scholarly journals Modelling Academic Performance Using Attributes of Education Maturity with Multi-Level Composite Indicators: A Case of Wakiso District (Uganda) Primary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 129-140
Author(s):  
Elly Ssebyatika ◽  
Richard O Awichi
Keyword(s):  
Academic Performance ◽  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Composite Indicators ◽  
Learning Resources ◽  
Major Purpose ◽  
Significant Information ◽  
Use Of Resources ◽  
Multi Level

The major purpose of the study was to model the effect of education maturity on academic performance in primary schools in Wakiso district using multi-level composite indicators. Specifically, the study sought out to establish the extent to which supervision of teaching affects the academic performance of primary schools in Wakiso district; how teaching and learning resources affect the academic performance of primary schools in the district; how continuous school assessment affects the academic performance of primary schools in the district and how classroom environment affects the academic performance of primary schools in the district. The study employed a case study design together with methodological triangulation so as to minimize the challenges of using a single approach. The study used a census of primary schools. However, of the 350 schools, 218 provided all the required information on the study objectives. The main tools of data collection were document review and observation guide for the selected primary schools. The inferential analyses showed that at a 1% significance level, the use of resources and classroom environment significantly affected the academic performance of pupils in Wakiso district for the period under study. Secondly, teaching and learning resources significantly affected the academic performance of pupils in the district. Thirdly, at a 5% level, assessment, recording and reporting significantly affected the academic performance of pupils in the district and lastly, supervision of teaching and learning significantly affected the academic performance of pupils. The study recommends that modelling academic performance using attributes of education maturity yields very significant information that helps greatly in making decisions on school performance and this should be encouraged and upscaled by the line ministry of education.

scholarly journals School Environmental Factors Influencing Female Pupils Academic Performance in Public Primary Schools in Iringa Municipality

2021 ◽  
pp. 40-48
Author(s):  
Chesco Aloyce Motto
Keyword(s):  
Academic Performance ◽  
Environmental Factors ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Drop Out ◽  
Long Distance ◽  
Cross Sectional ◽  
Factors Influencing ◽  
The Government

This study intended to explore the school environmental factors influencing female pupils’ academic performance in public primary schools at Iringa Municipality. A cross-sectional study design was used where structured questionnaire using open and closed ended questionnaire as well as interviews to participants were used to collect primary information from 123 girls’ pupils and 36 key informants from seven selected public primary schools. Data analysis was done through descriptive statistics (SPSS). The study findings revealed that harsh environmental factors contributing to poor academic performance through sexual harassment by pest teachers, longer distance of a female pupils form schools that affect pupils attendance and drop out, Shortage of teaching and learning resources as well as facilities i.e. text books, library and shortage of latrines  while teaching and learning it is difficult for them to deriver pedagogical principal of teaching following large class size 68-80, and the bias attitude of the teacher towards subject matter that girls are always do performs poor in science subjects than boys. Finally, the study recommends that the government should build hostels for standard six and seven female pupils for solving the issue of long distance and drop out. Good and enough latrines should be built for girls and boys. Teachers should be well trained in order to handle girls well and also government should organize regular workshops for teachers. Either girls pupils should all the time helped by both male and female teachers in their problems and academic matters openly to avoid bias and mistrust among male teachers.

scholarly journals Pedagogical Indoctrination in Romania. Perceptions of Pre-Service and In-Service Teachers

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Roxana Ghiatau ◽  
Florin-Vasile Frumos
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Theoretical Models ◽  
Self Report ◽  
Three Dimensions ◽  
Eastern Region ◽  
Major Purpose ◽  
Significant Information ◽  
The North ◽  
Significant Difference

Formal education means, among other things, to influence learner’s minds through ideologies and doctrines. The connection between ideology and teaching is often theorized through the concept of pedagogical indoctrination, but empirical data on this phenomenon are missing. Acknowledging the crucial importance of indoctrination in school, the major purpose of this study was to empirically explore teachers’ and future teachers’ perceptions about pedagogical indoctrination in Romanian education system. Starting from two theoretical models of school indoctrination, we elaborated a self-report questionnaire, describing three dimensions and 17 behaviours that reflect indoctrinative teaching situations. 260 subjects, 171 undergraduate pre-service teachers and 89 in-service teachers from the North-Eastern region of Romania participated in the study. The results indicate that both in-service teachers and pre-service teachers acknowledge the existence of indoctrination in schools, yet the phenomenon is not perceived as widespread. However, further statistical analyse reveal significant difference between pre-service and in-service teachers’ perception about behavioural and dimensional indoctrinative teaching and learning. The age, the faculty profile and the residence add significant information about subjects’ representation of indoctrinative teaching in Romanian school system. Theoretical and methodological implications are discussed.

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.

scholarly journals "She says that I'm good at reading":  A Case Study of Engaged Māori Beginning Readers

2021 ◽  
Author(s):  
◽  
Mary Ann Meri Arthur Marshall
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Daily Practice ◽  
Home School ◽  
Beginning Readers ◽  
Structured Interviews ◽  
Open Communication

<p>The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.</p>

Membangun Kelas Literat Berbasis Pendidikan Lingkungan Hidup Untuk Melatihkan Kemampuan Literasi Siswa Di Sekolah Dasar

2017 ◽  
Author(s):  
Slamet Widodo
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Learning Activity ◽  
Literature Study ◽  
Environment Education ◽  
Class Environment ◽  
Conceptual Study

This conceptual study is a literature study. It includes various interrelated concepts which are discussed to obtain the whole idea about literati class; environment education to accustom the students’ literacy skills in primary schools. In simple perspective, literacy means the ability or competence of a person in terms of reading and writing. Recently, literacy has been viewed as an absolute need to be majored by each individual, in this case, including students in elementary school. Literacy competency in lower levels emphasizes the literacy learning more on the development of the basic foundations of students’ ability. That students’ ability is focused on the introduction of symbols, pictures or letters. Meanwhile, literacy in higher levels emphasizes on teaching students to critically analyze such as conducting interviews, observing the environment, writing reports, and doing such observations. Students could make written report, present their activity in front of the class, or display the results of their observations in the classroom. Environment education is considered as a solution to cope with literacy problem and the implant of environment care toward students earlier. Environment education is integrated in teaching and learning activity which supports the students’ literacy skills. Therefore, developing a literati class based on environment education needs enough preparation including conditioning students, the learning environment, and active participation of every component of education.

scholarly journals Teaching and learning how to make informed health choices: Protocol for a context analysis in Spanish primary schools

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 312
Author(s):  
Laura Martínez García ◽  
Laura Samsó Jofra ◽  
Pablo Alonso-Coello ◽  
Eukane Ansuategi ◽  
Laia Asso Mistral ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Care Providers ◽  
Primary School Children ◽  
Learning Resources ◽  
Structured Interviews ◽  
Systematic Assessment ◽  
Education And Health ◽  
Health Choices

Introduction The Informed Health Choices (IHC) project developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore the educational context for teaching and learning critical thinking about health in Spanish primary schools. Methods During the 2020-2021 school year, we will conduct 1) a systematic assessment of educational documents and resources, and 2) semi-structured interviews with key education and health stakeholders. In the systematic assessment of educational documents and resources, we will include state and autonomous communities’ curriculums, school educational projects, and commonly used textbooks and other health teaching materials. In the semi-structured interviews, we will involve education and health policy makers, developers of learning resources, developers of health promotion and educational interventions, head teachers, teachers, families, and paediatric primary care providers. We will design and pilot a data extraction form and a semi-structured interview guide to collect the data. We will perform a quantitative and a qualitative analysis of the data to explore how critical thinking about health is being taught and learned in Spanish primary schools. Conclusion We will identify opportunities for and barriers to teaching and learning critical thinking about health in Spanish primary schools. We will formulate recommendations—for both practice and research purposes—on how to use, adapt (if needed), and implement the IHC resources in this context.

scholarly journals The Relationship between Headteachers’ Supervision of Professional Documents and Academic Performance in Primary Schools in Embu and Murang’a Counties

2020 ◽  
Vol 4 (2) ◽  
pp. 92
Author(s):  
Muchiri Jane Muthoni ◽  
Margaret Wanjiru Gitumu ◽  
John Mwaruvie
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Target Population ◽  
Descriptive Statistics ◽  
Education Administration ◽  
Alpha Coefficient ◽  
Descriptive Survey ◽  
The Relationship

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Supervision is a vital administrative tool employed by headteachers in ensuring </span><span>teachers’ effectiveness and competence in teaching and learning in schools. Over </span><span>time, pupils</span><span>’ </span><span>academic performance in examinations has been consistently low in public primary schools and has created concern among education stakeholders in Kenya and the world over. The objective of this study is assess the relationship </span><span>between headteachers’ supervision of professional documents and academic </span><span>performance in primary schools in </span><span>Embu and Murang’a counties. </span><span>A descriptive survey research design was used. The target population was 14,786 respondents; simple random sampling was used to select 256 of these. Data were collected using questionnaires, interviews and an observation checklist. To ascertain reliability, the instrument was piloted, a</span><span>nd Cronbach’s alpha coefficient was </span><span>calculated as 0.93. The data were analysed using descriptive statistics involving frequencies, percentages, means and standard deviations and inferential statistics, precisely, correlation. The results show that the development of professional documents was common in primary schools and that the best documents supervised by headteachers were schemes of work. The null hypothesis tested was not rejected based on the correlation of r=-.044&lt;0.05 and P=0.732&gt;0.05 between headteachers</span><span>’ </span><span>supervision of professional documents and academic performance. The study recommends that headteachers should guide teachers on the importance of consistency in professional documents. However, h</span><span>eadteachers’ supervision of teachers’ preparat</span><span>ion of professional documents did </span><span>not impact positively on pupils’ academic performance at KCPE in </span><span>Embu and </span><span>Murang’a counties. </span><span>The findings of the study will serve as a reference for similar studies in education administration and management. </span></p></div></div></div>

scholarly journals INFLUENCE OF SCHOOL RESOURCES ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dinah Jepkorir Konga ◽  
Stephen Tomno Cheboi
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Primary Schools ◽  
Visually Impaired ◽  
School Resources ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Study Results ◽  
Regular Teachers

Despite the provision of school resources by Kenyan government through the Ministry of Education, there has been an outcry from stakeholders owing to dismal performance among Visually Impaired Learners at Kenya Certificate of Primary Education examination in Marigat and Kabartonjo Sub-Counties. The purpose of this study was to establish the extent to which school resources influence academic performance of visually impaired learners in integrated primary schools in Baringo County. The study adopted mixed methods methodology where data was collected by use of questionnaires, interview, and observation guides to obtain both quantitative and qualitatively data, respectively. The target population involved501 participants comprising 2 head teachers, 68 regular teachers, 49 VI learners, 380 sighted learners and 2 Educational Assessment Resource Centers (EARC) officers. From this population, a total sample of298 participants was drawn. Simple random sampling technique was used to draw 59 regular teachers, 191 sighted learners and 44 VI learners, while 2 EARC officers and 2 head teachers were purposively sampled. Data was collected using questionnaires for teachers and sighted learners, interview guide for heard teachers and EARC, and observation checklist for Visually Impaired respondents. The tools were piloted to establish their reliability and adequately validated. The quantitative data was analyzed using descriptive statistics while thematic analysis was used for qualitative data. The study found out that inadequate learning materials was a major cause of low academic performance of VI learners in Marigat and Kabartonjo integrated public primary schools. It further established that there were inadequate learning resources, support services and a learning environment that was not conducive for VI learners. The study recommends that the government provides more learning resources to VI learners and school management to provide barrier free learning environment. This study results would be of great value to teachers, parents, head teachers, schools, stakeholders, and Ministry of Education in enhancing academic performance of the V.I learners in Integrated schools. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA

2017 ◽  
Vol 5 (7) ◽  
pp. 118-141
Author(s):  
Alice Omariba ◽  
Bernard Lawrence Ong’amo ◽  
Samson Rosana Ondigi
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Stratified Random Sampling ◽  
Head Teachers ◽  
Single Sex ◽  
Use Of Resources ◽  
Frequent Use ◽  
Teachers And Students

This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.

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