scholarly journals A Health-Check of Communicative Language Teaching (CLT) in Rural Primary Schools of Bangladesh

2018 ◽  
Vol 11 (7) ◽  
pp. 163
Author(s):  
Mohammed Shamsul Hoque ◽  
Rozhan M. Idrus ◽  
Yousuf Mahbubul Islam
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Structured Interview ◽  
Instructional Materials ◽  
Head Teachers ◽  
Instructional Module ◽  
Teaching Learning ◽  
English Subject

Bangladesh ELT situation has been deteriorating for the last four decades. Regional and national projects including ELTIP and EIA proved to be futile in improving this situation, especially, in the Bangladesh rural primary schools with almost 0% properly trained English teachers to implement the current CLT curriculum. This article investigates the on-going poor health-status of CLT at randomly selected schools of northern Bangladesh through delving into the research gaps linked with the ELT practitioners’ own English proficiency, their training needs, motivation and teaching skills; their perception on the instructional module; and perception of the YLs of English in Bangladesh. This enquiry uses a mixed method involving a questionnaire survey, semi-structured interview with ELT teachers, teacher trainers, head-teachers and lesson observation followed by a workshop and informal discussion with 100 participants from all ELT stake-holders to validate the findings of the earlier questionnaire survey. The findings conclude that ineffective and lack of teacher training, non-availability of English subject teacher, unproductive instructional materials, unhelpful learning environment, learners’ socio-economic background, teachers’ poor competence in English and knowledge of CLT methods are responsible for this deterioration. It recommends that implementation of a rigorous teacher training program for CLT to produce English subject teachers for each school, production of a pedagogically user-friendly instructional module for CPD, a culture-oriented teaching-learning environment and a program of regular guidance and supervision by CLT experts would address the gaps prevailing in the ELT (and CLT) situation at the rural primary schools of Bangladesh.

scholarly journals Using Abacus and Bundles of Stick to Help Basic Two (2) Pupils to Add Two and Three-Digit Numbers: An Action Research of Ghana National College Basic School, Cape Coast, Central Region, Ghana

2020 ◽  
pp. 21-37
Author(s):  
Dennis O.K. ◽  
Ernest K.O. ◽  
Sulemana K. ◽  
Yusif Z. ◽  
Zunurain Z. ◽  
...  
Keyword(s):  
Action Research ◽  
Central Region ◽  
Primary Schools ◽  
Instructional Materials ◽  
Cape Coast ◽  
Grade Levels ◽  
Post Test ◽  
Early Grade ◽  
Basic School ◽  
Teaching Learning

The purpose of this study was to use Abacus and Bundles of stick as Instructional Materials or Teaching Learning Materials (TLMs) to improve the addition of two- and three-digit numbers among Basic Two (2) Pupils of Ghana National College Basic School, Cape Coast, Central Region, Ghana. Action research design was used for the study. Evaluation Test (Pre-Test and Post-Test) were used to gather data on the pupils. The population was thirty-four (34) and the sample used for the study was fourteen (14) pupils. Pre-Test was used to assess the pupil’s performance to identify their strength and weakness for the necessary interventions to be used to solve that problem. Post-Test was used to gather results and compare the effectiveness of the use of Abacus and Bundles of stick in solving addition of two- and three-digits numbers in mathematics. Simple percentage count was employed by the researcher to display the results and findings. It was found out from the study that, appropriate materials like Bundles of sticks and Abacus should be encouraged and be used in primary schools more especially at the Lower Primary levels (Early Grade levels) to teach for the pupils to overcome their difficulties in solving addition problems involving two- and three-digits numbers.

scholarly journals IMPACT OF AUDIO-VISUAL AIDS ON TEACHING LEARNING PROCESS OF ENGLISH LANGUAGE AT PRIMARY LEVEL

2020 ◽  
Vol 01 (01) ◽  
pp. 71-77
Author(s):  
Irfan Ullah Khan ◽  
Muhammad Saqib Khan ◽  
Haroon Rehan
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
English Language ◽  
English Language Teaching ◽  
Visual Aids ◽  
Head Teachers ◽  
Primary Level ◽  
International Language ◽  
Study Population ◽  
Teaching Learning

English is an international language and plays a pivotal role in our education system that is why different methods are used for English language teaching learning process at primary level to improve learning teaching process, that is why the present study was conducted to highlight the audio-visual aids’ role in process of teaching learning at the level of primary education. All the teachers and head teachers of Southern Districts Primary schools in Khyber Pakhtunkhwa were study population. The study sample consisted of 100 head-teachers (50 female and 50 male) and 300 teachers (150 males & 150 females). By nature, the study was survey, researcher developed personally instrument to collect data from respondents and thus analyzed, tabulated, and construed the data in the light of study objectives. The statistical tools like mean and SD were used for data analysis. The present study highlighted that audio visual aids make the learners able learn English language easily and in an interested way.

scholarly journals Problem-Based Learning in a Medical School: Implementations Challenges

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Kátia Terezinha Alves Rezende ◽  
Maria Cristina Guimarães da Costa ◽  
Matheus Eduardo Rodrigues ◽  
Silvia Franco da Rocha Tonhom
Keyword(s):  
Teacher Training ◽  
Professional Practice ◽  
Learning Process ◽  
National Curriculum ◽  
Health Sector ◽  
Problem Based Learning ◽  
Evaluation Process ◽  
Structured Interview ◽  
Teaching Methodology ◽  
Teaching Learning

Abstract: Introduction: Considering an integrated curriculum that is guided by dialogical competence according to the National Curriculum Guidelines, the Systematized Educational Unit (UES) and the Professional Practice Unit (UPP) constitutes the curriculum of a medical course in a municipality in the countryside of the state of São Paulo, Brazil. Problem-Based Learning (PBL) is used in the UES and the problematization is used in the Professional Practice Unit as teaching methodologies, seeking an organization that leads to a training that is coherent with the public health sector and the national education scenario. The UES is the focus of this study because we observed that there are divergences among teachers regarding their role as tutors. Thus, we observed that the teaching methodology currently employed at Famema led us to some questions: Do the teachers consider themselves qualified to work with the PBL method? How do evaluations contribute to the teaching-learning process? Thus, this study aimed to analyze the teachers’ understanding of their ability to work with the PBL and the relevance of evaluations for the teaching-learning process in the UES. Method: This is an exploratory-descriptive study with a qualitative approach. Data collection was carried out using a semi-structured interview with teachers who work with the 1st to 4th years in the UES of the medical course, and the selection of the participants was carried out from a non-probabilistic sample of intention, totaling 16 teachers, including four teachers of each of the first four years of the course. The analysis of the data was performed by Content Analysis in the thematic modality, which allowed the definition of two thematic axes: Challenges for teacher training and Potentials and limits of the implemented evaluation process. Results: The trajectory of the PBL in the teaching-learning process from the point of view of teachers showed us a variety of understandings. As for teacher training, weaknesses were identified in the development of the tutoring process, and that the strategies used for training need to be reviewed regarding their implementation and the inclusion of the professionals into the process. Regarding the evaluation, it was observed that the teachers demonstrate difficulties in carrying out an evaluation of the students while integrating the affective, cognitive and psychomotor dimensions. Conclusion: Therefore, regardless the time of the curriculum implementation, Permanent Education should constitute a powerful space for teacher training and process management.

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 Educational Evaluation: Functions, Essence and Applications in Primary Schools’ Teaching and Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 1-9
Author(s):  
Mensah Prince Osiesi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Evaluation Process ◽  
Educational Evaluation ◽  
Instructional Materials ◽  
Instructional Process ◽  
Evaluation Functions ◽  
Teaching Learning

This paper discussed the functions, essence, and applications of educational evaluation in the teaching-learning processes; in primary schools. It outlined the definitions of evaluation, the stepwise diagram of an evaluation process, succinct explanation of the types of evaluation, and its essence and the steps in educational evaluation. Also, reflection and thoughts centered around the functions, essence, and how educational evaluation is applicable in improving and sustaining a robust teaching and learning strategy in primary schools. More so, the paper concluded that primary school teachers as well as learners; need regular evaluation and evaluation reports, for effective and efficient teaching-learning transactions. For the learners, educational evaluation increases their learning motivation, development of good study habits, feedback, and necessary corrective measures. Teachers require evaluation results to monitor the effectiveness of instruction as well as the instructional materials, choosing learning experiences, diagnosing learners learning difficulties in order to improve the instructional process. Accordingly, it was recommended that educational evaluation practices, strategies, and enlightenment be boosted among all primary school stakeholders.

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>

scholarly journals USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

2013 ◽  
Vol 8 (1) ◽  
pp. 16-24
Author(s):  
Pamela Buhere ◽  
Pamela Ochieng
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Survey Design ◽  
School Setting ◽  
Learning Resources ◽  
Head Teachers ◽  
Regular Teachers ◽  
The Government ◽  
Teaching Learning

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.

scholarly journals IMPLEMENTATION OF THE FREE EDUCATION POLICY IN PRIMARY SCHOOLS IN KAFUE DISTRICT: IS IT A COMPROMISE ON QUALITY OF EDUCATION IN ZAMBIA?

2020 ◽  
Vol 7 (9) ◽  
Author(s):  
Christine Mwanza ◽  
Darious Silukuni
Keyword(s):  
Education Policy ◽  
General Education ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Free Access ◽  
Access To Education ◽  
Head Teachers ◽  
Free Primary Education

<p>In this study, researchers investigated the implementation of Free Primary Education Policy in selected primary schools of Kafue district of Zambia. The study’s objective was to determine the possible conflicts that had arose between learners’ access to education and supply of quality education. As a descriptive survey, the study population consisted of one hundred and twenty (120) teachers, twenty-four (24) head teachers one (2) Ministry of General Education (MoGE) officials. The teachers responded to a questionnaire while the head teachers and MoGE officials were interviewed using structured interview schedules. An observation checklist was used to record the schools’ enrolments, equipment and facilities that were available. Data was analyzed thematically as themes and sub themes emerged from the data. Finding showed that there were high enrolments in Kafue primary schools, an indication that many learners had free access to education but this led to a number of challenges such as: inadequate educational supplies, low staffing levels, inadequate classrooms and desks. Teachers were being overworked and were unable to attend to individual needs of pupils. They also could not manage to give adequate homework and remedial work due to large classes. Consequently, the Zambian government seems to have failed to meet the needs of primary schools in Kafue due to the surge in enrolments. Scholars in this study recommended that the Ministry of General Education should evaluate the practicality and sustainably of the Free Primary Education in all primary schools in Kafue district. Furthermore, additional funds should be allocated for schools to enable them buy teaching and learning materials.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0696/a.php" alt="Hit counter" /></p>

scholarly journals Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

10.28945/4405 ◽  
2019 ◽  
Vol 18 ◽  
pp. 061-085
Author(s):  
Noga Magen- Nagar ◽  
Hanna Shachar ◽  
Osnat Argaman
Keyword(s):  
Teacher Training ◽  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Games ◽  
Environment Impact ◽  
Teachers And Students ◽  
Computer Environment ◽  
Teaching Learning ◽  
The Impact

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

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