Influence of Teachers Performance Appraisal Policy on Timeliness in Implementation of the curriculum in Public Secondary Schools in Kenya

2017 ◽  
Vol 7 (3) ◽  
pp. 71-78
Author(s):  
Joash Okello Aloo ◽  
Jack Odongo Ajowi ◽  
Peter Jairo O. Aloka
Keyword(s):  
Secondary Schools ◽  
Performance Appraisal ◽  
Educational Administration ◽  
Curriculum Implementation ◽  
Pearson Correlation ◽  
Linear Regression Analysis ◽  
Curriculum Evaluation ◽  
Sampling Technique ◽  
Ex Post ◽  
Ex Post Facto

Abstract The study investigated the influence of Teachers Performance Appraisal (TPA) policy on timeliness in the implementation of the curriculum in Public Secondary Schools in Kenya. The study adopted an Ex post facto design. Additionally, the study population consisted of 5450 teachers, 334 Principals, the TSC-County Director and 334 Deputy Principals of public secondary schools. Stratified random sampling technique was used to select 179 Principals and 179 Deputy Principals. Questionnaires were used to collect data from the Principals and Deputy Principals. Document analysis guide was used to collect data which was not readily obtained through questionnaires. Reliability of the instruments for data collection was tested by assessing the scale’s internal consistency using Crobanch’s alpha and reliability coefficient of at least 0.7 was achieved in all the sub-scales of the questionnaire. Validity was determined by experts in Educational Administration. Quantitative data from questionnaires was analyzed by using inferential statistics, for instance, Linear Regression analysis and Pearson Correlation. The study established that TPA policy had a positive significant influence on; timeliness in curriculum implementation (r=.604, p<.05), curriculum evaluation by teachers (r =.726, p<.05). The TPA was established to be a significant predictor of the timelines in curriculum implementation [F (1, 316) = 181.90, p < .05]. The study recommends that TSC should enforce TPA policy and use it as a tool for promoting and deploying teachers into leadership positions. The study recommends that the Ministry of Education should guide every school to come up with syllabus coverage monitoring tool that can be administered alongside TPA.

scholarly journals Influence of Teacher Performance Appraisal on Effectiveness in Curriculum Evaluation in Kenyan Public Secondary Schools

2017 ◽  
Vol 6 (3) ◽  
pp. 77-84
Author(s):  
Joash Okello Aloo ◽  
Jack Odongo Ajowi ◽  
Peter Jairo O. Aloka
Keyword(s):  
Secondary Schools ◽  
Performance Appraisal ◽  
Educational Administration ◽  
Curriculum Evaluation ◽  
Sampling Technique ◽  
Positive Influence ◽  
Correlational Research ◽  
Service Commission ◽  
The Impact ◽  
Significant Positive Influence

AbstractThe objective of the study was to establish the impact of Teachers Performance Appraisal(TPA) policy on effectiveness in curriculum evaluation in public secondary schools in Kenya. The study employed a Correlational research design. Additionally, the study used Stratified random sampling technique to select 179 Principals and 179 Deputy Principals. Consequently, the study used questionnaires to collect data from the Principals and Deputy Principals. The study also tested reliability of the instruments for data collection by assessing the scale's internal consistency using Crobanch's alpha, and reliability coefficient of at least 0.7 was achieved. Validity was determined by experts in Educational Administration of JaramogiOgingaOdinga University of Science and Technology. Quantitative data was analyzed by using descriptive and inferential statistics. The study established that TPA policy had a significant positive influence on curriculum evaluation by teachers (r =.726, p<.05). The study confirmed that TPA: accounted for 52.5% of the variation in curriculum evaluation. The study established TPA to be a significant predictor of curriculum evaluation [F (1, 316) = 351.92, p <.05)]. The study recommends that the Kenyan Teachers Service Commission should enhance the use of reports when making decisions on teachers to be deployed to senior positions and those to be promoted to the next job groups. Such a step would make teachers respect and adhere to the policy guidelines. This is because the study reported that more teachers had embraced TPA with a view that it would be used to determine their suitability promotion.

scholarly journals Pengaruh Kemampuan Koneksi dan Disposisi Matematis Terhadap Hasil Belajar Siswa SMA Negeri 2 Balikpapan

2019 ◽  
Vol 1 (1) ◽  
pp. 23
Author(s):  
Darin Nadhifah ◽  
Ganjar Susilo ◽  
Besse Intan Permatasari
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Multiple Linear Regression Analysis ◽  
Ex Post ◽  
Ex Post Facto ◽  
Independent Variable ◽  
Linearity Test ◽  
Mathematical Connection

The purpose of this research was would know if there are effect mathematics connection ability and disposition to mathematics achievement student class XI SMA Negeri 2 Balikpapan in the Academic Year of 2017/2018. The research used in this study is quantitative and the type of ex-post facto research. The research sampling technique uses cluster random sampling. Data collection techniques used in this study were in the form of tests and questionnaires. Data analysis techniques using multiple linear regression analysis with hypothesis testing using f-test and t-test as a partial test to determine the independent variable mathematical connection (X1) on learning outcomes (Y) and mathematical disposition independent variable (X2) on mathematics learning outcomes (Y) , but before testing the hypothesis it is necessary to test the classical assumptions of normality test, linearity test, independent test, multicollinearity test, and heteroscedasticity test. The results in this study are 1) there is an influence of mathematical connection ability and mathematical disposition on mathematics learning outcomes; 2) there is an influence of mathematical connection ability on mathematics learning outcomes; 3) there is an influence of mathematical disposition on the learning outcomes of mathematics.

scholarly journals KRITIK DIRI SEBAGAI MEDIATOR PADA HUBUNGAN KONSEP DIRI DAN PERILAKU NONSUICIDAL SELF-INJURY REMAJA KORBAN PERUNDUNGAN

2021 ◽  
Vol 5 (2) ◽  
pp. 317
Author(s):  
Inca Agustina Arifin ◽  
Naomi Soetikno ◽  
Fransisca Iriani R. Dewi
Keyword(s):  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Self Concept ◽  
Probability Sampling ◽  
Mediating Role ◽  
Self Injury ◽  
Ex Post ◽  
Ex Post Facto ◽  
Nonsuicidal Self Injury ◽  
Tennessee Self Concept Scale

Nonsuicidal self-injury (NSSI) is a self-destructive action concerning direct and deliberate destruction to one’s own body tissue without suicide intent. Previous studies have found that NSSI is commonly widespread among adolescents and strongly linked to bullying victimization. However, fewer studies explain cognitive process behind NSSI behaviours of bullying victims. The objective of this study is to examine the mediating role of self-criticism between self-concept and nonsuicidal self-injury behaviours in bullying victim adolescents. The research design is a descriptive quantitative ex-post facto research in non-experimental form. The participants of this study are adolescents between the age of 12-21 and victims of bullying (n=68). The sampling technique used in this study is convenience non probability sampling. The instrument used in this study are Tennessee Self Concept Scale (TSCS) for measuring self concept; Forms of Self-Criticising/Attacking & Self Reassuring Scale (FSCRS) for measuring self-criticism; and Inventory of Statement About Self Injury (ISAS) for measuring NSSI behaviours. This study uses linear regression analysis. The result shows that self-criticism is a perfect mediator in the association between self-concept and nonsuicidal self-injury in bullying victim adolescents. This study also shows that self-concept negatively correlates with self-criticism and NSSI behaviours. That means, the more positive one’s self-concept, he/she would have lower self-criticism and lower possibility in conducting NSSI behaviours. These results are useful in understanding the thinking process in NSSI actions Nonsuicidal self-injury (NSSI) merupakan tindakan destruktif diri berupa perusakan jaringan tubuh yang langsung, di sengaja dan tanpa intensi bunuh diri. Berbagai penelitian menemukan bahwa perilaku NSSI lebih banyak dilakukan oleh remaja dan dipicu oleh perundungan. Meskipun demikian, belum banyak penelitian yang menjelaskan proses berpikir korban perundungan mengenai dirinya sampai melakukan tindakan NSSI. Penelitian ini bertujuan untuk mengetahui peranan kritik diri sebagai moderator pada hubungan antara konsep diri dan perilaku nonsuicidal self-injury pada remaja korban perundungan. Jenis penelitian yang digunakan adalah penelitian kuantitatif deskriptif ex-post facto dengan bentuk non eksperimental tipe korelasional. Partisipan penelitian adalah remaja korban perundungan berusia 12–21 tahun (n=68). Teknik Pengambilan sampel yang dipakai dalam penelitian ini adalah convenience non probability sampling. Alat ukur dalam penelitian ini adalah Tennessee Self Concept Scale (TSCS) untuk mengukur konsep diri. Alat ukur Forms of Self-Criticising/Attacking & Self Reassuring Scale (FSCRS) untuk mengukur kritik diri. Serta alat ukur Inventory of Statement About Self Injury (ISAS) untuk mengukur perilaku NSSI. Penelitian ini menggunakan teknik analisis regresi linier berganda. Hasil dari penelitian ini menunjukkan bahwa kritik diri berperan sebagai mediator sempurna pada hubungan antara konsep diri dan perilaku NSSI remaja korban perundungan. Hasil penelitian juga menunjukkan bahwa konsep diri berkorelasi secara negatif dengan kritik diri dan perilaku NSSI. Artinya, semakin positif konsep diri seseorang maka kritik diri akan menurun dan semakin kecil kemungkinan ia melakukan tindakan NSSI. Hasil penelitian ini sangat penting dalam memahami proses berpikir pelaku NSSI, serta dalam menentukan tindakan preventif yang berfokus pada pengembangan konsep diri dan penurunan kritik diri.

Assessment of the availability of Facilities and Equipment Influencing the Implementation of Secondary School Physical Education Curriculum in Nigeria

2019 ◽  
Vol 5 ◽  
pp. 72-80
Author(s):  
Mohammed Usman Sani
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Physical Education Teachers ◽  
Ministry Of Education ◽  
Education Curriculum ◽  
Public And Private ◽  
The Public ◽  
Ex Post ◽  
Ex Post Facto

Curriculum implementation in Secondary Schools in Nigeria focuses on the success of that process of putting curriculum in action for achieving the set goals. The purpose of this study was to assess the availability of facilities and equipment influencing secondary schools physical education curriculum in Nigeria. Survey research design (Ex- post facto) was used for this study. To achieve this, purposive sampling technique was used to select the samples from the Six {6} Geo-political zones and the respondents consisted of heads of Physical Education Teachers in the Public and Private Secondary Schools. The population of the study was all secondary schools comprising fifty four thousand Five hundred and twenty- one (54,521) students with sample size of Six hundred and fifty-six (656). The data collected were statistically analysed by using inferential statistics of One Sample t- test to test the hypothesis. The results of the findings showed that Physical Education facilities and equipment influence the implementation of secondary schools Physical Education curriculum in Nigeria with t- Cal of 3.170 and P val of 0.031. The researcher recommended that Federal Ministry of Education in conjunction with the States Ministry of Education should provide physical education facilities and equipment for the implementation of Physical Education curriculum in Secondary Schools in Nigeria.

scholarly journals Location of School: Impact on Secondary Students’ Performance in Mathematics

2019 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Usashi Kundu (De)
Keyword(s):  
Secondary Schools ◽  
Secondary Students ◽  
Research Design ◽  
West Bengal ◽  
Sampling Technique ◽  
Vital Role ◽  
Educational Facilities ◽  
Mathematics Scores ◽  
Ex Post ◽  
Ex Post Facto

In the present day, the examination results of different school boards of India in general and West Bengal in particular are not much satisfactory in respect of performance in mathematics. It has been an observed fact that educational facilities provided in a school has to play a vital role in the performance of its students. The present study attempts to examine whether the performance of students in mathematics depends on the location of school where they study. Ex post facto research design has been employed in carrying out the study. The scores in mathematics of 1104 Madhyamik examinees from six secondary schools of Kolkata and outskirts served as the source of data and the sampling technique used was purposive. Results indicate that there exist significant differences between mathematics scores in Madhyamik Examination of students from Kolkata and outskirt schools. Students from Kolkata schools score better in mathematics than the students from the schools that are situated in the outskirts. The study, therefore, recommends that schools located in the outskirts should be provided with better infrastructure to help in better performance of their students in mathematics.

scholarly journals Relationship between Attitude Towards Guidance and Counseling Programme and Adjustment of Re-admitted Teenage Mothers in Kenyan Secondary Schools

2017 ◽  
Vol 6 (3) ◽  
pp. 25-31
Author(s):  
Christine Mwajuma ◽  
Peter J.O. Aloka ◽  
Pamela A. Raburu
Keyword(s):  
Secondary Schools ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Internal Consistency Reliability ◽  
Target Population ◽  
Teenage Mothers ◽  
Guidance And Counseling ◽  
Ex Post ◽  
The Relationship

AbstractTeenage motherhood is a worldwide problem with 36.4 million girls giving birth before the age of 18 years in developing world. The present study investigated the relationship between attitude towards guidance and counseling programme and adjustment of re-admitted teenage mothers in selected Kenyan secondary schools. The study employed Ex-post facto Research Design. The target population of the study was 242 readmitted teenage mothers from selected schools in Ugenya Sub County. The sample size comprised 138 readmitted teenage mothers who are integrated back to school after going through the bridge center programmes and 104 readmitted teenage mothers who are integrated back to school without going through the bridge center programmes using Simple random sampling technique. The study used questionnaires for readmitted teenage mothers to collect data. Experts from the Department of Psychology and Educational Foundation in Jaramogi Oginga Odinga University of Science and Technology ascertained the face, construct and content validity of the readmitted teenage mothers’ questionnaires. In this study internal consistency reliability of the instruments was obtained by computing Cronbach’s alpha (α) using SPSS and a co-efficient of r= 0.783 was reported. The data from questionnaires was analyzed using inferential statistics such as Pearson correlation, and Regression analysis. The findings indicated that the relationship between readmitted teenage mothers attitude towards Guidance and Counselling and adjustment was positive moderate and significant (r = .550, n=166, p<.05). The study recommended that School principals should be entrusted to provide comprehensive programs to ensure holistic adjustment of the teenage mothers in schools.

scholarly journals Methods used in Implementing Games programs and their Effects on Academic achievement in Secondary Schools in Rongo Sub-County, Migori County, Kenya

2015 ◽  
Vol 7 (1) ◽  
pp. 1242-1249
Author(s):  
OkinyiDeya Derrick ◽  
Indoshi, F. C ◽  
Oracha P.
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Target Population ◽  
Control Group ◽  
Formal Curriculum ◽  
Head Teachers ◽  
Ex Post ◽  
Ex Post Facto ◽  
And Control

Generally, it has been established that games are part of non-formal curriculum and they do complement the formal curriculum. However, in secondary schools, games have been treated as second rate. Methods used in implementing of games programs varies from one school to another because of the varied support given and its value in enhancing academic achievement has not been established. The purpose of this study was to investigate the implementation of games and its contribution to students academic achievement in secondary schools in Rongo Sub- County, Kenya. The objective of this study was to determine methods used in implementing games programs in secondary schools in Rongo Sub-County secondary schools and their effects on academic achievement.The study adopted correlation, survey and ex post facto designs. The target population included 50 games teachers, 50 head teachers and 2000 form four students in 50 schools in Rongo Sub-county that sat for the Rongo Sub-County Examinations in the year 2010. Saturated sampling technique was used to select 46 games teachers and 46 head teachers used in the study. Stratified random sampling technique was used to select 700 form four students who were a divided into two equal groups (n=350) named as experimental group and control group. Students questionnaires, games teachers questionnaires, games teachers interview schedules, head teachers interview schedule and an observation schedule for games facilities were used to collect data. Quantitative data was analyzed using descriptive statistics while qualitative data was received in verbatim form, transcribed and reported according to emerging themes. Findings for the study the study further established that academic achievement had some relationship with the level to which a student participated in games programs. It was recommended that school administrations should provide adequate material and support for implementing games and special attention should be given to the academic wellbeing of participants in games since games do contribute to better academic achievement of students.

scholarly journals PENGARUH AKTIVITAS DAN MOTIVASI BELAJAR TERHADAP PEMBENTUKAN KARAKTER RELIGIUS PESERTA DIDIK DI SMA NEGERI 7 MAKASSAR

2018 ◽  
Vol 7 (2) ◽  
pp. 393
Author(s):  
Saina Pulukadang ◽  
Muzakkir . ◽  
Misykat Malik Ibrahim
Keyword(s):  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Multiple Linear Regression Analysis ◽  
Learning Motivation ◽  
Learning Activities ◽  
Islamic Education ◽  
Public High School ◽  
Analysis Techniques ◽  
Ex Post ◽  
Ex Post Facto

The effect of activity and learning motivation on the formation of the religious character of students in Makassar 7 Public High School is intended to increase the learning activeness and learning motivation of students in the subjects of Islamic Education to form the relativistic character of students. This type of research is ex post facto using a quantitative approach. The population amounted to 944, a sample of 94 students, using the Proportionate Stratified Random Sampling technique. The research instruments were questionnaires, documentation, and observation. The data obtained were analyzed using descriptive and inferential statistics, namely simple and multiple linear regression analysis techniques. The results of this study gave the conclusion that the learning activities of students influence the formation of the religious character of students. This can be seen from the results of the analysis, namely the value of the calculated t variable X1 is greater than the value of the t table (10,233> 2,364) with a significant level below 0.05 which is 0,000. The results of the analysis of the value of the calculated t variable X2 are greater than the value of the t table (21,776> 2,364) with a significant level below 0.05 which is 0,000. Significant F value of 0,000 (<0.05), the hypothesis is accepted

scholarly journals Analysis of Correlation between In-service Training and Academic Achievement of Pupils in Public Primary Schools in Kenya

2020 ◽  
pp. 17-24
Author(s):  
Joseph O. Mukolwe ◽  
Okwara O. Michael ◽  
Ajowi O. Jack
Keyword(s):  
Academic Achievement ◽  
Linear Regression ◽  
Primary Schools ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Specific Reference ◽  
Chi Square ◽  
Ex Post ◽  
Ex Post Facto ◽  
Service Training

In-service teacher education has been used as a tool for capacity building world over and in Kenya. Despite the perceived importance of continuing in-service training for teachers in updating their professional knowledge, its provision was inadequate in Kenya. It is within this context that this study examined the extent to which the in-service training was being provided and how it predicted the academic achievement of pupils in Kenya with specific reference to Teso North sub-county. This research adopted a descriptive survey research design of ex-post-facto type. Stratified random sampling technique was used to select 272 respondents (55 deputy headteachers and 217 teachers). Two research questions and one hypothesis guided the study. Structured questionnaire and document analysis were instruments of data collection. The data were analyzed using descriptive statistics of mean and standard deviations and inferential statistics of Chi-Square, independent T-Test and linear regression. The hypothesis was tested at 0.05 level of significance. The findings revealed that the extent of the provision of in-service training in the sub-county was low. The hypothesis testing through the Chi-Square indicated that there was a significant relationship between the provision of in-service training and academic achievement of pupils (x2=200.14, p = 0.0000). Linear regression analysis revealed that the influence of in-service training on academic achievement was significant (R = 0.898, p < 0.05). Therefore, the study recommends that the Ministry of Education should formulate in-service training policy for the teachers and the training should be structured and closely aligned with the acquisition of skills and knowledge gaps.

scholarly journals Pengaruh Kemampuan Penalaran dan Representasi Matematis terhadap Hasil Belajar Matematika Kelas VIII di SMP

2021 ◽  
Vol 1 (3) ◽  
pp. 448-454
Author(s):  
Afriliani Rismayanti ◽  
Sudi Prayitno ◽  
Muhammad Turmuzi ◽  
Hapipi Hapipi
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Multiple Linear Regression Analysis ◽  
Cluster Sampling ◽  
Reasoning Ability ◽  
Mathematics Ability ◽  
Ex Post ◽  
Ex Post Facto

This Research aims to know about the reasoning ability and mathematic representation ability  to the results of mathematic lesson in students grade VIII SMP Negeri 1 Batulayar year academic 2019/2020. This research used quantitative approach with ex post facto research type. The population of this research is the eighth grade students of SMP Negeri 1 Batulayar. In determining the sample, probability sampling technique with the type of cluster sampling was used. The sample in this research is the students of class VIII B SMP Negeri 1 Batulayar amounted to 22 students. Data analysis used was multiple linear regression analysis. From the result of the data analysis we found the significant influence between reasoning ability and representative mathematic’s ability to the mathematics learning result of mathematic lesson in students grade viii smp negeri 1 batulayar year academic 2019/2020 with Fcount = 78,812  > F(2,19) = 3,52. The data we wroute as the same regration that Ŷ=-2,452+0,466X1+0,575X2. The equation show us that reasoning ability and the representative mathematic’s ability increase 1 unit and the learning result will increase to 0,466 from reasoning mathematics ability plus 0,575 representative mathematic’s ability.

Sign in / Sign up

Export Citation Format

Share Document