scholarly journals Emergent Implications of the ‘Combined School’ Phenomenon: Lessons from the Upgraded Nangula Combined School in Limulunga District, Zambia

2021 ◽  
Vol 8 (10) ◽  
pp. 65-78
Author(s):  
Martin Mpofu ◽  
Fabian Kakana ◽  
Kasonde Mundende ◽  
Francina Makondo ◽  
Gistered Muleya ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Mobile Network ◽  
Learning Resources ◽  
Negative Part ◽  
Infrastructural Development ◽  
Secondary Classes ◽  
The Government ◽  
Trained Teachers ◽  
Senior Secondary

This study was conducted at Nangula Combined school in Limulunga District of Western Province, Zambia. It investigated the emergent implications of the ‘Combined School’ phenomenon through experiences of selected stakeholders of the said school using qualitative methodology and Case Study design. The study sample had 25 participants who were purposively sampled. Key findings of the study revealed that the school had experienced some slight positive changes in infrastructural development. The study also revealed that the introduction of senior secondary classes in the school had been appreciated by all stakeholders as it had reduced some distances that learners cover to access education. On a negative part, the study found that the school had a critical shortage of staff accommodation. The few available houses were in a dilapidated state. Inadequate desks, tables and chairs and weekly boarding facilities also characterized the experiences in this school. Further findings of this study were that the school was understaffed, especially at the primary section, which had three teachers only. Besides, the existence of both primary school trained teachers and secondary school trained teachers in one school enhanced the superiority and inferiority complexes. The school had an inadequate supply of teaching and learning resources coupled with the absence of specialized rooms, technology facilities like mobile network and internet connectivity. Thus, it is recommended that the government should embark on infrastructural development and provide adequately trained teachers. Provision of teaching and learning resources and more desks, chairs and tables should be a priority. It is important also to facilitate the upgrading of teachers who have acquired higher professional qualifications. To curb the inferiority and superiority perceptions that exists between the secondary trained teachers and the primary trained teachers, the study recommends that the two sections be split and work independently.

scholarly journals TEACHERS’ PERCEPTION ON THE EFFECTIVENESS OF HEAD TEACHERS’ SUPERVISORY ROLE ON TEACHING AND LEARNING OF ADAPTIVE SKILLS BY LEARNERS WITH INTELLECTUAL DISABILITIES

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Rosallin Kananu Ruteere ◽  
Beatrice Bunyasi Awori ◽  
Francis Kirimi
Keyword(s):  
Intellectual Disabilities ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Instructional Supervision ◽  
Adaptive Skills ◽  
Learning Resources ◽  
Head Teachers ◽  
The Government

Abstract: The purpose of this study was to explore teachers’ perception on the effectiveness of head teachers’ supervisory role on teaching and learning of adaptive skills by learners with Intellectual Disabilities (ID), Kenya. The study used Effective School Theory advanced by Lezotte. A descriptive survey design involving both qualitative and quantitative approaches was used. The target population was 227 respondents (207 learners, 5 head teachers and 15 teachers). The sample size was 124 respondents (104 learners, 15 teachers and 5 Head teachers). Purposive sampling was used to select special schools and units. Stratified sampling technique was used to divide population into strata and then through simple random sampling, the exact respondents were identified, i.e., head teachers, teachers and learners in special programmes. Data was collected by use of interview guide for head teachers, observational check list for learners and questionnaire for teachers. Piloting was conducted in Kathelwa Special Unit in Igembe Central Sub-county. Test-retest method was done and a coefficient level of 0.7 was obtained. Quantitative data was analysed using SPSS Version 23.0 while qualitative data was analysed thematically. Data was presented using tables and figures for quantitative data while qualitative data was presented using reported verbatims and narratives. The key finding of this study was that majority of head teachers did not use appropriate instructional supervision skills due to lack of essential professional qualifications and knowledge of adaptive skills for learners with intellectual disabilities. The finding also established that teachers perceived majority of head teachers as ineffective in instructional supervision as they did not orientate or guide them in teaching strategies or even skills to teach their learners. The study also found that lack of adequate training and knowledge in adaptive skills, limited provision of teaching and learning resources hindered effective instructional supervision. The study recommended that there should be a policy that head teachers for special institutions be trained in the area of that disability so as to benefit both teachers and learners. The study also recommended that the government, through the ministry of education to provide and allocate adequate funds for both refresher courses and seminars for teachers and also for acquiring teaching and learning resources. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

scholarly journals Opinions of High School Students and a Teacher in Teaching and Learning during Confinement by COVID-19

2021 ◽  
pp. 76-90
Author(s):  
Antonieta Kuz
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Buenos Aires ◽  
New Technologies ◽  
Quantitative Methodology ◽  
School Students ◽  
General Terms ◽  
Nuevas Tecnologías ◽  
The Government

La globalización, las nuevas tecnologías, la migración, la competencia internacional, los desarrollos del mercado, los desafíos transnacionales, ambientales y políticos son factores que rigen la adquisición de las habilidades y el conocimiento que los estudiantes necesitan, para sobrevivir y salir airosos durante la pandemia ocasionada por la enfermedad causada por el virus SARS-COV2. La pandemia ha acelerado muchos problemas subyacentes en torno a las escuelas secundarias en Argentina y el desafío de preparar a los estudiantes para el trabajo, la ciudadanía y la vida en el siglo XXI. A través de este estudio buscamos conocer cómo las Tecnologías de la Información y la Comunicación (TICs) son utilizadas por estudiantes de Educación Secundaria de un colegio público de la provincia de Buenos Aires, más específicamente los recursos digitales imperantes que son comunes en el proceso de enseñanza-aprendizaje. Para ello, combinamos metodología cuantitativa y cualitativa. Por un lado, se ha realizado una investigación descriptiva desde y hacia la metodología cuantitativa, en la cual la recolección de datos se ha realizado a través de un cuestionario elaborado para este estudio, el cual fue respondido por un total de 80 estudiantes. Los resultados obtenidos revelan que el teléfono celular y en cuanto a las aplicaciones que estos permiten, el WhatsApp ha sido la herramienta que más utilizan. Por otro lado, mediante un análisis cualitativo realizamos una entrevista con una profesora para conocer su perspectiva. Para ello, denotamos, en términos generales, como resultado de ambos análisis, que el sistema no se preparó, a pesar de los planes gubernamentales implementados, visibilizando la compleja realidad educativa argentina. Globalization, new technologies, migration, international competition, market developments, transnational, environmental and political challenges are all factors that govern the acquisition of the skills and knowledge that students need to survive and get out graceful during the pandemic occasioned by the disease caused by the SARS-COV2 virus. The pandemic has accelerated many underlying issues surrounding high schools in Argentina and the challenge of preparing students for work, citizenship, and life in the 21st century.  Through this study we seek to learn about how Technology of the Information and Communication (ICTs) are used by Secondary Education students of a public school in the province of Buenos Aires, specifically the prevailing digital resources that are common in the teaching-learning process.  For this purpose, we combine quantitative and qualitative methodology. On the one hand, a descriptive investigation has been performed from and towards the quantitative methodology, in which the data collection has been accomplished through a questionnaire prepared for this study, which was answered by a total of 80 students. The results obtained reveal that the cell phone and, in terms of the applications that they allow, WhatsApp has been the tool they use the most. On the other hand, through a qualitative analysis, we conducted an interview with a teacher to find out her perspective. To do this, we denote, in general terms, that ,as a result of both analysis, the system was not prepared, despite the government plans implemented, making visible the complex argentine educational reality.

scholarly journals Appropriateness and Adequacy of Teaching and Learning Resources and Students’ Industrial Attachment in Public Colleges of Technical and Vocational Education in Zambia

2020 ◽  
Vol 1 (2) ◽  
pp. 30-42
Author(s):  
Innocent Mutale Mulenga ◽  
Edward King Chileshe
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Research Approach ◽  
Learning Resources ◽  
Mixed Method Research ◽  
The Government ◽  
And Training

Zambia has the largest youthful population of below 15 and 18 years which constitute 45.5% and 52.5% of the total population respectively. This is expected to rise by 2030. However, this huge number of young persons, which should be a great resource for economic development, is mostly unemployed (UNESCO, 2016). For many years now the government of the Republic of Zambia has been running and introducing more Vocational Education and Training Institutions as a way of reducing unemployment amongst young people. Regardless of all these efforts, most youths in Zambia who have graduated from such institutions remain unemployed (TEVETA, 2015). In this study, the researchers investigated the appropriateness and adequacy of institution’s teaching and learning resources that the students were exposed to during trainings and how the industrial attachments were organized by the Technical Vocational Education and Training (TVET) institutions. The mixed method research approach was used to analyze this phenomenon. Six college principals were purposively sampled while stratified and simple random sampling were used to sample sixty lecturers, ten from each of the six colleges. Findings showed that TVET institutions in Zambia were plagued with a number of challenges ranging from lack of appropriate and modern workshop equipment, lack of reading material and ineffective industrial attachment. Researchers recommend that the Ministry of Higher Education and college managements should provide a conducive learning environment in these institutions if graduates were to acquire the required technical competencies.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

Influence of Urbanization on Teaching and Learning of Agriculture for Enhance Skill Acqusition in Ebonyi State.

2019 ◽  
pp. 263-269
Author(s):  
Nwakwengu S.A. ◽  
Aneke C.U.
Keyword(s):  
Data Collection ◽  
Skill Acquisition ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Agricultural Science ◽  
Urban Migration ◽  
Urban Settlement ◽  
Public Secondary School ◽  
Research Questions ◽  
Senior Secondary

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.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

Adopting Technology in Third World Classrooms: Students' Viewpoint about Computers in Science Teaching and Learning

1992 ◽  
Vol 20 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Olugbemiro J. Jegede ◽  
Peter Akinsola Okebukola
Keyword(s):  
Grade Level ◽  
Teaching And Learning ◽  
Third World ◽  
Economic Status ◽  
Effective Strategies ◽  
School Subjects ◽  
Nigerian Students ◽  
Senior Secondary ◽  
Developed World

The use of computers in education, which has emerged as a result of the considerable growth in information technology, has several implications for the global search for effective strategies in teaching school subjects. In contrast to what happens in the developed world, several developing countries like Nigeria are yet to fully appreciate the full benefits of computers and their usage in every day life. In Nigeria the Federal Government has only just taken the bold step to introduce computers into some selected classrooms as a modest beginning to the full scale use of computers in the society. The literature is replete with accounts indicating that the importation of several ideas into environments other than where they have been developed or meant, has often caused pedagogic and cultural problems. The paradigm of constructivism argues for the need to begin any instructional endeavor with pupils constructing their own knowledge using prior knowledge. This proposition motivated this study with the aim of seeking information that could be relevant to the effective introduction and use of computer in Third World classrooms. What for example, do Nigerian pupils perceive as the role of computers in the classroom? What is their concept of a computer and do they nurse any apprehensions? What sociocultural consequences would this have? This study was designed to gather and provide answers to these and other related questions. Using a four-part questionnaire with a total of 29 items, data were collected from a sample of 200 senior secondary one (grade level 10) students from the Lagos metropolitan area. The results of this study strongly suggest that the majority of Nigerian students: welcome and are enthusiastic about the introduction of computers into their classrooms; are concerned about their socio-economic status; demonstrate possession of computers have significant effect on their attitudes; and most of the students nurse some social and cultural apprehensions regarding the presence of computers in their classrooms.

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