Factors militating against the use of ICT in teaching and learning in public secondary schools in Kebbi State, Nigeria

2019 ◽  
Vol 7 (4) ◽  
pp. 168-173
Author(s):  
Sagir Muhammad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

ДІАЛОГІЧНИЙ ПІДХІД ДО ОРГАНІЗАЦІЇ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. В. Морозов
Keyword(s):  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Approach To Teaching

В статті розглядається діалогічний підхід до організації навчально-виховного процесу та його використання у практиці навчання середньої та вищої шкіл.Ключові слова: діалог, діалогічне навчання.The article deals with the diaglogical approach to teaching and learning process and its application at secondary schools and universities.Key words: dialogue, dialogical training.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

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