East African Journal of Education Studies最新文献

{"title":"The Stylistic Significance of Graphological Devices in Sam Ukala’s Skeletons: A Collection of Stories","authors":"J. N. Edokpayi","doi":"10.37284/eajes.6.2.1382","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1382","url":null,"abstract":"This paper is an investigation of Ukala’s use of graphological devices, and their stylistic functions in his text, Skeletons. In a literary text, language and style are studied at various levels, and the scientific study of language is referred to as linguistics. Although graphology is not a branch of linguistics, its affinity with the phonic substance in particular and language in general, is so close that it exerts considerable influence on style. Therefore, the patterned system of the graphic substance is an aspect of the style of written discourse, which should not be overlooked in the study of the language of a literary text. In this paper, we subject significant graphological devices subsuming italicization, punctuations, and capitalization to practical analysis stylistically. The paper will be of immense contribution to knowledge as it will act as a springboard, to future researchers in the study of the language of African literature","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"19 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":"126818585","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 Teacher’s Instructional Practices on Students’ Academic Performance in Public Secondary Schools in Mwatate Sub-County","authors":"S. Ngetich","doi":"10.37284/eajes.6.2.1375","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1375","url":null,"abstract":"There has been a concerted effort by the government to improve students’ academic performance in secondary schools. Thus, the purpose of the study was to examine the influence of teacher efficacy on secondary school students’ performance in the Mwatate Sub-County. The information provided by this research will benefit policymakers, community members and academicians. It adopted a descriptive survey research design, with a target population of 350 persons, comprised of 21 Headteachers and 329 teachers. The sample size of 176 persons was determined using the Krejcie & Morgan table (1970). The researcher collected data using questionnaires and interview guides. The instruments were validated by the supervisors. This was presented by the use of quotations. The study established that there is a statistically significant association between teacher efficacy influence secondary school students’ performance. It was therefore recommended that head teachers, administration, policymakers, and other stakeholders should consider incorporating teachers’ motivation in various practices such as teacher instruction, classroom management, motivation, and interpersonal relationships, as this will enhance secondary school students’ performance","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128243952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Mentorship and Support in Kenya: A Desktop Review","authors":"Manasi Echaune, Julius Maiyo","doi":"10.37284/eajes.6.2.1364","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1364","url":null,"abstract":"Teacher mentorship and support programmes enable teachers to engage in ongoing professional learning and develop required competencies. This exploratory study was designed to provide baseline information on existing teacher mentorship and support programmes in Kenya. The study sought to provide background information towards the implementation of participatory action research on the strengthening in-service teacher training (SITT) project funded by the International Development and Research Centre (IDRC). The study adopted an integrative and holistic approach that involved a review of government policy documents, circulars and reports, articles published in refereed journals and grey material to enable map existing teacher mentorship and support programmes in Kenya. The study sought to; describe the theoretical background of teacher mentorship and to document existing in-service teacher mentorship and support programmes in Kenya. Various in-service teacher mentorship and support programmes exist in Kenya. However, the majority of the programmes were funded and implemented by non-governmental organisations. The existing mentorship programmes were uncoordinated and lacked a follow-up mechanism, thus making them less effective.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124521187","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":"Library Resources as Predictor of Students’ Learning Outcomes in Physics at Secondary Schools in Trans Nzoia County, Kenya","authors":"Eusebius Barasa Ngera, Manasi Echaune, Peter Kijana Wamalwa","doi":"10.37284/eajes.6.2.1367","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1367","url":null,"abstract":"Science, Technology, Engineering and Mathematics (STEM) subjects play a critical role in a country’s socio-economic development. Low learning outcomes in Physics mean that students cannot participate positively towards the economic development of the country. Teaching and learning resources including library resources, can help improve students’ learning outcomes. The purpose of this study was to investigate the relationship between the management of library resources and students’ academic achievement in Physics at the Kenya Certificate of Secondary Education (KCSE) examination in Trans Nzoia County, Kenya. The study utilised quantitative methods, specifically descriptive research design, where questionnaires and documentary analysis served as instruments of data collection. The respondents of the study were 268 students, 24 teachers and 24 library assistants. Data was analysed with the help of the Statistical Package for Social Sciences (SPSS). The findings were presented using tables, figures, and thematic discussions. The findings of the study indicated that the management of library resources had a statically significant effect on student’s academic achievement in Physics. The number of students who sat in the library at once had a statistically significant effect on students’ academic performance at KCSE examinations (β=0.616, p<0.05), and the number of reference books a student was able to access in the school library also had a positive effect on students’ academic performance (β=0.203, p<0.05). The number of times a student went to the school library in the past week to study Physics without the assistance of the librarian had a significant effect on students’ academic performance. (β=0.0.029, p<0.05) while the number of different Physics textbooks that a student was able to access in the library revealed a positive effect on students’ academic achievement (β=0.203, p=0.05). Based on the findings of the study, it was concluded that library resources were a significant predictor of student’s academic achievement in Physics at the KCSE examination. From the foregoing conclusion, the study recommended that school boards of management and other stakeholders should focus on improving the management of library resources for enhanced students’ academic achievement in Physics at the KCSE examination.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121397918","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":"Mathematics Anxiety and Academic Performance of Senior High School Students in Sagnarigu Municipality, Ghana","authors":"C. S. Bornaa, Hardi Abdul Rahaman, Abdulai Boare Iddrisu","doi":"10.37284/eajes.6.2.1358","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1358","url":null,"abstract":"Numerous experts have now pointed to Mathematics Anxiety as the reason why students achieve poorly in maths at all educational levels. Research has examined the relationship between math anxiety and students’ academic performance in advanced nations; however, less focus is given to this topic in the Ghanaian context, particularly in the Sagnarigu municipality, where the performance of pupils in school has been poor for more than ten years. This made it necessary to investigate the topic thoroughly to determine if mathematical anxiety and academic achievement are related. To do this, the investigators used a quantitative approach and an analytical cross-sectional design to select 385 students at random from two senior high schools. While student academic reports served as secondary data to gauge learners’ success in mathematics, a 20-item math anxiety questionnaire was the primary tool utilised to gauge students’ level of arithmetic fear. The relationship between the primary and outcome variables was examined using Pearson product-moment correlation. Performance in mathematics declines as math anxiety rises, as indicated by the two variables’ strong negative association (r = -0.85). Because mathematics anxiety is a well-established predictor of performance in mathematics, the study urges all stakeholders to pay close attention to it and take aggressive action to stop it","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124697245","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’ Perceptions of the Impact of Textbooks on their Teaching Efficacy and Students’ Motivation, Involvement, and Self-Esteem: A Case Study in Puntland State, Somalia","authors":"Ahmed Mohamud Warsame","doi":"10.37284/eajes.6.2.1352","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1352","url":null,"abstract":"The success of teaching and learning is directly linked to the availability of adequate learning resources. Textbooks and other supplemental reading materials are crucial to support both teachers and students. Teachers’ ability to teach effectively is heavily dependent on the resources they have. Similarly, students’ progress and academic achievements are linked to the learning resources they have access to. In this study, the researcher explored the relationship between teaching effectiveness and the availability of textbooks. The study examined if textbooks were helpful for teachers, enabled them to track the progress of their students and whether they had enough learning material that could assist them in delivering the curriculum. On the other hand, the study explored the perceptions of teachers regarding the effect of the textbooks on the morale, enthusiasm, self-esteem, and self-confidence of their students. According to the findings of the study, textbooks provided teachers with significant support to efficiently deliver the curriculum to their students. Approximately 75% of the teachers reported that the use of textbooks made it easier for them to teach their classes and increased the degree to which their students were motivated and confident in their ability to perform well academically. On the other hand, 19% of them pointed out that the textbooks do not have sufficient materials that could assist them in adequately teaching the curriculum. A descriptive survey research design was used for the investigation. The study’s population included 1,456 Puntland secondary school teachers and principals. Simple random sampling was used in the research. The sample size was 233 (16%), with 50 being head teachers and school principals. Purposive sampling was used to select schools and districts for the study. Four districts (Bosaso, Gardo, Garowe, and Galkaio) were selected from thirty-three (33) districts. This was because these districts were the most densely populated in Puntland. The study revealed that Punland secondary textbooks need to be revised thoroughly to integrate the missing instructional materials","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123535028","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":"Delivery of Non-Academic Student Support Services by Staff at Kyambogo University","authors":"Agatha Nakimuli","doi":"10.37284/eajes.6.2.1339","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1339","url":null,"abstract":"Non-academic student support services significantly contribute to supporting and enhancing students’ academic, social and welfare experiences, thereby supporting their subsequent success in higher education. Students’ activities at the university go beyond the lecture room setting since they spend 70% of their time out of the lecture room. Hence, higher education institutions should promote what happens outside of the lecture room in order to enhance positive behaviour amongst students, which will contribute to responsible citizenship in the nation. Staff in student affairs departments are key in assisting students in their experiences outside the classroom. However, as a result of changes in higher education, the roles of these staff have become broad, complex, non-specific, dynamic, and comprehensive yet there is declining funding and staffing. Hence, an understanding of how they deliver the services is vital to the effectiveness of the institution. Higher education institutions endeavour to provide the services, but the ways the services are delivered continue to be overlooked and hence not well understood. This study presents one of the latest findings of a recent study done in Uganda on the delivery of non-academic student support services by staff at Kyambogo University. The study aimed at exploring how the staff deliver non-academic student support services at Kyambogo University. It employed a qualitative approach that involved 11 staff purposively selected from the units that deliver non-academic student support services. The findings revealed three key aspects in the delivery of the services by staff; policy guidelines, management roles and capacity building. The staff made use of both internal and external policies and guidelines and carried out training for both staff and students. This study also revealed that the effective delivery of the services was hindered by inadequate funding, which affects other services like staffing and facilities. Staff revealed that in order to navigate the challenges, they worked with other departments in the university and student leaders. I therefore, recommend that the management of Kyambogo University ensures that the delivery of the services is clearly understood by all stakeholders; this will help in its improvement. Further, policies should not only be formulated but also be well implemented, and find alternative sources of funding like engaging in public-private partnerships and outsourcing services like halls of residence in order to improve funding in the university. In addition, it is essential that staff receive adequate training and support to effectively deliver non-academic student support services","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133886106","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 Instructional Resources on Pupil Academic Achievement in Public Secondary Schools: A Case of Manga Sub-County Nyamira County, Kenya","authors":"Dennis Onyansi Ndemo, J. Kwaba","doi":"10.37284/eajes.6.2.1340","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1340","url":null,"abstract":"The consistent decline in pupils’ academic achievement in public Secondary schools has raised more questions to be answered by education stakeholders. Thus, the purpose of the study was to assess the influence of school resources on pupil academic achievement in Secondary schools: a case of Manga Sub-County Nyamira County, Kenya. It adopted a descriptive survey research design with a target population of 469 comprised of 434 teachers and 33 head teachers. The sample size was 214 comprised of the teachers and head teachers. The researcher collected data using questionnaires. The study also established that instructional resources, physical facilities, and human resources have an influence on a pupil’s academic achievement in Secondary schools. The study recommended that; for effective learning and improved academic performance, the government should ensure that it has provided adequate instruction materials in all schools; the government and school management should ensure that there are enough physical facilities in schools including laboratories, classrooms, dormitories, library, playing fields and dining halls for effective learning and improved academic performance of the learners and that; the school management should ensure that there is effective and efficient management of human resources for the improved academic performance of the learner","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128930176","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 Monitoring and Engagement of Secondary School Students During Covid-19 Lockdown in Kakoba Ward, Mbarara City South, Uganda","authors":"Mackey Twesigye, Enock Barigye, Basil Tibanyendera","doi":"10.37284/eajes.6.2.1328","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1328","url":null,"abstract":"The purpose of this study was to investigate parental monitoring and engagement of secondary school students during the COVID-19 Lockdown in Kakoba ward, Mbarara City, Uganda. The study adopted both descriptive and correlational research designs for data collection and analysis. Information was collected from 93 respondents using a questionnaire and interview guide. The factor analysis of items of parental monitoring data generated three factors: parents’ study monitoring, parents’ network monitoring, and parents’ activeness in the student’s studies. The informants’ views provided more insights into the factors, including timetable, checking on the work covered and giving quiz gave more insights. Factor 1- Parents’ study monitoring mirrored networking with other parents. Factor 2 - Parents’ network monitoring - attending classes with children while Factor 3 - Parents’ activeness in studies. The study rejected the null hypothesis that parental monitoring does not significantly influence the engagement of secondary school students. This calls for the strengthening of the relationship between parental monitoring and engagement of secondary school students","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114599209","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":"Factors Responsible Students’ Lateness in Secondary Schools- A Case Study in A Howlwadag District, Mogadishu-Somalia","authors":"Omar Aweis Ali, Mohamed Nur Abdi Osman, Fowzia Mohamud Mohamed, A. Mohamed","doi":"10.37284/eajes.6.2.1325","DOIUrl":"https://doi.org/10.37284/eajes.6.2.1325","url":null,"abstract":"One of the main issues adversely influencing students’ educational achievement, particularly in Somalia’s secondary schools, is being late to class. This terrible behaviour has been hindering students’ academic performance and the management work of the school. The objectives of the study were to examine how the student’s neighbourhood’s fairness affects their school attendance lateness, to find out the role of parents in student’s tardiness to school, and finally, to investigate the effect of excessive use of social media on attending school classes on time in Mogadishu, Somalia. The methodology adopted in this research was conducted through a descriptive research design and used questionnaires to collect data. Data was analysed by measuring the frequency of respondents per question, tabulated frequencies were also used for socio-demographic status, and Analysis was prepared using a statistical package for social science SPSS version 20 to present the data. The study's sample size was 80 respondents, including Secondary students, teachers, and principals. The study revealed that the effect of long distance on student lateness was (μ= 3.735) (σ= 1.14754), Additionally were found to have a significant role in their student lateness at school with a mean of (μ=3.6225) (σ=1.29071). Furthermore, respondents agreed that the excessive use of social media has a negative impact on students’ school attendance lateness with a mean of (μ= 3.6854) (σ= 1.3043). This study found that long distances to school positively affect students' lateness in secondary school.","PeriodicalId":158165,"journal":{"name":"East African Journal of Education Studies","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122818179","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}