Dual Language Instruction: Teaching Civics in Three Public Primary Schools in Tanzania

Utafiti ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. 163-183
Author(s):  
Rose A. Upor ◽  
Maziku Mihayo
Keyword(s):  
Academic Achievement ◽  
General Public ◽  
Primary Schools ◽  
Dual Language ◽  
Language Instruction ◽  
The Other ◽  
Achievement Scores ◽  
Language Of Instruction ◽  
Lesson Content

Abstract It is a widely shared hypothesis in Tanzania among educators and the general public that low academic achievement scores are typically due to pupils’ deficiencies in English comprehension. Although in most public primary schools kiSwahili is the language of instruction, while a select few use English, there is evidence showing that even where monolingual instruction is on offer in Tanzania, lessons are held most of the time in both languages concurrently. Much of the research into dual language instruction is driven by the question of whether using English as the language of instruction is superior to using another language, leaving open the question of whether learning in both kiSwahili and English concurrently delivers a better pedagogical result than classroom usage of either language in isolation from the other. In this study, experimenting with the use of Dual Language Instruction (DLI) in three public primary schools indicates that when students are taught in two languages they perform better on tests than those who receive the same lesson content through monolingual instruction.

scholarly journals INFLUENCE OF HOME TO SCHOOL COMMUNICATION ON ACADEMIC ACHIEVEMENT OF STANDARD EIGHT PUPILS IN PUBLIC PRIMARY SCHOOLS IN KISUMU WEST SUB –COUNTY, KENYA

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lucy Stella A. Juma
Keyword(s):  
Academic Achievement ◽  
Research Design ◽  
Random Sampling ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Other ◽  
Unique Contribution ◽  
Head Teachers ◽  
School Communication

Purpose: The purpose of the study was to establish the influence of home to school communication on academic achievement of pupils in public primary schools. Methodology: The research design used was sequential explanatory research design, which combined both qualitative and quantitative models of research so that evidence may be mixed and knowledge increased in a more meaningful manner. The study population consisted of 1210 standard eight pupils, 300 standard eight teachers, 1210 standard eight parents and 75 Head teachers drawn from 75 public primary schools in Kisumu West Sub-County, Kisumu, Kenya. Stratified random sampling technique was employed for selecting 23 public primary schools and simple random sampling used in each stratum to select the pupils. Purposive sampling technique was done to select standard eight parents, and head teachers. The researcher would collect data using questionnaires and interview schedule, focus group discussions guide and document analysis. Quantitative data was analyzed through descriptive and results presented in the form of tables, frequencies, Percentages, and accumulative percentages and on the other hand qualitative data generated from open ended questions were organized, categorized and presented in narratives. Findings: The study established that home to school communication affected pupils’ academic achievement. Unique contribution to theory, practice and policy: The recommendations of the study were that there should be regular academic clinics and pupils progress follows up to help enhance achievement amongst the learners. The ecological system theory of development by (Bronfenbrenner 1969) outlined the influence of parent involvement at schools and the other surrounding influences on a child’s development and academic achievement which the ministry could borrow to enhance academic achievement

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

Toward an international art library: the growth of the Research Library at the Getty Research Institute, 1979-2002

2002 ◽  
Vol 27 (4) ◽  
pp. 25-32 ◽  
Author(s):  
Susan M. Allen
Keyword(s):  
Visual Arts ◽  
Research Program ◽  
Art History ◽  
General Public ◽  
The Other ◽  
Research Library ◽  
Grant Program ◽  
Research Institute

The Getty Research Institute (GRI) is one of four programs of the J. Paul Getty Trust, an international cultural and philanthropic institution devoted to the visual arts, all of which reside at the Getty Center situated high on a beautiful hilltop in Brentwood, California. (The other programs of the Getty Trust are the J. Paul Getty Museum, the Getty Conservation Institute, and the Getty Grant Program.) From the beginning it was understood that the GRI would develop a research program in the discipline of art history and more generally the humanities, and that a library would support its work. Since its founding the GRI has, in fact, developed a major library as one of its programs alongside those for scholars, publications, exhibitions and a multitude of lectures, workshops and symposia for scholars, students and the general public. What is now known as the Research Library at the GRI has grown to be a significant resource and this article focuses on its history, the building that houses it, its collections and databases, and access to them all.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students

2021 ◽  
pp. 163-182
Author(s):  
Amit Kauts ◽  
Monika
Keyword(s):  
Academic Achievement ◽  
Analysis Of Variance ◽  
Traditional Method ◽  
The Other ◽  
Primary Students ◽  
Control Group ◽  
Gain Scores ◽  
Achievement Gain ◽  
Experimental Group ◽  
Speaking Skills

The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.

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