East African Journal of Education Studies最新文献

{"title":"Examining/Understanding the Reading Culture and Comprehension Abilities of Learners of English as a Foreign Language in Uganda","authors":"Rodney Rugyema","doi":"10.37284/eajes.6.3.1545","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1545","url":null,"abstract":"In this study, I analysed the reading culture and its influence on reading comprehension of learners of English as a Foreign Language (EFL) in Uganda. The data were collected by interviewing ten EFL teachers in order to gather their views of their learners’ reading culture and comprehension abilities. Data were analysed using Vroom’s Expectancy theory. Findings indicate that the EFL learners were enthusiastic about reading even beyond the classroom reading tasks. 30% of the teachers interviewed confirmed that the learners had a positive attitude towards reading as part of their language learning, hence a confirmation of their good reading culture. The rest of the teachers interviewed confirmed that 70% of the learners possess a poor reading culture. The study further confirmed the presence of a strong link between the learners’ reading culture and reading comprehension achievement. The majority of the teachers agreed that the positive reading culture exhibited by their EFL learners significantly contributed to their reading comprehension. The learners with a poor reading culture also exhibited poor reading comprehension abilities because they lacked frequent reading comprehension opportunities. The study concludes that the majority of EFL learners lack a good reading culture. There was a clear relationship between the reading culture and the learners’ attainment of reading comprehension. This is confirmed by the fact that in cases where the reading culture was positive, the learners’ reading comprehension abilities were better","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"48 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872172","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":"Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools","authors":"Stephano Mbise, Chrispina Lekule","doi":"10.37284/eajes.6.3.1544","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1544","url":null,"abstract":"This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"27 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871694","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 Comparative Analysis on Factors Influencing Teacher Retention in Rural Public Primary Schools in Tanzania: The Case of Kilolo, Mufindi and Iringa Rural Public Primary Schools in Iringa Region","authors":"Hassan Mrisho, Emmanuel Matiku, Theobald Kipilimba","doi":"10.37284/eajes.6.3.1532","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1532","url":null,"abstract":"The purpose of this study was to comparatively analyse why schools in Kilolo district had a high retention rate than those in Iringa DC and Mufindi districts by looking at the factors influencing teacher retention. The study was driven by three factors in the objectives which included; leadership influence, social services, and promotional opportunities and how they affect teacher retention. The study engaged two theoretical approaches i.e., Maslow’s hierarchy of needs and Herzberg's Two-Factor Theory. The study used both quantitative and qualitative approaches to obtain, interpret and present findings from the field. In all the selected districts, the population was 3660, from which a sample size of 351 was purposively drawn and distributed with questionnaires. Interviews were also administered made to 3 educational administrative officers. Each district was represented by 117 teacher-respondents who were distributed with questionnaires and 1 administrative officer who participated in the interview. Based on the findings, the researcher concluded that leadership influence, accessibility to social services and promotion opportunities had higher positive effects on teacher’s retention rates in Kilolo districts than in Iringa DC and Mufindi districts. The study recommended that, given the state of distribution of social services in all selected districts and the overall low level of promotion opportunities, the government should increase the capacity to build social services infrastructures as well as increase promotion opportunities because they are likely to enhance the motivation of teachers thereby increasing retention rates","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"8 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113233","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":"Multiple-Choice Versus Short Answer Items in Assessing Students’ Mathematical Skills: Evidence from Secondary Schools in Tanzania","authors":"Sikutegemea Kikomelo, Aloyce Luhamya, Linus John","doi":"10.37284/eajes.6.3.1533","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1533","url":null,"abstract":"Assessment plays a crucial role in improving teachers’ classroom practices. The information gathered from the assessment informs teachers about students’ learning progress. Multiple-choice items (MCIs) as one of the assessment tools have been used to assess mathematical skills at different educational levels in the world, including Tanzania. However, there has been an outcry that some pupils pass the Primary School Leaving Examination (PSLE) and join secondary education without mastering basic mathematical skills. This study aimed to (i) determine the extent to which MCIs and Short Answer Items (SAIs) assess students’ mathematical skills and (ii) determine whether there is a difference in assessing students’ mathematical skills in secondary schools between MCIs and SAIs. 387 Form I students from four public and two private secondary schools participated in the study. Data were collected using two equivalent mathematics tests and analysed using descriptive statistics. The findings revealed that MCIs had a high mean score of 30.44, and SAIs had a relatively low mean score of 26.2028. The study further found that only 7.49% of students-maintained scores in MCIs and SAIs, while 81.65% and 10.85% had scored higher in MCIs and SAIs, respectively. The study recommends that an effective assessment tool should contain more SAIs than MCIs due to their relative advantage in assessing students’ mathematical skills as opposed to MCIs","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"82 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217134","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 of Suicidal Behaviours in Nigerian Universities","authors":"Vincent Sunday Ebohon, Osamiro Emmanuel Osagiobare","doi":"10.37284/eajes.6.3.1530","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1530","url":null,"abstract":"The study investigated the factors that could influence suicidal behaviours among university students in Edo State. The descriptive survey research design was adopted for the study. The population of the study comprised all full-time undergraduates (79, 813) in public and privately owned universities in Edo State. Using a multistage sampling procedure, a sample of 720 students was drawn for the study. The results of the study revealed, among others that a student’s year (100 level, 200 level, 300 level and 400 level) of study and gender (Male and female) have no influence on the prevalence rate of suicide among university students. Based on the findings of this study, it was recommended among others, that there should be effective social networking support within communities, institutions, and individual resilience to help protect vulnerable persons from suicide by building and improving social relationships and skills to cope with difficulties","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"55 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461089","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":"Staff Capacities for Inclusive Teaching and Learning of Students with Visual Impairment: A Case of Public Universities in Uganda","authors":"Leah Sikoyo, Betty Akullu Ezati, Dianah Nampijja, Joyce Ayikoru Asiimwe, Michael Walimbwa, Daniel Okot","doi":"10.37284/eajes.6.3.1521","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1521","url":null,"abstract":"Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883193","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 Principals’ Classroom Observation on Academic Performance in Public Secondary Schools in Kuresoi North Sub-County, Kenya","authors":"Cheruiyot Fredrick Too, Stephen Tomno Cheboi","doi":"10.37284/eajes.6.3.1518","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1518","url":null,"abstract":"The academic performance of candidates at the KCSE level in Kuresoi North Sub County for the last four years has been low. The low performance has denied students an opportunity to further their studies and realise their dreams. It is for this reason that this study is set to examine the influence of principals’ classroom observation on academic performance in public secondary schools in Kuresoi North Sub-County, Kenya. The study was informed by Symbolic Interactionism Theory by Blumer (1969). The study employed a mixed-method approach where a descriptive survey design was used. A total of 2,767 form four students, 58 form four class teachers, and 23 principals constituted the population of the study. The sample population was obtained using a stratified simple sampling procedure to obtain 22 principals from sampled schools. To draw a sample of 337 students and 50 class teachers, simple random sampling was used. Questionnaires and interview schedules were the main research instruments for collecting data for the study. The instrument reliability was determined by piloting at two secondary schools (5%), whereby the data obtained during piloting was analysed, and Cronbach’s coefficient alpha of 0.82 was determined. Quantitative data collected was analysed using SPSS 23, while qualitative data was discussed thematically. The analysed data were presented in pie charts, bar graphs, and means and standard deviations worked out for quantitative data. The study found that most principals move around the classrooms observing teaching activities as well as giving guidance during classroom observation. The study recommended that principals ought to regularly check the students’ exercise books. The results of this study will be useful to the various education stakeholders in Kuresoi North Sub-County in identifying the possible influence of principals’ supervision roles on the academic performance of form four candidates in Kuresoi North Sub-County, Kenya","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135885012","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 Students’ Peer Pressure on Academic Dishonesty in Public Secondary Schools in Makueni County, Kenya","authors":"Lydia Muthili Kamanzi, Anne Muiru, Ruth Thinguri","doi":"10.37284/eajes.6.3.1520","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1520","url":null,"abstract":"There is a worldwide concern on academic dishonesty particularly in the third world countries. The main purpose of this study was to scrutinise the effects of students’ peer pressure on academic dishonesty in public secondary schools in Makueni County, Kenya. The study was based on the Psychosocial Dynamic Theory and the Theory of Planned Behaviour. The study employed mixed methodology and the concurrent triangulation design. The sample size of 802 consisted of 750 students sampled randomly, 25 principals and 25 teachers, both sampled purposively. The study utilised 1 SCDE and 1 CDE purposively sampled. The instruments employed were questionnaires for principals, teachers, and students and interviews for the education officers. Descriptive data was scrutinised using frequencies and percentages and presented through tables and figures. Inferential statistics was examined using linear regression and presented through tables, while qualitative data was analysed thematically and presented through narration and verbatim citations. The investigation results were that peer pressure implicitly impacted academic dishonesty. The investigation established that there was a need to improve the students’ peer pressure. It was recommended that engaging participation, such as the introduction of skilled, well-informed, and competent counsellors in the institutions, was mandatory to eliminate academic dishonesty cases during the examinations","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883194","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":"Learning Environment and Inclusion of learners in Secondary Education in Uganda: Analysis of the Moderating role of Self-Efficacy and Disability Status","authors":"George Opio, Denis Thaddeus Ofoyuru, Catherine A. Odora Hoppers","doi":"10.37284/eajes.6.3.1507","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1507","url":null,"abstract":"The inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112903","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":"Perception of Teachers of English Towards Boys in English Lessons in Secondary Schools in Uganda: Implication on Students’ Performance","authors":"Yuda Taddeo Kaahwa, Richard Sentamu, Charles Muweesi, Sarah Atugonza","doi":"10.37284/eajes.6.3.1506","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1506","url":null,"abstract":"The study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganised with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968934","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}