INFLUENCE OF TYPE OF UNIVERSITY ON STUDENTS’ INTERNET INSIGHT AS AN ACADEMIC RESOURCE TOOL IN KENYAN UNIVERSITIES

Purpose: The aim of the paper is to find out the impact of type of university on the insight students have about the internet as a learning tool in universities based in Kenya. Methodology: Quantitative research approach was undertaken. An ex post facto research survey design was adopted. The researcher used a representative sample of 435 (Moi University) and 175 (Daystar University)adding up to 610 Third year student teachers of the academic year 2015/2016 drawn from School of Education in the two universities. Stratified sampling was used to categorize students by gender from each stratum; participants were chosen randomly. Questionnaires were used as instruments of data collection. Content validity was established by use of expert judgment in the school of education. Test re-test method was used to establish the reliability of instruments of data collection. Descriptive and inferential statistics were applied for data analysis. The inferential statistics used was mean, data frequencies and percentages. Several tests were used to test the hypothesis, that is, Post hoc, Chi square and Analysis of variance. Results: The study findings indicated no significant relationship between university type and internet knowledge, perceived internet ease of use and internet self-efficacy. Unique contribution to practice, theory, and strategy: The outcome of the study is useful in designing educational programs in Kenyan institutions of higher learning and also, creates an avenue to link the knowledge gap in digital divide research field, to be used later for technology acceptance studies.

Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach

Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements. Purpose: The motive of this study was to enhance students’ conceptual understanding in circle theorems using the flipped classroom approach. Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning. Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students’ performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students’ performance. Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.

Comparative Analysis of Education Reforms and Access to Quality Education as a Tool for National Development: A Case of Ghana’s Educational Reforms

Purpose: It has been an indispensable fact that Education has been a vibrant instrument in the developmental processes of any given nation across the world. In this article, the researchers made critical analysis of various educational reforms that have been undertaken in Ghana (formerly Gold Coast Colony) in both colonial and post-colonial periods and their relationship to improve educational standards towards national development. Methodology: Precisely, the paper scrutinizes historical development of Ghanaian’s education and its problems encountered in meeting its national developmental goal. Findings: In order to address the above challenges, this paper contends that it is important to separate the management of the education process from the national political agenda. Changes and management of the education processes should be handled by relevant stakeholders who are imbued with accurate, effective knowledge and acumen in the field of education and should follow appropriate procedures namely: examining the nation’s educational and historical trends, theoretical considerations, objectives of the education processes, curriculum and administration demands. Unique Contribution to Practice and Policy: The Ghanaian educational curriculum should be crafted by all stakeholders to suit the indigenous African context. These would meet the needs for the required manpower. The researchers also identified that some educational policies were reformed without appropriate analysis of the previous ones before those reformations were made due to over politicisation of the reforms. Above all, it is imperative to develop a clear educational policy and to correlate it to Ghana’s national character and societal needs. In order for education to foster accelerated development, this paper recommends: the need to separate educational policies from national politics, clear stipulation of educational policies and their role in national augmented development, and a sound implementation of educational reforms. The studies of technical subjects were mentioned in the entire policies yet very little has been done. The Researchers also suggest that there should be National Education Policy as Long term Plan for a specific number of years for every political party to implement so as to deny any political party to interfere with their political programme outside the national educational developmental plan. The researchers also suggest that for the government to help solve the problem of unemployment, technical and vocational education should be given a critical attention. This is due to the fact that some of the current problems have existed for over a century now.

SCHOOL ADMINISTRATORS’ WORKING EXPERIENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN BAUCHI, DUTSE AND GOMBE STATES

Purpose: This study investigated the School administrators’ working experience and students’ academic performance in senior secondary schools in Bauchi, Dutse and Gombe states of Nigeria. Methodology: The study adopted the descriptive research designed of the correlation type. Thirty (30) senior secondary schools administrators were selected and used as the respondents to this study, ten school administrators from each state. The instruments used to collect relevant data were school administrators’ working experience check list and a self-designed questionnaire developed by the researcher, it was titled School Administrators’ Working Experience and Students’ Academic Performance (SAWESAP). The questionnaire was validated by two experts, one in the area of educational administration and planning, one in the measurement and evaluation both from Faculty of Education, Federal University, Kashere, Gombe State. Their suggestions and recommendations were incorporated into the final version and the reliability coefficient index of 0.73 was obtained after test-re-test with two weeks interval. Data collected were analysed using Statistical Package for Social Science (SPSS). One hypothesis was formulated and tested. Pearson Product Moment Correlation (r) Coefficient analysis procedure was used to test the hypothesis at 0.05 significant levels. Findings: The results of the analysis showed that, there was significant positive correlation between school administrators’ working experiences and students’ academic performance. Unique Contribution to Practice and Policy: Based on the findings, it was recommended among others that, school administrators’ experience will be considered when it comes to placement and promotion of school administrators that would enable them perform maximally in managing and handling human and material resources.

Covert societal practices in linguistic choices of Pakistani editorials: Fairclough’s CDA model approach

Purpose: Core concept of CDA revolves around the interdependency of description of language, interpretation of language and prevailing discursive practices in society. This study examines the role a language plays in formulating ideological subjective position of male and female in any contemporary society. Methodology: The study applied Fairclough’s CDA model on the Pakistani editorials of two English newspapers in order to qualitatively analyze the linguistic choices and its placement in the text by focusing on other modalities of language such as adverbs, adjectives, metaphors and action verbs for unraveling the patriarchal practices of the society in which women are at the stake of more disadvantages than the men in COVID-19 pandemic situation. Findings: Editorials showed remarkable use of differences in linguistic choices for depiction of powerful and powerless group. Findings showed the existence of hegemony in society where men dominates women by violating their basic rights. Abusive nature of men during the pandemic situation has transformed women's tendency to attend their work through online sources into a tiresome experience. Linguistic choice and syntactic structure have brought forth the discourse type, situational context and societal practices at the surface level which in turns connect back to the role of society and culture in shaping the perception of editors in writing a piece of editorials. Unique Contribution to Practice and Policy: Two newspapers have adopted different stances in depicting a same issue which also reveals the hidden ideology of the press media in which they use implicit or explicit tone in delivering their ideas. This research can help in exploring new dimensions of Pakistani editorials’ language where different tone of language represent unique subject position of female and male in pandemic situation.

THE LEVEL OF AWARENESS OF GUIDANCE AND COUNSELLING AT KOMENDA COLLEGE OF EDUCATION

Purpose: This study explored the nature of guidance and counselling services available for the students in Komenda College of Education. Methodology: The descriptive survey design was used for the study. A sample of 185 students consisting of 95 level 200 students and 90 level 300 students were sampled from the population. The major instrument used for data collection was questionnaire. Questionnaire was used because it is the most appropriate instrument that could be used to collect data on the variables for the study. Content-related evidence of validity was established for the instrument. The researchers personally administered the questionnaire. The entry of quantitative data and analysis was done using Statistical Package for the Social Sciences (SPSS). Findings: The results from the study showed that guidance and counselling services were vibrant and visible in Komenda College of Education. The study revealed that Seventy-five per cent (75%) of the respondents claimed that attitudes of Guidance and Counselling Coordinators and Tutors were very appropriate for counselling services. All types of guidance and counselling services were rendered in the college. The study further revealed that some students had negative attitudes towards accessing guidance and counselling services. Unique Contribution to Practice and Policy: The researchers therefore recommend that, school authorities should be provided with needed logistics for effective guidance and counselling services in schools and colleges. Also, there should be in-service trainings and refresher courses and seminars for guidance and counselling coordinators to up-date their skills in guidance and counselling. Finally, the Ghana Education Service should organise periodic educational programmes for both teachers and students on the role of guidance and counselling in schools and colleges.

EVALUATING EFFECTIVENESS OF SCHOOL GUIDANCE AND COUNSELLING PROGRAMME IN K.E.E.A. MUNICIPALITY OF GHANA

Purpose: This study intended to consider the patronage and effectiveness of guidance and counselling programmes offered to Junior High Schools (J.H.S.) students in the Komenda-Edina-Eguafo-Abrem (KEEA) Municipality in the Central Region of Ghana. Methodology: The researchers used exploratory research design for the study. The researchers considered all the 105 Junior High Schools (J.H.S.) in the Municipality as the subject for the study. The researchers sampled 50 schools for data collection. They (researchers) administered questionnaire to the headmasters and teachers in-charge of guidance and counselling in the selected 50 Junior High Schools (JHSs) arriving at a total of 100 respondents. The instruments used for data collection were questionnaire. Data gathered were analysed in tables and converting them into percentages. Findings: The findings revealed that, guidance and counselling services were available in the schools with qualified and experienced officers to handle issues as and when they happen. They also offer prompt response to such issues. It further came out that there were not even a single school in the Municipality, which had a place as an office earmarked for guidance and counselling services. There were also some interference from other teachers, parents and headmasters in the affairs of counselling which hampered the effectiveness of the guidance and counselling services. Some teachers too felt reluctant to report identified problems to the notice of the counselling coordinators. Unique Contribution to Practice and Policy: The researchers suggested that misconceptions that some teachers, parents and other stakeholders have about guidance and counselling services should be expunged from their minds. Finally, recommendations from the researchers were that, to improve the guidance and counselling services for junior high school students in KEEA Municipality there should be regular workshops and orientation for teachers who ate mandated to offer guidance and counselling services to students. Teachers should be made to understand that counselling is geared towards cooperation, teamwork and meant for all students and develop well in confidential setting. The researchers suggested that guidance and counselling services should be infused into the schools’ timetable like the assembly and worship.

Student Teachers Perceptions and Experiences on School Practice and Competence Development at Makerere University-Uganda

Purpose: The study was carried out to explore the student teachers’ perceptions and experiences on school practice in terms of competence development. Methodology: Phenomenology as a design was adopted using unstructured interviews and documents review to collect data from twelve purposively selected third year student teachers as participants. Data was analyzed using the framework analysis. Findings: School practice was clearly understood by participants as a learning experience that involves putting theory into practice with the help from supervisors and senior teachers. However, it was conducted along the curriculum requirements as an assessment/examination by the university supervisors. Consequently, some challenges were faced. These included, difficulties in applying all the various methods taught by different lecturers, lack of professionalism, little feedback/conferencing with supervisors, hurried reports, limited mentorship and supervisory aspects in school practice host schools and limited materials to use among others. Unique Contribution to Theory, Practice and Policy: The teacher preparation institutions in Uganda Makerere inclusive need to improve the general methods course to all students to cater for issues in lesson preparation, presentation, classroom management, assessment and evaluation. An interdependent relationship between the University and the SP host schools is required to promote a working relationship between the supervisors and host teachers for mentoring and supervisory aspects to student teachers. Makerere University and other teacher preparation institutions need constant professional development courses to promote professionalism among supervisors to address issues like lack of feedback/conferencing and poor supervisor-student relationships among others.

Student Teachers’ Perceptions and Experiences on Mentoring Practices and Competence Development at Makerere University in Uganda

Purpose: This study explored the perceptions and experiences of student teachers on mentoring practices and competence development at Makerere University in Uganda. Methodology: Basing on the three mentoring models of mentoring developed by Twoli (2011) as the analytical lens, this study explored the mentoring practices currently existing at Makerere University, the model of mentoring the University is aligned to and how it develops Student teachers’ competences. The three mentoring models are the corporate model (traditional model), the more improved collaborative model and the emerging model of mentoring practices. Phenomenology was adopted as a qualitative research design anchored in the constructivist interpretivist paradigm. Data was collected using unstructured interviews from purposively selected twelve finalist student teachers and triangulated with review of documents and literature to cross validate the findings. Data was analyzed using the framework analysis. Findings: Makerere University is still tagged in the corporate/ traditional model of mentoring student teachers basing on the way they organize, supervise and moderate their student teachers on practicum. Unique Contribution to Theory, Practice and Policy: The Ministry of Education and Sports (MOE&S) in Uganda through the National Council for Higher Education (NCHE) should include mentorship programmes as a formalized minimum standard in teacher education institutions. Universities and other teacher preparation institutions should introduce mentorship programmes for university staff and schools. The study also recommended that lecturers and senior teachers should be sensitized about the effects of relying on the traditional/corporate mentoring model through professional development courses.

ICT and Reflective Practice integration; A Constructivists Approach in Teacher Preparation at Primary Teachers Colleges in South Eastern Uganda

Purpose: The purpose of this study was to explore the ICT and reflective practice integration in teacher preparation at Primary Teachers Colleges and to establish whether these practices were among the constructivist approaches being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists’ teaching. It involved 3 PTCs and 15 participants who were purposively sampled. This study used a qualitative research design. Data was gathered using in-depth multiple interviews and analyzed following Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. The colleges are in a nascent stage in the integration of ICT and reflective practice in education being accustomed to traditional instructional practices and lack of motivation and knowledge among tutors to adopt ICT in teaching. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge suggesting ways in which constructivists’ teaching supports teaching effectiveness and promotes students’ learning amplifying the need for ICT and reflective practice integration in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in Primary Teachers Colleges for tutors and students induction on several constructivists’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting