The purpose of this desk research paper is to demonstrate the application of social learning theory to the field of education. According to the notion of social learning, people can pick up new behaviours by watching and copying the actions of others in social situations. It says that even in the lack of muscular reproduction or direct reinforcement, learning is a cognitive process that happens in a social setting and can happen only through observation or direct instruction. Vicarious reinforcement is the method via which learning happens when rewards and penalties are observed in addition to behaviour. Regular rewards for a given behaviour increase the likelihood that it will continue; on the other hand, frequent punishments increase the likelihood that a behaviour will stop. The idea stresses the significant roles of numerous internal processes in the learning individual, building upon classic behavioural theories that hold that behaviour is only controlled by reinforcements.
{"title":"Teaching and Learning in Secondary Schools Using Social Learning Theory","authors":"Emilly Arishaba","doi":"10.59765/ndfw8253ric","DOIUrl":"https://doi.org/10.59765/ndfw8253ric","url":null,"abstract":"The purpose of this desk research paper is to demonstrate the application of social learning theory to the field of education. According to the notion of social learning, people can pick up new behaviours by watching and copying the actions of others in social situations. It says that even in the lack of muscular reproduction or direct reinforcement, learning is a cognitive process that happens in a social setting and can happen only through observation or direct instruction. Vicarious reinforcement is the method via which learning happens when rewards and penalties are observed in addition to behaviour. Regular rewards for a given behaviour increase the likelihood that it will continue; on the other hand, frequent punishments increase the likelihood that a behaviour will stop. The idea stresses the significant roles of numerous internal processes in the learning individual, building upon classic behavioural theories that hold that behaviour is only controlled by reinforcements.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"20 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140433019","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 sought to establish the influence of structured classroom debates on the proficiency of the English language among pupils in selected public primary schools in Mayuge District. A cross-sectional design was used to conduct a study about debate and proficiency in English. The researcher prepared a set of structured questions for teachers in public primary schools. The interview guided interactions between the researcher and each head teacher. Four interview sessions, each not exceeding one hour per primary school, were held with each head teacher. Head teachers were asked to provide documented information about pupil performance. A focus discussion guide was prepared in line with the specific objectives of the study and used to obtain findings from learners. A strong positive statistically significant relationship (r =.478**; P =.000) exists between structured class debating and proficiency in English for primary school pupils in Mayuge District. This find.ing suggests that engaging primary school pupils in structured class debating activities can significantly improve their proficiency in English. The correlation coefficient of 0.478 indicates a moderate strength of the relationship, while the p-value of 0.000 indicates a high level of statistical significance. Therefore, it can be concluded that incorporating debate exercises into the curriculum can be an effective strategy for enhancing English language skills among primary school pupils in Mayuge District. To enhance the influence of structured classroom debating on English proficiency among pupils: Teachers can provide a diverse range of debate topics that cater to different interests and levels of language proficiency
本研究旨在确定有组织的课堂辩论对马尤格地区部分公立小学学生英语水平的影响。本研究采用横断面设计，对辩论和英语水平进行研究。研究人员为公立小学教师准备了一套结构化问题。访谈指导了研究人员与每位校长之间的互动。研究人员与每位小学校长进行了四次访谈，每次不超过一小时。研究人员要求校长提供有关学生表现的文件资料。根据研究的具体目标，编写了一份重点讨论指南，用于从学生那里获得研究结果。在统计学上，有组织的课堂辩论与马尤格地区小学生的英语水平之间存在很强的正相关关系（r =.478**; P =.000）。这一结果表明，让小学生参与有组织的课堂辩论活动可以显著提高他们的英语水平。0.478 的相关系数表明这种关系的强度适中，而 0.000 的 p 值表明这种关系在统计上具有高度的显著性。因此，可以得出结论，将辩论练习纳入课程是提高马尤格地区小学生英语语言技能的有效策略。为了加强有组织的课堂辩论对小学生英语水平的影响：教师可根据学生的不同兴趣和语言水平提供多样化的辩论主题
{"title":"Current Safety and Hygiene Practices and Trends in Primary Schools in the Midlands Province of Zimbabwe","authors":"Stella Amulen, Joseph Muyunga","doi":"10.59765/cwru759hr","DOIUrl":"https://doi.org/10.59765/cwru759hr","url":null,"abstract":"The study sought to establish the influence of structured classroom debates on the proficiency of the English language among pupils in selected public primary schools in Mayuge District. A cross-sectional design was used to conduct a study about debate and proficiency in English. The researcher prepared a set of structured questions for teachers in public primary schools. The interview guided interactions between the researcher and each head teacher. Four interview sessions, each not exceeding one hour per primary school, were held with each head teacher. Head teachers were asked to provide documented information about pupil performance. A focus discussion guide was prepared in line with the specific objectives of the study and used to obtain findings from learners. A strong positive statistically significant relationship (r =.478**; P =.000) exists between structured class debating and proficiency in English for primary school pupils in Mayuge District. This find.ing suggests that engaging primary school pupils in structured class debating activities can significantly improve their proficiency in English. The correlation coefficient of 0.478 indicates a moderate strength of the relationship, while the p-value of 0.000 indicates a high level of statistical significance. Therefore, it can be concluded that incorporating debate exercises into the curriculum can be an effective strategy for enhancing English language skills among primary school pupils in Mayuge District. To enhance the influence of structured classroom debating on English proficiency among pupils: Teachers can provide a diverse range of debate topics that cater to different interests and levels of language proficiency","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"74 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439806","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 aimed at examining how menstrual hygiene facilities are supportive to girl students in the school environment in selected secondary school in Dodoma city. The study adopted exploratory research design. This study employed a qualitative approach with semi-structured interviews and focus group discussion as data collection tools. A total of 29 students from four different private and public schools in Dodoma city were involved. The study found that menstrual hygiene management facilities were not supportive to girl students in the school environment. Most girls faced different challenges when they were at school; this study found out that there was insufficient water, soap, pads, scarce toilets and no private rooms. Most of them waited until the end of the session; they would not leave the class until they were the last to leave and when they leave, would wrap sweaters around their waists. The findings revealed that the selected secondary schools in Dodoma City have no private changing rooms. Female students were use conventional restroom facilities as personal changing areas. The study recommends that the government, through the Ministry of Health, should make available sanitary pads and distribute them to all secondary school girls for free. Further, the government should set aside 1% of all education budget to be used in the production of sanitary pads. The government may exempt tax to all sanitary products produced within and outside the country to reduce the price of the product.
{"title":"How Menstrual Hygiene Management Facilities are Supportive to Girl Students in the School Environment in Tanzania","authors":"Happiness Silvester Masatu, Elizabeth Msoka","doi":"10.59765/836irgb","DOIUrl":"https://doi.org/10.59765/836irgb","url":null,"abstract":"The study aimed at examining how menstrual hygiene facilities are supportive to girl students in the school environment in selected secondary school in Dodoma city. The study adopted exploratory research design. This study employed a qualitative approach with semi-structured interviews and focus group discussion as data collection tools. A total of 29 students from four different private and public schools in Dodoma city were involved. The study found that menstrual hygiene management facilities were not supportive to girl students in the school environment. Most girls faced different challenges when they were at school; this study found out that there was insufficient water, soap, pads, scarce toilets and no private rooms. Most of them waited until the end of the session; they would not leave the class until they were the last to leave and when they leave, would wrap sweaters around their waists. The findings revealed that the selected secondary schools in Dodoma City have no private changing rooms. Female students were use conventional restroom facilities as personal changing areas. The study recommends that the government, through the Ministry of Health, should make available sanitary pads and distribute them to all secondary school girls for free. Further, the government should set aside 1% of all education budget to be used in the production of sanitary pads. The government may exempt tax to all sanitary products produced within and outside the country to reduce the price of the product.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"64 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140439541","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}
Tripartite relationship between academia, industry and the government establishes the simplest and sustainable framework to address challenges in transition to green economy. This paper focus on application of Triple Helix Model to enable the transition to green economy in Tanzania. The aim is to analyze setup of Technical and Vocational Education and Training (TVET) in Tanzania and identify existing collaboration and gaps between the three parties. Strategies to bridge the gaps and strengthen the relation in order to achieve transition to green economy in the country are proposed. The study analyzes key processes for curricula development, training delivery, and industrial linkages in the three main technical institutions in the country: Dar es Salaam Institute of Technology (DIT), Arusha Technical College (ATC) and National Institute of Transport (NIT). Qualitative analysis of the three processes is carried out with the aim of assessing industry and government involvement. Best practices to be adopted in order to address the inevitable transition to green economy are identified. The study concludes that sustainable transition to green economy requires deliberate effort to forge triple helix collaboration between academia, industry and the government. TVET institutions stand at a better position to bridge the existing gaps and broken linkages. However, this requires TVET institutions to consolidate their training and set both long and short term strategies to be implemented with flexibility and some degree of divergence from the business as usual conduct. Monitoring and evaluation plan need to be set in order to continuously assess dynamics and forces affecting collaboration between the three parties.
{"title":"Triple Helix Model for Retrofitting Technical and Vocational Education Training in Transition to Green Economy in Tanzania","authors":"Godfrey G. Moshi, N. Lyimo, E. V. Mgaya","doi":"10.59765/taqw8349tyf","DOIUrl":"https://doi.org/10.59765/taqw8349tyf","url":null,"abstract":"Tripartite relationship between academia, industry and the government establishes the simplest and sustainable framework to address challenges in transition to green economy. This paper focus on application of Triple Helix Model to enable the transition to green economy in Tanzania. The aim is to analyze setup of Technical and Vocational Education and Training (TVET) in Tanzania and identify existing collaboration and gaps between the three parties. Strategies to bridge the gaps and strengthen the relation in order to achieve transition to green economy in the country are proposed. The study analyzes key processes for curricula development, training delivery, and industrial linkages in the three main technical institutions in the country: Dar es Salaam Institute of Technology (DIT), Arusha Technical College (ATC) and National Institute of Transport (NIT). Qualitative analysis of the three processes is carried out with the aim of assessing industry and government involvement. Best practices to be adopted in order to address the inevitable transition to green economy are identified. The study concludes that sustainable transition to green economy requires deliberate effort to forge triple helix collaboration between academia, industry and the government. TVET institutions stand at a better position to bridge the existing gaps and broken linkages. However, this requires TVET institutions to consolidate their training and set both long and short term strategies to be implemented with flexibility and some degree of divergence from the business as usual conduct. Monitoring and evaluation plan need to be set in order to continuously assess dynamics and forces affecting collaboration between the three parties.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"423 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472972","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 Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study's primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students' literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.
{"title":"The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania","authors":"Edna G. Maeda, Zawadi Richard Juma","doi":"10.59765/osra8457","DOIUrl":"https://doi.org/10.59765/osra8457","url":null,"abstract":"The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study's primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students' literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"38 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492360","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 explore the influence of perceived school culture on teachers’ job performance in government aided secondary schools in Sheema municipality, Uganda. The study was quantitative and adopted a cross-sectional survey research design. A self-administered questionnaire was used to collect data from 252 respondents using census strategy. Descriptive statistics were used to analyze objectives 1 and 2. Pearson Correlation Coefficient was used to test the relationship between perceived school culture and teachers’ job performance. The study findings revealed that 77.4% of the teachers reported strong school culture and 22.6% reported moderate levels of school culture. It was revealed that 91.2% of teachers reported high levels of job performance while 8% reported moderate levels of job performance. The study established that positive significant relationship exists between perceived school culture and teachers’ job performance (r = .29, p ˂ .01). The findings agree with studies conducted by Bukhuni and Iravo (2015), Edelstein (2012) and Kamaroellah and Mubarak (2019). The study findings, however, disagree with Ghanney et al (2017). The study recommended that the ministry of education should come up with clear training programs for teachers to teach them about the vitality of upholding strong school cultures in their schools to boost job performance.
{"title":"Perceived School Culture and Teachers’ Job Performance in Government Aided Secondary Schools in Sheema Municipality, Uganda","authors":"Innocent Nkwatsibwe, Sudi Balimuttajjo","doi":"10.59765/whprq48295","DOIUrl":"https://doi.org/10.59765/whprq48295","url":null,"abstract":"The purpose of the study was to explore the influence of perceived school culture on teachers’ job performance in government aided secondary schools in Sheema municipality, Uganda. The study was quantitative and adopted a cross-sectional survey research design. A self-administered questionnaire was used to collect data from 252 respondents using census strategy. Descriptive statistics were used to analyze objectives 1 and 2. Pearson Correlation Coefficient was used to test the relationship between perceived school culture and teachers’ job performance. The study findings revealed that 77.4% of the teachers reported strong school culture and 22.6% reported moderate levels of school culture. It was revealed that 91.2% of teachers reported high levels of job performance while 8% reported moderate levels of job performance. The study established that positive significant relationship exists between perceived school culture and teachers’ job performance (r = .29, p ˂ .01). The findings agree with studies conducted by Bukhuni and Iravo (2015), Edelstein (2012) and Kamaroellah and Mubarak (2019). The study findings, however, disagree with Ghanney et al (2017). The study recommended that the ministry of education should come up with clear training programs for teachers to teach them about the vitality of upholding strong school cultures in their schools to boost job performance.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"8 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592638","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 corona-virus ailment 2019(COVID-19) took tens of millions of lives and disrupted dwelling requirements at individual, societal, and international levels, causing penalties globally. Understanding its epidemic curve and Spatio-temporal dynamics is indispensable for the development of tremendous public fitness plans and responses and the allocation of resources. Thus, we performed the analysis of the epidemiological dynamics and spatio-temporal patterns of the COVID-19 pandemic in Rwanda. Using the surveillance bundle in R software version 4.0.2, we implemented endemic-epidemic multivariate time sequence methods for infectious diseases to analyze COVID-19 facts with the aid of Rwanda Biomedical Center, under the Ministry of Health, from March 15, 2020, to January 15, 2021. The COVID-19 pandemic came in waves in Rwanda and showed a heterogeneous spatial distribution across districts. The Rwandan authorities answered effectively and successively through the implementation of more than a few health measures and intervention policies to reduce the transmission of the disease. Analysis of the three factors of the mannequin confirmed that the most affected districts displayed epidemic elements inside the area, whereas the impact of epidemic elements from spatial neighbors had been skilled via the districts that surround the most affected districts. The contamination followed the disorder endemic vogue in other districts. The epidemiological and Spatio-temporal dynamics of COVID-19 in Rwanda show that the implementation of measures and interventions contributed appreciably to minimize COVID-19 transmission inside and between districts. This accentuates the essential name for endured intra-and inter-business enterprise and community engagement nationwide to make a certain effective and efficient response to the pandemic.
{"title":"Modern Statistical Methods for Infectious Diseases to Analyse Covid-19 Pandemic Data in Rwanda","authors":"J. L. Murorunkwere, Sylvestre Mbanza","doi":"10.59765/vyrn5683yrw","DOIUrl":"https://doi.org/10.59765/vyrn5683yrw","url":null,"abstract":"The corona-virus ailment 2019(COVID-19) took tens of millions of lives and disrupted dwelling requirements at individual, societal, and international levels, causing penalties globally. Understanding its epidemic curve and Spatio-temporal dynamics is indispensable for the development of tremendous public fitness plans and responses and the allocation of resources. Thus, we performed the analysis of the epidemiological dynamics and spatio-temporal patterns of the COVID-19 pandemic in Rwanda. Using the surveillance bundle in R software version 4.0.2, we implemented endemic-epidemic multivariate time sequence methods for infectious diseases to analyze COVID-19 facts with the aid of Rwanda Biomedical Center, under the Ministry of Health, from March 15, 2020, to January 15, 2021. The COVID-19 pandemic came in waves in Rwanda and showed a heterogeneous spatial distribution across districts. The Rwandan authorities answered effectively and successively through the implementation of more than a few health measures and intervention policies to reduce the transmission of the disease. Analysis of the three factors of the mannequin confirmed that the most affected districts displayed epidemic elements inside the area, whereas the impact of epidemic elements from spatial neighbors had been skilled via the districts that surround the most affected districts. The contamination followed the disorder endemic vogue in other districts. The epidemiological and Spatio-temporal dynamics of COVID-19 in Rwanda show that the implementation of measures and interventions contributed appreciably to minimize COVID-19 transmission inside and between districts. This accentuates the essential name for endured intra-and inter-business enterprise and community engagement nationwide to make a certain effective and efficient response to the pandemic.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"34 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598201","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's main focus was on how blended learning was implemented in a selected Eswatini high school following the COVID-19 epidemic. Before the COVID-19 epidemic, face-to-face instruction was the only method used in the majority of Eswatini schools. Schools were forced to adopt a combination of in-person instruction and virtual learning during the COVID-19 pandemic due to lockdowns and unpredictable closings. Teachers started using blended learning even after the COVID-19 pandemic as they realised how beneficial it was. The study used a qualitative approach employing a case study design of a selected high school in the Manzini region, Eswatini. Twelve blended learning teachers were among the study's interview subjects. The findings of the study were used to develop a blended teaching model to improve practice in the selected high school. The study’s findings showed that blended learning raises student performance and the calibre of educational opportunities. The results also portrayed that when students are given new material to study independently, they are better able to understand it. Through blended learning, learners may engage with, see, and feel the content. Personalised learning is made possible by teachers' ability to communicate with students both in-person and virtually. It was also suggested that students be given a course overview, given the resources they need for online learning, and given the tools necessary to prepare materials that correspond to the material being taught. It was suggested, a mixed-method study is needed that would involve several schools from all regions of Eswatini.
{"title":"The Use of Blended Teaching and Learning in the Post-Covid-19 Pandemic in a Selected High School in Eswatini","authors":"Elmon Jabulane Shongwe","doi":"10.59765/rugq3953","DOIUrl":"https://doi.org/10.59765/rugq3953","url":null,"abstract":"The study's main focus was on how blended learning was implemented in a selected Eswatini high school following the COVID-19 epidemic. Before the COVID-19 epidemic, face-to-face instruction was the only method used in the majority of Eswatini schools. Schools were forced to adopt a combination of in-person instruction and virtual learning during the COVID-19 pandemic due to lockdowns and unpredictable closings. Teachers started using blended learning even after the COVID-19 pandemic as they realised how beneficial it was. The study used a qualitative approach employing a case study design of a selected high school in the Manzini region, Eswatini. Twelve blended learning teachers were among the study's interview subjects. The findings of the study were used to develop a blended teaching model to improve practice in the selected high school. The study’s findings showed that blended learning raises student performance and the calibre of educational opportunities. The results also portrayed that when students are given new material to study independently, they are better able to understand it. Through blended learning, learners may engage with, see, and feel the content. Personalised learning is made possible by teachers' ability to communicate with students both in-person and virtually. It was also suggested that students be given a course overview, given the resources they need for online learning, and given the tools necessary to prepare materials that correspond to the material being taught. It was suggested, a mixed-method study is needed that would involve several schools from all regions of Eswatini.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"121 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596481","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 overall market performance of Micro and Small Enterprises in Tanzania has been observed to be poor because entrepreneurs are unable to compete, identify opportunity, identify the needs of customers and produce what is needed and failure to retain and satisfy their customers. As a result, the graduating rate of micro to small, medium and large enterprises in Tanzania is absolutely very low. This high failure rate is mainly caused by lack competent entrepreneurs who can compete, explore market environment, identify and exploit business opportunities. The purpose of this study was to establish the association between entrepreneurship mentoring programme and Small Industrial Development Organization (SIDO) supported Micro Small Enterprises’ (MSEs) market performance in Arusha Municipality. The study used cross-sectional research design. Data were collected using survey questionnaire on 230 sampled Small Industrial Development Organization (SIDO) supported MSEs and analysed by using Structural equation model (SEM). The results revealed that there was positive relationship between entrepreneurship mentoring programme and SIDO supported MSEs market performance. The study contributes in providing empirical evidence to body of knowledge and provides an insight to policy makers on the role of entrepreneurship mentoring programme in supporting or facilitating performance of MSEs in the market. The study concluded that overall entrepreneurship mentoring programme has strong positive association with MSEs market performance. The study recommended that SIDO and other institutions offering entrepreneurship training programmes to establish incubation Centres that will incubate MSEs after graduating from entrepreneurship trainings so that they can be well mentored and monitored.
据观察，坦桑尼亚微型和小型企业的整体市场表现不佳，因为企业家们无法参与竞争、发现机会、确定客户需求并生产所需的产品，也无法留住和满足客户。因此，坦桑尼亚微型企业到小型、中型和大型企业的毕业率绝对很低。失败率高的主要原因是缺乏有能力的企业家，他们无法参与竞争、探索市场环境、识别和利用商机。本研究旨在确定创业指导计划与阿鲁沙市小型工业发展组织（SIDO）支持的微型企业（MSE）的市场表现之间的关联。研究采用横截面研究设计。研究使用调查问卷收集了 230 家小型工业发展组织（SIDO）支持的微型企业的数据，并使用结构方程模型（SEM）对数据进行了分析。结果显示，创业指导计划与 SIDO 支持的微型企业的市场表现之间存在正相关关系。这项研究有助于为知识体系提供实证证据，并为政策制定者提供关于创业指导计划在支持或促进微型企业市场表现方面所起作用的见解。研究得出的结论是，创业指导计划总体上与微型企业的市场表现有着密切的正相关关系。研究建议，SIDO和其他提供创业培训计划的机构应建立孵化中心，对创业培训毕业后的微型企业进行孵化，以便对其进行良好的指导和监督。
{"title":"Entrepreneurship Mentoring Programme and Market Performance: Evidence from SIDO Supported Micro and Small Enterprises in Arusha, Tanzania","authors":"Winfrida Mbowe","doi":"10.59765/p59fyts","DOIUrl":"https://doi.org/10.59765/p59fyts","url":null,"abstract":"The overall market performance of Micro and Small Enterprises in Tanzania has been observed to be poor because entrepreneurs are unable to compete, identify opportunity, identify the needs of customers and produce what is needed and failure to retain and satisfy their customers. As a result, the graduating rate of micro to small, medium and large enterprises in Tanzania is absolutely very low. This high failure rate is mainly caused by lack competent entrepreneurs who can compete, explore market environment, identify and exploit business opportunities. The purpose of this study was to establish the association between entrepreneurship mentoring programme and Small Industrial Development Organization (SIDO) supported Micro Small Enterprises’ (MSEs) market performance in Arusha Municipality. The study used cross-sectional research design. Data were collected using survey questionnaire on 230 sampled Small Industrial Development Organization (SIDO) supported MSEs and analysed by using Structural equation model (SEM). The results revealed that there was positive relationship between entrepreneurship mentoring programme and SIDO supported MSEs market performance. The study contributes in providing empirical evidence to body of knowledge and provides an insight to policy makers on the role of entrepreneurship mentoring programme in supporting or facilitating performance of MSEs in the market. The study concluded that overall entrepreneurship mentoring programme has strong positive association with MSEs market performance. The study recommended that SIDO and other institutions offering entrepreneurship training programmes to establish incubation Centres that will incubate MSEs after graduating from entrepreneurship trainings so that they can be well mentored and monitored.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"17 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595780","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}
Learners with impairments have a right to a quality education in regular classrooms. Nevertheless, the learning efficacy of learners with physical impairments in public regular primary schools has been declining. The goal of this study was to investigate how psychosocial factors affect the learning effectiveness of learners who have physical impairments in public regular primary schools in Kitui County. The target population was 89,745 participants while sample size was 265 respondents. The data collection tools were limited to questionnaires, observation checklists, interview schedules and focus group discussions guide. Quantitate data was analyzed through descriptive methods while qualitative data was presented in narrative form. This publication details the results of an in-depth investigation into the relationship between school community attitudes and the learning efficacy among learners with physical impairments attending public regular primary schools in Kitui County. The study established that there was significant relationship between community attitudes and learning efficacy among learners with physical impairments whereby positive attitudes triggered high learning efficacy and vice versa. The study recommended robust programmes be put in place by ministry of education in collaboration with non-governmental organizations to spur positive change of attitudes among school community and to demystify stereotypes associated with physical impairments. The study also recommended teachers and peers in regular schools to appreciate and support learners with physical impairments in regular schools.
{"title":"The Impact of School Community Attitudes on Learning Efficacy among Learners with Physical Impairments in Public Regular Primary Schools: A Case Study of Kitui County, Kenya","authors":"David Ndethya, Susan Macharia, Cecilia Kimani","doi":"10.59765/pbry7482","DOIUrl":"https://doi.org/10.59765/pbry7482","url":null,"abstract":"Learners with impairments have a right to a quality education in regular classrooms. Nevertheless, the learning efficacy of learners with physical impairments in public regular primary schools has been declining. The goal of this study was to investigate how psychosocial factors affect the learning effectiveness of learners who have physical impairments in public regular primary schools in Kitui County. The target population was 89,745 participants while sample size was 265 respondents. The data collection tools were limited to questionnaires, observation checklists, interview schedules and focus group discussions guide. Quantitate data was analyzed through descriptive methods while qualitative data was presented in narrative form. This publication details the results of an in-depth investigation into the relationship between school community attitudes and the learning efficacy among learners with physical impairments attending public regular primary schools in Kitui County. The study established that there was significant relationship between community attitudes and learning efficacy among learners with physical impairments whereby positive attitudes triggered high learning efficacy and vice versa. The study recommended robust programmes be put in place by ministry of education in collaboration with non-governmental organizations to spur positive change of attitudes among school community and to demystify stereotypes associated with physical impairments. The study also recommended teachers and peers in regular schools to appreciate and support learners with physical impairments in regular schools.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"93 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530125","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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