Raymond Mwesigye Kategaya, A. Adyanga, Johnson Ocan
The article’s main purpose was to investigate the relationship between public-private partnership (PPP) and early childhood education in Kasese District, Uganda. The main objectives of the study were to establish the role played by public-private partnerships in making certain that children develop numerical skills and expressive communication abilities. The study was conducted through an Ex Post Facto design study design. The target population of the study was stakeholders for early childhood education in Kasese District, Western Uganda. To ensure fair representation, research subjects were selected from each stratum of stakeholders. The scholar thus used stratified and, later on, random sampling techniques. The sample selected had 312 respondents from an estimated total number of 1.417 ECD stakeholders in Kasese District. Primary data was collected by administering a questionnaire that was designed on a 5-point Likert Scale, ranging from strongly agree to strongly disagree. Face-to-face interviews and an observation checklist were also used in the collection of data. Data collected was presented and analysed with frequency distribution and percentages while the corresponding hypothesis was tested with Chi-square statistic at 0.05 alpha levels. It was found the PPP in ECDs helped in the improvement of numeracy among children. For instance, stakeholders’ work helped in improving children’s counting of fingers on one hand or even copying and drawing shapes amongst young ones. Similarly, respondents indicated that Policy Guideline Formulation due to PPP led children to sort objects by colour and shape. Also, results showed that PPP in ECD enhanced communication ability whereby children were able to put up two words together as per caregiver guidance. It also led a child to pay attention to a simple story being narrated and thereafter answer questions from the account. Similarly, it was also found that Institutional Factors for PPP supported expressive ability in children in that they were in a position to follow a simple command. Besides, the availability of suitable Home Environment Factors was also found to promote communication ability in children. Thus, the study concluded that public-private partnership plays a part in ensuring that children develop numerical concepts. It was also concluded that public-private partnership plays a role in making certain that children develop expressive communication abilities
{"title":"Public-Private Partnership and Early Childhood Education in Kasese District, Uganda","authors":"Raymond Mwesigye Kategaya, A. Adyanga, Johnson Ocan","doi":"10.37284/eajes.7.1.1801","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1801","url":null,"abstract":"The article’s main purpose was to investigate the relationship between public-private partnership (PPP) and early childhood education in Kasese District, Uganda. The main objectives of the study were to establish the role played by public-private partnerships in making certain that children develop numerical skills and expressive communication abilities. The study was conducted through an Ex Post Facto design study design. The target population of the study was stakeholders for early childhood education in Kasese District, Western Uganda. To ensure fair representation, research subjects were selected from each stratum of stakeholders. The scholar thus used stratified and, later on, random sampling techniques. The sample selected had 312 respondents from an estimated total number of 1.417 ECD stakeholders in Kasese District. Primary data was collected by administering a questionnaire that was designed on a 5-point Likert Scale, ranging from strongly agree to strongly disagree. Face-to-face interviews and an observation checklist were also used in the collection of data. Data collected was presented and analysed with frequency distribution and percentages while the corresponding hypothesis was tested with Chi-square statistic at 0.05 alpha levels. It was found the PPP in ECDs helped in the improvement of numeracy among children. For instance, stakeholders’ work helped in improving children’s counting of fingers on one hand or even copying and drawing shapes amongst young ones. Similarly, respondents indicated that Policy Guideline Formulation due to PPP led children to sort objects by colour and shape. Also, results showed that PPP in ECD enhanced communication ability whereby children were able to put up two words together as per caregiver guidance. It also led a child to pay attention to a simple story being narrated and thereafter answer questions from the account. Similarly, it was also found that Institutional Factors for PPP supported expressive ability in children in that they were in a position to follow a simple command. Besides, the availability of suitable Home Environment Factors was also found to promote communication ability in children. Thus, the study concluded that public-private partnership plays a part in ensuring that children develop numerical concepts. It was also concluded that public-private partnership plays a role in making certain that children develop expressive communication abilities","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"35 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077524","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 quality education has been an issue in education sector over many years. However, today’s competition for global market requires quality education as a key (Suresh & Kumaravelu, 2017). A teacher is the key pillar to the education achievements in all spheres of the learning. Quality education cannot be achieved unless the teacher is really motivated (Jusuf, 2005). This study investigated the perception of teachers on extrinsic motivation to quality education and evaluated the ways of motivating teachers for quality education. The data collection methods used were questionnaires, and interviews. The sample size was 128 respondents composed of 88 teachers, 20 Deputy Head Teachers in Charge of Studies (DOS), and 20 Head teachers (HTs) from 20 schools in Nyamasheke District from different educational levels (nursery, primary, and secondary schools) of public schools. The sampling procedures was purposive, and stratified sampling. The sample of teachers was obtained using Yamane's (1967) formula. The research was guided by McClelland's Need for Achievement Theory. Data were presented through graphs, tables, and percentages and were analysed by using Microsoft Excel. This research has demonstrated that a teacher who is extrinsically motivated contributes a lot to quality education. This is due to the fact that a motivated teacher is punctual, well prepared and complete teaching documents, giving and marking assignments, participating in institutional and professional events and self-discipline. The study found that teachers wish to be motivated extrinsically in three main ways such as building a conducive working environment for them, salary and allowances, and appreciable students' outcomes. Finally, this research demonstrated that a conducive working environment takes a higher level in ways of motivating teachers with 56%. This includes owning houses, securing their children’s education and having strong health insurance. Salary and allowances takes 31% while appreciable students' outcomes takes 13%. The study recommend that government and education stakeholders should help teachers to own housing and secure their children education for quality education
{"title":"Teachers’ Extrinsic Motivation on Quality Education in Nyamasheke District, Rwanda","authors":"Prosper Murwanashyaka, Donard Bikorimana, Valentine Berabose, Laurien Tuyishimire, Jean Bosco Turatsinze, Gratien Tuyizere","doi":"10.37284/eajes.7.1.1796","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1796","url":null,"abstract":"The quality education has been an issue in education sector over many years. However, today’s competition for global market requires quality education as a key (Suresh & Kumaravelu, 2017). A teacher is the key pillar to the education achievements in all spheres of the learning. Quality education cannot be achieved unless the teacher is really motivated (Jusuf, 2005). This study investigated the perception of teachers on extrinsic motivation to quality education and evaluated the ways of motivating teachers for quality education. The data collection methods used were questionnaires, and interviews. The sample size was 128 respondents composed of 88 teachers, 20 Deputy Head Teachers in Charge of Studies (DOS), and 20 Head teachers (HTs) from 20 schools in Nyamasheke District from different educational levels (nursery, primary, and secondary schools) of public schools. The sampling procedures was purposive, and stratified sampling. The sample of teachers was obtained using Yamane's (1967) formula. The research was guided by McClelland's Need for Achievement Theory. Data were presented through graphs, tables, and percentages and were analysed by using Microsoft Excel. This research has demonstrated that a teacher who is extrinsically motivated contributes a lot to quality education. This is due to the fact that a motivated teacher is punctual, well prepared and complete teaching documents, giving and marking assignments, participating in institutional and professional events and self-discipline. The study found that teachers wish to be motivated extrinsically in three main ways such as building a conducive working environment for them, salary and allowances, and appreciable students' outcomes. Finally, this research demonstrated that a conducive working environment takes a higher level in ways of motivating teachers with 56%. This includes owning houses, securing their children’s education and having strong health insurance. Salary and allowances takes 31% while appreciable students' outcomes takes 13%. The study recommend that government and education stakeholders should help teachers to own housing and secure their children education for quality education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"191 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265590","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}
Although student councils are known to be vital in assisting school administration in management of student discipline, their presence in leadership has not fully controlled cases of student indiscipline. This study sought to examine the influence of student councils’ socio-demographic dynamics on management of secondary school students’ discipline in Kenyenya Sub-County, Kenya. The study was based on the Social Cognitive Learning Theory (SCLT), Trait Theory of Leadership (TTL) and the Red-Hot-Stove Theory (RHST) and employed descriptive survey design. The study utilized interview guide designed for SCDE to collect primary data. There were questionnaires for principals, deputy principals, teachers and Student Council Leaders (SCL) to collect both qualitative and quantitative data. A sample size of one hundred and twenty-six (126) respondents corresponding to thirty per cent (30%) of the target population (422) was used to select 13 principals, 13 deputy principals, 86 teachers and 13 students’ council leaders. This study adopted a multi-stage sampling approach where stratified sampling was used to select schools while simple and purposive sampling was used to select respondents. The data was analysed based on the study objectives. Descriptive statistics were used to analyse quantitative data and the results were presented in form of frequencies, percentages, means, and standard deviations using tables, graphs, and charts. Qualitative data were analysed thematically based on the research objectives. The findings of this study indicate that the selected student councils’ socio-demographic dynamics had infinitesimal influence on management of student discipline. The study therefore recommended that the ministry of education develop policies on how learners will vet their council leaders focusing on their selected leadership dynamics
{"title":"Influence of Student Councils’ Socio-Demographic Dynamics on Management of Secondary School Students’ Discipline in Kenyenya Sub-County, Kenya","authors":"Justus Omae Mekenye, M. Chui","doi":"10.37284/eajes.7.1.1797","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1797","url":null,"abstract":"Although student councils are known to be vital in assisting school administration in management of student discipline, their presence in leadership has not fully controlled cases of student indiscipline. This study sought to examine the influence of student councils’ socio-demographic dynamics on management of secondary school students’ discipline in Kenyenya Sub-County, Kenya. The study was based on the Social Cognitive Learning Theory (SCLT), Trait Theory of Leadership (TTL) and the Red-Hot-Stove Theory (RHST) and employed descriptive survey design. The study utilized interview guide designed for SCDE to collect primary data. There were questionnaires for principals, deputy principals, teachers and Student Council Leaders (SCL) to collect both qualitative and quantitative data. A sample size of one hundred and twenty-six (126) respondents corresponding to thirty per cent (30%) of the target population (422) was used to select 13 principals, 13 deputy principals, 86 teachers and 13 students’ council leaders. This study adopted a multi-stage sampling approach where stratified sampling was used to select schools while simple and purposive sampling was used to select respondents. The data was analysed based on the study objectives. Descriptive statistics were used to analyse quantitative data and the results were presented in form of frequencies, percentages, means, and standard deviations using tables, graphs, and charts. Qualitative data were analysed thematically based on the research objectives. The findings of this study indicate that the selected student councils’ socio-demographic dynamics had infinitesimal influence on management of student discipline. The study therefore recommended that the ministry of education develop policies on how learners will vet their council leaders focusing on their selected leadership dynamics","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"20 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264693","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}
Khalif Issack Hassan, Ganatusanga Haroon Sinani, Jane Wanjiru Mugai
There is a global concern about the principals’ power utilization. The purpose of this study was to analyse the impact of principals’ power utilization on teachers’ empowerment. The objective was to determine the influence of principals’ expertise power utilization on teachers’ empowerment. The theories used here were the Approach Inhibition of Power and the Empowerment theory. The study utilized a mixed method and the simultaneous triangulating model with a descriptive survey design. The targeted populace was 14,184 which included 41 principals, 780 teachers, 13,339 students, and 24 MoE/TSC officers. The sample was 760 which included 33 principals stratified randomly sampled, 330 teachers, and 384 students sampled using the Fisher formula. The 13 MoE/TSC officers were purposively sampled. Questionnaires for learners and teachers were used while the interviewing schedule was for MoE/TSC officers and the principals. The investigator requested specialists to analyse the validity of the tools. As for reliability, there was a test-retest technique employed. Cronbach’s Alpha was utilized to find the reliability of the instruments. An alpha worth of 0.700 was attained and the instruments were termed consistent. Triangulating was used to assure credibility. In-depth interviewing was embraced to examine the dependability of non-numerical tools. Numerical facts were scrutinized in descriptive and inferential (Chi-square) statistics by means of tables, occurrences, and percent rates. Qualitative data was offered by thematic scrutiny in narrative form and verbatim citing. The study established that expertise power utilization was significant. The study concluded that expertise power influenced teacher empowerment positively. It was recommended that principals should utilize all of this power and that the government should beef up the use of this power in schools. Further research was recommended to be done on this power elsewhere using different participants
{"title":"Influence of Principals’ Expertise Power Utilization on Teachers’ Empowerment in Public Secondary Schools in Garissa County, Kenya","authors":"Khalif Issack Hassan, Ganatusanga Haroon Sinani, Jane Wanjiru Mugai","doi":"10.37284/eajes.7.1.1789","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1789","url":null,"abstract":"There is a global concern about the principals’ power utilization. The purpose of this study was to analyse the impact of principals’ power utilization on teachers’ empowerment. The objective was to determine the influence of principals’ expertise power utilization on teachers’ empowerment. The theories used here were the Approach Inhibition of Power and the Empowerment theory. The study utilized a mixed method and the simultaneous triangulating model with a descriptive survey design. The targeted populace was 14,184 which included 41 principals, 780 teachers, 13,339 students, and 24 MoE/TSC officers. The sample was 760 which included 33 principals stratified randomly sampled, 330 teachers, and 384 students sampled using the Fisher formula. The 13 MoE/TSC officers were purposively sampled. Questionnaires for learners and teachers were used while the interviewing schedule was for MoE/TSC officers and the principals. The investigator requested specialists to analyse the validity of the tools. As for reliability, there was a test-retest technique employed. Cronbach’s Alpha was utilized to find the reliability of the instruments. An alpha worth of 0.700 was attained and the instruments were termed consistent. Triangulating was used to assure credibility. In-depth interviewing was embraced to examine the dependability of non-numerical tools. Numerical facts were scrutinized in descriptive and inferential (Chi-square) statistics by means of tables, occurrences, and percent rates. Qualitative data was offered by thematic scrutiny in narrative form and verbatim citing. The study established that expertise power utilization was significant. The study concluded that expertise power influenced teacher empowerment positively. It was recommended that principals should utilize all of this power and that the government should beef up the use of this power in schools. Further research was recommended to be done on this power elsewhere using different participants","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415629","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 parents are considered very important in their children's education, as they actively support the implementation of their children's education. The study sought to determine the contribution of parents' occupation on students' academic achievement in public secondary schools in Njombe Town Council. The study was guided by Maslow's Hierarchy of Needs Theory of Human Motivation. The study was conducted across 14 public secondary schools, analyzed 3113 targeted populations of students, teachers, school heads, and parents using an embedded research design, combining quantitative and qualitative data. The sample size consisted of 192 respondents; thus, five (5) school heads and ten (10) parents were purposively selected to take part in the interview guides, while 83 teachers and 94 students (form III and IV) were randomly selected to take part in the study through the questionnaires. The instruments' reliability (r= 0.78) was obtained using the Test-retest method. Quantitative data was analyzed using descriptive statistics with the help of the SPSS version 23, and results were presented in the table of frequencies and percentages. Meanwhile, qualitative data was analyzed thematically and presented through categories and themes' narration. The findings revealed that parents' occupation contributes to students' academic achievement through learning morale, absenteeism, child labor, and unconducive home environments. Parents influence monitoring and supervising children's academic progress at home and school. The study suggests that parents should be educated on their work-education relationship and invest in education based on their occupation. Policymakers and curriculum developers should re-consider making reforms to education financing policy to be more equitably favourable to students from poor families for sustainable academic achievement. Government and NGOs should ensure that all students from poor parental backgrounds are supported to receive quality education
{"title":"The Contribution of Parents' Occupation on Students' Academic Achievements in Public Secondary Schools in Njombe Town Council","authors":"Silla Michael Kyao, Daniel Onyango","doi":"10.37284/eajes.7.1.1781","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1781","url":null,"abstract":"The parents are considered very important in their children's education, as they actively support the implementation of their children's education. The study sought to determine the contribution of parents' occupation on students' academic achievement in public secondary schools in Njombe Town Council. The study was guided by Maslow's Hierarchy of Needs Theory of Human Motivation. The study was conducted across 14 public secondary schools, analyzed 3113 targeted populations of students, teachers, school heads, and parents using an embedded research design, combining quantitative and qualitative data. The sample size consisted of 192 respondents; thus, five (5) school heads and ten (10) parents were purposively selected to take part in the interview guides, while 83 teachers and 94 students (form III and IV) were randomly selected to take part in the study through the questionnaires. The instruments' reliability (r= 0.78) was obtained using the Test-retest method. Quantitative data was analyzed using descriptive statistics with the help of the SPSS version 23, and results were presented in the table of frequencies and percentages. Meanwhile, qualitative data was analyzed thematically and presented through categories and themes' narration. The findings revealed that parents' occupation contributes to students' academic achievement through learning morale, absenteeism, child labor, and unconducive home environments. Parents influence monitoring and supervising children's academic progress at home and school. The study suggests that parents should be educated on their work-education relationship and invest in education based on their occupation. Policymakers and curriculum developers should re-consider making reforms to education financing policy to be more equitably favourable to students from poor families for sustainable academic achievement. Government and NGOs should ensure that all students from poor parental backgrounds are supported to receive quality education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425115","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}
Institutions of higher learning (universities) have gradually adopted the total quality management (TQM) system to ensure quality product offerings and achieve competitive advantage. Universities in sub-Sahara Africa are vehicles of economic and human development through the provision of a trained labour force and research output. These organisations face elevated environmental dynamism in the provision of quality education. Due to conceptual gaps in the application of TQM in universities in SSA, the study assessed the critical importance of customer focus on the institutional performance of private universities in Kenya. The study employed a descriptive research design and targeted seventeen (17) privately chartered universities founded by religious-based institutions in Kenya. The study used a census sampling technique and randomly sampled 17 heads of administrative sections, functional departments and academic sections. Questionnaires were used as a primary tool for data collection, with the instrument being piloted at Carlile College, Kenya. Cronbach's Alpha reliability testing indicated that the instrument achieved scale reliability. The study employed both descriptive and inferential analysis. Institutional performance significantly and positively correlates with the customer focus (r = 0.580, p < 0.05) and explains 33.61 % of variations in institutional performance with an effect size of β1 = 0.5132 (t = 10.04, p< 0.05). The findings showed that customer focus as an element of TQM significantly influences the institutional performance of these universities. The study recommends that these universities inculcate and institutionalise customer-focused practices during the implementation of quality assurance. This study is of significance to the stakeholders in privately – chartered universities in Kenya and related contexts, as it will offer more enriching information on total quality management
{"title":"The Importance of Customer Focus on the Institutional Performance of Private Universities in Kenya","authors":"Kamau Njau Joseph, Anita Wachira, L. Mwenda","doi":"10.37284/eajes.7.1.1784","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1784","url":null,"abstract":"Institutions of higher learning (universities) have gradually adopted the total quality management (TQM) system to ensure quality product offerings and achieve competitive advantage. Universities in sub-Sahara Africa are vehicles of economic and human development through the provision of a trained labour force and research output. These organisations face elevated environmental dynamism in the provision of quality education. Due to conceptual gaps in the application of TQM in universities in SSA, the study assessed the critical importance of customer focus on the institutional performance of private universities in Kenya. The study employed a descriptive research design and targeted seventeen (17) privately chartered universities founded by religious-based institutions in Kenya. The study used a census sampling technique and randomly sampled 17 heads of administrative sections, functional departments and academic sections. Questionnaires were used as a primary tool for data collection, with the instrument being piloted at Carlile College, Kenya. Cronbach's Alpha reliability testing indicated that the instrument achieved scale reliability. The study employed both descriptive and inferential analysis. Institutional performance significantly and positively correlates with the customer focus (r = 0.580, p < 0.05) and explains 33.61 % of variations in institutional performance with an effect size of β1 = 0.5132 (t = 10.04, p< 0.05). The findings showed that customer focus as an element of TQM significantly influences the institutional performance of these universities. The study recommends that these universities inculcate and institutionalise customer-focused practices during the implementation of quality assurance. This study is of significance to the stakeholders in privately – chartered universities in Kenya and related contexts, as it will offer more enriching information on total quality management","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"27 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425804","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}
Digital literacy direct learners towards innovative, creative and transformational learning in the 21st century. It is one of the core competency in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78 teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation schedule. Descriptive statistics were used to analyse quantitative and qualitative data. Some of the key findings of the study were majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’ digital skills
{"title":"Development of Digital Literacy Skills among Learners in Public Primary Schools in Homabay County, Kenya","authors":"Celestine Achieng, M. Ogola, P. Muchanje","doi":"10.37284/eajes.7.1.1774","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1774","url":null,"abstract":"Digital literacy direct learners towards innovative, creative and transformational learning in the 21st century. It is one of the core competency in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78 teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation schedule. Descriptive statistics were used to analyse quantitative and qualitative data. Some of the key findings of the study were majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’ digital skills","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"11 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436843","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}
Yapsoyekwo Justine, Muweesi Charles, Olivia Banja Nassaka, M. O. Kagoire, Disan Kuteesa Mugenyi, Nambale Moses Geoffrey, Faith Mbabazi Musinguzi
The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, headteachers and deputy headteachers. Data was collected using a self-administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available
{"title":"Identification of Career Needs and Dual Career Development Among Students in Secondary Schools in Uganda","authors":"Yapsoyekwo Justine, Muweesi Charles, Olivia Banja Nassaka, M. O. Kagoire, Disan Kuteesa Mugenyi, Nambale Moses Geoffrey, Faith Mbabazi Musinguzi","doi":"10.37284/eajes.7.1.1775","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1775","url":null,"abstract":"The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, headteachers and deputy headteachers. Data was collected using a self-administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435426","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 article has examined the current state of the Burundian education system by relating it to the contribution of the former coloniser and the action of Burundi's post-colonial politics and governance in a context where what goes wrong in the field is unofficially linked to colonial action and imperialist influence. Data was collected using the qualitative method through interviews with experts in the field of education, historians, teachers at all levels, professionals, parents, students, and officials of the ministry in charge of education. The processing, analysis and interpretation of the data followed the thematic approach, and the results were confronted with the existing literature to conclude that the educational system in post-colonial Burundi suffers from the decline of the language of instruction, the almost non-existence of critical thinking skills in the curricula as well as the almost non-existence of innovative problem-solving skills. Moreover, after more than 60 years of independence, it has been proven that Burundi has no reason to continue blaming the former coloniser for the difficulties that haunt this sector
{"title":"The State of the Burundi's Post-Colonial Education System: Responsibility of the Former Coloniser or of the Local Politics and Governance?","authors":"Jean Marie Vianney Rukundo","doi":"10.37284/eajes.7.1.1776","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1776","url":null,"abstract":"This article has examined the current state of the Burundian education system by relating it to the contribution of the former coloniser and the action of Burundi's post-colonial politics and governance in a context where what goes wrong in the field is unofficially linked to colonial action and imperialist influence. Data was collected using the qualitative method through interviews with experts in the field of education, historians, teachers at all levels, professionals, parents, students, and officials of the ministry in charge of education. The processing, analysis and interpretation of the data followed the thematic approach, and the results were confronted with the existing literature to conclude that the educational system in post-colonial Burundi suffers from the decline of the language of instruction, the almost non-existence of critical thinking skills in the curricula as well as the almost non-existence of innovative problem-solving skills. Moreover, after more than 60 years of independence, it has been proven that Burundi has no reason to continue blaming the former coloniser for the difficulties that haunt this sector","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study applied a systematic literature review to explore the influence of peer socialisation on prosocial behaviour among preschool children. Using Manual content analysis, 57 studies were identified; variables covered peer socialisation and prosocial behaviour. The study revealed that the majority of research focused on the role of parental and siblings' socialisation in the home context and teachers' socialisation in the school context and their influence on prosocial behaviours among young children. However, few studies focused on the influence of peer socialisation on children's prosocial behaviour in preschools. The main analyses were revealed to be regression and multilevel. Few studies linked attachment theory with socialisation and prosocial behaviour. This is the first study to explore the influence of peer socialisation on prosocial behaviour among preschool children in Tanzania. Since prosocial behaviour is a foundation of positive emotional development and individual well-being, this study recommends that preschool curriculum should consider peer socialisation as an important aspect in promoting prosocial behaviour. Teachers in preschools should be advised to design frameworks that can guide peer socialisation among children in a bid to enhance sustainable and prospective prosocial behaviour, which has a great influence on positive emotional development, positive social interaction, and cognitive development among young children in preschool contexts
{"title":"Prosocial Behaviour Development among Preschool Children: Effect of Peer Socialisation","authors":"Theresia J. Shavega","doi":"10.37284/eajes.7.1.1772","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1772","url":null,"abstract":"This study applied a systematic literature review to explore the influence of peer socialisation on prosocial behaviour among preschool children. Using Manual content analysis, 57 studies were identified; variables covered peer socialisation and prosocial behaviour. The study revealed that the majority of research focused on the role of parental and siblings' socialisation in the home context and teachers' socialisation in the school context and their influence on prosocial behaviours among young children. However, few studies focused on the influence of peer socialisation on children's prosocial behaviour in preschools. The main analyses were revealed to be regression and multilevel. Few studies linked attachment theory with socialisation and prosocial behaviour. This is the first study to explore the influence of peer socialisation on prosocial behaviour among preschool children in Tanzania. Since prosocial behaviour is a foundation of positive emotional development and individual well-being, this study recommends that preschool curriculum should consider peer socialisation as an important aspect in promoting prosocial behaviour. Teachers in preschools should be advised to design frameworks that can guide peer socialisation among children in a bid to enhance sustainable and prospective prosocial behaviour, which has a great influence on positive emotional development, positive social interaction, and cognitive development among young children in preschool contexts","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"24 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436256","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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