scholarly journals INSTRUCTIONAL MEDIA AND MANAGEMENT OF ELEMENTARY SCHOOLS EDUCATION IN KWARA STATE, NIGERIA

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdullahi Nimota Jibola Kadir
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Population Data ◽  
Visual Simulation ◽  
Instructional Media ◽  
Effective Management ◽  
Head Teachers

ABSTRACT�Instructional media within the educational institutions could bring the world into the classroom and enhance effective management of education. This study examined the relationship between projected media, non-projected visual, simulation and games and management of elementary education in public primary schools in Kwara State, Nigeria. Stratified random sampling technique was used to select 306 head teachers from a population of 1, 406 and 384 teachers from a population of 14,206 in public primary schools in Kwara State with the use of Research Advisor (2006) table of determining sample size of a known population. Data was collected using Instructional Media and Management of Elementary Education Questionnaire (IMMEEQ). The data was analysed using descriptive statistics and t-test statistical analysis. The results showed that there were significant and positive relationship between projected media, non-projected visual, simulation and games and management of elementary education.� Based on the findings it was therefore recommended that government and head teachers should provide appropriate projected media for teachers to disseminate information to learners in the classroom. Also, head teachers should continue to encourage teachers to make use of non-projected visual to arouse the interest and gain the attentions of the learners in order to aid the teachers� explanations and make learning of subject matter understandable to learners during teaching and learning process. Furthermore, teachers should also make use of simulation and games to enhance effective learners� performance in learning in order to realize effective management of elementary schools� education in Nigeria. ��Keywords: instructional media, motivation, projected media, elementary education, organising �

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 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.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

scholarly journals The Principal’s Effective Leadership in Elementary Education

2019 ◽  
Vol 5 (2) ◽  
pp. 127
Author(s):  
Mukhtar Hadi
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Significant Influence ◽  
Effective Leadership ◽  
Educational Leaders ◽  
Effective Management ◽  
Educational Organizations ◽  
Leadership Management ◽  
Effective Leaders ◽  
Leadership And Student Achievement

The importance of effective management in educational organizations is getting more and more attention from various parties. The purpose of this study was to find out whether the heads of Madrasah Ibtidai'yah in Metro City had implemented effective leadership patterns in leadership management in madrasah. The results of this study indicate that the heads of Islamic elementary schools in Metro City are actually principals who present themselves as effective leaders and understand well how to become professional leaders. The professional meaning here is that the head of the madrasah has shown itself to be an education leader and always maintains quality at all times. In certain circumstances the head of the madrasah has even included the category of master school leaders who are able to show quality where other parties can place the principal as an expert in leading the school. The principal not only looks good, but also is able to show understanding of the meaning of quality. However, there has not been seen any influence between the headmaster's leadership and the level of achievement achieved by students. This means that principals actually include educational leaders with the title of professionals or even masters, but there is no significant influence between the level of leadership and student achievement.

scholarly journals Effect of Teachers’ Own Perception of Their Profession on Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Head Teachers ◽  
And Performance ◽  
The Impact

<div><p>Teachers often find themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community. This paper looks at the effect of teachers’ perception of their profession on their satisfaction at job and performance. The authors employ a survey design in private schools in Yei Town, South Sudan to establish the impact of these perceptions. Simple random sampling technique was used to select the respondents from ten private schools. The respondents’ therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study findings indicated that a considerable number of the teachers (38.9%) indicated that teacher’s own perception of their own profession does not affect the teachers’ job satisfaction and performance.</p></div>

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

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 Preparedness on Implementation of Competence Based Curriculum in Lower Public Primary Schools in Kilifi and Nandi Counties, Kenya

2020 ◽  
Vol 8 (04) ◽  
pp. 1292-1303
Author(s):  
Mary Jebii Chemagosi
Keyword(s):  
Pilot Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Preparedness ◽  
Ministry Of Education ◽  
Interview Schedule ◽  
Design Data ◽  
Head Teachers ◽  
Significant Difference ◽  
Competency Based

The competency based curriculum was introduced in Kenya in 2016 as pilot study for the new curriculum but adapted in 2019 in all pre-schools and lower primary school levels. The curriculum is viewed as a panacea in solving problems of unskilled school leavers with knowledge based to practical based curriculum. The objective of the study was to establish teachers’ preparedness on implementation of competence based curriculum in lower public primary schools in Kilifi and Nandi counties, Kenya. The study used descriptive research design. Data was collected by use of questionnaire, interview schedule and observation schedule. The sample used was 48 head teachers, 48 teachers that were purposively selected. A pilot study was conducted in two schools one from each of the two Counties to pre-test the instruments. The study made use of teachers’ questionnaire, head teachers interview schedule and observation schedule to collect and analyse data from the participants. Validity was ensured by face and content validity while Split-half technique ensured reliability. The quantitative and qualitative data were simultaneously analysed in order to triangulate the findings of the study. The results shows that the overall model is significant (F=6.006, p<0.05) and the coefficient also shows that teacher preparedness contributes significantly on implementation of competency based curriculum (β=0.342, t=7.985, p>0.05).This implies that teacher preparedness significantly influence implementation of competency based curriculum and therefore the hypothesis that there is no significant difference between teachers’ preparedness and implementation of competency based curriculum was rejected. The study recommended that the Ministry of education to ensure teachers are equipped with requisite skills, knowledge and teaching and learning resources to adequately prepare teachers for competency based curriculum.

scholarly journals Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

2021 ◽  
Vol 3 (3) ◽  
pp. 110-118
Author(s):  
Ros Anita Kartini Mohamed ◽  
Abdul Halim Ali ◽  
Muhammad Nasir
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Affective Domain ◽  
School Level ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.   Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

scholarly journals Establishing the Relationship between Leadership Style of Head Teachers and Pupils’ Performance in Webuye West Sub County

2019 ◽  
Vol 1 (3) ◽  
pp. 72-83
Author(s):  
Lydia Nelima Namisi; Prof Ngunjiri Mbuthia; Dr Margaret Ngugi
Keyword(s):  
Leadership Style ◽  
Primary Schools ◽  
Leadership Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Test Reliability ◽  
Chi Square ◽  
Head Teachers ◽  
Descriptive Research ◽  
The Relationship

The purpose of this study was to investigate the relationship between leadership style of head teachers and pupils’ performance in Webuye West Sub County. The study adopted descriptive research design to establish the relationship between study variables. It covered 65 primary schools with a total population of 1000 teachers. In order to consider the three educational zones in the area, Krejcie and Morgan table was used to select a sample of 56 out of 65 primary schools. All the head teachers in the selected schools were part of the study sample. Further, simple random sampling technique was used to select 5 teachers from each school for the study sample, giving a total of 280 teachers. Therefore, the study sample was 336 respondents. Tools used in data collection were questionnaires for head teachers and teachers. To test reliability, test-retest method was used where a Pearson’s correlation coefficient (r) value of 0.876 was found. Chi-square was used to determine the relationship between each independent variable and the dependent variable. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20. The findings revealed that there is a significant relationship between performance of pupils and head teacher’s leadership skills.

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