The purpose of this paper is to assess the effect of credit risk management on the financial performance of Savings and Credit Co-operative Organizations (SACCOs) in Makindye division, Kampala. Specifically, the paper looked at how credit risk identification, credit risk assessment and credit risk control affect the way that SACCOs perform financially. A cross-sectional field survey design that adopted both qualitative and quantitative approaches to collecting and analyzing data was adopted. Twenty (20) registered active SACCOs were purposively selected from Makindye Division for data collection using both questionnaires and interview guides. Data was collected from managers, treasurers or accountants, and secretaries of the registered SACCOs. Descriptive and inferential statistics were generated and interpreted to meet the study objectives. Findings showed that credit risk management has a positive and significant effect on the financial performance of SACCOs. This implies that the way a SACCO performs financially is influenced by the way credit risk is identified, assessed and controlled within that SACCO. SACCOs should train their members on strategies of identifying, assessing as well as controlling risks if they are to register and sustain good financial performance. This paper contributes to literature in regard to credit risk management strategies within SACCOs in Uganda.
{"title":"Credit Risk Management and Financial Performance of Savings and Credit Co-operative Organizations: A Case of Selected SACCOs in Makindye Division, Kampala Uganda","authors":"Josephine Namuli, Edward Katumba Segawa","doi":"10.59765/lvei3583","DOIUrl":"https://doi.org/10.59765/lvei3583","url":null,"abstract":"The purpose of this paper is to assess the effect of credit risk management on the financial performance of Savings and Credit Co-operative Organizations (SACCOs) in Makindye division, Kampala. Specifically, the paper looked at how credit risk identification, credit risk assessment and credit risk control affect the way that SACCOs perform financially. A cross-sectional field survey design that adopted both qualitative and quantitative approaches to collecting and analyzing data was adopted. Twenty (20) registered active SACCOs were purposively selected from Makindye Division for data collection using both questionnaires and interview guides. Data was collected from managers, treasurers or accountants, and secretaries of the registered SACCOs. Descriptive and inferential statistics were generated and interpreted to meet the study objectives. Findings showed that credit risk management has a positive and significant effect on the financial performance of SACCOs. This implies that the way a SACCO performs financially is influenced by the way credit risk is identified, assessed and controlled within that SACCO. SACCOs should train their members on strategies of identifying, assessing as well as controlling risks if they are to register and sustain good financial performance. This paper contributes to literature in regard to credit risk management strategies within SACCOs in Uganda.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139269029","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 teaching of critical thinking is paramount in physics instruction, it is achieved through acquisition of critical thinking skills by learners. Consequently, teachers of physics ought to employ instructional strategies that foster the acquisition of the skills. This article explores an array of these strategies in detail, it also presents the history and nature of critical thinking, the role of critical thinking in science instruction and the challenges teachers of physics face in teaching critical thinking skills
{"title":"The Place of Critical Thinking in Physics Instruction","authors":"Dickson Kimeli Rutto, Peter Waswa, Simon Wanami","doi":"10.59765/garh3732","DOIUrl":"https://doi.org/10.59765/garh3732","url":null,"abstract":"The teaching of critical thinking is paramount in physics instruction, it is achieved through acquisition of critical thinking skills by learners. Consequently, teachers of physics ought to employ instructional strategies that foster the acquisition of the skills. This article explores an array of these strategies in detail, it also presents the history and nature of critical thinking, the role of critical thinking in science instruction and the challenges teachers of physics face in teaching critical thinking skills","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127629992","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}
Alphonse Habumuremyi, W. Nzabalirwa, Mathias Nduwingoma
The present study argues that there is a great relationship between the learning support and the performance of mathematics of ODeL level one students. The findings of this study were drawn from a large study aimed at examining the influence of learners support on performance in mathematics’ modules of open distance and e-learning (ODeL) for in – service secondary school teachers with a case study of University of Rwanda-College of Education level one mathematics ODeL students 2021-2022. This study investigated the lecturers’ perception towards the learning support; the extent to which ODeL instructional materials contribute to the performance and examination of the relationship between learning support and the performance of mathematics of ODeL students. The study was carried out based on the gap found in literature review where others have been script on ODeL but not on specific topic of mathematics. Through questionnaire, quantitative data were collected from 40 respondents using mixed approach and analyzed using Statistical Package of Social Sciences (SPSS) for descriptive and inferential statistics. The findings revealed that there is a significant relationship between learning support and the performance of mathematics modules. This study, therefore, recommends the provision of ICT tools to ODeL students, put more efforts in using technology as ODeL students, cooperate each other as ODeL students and choose the options related to their background.
{"title":"The Influence of Learner Support on Performance in Mathematics’ Modules of Open Distance and e-Learning (ODEL) for in – Service Secondary School Teachers at University of Rwanda, College of Education","authors":"Alphonse Habumuremyi, W. Nzabalirwa, Mathias Nduwingoma","doi":"10.59765/marn4984","DOIUrl":"https://doi.org/10.59765/marn4984","url":null,"abstract":"The present study argues that there is a great relationship between the learning support and the performance of mathematics of ODeL level one students. The findings of this study were drawn from a large study aimed at examining the influence of learners support on performance in mathematics’ modules of open distance and e-learning (ODeL) for in – service secondary school teachers with a case study of University of Rwanda-College of Education level one mathematics ODeL students 2021-2022. This study investigated the lecturers’ perception towards the learning support; the extent to which ODeL instructional materials contribute to the performance and examination of the relationship between learning support and the performance of mathematics of ODeL students. The study was carried out based on the gap found in literature review where others have been script on ODeL but not on specific topic of mathematics. Through questionnaire, quantitative data were collected from 40 respondents using mixed approach and analyzed using Statistical Package of Social Sciences (SPSS) for descriptive and inferential statistics. The findings revealed that there is a significant relationship between learning support and the performance of mathematics modules. This study, therefore, recommends the provision of ICT tools to ODeL students, put more efforts in using technology as ODeL students, cooperate each other as ODeL students and choose the options related to their background.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131346459","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 study investigated the impact of algebra background on upper secondary students' mathematics performance. The researcher used nonprobability sampling methods, specifically convenience sampling techniques. The convenience sampling technique was used to select participants who were easily accessible and willing to participate. The sample size consisted of 197 students from three schools of general education in Ruhango District and five teachers teaching mathematics. The pre-test and post-test were carefully designed and tested to ensure that they were reliable and valid. The pre-test and post-test were administered to measure the participants' algebra background and performance in mathematics. The pre-test included questions on algebraic concepts, while the post-test included questions on a range of mathematical topics. The questionnaires were used to collect data from teachers assessing students’ algebra background. Document analysis looked at documents such as textbooks, curriculum materials, and assessments to gain a better understanding of the algebra and mathematics content covered in the upper secondary schools in Ruhango District. The IMB SPSS software was used to analyse the data that was collected. The study found that there is a strong correlation between students' proficiency in algebra and their overall mathematical ability. As a result, the study recommends that educators, students, and researchers should place a greater emphasis on assessing children's mathematical backgrounds, with a particular focus on their familiarity with algebra. The study also provides suggestions for improving both arithmetic proficiency and algebra knowledge.
{"title":"The Impact of Algebra Background on Upper Secondary Students’ Performance in Mathematics: A Case of Study of Ruhango District","authors":"Edison Niringiyimana, Jean François Maniraho","doi":"10.59765/nfir1835","DOIUrl":"https://doi.org/10.59765/nfir1835","url":null,"abstract":"This study investigated the impact of algebra background on upper secondary students' mathematics performance. The researcher used nonprobability sampling methods, specifically convenience sampling techniques. The convenience sampling technique was used to select participants who were easily accessible and willing to participate. The sample size consisted of 197 students from three schools of general education in Ruhango District and five teachers teaching mathematics. The pre-test and post-test were carefully designed and tested to ensure that they were reliable and valid. The pre-test and post-test were administered to measure the participants' algebra background and performance in mathematics. The pre-test included questions on algebraic concepts, while the post-test included questions on a range of mathematical topics. The questionnaires were used to collect data from teachers assessing students’ algebra background. Document analysis looked at documents such as textbooks, curriculum materials, and assessments to gain a better understanding of the algebra and mathematics content covered in the upper secondary schools in Ruhango District. The IMB SPSS software was used to analyse the data that was collected. The study found that there is a strong correlation between students' proficiency in algebra and their overall mathematical ability. As a result, the study recommends that educators, students, and researchers should place a greater emphasis on assessing children's mathematical backgrounds, with a particular focus on their familiarity with algebra. The study also provides suggestions for improving both arithmetic proficiency and algebra knowledge.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134546611","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 study aimed to assess the application of electronic governance systems and their influence on the governance of public secondary schools in Meru district. The following were the objectives: determine the extent of applicability of electronic governance systems in school management and their influence on the management of public secondary schools, and to investigate the challenges faced by heads of schools in executing electronic governance systems. Theory of acceptance and use of technology developed by Venkatesh guided the study. Convergent mixed design was adopted, targeting 72 participants, including 44 school heads, 26 WEOs, DSEO and DITO. Purposive sampling was used to select the participants. Questionnaires, observation checklists, and interview guides used to collect data were validated through the use of experts. Cronbach alpha was used to estimate the reliability of instruments yielding satisfactory results of HoSQ =0.78 and WEOsQ = 0.82. Qualitative data underwent thematic analysis coding to identify patterns and themesData were analyzed using tables, frequencies, percentages, mean scores, and thematic coding. The findings indicated a positive trend in the application of electronic governance systems in public secondary schools’ management. In conclusion, despite the challenges, electronic governance systems are still applied in the management of public secondary schools in Meru district. Recommendations were made for heads of schools to address the identified challenges, for ward education officers to provide support and guidance, and for policy makers and the Ministry of Education, Science and Technology to formulate policies and allocate resources to promote the application of electronic governance systems in schools.
{"title":"Electronic Governance System Implementation and Its Influence on Public Secondary School Management: A Case Study of Meru District, Tanzania","authors":"Abednego M. Mulokozi, Paul Raphael Kitula","doi":"10.59765/qaia532f","DOIUrl":"https://doi.org/10.59765/qaia532f","url":null,"abstract":"This study aimed to assess the application of electronic governance systems and their influence on the governance of public secondary schools in Meru district. The following were the objectives: determine the extent of applicability of electronic governance systems in school management and their influence on the management of public secondary schools, and to investigate the challenges faced by heads of schools in executing electronic governance systems. Theory of acceptance and use of technology developed by Venkatesh guided the study. Convergent mixed design was adopted, targeting 72 participants, including 44 school heads, 26 WEOs, DSEO and DITO. Purposive sampling was used to select the participants. Questionnaires, observation checklists, and interview guides used to collect data were validated through the use of experts. Cronbach alpha was used to estimate the reliability of instruments yielding satisfactory results of HoSQ =0.78 and WEOsQ = 0.82. Qualitative data underwent thematic analysis coding to identify patterns and themesData were analyzed using tables, frequencies, percentages, mean scores, and thematic coding. The findings indicated a positive trend in the application of electronic governance systems in public secondary schools’ management. In conclusion, despite the challenges, electronic governance systems are still applied in the management of public secondary schools in Meru district. Recommendations were made for heads of schools to address the identified challenges, for ward education officers to provide support and guidance, and for policy makers and the Ministry of Education, Science and Technology to formulate policies and allocate resources to promote the application of electronic governance systems in schools.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"274 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122631074","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 study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.
{"title":"Enhancing Curriculum Implementation in Teacher Training Colleges through Information and Communication Technology Integration: A Study in Northern Zone, Tanzania","authors":"Mwanaisha Hassani, Paul Raphael Kitula","doi":"10.59765/vaqp4296","DOIUrl":"https://doi.org/10.59765/vaqp4296","url":null,"abstract":"This study investigated the impact of Information Communication and Technology (ICT) integration on curriculum implementation in teacher training colleges within the northern zone, Tanzania. The objectives assessed were the degree of ICT integration and comprehending its influence on curriculum implementation. Following the technology acceptance model, the research employed a mixed methods approach, encompassing both qualitative and quantitative methodologies. A convergent design was adopted suitable for collecting qualitative and quantitative data. The target group included tutors and teacher trainees from four colleges, with a sample of 164 respondents chosen via probability and non-probability sampling methods. Data gathering involved questionnaires and interviews. Validity was fortified through expert inputs, while reliability employed the split half method. Qualitative data underwent thematic analysis. The findings revealed a considerable integration of ICT in the curriculum implementation process across teacher training colleges. The application of ICT was evident in multiple facets of curriculum implementation including resource selection, lesson planning, presentation, examination setup, and students’ records. Its integration was perceived as simplifying teaching, alleviating workload, and enhancing enjoyment, while providing access to diverse learning materials, thereby elevating student engagement and motivation. Furthermore, ICT integration fostered greater teaching commitment among tutors. The study concluded that effective ICT implementation in teacher training colleges significantly impacted on curriculum implementation. Recommendations entailed prioritizing and supporting ICT integration through adequate facilities, internet access, and fostering tutor ICT literacy. Active promotion of ICT adoption in teaching practices was encouraged among tutors and college principals.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130578500","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}
In this paper, the author describes the theories behind the model that was designed in a study that was conducted in Eastern Region, Uganda. The paper provides examples of the teaching model based upon the model and illustrates the support systems required to facilitate the implementation of the model. The e-Model for Active Teaching and Learning to enhance the teaching and learning process utilizing technologies as a result of the growing use of technology over the past 10 years has been designed. The e-Model targets the teachers in a bid to improve the learning outcomes. The study design was a mixed method which employed qualitative and quantitative approaches and was conducted in the Eastern Uganda with a total population of 313 participants from the 6 participating teacher training colleges. The findings demonstrated a substantial link between teaching methodologies, ICT tools, and tools for active learning. Using the data collected on the relationship between aspects an e-Model for Active Teaching and Learning (e-MATL), to support teacher educators in effective use of technology to enhance active learning strategies.
{"title":"The Design of an ICT Enabled Active Teaching and Learning Model for Use in Teacher Training Institutions in Uganda","authors":"Annet Kajura Mugisha, J. Lubega, J. P. Kasujja","doi":"10.59765/vhae3216","DOIUrl":"https://doi.org/10.59765/vhae3216","url":null,"abstract":"In this paper, the author describes the theories behind the model that was designed in a study that was conducted in Eastern Region, Uganda. The paper provides examples of the teaching model based upon the model and illustrates the support systems required to facilitate the implementation of the model. The e-Model for Active Teaching and Learning to enhance the teaching and learning process utilizing technologies as a result of the growing use of technology over the past 10 years has been designed. The e-Model targets the teachers in a bid to improve the learning outcomes. The study design was a mixed method which employed qualitative and quantitative approaches and was conducted in the Eastern Uganda with a total population of 313 participants from the 6 participating teacher training colleges. The findings demonstrated a substantial link between teaching methodologies, ICT tools, and tools for active learning. Using the data collected on the relationship between aspects an e-Model for Active Teaching and Learning (e-MATL), to support teacher educators in effective use of technology to enhance active learning strategies.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131119051","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}
Teaching approaches and its influence on selection of science subjects among female students in public secondary schools in Arusha District Council, Tanzania was investigated. Objectives were to; highlight approaches used in teaching of science subjects in public secondary schools and determine how teaching approaches influence female students’ choice of science subjects in public secondary schools. Active Learning theory guided the study. Convergent mixed methods design suitable to collect data through questionnaires, documentary analysis and interview guide was adopted. Sample size of 132 respondents; 80 students & 44 teachers selected by simple and stratified random sampling techniques while 8 school heads were purposively selected. Validity was established through expert judgment. Reliability was determined and reliability index, QS, r=0.914 and QT, r=0.912 was obtained. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in charts and tables. The study revealed that student centred, experimental and outdoor teaching/learning approaches attract more girls in taking science subjects. In conclusion, schools with adequate staffing of science teachers and laboratory materials are likely to adopt student centred, experimental and outdoor teaching/learning approaches which encourage female students in selecting science subjects. It is recommended that, since Tanzania is emphasizing industrialization as a backbone for economic development, science education for female students in all levels should be given a special attention in terms of proper infrastructures, human resources and funding that will enable teachers to adopt the right teaching approaches.
{"title":"Assessment of the Approaches Used in Teaching and Its Influence on Selection of Science Subjects among Female Students in Public Secondary Schools in Arusha District","authors":"K. Otieno, Anna Lyatuu, Loishiye Lengaram Saiteu","doi":"10.59765/fbrw1852","DOIUrl":"https://doi.org/10.59765/fbrw1852","url":null,"abstract":"Teaching approaches and its influence on selection of science subjects among female students in public secondary schools in Arusha District Council, Tanzania was investigated. Objectives were to; highlight approaches used in teaching of science subjects in public secondary schools and determine how teaching approaches influence female students’ choice of science subjects in public secondary schools. Active Learning theory guided the study. Convergent mixed methods design suitable to collect data through questionnaires, documentary analysis and interview guide was adopted. Sample size of 132 respondents; 80 students & 44 teachers selected by simple and stratified random sampling techniques while 8 school heads were purposively selected. Validity was established through expert judgment. Reliability was determined and reliability index, QS, r=0.914 and QT, r=0.912 was obtained. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms while quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in charts and tables. The study revealed that student centred, experimental and outdoor teaching/learning approaches attract more girls in taking science subjects. In conclusion, schools with adequate staffing of science teachers and laboratory materials are likely to adopt student centred, experimental and outdoor teaching/learning approaches which encourage female students in selecting science subjects. It is recommended that, since Tanzania is emphasizing industrialization as a backbone for economic development, science education for female students in all levels should be given a special attention in terms of proper infrastructures, human resources and funding that will enable teachers to adopt the right teaching approaches.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128768249","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 study investigated the effects of disaster management towards academic achievement in public secondary schools in Arusha District Council, Tanzania. Objectives were to; examine ways of managing disasters in secondary schools and effects of disaster management towards academic achievement of students in public secondary schools. Emergency Management Theory guided the study. Convergent mixed methods design was adopted. Questionnaires, documentary analysis, photo taking and interviews were used to collect data from 105students and 85teachers selected by simple and stratified random sampling techniques. Five school heads and 4 WEOs were purposively selected. Validity was fortified through expert inputs. Reliability employed test-retest technique and reliability index, SQ r=0.735, TQ r=0.827and NTSQ r= 0.761were obtained. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Qualitative data underwent thematic analysis. Quantitative data were analysed using descriptive statistics in the SPSS version 23 and results were presented in tables. Findings include provision of fire extinguishers to help in putting off fire outbreaks, enhancing drainage system and raising building foundation to prevent surface runoff from accessing classrooms and offices. Proper use of fire extinguishers to minimize damages caused by fire in schools hence minimal interference to learning process. In conclusion, without a disaster management plan, schools spend more time and resources reacting to a situation instead of planning for the anticipated disaster. Recommendations entailed all institutions to provide fire extinguishers, enhance drainage system and improve students’ discipline as disaster mitigation measures.
{"title":"Effects of Disaster Management towards Academic Achievement in Public Secondary Schools in Arusha District","authors":"Rachel G. Mbawala, K. Otieno","doi":"10.59765/gdca2849","DOIUrl":"https://doi.org/10.59765/gdca2849","url":null,"abstract":"This study investigated the effects of disaster management towards academic achievement in public secondary schools in Arusha District Council, Tanzania. Objectives were to; examine ways of managing disasters in secondary schools and effects of disaster management towards academic achievement of students in public secondary schools. Emergency Management Theory guided the study. Convergent mixed methods design was adopted. Questionnaires, documentary analysis, photo taking and interviews were used to collect data from 105students and 85teachers selected by simple and stratified random sampling techniques. Five school heads and 4 WEOs were purposively selected. Validity was fortified through expert inputs. Reliability employed test-retest technique and reliability index, SQ r=0.735, TQ r=0.827and NTSQ r= 0.761were obtained. Credibility and dependability of qualitative data was established through detailed reporting of the research process. Qualitative data underwent thematic analysis. Quantitative data were analysed using descriptive statistics in the SPSS version 23 and results were presented in tables. Findings include provision of fire extinguishers to help in putting off fire outbreaks, enhancing drainage system and raising building foundation to prevent surface runoff from accessing classrooms and offices. Proper use of fire extinguishers to minimize damages caused by fire in schools hence minimal interference to learning process. In conclusion, without a disaster management plan, schools spend more time and resources reacting to a situation instead of planning for the anticipated disaster. Recommendations entailed all institutions to provide fire extinguishers, enhance drainage system and improve students’ discipline as disaster mitigation measures.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129888517","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 government of Kenya has invested enormous resources such infrastructure development, learning materials and professional development of teachers. Despite the efforts put in place to support access and quality education, enrolment and performance in physics in most Sub-County girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating whether learners taught through Problem Based Learning Strategy demonstrate an obligation to conveying positive motivation towards Physics enrolment. The objective of the study was to establish the effect of problem-based learning strategy on girls’ motivation towards “Fluid Flow” as compared to conventional teaching methods. The study adopted constructivist theories of learning. Quasi-Experimental design was used with 4 girls’ schools targeted in Bungoma County. The study sampled Form two students because the topic of fluid flow is taught at form two. Simple random sampling was used to assign schools to experimental and control groups. The study used motivation questionnaire, physics Achievement Test (PAT) and Observation schedule. Two groups of each n=40 were either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 at 0.75. With the aid of SPSS 26.0, data was analysed using descriptive and inferential statistics and presented in form of tables. Results show statistically significant difference in the ability of Girls to derive the to perform better in the topic of Bernoulli’s effects using PBLS and its effect on girls’ motivation was relatively higher than use of conventional methods (ANOVA (F(4,155) = (Q2 = 459.886; Q16 = 462.375; Q24 = 831.272; Q26 =614.907 and Q28 = 406.743), p = .000). The study recommends the method should be strongly advocated by policy makers, the Government, Principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies.
{"title":"Can Learners Taught through Problem-Based Learning Strategy Demonstrate an Obligation to Conveying Positive Motivation towards Physics Enhanced Enrolment?","authors":"G. N. Mang'eni, P. Waswa, Dinah C. Samikwo","doi":"10.59765/zirh0217","DOIUrl":"https://doi.org/10.59765/zirh0217","url":null,"abstract":"The government of Kenya has invested enormous resources such infrastructure development, learning materials and professional development of teachers. Despite the efforts put in place to support access and quality education, enrolment and performance in physics in most Sub-County girls’ secondary schools in Bungoma County at Form 3 remain relatively low and poor. The study aimed at investigating whether learners taught through Problem Based Learning Strategy demonstrate an obligation to conveying positive motivation towards Physics enrolment. The objective of the study was to establish the effect of problem-based learning strategy on girls’ motivation towards “Fluid Flow” as compared to conventional teaching methods. The study adopted constructivist theories of learning. Quasi-Experimental design was used with 4 girls’ schools targeted in Bungoma County. The study sampled Form two students because the topic of fluid flow is taught at form two. Simple random sampling was used to assign schools to experimental and control groups. The study used motivation questionnaire, physics Achievement Test (PAT) and Observation schedule. Two groups of each n=40 were either control or experimental were exposed to pretest and post-test. The reliability coefficient was calculated using KR-Fomulla-20 at 0.75. With the aid of SPSS 26.0, data was analysed using descriptive and inferential statistics and presented in form of tables. Results show statistically significant difference in the ability of Girls to derive the to perform better in the topic of Bernoulli’s effects using PBLS and its effect on girls’ motivation was relatively higher than use of conventional methods (ANOVA (F(4,155) = (Q2 = 459.886; Q16 = 462.375; Q24 = 831.272; Q26 =614.907 and Q28 = 406.743), p = .000). The study recommends the method should be strongly advocated by policy makers, the Government, Principals and teachers while teaching science subjects for effective skill development among the learners. The study is significant in bringing total reforms to CBC that call for the use of learner-centered instructional strategies to develop key competencies.","PeriodicalId":305882,"journal":{"name":"Journal of Research Innovation and Implications in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116818868","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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