"In Kenya, non–teacher unit cost has a bearing on academic performance. Although there are conflicting views on studies on non- teacher unit costs and its effect on academic performance, recent studies show that increases in resources have a modest positive effect on academic performance. However, it is noted that schools in Vihiga Sub-County charge twice Ministry of Education recommended fee guidelines yet the Sub-county still has the lowest KCSE (Kenya Certificate of Secondary Education) Mean Score of 5.361 (grade C-) which is below the minimum tertiary entrance. The purpose of this study was therefore to find out why students in public secondary schools in Vihiga Sub-County perform poorly in KCSE examination despite the high non- teacher unit costs. The study used ex post facto and descriptive survey design. The study population consisted of 21 head teachers and 350 teachers in 21 public secondary schools and one Sub-County Director of Education in the Sub-County. A sample of 18 head teachers and 307 teachers in 18 public secondary schools and one Sub-County Director of Education in the Sub-County were selected for the study using a saturated sampling method. Data was collected using questionnaires, document analysis and interview schedules. The findings of this research show that there is significant effect of non-teacher unit cost and on KCSE examinations in Vihiga Sub County. Hence there is need for the government to increase funding of the non-teacher aspect of education.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"133 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140496801","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}
This study investigated the experiences, challenges and acceptance of e-learning by adult learners in the Sandwich programme of Nnamdi Azikiwe University, Awka. Descriptive survey research design was adopted. The population of study comprised all 381 adult learners offering Sandwich Programmes in the 2021/2022 Session in the Faculty of Education, Nnamdi Azikiwe University, Awka was also the sample size. Three research questions guided the study. Data for the study were collected by means of a validated structured questionnaire titled “Questionnaire on E-Learning by Adult Learners” (QEAL) designed in google form format. Cronbach’s Alpha values of 0.89, 0.78 and 0.89 for clusters I – III were obtained after testing for reliability. Mean and standard deviation were used to analyze data. The findings revealed that adult learners had pleasant experiences of e-learning in sandwich programmes of Nnamdi Azikiwe University in the 2021/2022 Session; and faced some challenges that included unstable internet connectivity, technical problems during online classes and difficulties associated with practical courses in distance learning. Nevertheless, adult learners highly accepted e-learning after their exposure to a higher level of e-learning in the 2021/2022 academic session by the Sandwich programme in Nnamdi Azikiwe University, Awka. It was recommended amongst others that the management of Nnamdi Azikiwe University should invest more in e-learning by way of upgrading their ICT architecture and organize more trainings on adaptation to e-learning for their adult learners that are still lagging behind and for fuller and more profitable utilization of the innovations in the Qverse learning management system.
{"title":"Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria","authors":"Obiageli Chinyelu Chukwuemerie, Eunice Akpan, Perpetua Ukamaka Okoye","doi":"10.56773/ejer.v2i2.25","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.25","url":null,"abstract":"This study investigated the experiences, challenges and acceptance of e-learning by adult learners in the Sandwich programme of Nnamdi Azikiwe University, Awka. Descriptive survey research design was adopted. The population of study comprised all 381 adult learners offering Sandwich Programmes in the 2021/2022 Session in the Faculty of Education, Nnamdi Azikiwe University, Awka was also the sample size. Three research questions guided the study. Data for the study were collected by means of a validated structured questionnaire titled “Questionnaire on E-Learning by Adult Learners” (QEAL) designed in google form format. Cronbach’s Alpha values of 0.89, 0.78 and 0.89 for clusters I – III were obtained after testing for reliability. Mean and standard deviation were used to analyze data. The findings revealed that adult learners had pleasant experiences of e-learning in sandwich programmes of Nnamdi Azikiwe University in the 2021/2022 Session; and faced some challenges that included unstable internet connectivity, technical problems during online classes and difficulties associated with practical courses in distance learning. Nevertheless, adult learners highly accepted e-learning after their exposure to a higher level of e-learning in the 2021/2022 academic session by the Sandwich programme in Nnamdi Azikiwe University, Awka. It was recommended amongst others that the management of Nnamdi Azikiwe University should invest more in e-learning by way of upgrading their ICT architecture and organize more trainings on adaptation to e-learning for their adult learners that are still lagging behind and for fuller and more profitable utilization of the innovations in the Qverse learning management system.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497417","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}
The Covid-19 pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with remote teaching. This study employed a quantitative approach using online surveys to explore the challenges of 39 faculty members on remote teaching implementation in a State College in the Philippines. Findings revealed that problems related to actual delivery of instruction, access to technologies or gadgets needed for teaching, internet connectivity, additional non-teaching tasks assignment were some of the challenges faced by educators. Furthermore, the study revealed a significant relationship between some educators’ demographics, and their perceived challenges of remote teaching. The results of Kendall's W revealed congruence in the perceptions of the most challenging aspects of remote teaching among educators in higher education. This pandemic is not the first, nor will it be the last, to impact the higher education system. Thus, there is a need to find ways on how educators could be able to adjust with the basic requirements for successful implementation of remote teaching. All stakeholders are enjoined to develop strategies that can be implemented in the short-term as well as long-term. A dialogue between and among members of the academic community is therefore critical in making informed policy to adapt to the new normal in higher education.
Covid-19 大流行促使菲律宾的高等教育机构（HEIs）以远程教学取代校内学习。本研究采用在线调查的定量方法，探讨了菲律宾一所州立学院的 39 名教师在实施远程教学方面遇到的挑战。调查结果显示，教育工作者面临的一些挑战涉及实际授课、获取教学所需的技术或小工具、互联网连接、额外的非教学任务分配等问题。此外，研究还显示，一些教育工作者的人口统计学特征与他们所感知的远程教学挑战之间存在重要关系。Kendall's W 的结果显示，高校教育工作者对远程教学最具挑战性方面的看法是一致的。这次大流行病对高等教育系统的影响不是第一次，也不会是最后一次。因此，有必要找到办法，使教育工作者能够适应成功实施远程教学的基本要求。所有利益相关者都有义务制定可在短期和长期实施的战略。因此，学术界成员之间的对话对于制定适应高等教育新常态的知情政策至关重要。
{"title":"Adapting to the new normal: Remote teaching challenges among educators in higher education","authors":"Maura Gina D. Ramoso, Ruth Ortega-Dela Cruz","doi":"10.56773/ejer.v2i2.26","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.26","url":null,"abstract":"The Covid-19 pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with remote teaching. This study employed a quantitative approach using online surveys to explore the challenges of 39 faculty members on remote teaching implementation in a State College in the Philippines. Findings revealed that problems related to actual delivery of instruction, access to technologies or gadgets needed for teaching, internet connectivity, additional non-teaching tasks assignment were some of the challenges faced by educators. Furthermore, the study revealed a significant relationship between some educators’ demographics, and their perceived challenges of remote teaching. The results of Kendall's W revealed congruence in the perceptions of the most challenging aspects of remote teaching among educators in higher education. This pandemic is not the first, nor will it be the last, to impact the higher education system. Thus, there is a need to find ways on how educators could be able to adjust with the basic requirements for successful implementation of remote teaching. All stakeholders are enjoined to develop strategies that can be implemented in the short-term as well as long-term. A dialogue between and among members of the academic community is therefore critical in making informed policy to adapt to the new normal in higher education.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497747","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}
This study was conducted to identify patterns of adolescent students' use of mobile phones for educational activities. Survey research design was used and implemented through three objectives, determining the extent of mobile phone use among adolescent students, identifying the mobile phone usage patterns of adolescent school students, and identifying the problems faced by the students due to the use of mobile phones. The sample is eighty grade 12 students studying advanced level technology stream in two schools of Ibbagamuwa education division. Using questionnaire and interview schedule collected data. Both quantitative and qualitative data analysis techniques used. According to the data analysis, Mobile phone usage among adolescent students has increased rapidly in the year 2020 and all students are currently using mobile phones and weaning them from using mobile phones is an impossible task, and get them to use mobile phones effectively is possible. They often try to keep and use their mobile phone privately. Also use it for non-academic activities. The use of mobile phones has weakened their relationships. The main reasons for uncontrolled use of mobile phones by students are parents' lax policies and lack of knowledge. Following suggestions are made to guide adolescent students to use mobile phones effectively. Implementation of training programs for students and teachers on use of mobile phones for academic purposes and awareness programs for parents. Students should directed to use smart classrooms and tab computers in a planned schedule in school. Apply for concessional data packages and scholarships for students.
{"title":"Patterns of adolescent students' use of mobile phones for educational activities","authors":"H. M. S. Herath, W. M. S. Wanasinghe","doi":"10.56773/ejer.v2i2.21","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.21","url":null,"abstract":"This study was conducted to identify patterns of adolescent students' use of mobile phones for educational activities. Survey research design was used and implemented through three objectives, determining the extent of mobile phone use among adolescent students, identifying the mobile phone usage patterns of adolescent school students, and identifying the problems faced by the students due to the use of mobile phones. The sample is eighty grade 12 students studying advanced level technology stream in two schools of Ibbagamuwa education division. Using questionnaire and interview schedule collected data. Both quantitative and qualitative data analysis techniques used. According to the data analysis, Mobile phone usage among adolescent students has increased rapidly in the year 2020 and all students are currently using mobile phones and weaning them from using mobile phones is an impossible task, and get them to use mobile phones effectively is possible. They often try to keep and use their mobile phone privately. Also use it for non-academic activities. The use of mobile phones has weakened their relationships. The main reasons for uncontrolled use of mobile phones by students are parents' lax policies and lack of knowledge. Following suggestions are made to guide adolescent students to use mobile phones effectively. Implementation of training programs for students and teachers on use of mobile phones for academic purposes and awareness programs for parents. Students should directed to use smart classrooms and tab computers in a planned schedule in school. Apply for concessional data packages and scholarships for students.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"103 1-3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140496832","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}
There is an emerging interest in applying servant leadership theory in leading the school. Little is known about school principals' practices of Servant leadership to learners. The purpose of this paper is to explore school principals’ practices of servant leadership focusing on learners. The information is derived from a large project focused on the practices of servant leadership among school principals. This paper is situated within the interpretive paradigm and employs a qualitative approach to comprehend the leadership practices of school principals in serving learners. Data was generated through interviews with school principals and teachers from two Lesotho high schools. We held individual face-to-face interviews with each of the two principals. One focus group of teachers was interviews from each school. Each focus group was made up of eight teachers. The two school principals were interviewed individually The Findings suggest that school principals served learners in various ways. Findings indicate that learners were served through motivation, cherishing of self-efficacy, development of child friendly school environment, and enhancing high academic performance. We argue that servant leadership necessitates a paradigm shift in the relationship between formal leaders, such as the principal, and learners. School principals must prioritize learners, placing them at the center, where they become more important than the principal as a leader.
{"title":"Exploring school principals' leadership practices of serving the learners","authors":"Jeremiah Khoarane","doi":"10.56773/ejer.v2i2.23","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.23","url":null,"abstract":"There is an emerging interest in applying servant leadership theory in leading the school. Little is known about school principals' practices of Servant leadership to learners. The purpose of this paper is to explore school principals’ practices of servant leadership focusing on learners. The information is derived from a large project focused on the practices of servant leadership among school principals. This paper is situated within the interpretive paradigm and employs a qualitative approach to comprehend the leadership practices of school principals in serving learners. Data was generated through interviews with school principals and teachers from two Lesotho high schools. We held individual face-to-face interviews with each of the two principals. One focus group of teachers was interviews from each school. Each focus group was made up of eight teachers. The two school principals were interviewed individually The Findings suggest that school principals served learners in various ways. Findings indicate that learners were served through motivation, cherishing of self-efficacy, development of child friendly school environment, and enhancing high academic performance. We argue that servant leadership necessitates a paradigm shift in the relationship between formal leaders, such as the principal, and learners. School principals must prioritize learners, placing them at the center, where they become more important than the principal as a leader.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497078","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}
The study examines the contribution of instructional teaching theory in educational system as a basis for effective teaching devices in learning as to print materials, electronic media, technology devices, visualization and graphics, games, and interactive resources. The study employs descriptive quantitative research designs because it measures and quantifies the variables of the study on the contribution of instructional teaching theory in educational system. Likewise, convenience purposive sampling is utilized in the study. It is a non-probability sampling method in gathering the sample size of the study. The study comprised one hundred seventy five (175) respondents only. Results show to offer and plan step by step lesson, time saving, assessment materials, testing, and worksheets, to create and allow multiple friendly learning for students to listen in audiobooks, CDs, using headset to avoid disturbance from other classmates, show to help and develop deeper learning and understanding process of students, and show learning factor on the concept of instructional teaching that can turn complex things into play. Findings show that there is a significant correlation on the contribution of instructional teaching theory in educational system as a basis for effective devices in learning as observed by the respondents.
{"title":"Instructional teaching theory: Basis for effective teaching device in learning","authors":"L. D. Mallillin","doi":"10.56773/ejer.v2i2.29","DOIUrl":"https://doi.org/10.56773/ejer.v2i2.29","url":null,"abstract":"The study examines the contribution of instructional teaching theory in educational system as a basis for effective teaching devices in learning as to print materials, electronic media, technology devices, visualization and graphics, games, and interactive resources. The study employs descriptive quantitative research designs because it measures and quantifies the variables of the study on the contribution of instructional teaching theory in educational system. Likewise, convenience purposive sampling is utilized in the study. It is a non-probability sampling method in gathering the sample size of the study. The study comprised one hundred seventy five (175) respondents only. Results show to offer and plan step by step lesson, time saving, assessment materials, testing, and worksheets, to create and allow multiple friendly learning for students to listen in audiobooks, CDs, using headset to avoid disturbance from other classmates, show to help and develop deeper learning and understanding process of students, and show learning factor on the concept of instructional teaching that can turn complex things into play. Findings show that there is a significant correlation on the contribution of instructional teaching theory in educational system as a basis for effective devices in learning as observed by the respondents.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140497718","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}
This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.
{"title":"Influence of school location and gender on generative learning model on secondary school students' academic achievement in chemistry","authors":"M. Obikezie, I. Nwuba, Franklin Nnanna Ibe","doi":"10.56773/ejer.v2i1.16","DOIUrl":"https://doi.org/10.56773/ejer.v2i1.16","url":null,"abstract":"This study investigated the influence of school location and gender on the generative learning model's impact on academic achievement in Chemistry among secondary school students in the Awka Education zone, Anambra State. The study employed a quasi-experimental design and used two research questions and two hypotheses as guidance. The sample consisted of 143 senior secondary school one (SS1) Chemistry students in the zone, comprising 73 males and 110 females. From the 49 co-educational secondary schools in the zone, four were selected using a simple random technique. Two schools were assigned to urban locations (47 males and 67 females), while the other two were assigned to rural locations (26 males and 43 females) through simple random sampling by balloting. Fifty Chemistry achievement tests (CAT) were adapted from West African Examination Council (WAEC) objective past question papers. The instruments were validated by experts in the science education department and education foundation. CAT reliability was established using Kudar Richardson 20 (KR-20), which yielded a reliability coefficient of 0.87. To address the research questions, mean and standard deviation were utilized, while the analysis of covariance was employed to test the hypotheses at a significance level of 0.05. The study found that the generative learning model improved student achievement in both urban and rural schools, with a significant difference in mean achievement scores between the two groups. Specifically, the generative learning model proved more beneficial for students in urban schools, particularly for male students. Based on these findings, the study draws conclusions and provides recommendations.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127499338","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}
The present paper set out to investigate the effectiveness of the implementation of the English Syllabus for French-speaking learners in some secondary schools in the Diamaré, Mayo Kani, and Mayo Tsanaga Divisions in the Far-North Region of Cameroon. The target schools were GBHS Maroua, GBHS Kaele, and GBHS Mokolo. The main assumption was that the English language curriculum is not well implemented in the target schools. The study was carried out on a sample of 152 students, nine (09) English teachers and three (03) pedagogic inspectors. The instruments used for the collection of quantitative and qualitative data were questionnaire and interview, respectively. After the analysis of the data, the findings revealed the English language syllabus was appropriate in terms of goals, contents, and methods. However, teachers did not use the adequate methods suggested by the syllabus in their respective classrooms and they had negative attitudes toward the implementation of the syllabus. Moreover, some external and internal factors hinder the implementation of the syllabus. Thus, the English syllabus was not well implemented in those target schools. The study also made some recommendations for the good implementation of the syllabus by teachers such as the follow-up of teachers by the pedagogic inspectors to keep the former abreast with new approaches and methods; the incorporation of listening and oral skills in the examinations, and the provision of schools’ libraries with the adequate resources and internet facilities.
{"title":"An appraisal of the implementation of the English language syllabus for French-speaking learners in Cameroon","authors":"Baissana Talba, M. J. Paschal","doi":"10.56773/ejer.v2i1.18","DOIUrl":"https://doi.org/10.56773/ejer.v2i1.18","url":null,"abstract":"The present paper set out to investigate the effectiveness of the implementation of the English Syllabus for French-speaking learners in some secondary schools in the Diamaré, Mayo Kani, and Mayo Tsanaga Divisions in the Far-North Region of Cameroon. The target schools were GBHS Maroua, GBHS Kaele, and GBHS Mokolo. The main assumption was that the English language curriculum is not well implemented in the target schools. The study was carried out on a sample of 152 students, nine (09) English teachers and three (03) pedagogic inspectors. The instruments used for the collection of quantitative and qualitative data were questionnaire and interview, respectively. After the analysis of the data, the findings revealed the English language syllabus was appropriate in terms of goals, contents, and methods. However, teachers did not use the adequate methods suggested by the syllabus in their respective classrooms and they had negative attitudes toward the implementation of the syllabus. Moreover, some external and internal factors hinder the implementation of the syllabus. Thus, the English syllabus was not well implemented in those target schools. The study also made some recommendations for the good implementation of the syllabus by teachers such as the follow-up of teachers by the pedagogic inspectors to keep the former abreast with new approaches and methods; the incorporation of listening and oral skills in the examinations, and the provision of schools’ libraries with the adequate resources and internet facilities.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132608100","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}
Online learning during the pandemic has been a contributing factor to learning loss. However, for students who possess self-control, their learning outcomes still fall within the good category. This research aims to analyze the latent factors of self-control among elementary school students in the context of online learning. This study applied coding analysis, exploratory and confirmatory factor analysis. It involves 6th-grade students (N=24) purposively selected from one elementary school in the Tanjungpandan district for the coding analysis study, resulting in 84 responses that formed 16 codes for designing the students' self-control instrument model. Additionally, 4th to 6th-grade elementary school students (N=146) from four districts in Belitung, Bangka Belitung, Indonesia were randomly selected for the factor analysis study to construct latent factors based on the 16 formed codes. The data for the coding analysis and factor analysis were collected through online surveys. The coding analysis survey used open-ended questions, while the factor analysis survey used items designed on a Likert scale with a response model based on the degree of "alwaysness". The results of the coding analysis have been presented. The factor analysis yielded two latent factors, each constructed from 6 and 10 codes, respectively. The findings of this research reveal the results of the reduction technique applied to each set of 6 and 10 codes into self-control factors in online learning, namely: (1) productive learning habits, and (2) effective learning strategies. These two factors can be considered for students' self-control during online learning.
{"title":"Latent factors of elementary school students' self-control in online learning","authors":"Dedy Kurniawan, F. Alghadari","doi":"10.56773/ejer.v2i1.14","DOIUrl":"https://doi.org/10.56773/ejer.v2i1.14","url":null,"abstract":"Online learning during the pandemic has been a contributing factor to learning loss. However, for students who possess self-control, their learning outcomes still fall within the good category. This research aims to analyze the latent factors of self-control among elementary school students in the context of online learning. This study applied coding analysis, exploratory and confirmatory factor analysis. It involves 6th-grade students (N=24) purposively selected from one elementary school in the Tanjungpandan district for the coding analysis study, resulting in 84 responses that formed 16 codes for designing the students' self-control instrument model. Additionally, 4th to 6th-grade elementary school students (N=146) from four districts in Belitung, Bangka Belitung, Indonesia were randomly selected for the factor analysis study to construct latent factors based on the 16 formed codes. The data for the coding analysis and factor analysis were collected through online surveys. The coding analysis survey used open-ended questions, while the factor analysis survey used items designed on a Likert scale with a response model based on the degree of \"alwaysness\". The results of the coding analysis have been presented. The factor analysis yielded two latent factors, each constructed from 6 and 10 codes, respectively. The findings of this research reveal the results of the reduction technique applied to each set of 6 and 10 codes into self-control factors in online learning, namely: (1) productive learning habits, and (2) effective learning strategies. These two factors can be considered for students' self-control during online learning.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133096562","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}
The study investigated the management of students’ academic failure among secondary school students for high productivity in Obingwa Local Government Area of Abia State. The study was guided by two research questions and two hypotheses. Descriptive survey research design was used while the population of the study comprised thirty public secondary schools. A sample size of 10 secondary schools was selected from the 30 public secondary schools using stratified random sampling technique. Self-designed instrument entitled “Management Students’ Academic Failure Questionnaire” (MSAFQ) was utilized. The validity of the instrument was ensured. Test retest method was used and reliability co-efficient of 0.80 and 0.83 was obtained through Cronbach Alpha Statistics. Mean was used to answer the research questions while Z-test statistics was used to test the hypotheses at 0.05 level of significant. The findings include but not limited to: lack of instructional material and inability of the teachers to stimulate students are causes of academic failures among students. It is therefore recommended that the government or appropriate agency should ensure adequate supply of functional instructional resources and teachers’ should do well to motivate students to learn thereby save students from incessant failures that could mar their future and life expectations.
{"title":"Managing students’ academic failure among secondary school students for high productivity in Obingwa LGA of Abia State","authors":"M. Uwaezuoke, I. C. Oparaji","doi":"10.56773/ejer.v2i1.19","DOIUrl":"https://doi.org/10.56773/ejer.v2i1.19","url":null,"abstract":"The study investigated the management of students’ academic failure among secondary school students for high productivity in Obingwa Local Government Area of Abia State. The study was guided by two research questions and two hypotheses. Descriptive survey research design was used while the population of the study comprised thirty public secondary schools. A sample size of 10 secondary schools was selected from the 30 public secondary schools using stratified random sampling technique. Self-designed instrument entitled “Management Students’ Academic Failure Questionnaire” (MSAFQ) was utilized. The validity of the instrument was ensured. Test retest method was used and reliability co-efficient of 0.80 and 0.83 was obtained through Cronbach Alpha Statistics. Mean was used to answer the research questions while Z-test statistics was used to test the hypotheses at 0.05 level of significant. The findings include but not limited to: lack of instructional material and inability of the teachers to stimulate students are causes of academic failures among students. It is therefore recommended that the government or appropriate agency should ensure adequate supply of functional instructional resources and teachers’ should do well to motivate students to learn thereby save students from incessant failures that could mar their future and life expectations.","PeriodicalId":130109,"journal":{"name":"Eureka: Journal of Educational Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918834","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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