The Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya

The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adopted a simple random sampling technique using a ratio of 3:1 to ensure all the 200 schools were given a fair chance to participate in the study; further, a purposive sampling technique was also used to identify key informants. Primary data was collected through an online structured questionnaire. Qualitative and quantitative analysis was done by use of descriptive and inferential statistics respectively. The study concluded that appraisal of teachers' continuous professional development, appraisal of teachers' knowledge and application and the appraisal of teachers' continuous time management greatly influences their performance hence improving students' academic performance. The study recommends the enhancement of TPAD during the next review phase to embrace and connect parameters in the appraisal tool and students’ examination scores. Further, TSC in liaison with the ministry of education and the respective school principals should take deliberate effort to plan and set aside funds to enhance professional training, workshops, seminars, and conferences through which the teachers will be enlightened on how to enhance their professional knowledge and application while considering independent evaluators to enhance credibility, validity and reliability of teacher rating.

Post COVID-19 and the Potential of Blended Learning in Higher Institutions: Exploring Students and Lecturers Perspectives on Learning Outcomes in Blended Learning

This study explored students and teachers of Higher Educational Institutions perspectives on the potential of Blended Learning post-Covid-19. Using Shea’s 2007 Four-Model of Blended Learning and the framework of Complex Adaptive Blended Learning (BL) Systems, this paper investigated the correlation between Blended Learning (BL) and students learning outcomes in constructivists learning. The findings provided convincing support that Online Blended Learning offers some potential for teaching in higher institutions more than the stand-alone traditional face-to-face classroom. This is especially the case when teaching intends to enhance students reciprocal learning, students’ inquiry-based learning, learners posing questions and seeking answers on their own, as well as promoting cooperative/collaborative learning among students. Even though, the findings did not entirely dismiss the traditional face-to-face teaching, nevertheless, the results strongly suggest that blending face-to-face teaching with online teaching offers tremendous potential for inquiry-based and constructivist learning more than the traditional classroom face-to-face teaching alone. Additionally, BL creates both cohesive and effective learning environment overcoming geographical and physical barriers of traditional classroom teaching to promote self-paced critical learning among students, especially in institutions of higher learning.

Experience of Online Learning the Elective Course “Competency-Based Approach in Pharmacy Education” in Bogomolets National Medical University

The article focuses on the experience of online learning the elective course “Competency-based approach in Pharmacy education” for pharmacy students of the first year of study at the Bogomolets National Medical University. Course was designed to discuss actual information on the development of competency-oriented higher pharmaceutical education in Ukraine and increase Ukrainian students’ understanding of actual role of the pharmacist as health care professional. The 3.2-credit hours elective course consisted of five lectures (ten hours), ten seminars (twenty hours) and independent work of students (sixty-six hours). The article represents information about the structure of the course and its online form organizing due to the COVID-19 pandemic in 2020/2021 academic year. There were 162 students enrolled in this course. The course was evaluated using student evaluation survey. Overall, students felt that the course was educational, engaging, and well organized with effective delivery of material. This elective course was successfully conducted achieving the high level learning outcomes and was well received by the students.

Hybrid Learning Using Canvas LMS

Hybrid learning refers to the learning style where online components are used to replace some face-to-face elements of the course. In the current era, where COVID-19 pandemic has highly impacted higher education, online and remote forms of learning have become critical success factors to deliver engaging and rich teaching and learning experience to the students. With the partial return of face-to-face interaction with the students this year after easing restrictions, universities have no choice but to offer hybrid learning experience. In the journey towards this type of learning, a transition in both pedagogy and vehicle (tools) is inevitable. Hybrid learning pedagogy has been in literature for many years now and many institutions worldwide have enough experience to run courses and programs as a hybrid model. For the vehicle, a number of tools are necessary to facilitate delivery, but the most important tool is obviously the learning management system (LMS). Canvas LMS is now considered one of the most commonly used electronic learning systems, offering a large number of features and options to make teaching and learning easier and effective for both teachers and students. In this paper, two hybrid learning models are proposed. An example of implementing one of the two models using Canvas LMS and other supporting tools is provided. Anecdotal student feedback has shown that the students were highly engaged and their experience has been improved as a result of the hybrid delivery format.

Developing A Conceptual Framework for Science Teaching at Colleges of Education in Ghana

This paper looks at Science taught in Ghana generally. It defines Science and science education fundamentally, as the methodical observation, conception, analysis, and exhibition of patterns to understand what exist in the physical universe which is evidence-based and their interactions with each other. The understanding of these processes keeps changing as new relationships and explanations emerge. The motion and interactivity with materials employed by the pedagogies become key elements for creating exciting, dynamic and captivating experiences that motivate students to learn and pursue a science course with a greater sense of purpose. Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. However, the employ of inappropriate teaching methodologies is one of the factors that contribute to the low participation and performance of students in science. Little effort is made to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and environment. This article attempts to proffer a concise definition to merge the ideas from some scholars for a better understanding of science; meaning of Science Education; relevance of the study of science (or science education); problems of science teaching in Ghana and the effects and propounds a challenging model for implementation for effective science teaching in Colleges of Education in Ghana.

Highly Effective Learning and Application Thereof to Roma Pupils Elementary Education System in Slovakia

Fragmentation of educational content, caused by the scientific-subject structure of the traditional school, in many cases inhibits the motivation and activity of pupils in the educational process. The saturation of knowledge, skills, and competencies— especially of roma pupils in elementary education—is thus underestimated and in many cases lags behind the standard level of the majority of pupils. It follows that the effectiveness of elementary education—especially for roma pupils—increases proportionally with the relevancy and a certain attractiveness of teaching organizational forms and methods whereby it is implemented. One of the alternative solutions for increasing the level of effectiveness of elementary education (inter alia) of roma pupils is the pedagogical concept of highly effective learning based on an integrated thematic teaching system. It turns out that in this context this concept can be considered as a motivating and activating element expanding the knowledge level of pupils, while at the same time enriching them educationally. It integrates strategies that are focused on the discovery, action, cooperative, authentic, and confluent learning of pupils. This paper deals with the issue of the educational concept of highly effective learning in terms of its application to roma pupils in the first grade of elementary education. It presents the current results of a pedagogical experiment as the elementary empirical method of research in the field of social climate, creativity, and the level of knowledge of pupils within the elementary first-grade educational environment.

Active Listening as A Basic Skill of Efficient Communication Between Teachers and Parents: An Empirical Study

This study deals with active listening as a basic skill of efficient communication used by teachers in their communication with their students’ parents. Two hundred and twenty-two teachers and thirty-three principals of primary education school units participated in this empirical study. Teachers mention that they use active listening in their communication with parents with attention and observation, they accept parents’ words, they maintain a neutral position and they show empathy to share their reflections and feelings. Moreover, during the use of active listening as an active skill of efficient communication between teachers and parents, teachers mention the contribution of their verbal intervention. In this way they ask open-ended and closed-ended questions for clarifications, and they repeat the parent’s main views without expressing their personal opinion. During their verbal positioning, teachers first mention to parents the good characteristics of their children, then they focus on their learning weaknesses.

Curriculum Mapping of Undergraduate Medical Programmes: Recommendations for Future Directions

Background: Medical schools are expected to churn out all-rounded healthcare professionals who are competent in the prerequisite knowledge and skills necessary to address the everchanging health needs of the society. This is usually made possible through innovation and strategy, one of which involves the continuous review and renewal of all the components of existing teaching and learning plans through a blueprinting process called curriculum mapping. This blueprint allows for curriculum goals development, together with management, reviewing and organizing its contents. As curriculum mapping of medical programmes was in its infancy stage at the time of this research, this study focusses on reporting the perspectives of the curriculum leaders on future directions for curriculum mapping of undergraduate medical programmes in South Africa. Method: Purposive sampling was used in a qualitative study among fourteen academics involved in medical curricula at all eight medical schools. Semi-structured interviews were used for data collection, and analysis was done by thematic analysis. Results: Curriculum planners have specific expectations of curriculum mapping of undergraduate programmes as a possible future strategy to drive curriculum review and renewal in the country. Although some agreement exists about the characteristic features, any mapping platform created should meet the specific institutional requirements that will address their challenges. Conclusion: Finally, a national mandate from the authorities will be required to achieve curriculum benchmarking and collaboration amongst the medical schools to standardize undergraduate medical programme outcomes.

The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools

This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.

Age Related Techniques in Teaching and Speaking a Foreign Language

The purpose of this article is to show the importance of age related techniques used in classes that help students enjoy, learn and speak a foreign language. There are different techniques used at different ages. However, it is also important to build a good relationship and in order to do so, teacher must know his/her students’ goals, age, foreign language level, interests and background and furthermore real practice of lesson topics. Most importantly, what we teach should relate to students. Creating a good atmosphere is important. There are some difficulties to improve all skills of speech activity at the same time. Teachers should find the right tools and strategies adopted to every age. Role playing, debating, reading, asking the right questions are some important tools.