East African Journal of Education Studies最新文献

{"title":"Exploring Artificial Intelligence as a Remedy to the Heavy Teaching Workloads Caused by Massification of Ugandan Public Universities","authors":"Edith Namutebi","doi":"10.37284/eajes.7.3.2057","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2057","url":null,"abstract":"Universities worldwide, particularly public universities in Uganda are facing a dilemma in which their massification has far outstripped the growth of their academic service delivery capacity, especially their actual teaching staff size. Consequently, most lecturers are struggling with heavy teaching workloads resulting from large class sizes of 100 to 300 or more students created by massification per course unit, especially at the undergraduate level. These workloads have overstretched most lecturers’ ability to teach effectively and limited their career growth by keeping them too busy to conduct research and participate in community service. The dilemma is faced at the time when Industry 4.0 has developed Artificial Intelligence (AI), which can execute different tasks, including teaching tasks in much the same way as human beings perform them. Drawing on the AI job replacement theory complemented by UTAUT and TOE, this study employed a cross-sectional questionnaire survey involving 325 respondents (deans, heads of department [HODs] and lecturers) randomly selected from five randomly selected public universities to analyse awareness of the teaching tasks AI can execute to reduce faculty members’ workload without replacing them, acceptance of AI to perform these tasks, and hindrances to its adoption. Findings from the descriptive analysis indicate that at least 74% of the deans, HODs, and lecturers were highly aware of the teaching tasks AI can perform. Most of these respondents accept AI to perform such teaching tasks that do not involve a human touch as an online search for research and lecture content, lecture dictation, student assessment and evaluation, and grading of marks. They, however, did not accept AI to execute teaching tasks that involve the human touch such as lecture planning, facilitating tutorials and discussions, assessing students’ interpersonal weaknesses that affect learning, and feedback provision. These findings allude to a need to adopt AI to execute only the teaching tasks it is accepted to perform and leave to the lecturers all the tasks they do not accept to perform. Adopting AI this way is bound to relieve the teaching workload allocated to lecturers as massification intensifies. The findings indicate, however, that AI adoption is hindered by different factors, including lack of strategic, ethical, and policy guidelines, and lack of funds and skills required to operate it. These findings point to a need for the management of Uganda’s public universities to adopt AI by lobbying the government for more funding, mobilizing necessary funds internally, training faculty members in using AI, and encouraging all of them to accept it by explaining the role it is capable of playing in reducing workloads and erasing their fear that AI could replace them","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809349","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":"Challenges Encountered by Secondary School Teachers in Teaching English Language: The Case of Micheweni District","authors":"Rashid Othman Ali, Said Nassoro Jaff","doi":"10.37284/eajes.7.3.2059","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2059","url":null,"abstract":"This study investigated challenges encountered by secondary school teachers in teaching English in public secondary schools of Micheweni District. The study was guided by three specific objectives; to explore challenges related to English language instructional materials, to investigate pedagogical challenges in teaching English, and to examine challenges related to the nature of the students in learning English. A qualitative research approach under a multiple case study design was employed with 36 participants. Focus Group Discussion and interviews were used in data collection. Data were analyzed through content and thematic analysis and presented through quotations and narrations. The findings revealed that the major challenges related to English language instructional materials were shortcomings of English language curriculum content, poor access to ICT facilities which include absence/scarcity of ICT tools, and lack of skills to access ICT tools as well as absence/scarcity of instructional materials. Pedagogical challenges in teaching English were ineffective teaching/learning environment, students’ low level of English Language Proficiency, high teaching load among English language teachers and students’ negative attitude towards learning English. Also, the study found that the nature of students affects teaching/learning English language therefore, teachers should be very careful to find the best teaching strategies regarding individual learning styles. The study concluded that if these challenges were dealt with, English language teachers would teach effectively and students would perform better in their examinations","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"59 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807566","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":"A Phenomenological Analysis of Experiences of Parents, Teachers and Students about Examination Malpractices in Kisii County, Kenya","authors":"Simiyu George Mukhebi, Likoye Malenya, Daniel Kandagor","doi":"10.37284/eajes.7.3.2054","DOIUrl":"https://doi.org/10.37284/eajes.7.3.2054","url":null,"abstract":"While the problem of examination malpractices in Kenya has been a perennial one, the efforts put in place to address it have not fully borne fruits. This study focused on understanding this scenario from the phenomenological perspective that sought to examine the experiences of teachers, parents and students in Kisii County about examination malpractice and the relationship therein. The following was its objective: explore the complexity of examination malpractice, its related ills and the responsibility of the education stakeholders as experienced by the teachers, parents and students in Kisii County. The study focused on parents, students and teachers in secondary schools in the county who have experienced the problem of examination malpractice. It was guided by normative ethical theories to understand its persistence. It utilized descriptive survey research design through focused group discussions and open-ended questionnaires. Purposive and snowball sampling procedures were used to pick the respondents complemented by document analysis. The study adopted hermeneutic and transcendental phenomenological approaches for both prescription and analysis of data. The findings showed that: forms of examination malpractice are either conventional or non-convectional and are grounded in either the positive or negative experiences of teachers, parents and students; The study makes the following conclusions: focusing on both conventional and non-conventional forms of examination malpractice gives a wider understanding of what ails the examination process in Kisii County; understanding the negative and positive experiences of teachers, parents and students in regard to examination malpractice as well as understanding its complexity is key in formulating a comprehensive solution to the menace; and the network to hold those who engage in examination malpractice responsible to be widened. The study recommends more focus on both the conventional and non-conventional forms of examination malpractices to capture in detail what ails the examination process in Kisii County;  utilization of both the negative and positive experiences of the students, teachers and parents to come up with more all-encompassing solutions to the issue of examination malpractice that is grounded in their experiential attitudes;-, and more analysis of the complexity of examination malpractice to generate more lasting solutions to the menace.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"35 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813973","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":"Experiences of International Graduate Students at Makerere University","authors":"Winifred Namuwonge","doi":"10.37284/eajes.7.1.1721","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1721","url":null,"abstract":"The enrollment of international graduate students is declining at Makerere University. Yet, Makerere aspires to be a research-led institution with an internationalization agenda. There is a need to increase the number of international graduate students as this would help Makerere University to realize its vision. This study, therefore, explored international graduate students' experiences at Makerere University, and the following objective guided it: to explore the experiences of international graduate students at Makerere University. The study was based on the interpretive worldview, subscribing to the transcendental phenomenology of Edmund Husserl, which states that those who have experienced a phenomenon can give it meaning. Eight international graduate students at Makerere University were interviewed, and they were selected from different academic disciplines, which were categorized according to Becher and Biglan's classification. Data were thematically analyzed, whereby two themes, namely non-academic experiences and academic experiences, emerged. It was therefore concluded that international graduate students at Makerere University had both positive and negative non-academic and academic experiences. This study recommends that Makerere University Management should strengthen measures that lead to positive experiences for international graduate students, such as the provision of financial resources, strengthening the operations of the International Office, organizing events for graduate students to facilitate their interactions with the domestic students, and putting in place peer mentors for new international graduate students to foster a sense of community. This study also recommends that the International Office work very closely with the Deans of Schools in the different colleges of Makerere University. This will improve their academic experiences and, ultimately, their numbers at Makerere University. Finally, the university management should strengthen and streamline the activities of the International Office at Makerere University","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"55 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139594730","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":"The Paradox of Leadership: Toxic Education Leadership in the Learning Institutions","authors":"J. Yengkopiong","doi":"10.37284/eajes.7.1.1672","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1672","url":null,"abstract":"Leadership practice in learning institutions is a paradox and it is now of interest to scholars, the secular, and religious authorities. Unfortunately, the objectives of leadership, as a system, in the learning institutions, are the least understood by the leaders themselves. In these learning institutions, exemplary leaders are ideal, but with the magnitude of corrupt leaders in society, it is difficult to nurture exemplary leadership. Presently, the conditions that undermine teachers' effectiveness in the learning institutions must be identified and promptly rectified. These conditions include actions and behaviours of toxic education leaders. These leaders discourage teachers from performing their duties. This study aimed to document the actions and behaviours of toxic education leaders in learning institutions. The study was carried out using ethnographic, social constructivism, and pragmatic approaches between 2013 and 2023 in five learning institutions in Western Australia. It is reported that toxic cultures in learning institutions develop because of actions and behaviours of toxic education leaders. These toxic leaders are content with the status quo because their leadership capabilities are stuck in their juvenile growth stage, making them incapable of transcending the leadership scale. The leaders allow the institutions to breed incompetence and incrimination, almost always with contempt, frustrating the efforts of teachers, leading to teacher shortages. These actions and behaviours of toxic leaders lead to mistrust and discontent in learning institutions. It is concluded that by regularly moderating the actions and behaviours of toxic education leaders, there may be a reduction in incidents of out-of-value behaviours and eliminating toxic and poisonous conducts that lead to unethical actions in learning institutions","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"40 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599311","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":"Teachers' Competence as an Avenue for \"Learning Through Play Pedagogy\" in Preschools: A Case of Makindye Ssabagabo Division","authors":"Luciana Ngalonsa, Johnson Ocan, A. Adyanga","doi":"10.37284/eajes.7.1.1719","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1719","url":null,"abstract":"The purpose of this study was to establish whether teacher competence can enhance the use of learning through play (LTP) pedagogy in preschools. Specifically, the objectives of the study were to; examine how teachers' knowledge of the strand matter influences the use of learning through play in preschools, to establish whether teachers' knowledge about learners influences the implementation of learning through play in preschool, and to assess teachers' pedagogical knowledge needed on the use of learning through play in pre- schools. The study was guided by scaffolding instruction as a teaching strategy from the social constructivist theory by Levy Vygotsky (1978). The study adopted a case study design. The study population comprised preschool class teachers, heads of sections, head teachers, and pupils in class observation. Purposive sampling was used to apportion individual members selected. Data was collected using the interview schedule, focus group discussions and documentary analysis. The qualitative data was analysed using content analysis and presented in narrative form. These techniques involved observing the study participants & behaviour and drawing conclusions based on their responses and actions in the way they engaged in incorporating the learning through play pedagogy. The main findings of the results highlighted and approved that some of the teachers were competent in using the learning through play pedagogy while others still used the teacher-centred approach. Teachers conducted play without a pre-conceived pedagogical purpose. Others still involved children in the learning process in the absence of play. Further investigation revealed that those doing it well had received continuous professional development support, unlike the rest. In terms of contribution, the research recommended pedagogical advancements by showcasing the benefits of learning through play. The novelty of the study concluded that the problems addressed in this research and the suggestions presented provide the basis for improving ECD practices while using play in learning","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"35 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599450","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":"Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda","authors":"David Sengendo, Wilson Eduan","doi":"10.37284/eajes.7.1.1705","DOIUrl":"https://doi.org/10.37284/eajes.7.1.1705","url":null,"abstract":"Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"43 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606901","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":"Models for Assessing Higher Education Quality: The Most Suitable for Developing Countries - A Literature Review","authors":"Abukar Mukhtar Omar, David Onen, Irene Etomaru","doi":"10.37284/eajes.6.3.1667","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1667","url":null,"abstract":"This literature review addresses the absence of consolidated documentation on quality assessment models in higher education, aiming to provide a unified and accessible resource. It responds to three key research questions: detailing the originators, purposes, features, and distinctions of identified models, conducting comparative analyses to discern differences and similarities, and determining the most suitable model for measuring higher education quality in developing countries. The study illuminates the intricate landscape of quality assessment models, revealing shared emphases on service quality, survey instrument utilisation, a multidimensional approach, and commitment to continuous improvement. A notable student-centric approach permeates various models. The study found the HEQAM model by Noaman et al. most suitable for developing countries due to its streamlined and adaptable nature, focusing on administrative, physical, and support systems. The study emphasises the urgent need for a consolidated overview of these models, underscoring their collective contribution to student-centred frameworks. It recommends the HEQAM model for adoption in resource-constrained environments. It suggests further research to explore its implementation in diverse contexts. This review contributes valuable insights, fostering informed decision-making and excellence in educational institutions","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130841","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":"Training Needs by Head Teachers in the Implementation of Competency-Based Curriculum in Kenya’s Primary Schools: A Study of Marakwet East Sub County","authors":"Mildred C. Chepkonga","doi":"10.37284/eajes.6.3.1666","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1666","url":null,"abstract":"The head teachers in primary schools undertake leadership roles in ensuring that the goals of the school and curriculum are attained. Nevertheless, the extent to which head teachers undergo continuous training in light of the implementation of the new competency-based curriculum has not been adequately undertaken. The paper looks at the training needs of head teachers in the implementation of CBC in Kenya’s primary schools with a focus on Marakwet West Sub County, Kenya. The study is anchored on descriptive research design and targeted Quality Assurance and Standard Officers and Headteachers of public primary schools. A sample size of 47 head teachers from all schools and 4 QASOs were selected as the sample for the study. Out of 47 targeted, only 37 responded to the questionnaire. Data was collected through questionnaires for head teachers and interview schedules for QASOs. Data analysis was done using qualitative (thematic content analysis) and quantitative (descriptive analysis using frequencies and percentages). The results of the paper are presented in tables, graphs, and narrations. It was found that the head teachers were not undertaking their responsibilities effectively to ensure CBC was properly implemented in their schools. Training programmes were found to be rare, and those provided by the Ministry of Education did little to enhance the implementation of CBC in public primary schools. The study suggests that there is a need for the Ministry of Education to conduct a needs analysis as the training required by head teachers in a particular region differs from another one. There is also a need for headteachers to work with the board of management in organising seminars and mentorship sessions with other schools as a way of enhancing their capacity towards the implementation of the CBC curriculum. The research can be utilised as a guide in the implementation of training programmes for head teachers in Kenya and other countries implementing competency-based curricula","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141178","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":"Challenges in Reforming University Curricula for Graduate Employability: Head of Academic Departments Perspective","authors":"Sophia Geera, David Onen","doi":"10.37284/eajes.6.3.1661","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1661","url":null,"abstract":"This paper delves into the multifaceted roles of Heads of Academic Departments (HoDs) and their intricate challenges in overhauling their units' curricula to enhance graduate employability within a university college in Uganda. Originating from persistent complaints by employers and stakeholders regarding the perceived deficiency in employable skills among university graduates despite multiple curricular revisions, the study employed a qualitative methodology, gathering data from four purposefully selected HoDs through in-depth interviews. The study's findings revealed divergent interpretations of graduate employability among participants, ranging from possessing employable skills to a student's ability to complete their study programme and secure gainful employment. Additionally, participants disclosed strategies for enabling curriculum revisions, involving, and motivating stakeholders, providing effective leadership, and offering essential information and support to their staff during the curriculum review and development process. However, the study identifies several challenges participants face in revising their units' curricula, including limited stakeholder cooperation, rapidly changing societal needs, and a shortage of funds for the curriculum review and development process. Consequently, the study concludes that while HoDs are committed to reforming university curricula to promote graduate employability, their efforts are hampered by various challenges, necessitating increased institutional support to enhance their capacity to improve graduate employability effectively","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"205 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139153065","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}