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 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.

Barriers to Girl – Child Education in Nigeria: Implication for Counselling

2019 ◽  
pp. 26-33
Author(s):  
Ajufo B. I.
Keyword(s):  
Teenage Pregnancy ◽  
Formal Education ◽  
Basic Education ◽  
Survey Design ◽  
Gender Disparity ◽  
Early Marriage ◽  
Girl Child ◽  
Quantitative And Qualitative Research ◽  
Child Education ◽  
Girl Child Education

Nigeria recognizes education as a fundamental human right and is a signatory to many international conventions aimed at bridging gender imbalance in education. Despite this, Nigeria still faces a lot of challenges in popularizing the concept and importance of girl- child education. There is still a national gender disparity in basic education enrolment, retention and completion against the girl – child. Available statistics revealed that out of 10 million children in Nigeria, about 60 percent are girls who are out of school. Realizing that educating the girl - child helps to make communities and societies healthier, wealthier and safer, and can also help to reduce infant mortality, improve maternal health, and tackle the spread of HIV / AIDS, thus the importance of girl - child education therefore cannot be overstated. It is in recognition of this importance that it is said that “when you educate a man, you educate a person, but educate a woman, you educate a nation.” Against this background, the study therefore investigated some barriers to attaining formal education by the Nigerian girl-child. The study employed a descriptive survey design. A self designed checklist on barriers to girlchild education was used to gather information from 100 female adolescents randomly selected from three main markets in Ibadan metropolis. Their age range was between 13 and 17 years with a mean age of 14.2 years and standard deviation of 2.1. The study employed a combination of both quantitative and qualitative research methodologies. Data collected were analyzed using percentages. Findings revealed that poverty, early marriage, male preference, illiteracy, cultural belief, teenage pregnancy, religious inclination and ignorance/ negative parental attitude are some of the barriers to girl-child education in Nigeria. The findings of the study further revealed that poverty had the highest percentage (48%) amongst the barriers to girl-child education while inadequate school infrastructure had the least percentage (1%). Based on these findings, it was recommended that counsellors should enlighten parents & general public through jingles on television and radio on the importance of educating the girl-child and also introduce programmes aimed at promoting girl-child education in Nigeria

scholarly journals Knowledge of Teachers on Cultural Practices that Influence HIV/AIDS Transmission in Kavango West, Namibia

2021 ◽  
Vol 13 (10) ◽  
pp. 43
Author(s):  
Johanna Magano Amunyela ◽  
Emmanuel Salvatory Magesa
Keyword(s):  
Prevalence Rate ◽  
Basic Education ◽  
Cultural Practices ◽  
Group Discussion ◽  
Coding System ◽  
School Teachers ◽  
Aids Epidemic ◽  
The World ◽  
Education School ◽  
Hiv Aids

BACKGROUND: In the world there are still ethnic groups that promotes cultural practices that may predispose people to HIV/AIDS transmission and hence increase HIV prevalence rate. Namibia is one of the countries that are badly affected by HIV/AIDS in the world, with Kavango West the worst-affected region in Namibia with the prevalence rate of 12.1%. This is the region where ethnic group known as Ukwangari is located. In Namibia, there are policies, guidelines, and programmes in place to manage the HIV/AIDS epidemic, however, the cultural practices regarding the transmission of HIV/AIDS are not well discussed, hence excluded when addressing prevention of HIV. AIM: Is to explore depth knowledge of basic education school teachers on cultural practices that influence HIV/AIDS transmission in Ukwangari culture in Nankudu district, Kavango West region, Namibia. METHODS: Qualitative, explorative contextual study was conducted to in which non-probability purposive sampling method was employed. Participants, who knew Ukwangari culture, were purposively selected and focus group discussion was conducted until data were saturated. Data were analysed using Tesch’s open coding system, where themes and sub themes that emerged from the discussion were identified. RESULTS: The findings indicate that basic education school teachers had fair knowledge about HIV/AIDS, while a few teachers had misinformation on culture and transmission of HIV/AIDS. CONCLUSION: There is a need to sensitise and educate basic education school teachers in Ukwangari community about their cultural practices that influence HIV/AIDS transmission. This will be possible by collaborating with various ministries and stakeholders.

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 An analysis of challenges in the teaching of problem solving in Grade 10 mathematics

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Tshele J Moloi
Keyword(s):  
Problem Solving ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Basic Education ◽  
Cultural Practices ◽  
Discursive Practice ◽  
Community Members ◽  
Mathematical Concepts ◽  
Cultural Wealth ◽  
Written Word

The paper focuses on challenges in the teaching of problem-solving in Grade 10 Mathematics, which may emanate from ignoring the background environment of the child (Graven & Schafer, 2013:4). It is important to affirm what learners know because their background knowledge is influenced by environmental surroundings (Leung, 2008:145), including social and cultural practices. The Department of Basic Education Report (2009) shows that the same topics in which Grade 10 Mathematics learners performed poorly corresponded with those in which they did poorly at the end of their Grade 12 examinations. The study is framed by community cultural wealth theory (Yosso, 2005), which posits knowledge as excluding communities. Rocha-Schmid (2010:344) contends that it is not correct to view excluded communities as objects for rehabilitation, but rather they should be conceived by a Freirean emancipatory project that perceives subaltern communities as authentic beings capable of engaging mathematical concepts in creative endeavours and critical thinking. Hence, the study asserts that it is crucial that parents, traditional leaders and community leaders, play a crucial role in the teaching and learning of Grade 10 Mathematics, so as to alleviate the identified challenges. The study utilised participatory action research (PAR) methods, which recognise community members as experts, and the empowerment of communities to find their own solutions to local issues (Moana, 2010:1). The researcher puts together a team of community members, the school population and education district officials as participants in the study. Each challenge was outlined and analysed using critical discourse analysis (CDA), enabling the participants to use the spoken/written word as evidence of the interpretation made at both the levels of discursive practice and social structures, to extract a deeper meaning and to make repertoires of each participant (Francis, 2012:18; Mahlomaholo, 2012a:51, 2012b:104).

STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Fajar Maulana ◽  
Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Group Discussion ◽  
Target Language ◽  
Study Program ◽  
Class A ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Integrative Motivation ◽  
Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

The Emergence of Service Quality and Brand Awareness Toward Strategic Competitiveness and Its Impact on Hotel Performance

2015 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Khairunnisa Khairunnisa ◽  
Nila Krisnawati
Keyword(s):  
Service Quality ◽  
Slow Growth ◽  
Group Discussion ◽  
Influential Factor ◽  
Brand Awareness ◽  
Quantitative And Qualitative Research ◽  
Hotel Performance ◽  
Depth Interview ◽  
Front Office

Five-star hotels are known by their immense competitiveness, first-class portrayal and are superior in level of extravagance, eccentricity, representation, sophistication and amenities. Slow growth of five-star hotels aggravates strong competition, thus forcing hotel businesses to be competitive. This study attempts to analyze service quality and brand awareness toward strategic competitiveness and its impact on the performance of XYZ Hotel. The study applies both quantitative and qualitative research, which were obtained from questionnaire distribution to 100 respondents who have stayed at the hotel, in-depth interview with the PR and Front Office managers, and Focus Group Discussion with managers and hotel experts from Jakarta and Tangerang. The finding suggests that service quality has no correlation with strategic competitiveness and no significant impact on performance. Thus, brand awareness was found to be the most influential factor on strategic competitiveness. However, it is necessitated that five-star hotel continuously improve the quality of its service and the factors associated with service quality. 

Improving The Student's Classroom Student's Reasoning Ability In Mathematics Lesson Through Problem Solving Efforts At Sdn 13 Kubang

2018 ◽  
Vol 1 (2) ◽  
pp. 149-158
Author(s):  
Zulfetriani Zulfetriani
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Learning ◽  
Basic Knowledge ◽  
Test Results ◽  
Community Members ◽  
Maximum Value ◽  
Study Results ◽  
Daily Test

Basic education aims to provide basic skills to learners to develop their lives as individuals, community members, citizens and members of the human race and prepare learners to follow the next education. Primary education is organized to develop skills attitudes and provide the basic knowledge and skills necessary to live in communities and prepare learners who are eligible for secondary education (UU Sisdiknas No. 20 Year 2003 article 13). In teaching and learning activities, a teacher would have hope of desire for learners can get the maximum value possible, in accordance with the learning objectives created or desired but what can be in word, reality. For special mathematics subjects, field findings such as EBTANAS, summative test results and daily test scores and report scores indicate that the learners' learning outcomes are still below the numbers that may be unsatisfactory in both low and class high. From some study results and opinions of experts, the low mathematics learning outcomes of students is not because they are not able to perform calculations, but because they do not understand the problems contained in the problem. Hudoyo (in Laily Hasbullah: 2000: 1) states that questions related to numbers are not so difficult for learners, but the problems that use sentences are very difficult for learners who have less or less ability.  

scholarly journals CONTRIBUTIONS OF FIGURES NUMBERS IN THE DEVELOPMENT OF GEOMETRIC THOUGHT

2019 ◽  
Vol 7 (1) ◽  
pp. 16-30
Author(s):  
Maria José Costa dos Santos ◽  
Arnaldo Lopes Bezerra
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematical Thinking ◽  
Algebraic Thinking ◽  
Ethical Awareness ◽  
Pedagogical Tools ◽  
Geometric Thinking ◽  
Virtual Libraries ◽  
Abstract Content

This study was constituted with the purpose of promoting reflections on Mathematics of basic education, from a transdisciplinary view of teaching and learning processes. To do so, we aim to analyze the contributions of figures in the development of geometric thinking. We characterize this research in empirical-exploratory, because for Lakatos and Marconi (2017), this type of research distinguishes itself as a scientific process of investigation that allows the researcher to formulate questions, with three purposes: to raise hypotheses, to increase the familiarization of the researcher in order to research, modify or clarify concepts, based on a qualitative and quantitative approach, according to the depth of the discussion about the object in question. For this, we look for information in other researches, databases of universities and virtual libraries, periodicals.  We hope that the results contribute to the critical and ethical awareness from views of the importance of the development of mathematical thinking, but specifically of geometric thinking, aiming at non-rupture with arithmetic thinking, in order to interweave with algebraic thinking . We consider this research relevant because mathematics teaching is based on abstract content that often makes no sense to the student, and here we show a part of mathematics that is formal but can be fun when well crafted in the classroom. Finally, we present pedagogical tools of innovation, aimed at contributing to the emancipation of the knowledge of this science, without ruptures. Keywords: Geometric thinking. Figurative numbers. Mathematics Teaching.

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

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