Pub Date : 2024-03-01DOI: 10.59298/iaaje/2024/10129.34
Rita Bitikoro
This paper explores the evolution of music, from its origins in traditional tunes created by unknown authors, to its current status as a multi-billion-dollar industry. It discusses how musical instruments have transformed over centuries, from ancient African drums to modern electronic synthesizers, and how these transformations have influenced different musical expressions. The paper also examines the societal, technological, and cultural shifts that have shaped the trajectory of music, with a particular emphasis on the significant impact of advancements in recording and distribution technologies. Furthermore, it explores the profound significance of music in human experience, highlighting its role as a universal language that transcends linguistic, cultural, and temporal boundaries. Drawing on biblical references and historical accounts, the paper emphasizes the enduring relevance of music as a means of emotional expression, cultural identity, and spiritual connection. Ultimately, it advocates for discernment in musical choices and the pursuit of uplifting and harmonious melodies when navigating the everchanging music landscape. Keywords: Music Evolution, Cultural Significance, Musical Instruments, Music language.
{"title":"Harmony through Time: The Evolution and Impact of Music from Ancient Roots to Contemporary Realms","authors":"Rita Bitikoro","doi":"10.59298/iaaje/2024/10129.34","DOIUrl":"https://doi.org/10.59298/iaaje/2024/10129.34","url":null,"abstract":"This paper explores the evolution of music, from its origins in traditional tunes created by unknown authors, to its current status as a multi-billion-dollar industry. It discusses how musical instruments have transformed over centuries, from ancient African drums to modern electronic synthesizers, and how these transformations have influenced different musical expressions. The paper also examines the societal, technological, and cultural shifts that have shaped the trajectory of music, with a particular emphasis on the significant impact of advancements in recording and distribution technologies. Furthermore, it explores the profound significance of music in human experience, highlighting its role as a universal language that transcends linguistic, cultural, and temporal boundaries. Drawing on biblical references and historical accounts, the paper emphasizes the enduring relevance of music as a means of emotional expression, cultural identity, and spiritual connection. Ultimately, it advocates for discernment in musical choices and the pursuit of uplifting and harmonious melodies when navigating the everchanging music landscape. Keywords: Music Evolution, Cultural Significance, Musical Instruments, Music language.","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":" 523","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/102.1326.11
Namayanja Madina
As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students' attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods
由于科学学科历史悠久，中学学生对它的兴趣微乎其微，能胜任教学工作的教师也寥寥无几。因此，本研究针对的是影响学生对中学理科态度的因素。研究在马萨卡地区的基塞卡县进行。研究旨在分析影响学生对理科态度的因素，分析当前理科和数学的教与学实践，并确定为改善学生对理科的态度而采取的策略。研究采用了多种数据收集方法来获取受访者的信息。这些方法包括自填问卷、关键信息提供者访谈和文献综述。我们使用 Microsoft Excel 软件包对数据进行了定性和定量分析。Excel 用于生成表格、图表和图形。研究结果发现，学生对科学学科的态度普遍消极。学生对科学学科的消极态度可归因于缺乏必要的实验设备、学生对任课教师缺乏信心和信任、教师投入程度低、受老生影响以及教学方法不当。据说，理科教师使用的教学方法包括使用笔记和讲解、在实验室使用实践、对理科学生不断进行测试以及使用讨论。这些教学方法因中学的不同和能力的不同而各异。鉴于上述背景，有必要鼓励理科和数学教师改进课堂教学实践，为学生创造有利的学习环境，以激发他们开设理科科目的积极性。此外，学校校长应与地区教育部门合作，招聘更多训练有素的合格科学教师，以有效满足科学生的需求。关键词学生；科学教师；中学；教学方法
{"title":"Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District.","authors":"Namayanja Madina","doi":"10.59298/iaaje/2024/102.1326.11","DOIUrl":"https://doi.org/10.59298/iaaje/2024/102.1326.11","url":null,"abstract":"As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students' attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"25 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/10123.28
Asanairi Bwambale, Tom Mulegi, Samanya Bulhan
Education plays a crucial role in the development of society, particularly in the developing world. The purpose of this research is to assess the impact of a laissez-faire leadership style on the academic performance of primary school students in selected schools within Kasese district. The study utilized a cross-sectional survey design, employing both quantitative and qualitative methodologies. Quantitative data was processed by coding and entering it into a computer program called the Statistical Package for Social Sciences (SPSS 22.0). This data was then summarized using frequency tables, allowing for the identification of errors and necessary revisions. Among the respondents, 27 (45%) disagreed with the statement, indicating that teachers appreciate the leadership style that grants them freedom. This lack of accountability can have negative consequences. Conversely, 24 (40%) agreed that head teachers adopt a hands-off approach, empowering teachers to independently solve problems, while 60% disagreed with this statement. Additionally, 17 (28.3%) of head teachers spend the majority of their time outside the school, with their presence on campus being rather casual. This evidence suggests that head teachers do not perceive their presence as significant, failing to recognize its positive impact on academic performance. In Kasese District, the Primary Leaving Examination (PLE) results for 2018 and 2020 revealed a disappointing pass rate of only 47%. Therefore, it is crucial to examine various factors, such as the leadership styles of head teachers, in order to address this issue effectively. Keywords: laissez-faire leadership, academic performance, primaryschool, pupils, social studies.
{"title":"The Effect of Laissez-Faire Leadership Style on Academic Performance of Primary School Pupils in Selected Primary Schools in Kasese District","authors":"Asanairi Bwambale, Tom Mulegi, Samanya Bulhan","doi":"10.59298/iaaje/2024/10123.28","DOIUrl":"https://doi.org/10.59298/iaaje/2024/10123.28","url":null,"abstract":"Education plays a crucial role in the development of society, particularly in the developing world. The purpose of this research is to assess the impact of a laissez-faire leadership style on the academic performance of primary school students in selected schools within Kasese district. The study utilized a cross-sectional survey design, employing both quantitative and qualitative methodologies. Quantitative data was processed by coding and entering it into a computer program called the Statistical Package for Social Sciences (SPSS 22.0). This data was then summarized using frequency tables, allowing for the identification of errors and necessary revisions. Among the respondents, 27 (45%) disagreed with the statement, indicating that teachers appreciate the leadership style that grants them freedom. This lack of accountability can have negative consequences. Conversely, 24 (40%) agreed that head teachers adopt a hands-off approach, empowering teachers to independently solve problems, while 60% disagreed with this statement. Additionally, 17 (28.3%) of head teachers spend the majority of their time outside the school, with their presence on campus being rather casual. This evidence suggests that head teachers do not perceive their presence as significant, failing to recognize its positive impact on academic performance. In Kasese District, the Primary Leaving Examination (PLE) results for 2018 and 2020 revealed a disappointing pass rate of only 47%. Therefore, it is crucial to examine various factors, such as the leadership styles of head teachers, in order to address this issue effectively. Keywords: laissez-faire leadership, academic performance, primaryschool, pupils, social studies.","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"30 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/10117.22
Asanairi Bwambale, Tom Mulegi, Samanya Bulhan
Education plays a crucial role in the development of societies in the developing world. The purpose of this study was to assess the impact of transactional leadership on the academic performance of primary school students in social studies in Munkunyu sub county, Kasese District. The study utilized a cross-sectional survey design, combining quantitative and qualitative approaches. The quantitative data was processed by coding and entering it into SPSS 22.0. The data was then summarized using frequency tables to identify errors and make necessary edits. The correlation between the variables was found to be r=0.338; p=0.003. This indicates a significant correlation between transformational leadership and learners' performance. A value of r=0.338 suggests a strong contribution. Based on the evidence at the 5% significance level, the researcher concludes that transformational leadership significantly contributes to learners' performance. The study also revealed that although respondents acknowledged the impact of leadership style on academic performance, headteachers did not gain enough confidence from stakeholders to implement strategies that could enhance the quality of teaching and learning. Keywords: transactional leadership, academic performance, primary school, pupils, social studies.
{"title":"The Effect of Transactional Leadership on Academic Performance of Primary School Pupils in Social Studies in Munkunyu Sub County Kasese District","authors":"Asanairi Bwambale, Tom Mulegi, Samanya Bulhan","doi":"10.59298/iaaje/2024/10117.22","DOIUrl":"https://doi.org/10.59298/iaaje/2024/10117.22","url":null,"abstract":"Education plays a crucial role in the development of societies in the developing world. The purpose of this study was to assess the impact of transactional leadership on the academic performance of primary school students in social studies in Munkunyu sub county, Kasese District. The study utilized a cross-sectional survey design, combining quantitative and qualitative approaches. The quantitative data was processed by coding and entering it into SPSS 22.0. The data was then summarized using frequency tables to identify errors and make necessary edits. The correlation between the variables was found to be r=0.338; p=0.003. This indicates a significant correlation between transformational leadership and learners' performance. A value of r=0.338 suggests a strong contribution. Based on the evidence at the 5% significance level, the researcher concludes that transformational leadership significantly contributes to learners' performance. The study also revealed that although respondents acknowledged the impact of leadership style on academic performance, headteachers did not gain enough confidence from stakeholders to implement strategies that could enhance the quality of teaching and learning. Keywords: transactional leadership, academic performance, primary school, pupils, social studies.","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/10110.16
Twikiriize Absolom
This study aimed to examine the relationship between pupils' performance in English and their attitudes toward the subject in primary schools. The study had two main objectives: to identify the factors that influence English performance in Lwengo subcounty and to assess the level of pupils' attitudes towards English in the same subcounty. A descriptive survey research design was used, with a study population of 170 respondents and a sample size of 133 participants. The findings revealed that factors such as instructional materials, government policies, and teacher-related factors played a significant role in English performance. Additionally, the study found that positive attitudes towards English were associated with higher levels of performance. The government should prioritize the training of more teachers to accommodate the growing number of students in English classes. District education officers and school administrators should also arrange workshops and refresher courses to enhance teachers' skills in teaching the English language. Furthermore, the government should consider improving teachers' remuneration to ensure sufficient numbers of full-time teachers. Regular school inspections should be conducted to monitor teacher and student attendance. Finally, the school administration should organize debates, seminars, and presentations to enhance the communication skills and competencies of both students and teachers. Keywords: English language, government, absenteeism, pupils
{"title":"Pupils’ Attitude and English Performance in Primary Schools in Lwengo Sub-County, Lwengo District","authors":"Twikiriize Absolom","doi":"10.59298/iaaje/2024/10110.16","DOIUrl":"https://doi.org/10.59298/iaaje/2024/10110.16","url":null,"abstract":"This study aimed to examine the relationship between pupils' performance in English and their attitudes toward the subject in primary schools. The study had two main objectives: to identify the factors that influence English performance in Lwengo subcounty and to assess the level of pupils' attitudes towards English in the same subcounty. A descriptive survey research design was used, with a study population of 170 respondents and a sample size of 133 participants. The findings revealed that factors such as instructional materials, government policies, and teacher-related factors played a significant role in English performance. Additionally, the study found that positive attitudes towards English were associated with higher levels of performance. The government should prioritize the training of more teachers to accommodate the growing number of students in English classes. District education officers and school administrators should also arrange workshops and refresher courses to enhance teachers' skills in teaching the English language. Furthermore, the government should consider improving teachers' remuneration to ensure sufficient numbers of full-time teachers. Regular school inspections should be conducted to monitor teacher and student attendance. Finally, the school administration should organize debates, seminars, and presentations to enhance the communication skills and competencies of both students and teachers. Keywords: English language, government, absenteeism, pupils","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"220 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/10135.39
Ashaba Collins
The increasing prevalence of cyberbullying has become a distressing form of entertainment for bullies throughout history and today. Therefore, it is crucial to fully understand the complex dimensions of this issue. This analysis investigates the origins and growth of cyberbullying strategies, in tandem with the rapid advancement of communication technologies. The paper highlights the challenges of addressing cyberbullying due to its intricate nature, which is facilitated by devices like cell phones and social media platforms. Despite schools being centers for academic and moral development, cyberbullying continues to impact the emotional well-being of teenagers. The study promotes the implementation of thoughtful curricula that incorporate activities empowering teenagers to recognize and counter self-defeating ideas, ultimately reducing cyberbullying rates. The paper underscores the importance of researching the various forms of cyberbullying and discusses potential preventative initiatives, urging educators to design curricula that address the emotional and behavioral issues that contribute to cyberbullying. Keywords: Cyberbullying, Moral education, Teenagers, School curriculum, Emotional impacts, Preventative initiatives and Character education
{"title":"Mitigating Cyberbullying among Teens: The Crucial Role of Moral Education in School Curricula","authors":"Ashaba Collins","doi":"10.59298/iaaje/2024/10135.39","DOIUrl":"https://doi.org/10.59298/iaaje/2024/10135.39","url":null,"abstract":"The increasing prevalence of cyberbullying has become a distressing form of entertainment for bullies throughout history and today. Therefore, it is crucial to fully understand the complex dimensions of this issue. This analysis investigates the origins and growth of cyberbullying strategies, in tandem with the rapid advancement of communication technologies. The paper highlights the challenges of addressing cyberbullying due to its intricate nature, which is facilitated by devices like cell phones and social media platforms. Despite schools being centers for academic and moral development, cyberbullying continues to impact the emotional well-being of teenagers. The study promotes the implementation of thoughtful curricula that incorporate activities empowering teenagers to recognize and counter self-defeating ideas, ultimately reducing cyberbullying rates. The paper underscores the importance of researching the various forms of cyberbullying and discusses potential preventative initiatives, urging educators to design curricula that address the emotional and behavioral issues that contribute to cyberbullying. Keywords: Cyberbullying, Moral education, Teenagers, School curriculum, Emotional impacts, Preventative initiatives and Character education","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"20 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/102.2736.11
V. H. U. Eze, C. E. Eze, Asiati Mbabazi
The impact of the COVID-19 pandemic on global education has been profound, especially in Uganda. Secondary school students in Uganda have encountered numerous challenges as a result of this crisis. This paper offers a thorough examination of the specific obstacles faced by these students, encompassing impacts on academic achievements, mental well-being, and their overall educational path. The closure of schools has disrupted the educational advancement of secondary students in Uganda, and the transition to online learning has exacerbated the digital divide due to limited access to the internet and technology resources. This scenario has led to educational disparities for students from underprivileged backgrounds. The pandemic's socioeconomic repercussions have also imposed financial burdens on students' families, compelling some students to seek employment or care for unwell relatives, thereby restricting their study time. School closures have affected students' social interactions, resulting in feelings of seclusion. The absence of peer and teacher interactions can have adverse effects on students' mental health, escalating feelings of stress, anxiety, and depression. Furthermore, the discontinuation of essential services such as school meals and healthcare support has impacted students' well-being. School meals are crucial for many students, and their unavailability due to school closures has deprived students of essential nutrition. It is imperative for the Ugandan government and educational stakeholders to enact the comprehensive strategies delineated in this research paper in pre and post-pandemic era. These will prioritize equitable access to education by supplying technology and internet connectivity to marginalized communities and ensuring that mental health support services are easily accessible to students. Finally, the various challenges faced by secondary students in Uganda during the COVID-19 crisis necessitate a collective effort from all sectors. By effectively addressing these concerns, students can receive the necessary assistance to pursue their education and excel in a post-pandemic era. Keywords: COVID-19, Student, Uganda, online learning, Academic achievement, Pandemic
{"title":"A Comprehensive Study on the Impact of COVID-19 on Secondary Education in Uganda","authors":"V. H. U. Eze, C. E. Eze, Asiati Mbabazi","doi":"10.59298/iaaje/2024/102.2736.11","DOIUrl":"https://doi.org/10.59298/iaaje/2024/102.2736.11","url":null,"abstract":"The impact of the COVID-19 pandemic on global education has been profound, especially in Uganda. Secondary school students in Uganda have encountered numerous challenges as a result of this crisis. This paper offers a thorough examination of the specific obstacles faced by these students, encompassing impacts on academic achievements, mental well-being, and their overall educational path. The closure of schools has disrupted the educational advancement of secondary students in Uganda, and the transition to online learning has exacerbated the digital divide due to limited access to the internet and technology resources. This scenario has led to educational disparities for students from underprivileged backgrounds. The pandemic's socioeconomic repercussions have also imposed financial burdens on students' families, compelling some students to seek employment or care for unwell relatives, thereby restricting their study time. School closures have affected students' social interactions, resulting in feelings of seclusion. The absence of peer and teacher interactions can have adverse effects on students' mental health, escalating feelings of stress, anxiety, and depression. Furthermore, the discontinuation of essential services such as school meals and healthcare support has impacted students' well-being. School meals are crucial for many students, and their unavailability due to school closures has deprived students of essential nutrition. It is imperative for the Ugandan government and educational stakeholders to enact the comprehensive strategies delineated in this research paper in pre and post-pandemic era. These will prioritize equitable access to education by supplying technology and internet connectivity to marginalized communities and ensuring that mental health support services are easily accessible to students. Finally, the various challenges faced by secondary students in Uganda during the COVID-19 crisis necessitate a collective effort from all sectors. By effectively addressing these concerns, students can receive the necessary assistance to pursue their education and excel in a post-pandemic era. Keywords: COVID-19, Student, Uganda, online learning, Academic achievement, Pandemic","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/102.4754.11
Mbabazi Asiati, Zulaiha Lawal Bagiwa, Tom Mulegi, Abdul- Rahim, Tukur Muhammad, Mathembele Wilson
This review paper examines the nexus between performance appraisal, motivation, and teachers' job performance, synthesizing insights from eleven relevant articles. Effective performance management processes are pivotal in facilitating transparent communication of expectations and outcomes between employers and employees. The significance of teachers' motivation in driving productivity underscores the importance of establishing objective assessment criteria for evaluating their job performance. The complexity of work performance judgments necessitates a multifaceted approach to assessment aimed at enhancing the credibility of the evaluation process. Furthermore, feedback from both immediate supervisors and colleagues emerges as a valuable tool in fostering the professional development of teachers. This paper sheds light on the interplay between performance appraisal, motivation, and teachers' job performance, offering valuable insights for educators, administrators, and policymakers. Keywords: Performance, appraisal, motivation, teachers, job performance, assessment, feedback
{"title":"Enhancing Teachers' Job Performance through Objective Performance Appraisal and Motivation: A Review","authors":"Mbabazi Asiati, Zulaiha Lawal Bagiwa, Tom Mulegi, Abdul- Rahim, Tukur Muhammad, Mathembele Wilson","doi":"10.59298/iaaje/2024/102.4754.11","DOIUrl":"https://doi.org/10.59298/iaaje/2024/102.4754.11","url":null,"abstract":"This review paper examines the nexus between performance appraisal, motivation, and teachers' job performance, synthesizing insights from eleven relevant articles. Effective performance management processes are pivotal in facilitating transparent communication of expectations and outcomes between employers and employees. The significance of teachers' motivation in driving productivity underscores the importance of establishing objective assessment criteria for evaluating their job performance. The complexity of work performance judgments necessitates a multifaceted approach to assessment aimed at enhancing the credibility of the evaluation process. Furthermore, feedback from both immediate supervisors and colleagues emerges as a valuable tool in fostering the professional development of teachers. This paper sheds light on the interplay between performance appraisal, motivation, and teachers' job performance, offering valuable insights for educators, administrators, and policymakers. Keywords: Performance, appraisal, motivation, teachers, job performance, assessment, feedback","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"40 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/102.1125.11
Chirchir Joseph Ayabei
This study delves into the various factors influencing absenteeism and academic performance among children enrolled in Early Childhood and Primary Education (ECPE) classes. Data was collected through fieldwork in 2011, focusing on demographics, attitudes of parents and teachers towards ECPE classes, methods used for retention of learners, roles of teachers in children's performance, causes of absenteeism, and proposed solutions. The analysis revealed that poor teaching methods, inadequate structures, long distances to schools, weak administration, absenteeism of teachers, and harsh punishments contribute significantly to absenteeism among ECPE learners. These factors impact the academic performance of absentees, leading to subpar educational outcomes. Additionally, positive attitudes towards ECPE classes were found to correlate with better academic performance, emphasizing the importance of a conducive learning environment. Based on the findings, recommendations were made to address these challenges, including the elimination of harsh punishments, establishment of more schools to reduce travel distances, penalties for absent teachers, and the adoption of effective teaching methods. The study underscores the need for targeted interventions to improve attendance and enhance academic performance in ECPE classes. Keywords: Absenteeism, Academic performance, Early Childhood and Primary Education
{"title":"Exploring Factors Influencing Absenteeism and Academic Performance: A Study on Early Childhood and Primary Education (ECPE) Classes","authors":"Chirchir Joseph Ayabei","doi":"10.59298/iaaje/2024/102.1125.11","DOIUrl":"https://doi.org/10.59298/iaaje/2024/102.1125.11","url":null,"abstract":"This study delves into the various factors influencing absenteeism and academic performance among children enrolled in Early Childhood and Primary Education (ECPE) classes. Data was collected through fieldwork in 2011, focusing on demographics, attitudes of parents and teachers towards ECPE classes, methods used for retention of learners, roles of teachers in children's performance, causes of absenteeism, and proposed solutions. The analysis revealed that poor teaching methods, inadequate structures, long distances to schools, weak administration, absenteeism of teachers, and harsh punishments contribute significantly to absenteeism among ECPE learners. These factors impact the academic performance of absentees, leading to subpar educational outcomes. Additionally, positive attitudes towards ECPE classes were found to correlate with better academic performance, emphasizing the importance of a conducive learning environment. Based on the findings, recommendations were made to address these challenges, including the elimination of harsh punishments, establishment of more schools to reduce travel distances, penalties for absent teachers, and the adoption of effective teaching methods. The study underscores the need for targeted interventions to improve attendance and enhance academic performance in ECPE classes. Keywords: Absenteeism, Academic performance, Early Childhood and Primary Education","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-23DOI: 10.59298/iaaje/2024/102.3746.11
Nakitiibwa Caroline, Gwokyalya Edith Baagala
This experimental study was undertaken to assess the effectiveness of experiential learning strategies in influencing students learning. This study was undertaken in the form of a naturalistic inquiry. A naturalistic inquiry is one that is conducted in a natural setting of interest to the researcher using natural methods such as observation, interviewing, thinking, reading, and writing. This investigation was conducted with three senior students at Lukaya Seed School with the purpose of assessing the effectiveness of the experiential learning strategy in realizing the set learning outcomes. The researcher used a convenient sampling technique to select all the one hundred and twelve (112) Form 3 History students to participate in the intervention. Data collected from daily journal recording as well as their scores in activities of integration were analyzed using a frequency table with the intention of establishing the mean score and the failure rate of students in history before the intervention was implemented. At the end of the innovation, students were, to a large extent, able to construct an extensive and flexible historical knowledge base. The students were able to take ownership of their learning, and out of question, the researcher observed that senior three history students had become better problem-solvers. They had transformed into aggressive, self-directed learners who collaborated, and they appeared intrinsically motivated. To a reasonable extent, the innovation engendered specific generic skills needed by students from the historic perspective, including reasoning skills, which they evidently applied to solve their own problems. There was also evidence of students becoming effective collaborators, as evidenced by their establishing common ground, resolving discrepancies, and working in groups to negotiate actions they planned to take to arrive at an agreement. Education planners need to put much emphasis on collaborative learning, at least across subjects, to develop students’ social skills because they learn a lot from their peers. Keywords: Experiential learning, Students, Education planners, History.
{"title":"The Impact of Experiential Learning on Students’ Academic Achievements a Case of Lukaya Town Council in Kalungu District","authors":"Nakitiibwa Caroline, Gwokyalya Edith Baagala","doi":"10.59298/iaaje/2024/102.3746.11","DOIUrl":"https://doi.org/10.59298/iaaje/2024/102.3746.11","url":null,"abstract":"This experimental study was undertaken to assess the effectiveness of experiential learning strategies in influencing students learning. This study was undertaken in the form of a naturalistic inquiry. A naturalistic inquiry is one that is conducted in a natural setting of interest to the researcher using natural methods such as observation, interviewing, thinking, reading, and writing. This investigation was conducted with three senior students at Lukaya Seed School with the purpose of assessing the effectiveness of the experiential learning strategy in realizing the set learning outcomes. The researcher used a convenient sampling technique to select all the one hundred and twelve (112) Form 3 History students to participate in the intervention. Data collected from daily journal recording as well as their scores in activities of integration were analyzed using a frequency table with the intention of establishing the mean score and the failure rate of students in history before the intervention was implemented. At the end of the innovation, students were, to a large extent, able to construct an extensive and flexible historical knowledge base. The students were able to take ownership of their learning, and out of question, the researcher observed that senior three history students had become better problem-solvers. They had transformed into aggressive, self-directed learners who collaborated, and they appeared intrinsically motivated. To a reasonable extent, the innovation engendered specific generic skills needed by students from the historic perspective, including reasoning skills, which they evidently applied to solve their own problems. There was also evidence of students becoming effective collaborators, as evidenced by their establishing common ground, resolving discrepancies, and working in groups to negotiate actions they planned to take to arrive at an agreement. Education planners need to put much emphasis on collaborative learning, at least across subjects, to develop students’ social skills because they learn a lot from their peers. Keywords: Experiential learning, Students, Education planners, History.","PeriodicalId":512414,"journal":{"name":"IAA JOURNAL OF EDUCATION","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140436681","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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