Pub Date : 2023-12-19DOI: 10.1177/00220574231222937
Uju I. Nnubia, Franca O. Okechukwu, P. Mefoh, Chidiogo L. Umennuihe, Ezinne J. Nwauzoije, K. Ogba, E. Ogbonnaya, C. Aliche, Chibundo A. Nwobi, Clara C. Onyekachi, Dorathy N. Okoli, Chioma J. Nnorodi, Esther C. Epistle, Stephen M. Abang, Chidera V. Obi
This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.
{"title":"Effectiveness of Picture Concept Activity on Improving the Cognitive Proficiency Skill and Reading Performance of Nigerian Pupils with Dyslexia","authors":"Uju I. Nnubia, Franca O. Okechukwu, P. Mefoh, Chidiogo L. Umennuihe, Ezinne J. Nwauzoije, K. Ogba, E. Ogbonnaya, C. Aliche, Chibundo A. Nwobi, Clara C. Onyekachi, Dorathy N. Okoli, Chioma J. Nnorodi, Esther C. Epistle, Stephen M. Abang, Chidera V. Obi","doi":"10.1177/00220574231222937","DOIUrl":"https://doi.org/10.1177/00220574231222937","url":null,"abstract":"This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960488","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}
{"title":"Influence of Nurturing Creativity in Education on Student’s Academic Performance in Selected Private Nursery and Primary Schools in Rwanda: A Case of Rubavu District","authors":"","doi":"10.53819/81018102t2291","DOIUrl":"https://doi.org/10.53819/81018102t2291","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006690","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 : 2023-12-08DOI: 10.1177/00220574231220067
Julie Cohen, Luke C. Miller, Rosalie Chung, Emily A. Wiseman, Erik Ruzek
Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development.
{"title":"Measuring Text-Focused Reading Instruction","authors":"Julie Cohen, Luke C. Miller, Rosalie Chung, Emily A. Wiseman, Erik Ruzek","doi":"10.1177/00220574231220067","DOIUrl":"https://doi.org/10.1177/00220574231220067","url":null,"abstract":"Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more than 500 reading lessons in a large district. We describe the structure of the tool, its relationship to other measures of teaching, teacher and school attributes, and student outcomes. We then provide guidance to practitioners and researchers seeking to employ such a tool for teacher development.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586337","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 : 2023-12-07DOI: 10.1177/00220574231220066
Bennett Kuttler, Elliot G. Levy
Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are “At Risk” for reading difficulties by assessing knowledge of phonemic awareness. The goal was to establish the validity of the RiFS-Reading measure. Results supported construct validity through factor analysis and criterion validity by comparisons with performance on well-established measures of phonemic awareness and reading. Phonemic awareness on the RiFS-Reading was independent of other language skills.
{"title":"Validation of the Risk Factor Screen for Reading (RiFS-Reading) Screening Tool for the Early Identification of Reading Problems","authors":"Bennett Kuttler, Elliot G. Levy","doi":"10.1177/00220574231220066","DOIUrl":"https://doi.org/10.1177/00220574231220066","url":null,"abstract":"Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are “At Risk” for reading difficulties by assessing knowledge of phonemic awareness. The goal was to establish the validity of the RiFS-Reading measure. Results supported construct validity through factor analysis and criterion validity by comparisons with performance on well-established measures of phonemic awareness and reading. Phonemic awareness on the RiFS-Reading was independent of other language skills.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591174","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}
{"title":"Parent-Child Relationship Management Strategies and Reintegration of Street Children in Rwanda; A Case of Gasabo District, Rwanda","authors":"","doi":"10.53819/81018102t2285","DOIUrl":"https://doi.org/10.53819/81018102t2285","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138613949","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}
{"title":"Effect of Project Management Process on Performance of Energy Infrastructure Projects in Rwanda","authors":"","doi":"10.53819/81018102t2284","DOIUrl":"https://doi.org/10.53819/81018102t2284","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138619265","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}
{"title":"Instructional Supervision and Student Academic Performance in History Subject in Public Schools in Rwanda","authors":"","doi":"10.53819/81018102t5293","DOIUrl":"https://doi.org/10.53819/81018102t5293","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245164","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}
{"title":"Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District","authors":"","doi":"10.53819/81018102t5292","DOIUrl":"https://doi.org/10.53819/81018102t5292","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248069","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 focused on understanding the role of student discipline in the mathematical performance of students in public secondary boarding schools in Rulindo District, Rwanda. The investigation encompassed four schools: E.S Nyamugali, E.SES Rukozo, Inyange Girls' School of Sciences, and LNDV Girls' School, both at O’level and A’level, with a total student population of 1761. The research sought to evaluate how students' self-discipline affects their progress in mathematics, and the overall academic progress in the subject across the selected schools. Using the Yamane method, a sample size of 328 students along with 20 mathematics teachers and discipline masters was determined. Data collected through questionnaires revealed a strong consensus among students and teachers that good behavior and regular class attendance are crucial for academic success in mathematics. In addition, the research findings highlighted that 45.3% of respondents strongly agree that discipline is a significant factor in promoting hard work and success in mathematics. Classroom environment and conditions were also recognized as vital elements contributing to students' performance, with a majority indicating favorable classroom spaces as beneficial for both teaching and learning of the subject. The analysis also uncovered that teaching methodologies, educational resources, and teacher self-perception, along with school support in mathematics, significantly impact students' performance. Over half of the respondents agreed that these factors are influential. However, the findings showed mixed responses regarding the competitive culture among students affecting performance, with some disagreement about the extent of its influence. In conclusion, the study advocates for increased focus on discipline and the provision of a conducive learning environment to enhance students' mathematical abilities. Keywords: Students Discipline, Academic Performance, Mathematics Subject, Public Boarding, Secondary Schools
{"title":"Students Discipline Factors andAcademic Performance inMathematics Subject inPublic Boarding Secondary Schools inRulindo District","authors":"","doi":"10.53819/81018102t30122","DOIUrl":"https://doi.org/10.53819/81018102t30122","url":null,"abstract":"The study focused on understanding the role of student discipline in the mathematical performance of students in public secondary boarding schools in Rulindo District, Rwanda. The investigation encompassed four schools: E.S Nyamugali, E.SES Rukozo, Inyange Girls' School of Sciences, and LNDV Girls' School, both at O’level and A’level, with a total student population of 1761. The research sought to evaluate how students' self-discipline affects their progress in mathematics, and the overall academic progress in the subject across the selected schools. Using the Yamane method, a sample size of 328 students along with 20 mathematics teachers and discipline masters was determined. Data collected through questionnaires revealed a strong consensus among students and teachers that good behavior and regular class attendance are crucial for academic success in mathematics. In addition, the research findings highlighted that 45.3% of respondents strongly agree that discipline is a significant factor in promoting hard work and success in mathematics. Classroom environment and conditions were also recognized as vital elements contributing to students' performance, with a majority indicating favorable classroom spaces as beneficial for both teaching and learning of the subject. The analysis also uncovered that teaching methodologies, educational resources, and teacher self-perception, along with school support in mathematics, significantly impact students' performance. Over half of the respondents agreed that these factors are influential. However, the findings showed mixed responses regarding the competitive culture among students affecting performance, with some disagreement about the extent of its influence. In conclusion, the study advocates for increased focus on discipline and the provision of a conducive learning environment to enhance students' mathematical abilities. Keywords: Students Discipline, Academic Performance, Mathematics Subject, Public Boarding, Secondary Schools  ","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341787","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 : 2023-11-07DOI: 10.17159/2520-9868/i92a12
Chris Winberg, James Garraway, Jennifer Wright
Change laboratories (CLs) are formative problem-solving initiatives that have been used extensively in Europe but have only recently been applied in African contexts. This review thus offers an original insight into their use and value in African contexts. The laboratories are classified into partial, classic, or augmented varieties-all of which are shown to assist participants learning to work with pressing local problems. Some CLs have expanded their remit to addressing grand societal challenges, such as sustainable practices and responses to climate change, which are particularly pressing issues on the continent. Our findings suggest that CL work in Africa, besides contributing overall to understanding the efficacy of the CL methodology, may also be taking a leading role in addressing some of the grand challenges affecting societies, globally.
{"title":"A systematic review of the literature on change laboratory interventions: Lessons from Africa","authors":"Chris Winberg, James Garraway, Jennifer Wright","doi":"10.17159/2520-9868/i92a12","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a12","url":null,"abstract":"Change laboratories (CLs) are formative problem-solving initiatives that have been used extensively in Europe but have only recently been applied in African contexts. This review thus offers an original insight into their use and value in African contexts. The laboratories are classified into partial, classic, or augmented varieties-all of which are shown to assist participants learning to work with pressing local problems. Some CLs have expanded their remit to addressing grand societal challenges, such as sustainable practices and responses to climate change, which are particularly pressing issues on the continent. Our findings suggest that CL work in Africa, besides contributing overall to understanding the efficacy of the CL methodology, may also be taking a leading role in addressing some of the grand challenges affecting societies, globally.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545815","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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