Purpose: This study aimed to reveal the impact of the professional development program on the enhancement of pedagogical content knowledge (PCK) among in-service biology teachers. Instructional strategies, students' misconceptions and learning difficulties, representation of the content, context for learning, and curriculum knowledge were some of the main PCK themes. Methodology: Eighteen secondary school teachers from six regions in Tanzania were involved in the intervention program. The study adopted a mixed-methods and case-study research design to collect both quantitative and qualitative data. Findings: The study revealed a positive transformation in the teachers’ conception of teaching and learning processes by shifting from a traditional teacher-centred approach to a more constructivist approach. Teachers are competent with the new trends in teaching and learning biology, including the use of technology and improved instructional materials, utilization of the local environment, and integrating academic content knowledge with everyday life. Unique contribution to theory, practice and policy: Based on the findings, it is recommended that in-service teachers' professional development programs be an ongoing process with the ultimate goal of offering opportunities to learn contemporary teaching methods, improve teaching skills, and acquire a broad knowledge of how students learn biology.
{"title":"Exploring Teachers’ Professional Development Based on Pedagogical Content Knowledge: A Case of in-Service Biology Teachers in Tanzania","authors":"Hassan A. Mateka, Neema Magambo, Medard Rembesha","doi":"10.47941/jep.2187","DOIUrl":"https://doi.org/10.47941/jep.2187","url":null,"abstract":"Purpose: This study aimed to reveal the impact of the professional development program on the enhancement of pedagogical content knowledge (PCK) among in-service biology teachers. Instructional strategies, students' misconceptions and learning difficulties, representation of the content, context for learning, and curriculum knowledge were some of the main PCK themes. \u0000Methodology: Eighteen secondary school teachers from six regions in Tanzania were involved in the intervention program. The study adopted a mixed-methods and case-study research design to collect both quantitative and qualitative data. \u0000Findings: The study revealed a positive transformation in the teachers’ conception of teaching and learning processes by shifting from a traditional teacher-centred approach to a more constructivist approach. Teachers are competent with the new trends in teaching and learning biology, including the use of technology and improved instructional materials, utilization of the local environment, and integrating academic content knowledge with everyday life. \u0000Unique contribution to theory, practice and policy: Based on the findings, it is recommended that in-service teachers' professional development programs be an ongoing process with the ultimate goal of offering opportunities to learn contemporary teaching methods, improve teaching skills, and acquire a broad knowledge of how students learn biology.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"62 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922893","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 study explored the psychosocial challenges experienced by teenage student mothers in senior high schools in Asene Manso Akroso District, Ghana. Methodology: The qualitative research approach was employed to understand and explore the psychosocial challenges experienced by teenage student mothers in senior high schools in Asene Manso Akroso District. Purposive sampling method was used to select the population of the study. Data saturation point was used to select a sample of twelve teenage student mothers from a population of fifty-five teenage student mothers from the two senior high schools in the district. Interview guide was used for the data collection and content analysis was used to analyse the data. Findings: The study revealed that teenage student mothers were ridiculed and rejected by their peers in school. It was also found that the teenage student mothers felt lonely and isolated as most of their friends shunned them for fear of being classified in the same category with teen mothers. Unique contribution to theory, practice and policy: It is therefore, recommended that guidance and counselling units in senior high schools should liaise with school authorities to provide academic and social support systems to help them adjust into the school system
{"title":"Exploring the Psychosocial Challenges Experienced by Teenage Student Mothers in Senior High Schools in Asene Manso Akroso District, Ghana.","authors":"D. Yelkpieri, Michael Nyabido Bileman, M. Namale","doi":"10.47941/jep.2106","DOIUrl":"https://doi.org/10.47941/jep.2106","url":null,"abstract":"Purpose: This study explored the psychosocial challenges experienced by teenage student mothers in senior high schools in Asene Manso Akroso District, Ghana. \u0000Methodology: The qualitative research approach was employed to understand and explore the psychosocial challenges experienced by teenage student mothers in senior high schools in Asene Manso Akroso District. Purposive sampling method was used to select the population of the study. Data saturation point was used to select a sample of twelve teenage student mothers from a population of fifty-five teenage student mothers from the two senior high schools in the district. Interview guide was used for the data collection and content analysis was used to analyse the data. \u0000Findings: The study revealed that teenage student mothers were ridiculed and rejected by their peers in school. It was also found that the teenage student mothers felt lonely and isolated as most of their friends shunned them for fear of being classified in the same category with teen mothers. \u0000Unique contribution to theory, practice and policy: It is therefore, recommended that guidance and counselling units in senior high schools should liaise with school authorities to provide academic and social support systems to help them adjust into the school system","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641848","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: Kenya’s paradigm shifts in curriculum from content based to competence-based curriculum is geared towards improving the quality of education to meet the global demands. This prompts the need to build a firm foundation from early childhood education through appropriate classroom learning experiences and good leadership. This study explored educational leaders' practices in their management of primary schools in Kenya. Methodology: This article draws evidence from the Longitudinal Study which was designed among other things to establish the best practices that teacher educators can adopt to inform the professional learning of Student Teachers to become effective champion teachers, and leaders. The study adopted a mixed method approach with a sample size of 29, comprising 4 education officers, 25 head teachers in Mombasa and Kilifi counties in Kenya. Findings: The findings revealed that most education leaders have embraced transformative leadership styles and policies to motivate their subordinates through action research, portfolio, mentorship, coaching, collaboration, and networking. Findings revealed further that mentorship is key in educational leadership and thus should be regarded as a vital aspect in teacher education and in professional learning. Data also indicated that leadership styles differ in relation to the context. Unique Contribution to Theory, Policy and Practice: The leader’s role is deeply involved with setting the school’s direction; thus, teacher leadership preparation is essential for successful implementation of education processes and programs. Hence, we recommend that school leaders should be adequately prepared to face the tasks and the accompanying contextual challenges they face once assigned the responsibilities to lead institutions.
{"title":"Empowering Educational Leaders: Nurturing Strong Teaching and Learning Environments in Kenyan Schools.","authors":"Nipael Mrutu, Zaituni Ali, Alice Mwang'ombe","doi":"10.47941/jep.2104","DOIUrl":"https://doi.org/10.47941/jep.2104","url":null,"abstract":"Purpose: Kenya’s paradigm shifts in curriculum from content based to competence-based curriculum is geared towards improving the quality of education to meet the global demands. This prompts the need to build a firm foundation from early childhood education through appropriate classroom learning experiences and good leadership. This study explored educational leaders' practices in their management of primary schools in Kenya. \u0000Methodology: This article draws evidence from the Longitudinal Study which was designed among other things to establish the best practices that teacher educators can adopt to inform the professional learning of Student Teachers to become effective champion teachers, and leaders. The study adopted a mixed method approach with a sample size of 29, comprising 4 education officers, 25 head teachers in Mombasa and Kilifi counties in Kenya. \u0000Findings: The findings revealed that most education leaders have embraced transformative leadership styles and policies to motivate their subordinates through action research, portfolio, mentorship, coaching, collaboration, and networking. Findings revealed further that mentorship is key in educational leadership and thus should be regarded as a vital aspect in teacher education and in professional learning. Data also indicated that leadership styles differ in relation to the context. \u0000Unique Contribution to Theory, Policy and Practice: The leader’s role is deeply involved with setting the school’s direction; thus, teacher leadership preparation is essential for successful implementation of education processes and programs. Hence, we recommend that school leaders should be adequately prepared to face the tasks and the accompanying contextual challenges they face once assigned the responsibilities to lead institutions.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641826","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}
Lubwama Hamiis Abasi, Nabukeera Madinah, Matovu Musa
Purpose: This study aimed at investigating the effect of financial management in Muslim Government aided primary schools on learners’ performance in Luweero District. There so many religious founded Primary schools in the target area but Muslim founded are performing poorly in academics, despite government provides teachers, scholastic materials, supervision and funds equally. Methodology: A casual comparative study design was used following a purposive and simple random sampling method of 371 respondents out of 10,787 populations. Questionnaires were used to collect quantitative data; Interviews were conducted on the selected group of people. Quantitative data was analyzed using descriptive statistics and inferential analysis (correlation) with the aid of SPSS while qualitative data was analyzed using manual thematic analysis. Findings: The study revealed that budgeting has a strong positive and significant effect on learners’ performance (β=0.806, P-value=0.000) at a 0.05 level of significance and further revealed that book keeping has a weak positive and significant effect on learners’ performance in Muslim founded schools in Luweero district (β=0.394, P-value=0.000) at a 0.05 level of significance. Unique contribution to theory, policy and practice: The study recommended that the school management should; embrace the various budgeting techniques to ensure improvement of learner’s performance and achieve financial sustainability. Employ qualified accountants to perform book keeping tasks to aid management decision making in Government aided primary schools in Luweero District
{"title":"Effects of Financial Management on Learners’ Performance in Muslim Government Aided Primary Schools in Luwero District, Uganda","authors":"Lubwama Hamiis Abasi, Nabukeera Madinah, Matovu Musa","doi":"10.47941/jep.2034","DOIUrl":"https://doi.org/10.47941/jep.2034","url":null,"abstract":"Purpose: This study aimed at investigating the effect of financial management in Muslim Government aided primary schools on learners’ performance in Luweero District. There so many religious founded Primary schools in the target area but Muslim founded are performing poorly in academics, despite government provides teachers, scholastic materials, supervision and funds equally. \u0000Methodology: A casual comparative study design was used following a purposive and simple random sampling method of 371 respondents out of 10,787 populations. Questionnaires were used to collect quantitative data; Interviews were conducted on the selected group of people. Quantitative data was analyzed using descriptive statistics and inferential analysis (correlation) with the aid of SPSS while qualitative data was analyzed using manual thematic analysis. \u0000Findings: The study revealed that budgeting has a strong positive and significant effect on learners’ performance (β=0.806, P-value=0.000) at a 0.05 level of significance and further revealed that book keeping has a weak positive and significant effect on learners’ performance in Muslim founded schools in Luweero district (β=0.394, P-value=0.000) at a 0.05 level of significance. \u0000Unique contribution to theory, policy and practice: The study recommended that the school management should; embrace the various budgeting techniques to ensure improvement of learner’s performance and achieve financial sustainability. Employ qualified accountants to perform book keeping tasks to aid management decision making in Government aided primary schools in Luweero District","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":" 59","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680116","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 study examined the relationship between intellectual capital and performance of staff at selected institutions in Uganda. The specific objectives were; i) To establish the relationship between human capital and performance of staff at selected institutions of higher learning in Uganda; ii) To establish the relationship between relational capital and performance of staff in selected institutions of higher learning in Uganda and iii) To establish the relationship between structural capital and performance of staff in selected institutions of higher learning in Uganda. Methodology: A cross-sectional design was used alongside a quantitative approach whereby a questionnaire was employed to collect the data from the 103 respondents who included lecturers from 10 selected institutions of higher learning. The results were computed using multiple regression and correlation analysis using SPSS and upon analysis, Findings: The outcomes exposed that; a) human capital has a positive but significant relationship with performance of staff at selected institutions of higher learning in Uganda (r = .536**, p<0.0001); b) there is a moderate relationship between relational capital and performance of staff at selected institutions of higher learning in Uganda (r = .374**, p>0.0001); c) there is a positive and very significant relationship between structural capital and performance of staff at selected institutions of higher learning in Uganda (r = .586**, p<0.0001). Unique Contribution to Theory, Policy and Practice: The research outcome undertakes that private institutions do not give attention to developing relational capital although it’s a very important aspect. It is also imperative to note that more resources are invested in the structural capital given its serious and observable impact on performance if it is put to utmost utilization. The study empirically differentiates the impacts of human, relational and structural capital on staff performance in institutions of higher learning offering context-specific insights and practically underscores the investment in structural and relational capital and continuous human capital development guiding resource allocation and policy formulation to enhance staff performance in Uganda.
{"title":"Intellectual Capital and Performance of Staff at Selected Institutions of Higher Learning in Uganda","authors":"Sempijja Emmanuel, Nabukeera Madinah, Matovu Musa","doi":"10.47941/jep.2029","DOIUrl":"https://doi.org/10.47941/jep.2029","url":null,"abstract":"Purpose: The study examined the relationship between intellectual capital and performance of staff at selected institutions in Uganda. The specific objectives were; i) To establish the relationship between human capital and performance of staff at selected institutions of higher learning in Uganda; ii) To establish the relationship between relational capital and performance of staff in selected institutions of higher learning in Uganda and iii) To establish the relationship between structural capital and performance of staff in selected institutions of higher learning in Uganda. \u0000Methodology: A cross-sectional design was used alongside a quantitative approach whereby a questionnaire was employed to collect the data from the 103 respondents who included lecturers from 10 selected institutions of higher learning. The results were computed using multiple regression and correlation analysis using SPSS and upon analysis, \u0000Findings: The outcomes exposed that; a) human capital has a positive but significant relationship with performance of staff at selected institutions of higher learning in Uganda (r = .536**, p<0.0001); b) there is a moderate relationship between relational capital and performance of staff at selected institutions of higher learning in Uganda (r = .374**, p>0.0001); c) there is a positive and very significant relationship between structural capital and performance of staff at selected institutions of higher learning in Uganda (r = .586**, p<0.0001). \u0000Unique Contribution to Theory, Policy and Practice: The research outcome undertakes that private institutions do not give attention to developing relational capital although it’s a very important aspect. It is also imperative to note that more resources are invested in the structural capital given its serious and observable impact on performance if it is put to utmost utilization. The study empirically differentiates the impacts of human, relational and structural capital on staff performance in institutions of higher learning offering context-specific insights and practically underscores the investment in structural and relational capital and continuous human capital development guiding resource allocation and policy formulation to enhance staff performance in Uganda.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"35 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690442","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 purpose of this study is to find the place and influence of project management principles in the leadership and management of schools. Methodology: This study adopted a qualitative research approach to collect data from project management and school leadership and management literature. The literature that was of interest for this study was mainly the literature that focused on the changes in the education system of South Africa and the impact thereof on the role of principals and the functionality of schools as organizations. Findings: This study established that principals of schools have applied project management principles and practices for ages in their craft without being conscious about it; and that their role as leaders and managers of schools has always been the same as those of project managers in big companies and industries. Unique contribution to theory, policy and practice: The study further proposed that policy makers need to intervene in the training and development of school leaders and their staff members to prepare them for a cross-functional and cross-organizational consciousness that exists in their daily activities in their schools.
{"title":"Finding the Locus of Project Management Principles in School Leadership and Management: A Conceptual Perspective","authors":"B. M. Mafuwane","doi":"10.47941/jep.2002","DOIUrl":"https://doi.org/10.47941/jep.2002","url":null,"abstract":"Purpose: The purpose of this study is to find the place and influence of project management principles in the leadership and management of schools. \u0000Methodology: This study adopted a qualitative research approach to collect data from project management and school leadership and management literature. The literature that was of interest for this study was mainly the literature that focused on the changes in the education system of South Africa and the impact thereof on the role of principals and the functionality of schools as organizations. \u0000Findings: This study established that principals of schools have applied project management principles and practices for ages in their craft without being conscious about it; and that their role as leaders and managers of schools has always been the same as those of project managers in big companies and industries. \u0000Unique contribution to theory, policy and practice: The study further proposed that policy makers need to intervene in the training and development of school leaders and their staff members to prepare them for a cross-functional and cross-organizational consciousness that exists in their daily activities in their schools.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"47 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348412","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 main purpose of this study was to assess the influence of management of physical facilities on quality of education in selected private universities in Kenya. The study aimed to investigate the deans of schools, heads of department and lecturers’ perceptions towards management of physical facilities on quality of education in private universities in Kenya. Methodology: The study used two types of research instruments, namely; lecturers’ Questionnaire; and deans of schools and departmental heads’ Interview Guide. Data was analyzed used mixed methods, involving qualitative and quantitative techniques. Findings: The study revealed that most of the respondents disagreed that there were adequate physical facilities which affected the quality of education in selected private universities in Kenya. Further, there was a significant positive correlation between management of physical facilities and quality of education in private universities. Unique contribution to theory policy and practice: The study recommends that the managers of private universities should ensure allocation of more funds for construction and maintenance of physical facilities for realization of quality education.
{"title":"Influence of Management of Physical Facilities on Quality of Education in Selected Private Universities in Kenya","authors":"Beth Githaiga Nduta, F. Itegi, P. Muchanje","doi":"10.47941/jep.1919","DOIUrl":"https://doi.org/10.47941/jep.1919","url":null,"abstract":"Purpose: The main purpose of this study was to assess the influence of management of physical facilities on quality of education in selected private universities in Kenya. The study aimed to investigate the deans of schools, heads of department and lecturers’ perceptions towards management of physical facilities on quality of education in private universities in Kenya. \u0000Methodology: The study used two types of research instruments, namely; lecturers’ Questionnaire; and deans of schools and departmental heads’ Interview Guide. Data was analyzed used mixed methods, involving qualitative and quantitative techniques. \u0000Findings: The study revealed that most of the respondents disagreed that there were adequate physical facilities which affected the quality of education in selected private universities in Kenya. Further, there was a significant positive correlation between management of physical facilities and quality of education in private universities. \u0000Unique contribution to theory policy and practice: The study recommends that the managers of private universities should ensure allocation of more funds for construction and maintenance of physical facilities for realization of quality education.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141100942","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}
Heba M. Nageh, Samar E. Abdelraouf, S. A. El-mouty
Purpose: This study aimed to design drama for teaching quality care for healthcare professionals based on the newest evidence for continuous professional development and confront challenges for teaching healthcare professionals through multimedia that shift the trend in education from instructive to constructivist learning. Methodology: This study was conducted through a three-round stepwise Delphi consensus on a judgmental sample of expert panelists. The researchers identified the expert panelists' demographic and professional characteristics, studied the views and expectations of designing drama for teaching quality care, and appraised the designed drama with a self-administered structured questionnaire and a scale, respectively. Findings: Study results revealed that expert panelists achieved consensus on several items concerning the drama's content and design. The expert panelists' appraisals of the internal validity and consistency of the designed drama were (p≤0.05) and (0.767) as measured by the Pearson correlation test and Cronbach α, respectively. Unique Contribution to Theory, Practice, and Policy: The researchers conclude that expert panelists recommend applying drama in teaching, and with in-depth discussion, they verbalize how drama can improve educational outcomes. The researchers recommend adopting and disseminating the designed drama for teaching healthcare professionals’ quality care and instilling drama in teaching curricula to address the gap between theoretical study and what is faced in real fields.
{"title":"Teaching Quality Care for Healthcare Professionals: Delphi Consensus on Designing Drama","authors":"Heba M. Nageh, Samar E. Abdelraouf, S. A. El-mouty","doi":"10.47941/jep.1917","DOIUrl":"https://doi.org/10.47941/jep.1917","url":null,"abstract":"Purpose: This study aimed to design drama for teaching quality care for healthcare professionals based on the newest evidence for continuous professional development and confront challenges for teaching healthcare professionals through multimedia that shift the trend in education from instructive to constructivist learning. \u0000Methodology: This study was conducted through a three-round stepwise Delphi consensus on a judgmental sample of expert panelists. The researchers identified the expert panelists' demographic and professional characteristics, studied the views and expectations of designing drama for teaching quality care, and appraised the designed drama with a self-administered structured questionnaire and a scale, respectively. \u0000Findings: Study results revealed that expert panelists achieved consensus on several items concerning the drama's content and design. The expert panelists' appraisals of the internal validity and consistency of the designed drama were (p≤0.05) and (0.767) as measured by the Pearson correlation test and Cronbach α, respectively. \u0000Unique Contribution to Theory, Practice, and Policy: The researchers conclude that expert panelists recommend applying drama in teaching, and with in-depth discussion, they verbalize how drama can improve educational outcomes. The researchers recommend adopting and disseminating the designed drama for teaching healthcare professionals’ quality care and instilling drama in teaching curricula to address the gap between theoretical study and what is faced in real fields. ","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"9 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120106","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 purpose of the study was to examine postgraduate students’ psychological well-being as correlate of their academic achievement in Ghanaian public universities. Methodology: The study adopted a quantitative approach underpinned by a cross-section design. The population of the study comprised of postgraduate drawn from three public universities in Ghana. A sample of 140 students between the ages of 29 to 45 years were drawn using simple random sampling. Psychological well-being scale and academic achievement questionnaire were employed for data collection. Research hypotheses 1 and 2 were analysed using Pearson correlation and independent sample t-test. Findings: The study reported a strong positive correlation between the psychological well-being and academic achievement. The study further that reported gender differences exist in psychological well-being and academic achievement. Findings revealed a statistically significant correlation existed between psychological well-being and academic achievement. Also, the study reported a statistically significant gender difference in psychological well-being and academic achievement. Unique contribution to theory, policy and practice: The study recommends that counsellors and psychologists should integrate psychological well-being theory and academic achievement theory to explain how psychological well-being influence academic achievement. The study recommends that University in collaboration with counsellors and psychologists should institute psychological well-being focused initiatives such as mindfulness training, peer support groups, and counselling services into postgraduate programmes. Also, it was recommended that universities should institute peer mentoring initiatives where students will be paired with train mentors for support and guidance.
{"title":"Psychological Well-Being as Correlate of Academic Achievement among Postgraduate Students in Ghanaian Public Universities","authors":"John N-yelbi, Mary Magdalene Awuku-Larbi","doi":"10.47941/jep.1901","DOIUrl":"https://doi.org/10.47941/jep.1901","url":null,"abstract":"Purpose: The purpose of the study was to examine postgraduate students’ psychological well-being as correlate of their academic achievement in Ghanaian public universities. \u0000Methodology: The study adopted a quantitative approach underpinned by a cross-section design. The population of the study comprised of postgraduate drawn from three public universities in Ghana. A sample of 140 students between the ages of 29 to 45 years were drawn using simple random sampling. Psychological well-being scale and academic achievement questionnaire were employed for data collection. Research hypotheses 1 and 2 were analysed using Pearson correlation and independent sample t-test. \u0000Findings: The study reported a strong positive correlation between the psychological well-being and academic achievement. The study further that reported gender differences exist in psychological well-being and academic achievement. Findings revealed a statistically significant correlation existed between psychological well-being and academic achievement. Also, the study reported a statistically significant gender difference in psychological well-being and academic achievement. \u0000Unique contribution to theory, policy and practice: The study recommends that counsellors and psychologists should integrate psychological well-being theory and academic achievement theory to explain how psychological well-being influence academic achievement. The study recommends that University in collaboration with counsellors and psychologists should institute psychological well-being focused initiatives such as mindfulness training, peer support groups, and counselling services into postgraduate programmes. Also, it was recommended that universities should institute peer mentoring initiatives where students will be paired with train mentors for support and guidance.","PeriodicalId":502894,"journal":{"name":"Journal of Education and Practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981480","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}
L. N. Nchia, Ayina Bouni, Awomo Ateba Jeremie, Hamadou Halidou
Purpose: The inadequacy knowledge about the nature of science (NOS) motivated the researchers to investigate Pre-service teachers’ conception and their determinant in view of proposing strategy to overcome them and effectively train pre-service science teachers to efficiently implement the competency based approach to teaching, learning and evaluation of sciences. Methodology: A cross sectional descriptive survey was carried out on a purposeful and convenient sample of 118 Pre-service teachers of Higher Teacher Training College Yaoundé using MOSQ questionnaire. Descriptive and inferential statistical analysis of data was done using SPSS V23. Findings: More than half of respondents held an informed correct view only on their conception of scientific enterprise and non-coherent uniformed views about scientific knowledge, scientific method and scientists’ work. The major inconsistency and misconception was about hierarchical relationship between hypothesis, theories and laws and cumulative nature of scientific knowledge. These misconceptions was determined by the department the students belong to and not by their age, sex, religion or level of education. Physics pre-service teachers were more informed about NOS compared to Chemistry and Biology teachers, with the least informed being pre-service teachers of History & Geography departments. Unique contribution to theory, practice and policy: These results fills the knowledge gap about teachers’ conception of NOS in the Cameroonian context. It has practical implication in the designing of didactic strategies to overcome these misconceptions and bring about conceptual change in pre-service teachers. Including NOS implicitly or explicitly in the science curriculum will enhance scientific literacy in teachers and eventually students.
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