Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.358
Ibrahim Bouabdallah
Les réactions des apprenants sont exploitées pour évaluer les actions de formation et servent d’utilité pour en améliorer la qualité. Cet article envisage inventorier les attentes de formation de futurs préparateurs de laboratoires scolaires selon trois modèles de catégorisa-tion, et en examiner ensuite la concordance avec les besoins et la satisfaction de la réalisation. Au niveau méthodologique, l’exploration via un questionnaire ouvert envisageant une approche mixte a été retenue. Les résultats montrent une dominance des attentes centrées sur le développement de compétences manipulatoires. Plus de la moitié des attentes (55,4%) coïncident avec les besoins institutionnels. À la fin de la formation, la satisfaction globale de la réalisation des attentes est importante (57,48%). Les perspectives stipulent évaluer les acquisitions des formés, leurs utilisations et leurs impacts sur le poste de travail.
{"title":"La satisfaction des attentes de formation et leur concordance avec les besoins des futurs préparateurs de laboratoires scolaires selon trois modèles de catégorisation","authors":"Ibrahim Bouabdallah","doi":"10.37870/joqie.v13i21.358","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.358","url":null,"abstract":"Les réactions des apprenants sont exploitées pour évaluer les actions de formation et servent d’utilité pour en améliorer la qualité. Cet article envisage inventorier les attentes de formation de futurs préparateurs de laboratoires scolaires selon trois modèles de catégorisa-tion, et en examiner ensuite la concordance avec les besoins et la satisfaction de la réalisation. Au niveau méthodologique, l’exploration via un questionnaire ouvert envisageant une approche mixte a été retenue. Les résultats montrent une dominance des attentes centrées sur le développement de compétences manipulatoires. Plus de la moitié des attentes (55,4%) coïncident avec les besoins institutionnels. À la fin de la formation, la satisfaction globale de la réalisation des attentes est importante (57,48%). Les perspectives stipulent évaluer les acquisitions des formés, leurs utilisations et leurs impacts sur le poste de travail.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46430731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.357
F. Gérard, Bernard Hugonnier, Sacha Varin
La recherche croise les données issues des travaux sur l’indice synthétique de la qualité des systèmes éducatifs (ISQ) et ceux de l’OCDE sur l’identification et l’analyse des mesures de politique éducative prises par les pays. Ce croisement permet, grâce à des analyses de régression multiple, de dégager des ensembles de mesures qui ont un impact, positif ou négatif, sur les variations des scores des critères constitutifs de l’ISQ entre 2015 et 2018. Ces constats sont exposés et discutés.
{"title":"Quelles politiques éducatives pour améliorer la qualité des systèmes éducatifs ?","authors":"F. Gérard, Bernard Hugonnier, Sacha Varin","doi":"10.37870/joqie.v13i21.357","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.357","url":null,"abstract":"La recherche croise les données issues des travaux sur l’indice synthétique de la qualité des systèmes éducatifs (ISQ) et ceux de l’OCDE sur l’identification et l’analyse des mesures de politique éducative prises par les pays. Ce croisement permet, grâce à des analyses de régression multiple, de dégager des ensembles de mesures qui ont un impact, positif ou négatif, sur les variations des scores des critères constitutifs de l’ISQ entre 2015 et 2018. Ces constats sont exposés et discutés.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42312012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.347
Jamshid Ghasemi, Hamed Askari
In countries in which there is no formal second language, and English is considered a foreign language and has no place in people’s everyday lives and communications, the utilization of the foreign language taught in schools as the second language is under question. This study has been conducted to indicate English teachers’ attitudes toward the utilization of teaching English as a foreign language in Iranian high schools as well as current language policies. In this study, 66 EFL teachers from Gotvand, Shushtar, and Dezful, Iran, made up the sample of this study. To answer the questions of this study, a validated questionnaire was prepared and distributed among the samples. In this questionnaire, 20 statements formed a Likert scale and the teachers had to show their level of agreement or disagreement with the statement. This paper elaborates on the attitude of EFL teachers with different degrees regarding the utilization of ELT in students’ future lives.
{"title":"Iranian EFL Teachers’ Attitude Towards Utilization of ELT in Students’ Future Lives","authors":"Jamshid Ghasemi, Hamed Askari","doi":"10.37870/joqie.v13i21.347","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.347","url":null,"abstract":"In countries in which there is no formal second language, and English is considered a foreign language and has no place in people’s everyday lives and communications, the utilization of the foreign language taught in schools as the second language is under question. This study has been conducted to indicate English teachers’ attitudes toward the utilization of teaching English as a foreign language in Iranian high schools as well as current language policies. In this study, 66 EFL teachers from Gotvand, Shushtar, and Dezful, Iran, made up the sample of this study. To answer the questions of this study, a validated questionnaire was prepared and distributed among the samples. In this questionnaire, 20 statements formed a Likert scale and the teachers had to show their level of agreement or disagreement with the statement. This paper elaborates on the attitude of EFL teachers with different degrees regarding the utilization of ELT in students’ future lives.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42005542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.348
W. V. van Erp, Everard van Kemenade
In this article, we describe the emergence of a new Finance course in line with the concept of the Societal Cost-Benefit Analysis (SCBA). By means of an in-depth case study, we reconstruct the process of dissatisfaction and corresponding discussions among lecturers and students of the Master Integrated Care Design with regard to the learning aims and content of the Finance course, which is a study module of this master. During the period 2015-2021, the aims and content of this module were revised and remoulded several times in order to define a Finance course that was able to both sufficiently and creatively connect the domain of Integrated Care with that of Finance. In this process of reiterating revision both lectures and students played a crucial role. The ultimate result – the indicative Societal Cost-Benefit Analysis – was unexpected and unplanned, producing an outcome that surpassed the sum of its separate parts. In short, the process, as we describe in this case study, bears all the hallmarks of emergence. Moreover, the analysis shows how this process of emergence in combination with emergent leadership led to a practicable and encouraging outcome, which satisfied and committed all stakeholders, setting an example that is worth following.
{"title":"Emergence of the Indicative Societal Cost-Benefit Analysis","authors":"W. V. van Erp, Everard van Kemenade","doi":"10.37870/joqie.v13i21.348","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.348","url":null,"abstract":"In this article, we describe the emergence of a new Finance course in line with the concept of the Societal Cost-Benefit Analysis (SCBA). By means of an in-depth case study, we reconstruct the process of dissatisfaction and corresponding discussions among lecturers and students of the Master Integrated Care Design with regard to the learning aims and content of the Finance course, which is a study module of this master. During the period 2015-2021, the aims and content of this module were revised and remoulded several times in order to define a Finance course that was able to both sufficiently and creatively connect the domain of Integrated Care with that of Finance. In this process of reiterating revision both lectures and students played a crucial role. The ultimate result – the indicative Societal Cost-Benefit Analysis – was unexpected and unplanned, producing an outcome that surpassed the sum of its separate parts. In short, the process, as we describe in this case study, bears all the hallmarks of emergence. Moreover, the analysis shows how this process of emergence in combination with emergent leadership led to a practicable and encouraging outcome, which satisfied and committed all stakeholders, setting an example that is worth following.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70046546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.349
Ghizlane Merzaq
The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.
{"title":"Effect of test anxiety on academic achievement of adolescents in educational practices","authors":"Ghizlane Merzaq","doi":"10.37870/joqie.v13i21.349","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.349","url":null,"abstract":"The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.321
Bienvenue Kandala Fandidi, Jonathan Enguta Mwenzi
La présente étude a eu pour objectif d’évaluer la qualité de la réussite à l‘examen d’état (équivalent du baccalauréat) des élèves selon le genre à l’option math-physique dans la ville province de Kinshasa. Pour ce faire, nous avons recouru à une méthode documentaire appuyée par la consultation des palmarès des points aux examens d’état édition (2019) via le site du ministère de l’enseignement primaire et secondaire. Concrètement, il était question de comparer le taux de réussite et la qualité de réussite aux examens d’état pour cette option selon la variable genre. Les résultats obtenus peuvent se résumer par les constats suivants : (1) le taux de participation des filles (23,4%) est faible comparativement à celui des garçons (75,6%) ; (2) le taux de réussite à l’examen d’Etat pour l’option math-physique est de 93,2 % ; (3) le taux de réussite des filles est de 94,07 % et celui des garçons de 92,9 % et (4) aucune différence statistique n’a été établie entre les taux de réussite des filles et des garçons ainsi que leur qualité de réussite. On peut conclure à une homogénéité des résultats des élèves de l’option math-physique à l’examen d’état (édition 2019) selon le genre.
{"title":"VARIABILITE DE LA REUSSITE A L’EXAMEN D’ETAT SELON LE GENRE A L’OPTION MATH-PHYSIQUE DANS LA PROVINCE DE KINSHASA","authors":"Bienvenue Kandala Fandidi, Jonathan Enguta Mwenzi","doi":"10.37870/joqie.v13i21.321","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.321","url":null,"abstract":"La présente étude a eu pour objectif d’évaluer la qualité de la réussite à l‘examen d’état (équivalent du baccalauréat) des élèves selon le genre à l’option math-physique dans la ville province de Kinshasa. Pour ce faire, nous avons recouru à une méthode documentaire appuyée par la consultation des palmarès des points aux examens d’état édition (2019) via le site du ministère de l’enseignement primaire et secondaire. \u0000Concrètement, il était question de comparer le taux de réussite et la qualité de réussite aux examens d’état pour cette option selon la variable genre. Les résultats obtenus peuvent se résumer par les constats suivants : (1) le taux de participation des filles (23,4%) est faible comparativement à celui des garçons (75,6%) ; (2) le taux de réussite à l’examen d’Etat pour l’option math-physique est de 93,2 % ; (3) le taux de réussite des filles est de 94,07 % et celui des garçons de 92,9 % et (4) aucune différence statistique n’a été établie entre les taux de réussite des filles et des garçons ainsi que leur qualité de réussite. On peut conclure à une homogénéité des résultats des élèves de l’option math-physique à l’examen d’état (édition 2019) selon le genre.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.346
S. van Antwerpen, Riaan Dirkse van Schalkwyk
The primary purpose of this paper was to develop an industry-specific service quality framework for private higher education institutions in an open distance e-learning environment in South Africa. Service quality for higher education operations is a key performance objective due to the increasingly competitive, marketing-oriented and highly regulated environment. Using a quantitative research approach, this research was conducted at two private higher education institutes. Data analysis included an exploratory factor analysis (EFA) approach followed by confirmatory factor analysis (CFA). Finally, a service quality framework was compiled consisting of four primary constructs. The paper makes a pioneering contribution and bridges a significant gap with the development of the first Open Distance and e-Learning service quality framework for private higher education institutions in South Africa.
{"title":"Service Quality Framework for private higher open distance e-learning institutions in South -Africa","authors":"S. van Antwerpen, Riaan Dirkse van Schalkwyk","doi":"10.37870/joqie.v13i21.346","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.346","url":null,"abstract":"The primary purpose of this paper was to develop an industry-specific service quality framework for private higher education institutions in an open distance e-learning environment in South Africa. Service quality for higher education operations is a key performance objective due to the increasingly competitive, marketing-oriented and highly regulated environment. Using a quantitative research approach, this research was conducted at two private higher education institutes. Data analysis included an exploratory factor analysis (EFA) approach followed by confirmatory factor analysis (CFA). Finally, a service quality framework was compiled consisting of four primary constructs. The paper makes a pioneering contribution and bridges a significant gap with the development of the first Open Distance and e-Learning service quality framework for private higher education institutions in South Africa.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.350
Omar Baissane
The purpose of this study was to find out the impact of foreign language anxiety on speaking abilities of Moroccan university students. It pinpointed the sources of foreign language anxiety and suggested strategies that can be implemented to reduce this widely spread phenomenon. To do this, a mixed methods was adopted through two instruments. The Foreign Language Classroom Anxiety Scale questionnaire for quantitative data was given to 80 participants of EFL university students, and teachers’ interviews for qualitative data that were conducted with 8 experienced EFL teachers. The results obtained showed that FLA has a negative impact on speaking abilities of Moroccan university students. Furthermore, teachers admitted that students who suffer from anxiety tend to have low speaking skills. Therefore, it was recommended that students should build a strong personality, confidence and enhance their language skills, and teachers should to be supportive and creative to help students overcome foreign language anxiety.
{"title":"Foreign Language Anxiety Influencing Speaking Skills. A picture of Moroccan EFL Universities Students","authors":"Omar Baissane","doi":"10.37870/joqie.v13i21.350","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.350","url":null,"abstract":"The purpose of this study was to find out the impact of foreign language anxiety on speaking abilities of Moroccan university students. It pinpointed the sources of foreign language anxiety and suggested strategies that can be implemented to reduce this widely spread phenomenon. To do this, a mixed methods was adopted through two instruments. The Foreign Language Classroom Anxiety Scale questionnaire for quantitative data was given to 80 participants of EFL university students, and teachers’ interviews for qualitative data that were conducted with 8 experienced EFL teachers. The results obtained showed that FLA has a negative impact on speaking abilities of Moroccan university students. Furthermore, teachers admitted that students who suffer from anxiety tend to have low speaking skills. Therefore, it was recommended that students should build a strong personality, confidence and enhance their language skills, and teachers should to be supportive and creative to help students overcome foreign language anxiety.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.336
Bendaoud Nadif, Samikshya Bidari
E-Learning has been one of the emerging and evolving practices implemented by different educational institutions worldwide. E-learning has provided a shared space for instructors, students, and other experts in their fields together in a common place. With the increasing popularity of e-learning websites and advancements in today’s world, it is essential to facilitate e-learning in a user-friendly, effective environment and an enjoyable experience for different users. One of the practices for developing e-learning is introducing gamification on the platforms. Gamification is the process of bringing game mechanics, elements, and ideas to non-game environments to improve user engagement.Al Akhawayn University is an autonomous educational institution implementing an innovative learning process through e-learning, and Digital Learning Lab has played a significant role. Having said above, implementing gamification increases to development of different skills among learners and makes learning enjoyable [1]. To address and analyze the uses of gamification at Al Akhawayn University MOOC system, we are conducting our research with the implementation of different frameworks.
{"title":"Advanced tools in The EFL classroom","authors":"Bendaoud Nadif, Samikshya Bidari","doi":"10.37870/joqie.v13i21.336","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.336","url":null,"abstract":"E-Learning has been one of the emerging and evolving practices implemented by different educational institutions worldwide. E-learning has provided a shared space for instructors, students, and other experts in their fields together in a common place. With the increasing popularity of e-learning websites and advancements in today’s world, it is essential to facilitate e-learning in a user-friendly, effective environment and an enjoyable experience for different users. One of the practices for developing e-learning is introducing gamification on the platforms. Gamification is the process of bringing game mechanics, elements, and ideas to non-game environments to improve user engagement.Al Akhawayn University is an autonomous educational institution implementing an innovative learning process through e-learning, and Digital Learning Lab has played a significant role. Having said above, implementing gamification increases to development of different skills among learners and makes learning enjoyable [1]. To address and analyze the uses of gamification at Al Akhawayn University MOOC system, we are conducting our research with the implementation of different frameworks.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.37870/joqie.v13i21.359
Anastasia Kamwitha Muthanje
Pupil-teacher ratio in Early Childhood Education (ECE) is of principal significance in the teaching and learning process. The purpose of this study was directed at realizing how teacher-pupil ratio in ECE influences graduation rates, an aspect of internal efficiency. The research was directed by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled. From 39 selected schools 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers were sampled. Information for the research was gathered by use of questionnaires, documentary analysis guide and observation schedule. SPSS and Pearson correlation was used to analyze data. Findings were presented in percentages, frequencies, means, and standard deviations. Data analyzed showed positive correlation between pupil-teacher ratio and internal efficiency in public primary schools (r = .561, n= 37, p<.01). The study concluded that the pupil-teacher ratio was high in public primary schools which was 50:1 which exceeded the recommended ratio of 25:1.Therefore, there is need for the County government in collaboration with headteachers to deploy additional teachers in public primary schools in Embu County to offset the high pupil-teacher ratio. This will increase internal efficiency in terms of graduation rates to enhance successful transition to the next class.
{"title":"Pupil-Teacher Ratio in ECE and its Influence on Graduation Rates in Integrated Embu County Public Primary Schools, Kenya","authors":"Anastasia Kamwitha Muthanje","doi":"10.37870/joqie.v13i21.359","DOIUrl":"https://doi.org/10.37870/joqie.v13i21.359","url":null,"abstract":"Pupil-teacher ratio in Early Childhood Education (ECE) is of principal significance in the teaching and learning process. The purpose of this study was directed at realizing how teacher-pupil ratio in ECE influences graduation rates, an aspect of internal efficiency. The research was directed by correlation design and adopted stratified and simple random sampling techniques. A total of 39 public primary schools were sampled. From 39 selected schools 39 and 156 primary school headteachers and teachers respectively and 39 ECE teachers were sampled. Information for the research was gathered by use of questionnaires, documentary analysis guide and observation schedule. SPSS and Pearson correlation was used to analyze data. Findings were presented in percentages, frequencies, means, and standard deviations. Data analyzed showed positive correlation between pupil-teacher ratio and internal efficiency in public primary schools (r = .561, n= 37, p<.01). The study concluded that the pupil-teacher ratio was high in public primary schools which was 50:1 which exceeded the recommended ratio of 25:1.Therefore, there is need for the County government in collaboration with headteachers to deploy additional teachers in public primary schools in Embu County to offset the high pupil-teacher ratio. This will increase internal efficiency in terms of graduation rates to enhance successful transition to the next class.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175901","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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