Pub Date : 2023-06-30DOI: 10.46606/eajess2023v04i03.0274
Isaac Gbadeh Jolokleh, Chrispus K. Wawire, David G. Kariuki
The purpose of this study was to determine the correlation between grade retention and school disengagement in some selected primary schools in Liberia using the correlational design. a sample of 246 Grade Five learners was selected from five out of 12 schools in the Fuamah District through simple random sampling procedures and a self-constructed questionnaire was the source of data. Data was analyzed using descriptive statistics and Pearson Correlations. The study established that grade retention was somewhat prevalent in schools under investigation as some of the learners admitted to have repeated classes. The study further concluded that grade retention influences students’ disengagement with school. Therefore, it is recommended that grade retention should be avoided as it causes sad feelings to those who repeat the classes and leads to a possibility for some learners to disengage with studies. The avoidance of grade retention can be accomplished when teachers become creative in addressing specific needs of the learners, providing remedial assignments to poor performing learners as well as finding out reasons for learners underperformance and responding accordingly in a creative yet collaborative approach with parents.
{"title":"Relation between Grade Retention and Disengagement among Primary School Pupils in Fuamah District, Liberia","authors":"Isaac Gbadeh Jolokleh, Chrispus K. Wawire, David G. Kariuki","doi":"10.46606/eajess2023v04i03.0274","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0274","url":null,"abstract":"The purpose of this study was to determine the correlation between grade retention and school disengagement in some selected primary schools in Liberia using the correlational design. a sample of 246 Grade Five learners was selected from five out of 12 schools in the Fuamah District through simple random sampling procedures and a self-constructed questionnaire was the source of data. Data was analyzed using descriptive statistics and Pearson Correlations. The study established that grade retention was somewhat prevalent in schools under investigation as some of the learners admitted to have repeated classes. The study further concluded that grade retention influences students’ disengagement with school. Therefore, it is recommended that grade retention should be avoided as it causes sad feelings to those who repeat the classes and leads to a possibility for some learners to disengage with studies. The avoidance of grade retention can be accomplished when teachers become creative in addressing specific needs of the learners, providing remedial assignments to poor performing learners as well as finding out reasons for learners underperformance and responding accordingly in a creative yet collaborative approach with parents.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115522739","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 : 2023-06-30DOI: 10.46606/eajess2023v04i03.0280
Saviour Kwadjo Kudjordji, Millicent Narh-Kert, George Brains Budu, Pearl Worlali Wotordzor, Christopher Addo
This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.
{"title":"Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana","authors":"Saviour Kwadjo Kudjordji, Millicent Narh-Kert, George Brains Budu, Pearl Worlali Wotordzor, Christopher Addo","doi":"10.46606/eajess2023v04i03.0280","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0280","url":null,"abstract":"This study investigated whether socioeconomic variables influence teachers' practices in the School-Based Assessment (SBA) and their associated challenges. A quantitative research approach using the descriptive and cross-sectional design was employed and 273 teachers were sampled using the stratified random sampling in the Jasikan Municipality of the Oti Region of Ghana. Data was collected through a questionnaire and analyzed through the independent sample t-test and One-way ANOVA. The results showed no significant difference in SBA practices, roles and challenges among teachers based on gender, age, educational qualification, years of teaching experience and class level. Based on these findings, it is recommended that the Ghana Education Service should provide the necessary logistics, such as SBA record books to support teachers' implementation of the policy. Additionally, teachers should be motivated through incentives, promotions and praises to continue playing their key roles effectively as facilitators of the SBA.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129541257","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 : 2023-06-30DOI: 10.46606/eajess2023v04i03.0285
Lucas Mzelela John, Johnson Muchunguzi Ishengoma, Eugenia Joseph Kafanabo
The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.
{"title":"Trends in Mentoring of Beginning Teachers in Government Secondary Schools of Rukwa Region, Tanzania","authors":"Lucas Mzelela John, Johnson Muchunguzi Ishengoma, Eugenia Joseph Kafanabo","doi":"10.46606/eajess2023v04i03.0285","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0285","url":null,"abstract":"The study aimed to explore trends in the mentoring of beginning teachers to enhance pedagogical skills in selected government secondary schools in the Rukwa Region, Tanzania. The study employed the qualitative research approach and the exploratory single case study design. Through purposive criterion sampling, the study involved 15 beginning teachers, 28 experienced teachers, and 11 Heads of Departments, following their roles and responsibilities of coaching, mentoring, guiding, counselling, supervising, assessing, and providing mentorship. The study further included seven heads of school and two District Secondary Education Officers, selected through purposive sampling. The study revealed that the effectiveness and achievement of mentorship practices in secondary schools depended on personal passion and commitment of both beginning teachers and experienced teachers. The positive regard of heads of schools and education officials towards mentorship triggered mentoring practices. The study recommended that it is vital for the ministries responsible to institutionalise school-based mentorship programs by releasing policies, enacting laws, and producing circulars and guidelines to enforce schools implement mentoring in specific and systematic procedures. The study also recommended that authorities should develop common assessment tools for assessing mentorship progress among beginning teachers across schools.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131509770","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 : 2023-06-30DOI: 10.46606/eajess2023v04i03.0291
Rosemary Naima Kumi-Manu, S. Acquah, Fortune Addo-Wuver
This study examined the effectiveness of how preservice teachers of the University of Education, Winneba are mentored when on internship. The study employed the sequential explanatory mixed-methods research design, utilizing a researcher-made close-ended questionnaire and interview guide to collect data. A simple random sampling technique determined 125 preservice teachers in the biology, chemistry, and physics departments for the quantitative phase of the study. Ten preservice teachers participated in the qualitative phase of the study. Quantitative data was analyzed using descriptive statistics. Qualitative data was categorized into themes generated from the research questions. The results revealed that preservice teachers have mentoring needs that were not adequately addressed by the mentors. Mentoring preservice teachers in the typical classroom situation is critical for professional development as it aims at inculcating in them practical experiences in teaching to enhance their abilities and develop their knowledge and skills in the areas studied. Mentors and mentees, therefore, need to know what their associated roles are and how to interact for a positive impact. Mentors should be engaged based on their specialization in the subject area, their rich experience and their willingness to mentor preservice teachers.
{"title":"Preservice Teachers’ Professional Experiences during Internship at the University of Education, Winneba, Ghana","authors":"Rosemary Naima Kumi-Manu, S. Acquah, Fortune Addo-Wuver","doi":"10.46606/eajess2023v04i03.0291","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0291","url":null,"abstract":"This study examined the effectiveness of how preservice teachers of the University of Education, Winneba are mentored when on internship. The study employed the sequential explanatory mixed-methods research design, utilizing a researcher-made close-ended questionnaire and interview guide to collect data. A simple random sampling technique determined 125 preservice teachers in the biology, chemistry, and physics departments for the quantitative phase of the study. Ten preservice teachers participated in the qualitative phase of the study. Quantitative data was analyzed using descriptive statistics. Qualitative data was categorized into themes generated from the research questions. The results revealed that preservice teachers have mentoring needs that were not adequately addressed by the mentors. Mentoring preservice teachers in the typical classroom situation is critical for professional development as it aims at inculcating in them practical experiences in teaching to enhance their abilities and develop their knowledge and skills in the areas studied. Mentors and mentees, therefore, need to know what their associated roles are and how to interact for a positive impact. Mentors should be engaged based on their specialization in the subject area, their rich experience and their willingness to mentor preservice teachers.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127469416","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 : 2023-06-30DOI: 10.46606/eajess2023v04i03.0283
George Sulo Bingan, Collins Asoma, Ernest Setor Amenu, Eric Appiah-Kubi, Eric Appiah-Kubi, K. Afriyie
This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of Ghana. The study utilized the descriptive survey design. The target population was 439 public primary school teachers in the Kpandai District. The researchers used the simple random sampling to determine the sample of 150 teachers to participate in the study using a questionnaire. Data was analyzed through descriptive statistics. The study established that teachers have a positive perception towards the standard based curriculum which they felt is good and can help develop learners to think independently and grow into productive adults. The implementation of the standard based curriculum poses several challenges, which need to be addressed. Some of recommendations are that teachers need to develop a positive perception towards the standard based curriculum. Furthermore, information on the standard based curriculum should be readily available for teachers to understand and appreciate the curriculum.
{"title":"Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana","authors":"George Sulo Bingan, Collins Asoma, Ernest Setor Amenu, Eric Appiah-Kubi, Eric Appiah-Kubi, K. Afriyie","doi":"10.46606/eajess2023v04i03.0283","DOIUrl":"https://doi.org/10.46606/eajess2023v04i03.0283","url":null,"abstract":"This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of Ghana. The study utilized the descriptive survey design. The target population was 439 public primary school teachers in the Kpandai District. The researchers used the simple random sampling to determine the sample of 150 teachers to participate in the study using a questionnaire. Data was analyzed through descriptive statistics. The study established that teachers have a positive perception towards the standard based curriculum which they felt is good and can help develop learners to think independently and grow into productive adults. The implementation of the standard based curriculum poses several challenges, which need to be addressed. Some of recommendations are that teachers need to develop a positive perception towards the standard based curriculum. Furthermore, information on the standard based curriculum should be readily available for teachers to understand and appreciate the curriculum.","PeriodicalId":375627,"journal":{"name":"May to June 2023","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121724946","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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