Pub Date : 2022-12-31DOI: 10.46606/eajess2022v03i06.0241
Elias Elisha Mbuti
This study sought to establish the effect of interactive teaching on primary school pupils’ activeness in learning in Korogwe District, using the descriptive survey design. The study employed a self-constructed questionnaire as source of data. The target population was 31,400 Class Six pupils in 346 Primary Schools. Twenty schools with 2,570 pupils were randomly selected to constitute a sample from which 346 pupils were randomly selected to constitute the actual sample. Two education experts checked the content of the questionnaire against research questions and provided opinions on how the instrument would be improved. The Cronbach’s alpha of greater than 0.7 was established prior to actual data analysis. Data was analyzed through descriptive statistics and Pearson Correlation. The study established that while teachers applied the interactive teaching approach and pupils were active in the process of learning, the interactive teachings influenced pupils’ activeness in learning. Therefore, it is recommended that teachers should continue using the interactive teaching approach as it influences pupils’ activeness in the process of learning.
{"title":"Effect of Interactive Teaching on Pupils’ Activeness in Learning: A Case of Primary Schools in Korogwe District, Tanzania","authors":"Elias Elisha Mbuti","doi":"10.46606/eajess2022v03i06.0241","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0241","url":null,"abstract":"This study sought to establish the effect of interactive teaching on primary school pupils’ activeness in learning in Korogwe District, using the descriptive survey design. The study employed a self-constructed questionnaire as source of data. The target population was 31,400 Class Six pupils in 346 Primary Schools. Twenty schools with 2,570 pupils were randomly selected to constitute a sample from which 346 pupils were randomly selected to constitute the actual sample. Two education experts checked the content of the questionnaire against research questions and provided opinions on how the instrument would be improved. The Cronbach’s alpha of greater than 0.7 was established prior to actual data analysis. Data was analyzed through descriptive statistics and Pearson Correlation. The study established that while teachers applied the interactive teaching approach and pupils were active in the process of learning, the interactive teachings influenced pupils’ activeness in learning. Therefore, it is recommended that teachers should continue using the interactive teaching approach as it influences pupils’ activeness in the process of learning.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130639392","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 : 2022-12-31DOI: 10.46606/eajess2022v03i06.0243
Dennis Matekenya
This study sought to establish the influence of gender, age and ethnic diversity on the autonomy of faith-based university councils in Malawi using a Correlational Research Design with a sample of 200 respondents from whom 175 turned up. Data was collected through a validated questionnaire to which respondents had to indicate their agreement or disagreement with particular statements. Data analysis was done by using the IBM’s SPSS software. The study affirmed the existing literature that age mix should be considered when constituting a governing body of a higher education institution for its proper functioning. The study further confirmed the role of gender in the appointment of the governing body of a college or a university as it has been found that gender mix brings different perspectives that enrich the deliberations in a University Council. Ethnic diversity is an important factor to be considered when constituting a University Council as the diversity provides unique opportunities for resource mobilization, enlisting international flavor and mitigating negative perceptions that comes from having members from one ethnic grouping. It is therefore recommended that those constituting University Councils should consider demographic diversity as part of the criteria of coming up with University Council members. Particularly, considerations about gender diversity, age diversity and ethnic diversity are vital in ensuring that the governing councils are effective in their functions.
{"title":"Influence of Gender, Age and Ethnic Diversity on the Autonomy of Faith-Based University Councils in Malawi","authors":"Dennis Matekenya","doi":"10.46606/eajess2022v03i06.0243","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0243","url":null,"abstract":"This study sought to establish the influence of gender, age and ethnic diversity on the autonomy of faith-based university councils in Malawi using a Correlational Research Design with a sample of 200 respondents from whom 175 turned up. Data was collected through a validated questionnaire to which respondents had to indicate their agreement or disagreement with particular statements. Data analysis was done by using the IBM’s SPSS software. The study affirmed the existing literature that age mix should be considered when constituting a governing body of a higher education institution for its proper functioning. The study further confirmed the role of gender in the appointment of the governing body of a college or a university as it has been found that gender mix brings different perspectives that enrich the deliberations in a University Council. Ethnic diversity is an important factor to be considered when constituting a University Council as the diversity provides unique opportunities for resource mobilization, enlisting international flavor and mitigating negative perceptions that comes from having members from one ethnic grouping. It is therefore recommended that those constituting University Councils should consider demographic diversity as part of the criteria of coming up with University Council members. Particularly, considerations about gender diversity, age diversity and ethnic diversity are vital in ensuring that the governing councils are effective in their functions.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130712920","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 : 2022-12-31DOI: 10.46606/eajess2022v03i06.0238
Lucy Galagunga, Nasibu Musa
This study investigated the communicative adequacy of linguistic features employed in the design of commercial advertisements for the National Microfinance Bank (NMB) in Tanzania. A qualitative research approach and an analytical research design were used. The study employed a population of 250 NMB commercial advertisements, six direct sales officers and a sample of 153 advertisements and three direct salespeople as the representatives of the entire population. A content analysis with an observation checklist for commercial advertisements was used to collect and analyze the sampled advertisements, whereas the interview schedule was used to collect data from NMB direct sales officers. The study concludes that NMB advertisers used a variety of features in their advertising language such as capitalization, different forms of lexicon and varying types of sentences in an effort to capture readers' attention and to impress readers with the quality of their products or services. In grammar perspectives, the language used flouted Grice’s maxims of effective communication. However, the viewers or readers could easily understand the meaning implied. The use of both English and Kiswahili facilitated communication in the country with linguistic diversity and the use of short sentences and phrases was the best strategy to facilitate readability much as the vocabulary used was extensive and vibrant. The study recommends that NMB designers should keep using graphology and layout of advertisements for they reinforce sufficient communication and arouse interests in readers. Furthermore, NMB should continue using code-mixing and code-switching for the strategies tend to effectively grab the attention of customers.
{"title":"Communicative Adequacy of Linguistics Features Incorporated in the Design of the National Microfinance Bank Commercial Advertisements in Tanzania","authors":"Lucy Galagunga, Nasibu Musa","doi":"10.46606/eajess2022v03i06.0238","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0238","url":null,"abstract":"This study investigated the communicative adequacy of linguistic features employed in the design of commercial advertisements for the National Microfinance Bank (NMB) in Tanzania. A qualitative research approach and an analytical research design were used. The study employed a population of 250 NMB commercial advertisements, six direct sales officers and a sample of 153 advertisements and three direct salespeople as the representatives of the entire population. A content analysis with an observation checklist for commercial advertisements was used to collect and analyze the sampled advertisements, whereas the interview schedule was used to collect data from NMB direct sales officers. The study concludes that NMB advertisers used a variety of features in their advertising language such as capitalization, different forms of lexicon and varying types of sentences in an effort to capture readers' attention and to impress readers with the quality of their products or services. In grammar perspectives, the language used flouted Grice’s maxims of effective communication. However, the viewers or readers could easily understand the meaning implied. The use of both English and Kiswahili facilitated communication in the country with linguistic diversity and the use of short sentences and phrases was the best strategy to facilitate readability much as the vocabulary used was extensive and vibrant. The study recommends that NMB designers should keep using graphology and layout of advertisements for they reinforce sufficient communication and arouse interests in readers. Furthermore, NMB should continue using code-mixing and code-switching for the strategies tend to effectively grab the attention of customers.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114748727","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 : 2022-12-31DOI: 10.46606/eajess2022v03i06.0239
Sky Lukas Mkuti
This study examined asymmetry and power disparity in US-Kenya bilateral relation to counterterrorism in East Africa. It employed a qualitative approach using a desktop approach. The study further employed secondary and primary data from incidents of terror attacks in East Africa since 9/11 period. The study is deemed significant because of notable persistent expansion of Al-Shabaab’s terrorist cells in the East African Region. Although this threat remains a concern to US-Kenya interests, the expansion of terror activities in regions such as the Central Africa and the Southern African Development Community (SADC) is alarming and brings relevance to this study. The study employed asymmetry theory as a benchmark to explain how international relations amongst states with visible power disparity can yield normalcy in bilateral and multilateral relations when tackling mutual insecurity threats such as terrorism. The study findings indicate that asymmetric bilateral relations are likely to respond positively to challenges posed by terrorism through counterterror measures pursued by means of interdependence and cooperation as is the case of US-Kenya asymmetric relationship. The counterterror measures employed through joint efforts despite the visible US-Kenya asymmetric power disparity present valuable lessons to the Southern African Region. Hence, the study recommends policy makers in Southern Africa to consider counterterror strategies that are incrementally multidimensional to better address the rising regional insecurities.
{"title":"Asymmetry and Power Disparity in East Africa: The Strength behind Interdependence and Cooperation in US-Kenya Counterterrorism","authors":"Sky Lukas Mkuti","doi":"10.46606/eajess2022v03i06.0239","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0239","url":null,"abstract":"This study examined asymmetry and power disparity in US-Kenya bilateral relation to counterterrorism in East Africa. It employed a qualitative approach using a desktop approach. The study further employed secondary and primary data from incidents of terror attacks in East Africa since 9/11 period. The study is deemed significant because of notable persistent expansion of Al-Shabaab’s terrorist cells in the East African Region. Although this threat remains a concern to US-Kenya interests, the expansion of terror activities in regions such as the Central Africa and the Southern African Development Community (SADC) is alarming and brings relevance to this study. The study employed asymmetry theory as a benchmark to explain how international relations amongst states with visible power disparity can yield normalcy in bilateral and multilateral relations when tackling mutual insecurity threats such as terrorism. The study findings indicate that asymmetric bilateral relations are likely to respond positively to challenges posed by terrorism through counterterror measures pursued by means of interdependence and cooperation as is the case of US-Kenya asymmetric relationship. The counterterror measures employed through joint efforts despite the visible US-Kenya asymmetric power disparity present valuable lessons to the Southern African Region. Hence, the study recommends policy makers in Southern Africa to consider counterterror strategies that are incrementally multidimensional to better address the rising regional insecurities.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128327046","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 on factors influencing the occurrence of cyberbullying on Facebook among undergraduate students in Kenyan Universities. The study employed the mixed methods. Data was collected from 3,020 undergraduate students and 24 deans of students from 16 public and 8 private chartered universities in Kenya. A questionnaire was used to collect quantitative data from students while qualitative data was collected through focus group discussions with the students and key informant interviews with the deans of students. Qualitative data was analysed thematically using ATLAS.ti while quantitative data was analysed statistically using STATA. The findings revealed that most undergraduate students in Kenyan universities experienced cyberbullying on Facebook. Factors which influenced the prevalence include number of friends and interactions on Facebook as well as selected demographic attributes. The study recommends that students should be made aware of the prevalence of cyberbullying through a comprehensive sensitisation programme in universities. Users of Facebook should be cautious about their interactions online by limiting friendships with strangers. Finally, students should use security settings to block or report bullying offences.
{"title":"Factors Influencing the Occurrence of Cyberbullying on Facebook among Undergraduate Students in Kenyan Universities","authors":"Erick Odhiambo Ogolla, Lucy Wachera Kibe, T. Kwanya, Angella Chepchumba Kogos, Claudior Kerubo Onsare","doi":"10.46606/eajess2022v03i06.0242","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0242","url":null,"abstract":"This study investigated on factors influencing the occurrence of cyberbullying on Facebook among undergraduate students in Kenyan Universities. The study employed the mixed methods. Data was collected from 3,020 undergraduate students and 24 deans of students from 16 public and 8 private chartered universities in Kenya. A questionnaire was used to collect quantitative data from students while qualitative data was collected through focus group discussions with the students and key informant interviews with the deans of students. Qualitative data was analysed thematically using ATLAS.ti while quantitative data was analysed statistically using STATA. The findings revealed that most undergraduate students in Kenyan universities experienced cyberbullying on Facebook. Factors which influenced the prevalence include number of friends and interactions on Facebook as well as selected demographic attributes. The study recommends that students should be made aware of the prevalence of cyberbullying through a comprehensive sensitisation programme in universities. Users of Facebook should be cautious about their interactions online by limiting friendships with strangers. Finally, students should use security settings to block or report bullying offences.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130395043","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 : 2022-12-31DOI: 10.46606/eajess2022v03i06.0240
Grace J. Mushi, Shima D. Banele, Amanda B. Mollel
This study investigated on income and value chain activities in informal solid waste collection in Tandale, Dar es Salaam. The study involved the samples of 83 individuals using a non-probability purposive technique. Data was collected using a closed questionnaire and open ended interview guide. Data was analysed using descriptive statistics. The study established that the youth engaged in the informal solid waste collection without knowledge and skills on the use of personal protective equipment in executing the waste collection. Young people engaged in the informal solid waste collection regardless their gender age and education status. However, participation varied according to gender as males highly engaged compared to females. The decrease of number of waste collector was proportional to the increase of age. While primary education holders were leading in the informal solid waste collection, even university graduates participated. While the youth engaged in the informal solid collection were less respected by community members, they perceived source of income as a driving factor for engaging in solid waste collection. However, the amount generated was very minimal for sustainability especially in undertaking obligatory life requirements such as food, health care and personal servings. The study recommends that the government should set appropriate policies and strategies in running waste management so that it can attract all age groups as a source of employment.
{"title":"Income and Value Chain Activities in Informal Solid Waste Collection in Tandale, Dar es Salaam, Tanzania","authors":"Grace J. Mushi, Shima D. Banele, Amanda B. Mollel","doi":"10.46606/eajess2022v03i06.0240","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0240","url":null,"abstract":"This study investigated on income and value chain activities in informal solid waste collection in Tandale, Dar es Salaam. The study involved the samples of 83 individuals using a non-probability purposive technique. Data was collected using a closed questionnaire and open ended interview guide. Data was analysed using descriptive statistics. The study established that the youth engaged in the informal solid waste collection without knowledge and skills on the use of personal protective equipment in executing the waste collection. Young people engaged in the informal solid waste collection regardless their gender age and education status. However, participation varied according to gender as males highly engaged compared to females. The decrease of number of waste collector was proportional to the increase of age. While primary education holders were leading in the informal solid waste collection, even university graduates participated. While the youth engaged in the informal solid collection were less respected by community members, they perceived source of income as a driving factor for engaging in solid waste collection. However, the amount generated was very minimal for sustainability especially in undertaking obligatory life requirements such as food, health care and personal servings. The study recommends that the government should set appropriate policies and strategies in running waste management so that it can attract all age groups as a source of employment.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123371776","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 : 2022-12-31DOI: 10.46606/eajess2022v03i06.0237
Jacques Sabiti, Jean Paul Ngoboka, Patrick Ujwiga Anguru
This study explored the language developed by Gavin, a child raised by Kinyarwanda speaking caregivers, focusing on syntactic aspect. Data collection tools employed in this study are direct observation, recording and diary to maintain the study subject utterances. The study revealed that Gavin’s syntactic structure was limited to one word use from 16 months until 24 months; two or three words between 19 and 24months, multi-words at the age of 24 months, using different parts of speech with emphasis on those belonging to open class like nouns, verbs, adverbs and adjectives. He was able to construct subject–verb structure but unable to produce subject-verb-object structure. The findings recommend further research in the area to see if other children can develop the same language as the study subject. Studies should be extended to children over two years until school age to ensure the proper mastery of the mother tongue before introducing other languages like French or English as medium of instruction in nursery and primary education.
{"title":"Language Development of a Child from Rwandan Context between 16 and 24 Months: Syntactic Aspect","authors":"Jacques Sabiti, Jean Paul Ngoboka, Patrick Ujwiga Anguru","doi":"10.46606/eajess2022v03i06.0237","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0237","url":null,"abstract":"This study explored the language developed by Gavin, a child raised by Kinyarwanda speaking caregivers, focusing on syntactic aspect. Data collection tools employed in this study are direct observation, recording and diary to maintain the study subject utterances. The study revealed that Gavin’s syntactic structure was limited to one word use from 16 months until 24 months; two or three words between 19 and 24months, multi-words at the age of 24 months, using different parts of speech with emphasis on those belonging to open class like nouns, verbs, adverbs and adjectives. He was able to construct subject–verb structure but unable to produce subject-verb-object structure. The findings recommend further research in the area to see if other children can develop the same language as the study subject. Studies should be extended to children over two years until school age to ensure the proper mastery of the mother tongue before introducing other languages like French or English as medium of instruction in nursery and primary education.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121725001","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 : 2022-12-30DOI: 10.46606/eajess2022v03i06.0244
Eugen Mtemi Philip
This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven heads of schools, seven heads of departments and seven special needs teachers through the proportional and purposive sampling procedures. Data was analyzed through content analysis and descriptive statistics. The study established that collaborative teaching was the most preferred model compared to consultative and coaching models. A bigger number of children with disabilities was one of key challenges experienced in the inclusive classrooms as teachers failed to provide sufficient support to cater for the needs of special needs learners. Other challenges included lack of awareness of the Tanzanian Sign Language for Hearing Impairment and teachers’ negative attitude toward learners with special needs. The study recommends that the government should recruits sufficient number of special education educators to work closely with regular teachers in supporting learners with disabilities in inclusive settings. Relevant authorities need to introduce the Tanzania Sign Language course as a compulsory course in teacher training colleges for educators to gain knowledge to effectively communicate in the inclusive settings. Finally, the government should provide seminars and workshops to teachers on the importance of inclusive education as such training will dispel negative attitudes of teachers towards children with disabilities.
{"title":"Teaching Models Used and Challenges Experienced in Secondary School Classes with Special Needs Learners in Tanzania","authors":"Eugen Mtemi Philip","doi":"10.46606/eajess2022v03i06.0244","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0244","url":null,"abstract":"This study sought to establish the teaching models used and challenges experienced in secondary school classes with special needs learners in Tanzania, using a questionnaire and an interview schedule under the descriptive case study design. The study sample included 35 regular teachers, seven heads of schools, seven heads of departments and seven special needs teachers through the proportional and purposive sampling procedures. Data was analyzed through content analysis and descriptive statistics. The study established that collaborative teaching was the most preferred model compared to consultative and coaching models. A bigger number of children with disabilities was one of key challenges experienced in the inclusive classrooms as teachers failed to provide sufficient support to cater for the needs of special needs learners. Other challenges included lack of awareness of the Tanzanian Sign Language for Hearing Impairment and teachers’ negative attitude toward learners with special needs. The study recommends that the government should recruits sufficient number of special education educators to work closely with regular teachers in supporting learners with disabilities in inclusive settings. Relevant authorities need to introduce the Tanzania Sign Language course as a compulsory course in teacher training colleges for educators to gain knowledge to effectively communicate in the inclusive settings. Finally, the government should provide seminars and workshops to teachers on the importance of inclusive education as such training will dispel negative attitudes of teachers towards children with disabilities.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128514992","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 : 2022-12-30DOI: 10.46606/eajess2022v03i06.0245
Philothère Ntawiha, Mary A. Otieno, Yve Byishimo, Alphonse Benegusenga, Emmanuel Ahimana
This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.
{"title":"Peace and Conflict Resolution in Pre-service Teacher Training Programs in Rwanda: Human Rights Education Perspective","authors":"Philothère Ntawiha, Mary A. Otieno, Yve Byishimo, Alphonse Benegusenga, Emmanuel Ahimana","doi":"10.46606/eajess2022v03i06.0245","DOIUrl":"https://doi.org/10.46606/eajess2022v03i06.0245","url":null,"abstract":"This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.","PeriodicalId":141350,"journal":{"name":"Issue 6","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131368480","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 : 2022-12-30DOI: 10.46606/eajess2022v03i06.0249
S. Nortey, R. Amoanyi, Emmanuel Eyram Donkor, Baraka Manjale Ngussa
This study assessed the performance of ceramic students with different backgrounds at Kwame Nkrumah University of Science and Technology in Kumasi, Ghana, using the cross-sectional design. A total of 170 students were sampled using a simple random sampling technique. A questionnaire yielded the Cronbach’s Alpha of 0.89 which confirmed the required reliability of the instrument. Data was treated using t-test and ANOVA so as to establish the difference in performance by learners categorized according to their backgrounds. The study established no significant difference in performance between students with arts and those without arts background in SHS. The study did not establish difference in performance by students categorized according to their genders. The performance of second year students was significantly lower than that of the first and third and fourth years combined. This might be due to the fact that second years curriculum is the beginning of studio practice where students struggle to learn how to throw on the potter’s wheel and begin producing arts works. The study recommends that SHS teachers should enhance the teaching strategies of arts studies at the SHS level so that students who went through the studies might even outperform those who did not take the subject at the SHS level. Students in second year of studies need more attention as they navigate their path in the manipulation of clay for them to perform better in their studies before they join the two final years of ceramic studies.
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