Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN THE IMPLEMENTATION OF QUALITY ASSURANCE STANDARDS IN PUBLIC SECONDARY SCHOOLS IN EDO AND DELTA STATES

2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Umemetu Momoh ◽  
Nkechi Obiweluozor
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Principals ◽  
The Public ◽  
Administrative Effectiveness ◽  
And Gender ◽  
Quality Assurance Standards

This study examined principals’ administrative effectiveness in the implementation of quality assurance standards in public secondary schools in Edo and Delta States. To guide the study, three hypotheses were raised. The study adopted the descriptive research design. The population of the study comprised all the principals and teachers in the public secondary schools in Edo and Delta States, Nigeria. Simple random sampling technique was used to select 240 principals and 720 teachers from the schools. Data was collected using ‘Administrative Effectiveness and Implementation of Quality Assurance Standards Questionnaire (AEIQASQ)’ to find out principals’ level of administrative effectiveness in the implementation of quality assurance standards using the Normative mean of 62.5 which was established from the instrument as the benchmark for effectiveness. The findings revealed that principals’ administrative effectiveness was high in the public secondary schools in Edo and Delta States. There was also a significant relationship between administrative effectiveness and implementation of quality assurance standards in the States based on principals’ gender and experience. It was therefore recommended that since principals in public schools are effective, Government should provide them with adequate funds and all necessary support to ensure that quality assurance standards are fully implemented in the schools. Also, experience and gender should be considered in appointing principals among other criteria as experienced female principals were found to be more effective.

scholarly journals A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness

2013 ◽  
Vol 2013 ◽  
pp. 1-14 ◽  
Author(s):  
S. Crawford ◽  
J. Garrard
Keyword(s):  
Mixed Methods ◽  
Process Evaluation ◽  
Active Transport ◽  
Primary Schools ◽  
Quantitative Data ◽  
Program Effectiveness ◽  
Primary School Children ◽  
Second Phase ◽  
Program Staff ◽  
Impact Process

This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N= 889) and followup (N= 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.

scholarly journals Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Nancy Maino ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Growth Opportunities ◽  
Interview Guide ◽  
Service Training

This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.

scholarly journals The Effect of Participatory Budgets on The Performance of School (Studies in Smk Sumbawa)

2017 ◽  
Vol 1 (2) ◽  
pp. 267
Author(s):  
Siti Nur Aisyah ◽  
Sutrisno Sutrisno ◽  
Erwin Saraswati
Keyword(s):  
Public Schools ◽  
Organizational Commitment ◽  
Leadership Styles ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Main Concern ◽  
Participatory Budgeting ◽  
Educational Personnel ◽  
Private And Public ◽  
Vocational High Schools

<p>This study was aimed to empirically analyze the effect of participatory budgeting on the school’s performance with organizational commitment, organizational culture, and leadership styles as the moderating variabels. The populations in this study are educators, educational personnel, committe of 801 people and spread at the vocational high schools in Sumbawa regency comprising 17 private and public schools. The disproportionate stratified simple random sampling was used as sampling technique. There are 278 repondents (educators, educational personnel, committee). The analysis method involved SEM PLS and Smart PLS 2.0 as statistic test tools. The result showed that the participatory budgeting affected the school performances. The organizational commitment and leadership styles were able to moderate the effect of participatory budgeting on performances. The leadership styles focusing on the preference and skill of the subordinates became the main concern and the commitment of the members to the organization supported the performance of the schools.</p><p> </p><p><strong>Keywords:</strong> Participatory Budgeting, Performance, Leadership Styles, Organizaional Culture, Organizational Commitment</p>

scholarly journals NUTRITIONAL STATUS AMONG PRIMARY SCHOOL GOING CHILDREN LIVING IN URBAN AREA OF SINDH PAKISTAN

1970 ◽  
Vol 7 (1) ◽  
pp. 62-65
Author(s):  
Muhammad Faisal Qureshi ◽  
Aneeta Rathore ◽  
Nandlal Seerani ◽  
Sumera Qureshi ◽  
Bisharat Faisal ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Developed Countries ◽  
Cross Sectional Study ◽  
P Value ◽  
Cross Sectional ◽  
Head Of School ◽  
Multi Stage

Background: Children's health is very important for their better learning and timely nourishment everywhere in the world. Malnutrition among school going children has remained a big challenge in under developed countries. Methods: Cross-sectional study was conducted among 422 children of four Government Primary schools of Qasimabad, district Hyderabad after taking the proper consent and administration approval from the head of school. Multi stage simple random sampling technique was adopted. Study was approved from Institutional review board of Health Services Academy Islamabad. Results: Out of total, 217 (51.4%) were boys and 205 (48.6%) were girls. Mean Height of boys and girls were 128.09 cm (±SD 12.90) and 130.36 cm (±SD 12.50) respectively. Mean Weight of boys was 25.27 Kgs (±SD 6.17) while in girls mean Weight was 26.83 Kgs (±SD 7.03). 17.57 cm (±SD 2.34) was mean MUAC for all participants and mean BMI was 15.42 (±SD 2.02). Prevalent of stunting and wasting were 24.4% and 18.3% respectively. While in 13.7% thinness (BMI for age) was seen. Stunting was statistically significant in girls 9-10 year (p value=.015, CI: .118-.823, OR=.311) and 11-≥12 years (p value=.018, CI: .215-.874, OR=.434). Pallor was more in girls (17%) and Dental caries were higher in boys (20.8%). Insufficient breakfast was done by 347 (82.2%), whereas 75 (17.8%) were doing sufficient breakfast. 341 (80.8%) students became ill during last year, out of that 80 (19%) were having history of hospitalization. Conclusion: Poor polices and lack of food aid interventions regarding health of primary school going children was assessed during this study.

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

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.

scholarly journals Open Defecation Practices in Lodwar, Kenya: A Mixed-Methods Research

2019 ◽  
Vol 13 ◽  
pp. 117863021982837 ◽  
Author(s):  
Phylis Jepkorir Busienei ◽  
George Morara Ogendi ◽  
Millicent A Mokua
Keyword(s):  
Mixed Methods Research ◽  
Common Factor ◽  
Household Head ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
African Countries ◽  
Open Defecation ◽  
Cross Sectional ◽  
Nomadic Pastoralism ◽  
Cultural Aspects

Background: As of the year 2014, about 2.5 billion people globally lacked access to improved sanitation. The situation is even worse in the sub-Saharan African countries including Kenya. The practice of open defecation (OD) peaks beyond 72% of the population in Turkana County, Kenya, despite various interventions to end it. Methods: This article reports on both qualitative and quantitative aspects of a cross-sectional study. A partially mixed sequential dominant (quantitative) status was used to understand various socioeconomic factors associated with OD practice in Lodwar’s human settlements, Turkana County. Simple random sampling technique was chosen to select participants for this study with the sample drawn from various administrative units of Lodwar. Standardized questionnaires, focus group discussions, and key informant interviews were used to collect data. Results: The quantitative findings revealed that culture was the leading factor as to why people practiced OD with a frequency of 44%. The findings further revealed that poverty was the major influencing factor for latrine ownership among the households (frequency 27%). Pearson χ2 tests revealed that there was a significant association between latrine presence and education level of the household head (χ2 = 107.317; P < .05), latrine sharing (χ2 = 403; P < .05), and occupation of the household head (χ2 = 74.51; P < .05). The quantitative findings showed that culture was by far the most common factor that contributed to the OD practice with a theme intensity of 31.1%. Further analyses identified 5 major cultural aspects that were associated with OD practice. This included sexual immorality, OD as a common habit, nomadic pastoralism, bride’s dignity and mixing of feces. Open defecation as a common habit among the respondents was the most cited factor that contributed to its rampant practice (theme intensity 31.3%) followed closely by nomadic pastoralism kind of life among the residents that limit latrine construction (theme intensity 28.1%). Conclusions: In addition to cultural aspects, high poverty levels influence latrine adoption and consequently OD practices. Future sanitation interventions addressing OD should assess and factor in these cultural aspects in such communities to come up with appropriate eradication measures which have otherwise been difficult to solve through poverty eradication and sanitation campaigns that have been in existence.

scholarly journals Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria

2019 ◽  
pp. 143-150
Author(s):  
Ekpenyong B. E. ◽  
V. O. Adediran ◽  
B. A. Adeyemi
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Primary School ◽  
Random Sampling ◽  
Primary Schools ◽  
Rating Scale ◽  
Self Regulation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Primary School Pupils

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.

scholarly journals Parental Involvement and Children’s Academic Achievement: In the Case of Some Selected Government Primary Schools Bahirdar City, Ethiopia

2019 ◽  
Vol 2 (1) ◽  
pp. p43
Author(s):  
Bezabih, Mezgebu Bayu
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Spearman Correlation ◽  
Significant Difference ◽  
Parental Level ◽  
The Relationship ◽  
One Way Anova

The purpose of this study was to examine the relationship between parental involvement and academic achievement of children in some selected full cycle government primary schools of Bahirdar city. To achieve this objective, 180 sample students were selected by using simple random sampling technique. The collected data was analyzed through, spearman correlation, analysis of variance and independent-test. The finding of the study revealed that the statistical analysis on independent t-test showed that there was a statistically significant difference between male and female students with regard to their academic achievement (t=6.25, df = 178, p<0.05). The finding of spearman correlation indicates that there was significant relationship between parental involvement and academic achievement of students (r=.56, p <.05). The result on one way ANOVA displayed that there was statistical significant difference among respondents academic achievement with regard to their parental level of education (F 2, 176) = 17.084, P<0.05. In conclusion, parental involvement is positively correlated with academic achievement of students and males have better academic performance than their female counter parts.

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