scholarly journals Effects of Principals’ Provision of Teaching and Learning Materials on Students’ Perfomance in Mathematics in Kenya Certificate of Secondary Education in Meru County

2021 ◽  
Vol 9 (3) ◽  
pp. 25-32
Author(s):  
Honjen Kirikua Thiharu Maingi ◽  
Paul Maithya ◽  
Alexander Ronoh
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
School Administrator ◽  
Test Reliability ◽  
The Past ◽  
Ex Post ◽  
Ex Post Facto ◽  
Administrative Strategies ◽  
Resource Budget

In the past few years, Mathematics performance among secondary school learners in Meru County has been decreasing. The current study aims to evaluate various administrative strategies used by principals and their effects on learners’ grade attainment in Kenya Certificate of Secondary Educationin Meru County. The study examines ways through which principals support mathematics teachers through trainings, seminars, workshops and how the support is translated into students’ performance. The study adopted ex post facto design to collect data and analyze the information for conclusion. The researcher analyzed KCSE data over the previous 5 years in Meru County, interviewed the principals, and designed questionnaire for Mathematics teachers. A total of 836 Mathematics teachers and 299 principals across the county were targeted.Using stratified and random sampling, only 251 Mathematics teachers and 92 principals were engaged, which accounts for only 30% of the target. The researcher used split half technique to test reliability and instrument piloting to ensure validity of the data. The study concluded that principals provided little support to Mathematics teachers to attend seminars and workshops. However, principals defended this by citing low resource budget allocations and inadequate resources to support teachers’ seminars and workshops. The findings of the current study can be used by education ministry, school administrator, teachers, and other stakeholders during the decision-making.

scholarly journals Corruption in Secondary Schools: Administrative Strategies for Its’ Management

2020 ◽  
Vol 10 (1) ◽  
pp. 106
Author(s):  
Romina Ifeoma Asiyai
Keyword(s):  
Secondary Schools ◽  
Character Education ◽  
Teaching And Learning ◽  
Public Image ◽  
Global Issues ◽  
Ex Post ◽  
Ex Post Facto ◽  
Systems Effectiveness ◽  
Administrative Strategies

Corruption is one of the global issues impeding systems effectiveness which has permeated the education system in Africa and Nigeria in particular. This study examined corruption in public secondary schools with the purpose of indenting the forms of corruption prevalent, the perpetrators of corruption, the effects of corruption and the administrative strategies for managing corruption in schools. Ex-post facto research design was employed in this qualitative  research. The perceptions of 1160 respondents made up of students, teachers and principals were sought by the use of questionnaire.  Descriptive and inferential statistics were employed in analysis of data. The results revealed that several forms of corruption were prevalent in secondary schools in the state. The perpetrators of corruption were identified. The effects of corruption showed that it lowers the quality of teaching and learning, lowers the quality of students learning outcomes and dents the public image of the institutions. The study indentified several administrative strategies for curbing corruption in secondary schools as ensuring that teachers are paid good salary commensurate with the standard of living in the society, formation of anti-corruption clubs, proper value re-orientation, character education and by check mating the movement of teachers during school hours. In conclusion, the study recommends that to increase the awareness of students and staff, principals should encourage the formation of anti-corruption clubs and encourage debates and essay writings on corruption related topics in order to help sensitize staff and students about corruption and the evils associated with it.

scholarly journals VALIDITY OF PRIMARY SCHOOL EXAMINATION AS A PREDICTOR OF SECONDARY SCHOOL EXAMINATION SCORE AMONG PUBLIC SECONDARY SCHOOL STUDENTS KENYA

2018 ◽  
Vol 6 (4) ◽  
pp. 80-94
Author(s):  
Eunice Atieno Agingu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Study Data ◽  
School Type ◽  
School Students ◽  
Public Secondary School ◽  
Ex Post ◽  
Ex Post Facto ◽  
Study Population

The purpose of this study was to determine the validity of KCPE as a predictor of KCSE scores among public secondary school students in Kisii central Sub-county, Kenya. This study was guided by a conceptual framework where KCPE was the independent variable and KCSE the dependent variable. It adopted Correlational and Ex-post-facto research designs. The study population was 3,897 KCSE candidates from 55 public secondary schools. Stratified random sampling based on school type and size was used to select 16 public secondary schools for the study. Saturated sampling was employed to include all KCSE candidates whose KCPE marks were available in each sampled school, yielding a sample of 1,391 students.  Data used included 2006 KCPE scores and 2010 KCSE scores of the same students under study. Data was collected using a researcher made pro forma. It was analyzed quantitatively using correlations and regression analyses. Results showed a strong positive Pearson’s correlation coefficient (r=0.693; n=1391; p < 0.05) between KCPE and KCSE scores. It recommended that; KCPE should continue to be used as selection tool for secondary school admission and school evaluation using KCSE examination scores should be based on students’ past KCPE scores.

scholarly journals The Difference of Cardiovascular Endurance between Soccer Players and Handball Players

2019 ◽  
Vol 6 (3) ◽  
pp. 5341-5346
Author(s):  
Dr. Syed Kamaruzaman Syed Ali
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
T Test ◽  
Soccer Players ◽  
Cardiovascular Endurance ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Difference ◽  
Run Test

The purpose of this study was to investigate the difference of cardiovascular endurance between secondary school soccer players and handball players. The study adopted ex-post facto design. The subjects were selected among soccer and handball players at one of the secondary schools. A total of 60 subjects were selected, 30 soccer players and 30 handball players. All subjects aged between 13 and 15 years old. The test used to test cardiovascular endurance was 12 minute Cooper Run Test. T-test was used to determine whether there is a significant difference between the cardiovascular endurance of the soccer players and handball players. The results of the study showed that there was no significant difference t(-1.65)=58, P>0.05 between soccer players (M = 2235; SD = 180.44) and handball players (M = 2307.83; SD = 160.19). Although there was no significant difference, the players from both teams still have good cardiovascular endurance fitness.

scholarly journals Resilience and Gender as Determinants of Entrepreneurial Intentions among Secondary School Students in Kwara State, Nigeria

2020 ◽  
Vol 4 (2) ◽  
pp. 153-160
Author(s):  
Umar Talatu Ibrahim
Keyword(s):  
Secondary School ◽  
Primary Schools ◽  
Secondary School Students ◽  
Early Stage ◽  
Entrepreneurial Intentions ◽  
School Students ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
And Gender

The purpose of this study was to investigate resilience and gender as determinants of entrepreneurial intentions among secondary school students in Kwara State, Nigeria. Descriptive research design of ex-post-facto type was used in the study. Five hundred respondents were selected randomly from 5 Local Government Area in Kwara State, Nigeria. The respondents were measured with validated scale and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) statistical analysis. Two research hypotheses were formulated and tested at 0.05level of significance. The result showed that there was significant relationship between the resilience and entrepreneurial intentions among secondary school students (r = 0.817; p < 0.05) and there no significant difference in the entrepreneurial intentions of male and female secondary school students (t = 0.71; p > 0.05). In view of these findings, the study recommended that the entrepreneurship training should be made compulsory at all levels of learning from primary schools to the tertiary institutions and curriculum should be tailored towards learning the skills for starting businesses after graduation from school, thus changing the orientation of the students at an early stage towards entrepreneurship.

Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

2019 ◽  
pp. 90-102
Author(s):  
Adekunle Olusola Otunla ◽  
Caleb Okoro Amuda
Keyword(s):  
Information Technology ◽  
Undergraduate Students ◽  
Study Skills ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Innovative Teaching ◽  
Ex Post ◽  
Ex Post Facto ◽  
Information Literacy Skills ◽  
Rivers State

Information technology (IT) policy implementation by higher educational institutions is geared towards innovative teaching and learning delivery. This chapter investigates undergraduate students' computer and IT tools and resources competences and use in enhancing study skills and habits. The study adopted ex-post facto research design and involved a total of 450 undergraduate students from three universities in Rivers State, Nigeria. Five research questions were answered using three duly validated instruments and data was analyzed using descriptive and inferential statistics. Findings revealed that undergraduate students in Rivers State, Nigeria were technologically capable and are competent in the use of IT tools and resource. The study also establishes the fact that undergraduate students perceived themselves to possess information literacy skills. It was suggested that undergraduate students should use IT tools towards their studies and research.

Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

2018 ◽  
pp. 2303-2313
Author(s):  
Adekunle Olusola Otunla ◽  
Caleb Okoro Amuda
Keyword(s):  
Information Technology ◽  
Undergraduate Students ◽  
Study Skills ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Innovative Teaching ◽  
Ex Post ◽  
Ex Post Facto ◽  
Information Literacy Skills ◽  
Rivers State

Information technology (IT) policy implementation by higher educational institutions is geared towards innovative teaching and learning delivery. This study, investigates undergraduate students' computer and IT tools and resources competences and use in enhancing study skills and habits. The study adopted Ex-post facto research design and involved a total of four hundred and fifty undergraduate students from three universities in Rivers State, Nigeria. Five research questions were answered using three duly validated instruments and data was analyzed using descriptive and inferential statistics. Findings revealed that undergraduate students in Rivers State, Nigeria were technologically-capable and are competent in the use of IT tools and resource. The study also establishes the fact that undergraduate students perceived themselves to possess information literacy skills. It was suggested that undergraduate students should use IT tools towards their studies and research.

Enhanced Interactivity in Secondary Mathematics

2010 ◽  
pp. 118-130
Author(s):  
Dave Miller ◽  
Derek Glover
Keyword(s):  
Secondary School ◽  
Learning Style ◽  
Mathematics Teachers ◽  
Research Group ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Motivational Support

This chapter outlines the background to the development of changed pedagogy by mathematics teachers within a secondary school in England. It relates this development to the enhanced understanding of the use of interactive whiteboards, initially as a presentational and motivational support but then as the basis of more effective conceptual and cognitive learning by students. The experience of teachers within the school and members of a research group points to the importance of the integration of interactive whiteboards, desk work and thinking in the planning of mathematics lessons. It also discusses emerging evidence that effective whiteboard use requires an understanding of the role of individual learning style, gesture, and artifact use in reflective and stepped teaching and learning situations.

scholarly journals The Influence of the Mastery of Function Words on Students’ Reading Ability

2020 ◽  
Vol 15 (1) ◽  
pp. 90-97
Author(s):  
Monica Ratna Irmawati ◽  
Alief Noor Farida
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Reading Ability ◽  
T Test ◽  
Stratified Random Sampling ◽  
Seventh Grade ◽  
Function Words ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto

This study is an ex-post facto research which aims to find out the influence of the mastery of function words on reading ability of the seventh grade students of secondary school and to find out how the reading ability between students with adequate function words’ mastery and students with inadequate function words’ mastery is. The samples used in this research were two groups of students who have adequate and inadequate function words’ mastery. Each group consists of 30 students that is chosen by using stratified random sampling. In analysing the data, researcher used Independent Sample t-Test. The result shows that the mastery of function words significantly influences students’ reading ability. It is found that there is significant difference of students’ reading ability between students with adequate mastery in function words with those having inadequate mastery in function words. It is found that students with adequate function words’ mastery have better and higher ability in reading than students having inadequate function words’ mastery.

scholarly journals To Establish the Effects of Principals’ Support to Teachers Through Mathematics Seminars/Workshop on Student’ Performance in Mathematics in Kcse Examination in Meru County, Kenya.

2020 ◽  
Vol 8 (10) ◽  
pp. 145-163
Author(s):  
Honjen Thiharu Maingi Kirikua ◽  
Dr Paul Maithya ◽  
Dr Alexander Ronoh
Keyword(s):  
Student Performance ◽  
Mathematics Teachers ◽  
Target Population ◽  
Ministry Of Education ◽  
Proportional Allocation ◽  
Ex Post ◽  
Interview Guide ◽  
Ex Post Facto ◽  
Teachers And Students ◽  
Student’S Performance

Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate principal’s support to teachers through Mathematics seminars/workshops and student’s performance in Mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. The findings revealed that principals were not sponsoring Mathematics teachers to attend workshops and seminars.. The principals cited a lack of resources and budgetary allocation to the low number of Mathematics teachers attending seminars and workshops. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector.

scholarly journals The Contribution of Teachers’Motivation and Characteristics on the Teachers’ Performance in Junior High School of Maarif Metro Lampung

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Ali Mashari ◽  
Ida Umami
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Educational Background ◽  
Maximum Score ◽  
Ex Post ◽  
Teaching Goals ◽  
Ex Post Facto ◽  
The Ideal

The success of the teacher in the teaching and learning process is determined by the teacher's performance as an educator. This performance plays an important role in achieving optimal teaching goals. However, in the reality of the teacher's performance shows less encouraging symptoms that many teaching teachers seem to have the lack mastery in teaching materials, media and methods used in the teaching and learning process. They have a tendency to teach the same materials in the following year while some of teachers arestill not being placed in accordance with their educational background. There is also the lack of encouragement from teachers to excel and compete among others. This research is conducted to reveal the contribution of teachers’ motivation and characteristic toward their performance in SMP Ma’arif Metro. The research method used in this research is the quantitative method using Ex Post Facto. The population of this study was all of teacheras many as 38 people and the sampling technique was done by total sampling. The result of the research shows that the teachers’ Motivation is 79.4 % of the ideal maximum score and can be categorized as medium category.Teachers’ motivation contributes significantly towardTeacher’s performance by 41.2 %. While the Teachers’ Characteristics score is 85.30 % of the ideal maximum score and can be categorized as good category.Teachers’ Characteristics contribute significantly towardthe Teachers’ Performance by 28.1 %, while Teachers’ Motivation and Characteristics together contribute significantly toward Teachers’ Performance by 32.7 %. This study found out that the two predictor variables which are the Motivation and Characteristics of Teachers both individually and jointly made a meaningful contribution toward the Teachers’ Performance.

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