East African Journal of Education Studies最新文献

{"title":"Challenges Affecting Parental Involvement in Competence-Based Curriculum Implementation in Tanga","authors":"Ibrahimu Kadau","doi":"10.37284/eajes.6.3.1417","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1417","url":null,"abstract":"In Tanzania, parents hold dual status in educational matters; they are stakeholders and they are important actors in curriculum implementation. The researcher subscribed to a qualitative approach, which involved a case study design to examine the challenges affecting parental involvement in the implementation of a competence-based curriculum in primary schools. The study used two instruments: a documentary review and an interview. The interview involved four parents whose children study in different primary schools in Tanga. The documentary review entailed reading various academic articles that contained information about parental involvement in education matters of their children. The findings indicated that parental involvement is affected by economic constraints and time constraints, among others. In conclusion, challenges such as financial constraints, less encouragement, perceptions, and insufficient awareness of parents’ roles in the implementation of CBC, specifically in primary schools, have led to unsuccessful home- and school-based parental involvement. Finally, the researcher recommends that school staff and the MoEST should provide education to parents on the significance of parental involvement and encourage parental involvement by educating parents on the importance of CBC implementation. Also, schools should offer a variety of ways through which parents can participate in the implementation of CBC","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121343682","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":"Determining Whether Gender of External Instructional Supervisors Influence Public Secondary School Teachers’ Performance in Ndhiwa Sub-county, Homabay County","authors":"Achar Judith Lavina, George Ogochi","doi":"10.37284/eajes.6.3.1413","DOIUrl":"https://doi.org/10.37284/eajes.6.3.1413","url":null,"abstract":"In the recent past, external instructional supervision of teachers has been known to have an impact on the student’s performance and more especially on the KCSE performance. The purpose of this study is to investigate the influence of external instructional supervision on public secondary school teachers’ performance in the Ndhiwa sub-county. The researcher believes that the process of supervision is a collaboration among the stakeholders in Education. The researcher used simple random sampling to select 15 public secondary schools, 15 secondary school principals and 103 teachers; purposive sampling was used to automatically select instructional supervisors (one QASO and one TSC sub-county director) from the Ndhiwa sub-county. Questionnaires were used as a data collection instrument for teachers, principals, and supervisors (QASO) and an interview guide for the TSC sub-county director. The data collected was subjected to the statistical package for social sciences to generate descriptive statistics. Thematic analysis was also carried out on the qualitative data. The study established that teachers’ performance is improved if the supervisor is usually warm and friendly to teachers, always assists the teacher where they go wrong, and often tries to be fair, firm, open and transparent in their dealings with teachers. The study established that supervisors always possess the necessary problem-solving skills, skills to observe teachers, skills for designing instruments for evaluation and whether supervisors help schools promote peace among staff and students. The study established that supervisors visiting school could easily improve cooperation with teachers by giving guidance and advice; teachers regarded them as professional colleagues and not as subordinates or inferiors","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"1063 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132224483","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 Principal’s Resource Utilization Skills on Academic Performance in Public Secondary Schools in Kisii South Sub County","authors":"Benedina Ogeto, Charles Ocharo Momanyi","doi":"10.37284/eajes.6.2.1409","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1409","url":null,"abstract":"There is evidence of poor students’ academic performance in Kisii South Sub-County, which could be associated with the administrative skills of school principals. Several reports from the Ministry of Education (MOE) have indicated that principals’ administrative skills have a direct bearing on the overall effectiveness of the school because both the teacher and student perform under the leadership of the school principal. This was a mixed-method approach that depended upon concurrent triangulation design. Survey designs are normally used to systematically gather factual quantifiable information necessary for decision-making about the characteristics of populations. The target population for the study were 11,932 respondents composed of 33 head teachers, 33 deputy head teachers, 95 heads of departments, 320 assistant teachers and 11,451 students from 33 secondary schools in Kisii South Sub-County. The sample size for this study was 701 respondents comprised of 30 head teachers, 30 deputy head teachers, 78 heads of departments, 178 assistant teachers and 386 students from the 30 sampled public secondary schools in Kisii South Sub-County. The study employed Slovin’s formula. The main research instruments that were used in this study were a questionnaire and an interview schedule. Piloting was done in Kisii Central to test the reliability, validity, dependability, and credibility. Quantitative data was analysed by use of descriptive and inferential statistics employing the Statistical Package for Social Sciences (SPSS version 23) and presented in tables and frequencies. Qualitative data was analysed in themes and presented in narrative form. From the findings, the majority of the respondents indicated that much needs to be done by principals to ensure that they manage discipline financial resources, be innovative and practical in the teaching approaches implemented and ensure that they overlook all areas with high levels of precision. Additionally, it was found that the government should also find ways to ensure they equip school heads with administrative skills by enrolling them on workshops, among other seminars","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124784738","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":"Instructional Resources for Skill Acquisition in the Art of Millinery for Higher National Diploma: A Study of Fashion Design in Technical Universities in Ghana","authors":"Faustina Emefa Agordah, Isika Juliet Kaindi, Kisato Jacqueline","doi":"10.37284/eajes.6.2.1405","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1405","url":null,"abstract":"This study assessed the impact of instructional resources used in skills acquisition in millinery art in fashion design in technical universities in Ghana. The study examined the available instructional resources used in the skills acquisition in millinery art by higher national diploma (HND) fashion design students in five selected technical universities in Ghana. The study used a descriptive survey design. The study population was 249 students at HND Level 200 and 31 lecturers of millinery art in the five selected technical universities in fashion design departments. The study used multistage and stratified sampling techniques to collect data from the respondents. Data was collected using an observation checklist, a closed-ended questionnaire and a semi-structured interview guide. Descriptive and inferential statistics were applied to analyse data. The overall regression was statistically significant R2 = .508, F(20, 228) = 11.794, p < 0.05, indicating that the instructional resources used impacted millinery skills acquired. The study found that cutting scissors, milliners’ pins and straw proofed statistically significant as predicted in the millinery skills acquired by the HND fashion design students, which implied that these were the instructional resources used most often; however, the study also discovered that the essential instructional resources were not available to be used in skills acquisition in millinery art in the technical universities. It was recommended that the technical universities support the fashion design departments to acquire the needed instructional resources for skill acquisition in milliner art","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125717429","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":"Instructors’ Commitment towards Improving Self-Advocacy Skills of Students with Disabilities in Higher Education Institutions: Evidence from Hawassa University","authors":"Misahun Shumetu, Adem Felema","doi":"10.37284/eajes.6.2.1401","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1401","url":null,"abstract":"Although some students with disabilities (SWDs) have been able to reach higher education institutions (HEIs) in complex situations, they still face significant challenges. Educators posit that the acquisition of self-advocacy skills can be instrumental in facilitating the smooth transition of SWDs to HEIs. Instructors have an important role to play in improving self-advocacy skills. It is also the responsibility of all stakeholders to train, teach, and equip self-advocacy skills. Nonetheless, not all instructors commit to teaching self-advocacy skills to SWDs. The purpose of this study is to examine the level of commitment exhibited by instructors towards improving the self-advocacy skills of SWDs. The research approach was a mixed method with an explanatory sequential design. One hundred fifty instructors were selected from three colleges of Hawassa University through a stratified proportionate random sampling technique. The quantitative data were analysed using descriptive and inferential statistics (Kruskal-Wallis statistical test), and the qualitative data obtained through the interview were analysed qualitatively. The quantitative finding of the study showed that respondent instructors were found to have a low commitment toward improving SWDs’ knowledge of self, knowledge of their rights, and communication skills. Besides, a qualitative finding of the study indicates that almost all participants did not have the skills and knowledge to teach and improve self-advocacy skills for SWDs. The researchers came to the conclusion that real-life experiences in dealing with SWDs need to be provided, especially to instructors without any counselling background and who have no better understanding of SWDs through training and workshops","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117145744","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":"Parental Involvement and Learners’ Academic Performance in Public Primary Schools in Kesses Sub County, Uasin Gishu County, Kenya","authors":"Fridah Jepkemei Choge, Paul Edabu","doi":"10.37284/eajes.6.2.1393","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1393","url":null,"abstract":"Parental involvement in a learner’s life begins during conception, birth and throughout the childhood development of an individual. Parental involvement extends into early life, where oral and cognitive skills are inculcated in readiness for academic life. Further parental involvement is linked to the academic progress of a learner through engagement in diverse activities such as assisting the learners in undertaking assignments, attending the learner’s school mentorship programs, connecting between teachers and learners, and attending teacher-parent meetings. The study investigated the influence of parental communication on learners’ academic performance in public primary schools in Kesses Sub-County, Usain, Gishu, Kenya. The study was anchored on Epstein’s (2018) six-type learning model and adopted a descriptive survey research design. The study moreover targeted a population of 85 head teachers, 425 teachers and 850 parents within 85 public schools in Kesses. Respondents were selected through purposive sampling in the case of head teachers and adopted simple random stratified sampling in selecting 137 teachers and parents. Questionnaires were deployed to draw data from the respondents and establish the reliability of the test instrument. Data was analysed, and meaningful interpretations and presentations were inferred through statistical tests of descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA, Pearson’s Correlations Coefficient and Linear regressions using SPSS Version 26. Findings from the analysed data established that parental communication significantly affects academic performance with sig levels α < 0.05. The study recommends that education policymakers should enhance communication infrastructure to support learning in schools and ensure that parents are sensitised to the need for enhanced parental occupations and the benefits of having positive desires towards a learners’ academic journey","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"264 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125811417","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":"Preparedness of Teachers for Implementing Competency-Based Curriculum System of Education in Public Secondary Schools in Nyamira South Sub- County","authors":"Sarah Moraa Okeyo, Zacharia Ondieki Mokua","doi":"10.37284/eajes.6.2.1387","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1387","url":null,"abstract":"Competency-based curriculum (CBC) was introduced in primary schools in Kenya in 2016. It was rolled out in secondary schools in January 2023. Its success depended on early preparations in terms of training of teachers, among other requirements. A convergent mixed methods research design was employed, while Concern-Based Adoption Model guided the study. Stratified, purposive and simple random sampling techniques were used to obtain a sample of 483 respondents. Data from the respondents was obtained through a questionnaire, interview schedule and document analysis and observation schedule. These instruments were subjected to piloting to ascertain their validity and reliability. Quantitative data was analysed through descriptive techniques. NVivo software was used to analyse qualitative data. Findings from both quantitative and qualitative analysis were triangulated to facilitate reliable findings. The study established that all public secondary schools in Nyamira South Sub-County were ill-prepared to implement CBC. Most of their teachers had not been trained in the new curriculum. The study concluded that teachers need to be well-trained on CBC before implementing it in public secondary schools in the Nyamira South Sub-County. That the training should not be hurriedly done as a public relations exercise","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129303482","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 Disposition to Cheating in Sport Questionnaire (CDED-KE) Adaptation in Kenyan University Students","authors":"Gabriella Hideg","doi":"10.37284/eajes.6.2.1380","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1380","url":null,"abstract":"This study contains partial results of a larger, comprehensive international research. University students from two countries (Hungary, Kenya) participated in the research. On the one hand, the goal was the cultural adaptation of internationally validated questionnaires related to the topics of fair play, sportsmanship, cheating, and gamesmanship in Kenya, as well as their Hungarian validation. The aim is to present the results of the validation procedure in Kenya, as well as the Kenyan cultural adaptation of an internationally validated index/scale among university students. The Disposition to Cheating in Sport Questionnaire (CDED), developed by Ponseti et. al (2012), was employed to explore the level of cheating and gamesmanship. The reliability of the questionnaires was examined using Cronbach’s Alpha values. For the CDED, the Cronbach’s Alpha (α) is also 0.765. Based on the results, the scales were found to be valid in the Kenyan sample, the adaptation was successful, and the name of the questionnaire is CDED-KE. 1,278 university students participated in the study. 54.9% (701 people) are men, 45.1% (577 people) are women. In terms of age, the youngest participant was 18, while the oldest was 50, and the average age was 23.6 years (SD = 5.022). The students filled out the questionnaire online and on paper. In addition to descriptive statistics, a two-sample T-test, a one-way ANOVA test, and Pearson’s correlation were used. The level of significance was set at 0.001 or 0.005. IBM SPSS 26.0 software was used for analysis. When examining the variables, it was found that there were no significant results in the two examined subscales (gamesmanship and cheating) of the questionnaire with regard to gender, major studied and the field of study, sporting habits (sport, type of sport). Thus, these variables do not affect young people’s attitudes towards accepting and using cheating and gamesmanship. However, the acceptance of gamesmanship decreases with increasing age, although the weak, negative relationship cannot be ignored. According to the results, the adaptation procedure of the CDED-KE questionnaire was successful, the questionnaire is reliable and applicable","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117280321","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 of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and Assessment","authors":"Ronald Mutebi, B. W. Kerre, Joseph M. Mubichakani","doi":"10.37284/eajes.6.2.1383","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1383","url":null,"abstract":"Natural catastrophes and pandemics have disrupted teaching and learning in unexpected ways, forcing educators to carefully contemplate a future in which the majority of training delivery and assessment may have to be online. However, before committing to this pedagogical shift, there is a need to establish, rank in terms of prevalence and thus address related challenges. This paper aims to establish and rank the challenges of online pedagogy as a method for TVET practical skills training delivery and assessment in the context of trainees, instructors, and assessors. A survey method was used to gather participants’ responses using an open-ended post-test questionnaire from a total of sixty-nine (69) trainees, twenty (20) instructors and eight (8) assessors after they had undergone an online training delivery and assessment of practical skills. The collected responses were first processed into operational data that was then clustered into twelve categories of closely related meanings. The clustered data was then statistically (descriptive) illustrated and then graphically presented in terms of the ranked average percentage of participants mentioning the category of challenges. The findings of the survey showed that lack of ICT equipment; poor or no internet connectivity; lack of feedback and realtime interaction; poor course/training design; and electricity outages ranked as the top challenges of an online pedagogy as a method for TVET practical skills training delivery and assessment. The paper recommends that governments, donor agencies and TVET providers should invest in the infrastructure and enablers of online training and assessment","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128612203","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":"Lexico-semantic Analysis of Sam Ukala’s Skeletons: A Collection of Storie","authors":"J. N. Edokpayi","doi":"10.37284/eajes.6.2.1381","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1381","url":null,"abstract":"This study is devoted to Ukala’s use of lexico-semantic devices in Skeletons: A Collection of Stories, to convey the themes of the text. The ability of a literary writer to use the appropriate lexical items and style in a text is expedient for the conveyance of meanings, and the themes of such a text. This is due to the fact that the ideational function of language can only be performed if the readers effectively grasp the subject matter of the text. Every literary artist strives to convey his/her messages in the best possible manner. This study explicates Ukala’s creative strategies and choice of words in his text under study. Due to Nigeria’s complex language problem, which is compounded by the British imposition of the English Language on Nigeria as a result of colonialism, creative writers are constrained creating literature in a second language, which is alien to African culture. To adequately articulate African culture, world-view and their literary visions in their texts, the English language has been domesticated through manipulation and adaptation. Ukala contextualizes English in Skeletons by the deployment of various creative devices, among which are figures of speech, proverbs, idioms, lexical collocation, and neologism. Due to the poetic license which creative writers enjoy, he violates the rules of semantic expectancy, in his linguistic and creative experimentation in Skeletons. This paper identifies and explicates the various lexico-semantic devices Ukala deploys, and their stylistic functions in the text. The study will be of immense contribution to knowledge because it will act as a springboard to researches in the language of African literature.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121942149","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}