Challenges in the Teaching and Learning of Agricultural Science in Selected Public Senior High Schools in the Cape Coast Metropolis

The main purpose of this study was to determine the influence of urbanization in teaching and learning of agriculture in Ebonyi State. The study was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted for the study. The population was 397 which comprised 261 teachers of agricultural science in Ebonyi State and 136 senior secondary three students from 5 public secondary school in Abakiliki, Ebonyi State. No sampling was done due to the manageable size of the population. The instrument used for data collection was a 17 item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded reliability index of 0.85 indicating that the instrument was suitable for data collection. The questionnaire was distributed by the researcher and three trained research assistants. Out of 397 copies distributed 383 were properly filled and returned representing 96.47 percent return rate. Mean and standard deviation were used to answer the research questions and t-test statistics was used to test the null hypotheses. Based on the data analysis, it was found that urbanization affects the quality of teachers in rural schools due to rural urban migration, increases the rate of agricultural teacher‟s turnover in teaching and reduces government attention to agricultural science teaching facilities in urban areas. Recommendations were made among, others that Government should be make teaching of skill acquisition in urban settlement to be attractive to the students and teachers should make instruction facilities to meet the needed skills and contemporary issues in urban settlement to the students.

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DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

European Journal of Education Studies ◽

10.46827/ejes.v8i11.3982 ◽

2021 ◽

Vol 8 (11) ◽

Author(s):

Ben Adzrolo ◽

Kenneth Asamoah-Gyimah ◽

Andrews Cobbinah ◽

Ruth Annan-Brew

Keyword(s):

High Schools ◽

Academic Success ◽

Teaching And Learning ◽

Work Performance ◽

Survey Design ◽

Simple Random Sampling ◽

Academic Work ◽

Teaching And Learning Environment ◽

Teaching Learning ◽

Descriptive Survey

This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace. Article visualizations:<img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" />

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Economics Students’ Perception of Economic Teachers’ Effective Instructional Practices in the Senior High Schools in the Cape Coast Metropolis

Journal of Educational & Psychological Research ◽

10.33140/jepr.02.02.03 ◽

2020 ◽

Vol 2 (2) ◽

Keyword(s):

High Schools ◽

Instructional Practices ◽

Instructional Delivery ◽

Background Information ◽

Cape Coast ◽

Delivery Methods ◽

Male And Female ◽

Significant Difference ◽

Economics Students ◽

Instructional Delivery Methods

The purpose of the study was to explore Economics students’ perception of economic teachers’ effective instructional practices in the Senior High Schools in the Cape Coast Metropolis. The researchers used the descriptive cross-sectional survey as the research design. Questionnaire was the main instrument to collect quantitative data from respondents. The researcher employed the multi- staged sampling technique to select students for the study. It was discovered that there was no statistically significant difference between the perception of male and female students Economics students with respect economics teachers planning and preparation, classroom environment management and instructional delivery methods in regards to effectiveness of Economics teachers in instructional practices. The study recommended that to maintain and improve upon Economics teachers’ instructional delivery methods, teachers should pay attention to group dynamics so to help them adopt the best pedagogy that meet the learning needs of almost all the student when dealing with any Economics topic. Also, Economics teachers in their capacity should encourage the culture of enquiry into the background information of his or her students (male and female) during pre and post interactive face of instruction and incorporate their feedback into subsequent planning and preparation.

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The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

South African Journal of Education ◽

10.15700/saje.v38ns2a1483 ◽

2018 ◽

Vol 38 (Supplement 2) ◽

pp. 1-11

Author(s):

OA Ojo ◽

◽

EO Adu

Keyword(s):

High Schools ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Communication Technologies ◽

Eastern Cape Province ◽

Eastern Cape ◽

Information And Communication

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Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

Jurnal Penelitian Pendidikan ◽

10.17509/jpp.v21i2.36972 ◽

2021 ◽

Vol 21 (2) ◽

pp. 1-11

Author(s):

Ratih Apri Sari ◽

Bachrudin Musthafa ◽

Fazri Nur Yusuf

Keyword(s):

High School ◽

High Schools ◽

Learning Process ◽

Teaching And Learning ◽

Structured Interview ◽

Project Based Learning ◽

Vocational High School ◽

Learning Models ◽

High School English ◽

Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021). Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan. Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

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Management of an Industry Standard Class in Vocational High Schools

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v24i1.14710 ◽

2018 ◽

Vol 24 (1) ◽

pp. 46-51

Author(s):

Suroto Suroto ◽

Nguyen Tien Hung

Keyword(s):

High Schools ◽

Qualitative Study ◽

Teaching And Learning ◽

The Third ◽

Industry Partner ◽

Industry Standard ◽

Learning Evaluation ◽

Vocational High Schools ◽

Using Data ◽

Selection Of

To remove a growing gap between students’ skills received in vocational high schools and real demands in the workforce, industries should be actively involved not only as external users but to work in curriculum development and learning evaluation. This study describes the process of planning, implementation, and supervision of an industry standard class resulted from collaboration between the school and the industry. This study was a qualitative study using data collection techniques of interviews, observation and documentation. The results revealed (1) the industry and the school were partners in planning the industry standard class including development of curriculum, facilities, infrastructure, teachers, and materials, (2) implementation of the class included theoritical and practical learning, and industry practices, (3) supervision was performed by the industry partner administrating industry standard competency tests, and (4) management of the class consisted of three sequenced stages namely selection of students in the third semester, implementation of industry standardized teaching and learning process from the third semester to the sixth semester, and a competency test in the sixth semester.

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Tolerance in the UAE Islamic Education Curriculum

10.18502/aqf.0156 ◽

2020 ◽

Keyword(s):

High Schools ◽

Professional Learning ◽

Teaching And Learning ◽

Islamic Education ◽

Societal Challenges ◽

Learning Programs ◽

Teacher Professional ◽

International Climate ◽

The Subject

Promoting the values of peace and tolerance within an international climate of turbulence and instability is an essential responsibility for governments and schools. Threats to tolerance include the circumstances of societal challenges, instabilities in the region, and the increasing risks of social media. Ways to nurture and instill tolerance through the subject of Islamic education in UAE high schools is a key concern. Through a case study of the written, taught, and learnt curriculum of UAE Islamic education, this paper investigates the teaching and learning of tolerance in UAE high schools. It provides recommendations on how Islamic education classes, built on an awareness of the Islamic value of tolerance as a foundational component, can be utilized for shaping educational experiences that promote open mindedness. Curriculum-aligned Islamic education resources need to be further developed and teacher professional learning programs should be launched to empower teachers to achieve this intended aim.

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Developing Balinese Local Culture Based English E-Media to Support the Implementation of Curriculum 2013 for the First Semester of Grade VII Junior High School

Journal of Psychology and Instructions ◽

10.23887/jpai.v1i2.10366 ◽

2017 ◽

Vol 1 (2) ◽

pp. 106

Author(s):

Ni Luh Putu Maya Apsari

Keyword(s):

High Schools ◽

Junior High School ◽

Teaching And Learning ◽

Junior High ◽

Junior High Schools ◽

Expert Judgement ◽

First Semester ◽

Adobe Flash ◽

Need Analysis ◽

S Model

This design and development research aimed at designing and developing a culture-based English e-media to support the implementation of curriculum 2013 for the first semester of grade VII of junior high schools in Buleleng sub-district. This research focused on developing e-media that is integrated with Balinese culture. The object of this research was culture- based English e-media that was developed by using Adobe Flash CS6 program. The source of data was taken from the need analysis conducted by Dewi and Batan (2015), related literatures on developing the e-media, and the result of expert judgement. The data were analysed descriptively both qualitatively and quantitatively. This research was designed based on the adaptation of puffers et al.’s model (2007) that consisted of six phases namely: (1) identifying the problem, (2) describing the objective, (3) designing and developing the product, (4) testing the product by using expert judgement, (5) evaluating the testing result, and (6) communicating the testing result. The result of experts’ judgement score showed that the total mean score 3.8 which means the e-media had a good quality and it can be used in teaching and learning English for the first semester of grade VII of junior high schools in Buleleng.

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Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools

Business and Economic Research ◽

10.5296/ber.v11i1.17946 ◽

2021 ◽

Vol 11 (1) ◽

pp. 109

Author(s):

Ofori Debrah ◽

Nasiru Inusah ◽

Joseph Yaw Dwommor

Keyword(s):

High Schools ◽

Teaching And Learning ◽

Financial Accounting ◽

Accounting Students ◽

Quality Factors ◽

Lesson Delivery ◽

Quality Dimensions ◽

Low Performance ◽

Students Satisfaction

To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.

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