This paper explores the motivation for translanguaging in the Kakuma refugee camp school. The study aimed to examine the reasons for using translanguaging in Kakuma refugee camp schools. This study was guided by translanguaging theory. Through a case study approach, classroom observation and interviews were used to collect data. The data collected was analysed using thematic analysis. The findings indicate that the reasons for using translanguaging are the facilitation of students’ understanding of the subject matter, enhancing meaning-making in the lesson, activation of the classroom, and fostering communication. The findings of this study may inform the need to recognise translanguaging as a legitimate teaching pedagogy in the language-in-education policy in Kenya and in refugee camp schools in Kenya
{"title":"Motivation for Using Translanguaging in Kakuma Refugee Camp School","authors":"Edward Ekadeli Lokidor, Feciliano Chimbutane","doi":"10.37284/eajes.7.1.1740","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1740","url":null,"abstract":"This paper explores the motivation for translanguaging in the Kakuma refugee camp school. The study aimed to examine the reasons for using translanguaging in Kakuma refugee camp schools. This study was guided by translanguaging theory. Through a case study approach, classroom observation and interviews were used to collect data. The data collected was analysed using thematic analysis. The findings indicate that the reasons for using translanguaging are the facilitation of students’ understanding of the subject matter, enhancing meaning-making in the lesson, activation of the classroom, and fostering communication. The findings of this study may inform the need to recognise translanguaging as a legitimate teaching pedagogy in the language-in-education policy in Kenya and in refugee camp schools in Kenya","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441671","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}
There has been a worldwide concern on human relation strategies that are applied in schools by the principals to enable healthy teacher productivity. This research aimed at examining the influence of principals’ professional development strategies on teacher productivity in public secondary schools in Machakos County, Kenya. The study was guided by the human relations theory and the theory of educational productivity. The study adopted mixed methodology and the descriptive correlational designs with concurrent triangulation model. The target population was 4,369, consisting of 4,312 teachers, 291 principals, 18 Sub-County education officers and 10 Teachers’ Service Commission (TSC) officers. The sample size was 490 participants which comprised of 433 teachers and 29 principals that were randomly sampled, 18 Sub-County directors of education and 10 TSC officers who were purposively sampled. Questionnaires were used for teachers and principals. Interview schedules were used for SCDEs and TSC officers. The content validity was established through judgment by educational management experts. Reliability was established using the split-half method. A reliability index of r≥0.75 was obtained using Cronbach Alpha Method, indicating high internal reliability. Data triangulation through multiple analyses ascertained credibility, whereas dependability was established by detailed reporting of each data collection process. Quantitative data was analysed using descriptive statistics such as frequencies, percentages, tables and inferentially using linear regression with the help of Statistical Package for Social Sciences (Version 24). Qualitative data was analysed thematically and presented in narrative forms and verbatim citations. The findings established that principals were not significantly using professional development among the schools and thus, affecting teacher productivity in schools in Machakos County. It was recommended that stakeholders in education work together with the schools to improve on professional development in the schools so as to improve teacher productivity
{"title":"Principals’ Provision of Professional Development Strategies on Teacher Productivity in Public Secondary Schools in Machakos County, Kenya","authors":"Moriasi Gari, R. Thinguri, G. Nyakundi","doi":"10.37284/eajes.7.1.1767","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1767","url":null,"abstract":"There has been a worldwide concern on human relation strategies that are applied in schools by the principals to enable healthy teacher productivity. This research aimed at examining the influence of principals’ professional development strategies on teacher productivity in public secondary schools in Machakos County, Kenya. The study was guided by the human relations theory and the theory of educational productivity. The study adopted mixed methodology and the descriptive correlational designs with concurrent triangulation model. The target population was 4,369, consisting of 4,312 teachers, 291 principals, 18 Sub-County education officers and 10 Teachers’ Service Commission (TSC) officers. The sample size was 490 participants which comprised of 433 teachers and 29 principals that were randomly sampled, 18 Sub-County directors of education and 10 TSC officers who were purposively sampled. Questionnaires were used for teachers and principals. Interview schedules were used for SCDEs and TSC officers. The content validity was established through judgment by educational management experts. Reliability was established using the split-half method. A reliability index of r≥0.75 was obtained using Cronbach Alpha Method, indicating high internal reliability. Data triangulation through multiple analyses ascertained credibility, whereas dependability was established by detailed reporting of each data collection process. Quantitative data was analysed using descriptive statistics such as frequencies, percentages, tables and inferentially using linear regression with the help of Statistical Package for Social Sciences (Version 24). Qualitative data was analysed thematically and presented in narrative forms and verbatim citations. The findings established that principals were not significantly using professional development among the schools and thus, affecting teacher productivity in schools in Machakos County. It was recommended that stakeholders in education work together with the schools to improve on professional development in the schools so as to improve teacher productivity","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"40 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440248","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}
Gender roles and norms are known to affect women more than their male counterparts disproportionately. In effect, it discourages women and denies them the opportunity to fulfil their potential in various sectors/fields. Specifically, this study focuses on stakeholders' interventions in addressing gender roles and norms obstructing refugee women in Uganda from accessing higher education. The study was carried out in Bidibidi Refugee Settlement in Northern Uganda. The study used the qualitative research approach anchored in the advocacy worldview using intersectionality with a liberal feminist perspective as a philosophical lens. Using purposive and snowball sampling, 49 participants took part in the study. Using one-on-one interviews and focus group discussions, the study found that some stakeholders' initiatives have facilitated refugee women's access to higher education. Initiatives such as awareness raising, career guidance and mentorship, and legal and policy frameworks, among others, have been put in place to promote refugee women's access to higher education. Nevertheless, the study found that these initiatives have not adequately addressed the cultural, gender, socio-economic, and structural barriers that are still hindering refugee women's access to higher education. Thus, the study recommends that stakeholders should undertake more rigorous and intensive sensitization and advocacy to raise community awareness on aspects of gender roles and norms to break the gender-role stereotyping that is largely hindering refugee women's access to higher education. Also, the study recommends that livelihood and skilling programmes should target women refugees to curb the risk of being forced into desperate survival situations. These should be continuously monitored and evaluated, and refugee women are also encouraged to seek family planning services to relieve them from the childcare role so as to enable access and participation in higher education
{"title":"Exploring Stakeholders' Interventions in Addressing Gender Roles and Norms that Obstruct Refugee Women's Access to Higher Education: A Case of Bidibidi Refugee Settlement in Northern Uganda","authors":"Loyce Allen Asire","doi":"10.37284/eajes.7.1.1768","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1768","url":null,"abstract":"Gender roles and norms are known to affect women more than their male counterparts disproportionately. In effect, it discourages women and denies them the opportunity to fulfil their potential in various sectors/fields. Specifically, this study focuses on stakeholders' interventions in addressing gender roles and norms obstructing refugee women in Uganda from accessing higher education. The study was carried out in Bidibidi Refugee Settlement in Northern Uganda. The study used the qualitative research approach anchored in the advocacy worldview using intersectionality with a liberal feminist perspective as a philosophical lens. Using purposive and snowball sampling, 49 participants took part in the study. Using one-on-one interviews and focus group discussions, the study found that some stakeholders' initiatives have facilitated refugee women's access to higher education. Initiatives such as awareness raising, career guidance and mentorship, and legal and policy frameworks, among others, have been put in place to promote refugee women's access to higher education. Nevertheless, the study found that these initiatives have not adequately addressed the cultural, gender, socio-economic, and structural barriers that are still hindering refugee women's access to higher education. Thus, the study recommends that stakeholders should undertake more rigorous and intensive sensitization and advocacy to raise community awareness on aspects of gender roles and norms to break the gender-role stereotyping that is largely hindering refugee women's access to higher education. Also, the study recommends that livelihood and skilling programmes should target women refugees to curb the risk of being forced into desperate survival situations. These should be continuously monitored and evaluated, and refugee women are also encouraged to seek family planning services to relieve them from the childcare role so as to enable access and participation in higher education","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440875","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 looked into how students' self-confidence affected their performance in mathematics in South Korean high schools. This study employed an ex-post facto quantitative methodology with a correlational design on a sample size of 288 respondents selected using Yamane formulae. Students and math teachers from Daeyeon High School made up the sample size. To gather quantitative data, a mathematics achievement test and a confidence questionnaire in mathematics were employed. The null hypothesis, according to the Pearson product-moment correlation coefficient computation formula, is that there is no statistically significant correlation between students' self-confidence and mathematical achievement. The study discovered a statistically significant positive correlation (r=723, p=0.000) between math achievement and student confidence. Multiple linear regression analysis revealed that the independent variables in the model account for 70.8% of the variance in the dependent variable, indicating their critical role in high school mathematics achievement for students. Furthermore, it was concluded that there is a significant positive attitude towards students' mathematics achievement when it comes to their self-confidence. The study concluded that since student confidence is directly correlated with mathematical achievement, math teachers should help students solve mathematical problems in order to help them build self-confidence for better achievement
{"title":"The Effect of Students Self-Confidence on Mathematics Achievement in High School in Korea","authors":"E. Byiringiro","doi":"10.37284/eajes.7.1.1765","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1765","url":null,"abstract":"This study looked into how students' self-confidence affected their performance in mathematics in South Korean high schools. This study employed an ex-post facto quantitative methodology with a correlational design on a sample size of 288 respondents selected using Yamane formulae. Students and math teachers from Daeyeon High School made up the sample size. To gather quantitative data, a mathematics achievement test and a confidence questionnaire in mathematics were employed. The null hypothesis, according to the Pearson product-moment correlation coefficient computation formula, is that there is no statistically significant correlation between students' self-confidence and mathematical achievement. The study discovered a statistically significant positive correlation (r=723, p=0.000) between math achievement and student confidence. Multiple linear regression analysis revealed that the independent variables in the model account for 70.8% of the variance in the dependent variable, indicating their critical role in high school mathematics achievement for students. Furthermore, it was concluded that there is a significant positive attitude towards students' mathematics achievement when it comes to their self-confidence. The study concluded that since student confidence is directly correlated with mathematical achievement, math teachers should help students solve mathematical problems in order to help them build self-confidence for better achievement","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"226 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447370","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}
While COVID-19 affected everyone, adolescent girls were the most affected due to socio-economic barriers, further compounding their social and emotional well-being and Sexual and Reproductive Health (SRH). This study employed a Feminist Participatory Action Research methodology to understand the adolescent girls’ social and emotional well-being and the Social-Emotional Skills (SES) they need for their SRH and learning during and post-COVID-19 period. The study participants included 158 adolescent girls from Yakwe school in Uganda. The study findings revealed an overwhelming majority of adolescent girls citing transactional sex for basic goods (especially menstrual hygiene products) and increasing social and emotional vulnerability to unplanned pregnancies. The study further revealed a lack of systemic support at school and family/community levels. The study recommends school-wide systemic supports targeting students, teachers, school leaders, and parents, prioritizing students’ social and emotional skills, and allocating necessary resources to develop the structures needed to nurture and sustain SES
{"title":"Understanding and Supporting Social and Emotional Learning Skills for Adolescent Girls During and After Covid-19 Pandemic in Uganda","authors":"John Mary Vianney Mitana, Jean Mary Wendo","doi":"10.37284/eajes.7.1.1731","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1731","url":null,"abstract":"While COVID-19 affected everyone, adolescent girls were the most affected due to socio-economic barriers, further compounding their social and emotional well-being and Sexual and Reproductive Health (SRH). This study employed a Feminist Participatory Action Research methodology to understand the adolescent girls’ social and emotional well-being and the Social-Emotional Skills (SES) they need for their SRH and learning during and post-COVID-19 period. The study participants included 158 adolescent girls from Yakwe school in Uganda. The study findings revealed an overwhelming majority of adolescent girls citing transactional sex for basic goods (especially menstrual hygiene products) and increasing social and emotional vulnerability to unplanned pregnancies. The study further revealed a lack of systemic support at school and family/community levels. The study recommends school-wide systemic supports targeting students, teachers, school leaders, and parents, prioritizing students’ social and emotional skills, and allocating necessary resources to develop the structures needed to nurture and sustain SES","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"377 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474371","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}
Makerere University is focused on being a research-led university, which necessitates it embrace an internationalisation agenda to fit into the global research network. There is a need to boost the number of international graduate students to help Makerere University realise her vision. This qualitative study explores how international graduate students are supported at Makerere University. The following objective guided it: to explore how international graduate students are supported at Makerere University. The study was anchored in the interpretivism world view, subscribing to the transcendental phenomenology of Edmund Husserl to uncover the support given to international graduate students. Eight international graduate students at Makerere University were interviewed and selected from different academic disciplines categorised according to Becher and Biglan's classification of academic disciplines. Both unstructured interviews and documentary check data generation strategies were used in this study. Data analysis followed a thematic approach whereby various forms of support were provided to international graduate students at Makerere University, and how it is provided was identified. It was concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management provide financial, human, and physical resources to the International Office as ways of facilitating international graduate students to complete their study programs and attracting many more to join the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students, and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office work very closely with the schools in the different Colleges of Makerere University, especially establishing a desk officer in each of the Dean's Office to handle issues of international students as this may improve their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University
{"title":"Support Services for International Graduate Students at Makerere University","authors":"Winifred Namuwonge","doi":"10.37284/eajes.7.1.1694","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1694","url":null,"abstract":"Makerere University is focused on being a research-led university, which necessitates it embrace an internationalisation agenda to fit into the global research network. There is a need to boost the number of international graduate students to help Makerere University realise her vision. This qualitative study explores how international graduate students are supported at Makerere University. The following objective guided it: to explore how international graduate students are supported at Makerere University. The study was anchored in the interpretivism world view, subscribing to the transcendental phenomenology of Edmund Husserl to uncover the support given to international graduate students. Eight international graduate students at Makerere University were interviewed and selected from different academic disciplines categorised according to Becher and Biglan's classification of academic disciplines. Both unstructured interviews and documentary check data generation strategies were used in this study. Data analysis followed a thematic approach whereby various forms of support were provided to international graduate students at Makerere University, and how it is provided was identified. It was concluded that those international graduate students received non-academic and academic support at Makerere University. This study recommends that Makerere University Management provide financial, human, and physical resources to the International Office as ways of facilitating international graduate students to complete their study programs and attracting many more to join the University. The International Office may work with the Office of the Dean of Students to organise events for graduate students to facilitate interactions between international and domestic students, and they may also put in place peer mentors for new international graduate students to foster a sense of community. This study recommends that the International Office work very closely with the schools in the different Colleges of Makerere University, especially establishing a desk officer in each of the Dean's Office to handle issues of international students as this may improve their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528226","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}
Morad El Ganbour, Zakaria Haja, Ihab Abdelbasset Annaki, Toumi Bouchentouf, S. Belouali
In a context of disturbing health emergency, the use of technologies, increasingly equipped with Artificial Intelligence (AI) in the field of education, has generated both the emergence of many issues and the renewal of various moral and ethical questions relating to the different uses of these tools, particularly in terms of equity and accessibility. Through the design of an offline digital learning platform with a smart tutor, we seek to address some of these issues and help mitigate others. Methodologically, the study is intended to be an action-research that fits more into a pragmatic paradigm. One of the main objectives of the research is to ensure equitable access to the educational resources available to learners despite the lack of an internet connection. The study also provided learners with a form of adaptive learning based on their own progress by keeping them informed through personalized notifications
{"title":"Enseigner Et Apprendre En Contexte D’urgence Sanitaire : Conception D’une Plateforme Intelligente Et Ethique Pour L’apprentissage Humain","authors":"Morad El Ganbour, Zakaria Haja, Ihab Abdelbasset Annaki, Toumi Bouchentouf, S. Belouali","doi":"10.37284/eajes.7.1.1693","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1693","url":null,"abstract":"In a context of disturbing health emergency, the use of technologies, increasingly equipped with Artificial Intelligence (AI) in the field of education, has generated both the emergence of many issues and the renewal of various moral and ethical questions relating to the different uses of these tools, particularly in terms of equity and accessibility. Through the design of an offline digital learning platform with a smart tutor, we seek to address some of these issues and help mitigate others. Methodologically, the study is intended to be an action-research that fits more into a pragmatic paradigm. One of the main objectives of the research is to ensure equitable access to the educational resources available to learners despite the lack of an internet connection. The study also provided learners with a form of adaptive learning based on their own progress by keeping them informed through personalized notifications","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"13 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529144","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 investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed research design on a sample of 234 physics teachers, fourteen (14) head teachers and six (06) education officials. Data were collected using a self-administered questionnaire, interview guide, focus group discussions and classroom environment checklist. Quantitative data was analysed through the statistical software programs SPSS and SPSS AMOS while qualitative data was analysed using content analysis and verbatim quotations. Descriptive analysis showed that the school environment highly influences physics teacher effectiveness in all aspects. The results of structural equation model (SEM) showed that the school environment influences teacher effectiveness. The findings showed that the school environment as conceptualised as administrative support, collegiality and professional development had a strong positive influence on teacher effectiveness. It was concluded that teachers should create appropriate environment to present new thoughts by creating standards of administrative support, exercise companionship and cooperation between colleagues. Finally, develop professionally and remain relevant with current skills by participating in activities like educational seminars, workshops, and conferences
{"title":"Influence of School Environment on Physics Teacher Effectiveness in Kigezi Sub-Region, Uganda","authors":"Evaristo Tukamuhabwa, Bashir Kishabale, Grace Lubaale","doi":"10.37284/eajes.7.1.1692","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1692","url":null,"abstract":"This study investigated the influence of school environment on physics teacher effectiveness in secondary schools in Kigezi Sub-region, Uganda. The focus of the study was to establish the influence of administrative support on physics teacher effectiveness; to establish the influence of collegiality of teachers on physics teacher effectiveness and to find out the influence of professional development like workshops, seminars on physics teacher effectiveness. This study employed both quantitative and qualitative techniques to collect and sequentially analyse the data. The study adopted a mixed research design on a sample of 234 physics teachers, fourteen (14) head teachers and six (06) education officials. Data were collected using a self-administered questionnaire, interview guide, focus group discussions and classroom environment checklist. Quantitative data was analysed through the statistical software programs SPSS and SPSS AMOS while qualitative data was analysed using content analysis and verbatim quotations. Descriptive analysis showed that the school environment highly influences physics teacher effectiveness in all aspects. The results of structural equation model (SEM) showed that the school environment influences teacher effectiveness. The findings showed that the school environment as conceptualised as administrative support, collegiality and professional development had a strong positive influence on teacher effectiveness. It was concluded that teachers should create appropriate environment to present new thoughts by creating standards of administrative support, exercise companionship and cooperation between colleagues. Finally, develop professionally and remain relevant with current skills by participating in activities like educational seminars, workshops, and conferences","PeriodicalId":504467,"journal":{"name":"East African Journal of Education Studies","volume":"56 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532917","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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