scholarly journals Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

2021 ◽  
Vol 20 (7) ◽  
pp. 61-84
Author(s):  
Aimable Sibomana ◽  
Christian Bob Nicol ◽  
Wenceslas Nzabalirwa ◽  
Florien Nsanganwimana ◽  
Claude Karegeya ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Basic Education ◽  
Group Discussion ◽  
Sub Saharan Africa ◽  
Cluster Sampling ◽  
Head Teachers ◽  
Innovative Teaching ◽  
Factors Affecting ◽  
Mathematics And Science

Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

scholarly journals SELECTED FACTORS AFFECTING GIRLS’ PARTICIPATION IN PRIMARY SCHOOL EDUCATION IN KENYA

2012 ◽  
Vol 48 (1) ◽  
pp. 52-61
Author(s):  
Benjamin C. Kipkulei ◽  
Micah C. Chepchieng ◽  
Mary J. Chepchieng ◽  
Lydia M. Boitt
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
School Education ◽  
Sub Saharan Africa ◽  
Girl Child ◽  
Factors Affecting ◽  
School Based ◽  
Child Education ◽  
Sub Saharan

The girl child participation in primary school level of education has become a real concern in all nations of the World particularly in the developing countries of the Sub-Saharan Africa, Kenya included. Girl child education worldwide provides benefits to the family and the society at large thus factors affecting it should be addressed for the sake of human and societal development. The objective of the study was to establish the factors affecting girls’ participation in primary schools in Kenya. Specifically, the study investigated the effect socio-economic, socio-cultural and school -based factors have on a girl-child’s participation in primary school education in Kenya. In some parts of Kenya, there is low girls’ participation in primary school education thus the interest in establishing the factors that may be contributing to this problem. This was considered crucial as Kenya strives to achieve basic Education for All by 2015. The study employed a survey design. 210 girls drawn from primary classes 6, 7 and 8 participated in the study. The simple random technique was used in the selection of the sample. A questionnaire was used to collect data that were analyzed by use of descriptive statistics (frequencies and percentages). The findings of the study revealed that socio-economic, socio-cultural and school related factors affect girls’ participation in primary schools in Kenya. In effect, unless these factors are expeditiously addressed, primary school girls will continue to be disadvantaged in the Kenya’s school system. This will frustrate the world’s efforts in attaining basic education for all by 2015. The study therefore recommended that the Ministry of Education in Kenya should create awareness to all education stakeholders on the importance of girl child education in the country. It was also recommended that a large scale study involving sub-Saharan Africa developing nations experiencing low girls' participation in education be carried out to falsify or corroborate the findings. Key words: education, factors, girls’ participation, socio-economic, socio-cultural, school-based.

scholarly journals INNOVATIVE TEACHING METHODS FOR BLENDED LEARNING UNDER NEW EDUCATION POLICY, 2020: A FUTURE PERSPECTIVE

2021 ◽  
Vol 8 (SI-1) ◽  
pp. 37-57
Author(s):  
Surabhi Singhal ◽  
Amit Singhal ◽  
P.C. Tulsian ◽  
Neelam Mittal
Keyword(s):  
Education Policy ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Future Perspective ◽  
Innovative Teaching ◽  
On Line ◽  
New Education

India’s New Education Policy, 2020 aims to revamp our education system completely. One of the key features of this policy is increased use of technology and teaching through on-line resources along with traditional face-to-face mode. This type of blended learning calls for innovation in the teaching and learning process. One of the innovative teaching methods is through the use of movies in the classroom. This article presents an innovative way of teaching Management Courses through the use of a movie. The exercise used for this purpose aims to teach the Expectancy Theory of Motivation through short movie clips, discussion prompts, group discussion and a comparison debrief. The exercise has been found useful in increasing the students’ engagement level in class along with a better understanding of the underlying concepts in the theory. It is recommended that such innovative methods which use technology and on-line resources should be incorporated into the teaching and learning process for achieving the objectives laid out in the New Education Policy, 2020.

scholarly journals Factors Affecting Secondary School Students’ Academic Achievements in Chemistry

2021 ◽  
Vol 20 (12) ◽  
pp. 114-126
Author(s):  
Aimable Sibomana ◽  
Claude Karegeya ◽  
John Sentongo
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Research Question ◽  
Negative Attitude ◽  
School Students ◽  
Innovative Teaching ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Learning Barriers

Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.

scholarly journals The Role of Non-Governmental Organizations in Basic Education Delivery in Ghana: Implications for Theory, Policy, and Practice

2021 ◽  
Vol 14 (4) ◽  
pp. 35
Author(s):  
Emmanuel Adu-Baffoe ◽  
Solomon Bonney
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Quality Education ◽  
Sub Saharan Africa ◽  
Infrastructure Development ◽  
Learning Materials ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Tamale Metropolis ◽  
Education Delivery

Non-Governmental Organizations play an indispensable role in the development process in Sub-Saharan Africa. This is evident in the educational sector where most major donor organizations have increased the resources apportioned through NGOs to implement their educational programmes. However, it is sad to indicate that these interventions appear either not to have had significant impact on quality education or the contributions of the NGOs are misplaced in view of the abysmal performance of school children especially at the Basic Education Certificate Examinations in the Tamale Metropolis. The purpose of this current research is to find out the contribution of Non-Governmental Organizations activities in basic education delivery, spotlighting on Action Aid Ghana in Tamale Metropolis. This mixed method study is guided by Oregon’s Quality Education Model. Using a collective case study design, a sample size of 114 respondents comprising actors selected through purposive sampling technique engaged in basic education delivery was used for the study. The data gathered in the form of questionnaires were analyzed quantitatively using descriptive statistics while the interviews conducted were analyzed qualitatively through content analysis in codes, themes, and sub themes with the NVivo10 software. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, provide learning needs to students and school community sensitization as Action Aid support activities to basic education delivery in Tamale Metropolis. These activities have contributed to improved quality teaching and learning, enhanced the availability of teaching and learning materials. However, the support activities were inadequate to improve students’ performances in Basic Education Certificate Examination. In view of the findings, it was recommended that; Action Aid Ghana should set up a supervision and monitoring center in collaboration with the Education Directorate to ensure effective supervision of teaching and learning.

scholarly journals Electronic Learning May Improve the Teaching and Learning of Mathematics and Science in Marginalized Schools in Nakivale Refugee Settlement, Uganda: A Baseline Analysis

2019 ◽  
Vol 3 (2) ◽  
pp. 63
Author(s):  
Angella Musiimenta ◽  
Wilson Tumuhimbise ◽  
Michael Nankunda ◽  
Elly Bangumya ◽  
Justus Atuhaire ◽  
...  
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Educational Resources ◽  
Learning Tools ◽  
Technological Infrastructure ◽  
Educational Challenges ◽  
E Learning ◽  
Mathematics And Science

Background: Over the years, mathematics and sciences have been performed poorly worldwide. There is an overwhelming high failure rates of mathematics and sciences in the marginalized schools found in Nakivale refugee settlement in Uganda. Electronic (e)-learning tools could be promising interactive strategies for teaching mathematics and sciences. There is lack of studies documenting educational challenges in the refugee settlement, and how e-learning can address the challenges.Objective: To identify the challenges experienced in teaching and learning mathematics and sciences in schools found in Nakivale refugee settlement, and explore the potentials of using e-learning to address the identified challenges.Methods: We employed a parallel mixed methods study design that utilized focus group discussions and surveys. We purposively conducted a focus group discussion with the 17 mathematics/science teachers that we had trained (in e-learning) from 6 schools in Nakivale refugee settlement. We also administered surveys to 267 learners and mathematics/science teachers of the six participating schools.Results: Educational challenges reported by participants are: 1) lack of access to modern teaching and learning resources, 2) Leaners’ negative attitudes towards mathematics and science, 3) overwhelming number of learners in class. 4) Lack of ICT pedagogical skills. They anticipated that e-learning could potentially: 1) enable unlimited and flexible access to educational resources, and 2) enhance engagement, interest and understanding of learning concepts. They however worried about the availability of sufficient technological infrastructure (e.g. internet, computers, and electricity) and skills to use the application. Conclusion: E-learning may enable unlimited and flexible access to educational resources, and enhance engagement, interest and understanding of learning concepts, which could potentially improve performance in mathematics and sciences in otherwise marginalized schools.

scholarly journals Assessing Girl Child Education and Parental Consciousness and Involvement in the Ashaiman Municipality

2020 ◽  
pp. 333-360
Author(s):  
Priscilla Adomako Gyasi ◽  
Yinghua Chen ◽  
Ekua Baiden Amissah
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Practices ◽  
Community Intervention ◽  
Group Discussion ◽  
Geographical Location ◽  
Girl Child ◽  
Quantitative And Qualitative Research ◽  
Intervention Measures ◽  
Household Heads

The 1992 Constitution of Ghana guarantees Free and Compulsory Basic Education to every child of school going age irrespective of gender, religion, ethnicity or geographical location however, this is far from reality as some children in Ghana lack education especially the girl child. Hence the objective of the study is to assess parental consciousness and involvement in the education of their girl child in Ashaiman Municipality and identify intervention measures specifically to improve girl education in the area. The study employed both quantitative and qualitative research methods where interviews and questionnaires were used for data collection as well as utilizing the multistage sampling and purposive (focus group discussion) sampling methods for the selection of the respondents. The analysis of the data was done using Descriptive statistics and the Thematic Analysis (qualitative) using Microsoft Excel. According to the study, poverty, lack of awareness, negative behaviours of household heads toward female education among others correspond to the increased girl dropout in the community. Intervention measures such as awareness creation, provision of financial resources and adequate teaching and learning materials, eliminating retrogressive cultural practices, among others have been proposed.

scholarly journals Logical Intelligence as Correlates of Academic Achievement in Advanced Algebra of Fourth Year High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Roar A. Callaman
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Sampling Design ◽  
Family Income ◽  
Cluster Sampling ◽  
School Students ◽  
Factors Affecting ◽  
Correlational Method ◽  
The Relationship

Mathematics serves as the basis of modern innovations, discoveries and research studies. Students nowadays tend not to apply the concepts of Mathematics in the solution of meaningful problems since they were bombarded with the different factors affecting their academic achievement in mathematics. This study was conducted to determine the relationship between intellective and non-intellective factors and the academic achievement of students in advanced algebra. The descriptive - correlational method was used to determine the relationship between the achievement test in advanced algebra and the intellective and non-intellective factors which include logical intelligence, family income, number of years spent in school of the head of the family, time allotted in studying mathematics and interest in mathematics. Cluster Sampling Design was used as sampling design; that is, 217fourth-year high school students of F. Bustamante National High School, School Year 2011-2012 were taken as respondents. Pearson Product Coefficient of Correlation was used to determine the relationship between the variables. While the logical intelligence of senior students was satisfactory, relationship with the academic achievement of students was established in the findings at 0.05 level of significance, specifically in the domains of understanding, applying, analyzing and evaluating.Keywords—Mathematics Education, logical intelligence, academic achievement, advanced algebra,  fourth year high school students,  descriptive-correlational method, Davao City, Philippines

scholarly journals Impact of School Feeding Programme on Access to Basic Education: The Case of South Tongu District of the Volta Region, Ghana

2017 ◽  
Vol 9 (4) ◽  
pp. 103
Author(s):  
Eugene Yaw Milledzi ◽  
Gabriel Keney ◽  
Mark Owusu Amponsah
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Group Discussion ◽  
Mixed Method Research ◽  
The South ◽  
School Feeding ◽  
Volta Region ◽  
The Government ◽  
Sampling Procedures ◽  
The Impact

The study examined the impact of the school feeding programme on access to basic education in the South Tongu district in the Volta Region, Ghana. A convergent parallel mixed method research design was employed to conduct the study. Stratified random sampling and purposive sampling procedures were used to select 213 respondents for the study. Questionnaires, interviews and focus group discussion were used to collect the data for the study. Data gathered through questionnaires was analysed using descriptive statistics such as percentages and frequencies while interview data analysis was done using the thematic approach. The results of the study showed that the school feeding programme has a significant impact on increased enrolment, attendance and retention of pupils in the South Tongu district. However, the implementation of the programme has put pressure on teaching and learning materials as well as increased teacher-pupil ratio. The study recommended that plans and measures should be put in place by the government, implementation ministries and agencies on how to increase existing human, physical and financial resources for the school feeding programme to be sustained.

scholarly journals Interrogating Factors Affecting the Choice and Utilisation of Online Learning Technologies for A Higher Education Institution

2021 ◽  
Vol 8 (9) ◽  
pp. 278-288
Author(s):  
Cosmas Maphosa ◽  
Talent Rugube ◽  
Khetsiwe Eunice Mthethwa-Kunene ◽  
Patience Dlamini
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Online Teaching And Learning ◽  
Factors Affecting

ABSTRACT  This desktop review paper advances the view that the utilisation of technology for online teaching and learning needs to be based on sound considerations. Online learning technologies are defined and the purpose of utilising such technologies is explored. Among the different considerations in online technology utilisation is the need to consider how the technologies assist in solving pedagogical challenges for teaching and learning. The context in which the learners and the course instructors find themselves using the technologies may promote or negate the effective use of the technology. Technology may be costly to procure and maintain, and this factor should be considered before the technology is procured for use in an institution of higher education. In many contexts, especially in sub-Saharan Africa, the digital divide is real in terms of access to technologies and the skills in technology use. The use of technology may perpetuate social differences as learners from disadvantaged backgrounds end up being left out of the learning process. Organisational and infrastructural issues are other important factors to consider in technology utilisation. The paper concludes that technology utilisation for online teaching and learning should be deliberately planned to consider numerous factors and address avoidable challenges in the implementation of online learning.

scholarly journals A STUDY OF THE QUALITY CLASSROOM MANAGEMENT IN THE SECONDARY SCHOOLS OF KARACHI

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Farooq Ahmed
Keyword(s):  
Secondary Schools ◽  
Classroom Management ◽  
School Environment ◽  
Teaching And Learning ◽  
Survey Method ◽  
Teaching Methodology ◽  
Head Teachers ◽  
Systematic Random Sampling ◽  
Factors Affecting ◽  
The Public

The present study aimed at finding out the factors affecting the classroom management at the secondary level. Moreover, this study examined the existing academic and administrative state of schools, how they are supervised, and how they can be made effective to provide quality teaching. The population of the study comprised of the public secondary schools of Karachi. Survey method was used to conduct research. The sample consisted of 400 teachers who were randomly selected from the four towns of Karachi. Twenty-two schools were selected through systematic random sampling. The questionnaire was used for collecting data which consisted of 40 items with five-point Likert Scale. The collected data were tabulated, calculated, analyzed, and interpreted in the light of objectives of the study, and the research hypotheses. Moreover, inferential statistics was used for testing of hypotheses i.e. χ2 -test. The following were the conclusions driven from the findings. Teachers believed that they needed support for quality classroom management, head teachers considered subject command that was very important for teaching, teachers monitor students for their adjustment with school environment, head teachers believed in continuous professional development and they believed that such opportunities were very essential for all teachers, school did not provide enough furniture to the students, school had presubscribed rules for students’ attendance, school had administrative staff in order to maintain students’ record, teachers believed in organizing co-curricular activities as per developed curriculum, teachers did not pay any attention to enhancing teaching methodology and the teaching materials were considered the most important in teaching and learning process, teachers believed that the seasoned senior teachers should have rechecked the marked answer sheets.  

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