The Irregular Publication of Self-Discipline Textbooks for Secondary Schools by the Government General of Chosen and the Changes in Assimilationism

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork. The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.

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Teachers’ Perception about English as a Medium of Instructions: Evidence from the Government Higher Secondary Schools of Sindh, Pakistan

Theory and Practice in Language Studies ◽

10.17507/tpls.1104.05 ◽

2021 ◽

Vol 11 (4) ◽

pp. 362-371

Author(s):

Abul Ala Mukhtar ◽

Zafarullah Sahito ◽

Abida Siddiqui

Keyword(s):

Secondary Schools ◽

English Language ◽

Mother Tongue ◽

Social Institutions ◽

Medium Of Instruction ◽

Structured Interviews ◽

Common People ◽

British Rule ◽

The Government ◽

Set Up

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.

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Influence of Cultural Factors on Pupil’s Transition from Primary to Secondary Schools in Laikipia West Sub-County, Kenya

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i10.el05 ◽

2018 ◽

Vol 6 (10) ◽

Author(s):

Mr. Peter Murage Mwangi ◽

Prof. Kanjogu J. ◽

Dr. Ngunjiri, M.

Keyword(s):

Secondary Schools ◽

Civic Education ◽

Primary Schools ◽

Target Population ◽

Cultural Factors ◽

Study Data ◽

Design Data ◽

Significance Level ◽

Ex Post ◽

The Government

From 2017, the government of Kenya aimed at attaining 100 percent transition rate of pupils from primary to secondary schools. In Laikipia West Sub-County whose primary schools are focused by the study, transition from primary to secondary schools averaged at 54.9% from 2008 to 2015. Cultural factors are highlighted in literature as to undermine transition of pupils from primary to secondary schools. The purpose of the study was to determine the extent to which cultural factors influence pupils’ transition from primary to secondary schools in Laikipia West Sub-county in Kenya. Using ex-post facto research design, data was collected using self-delivered questionnaire from a target population of 1064 respondents. The study was carried out on a randomly sampled population of 411 respondents, composed of 280 teachers and 131 PTA chairpersons in public primary schools in the area of study. Data was analyzed using simple regression at .05 alpha level. Findings from the study revealed that cultural factors were significantly influencing transition of pupils from primary to secondary schools (β= - .790) at 0.5 significance level. The study recommended that local leaders should organize for civic education in order to address the identified transition challenges so as to attain a 100% rate of progression to secondary schools.

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Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

Waikato Journal of Education ◽

10.15663/wje.v24i1.620 ◽

2019 ◽

Vol 24 (1) ◽

pp. 11-19

Author(s):

Godlove Lawrent

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Teaching Quality ◽

Support Staff ◽

Multiple Roles ◽

Education Expansion ◽

Teaching Competence ◽

Competence Beliefs ◽

The Government ◽

The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

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Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

East African Journal of Education Studies ◽

10.37284/eajes.2.1.231 ◽

2020 ◽

Vol 2 (1) ◽

pp. 141-149

Author(s):

Rose J Changwony ◽

Pamela Ochieng ◽

Bernard Chemwei

Keyword(s):

Secondary Schools ◽

Mathematics Teachers ◽

Function Theory ◽

Instructional Materials ◽

Instructional Resources ◽

Education Production Function ◽

Education Production ◽

The Government ◽

Adequate Provision ◽

And Performance

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

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Correlates of Supervisory Strategies and Quality Education in Secondary Schools in Oyo State, Nigeria

International Journal of Learning and Development ◽

10.5296/ijld.v2i3.1820 ◽

2012 ◽

Vol 2 (3) ◽

pp. 164

Author(s):

Bada, Ibrahim Adegboyega

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Sampling Technique ◽

Simple Random Sampling ◽

Quality Education ◽

Public And Private ◽

Independent Variables ◽

Service Commission ◽

The Government ◽

Joint Contribution

This study examined supervisory strategies as correlates of quality education among secondary schools in Ibadan southwest local government area of Oyo State. Simple random sampling technique was used to select thirty schools (public and private) and three hundred respondents consisting of 200 teachers from public schools, 80 teachers from private schools and 20 supervisors from Teaching Service Commission (TESCOM).Pearson Product Moment Correlation (PPMC) was used to test the four hypotheses(P < 0.05) Multiple Regression was used to determine the contribution of independent variables (Supervisory strategies) both jointly and individually to dependent variable (quality education).Results revealed that two of the supervisory strategies (companionable and synergistic) have positive and significant correlation on quality education (r =0.853) and (r = 0.783) while authoritarian strategy had negative correlation, laissez faire had no significant relationship on quality education (r = -0.522 and r = -0.200)respectively. The joint contribution of the four supervisory strategies to the prediction of quality education in secondary schools was also significant (F (4,295) = 261.225).The paper concludes with some recommendations to the Teaching Service Commission (TESCOM) and the Government. Key words and Phrase: Supervisory Roles, Quality Education, Supervisory Strategies.

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The Food and Nutrition Environment at Secondary Schools in the Eastern Cape, South Africa as Reported by Learners

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17114038 ◽

2020 ◽

Vol 17 (11) ◽

pp. 4038

Author(s):

Alice P. Okeyo ◽

Eunice Seekoe ◽

Anniza de Villiers ◽

Mieke Faber ◽

Johanna H. Nel ◽

...

Keyword(s):

South Africa ◽

Secondary Schools ◽

Nutrition Education ◽

Nutrition Knowledge ◽

Overweight And Obesity ◽

Dietary Guidelines ◽

Eastern Cape ◽

Nutrition Environment ◽

Food And Nutrition ◽

The Government

Overweight and obesity are growing concerns in adolescents, particularly in females in South Africa. The aim of this study was to evaluate the food and nutrition environment in terms of government policy programs, nutrition education provided, and foods sold at secondary schools in the Eastern Cape province. Sixteen schools and grade 8–12 learners (N = 1360) were randomly selected from three health districts comprising poor disadvantaged communities. Based on age and sex specific body mass index (BMI) cut-off values, 13.3% of males and 5.5% of females were underweight, while 9.9% of males and 36.1% of females were overweight or obese. The main food items purchased at school were unhealthy energy-dense items such as fried flour dough balls, chocolates, candies, and crisps/chips. Nutrition knowledge scores based on the South African food-based dietary guidelines (FBDGs) were poor for 52% to 23.4% learners in Grades 8 to 12, respectively. Female learners generally had significantly higher nutrition knowledge scores compared to their male counterparts (p = 0.016). Questions poorly answered by more than 60% of learners, included the number of fruit and vegetable portions required daily, food to eat when overweight, foods containing fiber, and importance of legumes. It was noted that the majority of teachers who taught nutrition had no formal nutrition training and their responses to knowledge questions were poor indicating that they were not familiar with the FBDGs, which are part of the curriculum. Nutrition assessment as part of the Integrated School Health Program was done on few learners. Overall however, despite some challenges the government national school meal program provided meals daily to 96% of learners. In general, the school food and nutrition environment was not conducive for promoting healthy eating.

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Double Burden of Malnutrition among Female Adolescent Students in Bahir Dar City, Amhara, Ethiopia

BioMed Research International ◽

10.1155/2020/6249524 ◽

2020 ◽

Vol 2020 ◽

pp. 1-10

Author(s):

Wubet Taklual ◽

Sewunet Baye ◽

Maru Mekie ◽

Tesfaye Andualem

Keyword(s):

Secondary Schools ◽

Statistical Significance ◽

Overweight And Obesity ◽

Female Adolescent ◽

Female Adolescents ◽

Bahir Dar ◽

Double Burden ◽

Cross Sectional ◽

Adolescent Students ◽

The Government

Background. Globally, nearly a third of the population suffers from at least one form of malnutrition. Both over- and undernutrition are a growing concern in developing countries particularly among female adolescents. This study was aimed at assessing nutritional status and associated factors among female adolescents in secondary schools of Bahir Dar City, Amhara, Ethiopia, 2019. Methods. A school-based cross-sectional study was conducted in secondary schools of Bahir Dar City among 682 female adolescent students in 2019. A simple random sampling technique with proportional allocation was used to select study participants. Data were collected using a self-administered questionnaire. Data were entered into Epi Info version 7.1 and analyzed by SPSS version 21. Underweight and overweight statuses of the participants were determined by using the WHO cutoff point. Bivariable and multivariable logistic regressions were used to identify the significance of association at a 95% confidence interval. P value < 0.05 was used to declare statistical significance. Results. In this study, the prevalence of underweight, overweight, and obesity was 15%, 8.4%, and 4.7%, respectively. Female adolescents found between age groups of 14-16.5 years old (AOR: 1.7, 95% CI: 1.03-2.69), family size≥4 (AOR: 2.8, 95% CI: 1.05-4.99), participants who did not eat meat once per week (AOR: 1.6, 95% CI: 1.90-2.82), and no onset of menarche (AOR: 4.4, 95% CI: 1.21-15.75) were found to be more likely underweight. In addition, adolescents with family monthly income above 6500 Ethiopian birr (AOR: 12.7, 95% CI: 2.47-65.62), who ate meat two times and more per week (AOR: 2.07, 95% CI: 1.47-9.14), and who ate fruit at least once a week (AOR: 0.20, 95% CI: 0.05-0.78) were more likely to be overweight compared with counterparts. Conclusion and Recommendation. The prevalence of underweight and overweight was found to be high. Design evidence-based adolescent nutritional intervention shall be emphasized by the government and other concerned bodies to avert the dual burden of malnutrition.

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Principals’ Conflict Resolution Strategies and Teachers’ Job Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria

Journal of Educational and Social Research ◽

10.5901/jesr.2017.v7n2p153 ◽

2017 ◽

Vol 7 (2) ◽

pp. 153-158 ◽

Cited By ~ 1

Author(s):

Dr. Aniefiok O. Edet ◽

Uduak R. Benson ◽

Rita E. Williams

Keyword(s):

Conflict Resolution ◽

Secondary Schools ◽

Classroom Teaching ◽

Job Effectiveness ◽

Classroom Discipline ◽

Academic Activities ◽

Conflict Resolution Strategies ◽

The Government ◽

Integration Strategies ◽

Resolution Strategies

Abstract The thrust of this study was to investigate the relationship between Principals’ conflict resolution strategies and teachers’ job effectiveness in public secondary schools. The area of the study was Akwa Ibom State. The specific purpose of this research was to find out if principals’ conflict resolution strategies namely cause identification and integration strategies relate to teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. Two research questions were raised and were duly converted into two research hypotheses to guide the study. Correlational research design was adopted for the study. The sample size of the study consisted of one thousand and fifty(1,050) public secondary school teachers and two thousand, one hundred(2,100) Senior Secondary two students randomly sampled from the population of six thousand, two hundred and ninety three (6293) teachers and twenty thousand, five hundred and ten (20,510) students respectively. Data collected from the study’s instruments called Principals’ Conflict Resolution Strategies Questionnaire (PCRSQ) and Teachers’ Job Effectiveness Questionnaire (TJEQ) were analysed using Pearson Product Moment Correlation Analysis. Results of the findings revealed that cause identification and integration strategies had significant relationship with teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. In the light of these findings, it was recommended that the government should ensure that school principals are retrained regularly and constantly through school-based workshops, conferences, and seminars on effective conflict resolution strategies in-order to enhance teachers’ job effectiveness.

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