African Journal of Education and Practice最新文献

{"title":"The Impact of COVID-19 Pandemic on the Education System in Developing Countries","authors":"David Willies","doi":"10.47604/ajep.1882","DOIUrl":"https://doi.org/10.47604/ajep.1882","url":null,"abstract":"Purpose: The purpose of this study is to investigate the impact of COVID-19 on the education systems in developing countries. \u0000Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. \u0000Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impact of COVID-19 on the education systems in developing countries. Preliminary empirical review found that in the world, most schools, colleges, and universities are closed to control the spread of the COVID-19. \u0000Unique Contribution to Theory, Practice and Policy: The Disruption theory, Social Learning theory and the Cognitive Load theory may be used to anchor future studies on the impact of COVID-19 on education systems in developing countries. The COVID-19 pandemic has made all the educational schools across the world to adopt teaching and learning online. So, governments should scale network infrastructure and internet connectivity across urban and rural areas. The countries should design a strategy to scale educational technology, establish zero-rating educational resources on the internet, and prepare digital teaching and learning resources. \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127106231","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}

{"title":"Perceptions of Teachers and Learners of the Effects of COVID-19 on the Teaching and Learning process in Selected Secondary Schools in Kapiri- Mposhi District, Zambia","authors":"R. Kabeta, Givers Chilinga, Leonard Sakakombe","doi":"10.47604/ajep.1721","DOIUrl":"https://doi.org/10.47604/ajep.1721","url":null,"abstract":"Purpose: The purpose of this study was to examine the perceptions of teachers and learners of the effects of Covid-19 on the teaching and learning process in the selected secondary schools in Kapiri- Mposhi District.  \u0000Methodology: Ten schools were selected using random sampling from the urban and rural parts of the district, from which a total of 197 participants comprising 100 grade 9 and 12 learners and 97 teachers, were sampled. A questionnaire, face to face interviews and focus group discussions were also used to collect data for this study. \u0000Findings: The findings of the study revealed that COVID-19 was viewed to have had affected the teaching and learning negatively, as it was considered to have led to negative effects such as the closure of schools, loss of learning time, ineffective teaching and learning, poor or unequal access to learning opportunities, especially between learners in the urban and rural located schools regarding online learning. Out of 197 respondents, most of the participants (90.9%) agreed that COVID-19 may lead to unequal access to educational resources, and also that school closures may negatively impact teaching and learning outcomes, especially for the underprivileged. Further, 88.8%, 87.3%, 86.8% and 85.8% of the respondents were of the opinion that learners may substantially lag behind especially in reading and mathematical subjects, stigmatization of infected learners and staff may heighten absenteeism, school closures may put strain on parents and teachers to provide childcare and manage distance (remote) learning while learners were out of school, and risky behavior may increase that may lead to increased teenage pregnancies and substance abuse among learners, respectively. \u0000Unique Contribution to Theory, Practice and Policy: The study contributes to literature by providing more insight on how the Covid-19 pandemic affected the teaching and learning in the selected schools, it provides knowledge and insights which could also be used to understand the effect of the pandemic on education in general and thus help in finding solutions for such emergencies in future.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131141425","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}

{"title":"Perceived Impact of COVID-19 on Students’ Academic Performance in Colleges of Education in Ghana","authors":"S. Adzaku, H. Agbleze, Philemon Afutor","doi":"10.47604/ajep.1686","DOIUrl":"https://doi.org/10.47604/ajep.1686","url":null,"abstract":"Purpose: This study investigated the perceived impact of COVID-19 on students’ academic performance in Colleges of Education in Ghana. \u0000Methodology: Descriptive survey design was adopted for the study. A sample of 346 students was selected from a population of 3,500 students in three selected Colleges of Education in the Volta Region of Ghana using convenience sampling procedure. Data were gathered using questionnaire and analysed using means and standard deviation. Data were presented in tables after the analysis. \u0000Findings: The study found that students found it difficult to focus during online lessons and that their academic performance had worsened due to the COVID-19 pandemic. In terms of the challenges encountered by students during the COVID-19 Pandemic, the study revealed that poor internet connectivity, lack of needed resources like laptops to access online learning system and lack of conducive learning atmosphere in the house were identified. From the results, it was concluded that the COVID-19 Pandemic at its peak has been detrimental to the academic performance of students in Colleges of Education in Ghana. \u0000Unique Contribution to Theory, Practice and Policy Recommendation: The study highlighted the fact that students can learn not only in-person but can engage in remote learning. This backed the position of the Transactional Distance Theory used in the study.  In improving learning in the wake of COVID-19, Colleges of Education should provide platforms for online learning with easy access and usage for students. Generally, policy makers should make policies that would make online learning a part of the education system at all levels of education. This would be a positive adjustment caused by the COVID-19 outbreak. \u0000  \u0000 ","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116154096","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}

{"title":"PATRONAGE OF HIV/AIDS VOLUNTARY COUNSELLING AND TESTING (VCT) AMONG UNIVERSITY STUDENTS IN GHANA","authors":"S. Tenkorang, Kennedy Boe-Doe, J. Adu","doi":"10.47604/ajep.1664","DOIUrl":"https://doi.org/10.47604/ajep.1664","url":null,"abstract":"Purpose: This study investigated the factors influencing patronage of HIV/AIDS Voluntary Counselling and Testing (VCT) among students in the University of Cape Coast. \u0000Methodology: Descriptive survey research design was adopted for the study. Referring from Krejcie and Morgan’s (1970) Sample Determination Table, a sample of 376 students was chosen using convenience sampling from a population of 18949 students. Data were collected using questionnaire adapted from the instrument of Kabiri (2016) administered online. Data were analysed using means and standard deviations. \u0000Findings: The study revealed that the students had high level of knowledge about HIV/AIDS VCT and its importance but had low level of knowledge about VCT centres. The study found that the respondents were willing to go to HIV/AIDS VCT Centre to check their HIV/AIDS status and knew of some friends who had gone for HIV/AIDS VCT. However, it was clear that the respondents themselves had not visited VCT centres. Additionally, it was shown in this study by the respondents that willingness, perception of risk associated with their sexual lives, positive perception about VCT, attitude of service provides and ease of access to VCT centres are factors which would influence them to patronize HIV/AIDS VCT. \u0000Unique Contribution to Theory, Practice and Policy: Theoretically, the study has highlighted that having awareness of VCT and its importance was not enough to make students patronize VCT services. This means that knowledge and awareness alone was not enough to influence patronage of services.It can also be said that the theory of planned behaviour reviewed in the study was confirmed because a lot of elements are involved in people deciding to engage in specific behaviours. To improve the patronage of VCT, efforts should be put into making VCT centers easily accessible to students. Policy makers are alerted on the low patronage of HIV/AIDS VCT among university students so they can streamline their policies to aid in increasing patronage of VCT by university students.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132228656","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}

{"title":"TEACHER AND LEARNER KNOWLEDGE OF COVID- 19 AND ITS MITIGATION STRATEGIES IN SELECTED SECONDARY SCHOOLS IN KAPIRI- MPOSHI DISTRICT, ZAMBIA","authors":"R. Kabeta, Givers Chilinga, Leonard Sakakombe","doi":"10.47604/ajep.1648","DOIUrl":"https://doi.org/10.47604/ajep.1648","url":null,"abstract":"Purpose: This study examined the knowledge of teachers and learners of COVID-19 and further determined their awareness levels of the mitigation measures that were put in place by the government of the Republic of Zambia in order to ensure a safe and conducive environment for teaching and learning amidst the COVID – 19 pandemic. \u0000Methodology: The study employed a descriptive cross-sectional survey design, both qualitative and quantitative data were collected using a questionnaire consisting of 34 items, and focus group discussions were also done. Ten schools were selected using simple random sampling from the urban and rural parts of the district, from which fifty (50) grade and fifty (50) 12 learners and one hundred ten (110) teachers, giving a grand total of 210, were selected through simple random sampling. SPSS version 22 was used to analyze the data to generate descriptive statistics and other measures. Both quantitative and qualitative data collection methods were used. Qualitative data was collected through face-to-face interviews and focus group discussions, while a questionnaire was used to collect quantitative data. The results were presented using frequencies and percentages. Further statistical independent (2 tailed) Mann- Whitney U- tests were carried out to show whether there were differences in the research variables. \u0000Findings: The findings revealed that the participants were knowledgeable about the COVID-19 pandemic with a percentage of between 98% and 67%. In particular, participants indicated that they knew the various COVID-19 symptoms, methods of how COVID-19 spread, and that there was no vaccine at the time of the study. Further, this study showed that the participants were aware of the majority of the mitigation measures that the government through the Ministry of Health and Ministry of General Education put in place to curb the spread of the corona virus with a percentage of 99.5% to 67.5 %. Notably, participants showed that they were aware of mitigation measures such as social distancing, closure of schools, alternative ways of learning like online learning, television and radio education channels and, in some cases, homeschooling. Results from the U-test suggest that there was homogeneity between the participants across the various socio-demographic factors in terms of their COVID-19 knowledge and mitigation measures. These findings were also confirmed through the information obtained qualitatively through face- to- face interviews and focus group discussions. \u0000Unique Contribution to Theory, Practice and Policy: The study contributes to literature by providing more insight on the importance of teachers and learners being knowledgeable about what COVID-19 is, how it spreads and the mitigation measures. This is because when people are knowledgeable and aware of something, it becomes easier to prevent and control its transmission. Knowledge is important in ensuring successful implementation of many programmes such as prevent","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129527418","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}

{"title":"EARLY CHILDHOOD EDUCATION PRACTICES IN ZANZIBAR: PARENT’S INVOLVEMENT IN THE LEARNING OF THEIR CHILDREN IN PRE-PRIMARY EDUCATION","authors":"A. Chai, Mligo Renatus, Nsolezi Shaghembe","doi":"10.47604/ajep.1647","DOIUrl":"https://doi.org/10.47604/ajep.1647","url":null,"abstract":"Purpose: The purpose of this study was to explore parent’s involvement in the learning of their children in pre-primary education (PPE). Parent’s involvement has a wide sense in modern education trends, evolving parent’s lifelong participation in children’s school activities. In this regard, it would be difficult to cover the topic in this wide sense. Therefore, the study was more focused on exploring the ways that parent’s get involved in the learning of their children in PPE, identify the challenges for low parent’s involvement and suggest strategies to improve parent’s involvement in the learning of their children in PPE.  \u0000Methodology: The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 24 participants were participated in the study where by 10 were parents and 14 were pre-primary school teachers. The study was guided by the Ecological System Theory. Data was generated by using semi structured interviews and focus group discussion guided by a series of open ended questions as well as documentary review. \u0000Findings: The study reveals that parents were involved in parenting, school meeting and in helping their children’s academic works. Shortage of time, parent’s illiteracy, poor school experience of parents and the lack of sensitive learning programs between school and home limited parents to get involved in the study of their children. Also, the study found that creating effective communication between school and home, developing guidelines for parental involvement as well as creating collaborating academic activities between school and home were the strategies to improve parent’s involvement in the study of their children in PPE. \u0000Unique Contribution to Theory, Practice and Policy: The study recommends that PPE schools should create conducive atmosphere for mutual contact between teachers and parents so as to enable parents to visit the school and contact with teachers regularly for their children’s learning progress. Also, policy makers should integrate PPE with parenting styles so as to raise awareness and equip parents with knowledge on the vital role of participating in the education of their children.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122352779","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}

{"title":"DETERMINANTS AFFECTING THE TEACHING OF PHYSICAL EDUCATION TO LEARNERS WITH DIFFERENT KINDS OF DISABILITIES-PE TEACHER PREPAREDNESS","authors":"Mary Mugweru, S. Munayi, J. Chumba, Benson Gathoni","doi":"10.47604/ajep.1637","DOIUrl":"https://doi.org/10.47604/ajep.1637","url":null,"abstract":"Purpose: The purpose of this study was to investigate determinants affecting the teaching of physical education to learners with different kinds of disabilities such as the physically challenged, visually and hearing impaired in public primary schools having a special unit in Nairobi City County, Kenya. The research highlighted teacher preparedness as a major concern. \u0000Methodology: The study utilized the descriptive survey research design. Data was drawn from 7 public primary schools offering a special unit in Nairobi County Kenya, this included 16 PE teachers. Data was collected using questionnaires administered to PE teachers. \u0000Findings: The study revealed that the PE teachers have relevant teaching experiences and are qualified as most are trained up to postgraduate level. It was noted that the teachers were trained in special needs education, however, the majority were not trained in adapted physical education. This hindered understanding and the delivery of physical education to the LWDS. It posed a challenge to them as they are not able to modify facilities, equipment, and activities to suit the needs of LWDs. \u0000Unique Contribution to Theory, Practice and Policy : The study recommends that physical education teachers need to be regularly provided with adequate in service training especially in adapted physical education. This will ensure that the goals of inclusion are attained hence contributing to the delivery of physical education to LWDs and education growth and development for all.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130040987","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}

{"title":"EDUCATIONAL RESOURCES AVAILABILITY AND UTILIZATION AS DETERMINANT OF STUDENTS ACADEMIC PERFORMANCE IN SOUTH WEST NIGERIA","authors":"Ajiboye Tunde","doi":"10.47604/ajep.1636","DOIUrl":"https://doi.org/10.47604/ajep.1636","url":null,"abstract":"Purpose: The aim of the study is to provide educational planners with relevant items of information with respect to the extent of educational resources availability and utilization in public secondary schools as it affects productivity in educational system. \u0000Methodology: The descriptive research design of the ex post facto type was adopted for the study. The population of the study comprises all academic staff and three hundred level students in the six (6) selected public Colleges of Education in Southwest Nigeria.  Purposive sampling technique was used to select six (6) public Colleges of Education in Southwest Nigeria, three (3) each from State and Federal Colleges of Education. \u0000Findings: The study showed that a positive and significant relationship existed between resource situation and students’ academic performance in public Colleges of Education in Southwest, Nigeria.  It also showed a positive and significant relationship between human and material resource situation and students’ academic performance. The findings of this study are consistent with that of Oni (1992), which found that inadequate and unqualified teachers in the school system caused low students’ academic performance since adequate and qualified teachers have been found as the drivers of effective educational system. \u0000Unique Contribution to Theory, Practice and Policy: The study found that there was positive correlation among material, physical and human resources and students’ academic performance in public colleges of Education in Southwest Nigeria, the study thus recommends that government and policy makers in these educational institutions should place emphasis on adequate provision of these germane resources in order to enhance students’ academic performance and thus national development. College management in public Colleges of Education in Southwest Nigeria should endeavour to provide enough resources for improvisation, in case the basic physical needs of the institutions could not be adequately met. Parents are admonished to equip their children and wards in public colleges of Education in Southwest Nigeria with the necessary educational needs.  Philanthropists, societies, old students association and other organization are admonished to come to the aids of governments in the provision of basic physical and material researches need of public colleges of Education in Southwest Nigeria since it had been established that government alone cannot effectively shoulder the responsibility of educational financing.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120995695","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}

{"title":"INFLUENCE OF STAKEHOLDERS’ CONTRIBUTION ON SECURITY MANAGEMENT OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN MANDERA COUNTY, KENYA","authors":"Abdi Daud, R. Thinguri, Mary Mugwe","doi":"10.47604/ajep.1621","DOIUrl":"https://doi.org/10.47604/ajep.1621","url":null,"abstract":"Purpose: There is a current anxiety on the increasing occurrences of tragedies in secondary schools in Kenya. This makes it essential to explore the stakeholders’ contribution in terms of security management outcomes. The aim of this research was to explore the influence of stakeholders’ contribution on security management outcomes in public secondary schools in Mandera County, Kenya. \u0000Methodology: Theories guiding the study were the Stakeholders’ and the Securitization. The study used mixed methodology and the concurrent triangulation design. The targeted population was 381 participants and involved principals and teachers. Questionnaires were used for teachers while interviews were used for principals. Quantitative data were analyzed in descriptive statistics and presented in tables, frequencies and percentages. Qualitative data were analyzed by thematically in narrative forms and verbatim citations. Two levels of analysis were employed namely: descriptive and thematic. \u0000Findings: From the research findings, it was concluded that there was good participation of every stakeholder following the indicators that were put in place. It was seen that there was need for the boards of management to go deeper into their involvement and make sure that the school communities were seeing them in action. \u0000Unique Contribution to Theory, Policy and Practice: \u0000The stakeholders’ and the securitization theories were utilized to prepare and alert schools for disasters consecutively hence contributing to the issues in the study. The study established that there was meaningful contribution from the stakeholders which was commendable. It was concluded that more efforts from the boards of management be put on stakeholders’ contribution. The theories were validated in that there was sensitization to stakeholders and the need to prepare in advance for disasters in schools.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130725378","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}

{"title":"SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNTY, KENYA","authors":"Odera Odera, J. Sika, Maureen A. Olel","doi":"10.47604/ajep.1617","DOIUrl":"https://doi.org/10.47604/ajep.1617","url":null,"abstract":"Purpose: The study sought to determine value addition in secondary education of 2013 and 2014 cohorts in public secondary schools in Rachuonyo South Sub-county and to examine selected school based factors’ influence on value addition in secondary education. \u0000Methodology: The study adopted a correlational design. Correlational research design was appropriate for this study since it enabled the researcher to collect independent and dependent variable data sets with a view to determine the relationship between them (Creswell, 2012). The population comprised 49 public secondary schools in Rachuonyo South Sub-County, 49 Deputy Principals and 5132 students. The researcher used Yamane’s formula to compute a sample of 39 public secondary schools, from where 39 Deputy Principals and 4351 students were purposively sampled. Data were collected using document analysis guide and questionnaires and analysed using frequencies, means and regression analysis with the aid of SPSS V.25 software. \u0000Findings: Findings revealed value additions of -1.563125 for 2013 cohort. Regression analysis revealed that performance appraisal accounts for 17% change in value addition in secondary education of the 2013 cohort and that teachers’ professional development (β=0.325, p=0.040) has a weak significant positive relationship with value addition in secondary education of 2013 cohort. For the 2014 cohort, findings revealed value addition of -1.9363125. Regression analysis revealed that teachers’ performance appraisal account for 12% change in value addition in secondary education and that teachers’ performance appraisal (β=0.386, p=0.009) has a weak significant positive relationship with value addition in secondary education. \u0000Unique contribution to model and practice: The study contributes to literature by providing analysis of value addition in secondary education and teacher performance appraisal contribution to value addition in the context of Kenya.","PeriodicalId":119658,"journal":{"name":"African Journal of Education and Practice","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117263530","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}