{"title":"Relationship between Instructional Materials Utilization and Learners' Academic Achievement in Public Nursery Schools in Nyamagabe District, Rwanda","authors":"","doi":"10.53819/81018102t5256","DOIUrl":"https://doi.org/10.53819/81018102t5256","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"141 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study was to demonstrate the effectiveness of engaging various stakeholders in planning for secondary education in Rwanda oriented to meeting societal needs. The study used a descriptive survey research design. The target population was 5 District Education officials, 189 teachers, 2680 parents, 2680 students, and 10 faith-based organization representatives. The researcher used a non-probability sampling technique, specifically purposive sampling, to select a sample of respondents. The data were collected using questionnaires and analyzed using IBM SPSS Version 21. The findings of the study showed that there is no inclusion in stakeholder engagement for secondary school planning practices. The study also found that societal needs increase as long as stakeholders are fully, inclusively, and comprehensively engaged. The study also found that parents and teachers engage in curriculum development, training, monitoring, and technology integration. Students engage in teacher in-service training and ICT tool usage. The study also found that diverse stakeholder engagement aligns with sustainable development goals. Stakeholder engagement contributes to improved societal needs like a skilled workforce, improved standards of living, senior six engagement, and poverty reduction. The study also found a strong positive correlation between engagement in educational planning practices and societal needs achievement. Regression analysis confirmed significant positive effects of stakeholder engagement on societal needs achievement. The study concluded that inclusive and comprehensive stakeholder engagement is crucial to align education with societal needs, enhancing educational policies' effectiveness and relevance. The study recommended the following: encourage inclusive stakeholder engagement and clear communication channels. Conduct capacity-building programs for stakeholders. Implement systematic evaluation processes to adapt and improve planning practices. Foster collaboration between all educational stakeholders. Conduct further studies to build a strong and quality education and boost a national education-based economy. Keywords: Stakeholders’ Engagement, Planning Practices, Societal Needs, Rwanda’s Secondary Education, Kayonza District
这项研究的目的是证明让各利益攸关方参与规划卢旺达面向满足社会需求的中等教育的有效性。本研究采用描述性调查研究设计。调查对象为5名地区教育官员、189名教师、2680名家长、2680名学生和10名宗教组织代表。研究人员使用非概率抽样技术，特别是有目的抽样，来选择受访者的样本。采用问卷调查的方式收集数据，并使用IBM SPSS Version 21进行分析。研究结果表明，在中学规划实践中没有纳入利益相关者参与。该研究还发现，只要利益相关者充分、包容、全面地参与进来，社会需求就会增加。研究还发现，家长和教师参与课程开发、培训、监督和技术整合。学生参与教师在职培训和ICT工具的使用。研究还发现，利益相关者的多元化参与符合可持续发展目标。利益相关者的参与有助于改善社会需求，如熟练劳动力、提高生活水平、高中六年级学生的参与和减少贫困。研究还发现，参与教育规划实践与实现社会需求之间存在很强的正相关关系。回归分析证实了利益相关者参与对社会需求实现的显著正向影响。该研究的结论是，包容和全面的利益相关者参与对于使教育与社会需求保持一致，提高教育政策的有效性和相关性至关重要。该研究建议如下:鼓励包容的利益相关者参与和明确的沟通渠道。为利益相关者开展能力建设项目。实施系统的评估过程，以适应和改进规划实践。促进所有教育利益相关者之间的合作。深入研究建设强教育、优教育，发展教育型国民经济。关键词:利益相关者参与，规划实践，社会需求，卢旺达中等教育，Kayonza地区
{"title":"Stakeholders’ Engagement in Planning Practices and Societal Needs Achievement in Rwanda’s Secondary Education.A Case of Kayonza District, Eastern Rwanda","authors":"","doi":"10.53819/81018102t30121","DOIUrl":"https://doi.org/10.53819/81018102t30121","url":null,"abstract":"The purpose of the study was to demonstrate the effectiveness of engaging various stakeholders in planning for secondary education in Rwanda oriented to meeting societal needs. The study used a descriptive survey research design. The target population was 5 District Education officials, 189 teachers, 2680 parents, 2680 students, and 10 faith-based organization representatives. The researcher used a non-probability sampling technique, specifically purposive sampling, to select a sample of respondents. The data were collected using questionnaires and analyzed using IBM SPSS Version 21. The findings of the study showed that there is no inclusion in stakeholder engagement for secondary school planning practices. The study also found that societal needs increase as long as stakeholders are fully, inclusively, and comprehensively engaged. The study also found that parents and teachers engage in curriculum development, training, monitoring, and technology integration. Students engage in teacher in-service training and ICT tool usage. The study also found that diverse stakeholder engagement aligns with sustainable development goals. Stakeholder engagement contributes to improved societal needs like a skilled workforce, improved standards of living, senior six engagement, and poverty reduction. The study also found a strong positive correlation between engagement in educational planning practices and societal needs achievement. Regression analysis confirmed significant positive effects of stakeholder engagement on societal needs achievement. The study concluded that inclusive and comprehensive stakeholder engagement is crucial to align education with societal needs, enhancing educational policies' effectiveness and relevance. The study recommended the following: encourage inclusive stakeholder engagement and clear communication channels. Conduct capacity-building programs for stakeholders. Implement systematic evaluation processes to adapt and improve planning practices. Foster collaboration between all educational stakeholders. Conduct further studies to build a strong and quality education and boost a national education-based economy. Keywords: Stakeholders’ Engagement, Planning Practices, Societal Needs, Rwanda’s Secondary Education, Kayonza District","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"238 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023357","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 Cooperative Learning on Students’ Academic Performance in Mathematics Lesson in Day Secondary School of Rwanda","authors":"","doi":"10.53819/81018102t5257","DOIUrl":"https://doi.org/10.53819/81018102t5257","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103829","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}
Although there has been a consistent increase in private demand for postgraduate studies in Kenyan universities, recent trends indicate a decline in postgraduate enrolment. This decline presents potential challenges in attaining both the objectives of the universities and Kenya's Vision 2030. Existing literature highlights that the decision to pursue postgraduate studies is influenced by various factors, one of which is skills requirements for a knowledge economy. Within this context, the primary aim of this study was to evaluate how skills requirements for a knowledge economy affects private demand for postgraduate studies in selected universities in Kenya. Employing an explanatory sequential mixed methods design, the study combined both quantitative and qualitative approaches to comprehensively examine the effects of skills requirements for a knowledge economy on private demand for postgraduate studies. The target population comprised all 60,515 students enrolled in Master's and PhD programmes in both public and private chartered universities in Kenya during the research period. The study employed a systematic random sampling technique to select 395 Master's and PhD students from four public chartered universities and three private chartered universities, which were purposefully selected. Data collection was done through the use of questionnaires and interviews. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data underwent thematic and content analysis. The regression model for skills requirements for a knowledge economy and private demand for postgraduate studies, yielded a regression coefficient of B = .447, signifying significance. However, with a probability level of p = .099 > .05 (at a significant level of p < .05), skills requirements for a knowledge economy emerged as a non-significant predictor of private demand for postgraduate studies. The study reveals that while pursuing postgraduate studies increases an individual's competitiveness and standing within an organization, it falls short of providing all the crucial skills required by the labour market. To address this, the study advocates for the integration of innovative studies into postgraduate programmess in universities in Kenya, thereby expanding the training institutions' offerings to meet the country's advanced skills needs. The study further recommends enhanced collaboration between universities and employers in both the private and public sectors, as well as relevant industries in the labour market. This partnership would facilitate the provision of accurate information, training opportunities, and employment prospects for postgraduate students, ultimately bridging the gap between their education and the skills demanded by the labour market. Keywords: Skills requirements, Knowledge economy, Private demand, Postgraduate studies.
{"title":"Skills Requirements for a Knowledge Economy as a Determinant of Private Demand for Postgraduate Studies in Selected Universities in Kenya","authors":"Macharia Anne Wamuyu","doi":"10.53819/81018102t4207","DOIUrl":"https://doi.org/10.53819/81018102t4207","url":null,"abstract":"Although there has been a consistent increase in private demand for postgraduate studies in Kenyan universities, recent trends indicate a decline in postgraduate enrolment. This decline presents potential challenges in attaining both the objectives of the universities and Kenya's Vision 2030. Existing literature highlights that the decision to pursue postgraduate studies is influenced by various factors, one of which is skills requirements for a knowledge economy. Within this context, the primary aim of this study was to evaluate how skills requirements for a knowledge economy affects private demand for postgraduate studies in selected universities in Kenya. Employing an explanatory sequential mixed methods design, the study combined both quantitative and qualitative approaches to comprehensively examine the effects of skills requirements for a knowledge economy on private demand for postgraduate studies. The target population comprised all 60,515 students enrolled in Master's and PhD programmes in both public and private chartered universities in Kenya during the research period. The study employed a systematic random sampling technique to select 395 Master's and PhD students from four public chartered universities and three private chartered universities, which were purposefully selected. Data collection was done through the use of questionnaires and interviews. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data underwent thematic and content analysis. The regression model for skills requirements for a knowledge economy and private demand for postgraduate studies, yielded a regression coefficient of B = .447, signifying significance. However, with a probability level of p = .099 > .05 (at a significant level of p < .05), skills requirements for a knowledge economy emerged as a non-significant predictor of private demand for postgraduate studies. The study reveals that while pursuing postgraduate studies increases an individual's competitiveness and standing within an organization, it falls short of providing all the crucial skills required by the labour market. To address this, the study advocates for the integration of innovative studies into postgraduate programmess in universities in Kenya, thereby expanding the training institutions' offerings to meet the country's advanced skills needs. The study further recommends enhanced collaboration between universities and employers in both the private and public sectors, as well as relevant industries in the labour market. This partnership would facilitate the provision of accurate information, training opportunities, and employment prospects for postgraduate students, ultimately bridging the gap between their education and the skills demanded by the labour market. Keywords: Skills requirements, Knowledge economy, Private demand, Postgraduate studies.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated the cultural and social dimensions of school uniform policies and their effects on student conduct in secondary schools in the United Kingdom. Motivated by the growing debate around the necessity and impact of school uniforms, the study sought to provide empirical evidence to inform policy decisions. A mixed-methods approach was used, combining qualitative interviews with educational professionals and parents, along with a quantitative survey administered to 500 students from five different secondary schools. Interviews focused on the perceptions of school uniforms within the context of culture and social norms, while the survey aimed to quantify the impact of uniforms on student behavior, such as attendance rates, incidences of bullying, and academic performance. The results revealed that 60% of students believed that wearing a uniform reduced instances of bullying, while 55% reported increased focus on academics. Attendance rates improved by 8% in schools with a uniform policy compared to those without. However, 40% of students indicated feeling a loss of personal expression and 25% of parents expressed concerns about the financial burden of purchasing uniforms. In conclusion, the study found that school uniform policies have a largely positive impact on student conduct, reducing bullying and improving attendance. However, issues around personal expression and financial burden cannot be overlooked. The study recommends that the schools should implement a subsidized program for low-income families to alleviate financial stress, and introducing free dress days to allow for personal expression. Furthermore, schools should involve parents, teachers, and students in discussions about any changes to uniform policies to ensure that multiple perspectives are considered. Keywords: School uniform policies, student conduct, secondary schools, cultural dimensions, social dimensions
{"title":"Exploring the Cultural and Social Dimensions of School Uniform Policies and Their Effects on Student Conduct in Secondary Schools in the United Kingdom","authors":"Dylan M. Fuller","doi":"10.53819/81018102t4206","DOIUrl":"https://doi.org/10.53819/81018102t4206","url":null,"abstract":"The study investigated the cultural and social dimensions of school uniform policies and their effects on student conduct in secondary schools in the United Kingdom. Motivated by the growing debate around the necessity and impact of school uniforms, the study sought to provide empirical evidence to inform policy decisions. A mixed-methods approach was used, combining qualitative interviews with educational professionals and parents, along with a quantitative survey administered to 500 students from five different secondary schools. Interviews focused on the perceptions of school uniforms within the context of culture and social norms, while the survey aimed to quantify the impact of uniforms on student behavior, such as attendance rates, incidences of bullying, and academic performance. The results revealed that 60% of students believed that wearing a uniform reduced instances of bullying, while 55% reported increased focus on academics. Attendance rates improved by 8% in schools with a uniform policy compared to those without. However, 40% of students indicated feeling a loss of personal expression and 25% of parents expressed concerns about the financial burden of purchasing uniforms. In conclusion, the study found that school uniform policies have a largely positive impact on student conduct, reducing bullying and improving attendance. However, issues around personal expression and financial burden cannot be overlooked. The study recommends that the schools should implement a subsidized program for low-income families to alleviate financial stress, and introducing free dress days to allow for personal expression. Furthermore, schools should involve parents, teachers, and students in discussions about any changes to uniform policies to ensure that multiple perspectives are considered. Keywords: School uniform policies, student conduct, secondary schools, cultural dimensions, social dimensions","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"49 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139311835","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 research aimed to investigate the correlation between students' classroom activities and their academic performance in a public secondary school in Nyarugenge District, Rwanda. The study also sought to identify students' activities during history lessons and assess their academic performance in the history subject. A cross-sectional research design was employed, utilizing a combination of questionnaires, interviews, and documentation. The research adopted a stratified random sampling technique, targeting senior five students, head teachers, directors of studies, and history teachers from 20 public secondary schools. Data were collected using structured questionnaires and guided interviews. The study's findings highlighted that various school activities, such as group discussions, debates, classroom games, tongue twisters, and teamwork, were commonly observed in the schools. Both teachers and students acknowledged the influential factors driving academic performance, including improved grades, critical thinking, knowledge levels, and enhanced communication skills. Notably, the research indicated a mean response of 4.12 for high-scoring learners and 1.2 for low-scoring ones, with 60.0% agreeing on regular attendance in history lessons. Furthermore, the positive correlation between students' classroom activities and their academic performance was statistically significant, with most indicators exceeding a significance level of 0.05, emphasizing the importance of such activities in promoting academic success in the history subject at public secondary schools in Nyarugenge District, Rwanda. The study suggested collaborative efforts among educational stakeholders in Nyarugenge District to enhance student academic performance, emphasizing the provision of adequate teaching and learning resources. Additionally, teacher training programs should focus on incorporating diverse activities into lessons, promoting engaging teaching methodologies, and fostering real-world connections in the classroom. In conclusion, this study underscored the critical role of diverse classroom activities in enhancing academic performance, highlighting the need for a more comprehensive and engaging educational approach to foster effective learning outcomes in the history subject in Rwandan public secondary school. Keywords: Students Classroom Activities, Academic Performance, History Subject, Public Secondary Schools, Nyarugenge District, Rwanda
{"title":"Students Classroom Activities and Academic Performance in History Subject in Public Secondary Schools in Rwanda: A Case of Nyarugenge District","authors":"","doi":"10.53819/81018102t2222","DOIUrl":"https://doi.org/10.53819/81018102t2222","url":null,"abstract":"This research aimed to investigate the correlation between students' classroom activities and their academic performance in a public secondary school in Nyarugenge District, Rwanda. The study also sought to identify students' activities during history lessons and assess their academic performance in the history subject. A cross-sectional research design was employed, utilizing a combination of questionnaires, interviews, and documentation. The research adopted a stratified random sampling technique, targeting senior five students, head teachers, directors of studies, and history teachers from 20 public secondary schools. Data were collected using structured questionnaires and guided interviews. The study's findings highlighted that various school activities, such as group discussions, debates, classroom games, tongue twisters, and teamwork, were commonly observed in the schools. Both teachers and students acknowledged the influential factors driving academic performance, including improved grades, critical thinking, knowledge levels, and enhanced communication skills. Notably, the research indicated a mean response of 4.12 for high-scoring learners and 1.2 for low-scoring ones, with 60.0% agreeing on regular attendance in history lessons. Furthermore, the positive correlation between students' classroom activities and their academic performance was statistically significant, with most indicators exceeding a significance level of 0.05, emphasizing the importance of such activities in promoting academic success in the history subject at public secondary schools in Nyarugenge District, Rwanda. The study suggested collaborative efforts among educational stakeholders in Nyarugenge District to enhance student academic performance, emphasizing the provision of adequate teaching and learning resources. Additionally, teacher training programs should focus on incorporating diverse activities into lessons, promoting engaging teaching methodologies, and fostering real-world connections in the classroom. In conclusion, this study underscored the critical role of diverse classroom activities in enhancing academic performance, highlighting the need for a more comprehensive and engaging educational approach to foster effective learning outcomes in the history subject in Rwandan public secondary school. Keywords: Students Classroom Activities, Academic Performance, History Subject, Public Secondary Schools, Nyarugenge District, Rwanda","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263970","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 Turnover and Student Learning in Primary Schools in Novena, Singapore","authors":"","doi":"10.53819/81018102t5253","DOIUrl":"https://doi.org/10.53819/81018102t5253","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909575","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":"Teaching Strategies for Children with Disabilities in Melbourne, Australia","authors":"","doi":"10.53819/81018102t5252","DOIUrl":"https://doi.org/10.53819/81018102t5252","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909571","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 paper explored the effect of class size effects and students’ academic performance in Mathematics subject in public day Schools in Rwanda” A case of Musanze district’’. Specifically, the study attempted to determine the effect of class attendance on academic performance of mathematics subject in public day schools in Rwanda, to analyze the effect of classroom seating arrangement on academic performance of mathematics subject in public day schools in Rwanda and to establish the effect of classroom learning environment on academic performance of mathematics subject in public day schools in Rwanda. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district who includes Students, teachers, head teachers and Sector Education officer in the district. Thus the total population was 1600 participants. Sample random technique was used to sample 320 respondents taken as a sample size. Quantitative data was analyzed through descriptive statistics. Qualitative data was analyzed through content analysis. Analysis of data was aided by statistical packages for social science (SPSS) version 21 and output exported to micro soft word in form of pie charts and tables for the purpose of reporting. From the findings, the study revealed the Pearson correlation analysis showed that class attendance (r=0.814, p=0.000) is positively and significantly related to students’ academic performance. The correlation was deemed to be statistically significant since the p-value was less than 5%. Similarly, the Pearson correlation for classroom seating arrangement (r=0.715, p=0.000) is also positively and significantly related to the supply chain performance. The correlation was also statistically significant since the p-value was less than 5%. Lastly, the Pearson correlation for classroom learning environment (r=0.794, p=0.000) is positively and significantly related to the students’ academic performance. The correlation was also statistically significant since the p-value was less than 5%. Finally, the study recommended that to ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between teachers and students. It is therefore pertinent that the management of the schools studied pay attention to the class sizes as pertained in their schools to ensure good academic performance. Keywords: Class size, community, class attendance, classroom seating, academic performance
{"title":"Effect of Class Size on the Academic Performance of Students in Mathematics in Public Day Schools in Musanze District","authors":"Emmanuel Byiringiro","doi":"10.53819/81018102t4201","DOIUrl":"https://doi.org/10.53819/81018102t4201","url":null,"abstract":"This paper explored the effect of class size effects and students’ academic performance in Mathematics subject in public day Schools in Rwanda” A case of Musanze district’’. Specifically, the study attempted to determine the effect of class attendance on academic performance of mathematics subject in public day schools in Rwanda, to analyze the effect of classroom seating arrangement on academic performance of mathematics subject in public day schools in Rwanda and to establish the effect of classroom learning environment on academic performance of mathematics subject in public day schools in Rwanda. This study adopted a descriptive research design using a mixed methods research design; a combination of both quantitative and qualitative forms of research. The target population for this study was the educational practitioners in the district who includes Students, teachers, head teachers and Sector Education officer in the district. Thus the total population was 1600 participants. Sample random technique was used to sample 320 respondents taken as a sample size. Quantitative data was analyzed through descriptive statistics. Qualitative data was analyzed through content analysis. Analysis of data was aided by statistical packages for social science (SPSS) version 21 and output exported to micro soft word in form of pie charts and tables for the purpose of reporting. From the findings, the study revealed the Pearson correlation analysis showed that class attendance (r=0.814, p=0.000) is positively and significantly related to students’ academic performance. The correlation was deemed to be statistically significant since the p-value was less than 5%. Similarly, the Pearson correlation for classroom seating arrangement (r=0.715, p=0.000) is also positively and significantly related to the supply chain performance. The correlation was also statistically significant since the p-value was less than 5%. Lastly, the Pearson correlation for classroom learning environment (r=0.794, p=0.000) is positively and significantly related to the students’ academic performance. The correlation was also statistically significant since the p-value was less than 5%. Finally, the study recommended that to ensure a more meaningful academic performance among the students, small class sizes are needed to improve the interaction between teachers and students. It is therefore pertinent that the management of the schools studied pay attention to the class sizes as pertained in their schools to ensure good academic performance. Keywords: Class size, community, class attendance, classroom seating, academic performance","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"28 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135315436","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 implementation of school feeding program plays a significant role in the promotion of students’ retention and disciple in general. The purpose of this study therefore, sought to determine the effect of school feeding program implementation on students’ discipline in twelve years basic education in Nyarugenge district in Rwanda. This study employed correlation research design. The target population of this study was 194 people corresponding to the sample size of 131respondents by using Solvin’s formula. Questionnaire and guided interview were used as data collection instruments. The findings revealed that the implementation of school feeding influences the students’ discipline at 64.9% as indicated by the R-Square. The findings also revealed that timely food provision, meal/snacks provision. Community participation and functional monitoring and evaluation system as well as school feeding management can improve students’ discipline. It was concluded that effective implementation of school feeding program influences students’ discipline somewhere between 49.2 percent and 78.2 percent. The study concludes that the implementation of the school feeding program has a significant positive impact on student discipline in the 12-year basic education system in Nyarugenge District, Rwanda. Teachers largely agree that the program has merits, from timely submission of assignments to community involvement in feeding initiatives. The study recommends that Ministry of Education in Rwanda should consider standardizing the school feeding program across all schools in the 12-year basic education system. In addition, it is crucial for educational planners to work in collaboration with school administrators to develop strategies that strengthen student discipline through the school feeding program. This may include training programs for school staff on how to effectively manage and monitor the feeding program, as well as creating channels for parents to be more involved, given their crucial role in the program's success. Daily oversight by school principals, as well as regular feedback mechanisms, should be put in place to ensure that the program is achieving its goals, both in terms of nutrition and student discipline. Keywords: Student, discipline, School feeding, students’ discipline and school feeding program.
{"title":"School Feeding Program Implementation and Students’ Discipline in Twelve Years Basic Education in Rwanda","authors":"","doi":"10.53819/81018102t5233","DOIUrl":"https://doi.org/10.53819/81018102t5233","url":null,"abstract":"The effective implementation of school feeding program plays a significant role in the promotion of students’ retention and disciple in general. The purpose of this study therefore, sought to determine the effect of school feeding program implementation on students’ discipline in twelve years basic education in Nyarugenge district in Rwanda. This study employed correlation research design. The target population of this study was 194 people corresponding to the sample size of 131respondents by using Solvin’s formula. Questionnaire and guided interview were used as data collection instruments. The findings revealed that the implementation of school feeding influences the students’ discipline at 64.9% as indicated by the R-Square. The findings also revealed that timely food provision, meal/snacks provision. Community participation and functional monitoring and evaluation system as well as school feeding management can improve students’ discipline. It was concluded that effective implementation of school feeding program influences students’ discipline somewhere between 49.2 percent and 78.2 percent. The study concludes that the implementation of the school feeding program has a significant positive impact on student discipline in the 12-year basic education system in Nyarugenge District, Rwanda. Teachers largely agree that the program has merits, from timely submission of assignments to community involvement in feeding initiatives. The study recommends that Ministry of Education in Rwanda should consider standardizing the school feeding program across all schools in the 12-year basic education system. In addition, it is crucial for educational planners to work in collaboration with school administrators to develop strategies that strengthen student discipline through the school feeding program. This may include training programs for school staff on how to effectively manage and monitor the feeding program, as well as creating channels for parents to be more involved, given their crucial role in the program's success. Daily oversight by school principals, as well as regular feedback mechanisms, should be put in place to ensure that the program is achieving its goals, both in terms of nutrition and student discipline. Keywords: Student, discipline, School feeding, students’ discipline and school feeding program.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136079613","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：