scholarly journals Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Grace C. W. Ndeke ◽  
◽  
Anne C. Barmao
Keyword(s):  
Secondary School ◽  
Nonverbal Communication ◽  
Mathematics Teacher Education ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Nonverbal Behaviour ◽  
Institutions Of Higher Learning ◽  
Service Commission ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner’s questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners’ perceived their teachers’ nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers’ dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.

scholarly journals Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

2021 ◽  
Author(s):  
Grace C. W. Ndeke ◽  
Anne C. Barmao
Keyword(s):  
Secondary School ◽  
Nonverbal Communication ◽  
Mathematics Teacher Education ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Nonverbal Behaviour ◽  
Institutions Of Higher Learning ◽  
Service Commission ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner’s questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners’ perceived their teachers’ nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers’ dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.

scholarly journals Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

2021 ◽  
Author(s):  
Grace C. W. Ndeke ◽  
Anne C. Barmao
Keyword(s):  
Secondary School ◽  
Nonverbal Communication ◽  
Mathematics Teacher Education ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Nonverbal Behaviour ◽  
Institutions Of Higher Learning ◽  
Service Commission ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner’s questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners’ perceived their teachers’ nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers’ dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.

Educational and Occupational Aspiration In Relation To School Environment of the Secondary School Students of South Kamrup Area of Assam- A Study

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Bhargab Pratim Bora
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Random Sampling ◽  
Secondary School Students ◽  
Great Influence ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Students ◽  
Occupational Aspiration ◽  
Personal Significance

Aspiration means the goal that individual set for him in a task which has intense personal significance for him and in which his ego is involved. School is one of the major agencies of socialization which has great influence and bearing on the development of aspirations of the child. It is the School which sets the pattern for the child’s attitude towards people and society, aids intellectual growth in the child and supports his aspirations and achievements. A positive affective School environment increases the livelihood that a child can initiate and persist in challenging and intellectual tasks. Thus the present study is envisaged to assess the Educational and Occupational aspiration of the Secondary School students in relation to their School Environment. The main purpose of the study was to find out the level of Educational and Occupational aspiration in relation to the School environment of the Secondary School students. For the study, 12 Provincialized Co-Educational Secondary schools were selected as sampled Schools by using simple random sampling technique and 490 Class-X students from the sampled schools were selected. Educational aspiration scale (EAS), Occupational aspiration Scale (OAS) and School Environment Inventory were used as tool of the study.

scholarly journals Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics

2018 ◽  
Vol 2 (2) ◽  
pp. 52-59
Author(s):  
Onyekwere Nonye Adamma ◽  
Okoro Pauline Ekwutosim ◽  
Eugene Chukwuemeka Unamba
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Descriptive Research ◽  
Academic Motivation Scale ◽  
And Mathematics ◽  
Measurement And Evaluation ◽  
Level Of Significance

The study investigated the influence of extrinsic and intrinsic motivation on pupils’ academic performance in mathematics. Based on the purpose of the study two hypotheses guided the study. The descriptive research design was adopted for the study. The population of the study consisted of all 3056 primary six pupils in Owerri Education zone of Imo State.  A Sample size of 200 primary six pupils was selected for the study.   Simple random sampling technique was used in selecting four schools out of the nine schools. The instruments used for data collection was Academic Motivation Scale and Mathematics Achievement Test. The validity was determined by two experts in measurement and evaluation and one expert in mathematics education. The instruments have reliability coefficient of 0.89 and 0.92 determined using tests-retest method. Data generated were analyzed with the aid SPSS version.  Inferential statistics of t-test and Pearson product moment correlation were used to test the hypotheses at 0.05 level of significance. The study concludes that motivation improves academic performance of the pupils and there is a gender difference in motivation type and academic performance. 

scholarly journals Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

2020 ◽  
Vol 3 (1) ◽  
pp. 38-44
Author(s):  
Atoyebi Adeola Olusegun ◽  
Omoteso Bonke Adepeju ◽  
Babalola Tofunmi Matthew
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Academic Competence ◽  
Positive Influence ◽  
School Students ◽  
Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

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 Role of In-Service Promoted Secondary School Heads in Strengthening Secondary Education in Kohat Division (Pakistan)

2013 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Statistical Treatment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Level ◽  
Teachers And Students ◽  
School Heads

The purpose of the current paper was to explore the role of in-service promoted secondary school heads in strengthening secondary education. The objectives of the study were: (a) to investigate the role of in-service promoted secondary school heads in strengthening secondary education; (b) to investigate the weak areas of in-service promoted secondary school heads in strengthening secondary education; and (c) to suggest workable recommendations to improve the administrative performance of in-service promoted secondary school heads. All the teachers and students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to male secondary school heads, teachers and students only. The study was further delimited to 30 secondary schools in each district of Kohat Division i.e., Karak, Kohat and Hangu. In order to ensure adequate representation of the population, 450 teachers and 900 students were selected through simple random sampling technique. The nature of the study was descriptive and questionnaires were used as research instrument. Pilot testing was conducted to eliminate the weaknesses, misconceptions and ambiguities of the questions in the questionnaires. Data was collected through personal visits. Then it was organized, tabulated, analyzed and interpreted. Statistical tools, i.e., percentage and chi square were used for the statistical treatment of the data. After analysis of the data, the researchers arrived at the conclusions that the overall administrative performance of in-service promoted secondary school heads was ineffective and unproductive. They lack the qualities of effective leadership and successful administration. Based on findings of the study, it is strongly recommended that a special professional training programme regarding school administration and management should be institutionalized so that in-service promoted secondary school heads may be equipped with the modern techniques of school management and administration. KEYWORDS: Role, In-service Promoted Secondary School Heads, Strengthening, Secondary Education

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

2020 ◽  
pp. 38-44
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Academic Competence ◽  
Positive Influence ◽  
School Students ◽  
Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

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