British Journal of Education最新文献

{"title":"Fostering Structured Play: Challenges and Solutions for School Administrators in Government Pre-Primary Schools of Longido and Monduli Districts, Tanzania","authors":"G. Balilemwa, Hawa Selemani, E. Lyamtane","doi":"10.37745/bje.2013/vol12n85377","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n85377","url":null,"abstract":"This study examined the challenges school administrators face in enhancing the implementation of Structured Play Activities in government pre-primary schools in Longido and Monduli Districts in Arusha Region in Tanzania and solutions to address the challenges. The study was guided by the systems theory proposed by Ludwig von Bertalanffy in 1936. Convergent research design was used to collect quantitative and qualitative data, which enabled the triangulation of collected information, thus giving a detailed understanding of the challenges and their solutions. The sample consisted of 268 participants who were obtained through stratified, purposive and simple random sampling techniques. Data were collected through questionnaires and interviews. The instruments were validated by experts in the fields of research, administration, and early childhood education. Reliability was ensured using Cronbach alpha and triangulation techniques. Quantitative data were analyzed descriptively, while the qualitative data were analyzed using thematic analysis. The findings indicated the challenges faced by school administrators in enhancing the implementation of SPA in government pre-primary schools, such as inadequate financial resources and scarcity of highly skilled educators. The study concluded that the implementation of SPA in government pre-primary schools is greatly impeded by financial limitations, which negatively affected the efforts to provide teaching and learning facilities appropriately. Additionally, the scarcity of highly skilled educators with expertise in pre-primary education presents a significant obstacle for administrators in the successful execution of organised play activities in government-run pre-primary schools in the districts of Longido and Monduli. To address these challenges, there is a need for the government to allocate a special budget for early childhood education, to employ qualified pre-primary teachers and to provide professional development to teachers.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832878","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":"Correlates of Social Phobia among Undergraduate Students in Universities in Rivers State","authors":"Blessing Owere Benson, Obi. Greg Kemjika","doi":"10.37745/bje.2013/vol12n83852","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n83852","url":null,"abstract":"The prevailing level of social anxiety especially in Rivers State is on the increase and this has led to a number of issues including low self-esteem, poor emotional intelligence, poor communication, low performance in oral examination, quizzes and debates. Again, the lack of awareness on the part of the parents resulting in poor parental support not only heightens social anxiety among students but makes the problem complex. Hence, the current study focused on correlates of social phobia among undergraduates in Universities in Rivers State. Correlational research design was used in the study. The population consisted of 84,000 undergraduates in three Universities in Rivers State. A sample of 509 respondents drawn using multi-stage sampling procedure used in the study. Four instruments including Emotional Intelligence Scale (EIS) Students Self-concept Questionnaire (SSCQ) as the Social Anxiety Scale (SAS) were used for the study. The reliability coefficient values were 0.81, 0.70, 0.71, and 0.79 respectively. Simple regression was used to analize the data collected. Result showed that EI (p=0.034<0.05), self-concept (p=0.039<0.05) and self-efficacy (p=0.043<0.05) all had significant relationship with social phobia. Based on this, it was recommended among others that counselors, parent and teachers should help build good emotions skills in the students. They should not make them to be afraid neither should they make them to be timid as this to a great extent has significant influence on the extent which they can create social relationship.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833001","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":"An Evaluation of the Writing Tasks within “English for Me” Omani Textbook: A Book Review","authors":"A. Al-Makhmari","doi":"10.37745/bje.2013/vol12n82230","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n82230","url":null,"abstract":"Acknowledging the crucial role that writing tasks play in developing curriculum and fostering language skills, this study sets out to evaluate an English skills book utilized in the public schools of the Sultanate of Oman, particularly targeting eighth-grade students. The study used an in-depth analysis of the writing exercises within the book, employing eight evaluation criteria derived from existing literature. The primary discovery from this research is the book's adept incorporation of impactful writing exercises, employing modals, genre and process approaches. Nevertheless, the findings suggest certain limitations of the book, such as its failure to integrate writing activities with other skills like speaking, listening, and reading, its neglect of the specific types and themes of writing questions in exams, and its minimal emphasis on the appropriate level of formality in the activities.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832680","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":"Financing Education in Nigeria: Implications for National Integration and Economic Recovery","authors":"J. O. Okoh, Gloria Ogochukwu Nwachukwu","doi":"10.37745/bje.2013/vol12n83137","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n83137","url":null,"abstract":"The financing of education in Nigeria plays a critical role in both national integration and economic recovery. Adequate funding ensures equitable access to quality education, fosters social cohesion and contributes to human capital development. However, challenges such as underfunding persist. This paper focuses on financing education in Nigeria and its implications for national integration and economic recovery emphasizing the need for a comprehensive approach that considers cultural diversity, economic factors, and political dynamics. It highlights past and present governments’ initiatives and some concerted efforts made by the government towards national integration and economic recovery. The paper adopted the content analysis approach in examining the nexus between financing education, national integration, and economic recovery. The challenges of inadequate funding, inefficient resource allocation, and unequal access to quality education, may have a hinderance towards Nigeria’s quest for national integration and economic development. The analysis found that adequate financing of education corroborates national cohesion and promotes economic recovery. This paper concludes that effective financing of education is critical to achieving national integration and economic recovery in Nigeria. The recommendation includes increasing government funding for education and implementing realistic programs and policies that foster national cohesion and economic empowerment, stronger institutions, sweeping reforms, and more importantly increased funding for education at all levels.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833460","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":"Foreign Language Teaching/Learning Under the Influence of New Didactic Factors","authors":"Migena Alimehmeti, Kleada Agasi","doi":"10.37745/bje.2013/vol12n81221","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n81221","url":null,"abstract":"The teaching/learning of foreign languages is now under the influence of technologies of information as in every field of life. Didactic materials are increasingly digitized and we have passed the period of connectivism in the teaching field (David Villacres. 2016). It is claimed that the new technologies in this field have made the teaching and learning process more efficient, simpler, easier and faster, but what prompted us to take a closer look is exactly which aspect of teaching of a foreign language, reading and writing skills, these characteristics of the use of TICE affect more or if it has the same impact in all of them. For the purpose of this study, the results of two groups of first-year bachelor students of the faculty of foreign languages who study French as a second foreign language were analyzed. The groups have an equal number of students and in the A level in French. Group 1 is defined as the group where \"classical\" teaching is applied where TICE is not used and group 2 where TICE is the main basis of the didactic tools used. Their results were analyzed in terms of reanding and writing skills, acquisition of grammar rules as well as active participation in class. The statistical method spss and googleforms were used for data processing. In data results, it was found that the use of TICE in the classroom has a greater impact on active participation in the classroom. Also, from their answers, it was noticed that the methodology used is not essential for their success, but rather the role of the teacher in this process.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833454","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":"School Based Management Committee System, Principal Leadership Style, Effective Communication System and Public Secondary Schools Students’ Academic Achievement in Oyo State","authors":"K. Aselebe","doi":"10.37745/bje.2013/vol12n8111","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n8111","url":null,"abstract":"The downward trend in the academic achievement of public secondary schools’ students in Oyo State has been a subject of debate among stakeholders in recent times. This study investigated school based management committee system, principal leadership style, effective communication system and public secondary schools’ students’ academic achievement in Oyo State. The study adopted the descriptive survey research design. The study population consisted of all students in public secondary schools in Oyo State. Multistage sampling techniques were employed to select 180 respondents, constituting the study’s sample. Three hypotheses were formulated at 0.05 level of significance to achieve the objectives of the study. Data were collected using four instruments: School Based Management Committee System Questionnaire (r = 0.82), Principal Leadership Style Questionnaire (r = 0.74), Effective Communication System Questionnaire (r = 0.81) and Student Achievement Test. The instruments were subjected to thorough scrutiny by experts in measurement and evaluation to establish the face validity. Pearson Product Moment Correlation and Multiple Regression Analysis were utilised to assess the null hypotheses at significance level of 0.05. The study found out that there was significant positive relationship among school based management committee system, leadership style of the principal, effective communication system and public secondary schools’ students’ academic achievement (school based management committee system, r = 0.78, p<0.05, principal leadership style, r = 0.67, p<0.05, and effective communication system, r = 0.59, p<0.05). The result showed that school based management committee system, principal leadership style and effective communication system jointly contributed to public secondary schools students’ academic achievement (F(2,168) = 16.17, p<0.05). Also, it is indicated that school based management committee system (β = 5.186; T = 3.216), principal leadership style (β = 3.846; T = 2.314; p<0.05) and effective communication system (β = 2.421; T = 1.832; p<0.05) relatively contributed to public secondary schools’ students’ academic achievement, while SBMCS had the highest potency. The research acknowledges the importance of these elements in molding the educational landscape and their capacity to influence students' academic performance","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141833020","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":"Didactic Approaches of Teaching and Classroom Environment Influence on Academic Performance: A Perception of Gifted Students in Secondary Schools in Uasin Gishu County, Kenya","authors":"Sarah Bundotich, Hilary Busolo, Jerop Caren","doi":"10.37745/bje.2013/vol12n7123","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n7123","url":null,"abstract":"Academic performance is multifaceted variable including modes of teaching, classroom environment and students’ ability. Therefore, many gifted students may face myriads of academic challenges, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. Therefore, the objectives of the study was to establish the perception of gifted students on teacher - centred teaching methods and classroom environment influence on academic performance. Findings indicated that a majority 84% (88) of respondents were uncomfortable with didactic approaches of teaching. Further, greater majority of the gifted students 81% (85) perceived the classroom environment as unconducive for effective learning. This means gifted learners due to their exceptional speed to comprehend facts and information fast tend to get bored and switch off resulting to poor academic performance. This implies that gifted students tend to enjoy application of interactive or engaging methods approaches of teaching and a conducive class environment to realise their academic prowess.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"84 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337827","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":"Exploring Strategies Related to Usability of Assistive Technologies in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania","authors":"Sokime Philemon, Onesmo Amos","doi":"10.37745/bje.2013/vol12n74367","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n74367","url":null,"abstract":"This study focused on exploring strategies related to the Usability of Assistive technologies (Ats) in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania. The study employed a convergent research design under a mixed research approach guided by the Social Disability Model, Universal Design for Learning Model, and Technology Acceptance Model theories. The study also collected data and information from sixty-seven (67) participants using probability and non-probability sampling techniques. Descriptive and inferential statistical tests are employed for quantitative data, and thematic analysis procedures are used to analyse qualitative information. The study revealed the existence of ATs scarcity due to unclear policies for hiring, inadequate ATs infrastructure, and the expensiveness of ATs. Nevertheless, the study found that there is a lack of ATs at University A, which generalizes the same conditions to other universities in Tanzania. The tested hypothesis indicated there is a relationship between ATs applications for VILs and VIS for effective implementation of a university curriculum. This study concluded that at University A, there are various constraints related to ATs policy availability and application. Subsequently, the study recommended that the responsible organs set clear policies for the universities in Tanzania to adopt ATs, VILs, and VIS as compulsory procedures for their accreditations as full-fledged universities.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"91 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337750","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":"Evaluation of Teaching Practice: Assessment of the Dimensionality of the Intern Teaching Evaluation Form (ITEF)","authors":"George Oduro-Okyireh","doi":"10.37745/bje.2013/vol12n7115135","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n7115135","url":null,"abstract":"This study aimed at investigating the dimensionality of the Intern Teaching Evaluation Form (ITEF), which is an observation instrument used in the evaluation of teaching practice at a public university in Ghana. The instrument was used to assess the teaching skills of a group of interns across three lessons. Data were obtained over a three-year period from 2016/2017 to 2018/2019 academic years during the Students Internship Programme (SIP) of the university. Part of the overall aim was to find the score stability (reliability) of the ITEF when it is used to evaluate teaching skill. A random effect two facets fully crossed design where intern (t) was crossed with item (i) and lesson (l), given by (t×i×l) was adopted for the dimensionality investigation. Further, a random effect one-facet fully crossed design, where inter (t) was crossed with lesson (l), given by (t×l) was adopted for the reliability investigation. The sample sizes for the study were 9132 undergraduate bachelor’s degree ITEF triplicate scores for the reliability investigation and 50 ITEF triplicate scores for the dimensionality investigation, selected by purposive and simple random sampling methods respectively. Univariate generalisability analysis using EduG was performed to analyse data. Findings were that, the ITEF is not unidimensional, but highly reliable (strongly stable) across the delivery of three lessons. Caution should be exercised in taking the ITEF scores as unidimensional in running correlational analyses with other criteria, unless this is done only from the perspective of ‘use,’ which should be one of the important considerations in instrument design.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"5 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337293","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":"Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts","authors":"Yaa Serwaa Addai, Vincent Adzahlie-Mensah","doi":"10.37745/bje.2013/vol12n72442","DOIUrl":"https://doi.org/10.37745/bje.2013/vol12n72442","url":null,"abstract":"This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The pedagogic relations and student-student interactions are to promote equity. However, we highlight gaps in knowledge about equity literacy among teachers; how they understand equity in the classroom; how teachers actually promote equity in classroom and the challenges they face in so doing; as well as how learners experience equity in the classroom. Therefore, we argued that there the need for research into equity literacy among teachers, how they promote equity in the classroom and how students experience it. This necessitates research into how teachers promote equity at the school site in terms of teacher-student and student-student interactions.","PeriodicalId":513982,"journal":{"name":"British Journal of Education","volume":"9 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141336873","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}