In this paper, we adopt an intersectional lens to explore and theorise the complex experiences of Black women academics in a research-intensive university in South Africa. We purposively recruited 10 Black women academics, ranging from early career academics, lecturers, to senior professors in the field. We relied on intersectionality to theorise Black women academics' challenges in navigating and negotiating their being and belonging in the university. We used semi-structured interviews as a data generation method to elicit the narratives/ stories/experiences of the Black women academics. The findings revealed two things. Firstly, they revealed that a large number of the research participants were "accidental academics" in higher education due to the nature of their entry and access to the university. Secondly, the findings also showed the important role that formal and informal mentoring plays in higher education as a catalyst for helping Black women academics access, negotiate, and succeed at university. We conclude this paper with some thoughts on the need for formalised and well-structured mentoring systems in higher education to support Black women academics' access, being, and belonging in the university.
{"title":"Are we there yet? An intersectional take on Black women academics' experiences in a South African university","authors":"Mlamuli Nkosingphile Hlatshwayo, Bongiwe Mayibongwe Ngcobo","doi":"10.17159/2520-9868/i92a10","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a10","url":null,"abstract":"In this paper, we adopt an intersectional lens to explore and theorise the complex experiences of Black women academics in a research-intensive university in South Africa. We purposively recruited 10 Black women academics, ranging from early career academics, lecturers, to senior professors in the field. We relied on intersectionality to theorise Black women academics' challenges in navigating and negotiating their being and belonging in the university. We used semi-structured interviews as a data generation method to elicit the narratives/ stories/experiences of the Black women academics. The findings revealed two things. Firstly, they revealed that a large number of the research participants were \"accidental academics\" in higher education due to the nature of their entry and access to the university. Secondly, the findings also showed the important role that formal and informal mentoring plays in higher education as a catalyst for helping Black women academics access, negotiate, and succeed at university. We conclude this paper with some thoughts on the need for formalised and well-structured mentoring systems in higher education to support Black women academics' access, being, and belonging in the university.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"56 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545814","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/i92a08
Nduduzo Brian Gcabashe
There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.
{"title":"Business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms","authors":"Nduduzo Brian Gcabashe","doi":"10.17159/2520-9868/i92a08","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a08","url":null,"abstract":"There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers' understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"56 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545816","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/i92a06
Nqobile Nomonde Msomi, Jacqueline Akhurst
Community psychology takes an explicitly political stance by identifying where power lies and how it is exercised in ways that maintain privilege and discrimination against particular groups. From this perspective, we consider the challenges facing school education in South Africa today. Education is positioned as an important site for the liberation and well-being of our country's majority. However, the state of education is marked by persistent inequalities. From a Foucauldian perspective, this paper presents a meta-synthesis of school education literature and identifies prominent discourses circulating around the country's basic education sector: the discourses of democracy, human rights, and good governance; rights; development; scarce skills; the crisis in education; and privatisation are discussed. We consider the role of these discourses in the wider social processes of legitimation and power in education, and subjective implications for youth. We note the various ways in which discourses responsibilise youth and surrounding stakeholders, and how others position them as resources for the neoliberal capitalist economy. We argue for the role of counter-discourses and a collective emancipatory perspective to advance transformational educational change and embrace opportunities in the future.
{"title":"Prominent discourses in South African education from the perspective of community psychology: Challenges and opportunities for youth liberation and well-being","authors":"Nqobile Nomonde Msomi, Jacqueline Akhurst","doi":"10.17159/2520-9868/i92a06","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a06","url":null,"abstract":"Community psychology takes an explicitly political stance by identifying where power lies and how it is exercised in ways that maintain privilege and discrimination against particular groups. From this perspective, we consider the challenges facing school education in South Africa today. Education is positioned as an important site for the liberation and well-being of our country's majority. However, the state of education is marked by persistent inequalities. From a Foucauldian perspective, this paper presents a meta-synthesis of school education literature and identifies prominent discourses circulating around the country's basic education sector: the discourses of democracy, human rights, and good governance; rights; development; scarce skills; the crisis in education; and privatisation are discussed. We consider the role of these discourses in the wider social processes of legitimation and power in education, and subjective implications for youth. We note the various ways in which discourses responsibilise youth and surrounding stakeholders, and how others position them as resources for the neoliberal capitalist economy. We argue for the role of counter-discourses and a collective emancipatory perspective to advance transformational educational change and embrace opportunities in the future.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"55 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545820","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/i92a13
Noah O. Ajayi, Melanie B. Luckay
Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.
{"title":"Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy","authors":"Noah O. Ajayi, Melanie B. Luckay","doi":"10.17159/2520-9868/i92a13","DOIUrl":"https://doi.org/10.17159/2520-9868/i92a13","url":null,"abstract":"Digitisation has transformed art education. This study examines the trends and challenges faced by higher education art lecturers in fine and applied arts (FAA) in Nigeria, focusing on technological literacy- specifically, the availability, accessibility, and usability of digitised teaching and learning tools. A technology-based theoretical framework, namely van Dijk's (2005) resource and appropriation theory formed the theoretical framework. This qualitative study was conducted at two higher education institutions in Lagos State, Nigeria. Data were collected from 20 student teachers and four FAA lecturers through semi-structured interviews, focus group discussions, and classroom observations and analysed by generating themes. The findings suggest that FAA lecturers are guided by their technological literacy-creating pathways for digital usage and access for teaching and learning. The study could encourage curriculum planners to develop policies that advance technological literacy that meet the needs of art education in a global society.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"55 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135545821","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 level of students’ competency in various subjects like mathematics depends on the effectiveness of teachers while teaching especially teaching strategies used in teaching process. The purpose of this study therefore, thought to examine influences of parent’s involvement in teaching strategies and students ‘competences in mathematics from selected Bugesera Public Secondary Schools. The target population was 454 people that provided the sample size of 146 respondents got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. A descriptive survey design was also employed. The findings revealed that group work, too much tests and quizzes and homework were discovered to be the most commonly used teaching approaches used by teacher and head teachers also good for learners in the selected schools. But ICT was not a teaching strategy favored by both teacher and students. The results showed that teaching strategies have high positive correlation to students’ competences as shown by 0.529 of Pearson coefficient. Multiple linear regression analysis found that teaching strategies have significant influence on students ‘competences at 64.9% of R-Square. Further, there is a highly significant positive correlation between teaching methods and student competencies. Moreover, the study established that there is a highly significant positive correlation between teaching methods and student competencies. The study recommends that Teachers should increase their efforts in finding where mathematics is relevant and applying it to math’s problems when they connect with students in the class. Ministry of Education to supply sufficient teaching and learning materials such as textbooks, computers and internet. In addition, providing training to teachers on how to use effective teaching strategies that influence students’ competences such as ICT and among others is necessary. Keywords: Mathematic competences, Teaching strategies, Group work and assignments
{"title":"Influence of Teaching Strategies on Students’ Competences in Mathematics in Public Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5270","DOIUrl":"https://doi.org/10.53819/81018102t5270","url":null,"abstract":"The level of students’ competency in various subjects like mathematics depends on the effectiveness of teachers while teaching especially teaching strategies used in teaching process. The purpose of this study therefore, thought to examine influences of parent’s involvement in teaching strategies and students ‘competences in mathematics from selected Bugesera Public Secondary Schools. The target population was 454 people that provided the sample size of 146 respondents got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. A descriptive survey design was also employed. The findings revealed that group work, too much tests and quizzes and homework were discovered to be the most commonly used teaching approaches used by teacher and head teachers also good for learners in the selected schools. But ICT was not a teaching strategy favored by both teacher and students. The results showed that teaching strategies have high positive correlation to students’ competences as shown by 0.529 of Pearson coefficient. Multiple linear regression analysis found that teaching strategies have significant influence on students ‘competences at 64.9% of R-Square. Further, there is a highly significant positive correlation between teaching methods and student competencies. Moreover, the study established that there is a highly significant positive correlation between teaching methods and student competencies. The study recommends that Teachers should increase their efforts in finding where mathematics is relevant and applying it to math’s problems when they connect with students in the class. Ministry of Education to supply sufficient teaching and learning materials such as textbooks, computers and internet. In addition, providing training to teachers on how to use effective teaching strategies that influence students’ competences such as ICT and among others is necessary. Keywords: Mathematic competences, Teaching strategies, Group work and assignments","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"51 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":"135819841","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 effective use of instructional materials play a significant role in the promotion of students, teachers and school performance which also refers to the effectiveness of utilizing such materials as skills teachers have. The purpose of this study was to determine the relationship between instructional materials utilization and learners' academic achievement in Twelve Years Basic Education in Kicukiro District in Rwanda. The study adopted a cross-sectional survey design including; a descriptive survey design and a correlation research design. The target population for this study was 308 people, which corresponded to a sample size of 174 respondents using Solvin's formula. Interview guide, direct observation, documentations and questionnaire were used as research instruments for data collection. Through data analysis, the study revealed that instructional materials have a great influence on improving learners/students' capacity for understanding and increasing their academic performance and achievement. It was noted that instructional materials are essential to improving quality education. It was also revealed that there will be a significant positive correlation in the performance of students in 12 years of basic education when they are taught the subject with instructional materials. The study concludes that several schools sampled do not have enough suitable instructional materials underutilization. There is a significant gap between the availability of instructional materials and the educational needs of schools, which could negatively impact student performance. The lack of adequate and accessible instructional materials hampers effective teaching and learning. The study recommends that governments should avail financial resources to ensure equitable distribution of learning materials to schools in both urban and rural areas for effective learning and teaching science related courses. Teachers should encourage students to actively participate in classroom tasks using interactive learning materials. It is important to provide teachers with additional training on how to effectively use instructional materials to enhance teaching and improve student outcomes.The government should consider expanding the use of technology-based instructional aids in the classroom to engage students more effectively. Keywords: Academic performance, Instructional Material and Twelve Years Basic Education, Rwanda
{"title":"Effect of Instructional Materials Utilization on Students’ Academic Performance in Twelve Years Basic Education in Rwanda","authors":"","doi":"10.53819/81018102t5263","DOIUrl":"https://doi.org/10.53819/81018102t5263","url":null,"abstract":"The effective use of instructional materials play a significant role in the promotion of students, teachers and school performance which also refers to the effectiveness of utilizing such materials as skills teachers have. The purpose of this study was to determine the relationship between instructional materials utilization and learners' academic achievement in Twelve Years Basic Education in Kicukiro District in Rwanda. The study adopted a cross-sectional survey design including; a descriptive survey design and a correlation research design. The target population for this study was 308 people, which corresponded to a sample size of 174 respondents using Solvin's formula. Interview guide, direct observation, documentations and questionnaire were used as research instruments for data collection. Through data analysis, the study revealed that instructional materials have a great influence on improving learners/students' capacity for understanding and increasing their academic performance and achievement. It was noted that instructional materials are essential to improving quality education. It was also revealed that there will be a significant positive correlation in the performance of students in 12 years of basic education when they are taught the subject with instructional materials. The study concludes that several schools sampled do not have enough suitable instructional materials underutilization. There is a significant gap between the availability of instructional materials and the educational needs of schools, which could negatively impact student performance. The lack of adequate and accessible instructional materials hampers effective teaching and learning. The study recommends that governments should avail financial resources to ensure equitable distribution of learning materials to schools in both urban and rural areas for effective learning and teaching science related courses. Teachers should encourage students to actively participate in classroom tasks using interactive learning materials. It is important to provide teachers with additional training on how to effectively use instructional materials to enhance teaching and improve student outcomes.The government should consider expanding the use of technology-based instructional aids in the classroom to engage students more effectively. Keywords: Academic performance, Instructional Material and Twelve Years Basic Education, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"339 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135320859","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}
Teachers’ competency in the usage of English as a medium of instruction plays a significant role in the promotion of students’ understanding as well as academic performance. The purpose of this study therefore sought to establish a relationship between English usage as a medium of instruction and the academic performance of students in public secondary schools in Ngororero district in Rwanda. The study adopted a descriptive survey research design and a correlation research design. The target population was 303 people corresponding to the sample size of 172 respondents by using Solvin’s formula. Interview guide, direct observation and questionnaire were used as research instruments for data collection. Through SPSS version 26 used in data management, the findings revealed that 75.3% of head teachers strongly agree that speaking skills, 74.7% of reading skills, and 71.1% of writing skills indicate English usage as a medium of instruction. The results also indicates that 87.9% of geography teachers believe exam scores indicate academic performance, 94.8% believe reading and writing abilities indicate success, 89.7% believe speaking geographical terms indicates academic performance, 79.3% believe students use English in classroom presentations, and 93.1% believe the success rate in geography reflects academic performance. Results shows that there is a statistically significant positive relationship between English usage as a medium of instruction and the academic performance of students in geography indicated that most measures were positively associated with each other. The study concludes that a high percentage of both teachers and students strongly agree that English is essential in various aspects of teaching and learning, such as speaking, reading, and writing skills. Head teachers and geography teachers, in particular, strongly linked English usage to academic performance in geography. The study recommends that the Ministry of Education should organize some programs that can motivate the learners, such as English reading, speaking, listening, writing, and singing competitions. It is crucial for schools to invest in teacher training focused on enhancing English language skills. Authorities should also provide ample teaching materials in English, expand public libraries, and encourage a stronger reading culture among students by leveraging resources like radio and TV programs in English. Keywords: Academic performance, Medium of instruction, Official language and public secondary school, Rwanda
教师使用英语作为教学媒介的能力在促进学生的理解和学习成绩方面起着重要作用。因此，本研究的目的是建立作为教学媒介的英语使用与卢旺达恩戈罗雷罗县公立中学学生学习成绩之间的关系。本研究采用描述性调查研究设计和相关性研究设计。根据索尔文公式，目标人群为303人，对应于172名受访者的样本量。采用访谈引导法、直接观察法和问卷调查法进行数据收集。通过数据管理中使用的SPSS version 26，调查结果显示，75.3%的班主任强烈同意口语技能，74.7%的阅读技能和71.1%的写作技能表明英语作为教学媒介的使用。结果还表明，87.9%的地理教师认为考试成绩代表学习成绩，94.8%的教师认为阅读和写作能力代表成功，89.7%的教师认为说地理术语代表学习成绩，79.3%的教师认为学生在课堂上使用英语，93.1%的教师认为地理成功率反映学习成绩。结果表明，英语作为教学媒介的使用与地理学生的学习成绩之间存在统计学上显著的正相关关系，表明大多数措施彼此呈正相关。研究得出的结论是，很大比例的教师和学生都强烈同意英语在教学和学习的各个方面都是必不可少的，比如口语、阅读和写作技能。校长和地理老师尤其将英语的使用与地理的学习成绩紧密联系在一起。该研究建议教育部应组织一些能够激励学习者的项目，如英语阅读、口语、听力、写作和歌唱比赛。对于学校来说，投资于教师培训以提高英语语言技能是至关重要的。有关部门还应提供充足的英语教材，扩大公共图书馆，并利用英语广播和电视节目等资源，鼓励学生加强阅读文化。关键词:学业成绩，教学媒介，官方语言，公立中学，卢旺达
{"title":"Effect of English as a Medium of Instruction on Academic Performance of Students in Geography Subject in Public Secondary Schools in Rwanda","authors":"","doi":"10.53819/81018102t5262","DOIUrl":"https://doi.org/10.53819/81018102t5262","url":null,"abstract":"Teachers’ competency in the usage of English as a medium of instruction plays a significant role in the promotion of students’ understanding as well as academic performance. The purpose of this study therefore sought to establish a relationship between English usage as a medium of instruction and the academic performance of students in public secondary schools in Ngororero district in Rwanda. The study adopted a descriptive survey research design and a correlation research design. The target population was 303 people corresponding to the sample size of 172 respondents by using Solvin’s formula. Interview guide, direct observation and questionnaire were used as research instruments for data collection. Through SPSS version 26 used in data management, the findings revealed that 75.3% of head teachers strongly agree that speaking skills, 74.7% of reading skills, and 71.1% of writing skills indicate English usage as a medium of instruction. The results also indicates that 87.9% of geography teachers believe exam scores indicate academic performance, 94.8% believe reading and writing abilities indicate success, 89.7% believe speaking geographical terms indicates academic performance, 79.3% believe students use English in classroom presentations, and 93.1% believe the success rate in geography reflects academic performance. Results shows that there is a statistically significant positive relationship between English usage as a medium of instruction and the academic performance of students in geography indicated that most measures were positively associated with each other. The study concludes that a high percentage of both teachers and students strongly agree that English is essential in various aspects of teaching and learning, such as speaking, reading, and writing skills. Head teachers and geography teachers, in particular, strongly linked English usage to academic performance in geography. The study recommends that the Ministry of Education should organize some programs that can motivate the learners, such as English reading, speaking, listening, writing, and singing competitions. It is crucial for schools to invest in teacher training focused on enhancing English language skills. Authorities should also provide ample teaching materials in English, expand public libraries, and encourage a stronger reading culture among students by leveraging resources like radio and TV programs in English. Keywords: Academic performance, Medium of instruction, Official language and public secondary school, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"12 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":"135321296","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 main purpose of this research was to examine the effect of teacher competence on performance of P1 learners in numeracy and literacy in public primary schools in Rwanda. Specifically, this study also aims three objectives; to identify qualification levels of teachers in public primary schools, to assess the level of performance of P1 learners in Numeracy and Literacy in public primary schools, and to determine the relationship between teacher qualifications and performance of P1 learners in numeracy and literacy in public primary schools in Bugesera District, Rwanda. Interview guide and questionnaires were used as the primary instruments for data collection. The study, conducted in Bugesera District, Rwanda, involved 122 participants comprising 56 head teachers, 56 Directors of Studies, and 10 Sector Education Officers from public primary schools. The sample size was determined using the Slovene’s formula for the study's statistical significance. The analysis of the data was performed using SPSS version 26, employing inferential statistics to ascertain correlations and regression between variables. Findings indicated a positive trend, with a mean qualification level of 4.35 for head teachers and Directors of Studies, showcasing their capacity to aid student learning. Moreover, the overall mean qualification level for teachers in Bugesera District was 4.26, suggesting a perceived impact on learners' performance. The study also revealed promising results for P1 learners in literacy and numeracy, with a mean of 3.84 signifying good grades, and a mean of 4.31 indicating their enthusiasm for science. Overall, the participants indicated a mean of 4.06, suggesting satisfaction with the learners' performance. On correlation between qualification level of teachers and learners’ performance in literacy and numeracy, the findings revealed that there was a statistical significance relationship between qualification level of teachers and learners’ performance with P-value = .000 which was less than 0.05 as the level of significance. Pearson coefficient of correlation r = .891 which was high and indicated that there was a relationship between the qualification level of teachers and learners’ performance in literacy and numeracy. The study concluded that that the qualification of teachers’ successfully influences the learners’ performance in literacy and numeracy. It recommended that The Ministry of Education should regularly verify the standards of qualification level of teachers to make sure that teachers are well equipped with suitable competence to support the learners. Keywords: Teacher Competence, Performance of Learners, Numeracy and Literacy, Public Primary Grade One, Bugesera District, Rwanda
本研究的主要目的是考察教师能力对卢旺达公立小学1年级学生计算和读写能力的影响。具体而言，本研究也有三个目标;确定公立小学教师的资格水平，评估公立小学1年级学生在算术和识字方面的表现水平，并确定教师资格与卢旺达Bugesera区公立小学1年级学生在算术和识字方面的表现之间的关系。访谈指南和问卷调查是数据收集的主要工具。这项研究是在卢旺达Bugesera区进行的，共有122名参与者，包括56名校长、56名教务主任和10名来自公立小学的区教育干事。样本量是使用斯洛文尼亚公式来确定研究的统计显著性的。数据分析使用SPSS version 26进行，采用推理统计来确定变量之间的相关性和回归。调查结果显示出积极的趋势，校长和教务主任的平均资历水平为4.35，显示出他们帮助学生学习的能力。此外，Bugesera地区教师的总体平均资格水平为4.26，表明对学习者表现的感知影响。该研究还揭示了一年级学生在读写和计算方面的良好结果，平均3.84分表明成绩良好，平均4.31分表明他们对科学的热情。总体而言，参与者的平均得分为4.06，表明他们对学习者的表现感到满意。关于教师素质水平与学习者识字、算术成绩的相关性，研究结果显示，教师素质水平与学习者成绩之间存在显著性关系，p值= 0.000，显著性水平为0.05以下。Pearson相关系数r = .891，较高，表明教师的素质水平与学生的读写和计算成绩之间存在关系。研究得出结论:教师的成功与否影响着学生在读写和计算方面的表现。它建议教育部应定期核实教师资格水平的标准，以确保教师具备支持学习者的适当能力。关键词:教师能力，学生表现，算术和读写能力，公立小学一年级，Bugesera区，卢旺达
{"title":"Effect of Teacher Competence on Performance of Learners in Numeracy and Literacy in Rwanda: A Case Study of Public Primary Grade One of Bugesera District","authors":"","doi":"10.53819/81018102t2229","DOIUrl":"https://doi.org/10.53819/81018102t2229","url":null,"abstract":"The main purpose of this research was to examine the effect of teacher competence on performance of P1 learners in numeracy and literacy in public primary schools in Rwanda. Specifically, this study also aims three objectives; to identify qualification levels of teachers in public primary schools, to assess the level of performance of P1 learners in Numeracy and Literacy in public primary schools, and to determine the relationship between teacher qualifications and performance of P1 learners in numeracy and literacy in public primary schools in Bugesera District, Rwanda. Interview guide and questionnaires were used as the primary instruments for data collection. The study, conducted in Bugesera District, Rwanda, involved 122 participants comprising 56 head teachers, 56 Directors of Studies, and 10 Sector Education Officers from public primary schools. The sample size was determined using the Slovene’s formula for the study's statistical significance. The analysis of the data was performed using SPSS version 26, employing inferential statistics to ascertain correlations and regression between variables. Findings indicated a positive trend, with a mean qualification level of 4.35 for head teachers and Directors of Studies, showcasing their capacity to aid student learning. Moreover, the overall mean qualification level for teachers in Bugesera District was 4.26, suggesting a perceived impact on learners' performance. The study also revealed promising results for P1 learners in literacy and numeracy, with a mean of 3.84 signifying good grades, and a mean of 4.31 indicating their enthusiasm for science. Overall, the participants indicated a mean of 4.06, suggesting satisfaction with the learners' performance. On correlation between qualification level of teachers and learners’ performance in literacy and numeracy, the findings revealed that there was a statistical significance relationship between qualification level of teachers and learners’ performance with P-value = .000 which was less than 0.05 as the level of significance. Pearson coefficient of correlation r = .891 which was high and indicated that there was a relationship between the qualification level of teachers and learners’ performance in literacy and numeracy. The study concluded that that the qualification of teachers’ successfully influences the learners’ performance in literacy and numeracy. It recommended that The Ministry of Education should regularly verify the standards of qualification level of teachers to make sure that teachers are well equipped with suitable competence to support the learners. Keywords: Teacher Competence, Performance of Learners, Numeracy and Literacy, Public Primary Grade One, Bugesera District, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"101 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870041","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":"Teacher Burnout and Student Learning in Secondary Education in Kalundborg, Denmark","authors":"","doi":"10.53819/81018102t5260","DOIUrl":"https://doi.org/10.53819/81018102t5260","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"435 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869989","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}
Engaging in the arts enhances socialization by fostering communication, collaboration, self-expression, and empathy, while also providing a platform for individuals to connect, share, and appreciate diverse cultural perspectives. The integration of arts education in primary schools in Varmland, Sweden is commendable, but the specific impact of arts on socialization among students’ remains underexplored, prompting the need for a comprehensive investigation. Understanding the unique effects of arts education on socialization within the local context will provide valuable insights for educational policymakers and practitioners in Varmland. The research findings reveal that arts education in selected primary schools in Varmland, Sweden significantly enhances students' communication skills, fostering more effective expression and interpersonal interactions. Cultural awareness and inclusivity are also prominent outcomes, as students exposed to diverse art forms develop a deeper appreciation for different cultures and traditions, fostering a more inclusive and accepting social environment within the schools. In conclusion, the effects of arts on socialization in selected primary schools in Varmland, Sweden, are highly positive and multifaceted, encompassing improved communication, enhanced self-confidence, cultural awareness, and inclusive social environments. Arts education not only enriches the creative aspects of students' lives but also plays a pivotal role in shaping well-rounded individuals who are socially adept, contributing to a more harmonious and inclusive educational environment in Varmland. It is recommended that primary schools in Varmland, Sweden, prioritize the further integration of arts into their curriculum, providing students with more regular opportunities to engage in artistic activities, and ensuring educators are equipped with the necessary training and resources. Promoting and expanding extracurricular arts activities, making them accessible to a wide range of students, can further enhance the positive effects of arts on socialization and foster creativity and social bonds. Keywords: Arts, Socialization, Primary Schools, Sweden
{"title":"Arts Education and Socialization in Selected Primary Schools in Varmland, Sweden","authors":"","doi":"10.53819/81018102t5261","DOIUrl":"https://doi.org/10.53819/81018102t5261","url":null,"abstract":"Engaging in the arts enhances socialization by fostering communication, collaboration, self-expression, and empathy, while also providing a platform for individuals to connect, share, and appreciate diverse cultural perspectives. The integration of arts education in primary schools in Varmland, Sweden is commendable, but the specific impact of arts on socialization among students’ remains underexplored, prompting the need for a comprehensive investigation. Understanding the unique effects of arts education on socialization within the local context will provide valuable insights for educational policymakers and practitioners in Varmland. The research findings reveal that arts education in selected primary schools in Varmland, Sweden significantly enhances students' communication skills, fostering more effective expression and interpersonal interactions. Cultural awareness and inclusivity are also prominent outcomes, as students exposed to diverse art forms develop a deeper appreciation for different cultures and traditions, fostering a more inclusive and accepting social environment within the schools. In conclusion, the effects of arts on socialization in selected primary schools in Varmland, Sweden, are highly positive and multifaceted, encompassing improved communication, enhanced self-confidence, cultural awareness, and inclusive social environments. Arts education not only enriches the creative aspects of students' lives but also plays a pivotal role in shaping well-rounded individuals who are socially adept, contributing to a more harmonious and inclusive educational environment in Varmland. It is recommended that primary schools in Varmland, Sweden, prioritize the further integration of arts into their curriculum, providing students with more regular opportunities to engage in artistic activities, and ensuring educators are equipped with the necessary training and resources. Promoting and expanding extracurricular arts activities, making them accessible to a wide range of students, can further enhance the positive effects of arts on socialization and foster creativity and social bonds. Keywords: Arts, Socialization, Primary Schools, Sweden","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"80 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809316","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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