Pub Date : 2018-12-05DOI: 10.32861/10.32861/rje.412.230.238
B. S. Alemami, G. AlsharifBaida'aMohammed
This study aimed to identify the degree of applying food habits among Umm Al Qura University students and its relation to some variables (level of study, specialization, social status, cumulative average) for the academic year 2017/2018. The study sample consisted of (150) students who are chosen randomly from the students of Home Economics College in Makkah. The researchers used the descriptive analytical approach, which is based on the study of any phenomenon as it exists in fact, and describe it qualitatively or quantitatively. To achieve the objective of the study, a questionnaire was applied after verifying its validity and stability. It consisted of (30) paragraphs that included a set of healthy food habits and constructed according to the Likert scale quintet. The data were analyzed using the statistical packages (SPSS).The findings indicate that there were statistically significant differences at the level of (? ? 0.05) due to the level of study and for the fourth year students. Whereas, there are no significant differences in the level of function (? ? 0.05) between the application of food habits due to the variable of the social situation, specialization, and the cumulative rate. The researcher recommended in the light of the study results: Adopting a national strategy at the level of public and private universities through the development of curricula related to food and nutrition and inclusion in the early stages of education years. More nutrition research is needed across all age groups in the first stages of schooling.
本研究旨在确定2017/2018学年Umm Al Qura大学学生应用饮食习惯的程度及其与一些变量(学习水平、专业、社会地位、累积平均水平)的关系。研究样本包括(150)名学生，他们是从麦加ofÂ家庭经济学院的学生中随机抽取的。研究人员使用了描述性分析方法，这是基于对任何现象的研究，因为它实际上存在，并定性或定量地描述itÂ。为了达到研究的目的，在验证了问卷的有效性和稳定性后，采用了问卷。它由(30)个段落组成，其中包括一套健康的饮食习惯，并根据theÂ李克特五重奏量表构建。采用SPSS统计软件对数据进行分析。研究结果表明，在(?)？ 0.05)，这与四年级学生的学习水平有关。然而，在功能水平(?？ 社会情境、专业化、累积率等变量对饮食习惯应用的影响为0.05)。研究人员根据研究结果建议:在公立和私立大学的层面上，通过制定与食物和营养有关的课程，在教育的早期阶段采用一项国家战略。在学校教育的第一阶段，需要对所有年龄组进行更多的营养研究。
{"title":"Food Habits of Female Students of the Faculty of Education for Home Economics at Umm Al-Qura University and its Relation to Some Variables for the Academic Year 2017-2018","authors":"B. S. Alemami, G. AlsharifBaida'aMohammed","doi":"10.32861/10.32861/rje.412.230.238","DOIUrl":"https://doi.org/10.32861/10.32861/rje.412.230.238","url":null,"abstract":"This study aimed to identify the degree of applying food habits among Umm Al Qura University students and its relation to some variables (level of study, specialization, social status, cumulative average) for the academic year 2017/2018. The study sample consisted of (150) students who are chosen randomly from the students of Home Economics College in Makkah. The researchers used the descriptive analytical approach, which is based on the study of any phenomenon as it exists in fact, and describe it qualitatively or quantitatively. To achieve the objective of the study, a questionnaire was applied after verifying its validity and stability. It consisted of (30) paragraphs that included a set of healthy food habits and constructed according to the Likert scale quintet. The data were analyzed using the statistical packages (SPSS).The findings indicate that there were statistically significant differences at the level of (? ? 0.05) due to the level of study and for the fourth year students. Whereas, there are no significant differences in the level of function (? ? 0.05) between the application of food habits due to the variable of the social situation, specialization, and the cumulative rate. The researcher recommended in the light of the study results: Adopting a national strategy at the level of public and private universities through the development of curricula related to food and nutrition and inclusion in the early stages of education years. More nutrition research is needed across all age groups in the first stages of schooling.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134533080","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 : 2018-12-05DOI: 10.32861/rje.412.221.229
Leanne S. Hawken, G. Wayman, Hannah Wright, K. O’Donnell, J. Fleming
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al. , 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al ., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions:
在全国范围内，学校面临着与学生纪律和学校氛围相关的众多挑战，这些挑战可能会影响学生的社会和学业成绩。学校在不断变化，学生每天面临的需求也在快速增长。当学生没有准备好面对这样的要求，并采用传统的反应性纪律方法时，他们退学的可能性就会增加，或者将面临惩罚措施，这些措施最终不会改善行为(Morrissey et al.， 2010)。选择高中辍学可能会对学生、他们的社区和家庭造成严重的影响。虽然目前用于减少辍学人数的许多干预措施没有强有力的证据支持其有效性(Freeman等人，2015年)，但过去20年进行的几项研究表明，通过各种干预措施，高中毕业生的结果有所改善。生活学校(SOLF)是一种干预措施，作为学校留校和休学的替代方案。尽管已经对其他辍学预防项目进行了评估，但SOLF是针对辍学的一种时间和资源效率高的方法，在过去三年中参与这种干预的学生已经看到了积极的结果，包括更高的毕业率(Baggaley, 2015)。本研究的目的是回答以下三个研究问题:
{"title":"Effects of School of Life Foundation Intervention on Grade Advancement, Dropout and Attendance: A Descriptive Study","authors":"Leanne S. Hawken, G. Wayman, Hannah Wright, K. O’Donnell, J. Fleming","doi":"10.32861/rje.412.221.229","DOIUrl":"https://doi.org/10.32861/rje.412.221.229","url":null,"abstract":"Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al. , 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al ., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions:","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133594689","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 : 2018-12-01DOI: 10.32861/rje.412.212.220
Alex Kojo Appiah, Kweku Esia-Donkoh
The study investigated the effect of head teachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 head teachers, and 118 teachers were selected and engaged in the study. Two sets of questionnaires, one each for head teachers and teachers were used to collect quantitative data. Qualitative data were obtained through a semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The study revealed that head teachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that head teachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of head teachers were essential factors that influenced teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organized for both head teachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
{"title":"Teacher Job Performance: The Role of Headteachers’ Supervisory Styles in Public Basic Schools in Mankessim Circuit","authors":"Alex Kojo Appiah, Kweku Esia-Donkoh","doi":"10.32861/rje.412.212.220","DOIUrl":"https://doi.org/10.32861/rje.412.212.220","url":null,"abstract":"The study investigated the effect of head teachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 head teachers, and 118 teachers were selected and engaged in the study. Two sets of questionnaires, one each for head teachers and teachers were used to collect quantitative data. Qualitative data were obtained through a semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The study revealed that head teachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that head teachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of head teachers were essential factors that influenced teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organized for both head teachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115584314","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 : 2018-12-01DOI: 10.32861/ellr.412.198.200.
{"title":"Stream-of-Consciousness in Porter’s Pale Horse, Pale Rider","authors":"","doi":"10.32861/ellr.412.198.200.","DOIUrl":"https://doi.org/10.32861/ellr.412.198.200.","url":null,"abstract":"","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133296104","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 : 2018-11-26DOI: 10.32861/rje.411.204.211
R. U. Etiubon, A. O. Akpan, I. N. Udosen
This study investigated socioeconomic empowerment of senior secondary science students in Nigeria and STEM Teachers' Preparedness. A descriptive survey design was used. The study was conducted in Akwa Ibom State, Nigeria. The population consisted of all 1,983 STEM teachers in the 234 public secondary schools in Akwa Ibom State. Stratified and simple random sampling techniques were used to select the sample, 318 (125 males and 193 females). Three research questions and two hypotheses guided the study. The instrument for data collection was a 26-item Questionnaire on Socioeconomic Empowerment of Students and STEM teachers' preparedness developed by the researchers. The reliability of the instrument was established at .81 using Cronbach alpha coefficient. Research questions were answered using mean and standard deviation while hypotheses were analysed and tested at .05 alpha level of significance using t-test. Results showed that STEM teachers were not adequately prepared, lacked competencies and skills for socioeconomic empowerment of their students. Moreover, there is inadequate availability for practical and hands-on activities. Based on the findings, recommendations were made among which are the redesigning of the teacher education programme and training/retraining of STEM teachers to acquire necessary competencies and skills for socioeconomic empowerment of students.
{"title":"Socio-Economic Empowerment of Senior Secondary Science Students in Nigeria and STEM Teachers' Preparedness","authors":"R. U. Etiubon, A. O. Akpan, I. N. Udosen","doi":"10.32861/rje.411.204.211","DOIUrl":"https://doi.org/10.32861/rje.411.204.211","url":null,"abstract":"This study investigated socioeconomic empowerment of senior secondary science students in Nigeria and STEM Teachers' Preparedness. A descriptive survey design was used. The study was conducted in Akwa Ibom State, Nigeria. The population consisted of all 1,983 STEM teachers in the 234 public secondary schools in Akwa Ibom State. Stratified and simple random sampling techniques were used to select the sample, 318 (125 males and 193 females). Three research questions and two hypotheses guided the study. The instrument for data collection was a 26-item Questionnaire on Socioeconomic Empowerment of Students and STEM teachers' preparedness developed by the researchers. The reliability of the instrument was established at .81 using Cronbach alpha coefficient. Research questions were answered using mean and standard deviation while hypotheses were analysed and tested at .05 alpha level of significance using t-test. Results showed that STEM teachers were not adequately prepared, lacked competencies and skills for socioeconomic empowerment of their students. Moreover, there is inadequate availability for practical and hands-on activities. Based on the findings, recommendations were made among which are the redesigning of the teacher education programme and training/retraining of STEM teachers to acquire necessary competencies and skills for socioeconomic empowerment of students.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123076488","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 : 2018-11-20DOI: 10.32861/rje.411.195.203
R. Luckett
In 2015, the Texas Higher Education Coordinating Board (THECB) adopted the 60x30TX plan to increase Higher Education (HE) access and completion for all state students. The target for this plan asserts that by 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree. Among the initiatives tied to the overall goal to raise HE inclusion rates, is the Texas Success Initiative (TSI) which was formally launched a few years earlier in 2013. The TSI lays out specific requirements for uniform placement testing standards for students entering community colleges to measure college-level preparedness. The purpose of this study was to determine if placement is affected by the instrument applicants use, specifically, the non-standardized or the standardized version of the Texas Success Initiative Assessment (TSIA). Final grades of applicants placed into Freshman Composition (ENGL 1301), instead of Developmental Education (DE), served as the measure of student success appropriate for this study. The study sample was selected from two large urban community colleges in Texas. Within the parameters of this study, findings indicated that non-standardized and standardized placement tests have no effect on student success related to placement into ENGL 1301. These findings highlight the need for additional research surrounding the comparative impact between standardized and non-standardized testing, and the subsequent overall impact upon degree or certificate completion.
{"title":"A Comparison of Student Success Outcomes Related to the Non-Standardized and Standardized Texas Success Initiative","authors":"R. Luckett","doi":"10.32861/rje.411.195.203","DOIUrl":"https://doi.org/10.32861/rje.411.195.203","url":null,"abstract":"In 2015, the Texas Higher Education Coordinating Board (THECB) adopted the 60x30TX plan to increase Higher Education (HE) access and completion for all state students. The target for this plan asserts that by 2030, at least 60 percent of Texans ages 25-34 will have a certificate or degree. Among the initiatives tied to the overall goal to raise HE inclusion rates, is the Texas Success Initiative (TSI) which was formally launched a few years earlier in 2013. The TSI lays out specific requirements for uniform placement testing standards for students entering community colleges to measure college-level preparedness. The purpose of this study was to determine if placement is affected by the instrument applicants use, specifically, the non-standardized or the standardized version of the Texas Success Initiative Assessment (TSIA). Final grades of applicants placed into Freshman Composition (ENGL 1301), instead of Developmental Education (DE), served as the measure of student success appropriate for this study. The study sample was selected from two large urban community colleges in Texas. Within the parameters of this study, findings indicated that non-standardized and standardized placement tests have no effect on student success related to placement into ENGL 1301. These findings highlight the need for additional research surrounding the comparative impact between standardized and non-standardized testing, and the subsequent overall impact upon degree or certificate completion.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131882511","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 : 2018-11-15DOI: 10.32861/rje.411.187.194
J. A. García, Julio Cu Farfán López, G. Delgado
The purpose of the present study is to analyze the differences between the lifestyle and the scholar culture from the university student’s perspective of five different schools. The results were obtained by a quantitative study, with a traversal design, open and observational, and they were derivate from a descriptive and comparative analysis with the ANOVA one factor test. The sample was took on a random way; the total of participants was of 890. The results showed that the principal characteristics from the university students´ lifestyle is exercise, sports practice, physical activity, health and unhealthy food ingest, alcohol consume, smoking and sedentary lifestyle . It was conclude that the university students have a Lifestyle that could be classify in three aspects, the first one, their free time (leisure), that is usually employ on social network and frequent alcohol consume. The second lifestyle aspect is related with the scholar culture, in this sense, is associated with dedication and compromise with the academic activities of their school (doing homework, projects, expositions and extracurricular activities) and the last one, their alimentation, which is characterized by consuming two kinds of food, healthy and unhealthy (high caloric content food). The schools in the Autonomous University of Coahuila are systemically working on the development of new strategies of cultural promotion for the integral development of their students.
{"title":"Lifestyle and Scholar Culture in University Students from Coahuila","authors":"J. A. García, Julio Cu Farfán López, G. Delgado","doi":"10.32861/rje.411.187.194","DOIUrl":"https://doi.org/10.32861/rje.411.187.194","url":null,"abstract":"The purpose of the present study is to analyze the differences between the lifestyle and the scholar culture from the university student’s perspective of five different schools. The results were obtained by a quantitative study, with a traversal design, open and observational, and they were derivate from a descriptive and comparative analysis with the ANOVA one factor test. The sample was took on a random way; the total of participants was of 890. The results showed that the principal characteristics from the university students´ lifestyle is exercise, sports practice, physical activity, health and unhealthy food ingest, alcohol consume, smoking and sedentary lifestyle . It was conclude that the university students have a Lifestyle that could be classify in three aspects, the first one, their free time (leisure), that is usually employ on social network and frequent alcohol consume. The second lifestyle aspect is related with the scholar culture, in this sense, is associated with dedication and compromise with the academic activities of their school (doing homework, projects, expositions and extracurricular activities) and the last one, their alimentation, which is characterized by consuming two kinds of food, healthy and unhealthy (high caloric content food). The schools in the Autonomous University of Coahuila are systemically working on the development of new strategies of cultural promotion for the integral development of their students.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565926","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 : 2018-11-05DOI: 10.32861/rje.411.166.174
Stella Kabesa
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers‘ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers‘ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
{"title":"Effect of Science Teachers’ Knowledge, Attitudes and Skills on Out-Door Instruction, At Selected Secondary Schools in Uasin-Gishu County, Kenya","authors":"Stella Kabesa","doi":"10.32861/rje.411.166.174","DOIUrl":"https://doi.org/10.32861/rje.411.166.174","url":null,"abstract":"Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers‘ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers‘ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881308","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 : 2018-10-15DOI: 10.32861/rje.15.2018.410.155.160
V. W. Musheru, J. Kiumi, I. K. Wanjohi
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
{"title":"School Social Capital and Pupils’ Preparedness for Upper Primary in Nakuru County, Kenya","authors":"V. W. Musheru, J. Kiumi, I. K. Wanjohi","doi":"10.32861/rje.15.2018.410.155.160","DOIUrl":"https://doi.org/10.32861/rje.15.2018.410.155.160","url":null,"abstract":"Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133864798","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 work context and the society’s dynamism of the century XXI require professionals who possess high qualification, skills of communication, with the handling of technological tools, the capacity of adaptation and consciousness of contribution for the social and economic development of its environment, with a vision of a globalized world. Developing these profiles marks a milestone for higher education institutions, what make them focus in the search of strategies for their graduates to achieve a successful inclusion in different professional, academic and multicultural contexts (Luchilo, 2006). Between such strategies highlights the implementation of programs of student mobility, which give place to a contemporary migratory phenomenon in response to the internationalization of the information, the knowledge and the technology (Fittipaldi et al., 2012). This article presents the results of a study conducted on the experiences of the students of the Unidad Profesional Interdisciplinaria de Ingeniería campus Guanajuato (UPIIG), belonging to the Instituto Politécnico Nacional (IPN), that have participated in calls of student mobility, analyzing the advantages, disadvantages, challenges and areas of opportunity for the institutional program. Keywords: Student mobility; Internationalization of education; Mobility; International mobility; Life skills. CC BY: Creative Commons Attribution License 4.0 1. Introduction The new forms of education are one of the main factors that promote student mobility, being college education the key for both: development of higher cognitive processes and definition of the fate of individuals, once they graduate from the school system (Gonzalez et al., 2009). It is imperative that students get to know other countries and cultures, but also to raise awareness of the social reality of their own (Office de and Cooperación Universitaria, 2010). The internationalization of higher education should not be displayed as a purpose itself, but as a strategy to improve the functions of University institutions and a tool that contributes to the economic, social and educational development of each country and of the Latin American region, within a process of constant planning and evaluation (Cordera and Santamaría, 2008), cited in Garcia and Palma (2013). The international mobility of students, that is, the reception of foreign students and the students themselves that are sent abroad, has been an important indicator for the degree of internationalization of college education (Kehm, 2005). The studies by ern ndez , Gil and Roca (2011) show that regional integration requires educational unification and academic mobility. It is represented by an increase of foreign students that, added to the traditional student exchange programs, expand and enrich the joint work among countries of the region to create their own dynamics, related to research, technology development and training (Fittipaldi et al., 2012). The international mobility of stu
{"title":"Student Mobility: Challenges and Opportunity for Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN)","authors":"Hernández Vargas, A. Rangel, Luis Rey Díaz Barrón","doi":"10.32861/rje.49.145.150","DOIUrl":"https://doi.org/10.32861/rje.49.145.150","url":null,"abstract":"The work context and the society’s dynamism of the century XXI require professionals who possess high qualification, skills of communication, with the handling of technological tools, the capacity of adaptation and consciousness of contribution for the social and economic development of its environment, with a vision of a globalized world. Developing these profiles marks a milestone for higher education institutions, what make them focus in the search of strategies for their graduates to achieve a successful inclusion in different professional, academic and multicultural contexts (Luchilo, 2006). Between such strategies highlights the implementation of programs of student mobility, which give place to a contemporary migratory phenomenon in response to the internationalization of the information, the knowledge and the technology (Fittipaldi et al., 2012). This article presents the results of a study conducted on the experiences of the students of the Unidad Profesional Interdisciplinaria de Ingeniería campus Guanajuato (UPIIG), belonging to the Instituto Politécnico Nacional (IPN), that have participated in calls of student mobility, analyzing the advantages, disadvantages, challenges and areas of opportunity for the institutional program. Keywords: Student mobility; Internationalization of education; Mobility; International mobility; Life skills. CC BY: Creative Commons Attribution License 4.0 1. Introduction The new forms of education are one of the main factors that promote student mobility, being college education the key for both: development of higher cognitive processes and definition of the fate of individuals, once they graduate from the school system (Gonzalez et al., 2009). It is imperative that students get to know other countries and cultures, but also to raise awareness of the social reality of their own (Office de and Cooperación Universitaria, 2010). The internationalization of higher education should not be displayed as a purpose itself, but as a strategy to improve the functions of University institutions and a tool that contributes to the economic, social and educational development of each country and of the Latin American region, within a process of constant planning and evaluation (Cordera and Santamaría, 2008), cited in Garcia and Palma (2013). The international mobility of students, that is, the reception of foreign students and the students themselves that are sent abroad, has been an important indicator for the degree of internationalization of college education (Kehm, 2005). The studies by ern ndez , Gil and Roca (2011) show that regional integration requires educational unification and academic mobility. It is represented by an increase of foreign students that, added to the traditional student exchange programs, expand and enrich the joint work among countries of the region to create their own dynamics, related to research, technology development and training (Fittipaldi et al., 2012). The international mobility of stu","PeriodicalId":280699,"journal":{"name":"Research Journal of Education","volume":"36 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130595172","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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