scholarly journals The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Thobias Thobias Nyoni ◽  
Demetria Gerold Mkulu
Keyword(s):  
Cooperative Learning ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Positive Interaction ◽  
Inclusive Learning ◽  
Teachers And Students ◽  
Creativity And Innovation

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan

2012 ◽  
Vol 2 (5) ◽  
pp. 39
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Zaitoon Akhtar
Keyword(s):  
Educational Technology ◽  
Secondary Schools ◽  
Secondary Level ◽  
School Level ◽  
Private Institutions ◽  
Chi Square ◽  
Public And Private ◽  
Secondary School Level ◽  
Teachers And Students

Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology

scholarly journals Application of Cause-and-Effect-Analysis for Evaluating Causes of Fire Disasters in Public and Private Secondary Schools in Ilorin Metropolis, Nigeria

2020 ◽  
pp. 1-11
Author(s):  
Alade E. Ilori ◽  
Bulus A. Sawa ◽  
Abdullahi A. Gobir
Keyword(s):  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Research Strategy ◽  
Exploratory Research ◽  
Public And Private ◽  
Effect Analysis ◽  
Fire Disaster ◽  
Teachers And Students

The contributions of fire disaster to the varying degrees of students’, staff and schools’ property and/or lives lost in secondary schools in Nigeria is recently alarming. The study assessed causes of fire disaster in public and private secondary schools in Ilorin metropolis, Nigeria. The objectives were to identify latent causes of fire disaster, use the fishbone diagram to illustrate and analyze the root-causes of fire disaster in secondary schools. The exploratory research strategy was used. The target population was 18 senior public and private secondary schools, Ilorin having 18 principals, 965 teachers and 3765 senior secondary 2 students. From the target population, simple random sampling technique through a pick and not-return balloting was employed to sample 72.22% of the principals, 14.8% each of the teachers and students. Data were collected through in-depth interviews, questionnaire, participatory observation, and were analyzed using cause-and-effects-analysis. The findings reveal fire disasters in public and private secondary schools in Ilorin metropolis are primarily caused by bush/waste burning, electrical fault/wiring, arson,  carelessness, and alcohol, smoking. Results also showed that the root-causes of fire phenomenon from the classic categories were setting undergrowth on fire, non-insulated wiring system and sparks from wrong connections, emotional induced from cultism rivalry among male teachers and students over a girl and superiority within and outside the school, mishandling of chemicals in various laboratories during experimentation, and lack of proper fencing of school compound. The study recommends that schools in the metropolis should prepare and anticipate future fire tragedy. Consequently, since there are several factors responsible for fire incidents, further studies could be conducted to clarify the sequence or magnitude of each cause of the fire outbreak.

“A Gay Agenda”: Troubling Compulsory Heterosexuality in a South African University Classroom

2021 ◽  
pp. 0092055X2110224
Author(s):  
Dennis A. Francis
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Gender And Sexuality ◽  
Pedagogical Practice ◽  
Compulsory Heterosexuality ◽  
Teachers And Students

Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an undergraduate sociology class. More importantly, it offers an analysis of the critical incidents and tensions that pay specific attention to how power, knowledge, and emotion feature in teaching and learning. Using antioppressive and affect theories, this article offers an analysis of how we might understand pedagogical practice, especially as it relates to addressing the power of normative heterosexuality in a university classroom. With reflections emerging from the module, I argue for more sociological theorization and analysis of the role of affect in pedagogies that seek to advance liberatory teaching and learning in the area of anti-heterosexism education.

Technology

2013 ◽  
pp. 135-149
Author(s):  
Rita Gravina ◽  
Helena Pereira-Raso
Keyword(s):  
Social Networking ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Classroom Teachers ◽  
Teaching And Learning Strategies ◽  
Teachers And Students ◽  
Social Networking Tools

Collaboration is an important aspect of how our world functions today and an element at the core of rich learning opportunities. The role of educational institutions is one that provides provoking settings so that learning is deep and sustained well beyond the classroom walls. Learners are currently in a paradigm where they are able to learn at all hours of the day; they are no longer in a framework where learning is exclusive to a classroom. Teachers and students at The Bishop Strachan School are exploring this through the various uses of teaching and learning strategies and enriching these strategies with Web 2.0 applications. This chapter will present early explorations in the school with Wiki pages, social networking tools, such as NINGs, interactive timelines, and real-time applications, such as Google apps. Each of the cases provides an authentic learning experience for students and moves the student’s work out into the world.

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

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

2017 ◽  
Vol 7 (3) ◽  
pp. 139-146
Author(s):  
Simeon Olayinka Olajide ◽  
Thomas Ajibade Adebisi ◽  
Tosin Adebola Tewogbade
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Laboratory Facilities ◽  
Junior Secondary ◽  
Teachers And Students

Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.

scholarly journals Estudio Descriptivo De La Autonomía Motivacional En El Alumnado De Educación Secundaria De La Provincia De Benguela (Angola)

2017 ◽  
Vol 13 (7) ◽  
pp. 95
Author(s):  
José Francisco Ferreira ◽  
María Pilar Cáceres Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Context ◽  
Total Sample ◽  
Education Students ◽  
Supportive Environment ◽  
Teachers And Students ◽  
Conception Of Teaching ◽  
Quantitative Descriptive

The study of motivation has a very important role in understanding of school success. The teachers and the education of parents and tutors are the key elements that influence the motivational dynamics for student learning, which is a crucial aspect to self-regulate the learning process in a positive way. This research aims to analyze the influence of the school context on the development of the motivational autonomy of Secondary Education students in the municipality of Baía Farta, Benguela province, Angola. For this purpose, a quantitative descriptive methodology was developed through a Likert scale questionnaire administered to teachers and students. The total sample of the study consisted of 650 students (60.1% men and 39.9% women) and 72 teachers (54.2% men and 45.8% women). The main results point to the commitment and active participation of students through motivational strategies that are implemented through the activities planned by the school. Creating a supportive environment for the student to be motivated requires the development of a role of the guiding teacher, guide and support in the teaching and learning process, as opposed to a traditional conception of teaching more closed and hierarchical.

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