East African Journal of Education Studies最新文献

{"title":"Continuous Professional Development and Teachers Improved Pedagogical Skills in Secondary Schools in Gulu City","authors":"John Bismarck Okumu, G. Opio","doi":"10.37284/eajes.6.3.1594","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1594","url":null,"abstract":"Teachers require improved pedagogical skills and quality for teaching in schools. Continuous Professional Development (CPD) training allows teachers to think more deeply about issues that might come up in the classroom and how they can be resolved. CPD ensures all school staff have the knowledge and skills to support students and help them with their day-to-day roles. Dedicating time to CPD is vital to ensure every staff member learns and grows within their role. The objective of the study is to determine whether Continuous Professional Development improve teachers’ Pedagogical skills in teaching. The study used a cross-sectional survey design. Both qualitative and quantitative research paradigms were used to collect and present data from 14 schools. 14 Headteachers, 14 Deputy Headteachers, 14 Directors of Studies and (336) Teachers were targeted. Data was analysed using Statistical Package for Social Sciences (SPSS) version 18.0 for both inferential and descriptive statistics. The findings revealed that 90% of the teachers agreed that Continuous Professional Development is a teacher training approach that aims at improving teachers’ pedagogical skills in secondary schools. The study concludes that continuous professional development is a vehicle for administrators’ and teachers’ improvement; it helps teachers enhance and acquire new ideas and skills and build confidence and competencies in teaching in secondary schools. It is recommended that CPD requires some restructuring of teachers’ work in schools to support new learning opportunities. School administrators need to develop policies and practices that provide necessary resources such as time, facilities, tools, and incentives","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"162 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173385","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":"Integration of Information and Communication Technology in the Teaching and Learning of Mathematics in Junior High Schools in Tamale, Ghana","authors":"Alhassan Abdul Wakil, C. S. Bornaa","doi":"10.37284/eajes.6.3.1602","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1602","url":null,"abstract":"This research focused on assessing the integration of Information and Communication Technology (ICT) in the teaching and learning of mathematics by Junior High School (JHS) mathematics teachers in the Tamale Metropolitan Assembly of Ghana. The study a assessed the proficiency of teachers’ Technological, Pedagogical and Content Knowledge (TPACK) related to ICT and the extent to which ICT is employed in JHS mathematics lessons. The researcher utilized a questionnaire to collect the data. The participant pool comprised 44 individuals who provided responses on a five-point Likert scale. Descriptive statistics employed to analyse the data. The findings revealed that JHS mathematics teachers possessed a solid understanding of pedagogy and subject matter content. However, they were deficient in the fundamental technological skills necessary for effectively integrating ICT into their instructional approaches. It was also found that majority of these teachers do not incorporate ICT into their mathematics lessons. It was concluded that JHS mathematics teachers do not possess the required blend of technology with content and pedagogy (TPACK) needed for successful ICT integration, and there is limited utilization of ICT among JHS mathematics teachers. Additionally, the Ghana Education Service (GES) and the Ministry of Education (MoE) should develop a comprehensive plan for enhancing teachers' professional development on ICT integration, allocate adequate resources for ICT infrastructure and materials, address barriers to effective ICT integration, and formulate strategies to promote ICT adoption among mathematics teachers at the JHS level","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200507","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 Role of Technology-Enabled Teaching and Learning in Enhancing Student-Student Interaction in Secondary Schools in Kampala District","authors":"Yuda Taddeo Kaahwa, Florence Nansamba, Charles Muweesi","doi":"10.37284/eajes.6.3.1598","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1598","url":null,"abstract":"Classroom interaction is the backbone of quality, inclusive, equitable and life-long learning. It is an avenue through which meaningful and quality education is developed. This study examined the role of technology-enabled teaching and learning in enhancing student-student interaction in secondary schools in Kampala District - Uganda. The study followed a purely-qualitative tripartite case study design. The study participants included 9 teachers and 54 students that were purposively sampled. Observations of classroom lessons, semi-structured interviews of teachers and Focus Group Discussions of students were the major data collection methods used. The study found out that Technology-enabled teaching and learning facilitated student-student interaction as technology develops students’ skills in research and learning which are key to student-student interactions. Technology shaped students’ presentations and discussion in the class through provision of relevant information on the topics of discussion which further made discussions enjoyable with everyone contributing due to the readily available information. The study recommend that many secondary schools should allow students carry their own devices to school to make their learning easy and enjoyable. More tools like the interactive digital boards, should be employed in the classroom for better quality interactions","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233796","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":"Relationship between Teacher's Interpersonal Supervisory Competencies and Students' Academic Performance in Hoima District Government-Aided Secondary Schools, Uganda","authors":"Dorothy Busiinge Kakongoro Kabugo, J. C. Ssekamwa, Andrew Peters Yiga","doi":"10.37284/eajes.6.3.1585","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1585","url":null,"abstract":"Teachers are the cornerstone of a vibrant and sound education system, and their competencies, work ethic, and motivation are key in guaranteeing quality learner outcomes and the realisation of the national goals of education. Application of teacher interpersonal, supervisory competencies (TISC) during instruction is deemed to significantly impact student's academic performance, but this has not been so in Hoima District Government-aided secondary schools in Uganda. This is despite continued teacher instructional supervision, various legal provisions in place and government financing. The study assessed the relationship between Teachers' interpersonal and supervisory competencies and students' academic performance, to make recommendations to improve the situation. Self-efficacy and Self-determination theories premised the study of 149 respondents using a post-positivism paradigm, mixed-methods approach, where purposive and simple random sampling techniques were used in selecting sample size. Data was collected using a questionnaire, interview schedule and document analysis. Findings indicated a positive significant Pearson correlation coefficient (r (142) = 0.712, P<0.01) and inadequate teacher practising of a number of interpersonal competencies. Recommendations were: District Administration, Head teachers, School Boards, and parents should apply multifaceted approaches towards teachers encompassing professional development workshops and training sessions to develop their interpersonal and supervisory skills, increase their awareness on various social issues, and enhance their creativity and inventiveness in the supervision of student learning. This is in addition to developing supportive policies and practices regarding teaching resources and welfare. Additionally, teachers should maintain a collaborative relationship with parents/guardians and colleagues to develop and practice supportive, integrative, individualised attention to students while promoting collaborative networks with colleagues. The study further proposes that similar studies be carried out in other Government-aided secondary schools and private ones in Uganda","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"98-100 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139249101","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 Effect of Frequency of Teacher Performance Appraisal Activities on Teacher Progression in Bomet County, Kenya","authors":"Beatrice Chepkemoi Koech, Ruth Jepkemboi Choge, A. Ronoh","doi":"10.37284/eajes.6.3.1577","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1577","url":null,"abstract":"Performance appraisal is critical for evaluating teachers' job performance and providing feedback. This study explores the frequency and effectiveness of teacher performance appraisals in relation to teacher progression in secondary schools in Bomet County, Kenya. The research involved 423 participants, including teachers, principals, and education authorities. Random sampling was employed to select teachers in the different sub-county. School principals, TSC County, and Sub-County directors were proposed, selected, and interviewed during the study. Questionnaires were used to collect data from teachers. The study revealed that regular performance appraisals allow teachers to enhance their teaching skills and monitor their progress. Most respondents (67.54%) reported being appraised more than three times, emphasizing the importance of frequent assessments for professional development. Teachers informed in advance of their appraisals (88.39%) reported better preparation, leading to improved student outcomes. Performance appraisals were seen as a means to enhance professional progress, with 84.31% of teachers reporting an improvement in their career development. Most teachers (67.83%) also received feedback after appraisals, contributing to their professional growth. The study highlights the significance of regular, well-informed, and feedback-rich performance appraisals in improving teacher progression. It underscores the need for educators and education authorities to maintain a structured appraisal process to support teachers in their professional development and enhance student achievement","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139269516","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":"Rethinking the Curriculum; Core for the Reform","authors":"James Gitonga","doi":"10.37284/eajes.6.3.1574","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1574","url":null,"abstract":"The skill-focused curriculum (CBC) currently being implemented nationwide in Kenya is akin a springboard loosely fixed. Like every other country, the syllabus was revamped to equip learners with the necessary skills to deal with emerging challenges in a fast-changing world. However, a keen scholar is apt to note that the CBC implementation in Kenya is riddled with several bottlenecks. Scholars have contended that impacting knowledge and evaluation approaches in CBC must emphasize further assisting students in creating a relationship between proof, hence the ability to produce novel information. This paper analyses how teachers are a veritable tool in implementing the CBC curriculum in Kenya. It also delves into the essence of education reform. Lastly, the paper is intended to address and call out on various players to adopt a genuine approach, eschew negative bureaucratic ideals, and implement a curriculum that resonates with its objectives","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"54 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272119","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":"Effect of Learning Styles on Students’ Performance in Mathematics at Ullo Senior High School, Jirapa Municipality, Ghana","authors":"Mohammed Yikehere Marifa, Michael Johnson Nabie","doi":"10.37284/eajes.6.3.1566","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1566","url":null,"abstract":"This research aimed to examine how different students’ learning styles impact mathematics performance at Ullo Senior High School in the Jirapa Municipality, Ghana. The research was quantitative and used both descriptive surveys and quasi-experimental designs. Eighty-two (82) participants, including 48 males and 34 females, were selected using simple random sampling. Assimilating, converging, diverging, and accommodating students were distinguished and categorised using Kolb’s (2005) learning style inventory. The Pre-test and post-test data in trigonometry were analysed using descriptive statistics and one-way Analysis of Variation (ANOVA). The data collected from the questionnaires was analysed using means and standard deviations. Post-test results revealed a statistically significant improvement in learners’ performance. Therefore, it was recommended that the provision of teaching and learning resources, learners’ active participation in lessons, and the use of different teaching methods serve the learning style needs of learners","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"117 45","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136913","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":"Assessment of the School Resources Availability in Public Day Secondary Schools in Kenya: Case of Manga Sub-County","authors":"Rose Nyaboke Ongere, George Ogochi","doi":"10.37284/eajes.6.3.1561","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1561","url":null,"abstract":"Education is a human activity that fashions and models mankind for society. Thus, all educational stakeholders ought to combine forces towards realising quality education. This study assesses the availability of schools resources. The study was triggered by the ongoing trend of diminishing academic performance among students in day secondary schools in the Manga sub-county, posing complex questions that must be addressed. The study employed a descriptive survey research approach grounded in the Resource-Based Theory. The targeted population was 378 individuals, consisting of 351 teachers and 27 head teachers from 27-day schools in the Manga subcounty. A sample size of 299 was selected using simple random sampling. Questionnaires were used to collect data. Quantitative data was analysed using a descriptive survey approach. It was recommended that for effective learning and improved academic performance, the school administration should ensure that it has provided adequate school resources materials in all schools and that there is effective and efficient management of teaching-learning materials for the improved academic performance of the learner","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":" 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241328","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":"Effect of Implementation of Mainstreaming Practices on Retention of Learners with Special Needs in Regular Public Primary Schools in Lurambi Sub-County, Kakamega, Kenya","authors":"Mackenzie Khalai Monica, Naftali Rop, Edward Tanui","doi":"10.37284/eajes.6.3.1560","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1560","url":null,"abstract":"Enrolment statistics for learners with special needs at Lurambi sub-county Educational Assessment and Resource Centre are alarming and warrant verifying whether these learners receive any mainstream education and are retained in the schools after placement. The study sought to determine the implementation of mainstreamed practices on the retention of learners with special needs. The study was guided by Michael Oliver's Social Model of disability theory, which argues that it is the society that segregates and disables people with special needs. This theory advocates for society with its institutions to adjust their approach to people with disabilities by creating an ambient environment instead of requiring them to adjust and fit unapologetically in the defined structures by society. The study employed a Descriptive survey research design. The study targeted 406 teachers from 29 regular public primary schools with resource rooms. Questionnaires and checklists were the main instruments of data collection. A document analysis guide was used for collecting data on learners' enrolment from the years 2016 to 2020. Quantitative data was analysed using descriptive statistics, frequencies, percentages and the findings presented in frequency tables. Findings showed that awareness of mainstreaming and learner-based factors also affect retention of learners with special needs in regular public primary schools. The study recommends the training of all teachers to be able to teach learners with special needs. The KICD should develop and disseminate teaching and learning resources specifically made for learners with special needs. The study suggests further research to compare the effect of learners with special needs in mainstream education on the performance of learners without special needs","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":" 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241323","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":"How Strategy Evaluation Affects Academic Performance in Public Secondary Schools in Bungoma County, Kenya","authors":"Samwel Muyundo Juma, Kadian Wanyonyi Wanyama, Edwin Masibo","doi":"10.37284/eajes.6.3.1550","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1550","url":null,"abstract":"The Ministry of Education directed that all public secondary schools must formulate and implement strategic plans; some schools have been faced with the challenges in their strategy management. The purpose of this study was to investigate the influence of strategy evaluation on academic performance in public secondary schools in Kenya. The target population for the study was public secondary school principals, teachers, and students in Bungoma County. The county has nine administrative Sub-Counties, each with a Sub-County Education Director, a total of 258 secondary schools having 258 schools’ principals, 1,290 heads of departments, 258 school bursars from public secondary schools. The main tools for data collection for this study were questionnaires, interview schedules and document analysis guides. Both qualitative and quantitative data were collected and analysed. The results of the study illustrated that there was strong positive and significant relationship between strategy evaluation and academic performance in public secondary schools. It is concluded that effective execution of strategic evaluation activities like review of academic performance, setting and achieving targets, involvement of strategic planning team, conducting of SWOT analysis and conducting of periodic performance appraisal. Recommendations of the study are that schools should ensure development of evaluation tools and processes that are aligned with school goals and objectives. Schools should make use of the evaluation results to inform decision-making and improve strategies over time. The findings of this study may be useful in the generation of new knowledge to the Ministry of Education and other stakeholders in education in their improvement of policies and practices of the effectiveness of strategy implementation on academic performance in secondary schools","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"36 19","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868566","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}