scholarly journals Coaching and Mentoring as a Teaching Supervision Approach in Secondary School

2021 ◽  
Vol 11 (4S) ◽  
pp. 98
Author(s):  
Azrani Mohd Zain ◽  
Soaib Asimiran ◽  
Abu Bakar Razali ◽  
Nor Aniza Ahmad
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Study Data ◽  
Exploratory Research ◽  
High Performing Schools ◽  
Learning Practices ◽  
Supervision Practice ◽  
Improved Performance

Teaching supervision is an effective assessment tool to ensure effective teaching and learning in the classroom. Effective teaching supervision refers to the appropriate approaches taken by supervisors to supervise teachers in the classroom. In this light, the coaching and mentoring approach is a form of teaching supervision that increases the effectiveness of teaching supervision in schools. However, this approach requires an in-depth understanding of aspects related to coaching and mentoring. Thus, this study aims to examine the implementation of coaching and mentoring as a teaching supervision practice among Secondary School principals. This study focuses on two main objectives, first, examining supervisors’ understanding of coaching and mentoring, and second, identifying the extent of supervisors’ readiness towards implementing the coaching and mentoring approach as a teaching supervision practice. This study adopted the qualitative exploratory research design and involved eight samples selected by purposive sampling. Interviews, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using i) in-depth reading, ii) open coding, and iii) axial coding. The study’s findings indicate that ineffective teaching and learning practices have contributed to declining student academic achievement. In this regard, ineffective teaching and learning practices are attributed to teachers’ failure to adopt effective teaching techniques and the lack of curriculum mastery. Thus, coaching and mentoring could enhance the competence of teaching supervisors, especially school leaders, particularly in high-performing schools. In turn, this approach will increase the commitment, satisfaction and professional development of teachers leading to improved performance.

The Hidden Curriculum and Classroom Procedure: Informed Personal Views of Teachers

2020 ◽  
Vol 7 (10) ◽  
pp. 562-572
Author(s):  
Kankam Boadu ◽  
Gideon Boadu ◽  
Gloria Nyame
Keyword(s):  
Effective Teaching ◽  
Sample Size ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
Study Data ◽  
Emerging Themes ◽  
Effective Teaching And Learning

The study examined how teachers perceived the hidden curriculum.  A sample size of twenty teachers was purposively selected and involved in the study. Data were collected through interviews, and the emerging themes formed the focus of the analyses. The study found that teachers possessed a good understanding of the hidden curriculum and its features. Again, teachers perceived the hidden curriculum as important to the teaching and learning process. It was also observed that due attention should be given to its uses. It was concluded that teachers perceived the hidden curriculum positively as it matters to effective teaching and learning.

scholarly journals Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:

IJOHMN ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 38
Author(s):  
Harriet Yeanoh Jones ◽  
Dr. Saidu Challay ◽  
Peter Mboh Muffuh
Keyword(s):  
Secondary School ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Assessment Tools ◽  
School Level ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Subject ◽  
Effective Teaching And Learning

This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents.  A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio

scholarly journals Knowledge management to support innovation in higher education institutions

2021 ◽  
Vol 9 (6) ◽  
pp. 254-271
Author(s):  
Adriana Karam-Koleski ◽  
Gregorio Varvakis
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Teaching And Learning ◽  
Management Practices ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Exploratory Research ◽  
Technological Infrastructure ◽  
Use Of Knowledge ◽  
Innovation In Higher Education

This paper presents and discusses the use of knowledge management to support innovation in higher education institutions (HEI). The study was conducted at Brasil-STHEM Consortium - a network of Brazilian higher education institutions that work together in the implementation of innovation in their teaching and learning practises. 29 HEI participated in the study that was designed as an exploratory research and used the Asian Productivity Association (APO) knowledge management maturity level assessment tool as a framework for data collection and analysis.  Results demonstrate that there was openness for knowledge management and that there is technological infrastructure available for this to happen, but found  little evidence of the systematic use of knowledge management  practices. The study contributes to research and practise in education management  by proposing the use of KM theory and tools to understand how knowledge being generated by higher education institutions can be identified, stored, shared, created and applied in order to amplify its impact to educational change and innovation.   

Bring Your Own Devices classroom

2016 ◽  
Vol 13 (4) ◽  
pp. 323-343 ◽  
Author(s):  
Janak Adhikari ◽  
Anuradha Mathrani ◽  
Chris Scogings
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Digital Divide ◽  
Learning Process ◽  
Teaching And Learning ◽  
Information And Communications Technology ◽  
Adoption Process ◽  
Content Type ◽  
The Past ◽  
Learning Practices

Purpose Over the past few years, technology-mediated learning has established itself as a valuable pathway towards learners’ academic and social development. However, within the adoption stages of information and communications technology-enabled education, further questions have been raised in terms of equity of information literacy and learning outcomes. For the past three years, the authors have been working with one of the earliest secondary schools in New Zealand to introduce a Bring Your Own Device (BYOD) policy. In this paper, the authors present the findings of a longitudinal investigation into the BYOD project, which offers new insights into the digital divide issues in the context of evolving teaching and learning practices across three levels, namely, digital access, digital capability and digital outcome. Design/methodology/approach This study is an empirically grounded longitudinal case research conducted over a three-year period in one secondary school in New Zealand. This research has included a number of methods, including surveys, interviews and classroom observations, to gather qualitative data from various stakeholders (teachers, students and parents). Findings The findings from the study of the BYOD project inform of digital divide issues in the context of evolving teaching and learning practices across formal and informal spaces. The authors explored how the BYOD policy has influenced existing divides in the learning process across three levels, namely, digital access, digital capability and digital outcome. The result sheds light on key issues affecting the learning process to contextualise factors in the three-level digital divide for the BYOD technology adoption process in classroom settings. Research limitations/implications The study presents findings from an ongoing investigation of one secondary school, an early adopter of the BYOD policy. While the authors have followed the school for three years, more in-depth studies on how teaching and learning practices are evolving across formal and informal spaces will be further qualified in the next stages of data collection. Originality/value The study contributes to new knowledge on how digital inclusion can be supported beyond mere access to meaningful use of technology to reinforce student learning and their overall skill development.

scholarly journals Students’ and Teachers’ Factors Hindering Effective Teaching and Learning of Economics in Secondary Schools in the Nsukka Local Government Area of Enugu State

2020 ◽  
Author(s):  
Ezinne Orie Idika
Keyword(s):  
Public Schools ◽  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Study Data ◽  
Local Government Area ◽  
Related Factors ◽  
Enugu State ◽  
Effective Teaching And Learning

Students’ and teachers’ factors that affect effective teaching and learning of economics in secondary schools in the Nsukka Local Government Area of Enugu State, Nigeria, was investigated using 10 out of 31 public schools in the study area. Data was collected using a questionnaire titled “Teachers’ & students’ factors hindering effective teaching and learning of Economics in Secondary Schools (TSFETLE),” developed by the researchers and rated on a four-point scale. The instrument had 26 items arranged in three clusters. Cluster A elicited information on teacher-related factors hindering effective teaching and learning of economics, Cluster B sought information on student-related factors that hinder effective teaching and learning of economics, and Cluster C sought information on strategies for effective teaching and learning of economics. The 52 teachers in the 31 government-owned secondary schools and 349 SS2 students of economics in 10 randomly selected secondary schools in the Nsukka Local Government Area of Enugu State were included in the study. Data elicited from three research questions were analyzed descriptively using mean and standard deviation, while t-test was used to compare the teachers’ and students’ responses. The results of the study showed that teachers’ qualifications, teaching methods, and students’ attitudes and disposition toward economics are the key factors affecting effective teaching and learning of economics.

scholarly journals Exploring Saudi Students’ Perceptions of National Exams: A Washback Study

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Ahmad Alsagoafi
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Study Data ◽  
Validity And Reliability ◽  
School Students ◽  
Saudi Students ◽  
Study Approach ◽  
Test Taking ◽  
General Aptitude Test ◽  
Semistructured Interviews

Research on washback and impact of tests (either positive or negative) on teaching and learning in the language assessment field has proliferated in approximately the last three decades. This study aims to explore the positive washback of the General Aptitude Test (GAT) and Scholastic Achievement Admission Test (SAAT) based on the perceptions of secondary school students in Saudi Arabia since this topic is underresearched in the literature. While the existing research has provided insight into the validity and reliability of these tests, we have a limited understanding of how these tests can positively impact the performance of students. In this qualitative study, data were collected from 103 participants using a case study approach through the means of semistructured questionnaires and semistructured interviews. Data were analyzed inductively by employing a computer program called NVivo. The results of the study showed that the participants were positively influenced by the test. This impact was manifested in students’ low pressure test-taking experiences, their successful honing of soft skills needed for future university study instead of reliance merely on indoctrination or the memorization of information and the feasibility of enrollment in universities because the Secondary School Certificate (SSC) is no longer the sole indicator of academic performance. Students’ scores increased due to the method of testing, test preparation and test retaking, which played key roles in promoting score gains and thus accentuating a positive washback.

Verbal Interaction in Chemistry Secondary School Classrooms

2013 ◽  
Vol 66 (1) ◽  
Author(s):  
Winnie Sim Siew Li ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Study Data ◽  
Verbal Interaction ◽  
Inquiry Teaching ◽  
Chemistry Teachers ◽  
Observation Instrument ◽  
Inquiry Approach ◽  
Observation Instruments

Chemistry should be taught using inquiry approach to enhance understanding of concept of phenomena investigated. The way teacher implement inquiry teaching in chemistry classroom is vital as it affects the teaching and learning process. This study was carried out to investigate verbal interaction of chemistry teachers who applied inquiry approach in their chemistry lessons. Twenty three chemistry teachers and their pupils were involved in this study. Data collection method was mainly based on observation using Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI), which was developed and modified based on previous existing classroom observation instruments. Even though the teachers claimed that they practiced inquiry, findings from this study showed that teachers are still dominating interaction in chemistry classroom. This research also revealed that percentage of teacher’s question is lower compared to teacher’s statement. Besides that, mean percentage of pupils’ questions has increased as observed in this research compared to previous researches. Nevertheless, teachers’ questions and pupils’ questions were found to be of low order thinking questions. Silence or confusion category contributes 37.0% of verbal interaction occurred in chemistry classrooms. Implication of this study showed that teachers should move towards creating inquiry-based classroom with focusing on quality pupil talk. 

scholarly journals Poetricks A Game to Engage Malaysian Secondary School ESL Learners in Understanding Poetry

2019 ◽  
Vol 16 (1) ◽  
pp. 55
Author(s):  
Angeline Ranjethamoney Vijayarajoo ◽  
Ariff Imran Anuar Yatim ◽  
Kuldip Kaur Maktiar Singh ◽  
Roslina Mohd Jani
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Study Data ◽  
Board Game ◽  
Ministry Of Education ◽  
Literary Genres ◽  
Found Poetry ◽  
Esl Learners

Studying literature can be challenging for ESL learners. With the new cycle of poems introduced by the Ministry of Education in 2015, the teachers responded with great concerns over how to teach their students, who found poetry difficult and boring. Furthermore, the teachers found poetry less favourable compared to other literary genres. In order to fill the gap of a better understanding of the poems, in more engaging ways, the researchers designed a board game. The compulsory (new) poems for Forms Four and Five were used. 20 students and 40 teachers participated in this study. Data comprised the responses of the students and teachers, to the questionnaire and interview after the game. The game sessions were videotaped. The analysis of the data showed that the participants responded positively to the game. Hence, this game served as a supplementary tool in the teaching and learning of poetry in more engaging ways.

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