This study examined the perceptions of Basic School (K-9) Teachers in Greater Accra towards continuous professional development programs. In carrying out this research, a descriptive survey design was applied. A survey was designed with Google Forms, and the link was posted to a WhatsApp group of 141 teachers from 63 basic schools in the Greater Accra Region of Ghana who were purposively sampled to participate in the study. All 141 teachers responded to the survey questions.The findings revealed mixed reactions from teachers towards continuous professional development programs/activities in Ghana. Some professional development programs, for instance, “Cluster/School Based INSET, ICT Integration in Teaching and Learning, Peer Class Observation, Classroom Management, and Subject Content and Methodology Professional Development” activities geared toward the needs of teachers therefore effective, whereas “Educational Leadership and School Management, Education of persons with Special Needs, Micro Teaching, and Social Dialogue” activities were not geared towards teachers needs therefore ineffective. The findings of this study provide valuable information to policymakers, Educational Administrators, and all stakeholders in Education. Considering the study's findings, conclusions and suggestions were provided. Keywords: continuous professional development, teachers’ perception, basic education (K-9) DOI: 10.7176/JEP/14-30-05 Publication date: October 31 st 2023
{"title":"Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development","authors":"","doi":"10.7176/jep/14-30-05","DOIUrl":"https://doi.org/10.7176/jep/14-30-05","url":null,"abstract":"This study examined the perceptions of Basic School (K-9) Teachers in Greater Accra towards continuous professional development programs. In carrying out this research, a descriptive survey design was applied. A survey was designed with Google Forms, and the link was posted to a WhatsApp group of 141 teachers from 63 basic schools in the Greater Accra Region of Ghana who were purposively sampled to participate in the study. All 141 teachers responded to the survey questions.The findings revealed mixed reactions from teachers towards continuous professional development programs/activities in Ghana. Some professional development programs, for instance, “Cluster/School Based INSET, ICT Integration in Teaching and Learning, Peer Class Observation, Classroom Management, and Subject Content and Methodology Professional Development” activities geared toward the needs of teachers therefore effective, whereas “Educational Leadership and School Management, Education of persons with Special Needs, Micro Teaching, and Social Dialogue” activities were not geared towards teachers needs therefore ineffective. The findings of this study provide valuable information to policymakers, Educational Administrators, and all stakeholders in Education. Considering the study's findings, conclusions and suggestions were provided. Keywords: continuous professional development, teachers’ perception, basic education (K-9) DOI: 10.7176/JEP/14-30-05 Publication date: October 31 st 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199412","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}
Background Colorectal carcinoma is the third cause of mortality from malignant cancers. Upon diagnosis about 1 in 5 patients have metastatic disease. Furthermore, patients with local disease will on average have an incidence of 25% for distant metastases. Most common locations of CRC metastases are the liver, lungs, peritoneum and lymph nodes in distance. The diagnosis of metastatic disease in colorectal cancer should always be confirmed before any surgical or systemic treatment via adequate histological and imaging methods. Biochemical tests for carcinoembryonic antigen, CEA and carbohydrate antigen, CA19-9 are strongly advised. For the accurate staging of the disease IV contrast enhanced Computed Tomography is recommended, whereas MRI is useful in detection of exact number and location of liver metastases. Surgical treatment options may vary depending on the stage, locoregional involvement of the primary disease and the resectability of metastatic disease. It is a topic of ongoing investigation; however, guidelines recommend R0 surgical resection where possible as it may be potentially curative in 20-45% of cases. Case presentation We present the case of a 62 years old patient diagnosed with a right colon cancer and a solitary metastasis of the Ist segment of liver. He underwent the surgical procedure of right hemicolectomy and followed a course of 6 chemotherapy cycles. After an abdominal CT with IV contrast and abdominal MRI, a solitary caudate lobe metastasis is confirmed. A joint staff of oncologists, gastroenterologists and surgeons it is decided for a surgical intervention. He underwent the surgical procedure of the resection of liver metastasis in the caudate lobe. He tolerated the procedure well and was discharged in good health. Discussion In patients where metastases can be safely resected from the technical aspect, surgery is recommended. In cases where clear margins are difficult to achieve or patient prognosis is unclear, perioperative chemotherapy is mandatory, with FOLFOX or CAPOX regimens. In patients potentially curable with conversion therapy it is required to consider the molecular profile and tumor location. After starting conversion therapies patients should be evaluated periodically to avoid overtreatment. If surgery is feasible, metastases should be resected completely, maintaining at least 30% liver remnant. Conclusion Patient outcomes improve significantly when individual cases of metastatic colorectal disease are discussed between a team of oncologists, surgeons, radiologists, radiotherapists and other experts. We advise regular consultations of multidisciplinary teams to ensure the best therapeutic strategy. In conclusion, colorectal carcinoma is a complex disease, for which a therapeutic algorithm should be initially chosen and adhered to, by the multidisciplinary team to ensure the continuum of care. Keywords: General Surgery, Colon Cancer, Liver Metastasis, Caudate Lobe Resection, I-st Segment Liver. DOI: 10.7176/J
{"title":"Treatment of Caudate Lobe Metastasis Post Colon Cancer Surgery – Case Report","authors":"","doi":"10.7176/jep/14-29-01","DOIUrl":"https://doi.org/10.7176/jep/14-29-01","url":null,"abstract":"Background Colorectal carcinoma is the third cause of mortality from malignant cancers. Upon diagnosis about 1 in 5 patients have metastatic disease. Furthermore, patients with local disease will on average have an incidence of 25% for distant metastases. Most common locations of CRC metastases are the liver, lungs, peritoneum and lymph nodes in distance. The diagnosis of metastatic disease in colorectal cancer should always be confirmed before any surgical or systemic treatment via adequate histological and imaging methods. Biochemical tests for carcinoembryonic antigen, CEA and carbohydrate antigen, CA19-9 are strongly advised. For the accurate staging of the disease IV contrast enhanced Computed Tomography is recommended, whereas MRI is useful in detection of exact number and location of liver metastases. Surgical treatment options may vary depending on the stage, locoregional involvement of the primary disease and the resectability of metastatic disease. It is a topic of ongoing investigation; however, guidelines recommend R0 surgical resection where possible as it may be potentially curative in 20-45% of cases. Case presentation We present the case of a 62 years old patient diagnosed with a right colon cancer and a solitary metastasis of the Ist segment of liver. He underwent the surgical procedure of right hemicolectomy and followed a course of 6 chemotherapy cycles. After an abdominal CT with IV contrast and abdominal MRI, a solitary caudate lobe metastasis is confirmed. A joint staff of oncologists, gastroenterologists and surgeons it is decided for a surgical intervention. He underwent the surgical procedure of the resection of liver metastasis in the caudate lobe. He tolerated the procedure well and was discharged in good health. Discussion In patients where metastases can be safely resected from the technical aspect, surgery is recommended. In cases where clear margins are difficult to achieve or patient prognosis is unclear, perioperative chemotherapy is mandatory, with FOLFOX or CAPOX regimens. In patients potentially curable with conversion therapy it is required to consider the molecular profile and tumor location. After starting conversion therapies patients should be evaluated periodically to avoid overtreatment. If surgery is feasible, metastases should be resected completely, maintaining at least 30% liver remnant. Conclusion Patient outcomes improve significantly when individual cases of metastatic colorectal disease are discussed between a team of oncologists, surgeons, radiologists, radiotherapists and other experts. We advise regular consultations of multidisciplinary teams to ensure the best therapeutic strategy. In conclusion, colorectal carcinoma is a complex disease, for which a therapeutic algorithm should be initially chosen and adhered to, by the multidisciplinary team to ensure the continuum of care. Keywords: General Surgery, Colon Cancer, Liver Metastasis, Caudate Lobe Resection, I-st Segment Liver. DOI: 10.7176/J","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"212 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136198637","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 to explore the understanding and perspectives of teachers regarding students with Emotional and Behavioral Disorders (EBD) within specific second cycle educational institutions in Ghana. Employing a cross-sectional descriptive survey design, data was collected using a questionnaire. Through a multi-stage sampling approach, 400 teachers were selected from a total of 4539 across 95 public second cycle institutions in the Volta region. Out of these, 270 teachers responded to the questionnaire. The findings of the study revealed that teachers possessed a high level of awareness about the prevalence of EBD and held positive attitudes towards students with EBD. However, their knowledge regarding internalizing behaviors associated with EBD, such as depression, withdrawal, anxiety, and social phobia, was found to be limited. The focus of most teachers seemed to be directed towards students displaying externalizing behavioral disorders, including traits like hyperactivity, aggression, impulsivity, and vandalism, among others. A significant observation from the study was that teachers with higher educational backgrounds tended to possess more comprehensive knowledge about EBD. As a conclusion, the study highlighted the need for further education and awareness among teachers concerning the internalizing behaviors associated with EBD. It was suggested that the Ministry of Education should develop a comprehensive guide outlining the identification and characteristics of EBD. Additionally, regular in-service training programs should be established to equip teachers with the skills necessary for identifying and supporting students with EBD effectively. Keywords: Emotional Disorders, Teachers' Understanding, Disabilities and Behavioral Disorders DOI: 10.7176/JEP/14-28-04 Publication date: October 31 st 2023
{"title":"Enhancing Teachers' Understanding and Support for Students with Emotional and Behavioral Disorders (EBD) in Ghanaian Second Cycle Educational Institutions","authors":"","doi":"10.7176/jep/14-28-04","DOIUrl":"https://doi.org/10.7176/jep/14-28-04","url":null,"abstract":"The study aimed to explore the understanding and perspectives of teachers regarding students with Emotional and Behavioral Disorders (EBD) within specific second cycle educational institutions in Ghana. Employing a cross-sectional descriptive survey design, data was collected using a questionnaire. Through a multi-stage sampling approach, 400 teachers were selected from a total of 4539 across 95 public second cycle institutions in the Volta region. Out of these, 270 teachers responded to the questionnaire. The findings of the study revealed that teachers possessed a high level of awareness about the prevalence of EBD and held positive attitudes towards students with EBD. However, their knowledge regarding internalizing behaviors associated with EBD, such as depression, withdrawal, anxiety, and social phobia, was found to be limited. The focus of most teachers seemed to be directed towards students displaying externalizing behavioral disorders, including traits like hyperactivity, aggression, impulsivity, and vandalism, among others. A significant observation from the study was that teachers with higher educational backgrounds tended to possess more comprehensive knowledge about EBD. As a conclusion, the study highlighted the need for further education and awareness among teachers concerning the internalizing behaviors associated with EBD. It was suggested that the Ministry of Education should develop a comprehensive guide outlining the identification and characteristics of EBD. Additionally, regular in-service training programs should be established to equip teachers with the skills necessary for identifying and supporting students with EBD effectively. Keywords: Emotional Disorders, Teachers' Understanding, Disabilities and Behavioral Disorders DOI: 10.7176/JEP/14-28-04 Publication date: October 31 st 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136198641","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}
Stress is an increasing problem that can have negative consequences for healthcare students and professionals. The demanding expectations of health professionals begin even before they enter the healthcare workforce. Health professional students are susceptible to stress in their didactic and clinical education due to high academic workloads and performance demands. The research problem addressed in this study is the high stress levels of Doctor of Physical Therapy (DPT) students. Previous research demonstrates that first-year DPT students experience high stress levels and may be unable to manage them effectively. Prolonged exposure to high stress levels can negatively affect students’ physical and mental health, and academic performance, thereby leading to burnout. Protection against stress can come from trait mindfulness, one’s inherent tendency to be mindful, which has been previously linked to nonreactivity and flexible responses to stimuli. The purpose of the study was to investigate the relationship between five facets of trait mindfulness and perceived psychological stress among first year DPT students. The study adopted a quantitative methodology and a correlational research design to examine these relationships. Data were collected using two validated self-report survey instruments: the Five Factor Mindfulness Questionnaire (FFMQ) and the Perceived Stress Scale (PSS-10). Multiple linear regression analysis indicated that Nonjudging of Inner Experience (p=.003) facet of trait mindfulness was the strongest predictor of students’ perceived psychological stress. Physical therapy programs should use the findings from this foundational study to introduce tailored mindfulness interventions and practice into the DPT curriculum. Improving students’ coping strategies for managing stress would better prepare them for their future roles as healthcare professionals. Keywords: Trait Mindfulness, DPT programs, perceived psychological stress DOI: 10.7176/JEP/14-30-06 Publication date: October 31 st 2023
{"title":"Perceived Psychological Stress and Trait Mindfulness Among First-Year Doctor of Physical Therapy Students","authors":"","doi":"10.7176/jep/14-30-06","DOIUrl":"https://doi.org/10.7176/jep/14-30-06","url":null,"abstract":"Stress is an increasing problem that can have negative consequences for healthcare students and professionals. The demanding expectations of health professionals begin even before they enter the healthcare workforce. Health professional students are susceptible to stress in their didactic and clinical education due to high academic workloads and performance demands. The research problem addressed in this study is the high stress levels of Doctor of Physical Therapy (DPT) students. Previous research demonstrates that first-year DPT students experience high stress levels and may be unable to manage them effectively. Prolonged exposure to high stress levels can negatively affect students’ physical and mental health, and academic performance, thereby leading to burnout. Protection against stress can come from trait mindfulness, one’s inherent tendency to be mindful, which has been previously linked to nonreactivity and flexible responses to stimuli. The purpose of the study was to investigate the relationship between five facets of trait mindfulness and perceived psychological stress among first year DPT students. The study adopted a quantitative methodology and a correlational research design to examine these relationships. Data were collected using two validated self-report survey instruments: the Five Factor Mindfulness Questionnaire (FFMQ) and the Perceived Stress Scale (PSS-10). Multiple linear regression analysis indicated that Nonjudging of Inner Experience (p=.003) facet of trait mindfulness was the strongest predictor of students’ perceived psychological stress. Physical therapy programs should use the findings from this foundational study to introduce tailored mindfulness interventions and practice into the DPT curriculum. Improving students’ coping strategies for managing stress would better prepare them for their future roles as healthcare professionals. Keywords: Trait Mindfulness, DPT programs, perceived psychological stress DOI: 10.7176/JEP/14-30-06 Publication date: October 31 st 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136198903","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}
Despite witnessing a consistent rise in private demand for postgraduate studies at universities in Kenya, recent trends show a decline in postgraduate enrolment. This downturn poses potential obstacles in achieving both the university objectives and Kenya's Vision 2030. Reviewed literature reveals that the decision to pursue postgraduate studies is often determined by a variety of factors, one of which is the perceived returns associated with obtaining an advanced degree. Given this framework, the primary objective of this study was to assess the extent to which perceived returns, as a determinant of private demand for postgraduate studies, affects private demand for postgraduate studies at the selected universities in Kenya. By adopting an explanatory sequential mixed methods design, the study combined quantitative and qualitative approaches to comprehensively examine effects of perceived returns on private demand for postgraduate studies in selected universities in Kenya. The target population comprised all the 60,515 students enrolled in Master's and PhD programmes across both public and private chartered universities in Kenya during the research period. The study employed a systematic random sampling method to select 395 Master's and PhD students from a purposefully selected pool of four public chartered universities and three private chartered universities. Data collection involved the use of questionnaires and interviews. Quantitative data underwent analysis using descriptive and inferential statistics, while qualitative data was subjected to thematic and content analysis techniques. The study established that perceived returns (with a regression coefficient of B = .57 and probability level of p = .004 < .05 (at a significant level of p < .05), emerged as a significant predictor of private demand for postgraduate studies. The findings shed light on how perceived returns affects private demand for postgraduate studies and offer insights for policy makers and university institutions to align university programmes with the evolving needs and expectations of both the prospective postgraduate students and the labour market. The study recommends that universities collaborate with employers from both the private sector and the public sector as well as other areas in the labour market to enhance accurate information, training and employment opportunities for postgraduate students. Keywords: Perceived returns, Private demand, Postgraduate studies DOI: 10.7176/JEP/14-30-04 Publication date: October 31 st 2023
{"title":"Perceived Returns as a Determinant of Private Demand for Postgraduate Studies in Selected Universities in Kenya","authors":"","doi":"10.7176/jep/14-30-04","DOIUrl":"https://doi.org/10.7176/jep/14-30-04","url":null,"abstract":"Despite witnessing a consistent rise in private demand for postgraduate studies at universities in Kenya, recent trends show a decline in postgraduate enrolment. This downturn poses potential obstacles in achieving both the university objectives and Kenya's Vision 2030. Reviewed literature reveals that the decision to pursue postgraduate studies is often determined by a variety of factors, one of which is the perceived returns associated with obtaining an advanced degree. Given this framework, the primary objective of this study was to assess the extent to which perceived returns, as a determinant of private demand for postgraduate studies, affects private demand for postgraduate studies at the selected universities in Kenya. By adopting an explanatory sequential mixed methods design, the study combined quantitative and qualitative approaches to comprehensively examine effects of perceived returns on private demand for postgraduate studies in selected universities in Kenya. The target population comprised all the 60,515 students enrolled in Master's and PhD programmes across both public and private chartered universities in Kenya during the research period. The study employed a systematic random sampling method to select 395 Master's and PhD students from a purposefully selected pool of four public chartered universities and three private chartered universities. Data collection involved the use of questionnaires and interviews. Quantitative data underwent analysis using descriptive and inferential statistics, while qualitative data was subjected to thematic and content analysis techniques. The study established that perceived returns (with a regression coefficient of B = .57 and probability level of p = .004 < .05 (at a significant level of p < .05), emerged as a significant predictor of private demand for postgraduate studies. The findings shed light on how perceived returns affects private demand for postgraduate studies and offer insights for policy makers and university institutions to align university programmes with the evolving needs and expectations of both the prospective postgraduate students and the labour market. The study recommends that universities collaborate with employers from both the private sector and the public sector as well as other areas in the labour market to enhance accurate information, training and employment opportunities for postgraduate students. Keywords: Perceived returns, Private demand, Postgraduate studies DOI: 10.7176/JEP/14-30-04 Publication date: October 31 st 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a product of a persistent need of a simplified reference manual for learners beginning a research component of their required accomplishments for their respective degree programs at a University. The author draws from a constantly witnessed struggle the students go through when developing research proposals for their dissertations, in the end finding themselves falling trap of recycling past works with trivial adaptations. The author-cum examiner experiences show that students have problems at all levels of a dissertation project, from the identification of the agenda for research to final reporting, let alone the conducting of research itself.In that context, the intention of this brief paper is to help the novice students for a better beginning of their dissertation assignments. The draft guidance in the paper intends to shift the students’ attitude from viewing research as a torturous examination exercise, to an enjoyable and beneficial academic exercise for development of an inquisitive mind n a person. The paper takes a pragmatic instructional approach in a very simplified language so as to minimize the demand for assistance. Keywords: Research manual, research proposal, literature review, research design DOI: 10.7176/JEP/14-28-01 Publication date: October 31 st 2023
{"title":"Research: Proposal and Practice - A Manual for Beginners","authors":"","doi":"10.7176/jep/14-28-01","DOIUrl":"https://doi.org/10.7176/jep/14-28-01","url":null,"abstract":"This paper is a product of a persistent need of a simplified reference manual for learners beginning a research component of their required accomplishments for their respective degree programs at a University. The author draws from a constantly witnessed struggle the students go through when developing research proposals for their dissertations, in the end finding themselves falling trap of recycling past works with trivial adaptations. The author-cum examiner experiences show that students have problems at all levels of a dissertation project, from the identification of the agenda for research to final reporting, let alone the conducting of research itself.In that context, the intention of this brief paper is to help the novice students for a better beginning of their dissertation assignments. The draft guidance in the paper intends to shift the students’ attitude from viewing research as a torturous examination exercise, to an enjoyable and beneficial academic exercise for development of an inquisitive mind n a person. The paper takes a pragmatic instructional approach in a very simplified language so as to minimize the demand for assistance. Keywords: Research manual, research proposal, literature review, research design DOI: 10.7176/JEP/14-28-01 Publication date: October 31 st 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136199124","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 have a right to education regardless of their limitations. However, there are still schools that are struggling to address learning barriers. This paper explores the impact of learning barriers on academic performance in selected secondary schools in Mtata, South Africa. The study was guided by the Ecological System and Inclusion Theories. A qualitative approach and case study design was adopted. Convenient and purposive sampling techniques were used to select 3 schools and 18 participants respectively. Data were gathered through semi-structured interviews. Thematic frames and thick descriptions were used to analyze data. Findings indicate that learners with learning barriers such as disabilities faced myriad of challenges including lack of resources, inability to attend to learners with challenges due to overcrowded classes and inadequate inclusive education training. The paper concludes that learning barriers have a negative bearing on the academic performance of learners. Effective inclusive education policies, teachers’ training, parental involvement and psychological support for learners are a necessity. Regardless of challenges, some teachers are scaffolding these learners. For improvement on learners’ academic performance, there is need for collaboration of government, parents and teachers. The use of technology in South African rural schools should be a priority. Providing learners with digital tools and skills to facilitate learning is important as technology in the classroom will facilitate teaching methodology variation and management of overcrowded classes. Future study should focus on the impact of using digital tools on the academic performance of learners with learning barriers.
{"title":"Impact of learning barriers on academic performance of learners in selected secondary schools in Mtata","authors":"Bhilitane Babalwa, Marongwe Newlin","doi":"10.18488/61.v11i4.3491","DOIUrl":"https://doi.org/10.18488/61.v11i4.3491","url":null,"abstract":"Learners have a right to education regardless of their limitations. However, there are still schools that are struggling to address learning barriers. This paper explores the impact of learning barriers on academic performance in selected secondary schools in Mtata, South Africa. The study was guided by the Ecological System and Inclusion Theories. A qualitative approach and case study design was adopted. Convenient and purposive sampling techniques were used to select 3 schools and 18 participants respectively. Data were gathered through semi-structured interviews. Thematic frames and thick descriptions were used to analyze data. Findings indicate that learners with learning barriers such as disabilities faced myriad of challenges including lack of resources, inability to attend to learners with challenges due to overcrowded classes and inadequate inclusive education training. The paper concludes that learning barriers have a negative bearing on the academic performance of learners. Effective inclusive education policies, teachers’ training, parental involvement and psychological support for learners are a necessity. Regardless of challenges, some teachers are scaffolding these learners. For improvement on learners’ academic performance, there is need for collaboration of government, parents and teachers. The use of technology in South African rural schools should be a priority. Providing learners with digital tools and skills to facilitate learning is important as technology in the classroom will facilitate teaching methodology variation and management of overcrowded classes. Future study should focus on the impact of using digital tools on the academic performance of learners with learning barriers.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135720985","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}
Purpose: The 21st century challenges make Project-Based Learning (PBL) “the” language teaching method that develops skills with learners. The study explored experiences of Eswatini senior secondary school siSwati teachers on use of PBL, a case study of schools in the Manzini region, Kwaluseni cluster. The objectives of the study were to; ascertain senior secondary school siSwati teachers’ views on use of PBL and to determine senior secondary school siSwati teachers’ views on the factors that allow for effective use of PBL.
Methodology: The study employed the qualitative design; a six (6) item online interview guide and a focus group discussion guide with four (4) items designed by the researcher were used for data collection. Purposive sampling was used to select five (5) schools and ten (10) teachers as participants from Manzini region, Kwaluseni. Data was analyzed using content analysis.
Findings: Teachers viewed use of PBL as practical; offering opportunity for use of ICT resources and parental/guardian involvement. Teachers’ experiences were that availability of resources; parental support and teacher-knowledge on use of PBL were factors that allow for effective use of PBL.
Unique Contribution to Theory, Policy and Practice: The study concluded that PBL is not only a practical but a collaborative approach that engages the learner with human resources; the teacher and the parent and physical resources as well. The recommendations were; provision of resources; revival of teacher-learner-parent relationships and capacitation of teachers on use of PB to teach and assess.
{"title":"Experiences of Senior Secondary School siSwati Teachers on Use of Project-Based Learning","authors":"Portia P. Mkhonta-Khoza","doi":"10.47941/jep.1460","DOIUrl":"https://doi.org/10.47941/jep.1460","url":null,"abstract":"Purpose: The 21st century challenges make Project-Based Learning (PBL) “the” language teaching method that develops skills with learners. The study explored experiences of Eswatini senior secondary school siSwati teachers on use of PBL, a case study of schools in the Manzini region, Kwaluseni cluster. The objectives of the study were to; ascertain senior secondary school siSwati teachers’ views on use of PBL and to determine senior secondary school siSwati teachers’ views on the factors that allow for effective use of PBL.
 Methodology: The study employed the qualitative design; a six (6) item online interview guide and a focus group discussion guide with four (4) items designed by the researcher were used for data collection. Purposive sampling was used to select five (5) schools and ten (10) teachers as participants from Manzini region, Kwaluseni. Data was analyzed using content analysis.
 Findings: Teachers viewed use of PBL as practical; offering opportunity for use of ICT resources and parental/guardian involvement. Teachers’ experiences were that availability of resources; parental support and teacher-knowledge on use of PBL were factors that allow for effective use of PBL.
 Unique Contribution to Theory, Policy and Practice: The study concluded that PBL is not only a practical but a collaborative approach that engages the learner with human resources; the teacher and the parent and physical resources as well. The recommendations were; provision of resources; revival of teacher-learner-parent relationships and capacitation of teachers on use of PB to teach and assess.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136059172","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}
Purpose: This research work seeks to explore Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms in some Subdivisions of the Western Highlands of Cameroon. Specifically, this study seeks to: Investigates if collaborative practices exist in a Biology inclusive classroom, examines if a tripartite relationship exist between the Biology teacher, LVI, and transcriber in a Biology inclusive classroom, examines constraints that restrict proficiency of LVI in a Biology inclusive classroom, and evaluates the prospects that LVI have in a Biology inclusive classroom.
Methodology: Relevant theories and appropriate empirical reviews utilised guided and instructed the process adopted for the conduct of the research. Primary source of data was collected using questionnaires, observation and unstructured interview on four public and private secondary schools in Bafut, Bamenda, and Dschang subdivisions through the simple convenient and purposive sampling techniques, with sample size of 21 LVI, 20 Biology teachers and 9 transcribers. Data collected was subjected to descriptive and inferential statistics using SPSS version 20 for a one sample T- test.
Findings: Findings revealed that, collaborative practices and tripartite relationship do not exist in Biology inclusive classrooms. On the other hand, findings also revealed that, constraints that restrict proficiency amongst others are: assessmentattitude problems, technology availability /affordability but, LVI still have prospects in an inclusive Biology classroom.
Unique Contribution to Theory, Policy and Practice: Based on the findings, it is recommended amongst others that, a tripartite relationship be built between the teacher, the learner with visual impairment and the transcriber in a Biology inclusive classroom.
目的:本研究旨在探讨喀麦隆西部高地一些细分地区的生物全纳课堂中视觉障碍学习者的问题和前景。具体而言，本研究旨在:调查在生物包容性课堂中是否存在合作实践，检查在生物包容性课堂中生物教师、LVI和转录员之间是否存在三方关系，检查限制LVI在生物包容性课堂中的熟练程度的制约因素，并评估LVI在生物包容性课堂中的前景。
方法:使用相关理论和适当的实证审查来指导和指导进行研究的过程。主要数据来源采用问卷调查法、观察法和非结构化访谈法，采用简单、方便、有目的的抽样方法，对巴法特、巴门达和dchang三个分区的4所公立和私立中学进行收集，样本量为21名LVI、20名生物教师和9名转录员。收集的数据使用SPSS version 20进行单样本T检验的描述性和推断性统计。
研究发现:在生物全纳课堂中不存在合作实践和三方关系。另一方面，研究结果还显示，限制熟练程度的制约因素包括:评估态度问题、技术可用性/可负担性问题，但LVI在包容性生物课堂中仍有前景。
对理论、政策和实践的独特贡献:基于研究结果，建议在生物包容性课堂中建立教师、视障学习者和转录员之间的三方关系。
{"title":"Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms of the Western Highlands of Cameroon","authors":"Therese Munga Shallo Tchombe, Shiynyuy Elinis Laila, Ade Cyril Mancho","doi":"10.47941/jep.1456","DOIUrl":"https://doi.org/10.47941/jep.1456","url":null,"abstract":"Purpose: This research work seeks to explore Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms in some Subdivisions of the Western Highlands of Cameroon. Specifically, this study seeks to: Investigates if collaborative practices exist in a Biology inclusive classroom, examines if a tripartite relationship exist between the Biology teacher, LVI, and transcriber in a Biology inclusive classroom, examines constraints that restrict proficiency of LVI in a Biology inclusive classroom, and evaluates the prospects that LVI have in a Biology inclusive classroom.
 Methodology: Relevant theories and appropriate empirical reviews utilised guided and instructed the process adopted for the conduct of the research. Primary source of data was collected using questionnaires, observation and unstructured interview on four public and private secondary schools in Bafut, Bamenda, and Dschang subdivisions through the simple convenient and purposive sampling techniques, with sample size of 21 LVI, 20 Biology teachers and 9 transcribers. Data collected was subjected to descriptive and inferential statistics using SPSS version 20 for a one sample T- test.
 Findings: Findings revealed that, collaborative practices and tripartite relationship do not exist in Biology inclusive classrooms. On the other hand, findings also revealed that, constraints that restrict proficiency amongst others are: assessmentattitude problems, technology availability /affordability but, LVI still have prospects in an inclusive Biology classroom.
 Unique Contribution to Theory, Policy and Practice: Based on the findings, it is recommended amongst others that, a tripartite relationship be built between the teacher, the learner with visual impairment and the transcriber in a Biology inclusive classroom.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308476","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}
Purpose: After the implementation of Alzayed's research (2016), another research on the efficacy of PBL in the High school in Bahraini context was conducted using the same participants of Alzayed's research (2016). That was for two main reasons: First is to find out the process behind how students on the PBL scheme learn. The second is to detect if it has any positive or negative effect on them.
Methodology: This paper adopted a qualitative approach and semi-structured interviews of twenty-four students, two teachers, and three curriculum specialists.
Findings: Its main findings reflect that students who were taught Islamic Education (IE) under the umbrella of the PBL scheme, their critical thinking skills were significantly reinforced as much as the delivered knowledge which was smoothly adopted without any need to be forced or pressurized through the learning process. Simply, they were able to learn the information effortlessly. This research concludes that the PBL scheme was successful as students developed confidence in learning which enabled them to have positive attitudes towards learning. Although students had to adjust themselves to the different teaching and learning methods, they were able to work together positively and fruitfully. This research explored that students have good ambitions after using the PBL scheme.
Unique Contribution to Theory, Policy and Practice: The study recommends that the Ministry of Education consider this by introducing the scheme as an effective and positive process to be used for students to learn and achieve better outcomes. Moreover, this research adds value to the PBL in the context of Islamic education in Bahrain as well as ensuring its effectiveness in learning and developing skills.
{"title":"Efficacy of PBL Approach in Bahraini Context: Views and Reflections","authors":"A. Alzayed Aljalahma","doi":"10.47941/jep.1453","DOIUrl":"https://doi.org/10.47941/jep.1453","url":null,"abstract":"Purpose: After the implementation of Alzayed's research (2016), another research on the efficacy of PBL in the High school in Bahraini context was conducted using the same participants of Alzayed's research (2016). That was for two main reasons: First is to find out the process behind how students on the PBL scheme learn. The second is to detect if it has any positive or negative effect on them.
 Methodology: This paper adopted a qualitative approach and semi-structured interviews of twenty-four students, two teachers, and three curriculum specialists.
 Findings: Its main findings reflect that students who were taught Islamic Education (IE) under the umbrella of the PBL scheme, their critical thinking skills were significantly reinforced as much as the delivered knowledge which was smoothly adopted without any need to be forced or pressurized through the learning process. Simply, they were able to learn the information effortlessly. This research concludes that the PBL scheme was successful as students developed confidence in learning which enabled them to have positive attitudes towards learning. Although students had to adjust themselves to the different teaching and learning methods, they were able to work together positively and fruitfully. This research explored that students have good ambitions after using the PBL scheme.
 Unique Contribution to Theory, Policy and Practice: The study recommends that the Ministry of Education consider this by introducing the scheme as an effective and positive process to be used for students to learn and achieve better outcomes. Moreover, this research adds value to the PBL in the context of Islamic education in Bahrain as well as ensuring its effectiveness in learning and developing skills.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308014","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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