Pub Date : 2023-11-03DOI: 10.31686/ijier.vol11.iss11.4176
Georgios Kuriakou
Transformative learning is a learning theory that emphasizes the transformative potential of education. It was developed by Jack Mezirow in the 1970s and focuses on the ways in which learners can transform their perspectives, beliefs, and assumptions through the process of learning. According to this theory, transformative learning involves critical reflection and self-examination, leading to a change in the learner's worldview.
{"title":"Transformative learning in formal schools","authors":"Georgios Kuriakou","doi":"10.31686/ijier.vol11.iss11.4176","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss11.4176","url":null,"abstract":"Transformative learning is a learning theory that emphasizes the transformative potential of education. It was developed by Jack Mezirow in the 1970s and focuses on the ways in which learners can transform their perspectives, beliefs, and assumptions through the process of learning. According to this theory, transformative learning involves critical reflection and self-examination, leading to a change in the learner's worldview.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"33 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869214","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}
Pub Date : 2023-11-02DOI: 10.31686/ijier.vol11.iss11.4178
Ruth Wahome
The higher education space appears to have greatly evolved in the last two decades following a raft of reforms. Education and career growth are widely perceived to be intricately interlinked. Education leads to overall economic growth as well as increased income for the individuals. This has resulted to an increase in demand for higher education as individuals advance in their cognitive and social skills leading to development in human capital. However, the attainment of higher education is dependent on the quantity and quality of inputs which shape the outcomes. To address this gap, the paper examined the effect of learning resources on the pursuit of higher education and career advancement in Kenya. Career advancement increases individual’s competitiveness and translates to deliberate progression in work and socioeconomic growth. The paper is motivated by the human capital theory which associates higher education to increase in productivity of human beings through improved skills, the social cognitive career theory which explains self-efficacy and academic efficacy to individual economic development as well as the input output theory which in this context links the learning resources as inputs in higher education and the acquired academic knowledge which is an output to career advancement of primary school teachers. Findings from the study revealed the significant role played by the available learning resources. The study recommends that the MOE, TSC and education stakeholders, leverage on the findings from the study when making decision regarding higher education in relation to career advancement and growth.
{"title":"The Effect of learning resources on enrollment for higher education and career advancement in Kenya","authors":"Ruth Wahome","doi":"10.31686/ijier.vol11.iss11.4178","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss11.4178","url":null,"abstract":"The higher education space appears to have greatly evolved in the last two decades following a raft of reforms. Education and career growth are widely perceived to be intricately interlinked. Education leads to overall economic growth as well as increased income for the individuals. This has resulted to an increase in demand for higher education as individuals advance in their cognitive and social skills leading to development in human capital. However, the attainment of higher education is dependent on the quantity and quality of inputs which shape the outcomes. To address this gap, the paper examined the effect of learning resources on the pursuit of higher education and career advancement in Kenya. Career advancement increases individual’s competitiveness and translates to deliberate progression in work and socioeconomic growth. The paper is motivated by the human capital theory which associates higher education to increase in productivity of human beings through improved skills, the social cognitive career theory which explains self-efficacy and academic efficacy to individual economic development as well as the input output theory which in this context links the learning resources as inputs in higher education and the acquired academic knowledge which is an output to career advancement of primary school teachers. Findings from the study revealed the significant role played by the available learning resources. The study recommends that the MOE, TSC and education stakeholders, leverage on the findings from the study when making decision regarding higher education in relation to career advancement and growth.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"153 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973883","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 purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.
{"title":"The Influence of Principals’ Mentorship Practices on Students’ Retention in Public-Day Secondary Schools in Nakuru County-Kenya","authors":"Elsie Njambi Nyaga, Emily Nyambisi, Peterson Oigara","doi":"10.31686/ijier.vol11.iss11.4145","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss11.4145","url":null,"abstract":"The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"35 2-3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412369","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}
Pub Date : 2023-11-01DOI: 10.31686/ijier.vol11.iss11.4177
Moses Visibwa, Florence K’Okul
Statement of the Problem: Peer-counselling plays an important role in minimizing instances of gender-based violence among students. However, in Thika Sub-county, cases of gender-based violence among students in private tertiary institutions have been on the rise. Purpose of the Study: To assess the influence of peer counselling strategies on gender-based violence among students in private tertiary institutions in Thika Sub-county, Kiambu County, Kenya. Methodology: The study adopted mixed methodology and thus applied concurrent triangulation research design. Target population comprised 58 deans of students, 113 college counsellors and 2356 peer-counsellors totaling 2527 respondents from which a sample of 345 respondents (13.6%) was obtained using Yamane’s Formula. Stratified sampling was applied to create five strata based on zones in Thika Sub-county. From each zone, five deans of students and five college counsellors from five colleges were sampled using purposive sampling. However, from each zone, simple random sampling was applied to select 59 peer counsellors to avoid bias. This sampling procedure realized a sample size of 25 deans of students, 25 college counsellors and 295 peer counsellors. A questionnaire was used to collect data from peer counsellors whereas an interview guide was used to collect data from deans of students and college counsellors. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferential statistics such as linear regression analysis with the help of Statistical Package for Social Sciences (SPSS-Version 23) and presented using tables. Findings: The study found that cases of gender-based violence among students in private tertiary colleges have been on the rise for the last five years (2018 to 2022). However, introduction of peer counselling strategies has not, to a great extent, reduced instances of GBV among students. Recommendations: Private colleges should continue training students as peer-counsellors to help model behaviour patterns of their peers. They should continue planning and organizing counselling sessions for students to enable them generate solutions to their behavioural problems without depending on any significant adult.
{"title":"Influence of Peer Counselling Strategies on Gender-based Violence among Students in Selected Private Tertiary Institutions in Thika Sub-county, Kiambu County, Kenya","authors":"Moses Visibwa, Florence K’Okul","doi":"10.31686/ijier.vol11.iss11.4177","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss11.4177","url":null,"abstract":"Statement of the Problem: Peer-counselling plays an important role in minimizing instances of gender-based violence among students. However, in Thika Sub-county, cases of gender-based violence among students in private tertiary institutions have been on the rise. Purpose of the Study: To assess the influence of peer counselling strategies on gender-based violence among students in private tertiary institutions in Thika Sub-county, Kiambu County, Kenya. Methodology: The study adopted mixed methodology and thus applied concurrent triangulation research design. Target population comprised 58 deans of students, 113 college counsellors and 2356 peer-counsellors totaling 2527 respondents from which a sample of 345 respondents (13.6%) was obtained using Yamane’s Formula. Stratified sampling was applied to create five strata based on zones in Thika Sub-county. From each zone, five deans of students and five college counsellors from five colleges were sampled using purposive sampling. However, from each zone, simple random sampling was applied to select 59 peer counsellors to avoid bias. This sampling procedure realized a sample size of 25 deans of students, 25 college counsellors and 295 peer counsellors. A questionnaire was used to collect data from peer counsellors whereas an interview guide was used to collect data from deans of students and college counsellors. Qualitative data were analyzed thematically along the objectives and presented in narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferential statistics such as linear regression analysis with the help of Statistical Package for Social Sciences (SPSS-Version 23) and presented using tables. Findings: The study found that cases of gender-based violence among students in private tertiary colleges have been on the rise for the last five years (2018 to 2022). However, introduction of peer counselling strategies has not, to a great extent, reduced instances of GBV among students. Recommendations: Private colleges should continue training students as peer-counsellors to help model behaviour patterns of their peers. They should continue planning and organizing counselling sessions for students to enable them generate solutions to their behavioural problems without depending on any significant adult.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"34 2-3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412371","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}
Pub Date : 2023-11-01DOI: 10.31686/ijier.vol11.iss11.4147
Ndifreke Soni Ekwere, Praise Kehinde Adeosun
The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. 364 SS3 physics students and 37 physics teachers from the 31 selected secondary schools in Uyo Senatorial District were sampled using a multistage sampling technique for effective selection. The multi-stage sampling technique was adopted for the study. The instrument used for data collection was the Physics Achievement Test (PAT) obtained from WAEC and NECO 2020 Physics Essay items. However, the reliability coefficient of 0.91 and 0.90 respectively. The finding revealed that there was no central tendency effect error committed by individual raters when rating complex problem-solving skills in WAEC and NECO 2020 physics Essay Items. Also, reveals there is a significant difference at the rater's group level exhibiting central tendency effect when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items which implies that there is no group-level central tendency effect present among raters when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items. The researchers concluded that rater effects are sources of variance in performance ratings that are associated with the rater's behaviour and not the actual performance of the ratee. It was recommended that to prevent the central tendency effect, it is important for superior raters to regularly observe their subordinates throughout the evaluation period and keep notes for future reference.
{"title":"Investigating The Central Tendency Effect Among Raters in Complex Problem-Solving Skills in Physics Essay Items: An Application of Many-Facet Rasch Measurement","authors":"Ndifreke Soni Ekwere, Praise Kehinde Adeosun","doi":"10.31686/ijier.vol11.iss11.4147","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss11.4147","url":null,"abstract":"The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. 364 SS3 physics students and 37 physics teachers from the 31 selected secondary schools in Uyo Senatorial District were sampled using a multistage sampling technique for effective selection. The multi-stage sampling technique was adopted for the study. The instrument used for data collection was the Physics Achievement Test (PAT) obtained from WAEC and NECO 2020 Physics Essay items. However, the reliability coefficient of 0.91 and 0.90 respectively. The finding revealed that there was no central tendency effect error committed by individual raters when rating complex problem-solving skills in WAEC and NECO 2020 physics Essay Items. Also, reveals there is a significant difference at the rater's group level exhibiting central tendency effect when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items which implies that there is no group-level central tendency effect present among raters when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items. The researchers concluded that rater effects are sources of variance in performance ratings that are associated with the rater's behaviour and not the actual performance of the ratee. It was recommended that to prevent the central tendency effect, it is important for superior raters to regularly observe their subordinates throughout the evaluation period and keep notes for future reference.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"62 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135410331","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}
Pub Date : 2023-10-30DOI: 10.31686/ijier.vol11.iss10.4175
Eleni Soultati
Pedagogy can be a highly effective approach to teaching and learning for children and young learners. The key principles of pedagogy, such as teacher-directed learning, scaffolding, and active learning, are well-suited to the developmental needs and interests of young learners. Andragogy, on the other hand, is the study of teaching adults, and it focuses on the learner as the primary source of knowledge and information. In andragogy, the learner takes responsibility for their own learning, setting their own goals and objectives, and choosing their own learning activities. This approach assumes that adults are self-directed learners, and that their life experiences are a valuable resource for learning.
{"title":"Comparison of Pedagogy and Andragogy teaching methods","authors":"Eleni Soultati","doi":"10.31686/ijier.vol11.iss10.4175","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss10.4175","url":null,"abstract":"Pedagogy can be a highly effective approach to teaching and learning for children and young learners. The key principles of pedagogy, such as teacher-directed learning, scaffolding, and active learning, are well-suited to the developmental needs and interests of young learners. Andragogy, on the other hand, is the study of teaching adults, and it focuses on the learner as the primary source of knowledge and information. In andragogy, the learner takes responsibility for their own learning, setting their own goals and objectives, and choosing their own learning activities. This approach assumes that adults are self-directed learners, and that their life experiences are a valuable resource for learning.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"242 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068850","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}
Background: Caring in discharge transition for patients with moderate to severe traumatic brain injury (TBI) has impacted caregivers. MHealth has become popular for communication between a patient/caregiver and a health profession integrated into numerous public well-being programs in low-middle income countries but is limited for TBI caregivers.
Purpose: This study aims to assess the feasibility of the mHealth supportive care transition program based on transitional care theory for improving discharge readiness and reducing caregivers' transition stress and burden of caregiving and the patient's readmission rate.
Methods: Seven family caregivers who met inclusion criteria were recruited. The mHealth supportive care transition program includes education and face-to-face information assisted by an android-based application, skill demonstration, assessment of the readiness of hospital discharge, and weekly monitoring and follow-up after the patient's discharge is given. The outcomes were evaluated using a validated and standardized scale designed to measure transition stress and the burden of caregiving at the baseline, two weeks, and one-month post-discharge, including the patient's readmission one month (within 28 days) after discharge. Feedback through the mHealth satisfaction questionnaire on the trial feasibility was also collected.
Results: The initial findings showed that all subjects experienced a decrease of stress transition and caregiver burden at two weeks and one-month post-discharge follow-up. High satisfaction scores on mHealth were also reported and no patient was readmitted within 28 days.
Conclusion: This feasibility study showed the mHealth supportive care transition program is feasible for implementation, but it is required to test the effectiveness in the next phase on RCT with a larger sample size.
{"title":"Feasibility Study Of M-Health Transition Care Program For Traumatic Brain Injury Caregivers","authors":"Amelia Ganefianty, Praneed Songwathana, Jintana Damkliang","doi":"10.31686/ijier.vol11.iss10.4179","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss10.4179","url":null,"abstract":"Background: Caring in discharge transition for patients with moderate to severe traumatic brain injury (TBI) has impacted caregivers. MHealth has become popular for communication between a patient/caregiver and a health profession integrated into numerous public well-being programs in low-middle income countries but is limited for TBI caregivers.
 Purpose: This study aims to assess the feasibility of the mHealth supportive care transition program based on transitional care theory for improving discharge readiness and reducing caregivers' transition stress and burden of caregiving and the patient's readmission rate.
 Methods: Seven family caregivers who met inclusion criteria were recruited. The mHealth supportive care transition program includes education and face-to-face information assisted by an android-based application, skill demonstration, assessment of the readiness of hospital discharge, and weekly monitoring and follow-up after the patient's discharge is given. The outcomes were evaluated using a validated and standardized scale designed to measure transition stress and the burden of caregiving at the baseline, two weeks, and one-month post-discharge, including the patient's readmission one month (within 28 days) after discharge. Feedback through the mHealth satisfaction questionnaire on the trial feasibility was also collected.
 Results: The initial findings showed that all subjects experienced a decrease of stress transition and caregiver burden at two weeks and one-month post-discharge follow-up. High satisfaction scores on mHealth were also reported and no patient was readmitted within 28 days.
 Conclusion: This feasibility study showed the mHealth supportive care transition program is feasible for implementation, but it is required to test the effectiveness in the next phase on RCT with a larger sample size.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"30 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232476","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}
Pub Date : 2023-09-01DOI: 10.31686/ijier.vol11.iss9.4141
Joseph Macharia, Caroline Atieno, J. Kwaba
A study in social science rekindles a link between organizational culture and its effectiveness. Effective school has also come up with many attributes that were evident in schools that seem to contribute to academic achievement. The aim of this study was to investigate the influence of school culture and its influence on students’ academic performance at KCSE level. The objectives of this study were; to examine the influence of school leadership on students’ academic performance and to assess the influence of school routines on students’ academic performance in mixed public secondary schools in Gucha region Kisii County. The study was guided by Edgar Schein’s organizational culture theory and Effective schools’ theory. Mixed methodology and concurrent triangulation research design guided the study. Qualitative and quantitative data was collected, analyzed and results merged for discussions and conclusions. The target population included 37 principals, 650 teachers and 15,865 students yielding 16, 552 participants. Purposeful sampling raised 17 principals, 150 teachers were randomly selected and 300 students sampled through stratified random sampling. 467 respondents were sampled for study. Questionnaires were given to teachers and students, interview guide was used by the researcher and interview guide was used by the researcher when interviewing the principals. The instruments were piloted on 10% of the sample size. Validity of the instruments was ascertained through expert judgment and reliability was attained through test re-test and calculated using statistical package for social sciences (SPSS) version 24 and Cronbach alpha technique. Internal consistency of 0.7 was obtained. Credibility of the instruments was ascertained through data triangulation to ensure that findings were dependable at every step, well-articulated and detailed. Qualitative data was analyzed thematically and presented in narrative form while quantitative data was analyzed using descriptive and inferential statistics. Linear regression was carried out and findings presented using tables and graphs. The study concluded that influence of school routines on students’ academic performance, leading by example had a strong positive correlation of .539**indicating that strengthening school culture help in improving academic performance Gucha region, Kisii County. The study recommended that leaders of secondary schools should lead by example and promote a positive performance culture in schools.
{"title":"Influence of school leadership culture on students’ academic performance in mixed public secondary schools in Gucha region Kisii county","authors":"Joseph Macharia, Caroline Atieno, J. Kwaba","doi":"10.31686/ijier.vol11.iss9.4141","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss9.4141","url":null,"abstract":"A study in social science rekindles a link between organizational culture and its effectiveness. Effective school has also come up with many attributes that were evident in schools that seem to contribute to academic achievement. The aim of this study was to investigate the influence of school culture and its influence on students’ academic performance at KCSE level. The objectives of this study were; to examine the influence of school leadership on students’ academic performance and to assess the influence of school routines on students’ academic performance in mixed public secondary schools in Gucha region Kisii County. The study was guided by Edgar Schein’s organizational culture theory and Effective schools’ theory. Mixed methodology and concurrent triangulation research design guided the study. Qualitative and quantitative data was collected, analyzed and results merged for discussions and conclusions. The target population included 37 principals, 650 teachers and 15,865 students yielding 16, 552 participants. Purposeful sampling raised 17 principals, 150 teachers were randomly selected and 300 students sampled through stratified random sampling. 467 respondents were sampled for study. Questionnaires were given to teachers and students, interview guide was used by the researcher and interview guide was used by the researcher when interviewing the principals. The instruments were piloted on 10% of the sample size. Validity of the instruments was ascertained through expert judgment and reliability was attained through test re-test and calculated using statistical package for social sciences (SPSS) version 24 and Cronbach alpha technique. Internal consistency of 0.7 was obtained. Credibility of the instruments was ascertained through data triangulation to ensure that findings were dependable at every step, well-articulated and detailed. Qualitative data was analyzed thematically and presented in narrative form while quantitative data was analyzed using descriptive and inferential statistics. Linear regression was carried out and findings presented using tables and graphs. The study concluded that influence of school routines on students’ academic performance, leading by example had a strong positive correlation of .539**indicating that strengthening school culture help in improving academic performance Gucha region, Kisii County. The study recommended that leaders of secondary schools should lead by example and promote a positive performance culture in schools.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85659398","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}
Pub Date : 2023-09-01DOI: 10.31686/ijier.vol11.iss9.4140
Georgios Kuriakou
Aristotle and Isaac Newton employed different methods in their respective areas of study. Observation vs. Experimentation: Aristotle's method relied heavily on observation of the natural world. He believed that knowledge could be acquired through careful observation and categorization of phenomena. Newton, on the other hand, emphasized experimentation as a critical component of scientific inquiry. He conducted experiments to test his theories and used mathematical equations to describe the behavior of physical systems. Deduction vs. Induction: Aristotle's method involved deductive reasoning, where he would start with general principles and derive specific conclusions. He used syllogistic logic and relied on the principles of validity and soundness. Newton, in contrast, employed inductive reasoning. He would observe specific instances and patterns and then formulate general laws or theories based on those observations. Theoretical vs. Mathematical: Aristotle's approach was more theoretical and philosophical in nature. He sought to understand the underlying principles and causes of natural phenomena. While he did use some mathematics, his focus was on conceptual understanding. Newton, on the other hand, heavily employed mathematics in his work. He developed mathematical equations and formulas to describe and predict the behavior of physical systems. Geocentric vs. Heliocentric: Aristotle's worldview was geocentric, meaning he believed that the Earth was at the center of the universe. This influenced his understanding of celestial bodies and their motions. Newton, however, embraced the heliocentric model proposed by Copernicus, which placed the Sun at the center of the solar system. This shift in perspective influenced Newton's understanding of celestial mechanics. Influence on Methodology: Aristotle's method of observation and deduction had a significant impact on scientific thinking in ancient and medieval times. His approach laid the foundation for natural philosophy and influenced scientific thought for centuries. Newton's method of experimentation and mathematical analysis revolutionized the field of physics and laid the groundwork for the scientific method as we know it today. While Aristotle and Newton employed different methods, both made significant contributions to their respective fields and advanced our understanding of the natural world. Their methods reflect the intellectual and technological contexts of their times and have shaped the way science is conducted and understood.
{"title":"From Aristotle to Newton’s philosophical ideas","authors":"Georgios Kuriakou","doi":"10.31686/ijier.vol11.iss9.4140","DOIUrl":"https://doi.org/10.31686/ijier.vol11.iss9.4140","url":null,"abstract":"Aristotle and Isaac Newton employed different methods in their respective areas of study. Observation vs. Experimentation: Aristotle's method relied heavily on observation of the natural world. He believed that knowledge could be acquired through careful observation and categorization of phenomena. Newton, on the other hand, emphasized experimentation as a critical component of scientific inquiry. He conducted experiments to test his theories and used mathematical equations to describe the behavior of physical systems. Deduction vs. Induction: Aristotle's method involved deductive reasoning, where he would start with general principles and derive specific conclusions. He used syllogistic logic and relied on the principles of validity and soundness. Newton, in contrast, employed inductive reasoning. He would observe specific instances and patterns and then formulate general laws or theories based on those observations. Theoretical vs. Mathematical: Aristotle's approach was more theoretical and philosophical in nature. He sought to understand the underlying principles and causes of natural phenomena. While he did use some mathematics, his focus was on conceptual understanding. Newton, on the other hand, heavily employed mathematics in his work. He developed mathematical equations and formulas to describe and predict the behavior of physical systems. Geocentric vs. Heliocentric: Aristotle's worldview was geocentric, meaning he believed that the Earth was at the center of the universe. This influenced his understanding of celestial bodies and their motions. Newton, however, embraced the heliocentric model proposed by Copernicus, which placed the Sun at the center of the solar system. This shift in perspective influenced Newton's understanding of celestial mechanics. Influence on Methodology: Aristotle's method of observation and deduction had a significant impact on scientific thinking in ancient and medieval times. His approach laid the foundation for natural philosophy and influenced scientific thought for centuries. Newton's method of experimentation and mathematical analysis revolutionized the field of physics and laid the groundwork for the scientific method as we know it today. While Aristotle and Newton employed different methods, both made significant contributions to their respective fields and advanced our understanding of the natural world. Their methods reflect the intellectual and technological contexts of their times and have shaped the way science is conducted and understood.","PeriodicalId":13726,"journal":{"name":"International journal for innovation education and research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82185253","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}
Pub Date : 2023-08-30DOI: 10.31686/ijier.vol11.iss8.4123
Shidong Liang, Yinan Zhang, Minghui Ma, Jianjia He, Shengxue He
This article focuses on the current demands for reform in ideological and political education in higher education, within the context of the digital information and communication era. Specifically, it proposes a plan for integrating ideological and political education into higher education courses using the widely-used blended learning mode in a digitally transformed environment. This plan aims to leverage digital teaching methods, such as the development of multimedia courseware, to enrich classroom teaching content, increase student engagement and learning outcomes, deepen students' understanding and awareness, and enable them to effectively absorb a wealth of information in a limited time. By subtly linking the process of learning professional knowledge with their personal, social, and national development, this plan seeks to foster a professional education philosophy that cultivates "socialist successors."
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