scholarly journals Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone

2021 ◽  
Vol 3 (3) ◽  
pp. 01-14
Author(s):  
BELAYNEH AMSALU
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Strategy ◽  
Experienced Teachers ◽  
Department Heads ◽  
School Based ◽  
Efl Teachers ◽  
West Gojjam ◽  
West Gojjam Zone

The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.   

scholarly journals Investigating Some Major Challenges That Impede the Practice of School – Based English Mentoring

2021 ◽  
Vol 3 (6) ◽  
pp. 19-28
Author(s):  
Belayneh AMSALU
Keyword(s):  
English Language ◽  
Survey Design ◽  
Sampling Strategy ◽  
Department Heads ◽  
Sampling Strategies ◽  
School Based ◽  
Efl Teachers ◽  
West Gojjam ◽  
Descriptive Survey ◽  
West Gojjam Zone

The main purpose of this study was to explore some major challenges that impede the practice of school-based English mentoring on four selected government secondary schools in the West Gojjam Zone. To put this in to effect, a descriptive survey design involving qualitative data was employed. To collect data 4 experienced EFL teachers who are assigned to lead the mentoring role and 4 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as data sources. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants, respectively. In contrast, the comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low due to different factors – school-related, mentor related and mentee related. And finally, based on the findings of the study, some possible suggestions were recommended to responsible bodies.   

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

scholarly journals Perception of Teachers on School-Based Factors Influencing Absenteeism of Students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria

2020 ◽  
pp. 46-55
Author(s):  
Ige Akindele Matthew
Keyword(s):  
Secondary Schools ◽  
School Environment ◽  
Survey Design ◽  
School Curriculum ◽  
Instructional Materials ◽  
Full Time ◽  
Chi Square ◽  
School Based ◽  
Factors Influencing ◽  
Ondo State

The study investigated the perception of teachers on school-based factors influencing absenteeism of students in Public Secondary Schools in Central Senatorial District of Ondo State, Nigeria. It adopted descriptive-survey design, raised 3 questions and formulated 2 hypotheses to achieve this feat. Data were collected from 150 government appointed and full time teachers, drawn from 15 Public Secondary Schools in the District. Instrument used was a questionnaire, validated and tested for reliability (α=0.82). Data were analyzed using Statistical Package for Social Sciences while hypotheses were tested using chi-square statistic at 0.05 level of significance. The study found among others that a lot of school-based factors influenced absenteeism in schools, such as unattractive school environment, lack of recreational facilities; discouraging school curriculum; as well as recommend measures, such as the provision of instructional materials and facilities for schools; the need for private sector assistance in the provision of instructional materials and facilities; seeking assistance from wealthy individuals, corporate organizations, Old Students, Non-Governmental Organizations, by school administrators, among others, to combat this menace in schools.

scholarly journals Extent of School-Based Management Committee Involvement in Public Secondary Schools Administration in Abuja, Nigeria

2021 ◽  
pp. 1-11
Author(s):  
Orji Friday Oko ◽  
Mando Patricia Nguwasen ◽  
Nzewi Felicia Ebelechukwu
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Public Secondary School ◽  
School Based ◽  
Research Questions ◽  
Convenience Sampling ◽  
School Based Management ◽  
Secondary School Administration ◽  
Descriptive Survey ◽  
Structured Questionnaire

Given that managing schools to attain expected goals is becoming challenging in the present competitive society, it becomes paramount that collaborations, especially with a highly innovative group of people are encouraged. In the light of this, the purpose of this study is to investigate the extent of School-Based Management Committees' (SBMCs) involvement in public secondary school administration in Abuja. A descriptive survey design was used for the study, and 3 research questions were answered in relation to the 3 research objectives of the study. The population of the study was 460 respondents, and a sample size of 250 respondents was drawn through proportionate random and convenience sampling techniques. A structured questionnaire was used for data collection. Arithmetic mean was employed in analyzing the research questions. The result revealed among others, that the school-based management committees play a passive role in planning in public secondary schools in Abuja. It was concluded that for schools to effectively meet the academic need of the Abuja community, their collaborations with the SBMCs have to be very active and productive. To this end, SBMCs need to become more committed to collaborating and helping the schools in terms of planning, staffing and monitoring.

scholarly journals Validation of Scores From the Self-Evaluation Checklist for EFL Teachers in Japan

2018 ◽  
Vol 40 (2) ◽  
pp. 77
Author(s):  
Akihiro Mikami
Keyword(s):  
Factor Analysis ◽  
Secondary Schools ◽  
English Language ◽  
Junior High ◽  
Factor Model ◽  
The Self ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Efl Teachers ◽  
Lower Secondary Schools

The purpose of this study was to validate scores produced by a reflection tool called the Self-Evaluation Checklist for EFL Teachers (SECEFLT) in the Japanese context. A survey was conducted with 760 EFL teachers in 984 junior high and lower secondary schools throughout Japan. The collected data were divided into 2 datasets for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results demonstrate that the original model with 32 items should be modified to a new 4-factor model with 18 items, including Content Knowledge and Skills, Pedagogical Knowledge and Skills, Professional Development Knowledge and Skills, and English Language Use by Teachers and Students. The CFA results show acceptable model fit between the new model and the second dataset. Therefore, both the EFA and CFA results provide positive evidence that the revised SECEFLT is a useful reflection tool for Japanese teachers of English in junior high schools and lower secondary schools in Japan. 本研究の目的は、英語教師のための自己評価チェックリストにおける構成概念妥当性と信頼性を検証することである。日本全国の中学校・中等教育学校から無作為に抽出された984校に所属する760名の英語教師を対象に調査を実施した。収集されたデータを2つのセットに分け、それぞれのセットを使用して探索的因子分析と検証的因子分析を実施した。探索的因子分析では、自己評価チェックリストの回答データは、初版の32項目より修正版の18項目から成る4因子構造 (教科の知識・技能、教科を教えるための知識・技能、教師の成長に関する知識・技能、教師と生徒による英語使用) に修正する必要があることが確認された。検証的因子分析では、修正版のモデルはデータに適合していることが確認された。したがって、自己評価チェックリスト (修正版) は、日本の中学校・中等教育学校の日本人英語教師の専門能力を測定するための論理的な基盤を持っていることが示唆された。

Availability and Utilization of Information and Communication Technology (ICT) Resources for English Language Teaching and Learning in Secondary Schools in Nsukka Urban: Implication for National Security.

2019 ◽  
pp. 210-217
Author(s):  
Nnamani A.P. ◽  
Ukoha E.O. ◽  
Nwachukwu V.N.
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Teaching English ◽  
Information And Communication ◽  
Research Questions ◽  
Descriptive Survey

The study examined the availability and utilization of ICT Resources for teaching English Language in secondary schools located in Nsukka urban of Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey design. Purposive sampling technique was used to select 9 teachers out 29 English teachers from the 9 public secondary schools in Nsukka urban. One English teacher each from the nine schools making it a total number of 9 teachers were used for the study. Checklist and questionnaires were used to collect data. These instruments were validated by three experts from university of Nigeria Nsukka. Percentages, mean and standard deviation and t-test were used to analyse the data collected. The findings of the study revealed that only 3 ICT resources were available for teaching English language in secondary schools. The study also revealed that the very few that were available were grossly underutilized. This implied that the teaching of English which is known for its capacity to douse linguistic tension in our multilingual Nigeria is not effectively and efficiently taught and learnt. Recommendations made include that government should make available ICT resources for the purposes of teaching English in secondary schools in Nsukka urban and that teachers should be exposed on how to use the ICT resources.

scholarly journals Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus

2020 ◽  
Vol 8 (10) ◽  
pp. 103-117
Author(s):  
Birhan Assefie
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Survey Design ◽  
Structured Interview ◽  
Language Teachers ◽  
Listening Skills ◽  
Listening Skill ◽  
English Language Teachers

The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers  

scholarly journals Relationship between Students Test Anxiety Levels and Academic Achievement in Secondary Schools

2019 ◽  
pp. 1-10
Author(s):  
Ezeh C. Obioma ◽  
Ogbu Cordelia Obioma
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Test Anxiety ◽  
English Language ◽  
Survey Design ◽  
Class Level ◽  
Language And Mathematics ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship

The study investigated the relationship between students’ test anxiety levels and academic achievement in secondary schools. The study used correlational survey design using Test Anxiety Inventory (TAI) for data collection. It was a year-long study. The students’ annual cumulative scores in English Language and Mathematics were used as measure of their academic achievement. Stratified random sampling was used to get a sample of 320 male and female students drawn from four secondary schools in Igbo-Eze South L.G.A. of Enugu state. Four research questions and three null hypotheses were formulated for the study. The data were analyzed using percentages, standard deviation, correlation and measure of central tendency (the mean) and t-test. On the bases of their scores on Test Anxiety Inventory (TAI), males were found to be more test anxious than females. The results showed that test anxiety increases with increase in class level. The result also revealed that the relationship between test anxiety and academic achievement was inverse with r = -77 That is, the relationship between test anxiety and academic achievement is such that as test anxiety increases, the academic achievement decreases. The implications and recommendations arising from the findings were highlighted.

scholarly journals Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region

2019 ◽  
Vol 2 (6) ◽  
pp. 94-96
Author(s):  
Zebo Botirova Hakimjon qizi ◽  
Islomjon Umrzoqov Israilovich
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Context ◽  
Efl Teachers ◽  
Learning English

One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

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