scholarly journals Evaluation of the Performance of Creative Arts Teachers of Cape Coast Metropolitan Kindergarten Schools

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Stephen Owusu Ansah
Keyword(s):  
Research Design ◽  
Teaching And Learning ◽  
Suitable Condition ◽  
Creative Arts ◽  
Cape Coast ◽  
Learning Materials ◽  
Head Teachers ◽  
Creative Art ◽  
Arts Teachers ◽  
Descriptive Survey

The purpose of the study was to evaluate the performance of creative Arts Teachers of Cape Coast Metropolitan Kindergarten Schools. The research design adopted for this study is the descriptive survey. The research design adopted for this study is the descriptive survey. Twenty-two (22) teachers and ten (10) head teachers totalling thirty-two (32) were used for the study. Questionnaire and observation were the instruments used for the study. It was found out that teachers have the necessary creative art skills and new knowledge pupils need to acquire. It was also found out that although the KG schools in the Cape Coast Metropolis have teaching and learning materials, the materials are not in suitable conditions. It was recommended that teaching and learning materials must be kept in a suitable condition.

scholarly journals Effect of head teachers’ partnerships collaboration on inclusive education implementation

2021 ◽  
Vol 11 (17) ◽  
pp. 70-98
Author(s):  
Douglas Iisgi SHIWANI ◽  
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Open Systems ◽  
Narrative Form ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

The study investigated effect of head teachers’ partnerships collaboration on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to coordinate partnerships to address the lack of support systems for inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The study established that majority of schools lacked well- structured coordinated partnerships. This implied that there was low partnership participation in schools’ programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; funds outsourcing, 69% and 69.7%. It was recommended that head teachers should increase capacities in partnerships collaboration, and institute well-structured coordinated framework for partnerships engagement for effective inclusive education implementation.

scholarly journals Teaching as Inquiry: Teachers Understanding and its Implication for Teaching and Learning

2019 ◽  
Vol 9 (6) ◽  
pp. 45
Author(s):  
Isaac Buabeng ◽  
Clara Akuamoah-Boateng
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Study Data ◽  
Academic Needs ◽  
Cape Coast ◽  
Effective Pedagogy ◽  
Interview Guide ◽  
The Subject ◽  
Descriptive Survey ◽  
And Training

Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of students before planning instruction and engaging in projects and research concerning the subject and content to be delivered. Findings from the study showed that teachers who participated in the study have embraced the concept of TAI very well and considering how they can mentor and lead others. It was recommended that the Cape Coast Metropolitan education office should organize intermittent workshops and training for teachers on TAI to help teachers build specific skills and refinements for reflection and action and planning strategies to support learners to learn specific things (content or skills) that teachers can specifically monitor in terms of student outcomes.

scholarly journals Instructional Materials’ Effect on Learners’ Literacy Among Public Pre-Primary II in Webuye West Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Stephen Tomno Cheboi ◽  
Irene Naliaka Nyongesa
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Test Method ◽  
Instructional Materials ◽  
County Government ◽  
Head Teachers ◽  
Interview Guide ◽  
Descriptive Survey

Unavailability of instructional materials inhibits the acquisition of literacy competencies among learners at pre-primary level. This study sought to find out how the availability of instructional materials influences learners’ literacy among Pre-Primary II learners in public primary schools in Webuye West Sub-County. Descriptive survey research design that adopted mixed methods approach was used. A population of 3,216 respondents that comprised 55 headteachers and their deputies, 109 pre-primary II teachers and 2,997 pre-primary II learners was engaged in the study. From these, a sample of 86 pre-primary II teachers and 341 pre-primary II learners were randomly drawn while 48 head teachers and 48 deputies were sampled using purposive sampling technique. The researcher collected data using questionnaires from deputy headteachers and pre-primary II teachers, interview guide from headteachers and observation schedule from pre-primary II learners. The questionnaires were piloted using test re-test method and a reliable Cronbach correlation alpha index of 0.79 computed. The instruments were adequately validated. Quantitative data was analysed and presented on tables while qualitative data was analysed thematically as guided by the research objectives. The study found out that schools in the study area did not provide adequate and appropriate instructional materials that would equip learners with literacy skills. It further found out that inadequacy of instructional materials affected the acquisition of literacy skills in pre-school learners. The study recommends that the National and County government should provide adequate teaching and learning materials to enhance the acquisition of literacy skills among pre-primary II learners in public primary schools in Webuye West Sub-County. It also recommends that a similar study is carried out in other areas and consider using a larger population and include more variables such as the role of the teacher in influencing learners’ acquisition of literacy skills in pre-primary II level.

scholarly journals Correlation between Parents Decision Making in School and School-Community Linkages in Public Primary Schools in Eldoret East Sub County, Kenya

2021 ◽  
pp. 57-64
Author(s):  
Faith Jepkogei Mburu ◽  
Thomas Ronoh ◽  
Owen Ngumi
Keyword(s):  
Decision Making ◽  
Survey Research ◽  
Research Design ◽  
Primary Schools ◽  
School Attendance ◽  
Simple Random Sampling ◽  
School Community ◽  
Head Teachers ◽  
Active Involvement ◽  
Descriptive Survey

Early childhood educators have traditionally linked school success to parental involvement and they frequently fail to establish strong links between home and school. This study sought to establish the correlation between parents’ decision making in school and school-community linkages in public primary schools in Eldoret East Sub County. The study adopted the Ecological Systems Theory on child’s development within the context of the system of relationships that form his or her environment. This study adopted a descriptive survey research design. Descriptive survey research design was adopted because it was appropriate for obtaining factual information about the correlation between parent’s decision making in school and school-community linkages in public primary schools in Eldoret East Sub County. This study used a descriptive survey research design. The sample size comprised of 30 head teachers, 240 teachers and 30 school chairpersons. Simple random sampling was used to select teachers, while purposive sampling was used to select head teachers and SMC chairpersons. Questionnaires were used to collect data. The data was analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Science (SPSS V. 24) computer program and presented using tables. The findings revealed that there was a positive relationship between the decision making and school-community linkages [r=.774, n=264, p<.05]. The study concluded that the parents’ contribution in decision making helps the schools achieve higher grades and test scores, improve their school attendance and increased motivation of pupils. The families play an active involvement in school decisions and governance and the families participate in school as volunteers and committee members. The study recommends that the recognition of the primary roles of parents as vital members of the decision-making body in the schools.

scholarly journals Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya

2020 ◽  
Vol 16 (2) ◽  
pp. 112
Author(s):  
Dure Mohammed Osman ◽  
Oracha P. A. ◽  
Okutoyi Joel
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Retention Rate ◽  
Regular Neighborhood ◽  
Learning Resources ◽  
Learning Materials ◽  
Head Teachers ◽  
The Status

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The specific objective of the study was to establish the extent to which the availability and use of teaching and learning resources affect the retention of learners with special needs in regular primary schools in Dadaab sub-county. The study adopted a descriptive survey research design. The target population comprised 26 head-teachers, 78 teachers, 300 learners with special needs, and 4 education officers. Saturated sampling technique was used to select 23 head-teachers, 70 teachers, 100 learners with special needs, and 4 education officers. Instruments for data collection were questionnaires, interview schedules and observation schedules. Quantitative data were analyzed using frequency counts, percentages, and mean. The findings of the study indicated that the availability and use of teaching and learning materials were inadequate (mean= 2.18). The study concluded that the low retention of learners with special needs as a result of the availability and use of teaching and learning materials to a small extent.  The study recommended that the country and national government should ensure that there is adequate provision of teaching and learning resources to enhance learning for learners with special needs. The budget for materials should be enhanced. The study also recommends to non-governmental organizations to assist regular primary schools to access teaching and learning materials that can be used by learners with special needs.

scholarly journals Effect of Head Teachers’ Collaborative Partnerships on Inclusive Education Implementation in Public Primary School

2021 ◽  
Vol 6 (1) ◽  
pp. 01
Author(s):  
Douglas Shiwani ◽  
Winston Akala ◽  
Jeremiah Kalai ◽  
Jane Gatumu
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Narrative Form ◽  
Collaborative Partnerships ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p class="abstrak">The purpose of the study was to investigate the effect of head teachers’ collaborative partnerships with parents, government agencies and NGOs, on the implementation of inclusive education in public primary schools in Nairobi City County in Kenya. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. The study established the relationship between head teachers’ collaborative partnerships with implementation of inclusive education. Nevertheless, majority of schools lacked well- structured coordinated partnerships resulting in low participation in schools programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; outsourcing of funds, 69% and 69.7%. Therefore, head teachers should increase capacities in collaborative partnerships and fully utilize them for inclusive education implementation.</p><p class="StyleAuthorBold"><em>Abstrak </em><em></em></p><p class="abstrak"><em>Penelitian </em><em>ini </em><em>bertujuan u</em><em>ntuk mengetahui pengaruh kemitraan kolaboratif kepala sekolah dengan orang tua, lembaga pemerintah dan LSM, pada pelaksanaan pendidikan inklusif di sekolah dasar negeri di Kota Nairobi di Kenya. Survei deskriptif diterapkan, dan Chi-square menguji hipotesis nol. Kuesioner diberikan kepada 71 kepala sekolah dan 297 guru, dilengkapi dengan analisis dokumen. Wawancara digunakan pada delapan Petugas Standar Penjaminan Mutu (QASO) dan empat Petugas Pusat Penilaian Pendidikan (EARC). Data kuantitatif diberi kode dan dianalisis menggunakan statistik deskriptif, dan disajikan dalam tabel frekuensi dan grafik batang. Data kualitatif dikodekan, ditranskripsikan dan disajikan dalam bentuk naratif. Studi ini </em><em>menjelaskan </em><em>hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan bai</em><em>k, </em><em>yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber </em><em>untuk </em><em>belajar dan mengajar, 63,4% dan 63,3%; penilaian peserta didik, 64,8% dan 70,4%; outsourcing dana, 69% dan 69,7%. Oleh karena itu, kepala sekolah harus meningkatkan kapasitas dalam kemitraan kolaboratif dan memanfaatkannya sepenuhnya untuk pelaksanaan pendidikan inklusif.</em></p>

Effects of Information Capitalism and Globalization on Teaching and Learning in a Developed and in a Developing Country

2014 ◽  
pp. 1-20
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Web 2.0 ◽  
Research Design ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Robert Morris ◽  
Informational Capitalism ◽  
Globalized Economy ◽  
Information Generation ◽  
The University ◽  
Descriptive Survey

Education is undergoing constant changes under the effects of globalization and information generation, processing, and transmission, which is termed “informational capitalism.” The aims of this chapter are to explore how digital technologies have transformed the productive forces of capitalism and have enabled a globalized economy. The research design adopted for this study is the descriptive survey. The population for the study consists of students and faculty from Robert Morris University in Pennsylvania and students and lecturers from the University of Lagos, Lagos, Nigeria. The data collected are compared. The findings show that perceptions vary in the magnitude with which participants responded to the use of Web 2.0 for teaching and learning. Based on the responses from all participants, both students and faculty, cultural inclination has no significant impact on their use of Web 2.0 for learning. However, the majority of the participants from the University of Lagos, both students and lecturers, believe that adoption of Web 2.0 supports cultural promotion.

scholarly journals Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

2018 ◽  
Vol 8 (2) ◽  
pp. 115-124
Author(s):  
Ngemunang Agnes Ngale Lyonga
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Instructional Supervision ◽  
Head Teachers ◽  
Supervision Practices ◽  
Descriptive Survey ◽  
The Impact

Abstract This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

scholarly journals Development of Teaching and Learning Materials (TLM) For Islamic Schools in Kenya: What Islamic Universities Can Do

2016 ◽  
Vol 4 (2) ◽  
pp. 38-51 ◽  
Author(s):  
Adan Saman Sheikh
Keyword(s):  
Teaching And Learning ◽  
National Curriculum ◽  
Poor Performance ◽  
Ministry Of Education ◽  
Learning Materials ◽  
Head Teachers ◽  
Support Materials ◽  
Islamic Studies ◽  
Islamic Schools ◽  
Time To Learn

This paper attempts to reveal how the Islamic schools in Kenya are beset by absence of relevant teaching and learning materials and the role Islamic universities can play to provide these materials. Madrasa in Kenya have played pivotal role in producing ulama and teachers of religion for more than a century before the advent of Western education on the shores of East Africa. Islamic Integrated schools on the other hand are recent phenomena that arose to mitigate the challenges posed by Western style education that leaves learners with no time to learn based Islamic sciences. The schools combine both the national secular curriculum and Islamic studies. While the national curriculum subjects have adequate teaching and learning materials developed by the Ministry of Education, the Islamic studies section of the schools face serious shortages of relevant textbooks that are aligned with the target curriculum. Different schools use different textbooks including some that were developed in countries such as Saudi Arabia, Eqypt, Yemen and Sudan. This paper argues that the absence of sufficient, curriculum specific teaching and learning resources in Islamic studies is constraining learning thus contributing to poor performance of students in the subjects. The study utilized qualitative approach to gather views across section of participants involved in Islamic education, on the quality and availability of relevant curriculum support materials and the role played by Islamic Universities in bridging the gap in the development and provision of these materials. Interviews, FGD, observation, and documentary analysis were used to collect data from students, teachers, head teachers, and MoE officials.

scholarly journals The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

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