scholarly journals Instructional Materials’ Effect on Learners’ Literacy Among Public Pre-Primary II in Webuye West Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Stephen Tomno Cheboi ◽  
Irene Naliaka Nyongesa
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Test Method ◽  
Instructional Materials ◽  
County Government ◽  
Head Teachers ◽  
Interview Guide ◽  
Descriptive Survey

Unavailability of instructional materials inhibits the acquisition of literacy competencies among learners at pre-primary level. This study sought to find out how the availability of instructional materials influences learners’ literacy among Pre-Primary II learners in public primary schools in Webuye West Sub-County. Descriptive survey research design that adopted mixed methods approach was used. A population of 3,216 respondents that comprised 55 headteachers and their deputies, 109 pre-primary II teachers and 2,997 pre-primary II learners was engaged in the study. From these, a sample of 86 pre-primary II teachers and 341 pre-primary II learners were randomly drawn while 48 head teachers and 48 deputies were sampled using purposive sampling technique. The researcher collected data using questionnaires from deputy headteachers and pre-primary II teachers, interview guide from headteachers and observation schedule from pre-primary II learners. The questionnaires were piloted using test re-test method and a reliable Cronbach correlation alpha index of 0.79 computed. The instruments were adequately validated. Quantitative data was analysed and presented on tables while qualitative data was analysed thematically as guided by the research objectives. The study found out that schools in the study area did not provide adequate and appropriate instructional materials that would equip learners with literacy skills. It further found out that inadequacy of instructional materials affected the acquisition of literacy skills in pre-school learners. The study recommends that the National and County government should provide adequate teaching and learning materials to enhance the acquisition of literacy skills among pre-primary II learners in public primary schools in Webuye West Sub-County. It also recommends that a similar study is carried out in other areas and consider using a larger population and include more variables such as the role of the teacher in influencing learners’ acquisition of literacy skills in pre-primary II level.

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

Parents' Attendance of School Meetings and Pupils' Academic Performance in Selected Primary Schools in Kyotera Town Council, Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 33-45
Author(s):  
Ibrahim Ssenkasi ◽  
Amina Hassan
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Head Teachers ◽  
Town Council ◽  
Interview Guide ◽  
The Relationship

The purpose of this study was to establish the relationship between parents’ attendance of school meetings and pupils’ academic performance in selected primary schools in Kyotera Town Council. The researchers adopted a cross-sectional survey design where both qualitative and quantitative approaches were used. Census and purposive sampling technique were used to select a sample of 71 teachers, 8 Members of the PTA, and 8 SMC members of the selected schools. The major instruments used in the study were a Likert scale type questionnaire which was filled by teachers as well as an interview guide for head teachers, PTA executives and SMC members. Validity of the research instruments was computed and results were found to be .86 while the reliabilityobtained was .948. The research utilized descriptive statistics to analyze data was which presented in form of tables with frequencies and percentages. Equally, a Pearson Product Moment correlation was used to establish the relationship between variables. From the findings, the correlation between attendance of meetings and academic performance was found to be moderate (r = .433, p< 0.01). Thus, the study recommends that the parents and teachers associations (PTA) should ensure that parents attend school meetings regularly, parents should also be sensitized about their role as guidance and counselling providers to their children and government should set in motion adequate measures and policies to enable the parents provide their children with basic school requirements.

scholarly journals Effect of Head Teachers’ Collaborative Partnerships on Inclusive Education Implementation in Public Primary School

2021 ◽  
Vol 6 (1) ◽  
pp. 01
Author(s):  
Douglas Shiwani ◽  
Winston Akala ◽  
Jeremiah Kalai ◽  
Jane Gatumu
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Narrative Form ◽  
Collaborative Partnerships ◽  
Chi Square ◽  
Head Teachers ◽  
Education Assessment ◽  
Descriptive Survey ◽  
Quality Assurance Standards

<p class="abstrak" align="center"><strong>Abstract</strong><strong></strong></p><p class="abstrak">The purpose of the study was to investigate the effect of head teachers’ collaborative partnerships with parents, government agencies and NGOs, on the implementation of inclusive education in public primary schools in Nairobi City County in Kenya. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. The study established the relationship between head teachers’ collaborative partnerships with implementation of inclusive education. Nevertheless, majority of schools lacked well- structured coordinated partnerships resulting in low participation in schools programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; outsourcing of funds, 69% and 69.7%. Therefore, head teachers should increase capacities in collaborative partnerships and fully utilize them for inclusive education implementation.</p><p class="StyleAuthorBold"><em>Abstrak </em><em></em></p><p class="abstrak"><em>Penelitian </em><em>ini </em><em>bertujuan u</em><em>ntuk mengetahui pengaruh kemitraan kolaboratif kepala sekolah dengan orang tua, lembaga pemerintah dan LSM, pada pelaksanaan pendidikan inklusif di sekolah dasar negeri di Kota Nairobi di Kenya. Survei deskriptif diterapkan, dan Chi-square menguji hipotesis nol. Kuesioner diberikan kepada 71 kepala sekolah dan 297 guru, dilengkapi dengan analisis dokumen. Wawancara digunakan pada delapan Petugas Standar Penjaminan Mutu (QASO) dan empat Petugas Pusat Penilaian Pendidikan (EARC). Data kuantitatif diberi kode dan dianalisis menggunakan statistik deskriptif, dan disajikan dalam tabel frekuensi dan grafik batang. Data kualitatif dikodekan, ditranskripsikan dan disajikan dalam bentuk naratif. Studi ini </em><em>menjelaskan </em><em>hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan bai</em><em>k, </em><em>yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber </em><em>untuk </em><em>belajar dan mengajar, 63,4% dan 63,3%; penilaian peserta didik, 64,8% dan 70,4%; outsourcing dana, 69% dan 69,7%. Oleh karena itu, kepala sekolah harus meningkatkan kapasitas dalam kemitraan kolaboratif dan memanfaatkannya sepenuhnya untuk pelaksanaan pendidikan inklusif.</em></p>

scholarly journals Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

2018 ◽  
Vol 8 (2) ◽  
pp. 115-124
Author(s):  
Ngemunang Agnes Ngale Lyonga
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Instructional Supervision ◽  
Head Teachers ◽  
Supervision Practices ◽  
Descriptive Survey ◽  
The Impact

Abstract This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

scholarly journals Teachers Involvement in Creation of Awareness to Members of School Community on Inclusive Education Practice in Regular Primary Schools in Siaya County

2017 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Odeny Michael O. Lumumba ◽  
Odek Aloys Ayungo ◽  
Adoyo Peter Oracha
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Sampling Technique ◽  
School Community ◽  
Test Method ◽  
Face Validity ◽  
Policy Framework ◽  
Head Teachers ◽  
School Communities

<em>Inclusive education is a process that involves the transformation of regular schools to become accessible to all learners regardless of their diverse needs. Teachers’ involvement in this transformation is significant in sensitizing members of the school community to fully participate in inclusive education practices in their respective schools. Lack of awareness about inclusive education practices has been captured in the Kenya national special needs policy framework of 2009 as a common problem. Preliminary information indicates that there is low level of advocacy and lobbying among the regular teachers, parents, communities and ministry of education officials on inclusive education practices. Baseline information shows that 48(7.52%) regular schools in Siaya County still practice integration and learners enrolled in the special units hardly transit to mainstream classes. The rate at which learners with special needs access regular education in the county is equally very low. This is despite the presence of teachers with background training in inclusive education in the county.  The purpose of the study was to determine teachers’ involvement in awareness creation on inclusive education practices. Objectives of the study were to: -establish the methods teachers use to create awareness on inclusive education to members of the school communities; determine the frequency with which teachers created awareness among the members of the school communities and determine teachers’ involvement in awareness creation on inclusive education. Descriptive survey research design was used for the study. The population comprised of 216 teachers and 72 head teachers. Out of which 10% were used for piloting.  Saturated sampling technique was employed to select 194 teachers and 65 head teachers for the study.  Instruments for data collection included Questionnaires, Interview Schedule, Observation Guide and Document Analysis. Content and face validity of the instruments were determined by experts in the school of education and their comments and recommendations were used to determine the validity of the instruments.  Reliability of the instruments was established through test re-test method and correlation coefficients of 0.76 and 0.78 were obtained for teachers and head teachers respectively at a level of significance of 0.05.  Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and categorized into emergent themes. The study established that teachers mostly used school forums, seminars and workshops as the main methods of creating awareness to members and that they rarely create awareness to members. The result also indicated that teachers were involved in creation of awareness to members of the school communities to a fairly small extent. The study concluded that teachers were involved in creation of awareness but not to a level that was encouraging. The study recommended that:-teachers still need to intensify the creation of awareness to members of the school community especially to parents and local members of the community for them to fully participate in inclusive education practices.</em>

scholarly journals The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

scholarly journals The relationship between Parental Level of Education and Learners Performance in Public Pre -Primary schools in Nandi County, Kenya.

2020 ◽  
Vol 8 (03) ◽  
pp. 1247-1257
Author(s):  
Mary Jebii Chemagosi
Keyword(s):  
Primary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Face Validity ◽  
Narrative Form ◽  
Validity And Reliability ◽  
Head Teachers ◽  
Level Of Education ◽  
Parental Level ◽  
Descriptive Survey

AbstractFactors related with parental involvement on their childrens education continues to be a pertinent issue. Some school going children in Kenya post detrimental results amid claims that parents are not supportive. This study sought to establish influence of Parental Level of Education on Pre-PrimaryLearners performance in curriculum activities in Nandi County, Kenya. Epsteins Theory and descriptive survey design was used for the study. Purposive sampling technique, stratified random technique and simple random technique were used to select the sample of the study. The sample for the study was 50 head teachers 100 teachers and 100 parents in pre-Primary schools from a population of 500 head teachers, 1000 teachers and 10000 parents. Questionnaire, interview guides and focused group discussions were used to collect data. A pilot study was conducted in two schools to determine the validity and reliability of instruments. Both content and face validity were ensured while split half technique was used to determine the instrument’s reliability. Quantitative data was analyzed using descriptive such as frequencies and percentages and presented in form of tables while inferential statistics used simple linear regression. Qualitative data was analyzed and presented in narrative form. 

scholarly journals INSTRUCTIONAL MEDIA AND MANAGEMENT OF ELEMENTARY SCHOOLS EDUCATION IN KWARA STATE, NIGERIA

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdullahi Nimota Jibola Kadir
Keyword(s):  
Elementary Schools ◽  
Elementary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Population Data ◽  
Visual Simulation ◽  
Instructional Media ◽  
Effective Management ◽  
Head Teachers

ABSTRACT�Instructional media within the educational institutions could bring the world into the classroom and enhance effective management of education. This study examined the relationship between projected media, non-projected visual, simulation and games and management of elementary education in public primary schools in Kwara State, Nigeria. Stratified random sampling technique was used to select 306 head teachers from a population of 1, 406 and 384 teachers from a population of 14,206 in public primary schools in Kwara State with the use of Research Advisor (2006) table of determining sample size of a known population. Data was collected using Instructional Media and Management of Elementary Education Questionnaire (IMMEEQ). The data was analysed using descriptive statistics and t-test statistical analysis. The results showed that there were significant and positive relationship between projected media, non-projected visual, simulation and games and management of elementary education.� Based on the findings it was therefore recommended that government and head teachers should provide appropriate projected media for teachers to disseminate information to learners in the classroom. Also, head teachers should continue to encourage teachers to make use of non-projected visual to arouse the interest and gain the attentions of the learners in order to aid the teachers� explanations and make learning of subject matter understandable to learners during teaching and learning process. Furthermore, teachers should also make use of simulation and games to enhance effective learners� performance in learning in order to realize effective management of elementary schools� education in Nigeria. ��Keywords: instructional media, motivation, projected media, elementary education, organising �

scholarly journals Effect of Teachers’ Own Perception of Their Profession on Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Head Teachers ◽  
And Performance ◽  
The Impact

<div><p>Teachers often find themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community. This paper looks at the effect of teachers’ perception of their profession on their satisfaction at job and performance. The authors employ a survey design in private schools in Yei Town, South Sudan to establish the impact of these perceptions. Simple random sampling technique was used to select the respondents from ten private schools. The respondents’ therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study findings indicated that a considerable number of the teachers (38.9%) indicated that teacher’s own perception of their own profession does not affect the teachers’ job satisfaction and performance.</p></div>

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

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