Parent’s Involvement in the Education of their Children with Disabilities in Primary Schools of Bahir Dar City, Ethiopia: Voices of Parents

2021 ◽  
Vol 35 (1) ◽  
Author(s):  
Mebrat Gedfie ◽  
Dawit Asrat Getahun ◽  
Dawit Negassa
Keyword(s):  
Primary Schools ◽  
Children With Disabilities ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Bahir Dar ◽  
Parents Involvement ◽  
Learning At Home ◽  
At Home

The purpose of this study was to examine the extent of parents’ involvement in the education of children with disabilities and the role of parent’s socio-economic factors in their involvement in primary schools of Bahir Dar city. Qualitative research was carried out in the present study using the descriptive survey design to answer the research question. Data were collected using a questionnaire designed to measure six dimensions of parents’ involvement in education (parenting, communicating, learning at home, volunteering, decision making, and collaborating with the community) from 143 parents selected by means of a simple random sampling technique. Five primary schools were sampled for the present study. The data obtained were analyzed using both descriptive and inferential statistics such as one–way MANOVA. The results indicated that involvement in ‘parenting’ is more prevalent than among dimensions of parental involvement in education. Parents revealed a below-expected level of involvement in communicating, learning at home, volunteering.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

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>

Influence of Household Income on Retention among Pupils in Public Day Primary Schools in Isiolo County, Kenya.

2020 ◽  
Vol 7 (11) ◽  
pp. 47-54
Author(s):  
Jackson Muchunku ◽  
Jagero Nelson ◽  
Mburugu Beatrice
Keyword(s):  
Household Income ◽  
Primary Schools ◽  
Survey Design ◽  
Economic Status ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Sampled Data ◽  
Inferential Statistics ◽  
Parental Income ◽  
Isiolo County

Retention of pupils in primary schools remain a problem in both developed and developing countries (UNESCO, 2011). Socio-economic status characteristics of households, in particular parental income have long been known to be a major determinant of pupils’ retention. The study used correlation research survey design. The population of the study consisted of 4142 that comprises of 546 standard seven teachers and 3594 standard seven pupils in the 91 public day primary schools in Isiolo County. Class seven pupils in the sampled schools were chosen by simple random sampling technique from total number of pupils (3594 pupils). A reliability coefficient of 0.91 for the pupils and 0.92 for the teachers was arrived at. Content validity was ascertained through experts. This study used inferential statistics to analyze the data that was obtained. This study yielded data that required both qualitative and quantitative analysis. Inferential statistics was used to infer sampled data from the population before drawing conclusions. Statistical Package for Social Sciences (SPSS) version 21 aided in data analysis.  To establish the overall relationship between the independent and dependent variables, regression models were used. Findings reveal that parental income and pupils’ retention shows positive and significant results at .05 levels. This implies that pupils’ retention is dependent on the income of their parents. Based on the summary of the findings, the household income, was found to be strongly associated with retention of pupils in public day primary schools in Isiolo County. The major conclusion that can be deduced from the findings is that, pupil’s retention in public day primary schools in Isiolo County is strongly associated with household income.

scholarly journals Teachers’ Attitude in Implementation of the Competence-Based Curriculum in Primary Schools in Kericho County

2021 ◽  
Vol 3 (1) ◽  
pp. 116-129
Author(s):  
Beatrice Ngeno ◽  
Teresa Mwoma ◽  
Maureen Mweru
Keyword(s):  
Social Constructivism ◽  
Primary Schools ◽  
Positive Impact ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Competency Based ◽  
The Government ◽  
Descriptive Survey

Competence based curriculum have faced criticism from educationalist based on its tasking and resistivity to change. However, in Canada, Scotland and Finland its implementation has be stunning. The stakeholders in Kenya has raise concern about their preparedness coupled with criticism from section of the government complaining on lack of involvement of stakeholders. The objective of the study was to establish whether teachers’ attitude influences the implementation of the competence-based curriculum. Social constructivism theory was adopted. A descriptive survey design and correlation research design were adopted for the study. The target population of the study included 24 County support Officers (CSOs’), 52 headteachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 headteachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires, and an observation schedule. Quantitative data were analysed using descriptive statistics in the form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data were analysed thematically. The attitude of teachers had a positive impact on CBC implementation, with a correlation of 0.560 and a calculated value of 0.00 for the headteachers and 0.284 with a calculated value of 0.032 for Grade 1 teachers. The results of this study are important for the successful adoption of the competency-based program through the participation of education stakeholders.

scholarly journals Differences in principals’ experience on their instructional leadership behaviours in colleges of education in Ghana

2021 ◽  
Vol 11 ◽  
Author(s):  
Phyllis Agyeman-Nyarko
Keyword(s):  
Instructional Leadership ◽  
Teaching And Learning ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Climate ◽  
Colleges Of Education ◽  
Service Training ◽  
Supervision Of Instruction

The study assessed the differences in Principals’ instructional leadership behaviours based on experiences (number of years served as Principal) in Colleges of Education (CsOE) in Ghana using the descriptive survey design. The population of the study was all Principals from the forty-two (42) CsOE in Ghana. The study sampled thirty-six (36) Principals using the simple random sampling technique. The Principal Instructional Leadership Behaviours (PILB) scale was used to collect data. Means, standard deviations and the one-way ANOVA were used to analyse the research question and to test for the hypothesis respectively. The study revealed that Principals often promote collaboration among tutors, provide support for tutors’ work, provide an induction for new tutors and promote in-service training for tutors in CsOE in Ghana. However, the findings from the study gleaned that supervision of instruction was sometimes exhibited by Principals in CsOE in Ghana. The study further found that Principals’ instructional leadership behaviours differed when they were grouped according to their experience. It was concluded that though Principals provide instructional leadership for the benefit of tutors and the general teaching and learning climate of CsOE in Ghana, their instructional supervision should be improved. The study yielded a central recommendation that Principals of CsOE need to improve upon their supervision of instruction to promote the continuous professional development of tutors.

scholarly journals Impact of Working Conditions on Teacher’s Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 8 (1) ◽  
pp. 122
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Working Conditions ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
And Performance ◽  
The Impact

In South Sudan, teachers have become constant objects of ridicule whenever analysis of examinations is conducted. The poor and deplorable working conditions are among other factors contributing to teachers’ levels of job dissatisfaction. This paper examines the impact of working conditions on teacher’s job satisfaction and performance in the private primary schools in Yei town, South Sudan. The authors employ a survey design in private schools in Yei town, South Sudan to establish how working conditions affect job satisfaction of teachers and performance in private primary schools. 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 concluded that the inadequacy of school facilities led to teachers’ dissatisfaction with their job.

scholarly journals The Influence of Vocational Rehabilitation for Societal Re- Integration of Inmates in Nigerian Prisons in Rivers State

2019 ◽  
pp. 1-10
Author(s):  
Deebom, MtormaBari TamBari ◽  
Kooli, Ledornu Promise ◽  
Deebom, Ibiso
Keyword(s):  
Vocational Rehabilitation ◽  
Rating Scale ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Survey ◽  
Non Governmental Organizations ◽  
Research Questions ◽  
Rivers State

The study examines how vocational trades’ acquisition rehabilitates inmates for reintegration in to the society.  Inmates that are expose to vocational training during the period of incarceration easily gets rehabilitated and can reintegrate in to the society upon discharge as a result of possession of skills that can make him/her useful. The study adopted the descriptive research survey design. The population of the study consists of 4723 inmates and 509 prison officers. A sample of 593 respondents (369 convicted inmates and 224 officers) were selected which is a representative of the population. Inmates were purposively selected while simple random sampling technique was adopted for the selection of the officers from four Nigerian prisons in Rivers State. Three research questions were answered with two null hypotheses that were tested at 0.05 significant levels. Instrument for data collection was a self-constructed questionnaire titled “Vocational Rehabilitation of Inmates for Societal Reintegration Questionnaire” (VRISRQ) which was validated by two experts. The instrument was designed using a checklist and Likert-5 point rating scale of agreement. The instrument was subjected to reliability test through Kuder-Richardson formula 20 (KR20) and Pearson Product Moment Correlation (PPMC). Reliability coefficients of 0.87, 0.82 and 0.86 were obtained for different sections of the instrument respectively. Frequency and percentage was used to answered research question 1 while research questions 2 and 3 were answered using mean with standard deviation. Hypotheses were tested at 0.05 level of significant using independent sample t-test. The findings of the study revealed that vocational trades that are available in Nigerian prisons in Rivers State can rehabilitate inmates if they are acquired. The study also found that acquisitions of vocational trades by inmates are marred with challenges such as poor training facilities, poor funding. Based on the findings of the study, it was recommended among others that prison authorities should expose the inmates to vocational trades that are available in the prison for acquisition to enhance their rehabilitation and reintegration and that Government, Non-Governmental Organizations (NGOs) should assist in provision of training facilities in the prison as this will make acquisition of vocational trades realizable.

scholarly journals Government commitments and teaching strategies for effective quality early childhood education in South Western Nigeria

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Moyinoluwa Grace Owojori ◽  
Taiwo Oladunni Gbenga-Akanmu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Strategies ◽  
Primary Schools ◽  
Survey Design ◽  
Teaching Strategy ◽  
Demographic Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Childhood Education

AbstractThis study assessed government commitment in fulfilling its obligations in ensuring quality early childhood education (ECE) as outlined in the National Policy on Education; examined the teaching strategies that teachers employed to ensure appropriate teaching and learning process; and assessed the challenges associated to teaching strategies used by teachers. A descriptive survey design was used. The population consisted of all ECE teachers and proprietors/proprietress. The sample comprised 150 teachers and 30 proprietors/proprietress of both public and private primary schools selected from two southwestern states of Nigeria using simple random sampling technique based on the availability of ECE class(es) in the study area. An instrument entitled “Government Commitment and Teaching Strategy for Effective Quality Early Childhood Education (GCTSQECE) was validated and used for data collection. The instrument has two sections with section A focusing on the demographic data of the participants while section B focused on governments involvement and teaching strategies employed by ECE teachers in having effective quality early childhood education. The instrument was validated using internal consistency while the Cronbach α reliability test coefficient of the GCTSQECE was 0.76. The data collected were analyzed using frequency and simple percentage. Results showed that there are not enough ECE professionals, few ECE departments in the universities, poor remuneration of teachers and that teachers employed the use of appropriate teaching strategies and improvised in most cases. It is therefore recommended that government should promote and support the training of teachers and implement ECE policy in primary schools.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

Peran Kedisiplinan Belajar dan Kecerdasan Matematis Logis Dalam Pembelajaran Matematika

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Supardi Supardi
Keyword(s):  
Mathematics Achievement ◽  
Multiple Regression ◽  
Random Sampling ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Normality Test ◽  
Simultaneous Impact ◽  
Inferential Analysis ◽  
Test Requirements

<p>The purpose of this study was to determine the influence of learning discipline <br />and logical mathematical intelligence on mathematics achievement. This study is a survey design. This research did in student class XI IPA SMA Negeri 98 Jakarta semester 2012/2013. The sample taken by simple random sampling technique, involved 40 students. The instrument were in the forms of questionnaires and tests. The data were analyzed first by test requirements, the normality test, linearity and multicollinearity. Based on the fulfillment of the criteria in terms of the tes analyzed, inferential analysis to the test the research hypothesis. The data were analyzed using correlation and multiple regression. The findings showed that (1) learning discipline and logical mathematical intelligence had a positive and significant simultaneous impact on mathematics achievement. (2) learning discipline had a positive and significant impact on mathematics achievement. (3) logical mathematical intelligence had a positive and significant impact on mathematics achievement. </p>

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