Showing papers in "Journal of Education and Practice in 2021"

Secondary school principals’ level of preparedness and adoption of national education management information system in keiyo north sub-county, kenya

Abstract: Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya. Methodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis. Findings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost. Unique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda

Abstract: Purpose: The purpose of this study was to explore the implementation of constructivists’ principles in teacher preparation in colleges and to establish whether the constructivist approaches were being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists informed teaching. It involved 3 PTCs and 15 participants who were purposively sampled. The methodology for this study was qualitative with a phenomenological research design where data was gathered using in-depth multiple interviews and observation. The data collection and analysis followed 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. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge about ways in which constructivists’ informed teaching supports teaching effectiveness and promotes students’ learning amplifying the need for reflective practice in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in PTCs for tutors and students induction on several constructivists’ practices that include reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting.

University administration in nigeria: history, ethics and corporate governance

Abstract: Purpose: This paper is an exploratory work focusing on university administration in practice. The study interrogates ethics and practice of university administration in Nigeria, vis-a-vis service-delivery. It captures and exemplifies the nature and elements of university administration as experienced in the contemporary Nigerian polity, making references to aspects of industrial and organizational psychology, human factor psychology, and others, in the context of diverse interrelationships between theory and practice. It reverts to antecedents of administrative practice, tracing the primal formation of organizational styles to the colonial era in British tropical dependencies, and deftly concludes that the contemporary administrative policies were direct derivatives from the political culture of the colonial masters who sought to enforce “law and order” and through a self-imposed dual mandate sophistry. It concludes by drawing attention to observed infractions in the contemporary practice, and emphasized on the need to upgrade ethics, practice and corporate governance. Contributions on the socio-politics of corporate practice in Nigerian universities is paltry, and more research could be initiated in this area to complement our effort. Methodology: The research design is descriptive, focusing on answering the how, what, when and where, (i.e. in addition to why) thus, providing rooms for examination of historical evidences, theoretical relevance and practical algorithms. The study used qualitative research method to properly describe the research problem and analyzed the problem based on observed characteristics, behaviours and reactions. The researcher being an active participant in the system, used the instruments of interactive sessions, seminars, workshops and interviews. The study was carried out among a cross-section of administrative class who are employees in renowned government-run public universities in Nigeria and are being governed by the same regulations under the jurisdiction of the National Universities Commission and the Federal Government of Nigeria.The target population of the work are the academic administrators, the professional administrators, as well as scholars of educational studies in HEIs. A survey is conducted to validate our stance on compromised standards, and to posit measures that re-assert good practice, using the qualitative research method to succinctly describe the research problem by observing the dialectical nuances of the work environment and drawing far-reaching conclusions on the contemporary state of management and administration in our universities. The research is hinged on social exchange theory (SET) which overtly describes the relationship between an organization and its employees in a social context (Blau, 1964; Molm and Cook, 1995; Azim, 2016), while at the same time, extending the social interface description to the individual level to describe relationships between supervisors and subordinates in a leader-member exchange (LMX theory) background (Manzoni and Barsoux, 2002). Results: The study revealed that ethics and corporate culture have become compromised due to decades of abstruse practices, and that there was the need to urgently revamp work ethics, re-align values and re-orient practice in order to catch up with the meteoric speed of the global space. The nuances and intricacies involved in creating and maintaining standards, and the necessity of recreating a virile work culture is incontestable, not forgetting that our colonial antecedent also provided a skewed background for the practice. Unique contribution to theory, policy and practice: It was recommended that negatives like excessive bureaucracy should be jettisoned, and open-door policies should displace shoehorned policies of government. Our universities should be nurtured and encouraged to self-regulate, while modern management technique should be entrenched in the system. In order to be able to effectively deliver on their triadic mandates of teaching, research and community services, the workforce in the universities should be adequately motivated and a strong reward system should be put in place to galvanize excellence. The National Policy of Education should be constantly reviewed in tandem with new-age realities, while aggressive digitization should be introduced to simplify operations, reduce stress, and maximize service-delivery.

Cognitive Based Classroom Streaming and Self Esteem among Secondary School Students in Lira District

Abstract: Purpose: The purpose of this study was to establish the relationship between cognitive based classroom streaming on students’ self-esteem among secondary school students in Lira district. It specifically analyzed the differences in the level of self-esteem between low and high ability group of students. Methodology: The study adopted quantitative research approach. A cross sectional comparative research survey design was used to compare the level of self esteem between low and high ability group of students. A valid and reliable self-administered questionnaire was used to collect data. A total of 278 students from three secondary schools were selected using systematic random and purposive sampling techniques respectively. Data was coded and analyzed using Statistical Package for Social Scientists (SPSS version 23). The hypothesis was tested using independent sample t-test. Findings: Findings revealed a significant difference in the level of self-esteem (t = 7.68, p<0.01) with high ability group of students scoring higher than low ability group. It was therefore concluded that ability grouping significantly influences students’ self-esteem. Recommendation: The study recommended that: heterogeneous grouping, school family initiative programmes, guidance and counselling services and other co curricular activities be introduced /reinforced in schools to enable students discover their talents, build their esteem and cope with the environment.

Examination of the adequacy of resources preparedness for implementation of integration of digital learning in public primary schools in meru county, kenya

Abstract: Purpose: Digital learning integration (DLI) in schools has positive implications for the education systems. DLI programme was rolled out in Meru County alongside other 46 counties in Kenya in 2016 after several postponements. However, DLI programme adoption is attributed to preparation challenges. This study examined the adequacy of resources on implementation of DLI programme in public primary schools in Meru County. Methodology: The study was guided by Roger’s diffusion of innovation theory and Boum’s project management cycle. The study used descriptive survey design and adopted mixed method approach. The study targeted 710 public primary schools in 9 sub-counties. Data was provided by 710 head teachers, 7032 teachers, 2004 Parent Teachers Association (PTA) executive members, and 25,720 grade 3 DLI programme pioneer pupils. A 10% sample of schools was considered sufficient which was obtained using simple random sampling technique. As a result, 71 head teachers and 703 teachers were obtained. Purposive judgmental sampling technique was used to get 201 PTA members. Further, Sloven’s formula was used to get a sample size of 396 pupils that formed Focus Group Discussion (FGD) each consisting of 8 learners, and 9 SCDEs were purposively sampled. Questionnaires were used to collect data from head teachers, teachers and PTA while interview schedules and FGDs were used to get data from SCDEs and from learners respectively. Observational schedule was also used to provide guide for focusing observation and recording data. The research tools were pre-tested for validity and reliability. The quantitative data was analyzed using IBM SPSS Statistics for Windows version 22. The data was analyzed, interpreted and reported using percentages, measures of central tendency. Univariate regression analysis was used to test hypothesis. Qualitative data was analyzed according to themes based on study objective and reported in narratives. African Journal of Education and Practice ISSN 2519-0296 (Online) Vol.7, Issue 2, No.4, pp 50-76, 2021 www.iprjb.org 51 Findings: Through computation of Pearson product moment correlation coefficients confirmed that there is significant positive correlation (r = 0.825) between variable adequacy of digital learning resources against DLI at 0.05 level of significance. Resources such as tablets, internet connectivity, computer laboratory and electricity were noted to be inadequate. Learners who were introduced to DLI appreciated and were always eager to learn using the available digital technology resources. In addition, there was no monitoring or evaluation of the digital programme after roll out by quality assurance and standards officers as per the policy guidelines. The study concluded that preparations for digital programme were inadequate. The findings will be useful to educationists, parents, teachers, and policy makers. Unique contribution to theory, practice and policy: The study recommended that MoE should go back to the drawing board and come up with proactive measures on provision of digital learning resources. Adequate resources such as tablets, desks, computer laboratories, network connectivity and electricity among others should be availed to all schools. Tablets available are too few to be distributed to pupils during this period of COVID-19 pandemic leading to resource wastage. MoE should own the innovation and facilitate its full adoption by coming up with apt monitoring and control systems. Political objectives should not be allowed to overshadow policy structures such as planning, management and administrative processes.

IS DISTANCE e-LEARNING OPTION ACCEPTABLE BY NIGERIANS AMIDST COVID-19 PANDEMIC?

Abstract: Purpose: In Nigeria, the current COVID-19 Pandemic stands-still virtually all formal learning activities, especially in Government owned institutions. Therefore, the aim of this study was to assess the perception and readiness of Nigerians on adapting Distance e-Learning option during and even after the COVID-19 Pandemic. Methodology: The study applied a quantitative cross-sectional design approach. A closed-ended e-questionnaire was designed using google form and distributed in a snowball fashion-wise via online platforms. Three categories of the audience were targeted: teachers, students and parents. Descriptive statistics were used to analyze responses. ANOVA was used to analyze the collective decision across the three categories. Findings: The findings revealed that there is no difference amongst the three groups in their final decisions on willingness to adapt (F (0.187), p-value 0.83), and kick-start distance learning (F (0.469), p-value 0.63). Poor internet infrastructure and unstable electricity supply were some of the challenges identified. Unique contribution to Theory, Practice, and Policy: The study highlights the willingness of Nigerians in adapting distance e-learning approach as a viable alternative to traditional face-face learning amidst COVID-19 Pandemic and beyond. Administrative involvements are crucial to actualizing this educational dream of Nigerians.

Eclecticism Style in Ceramic Art Practices of Ife Art School

Abstract: Purpose: The study discusses Ife ceramic wares in tandem with the historical approach of the decorative patterns. It equally determines the origin of each style and how it moved and spread across the phases. The sequences of creative impulse and stylistic trends of ceramic practices in the art school from inception have not received scholarly attention in terms of the examination of the approaches towards the conceptions. The specific objective is to investigate the inception of eclecticism in the art school and circumstances behind the conceptions in order to reveal the contextual definitions of used designs and factors influence the innovation. Methodology: Descriptive and analytical approaches were used to trace decorative trends of each phase and the integration of the various motifs and styles of the previous phases in the new phases that sprung up. Samples of ceramic wares in the art school exhibition brochures, galleries and ceramic studios were collected for analysis and photographs were also taken for evidence. Findings: In concept, the praxis reveals traditional ideology at inception and desegregation of different themes, ideas, and styles in the recent phase of the practice. The practices are eclectic inclined as of late with reflection of traditional ideology, contemporary issues and customs of Western societies. Notwithstanding, the ceramic art tradition of the art school is aesthetically inclined both in principle and practice. Unique contribution to theory, policy and practice: No doubt, the sculptural creativeness of Ife wares has preserved cultural heritage for public awareness. This is largely evident in the proliferation of her ingenious adaptation of indigenous deco-stylistic techniques with Western influence that portrayed Nigerian traditional culture by themes, forms and styles in concepts and renditions.

Plagiarism: A Global Phenomenon

Abstract: Academic writing is specially a challenging task for ESL/EFL students as it entails an assortment of cognitive and linguistic processes which is beyond their capability Consequently, to fulfill the writing requirement of academia, an unexperienced writer very often ventures to make use of other peoples’ words and ideas without citing the source-a practice commonly known as “plagiarism” Scholars have traced various kinds of plagiarism in student academic writing However, there exists an underlying contradiction among the scholars regarding the reasons for plagiarism in academic writing committed by students One segment of researchers believes students as exclusively liable for committing plagiarism On the Contrary, the researchers with opposite views, underscore the concern of responsibility of educational institutions and academics This article aims to collate seminal works on plagiarism which concentrate on the aspects- reasons, and types of plagiarism, and the role of education institutions to minimize plagiarism Keywords: academic writing, plagiarism, reason, types, institution role DOI: 107176/JEP/12-3-08 Publication date: January 31 st 2021

Effects of problem based learning method and demonstration teaching method on secondary students agriculture achievement in ndhiwa sub county, kenya

Abstract: Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject. Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics. Findings: Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p < .001, partial η 2 = .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method. Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.

Effectiveness teacher-centered method of teaching christian religious education in instilling respect among students in public secondary schools in rachuonyo north sub-county, kenya

Abstract: Purpose: This study evaluated the effectiveness of teacher-centered method of teaching Christian Religious Education in instilling respect among students in public secondary schools in Rachuonyo North Sub-County, Kenya. Methodology: The study was guided by the Bandura’s social learning theory. A descriptive survey design was adopted. The study population comprised 50 CRE teachers and 1,615 Form Four students taking CRE in 49 public secondary schools. Simple random sampling technique was used to select 15 teachers, and 485 Form Four students from the accessible population. Face to face interviews were conducted to collect data from teachers while questionnaires were administered to collect data from students. Quantitative data from questionnaire were analyzed with the aid of Statistical Package for Social Sciences (SPSS) Version 20.0 using descriptive statistics as well as inferential statistics and presented in tabular form. Data from interviews was analyzed qualitatively and presentation was done in narrative form. Findings: Majority of the interviewed students were male and were in the age category of 17-21 years of age while nearly two thirds of the interviewed teachers were males with different levels of education ranging from bachelors to PhD. Majority of the students reported that the use of school assignments, lectures, homework, game based approach, mental modeling approach, classroom instructions, and role play enhanced acquisition of virtue of respect. The Pearson’s product moment correlation coefficient showed that there existed a positive, strong and statistically significant association between teacher-centered methods and instilling virtue of respect in students (r = 0.876; p < 0.05). Contribution to theory, practice and policy: The study concludes that strategic use of classroom approach through assignments, homework, and talk’s is essential in acquisition of virtue of respect among students. Furthermore, teacher-centered methods play critical roles in instilling the virtue of respect among students. Therefore, teachers should be assisted to acquire competence in correct C.R.E syllabus interpretation in order to enable them to adapt varied methods of teaching, policies should ensure systematic implementation of inclusive teaching methods for every student and creation of knowledge on teacher centered teaching methods.

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

Abstract: 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

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

Abstract: 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.

The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya

Abstract: Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya. Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on selfconcept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05. Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept. Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.

An investigation into teacher characteristics and school effectiveness in relation to academic performance of class viii students in mandera west sub-county, republic of kenya

Abstract: Purpose: The purpose of this study was to establish the relationship between teacher characteristics and school effectiveness in relation to students’ academic performance in Kenya certificate of primary examination (KCPE). Methodology: The study was conducted in Mandera West Sub-County, Kenya and the target population comprised of teachers of 15 head-teachers, 65 teachers and 300 students of class VIII. The study applied a causal comparative research design. A questionnaire was used for data collection and document analysis. The data collected was analysed using Excel software program. Basic statistical techniques were used to analyse various items in the questionnaire. These include calculating the averages, frequencies and percentages. These statistical techniques were used to make comparisons in the various data collected. Three hypotheses were tested at the 0.05 level of significance using correlation, t-test, and single factor analysis of variance. Results: The results showed that there was a positive relationship between teacher characteristics and school effectiveness in relation to students’ academic performance in KCPE. However, the analysis shows that there was a positive relationship teacher characteristics and student’s academic performance. From the research finding there was a strong relationship between school effectiveness and academic performance of students. Unique contribution to theory, practice and policy: Conclusions on the variables analysed were finally drawn from these comparisons. The study concludes that school effectiveness and academic performance of students have strong relationship towards KCPE performance.

Impact of Occupational Stress and Burnout on Turnover Intentions among Senior High School Teachers in the Cape Coast Metropolis, Ghana

Abstract: Purpose: Despite the increasing concern about occupational stress, burnout and turnover intentions in society and in social service organisations especially among teachers in schools, results give evidence that teachers encounter several grades of stress and burnout in their occupation. This causes teachers to sometimes or most times harbour the intention to leave their job for other occupations. This study assessed the impact of occupational stress and burnout on turnover intentions among senior high school teachers in the Cape Coast Metropolis, Ghana. The study again looked at the relationships that exist among occupational stress, burnout, job dissatisfaction and turnover intentions among Senior High School teachers in Cape Coast Metropolis.Methodology: The study employed the descriptive survey design and made use of both descriptive and inferential data analysis approaches. The population comprised teachers from the 15 Senior High Schools in the Cape Coast metropolis of the Central Region of Ghana. The study employed a multi-stage sampling technique. The study further employed a census method to include all the teachers from the ten selected schoolsResults: The study revealed that occupational stress and burn out had significant impact on turnover intention among Senior High School teachers in Cape Coast Metropolis. F (2, 517) = 9.898, p < 0.05. Also, the results of the study indicated that generally job dissatisfaction had statistically significant impact on turnover intention of the participants. F (1, 518) = 82.163 p < 0.05.Unique contribution to theory, policy, and practice: It was recommended that heads of senior high school institutions can organize effective programs such as a professional development programme for staff, organize workshops or talks on stress management, motivation, and awareness-raising for teachers. Teachers’ working conditions and wellbeing are adequate catered for by their employers. Schools should constantly design programme such as in-service training, workshops and reinforcing compensation package that would arouse and sustain teachers to stay on their job in spite of any daunting challenges that they may face.

Training Teachers to Implement Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder

Abstract: Special education teachers are usually subjected to in-service training on Evidence-Based Practices especially those who work with students Autism Spectrum Disorder (ASD). Increasing teacher’s capability of using EBPs identified by the National Professional Development Center (NPDC) on ASD has become the most prominent need to serve students with autism. The purpose of this study was to investigate to what extent teachers’ performance is related to EBPs when they after they start their career. A mixed methods research design used in this study to explore the most prevalent practices, the common type of training on these practices, and teachers' knowledge and perceptions of using these practices. The undergraduate preparation programs and modality of training and time consuming to achieve mastery level of implementation among teachers will be discussed. Ten teachers have participated in this study. Results indicated that most of the training programs left beginner teachers underprepared to implement EPBs for teaching students with autism. Keywords: Evidence-based practice, Implementation, Teachers, Preparation, Training. DOI: 10.7176/JEP/12-17-02 Publication date: June 30 th 2021

Understanding Inclusion from the Educators’ Viewpoint

Abstract: Inclusion has been the preferred method of educating students with disabilities for several decades. However, the understanding of the concept of inclusion seems vast and diverse. The purpose of this study was to examine the perceptions of general and special educators from two geographic locations-United States and St. Lucia- on their understanding of inclusion. Findings indicate that the majority of educators' understanding of inclusion was based on the placement definition where instruction for students with disabilities occurs in the general education classroom. The main difference found was that most general educators used the placement definition of inclusion while special educators used the individual instruction and general instruction definitions as discussed by Goransson and Nilholm (2014). There was no major difference in responses between general and special educators based on context and state policy. Recommendations and implications for future practice are discussed. Keywords: disabilities, education policy, global perspectives, inclusion, inclusive education, inclusive practice DOI: 10.7176/JEP/12-3-04 Publication date: January 31 st 2021

Confucius Institute and the Development of Chinese Language Teaching in Cameroon

Abstract: Cameroon and China have been cooperating and exchanging in several areas for a long time In the educational sector, the Confucius Institute plays an important and ‘unique’ role in the materialisation of the educational and cultural exchange between the two countries In recent years, the institute is experiencing a resurgence of interest in Chinese language and culture among young Cameroonians The number of learners enrolled in the Confucius Institute is increasing, and the realisations of the Institute are obvious, it includes the grant of scholarships to study in China, the training programmes for local Chinese teachers and the opportunities of work for graduated students Nevertheless, despite the success and various realisations of the Confucius Institute in Cameroon, some issues influencing the performance of this institution and the quality of the cooperation need to be addressed It remains necessary to conduct some reforms on the management of the cooperation to attend an effective and successful educational and cultural exchange and mutual understanding Keywords: Confucius Institute, Cameroon, China, Educational and Cultural exchange, Chinese teaching DOI: 107176/JEP/12-3-05 Publication date: January 31 st 2021

Evaluating effectiveness of school guidance and counselling programme in k.e.e.a. municipality of ghana

Abstract: 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.

Effects of Direct Focused Feedback and No Feedback on Run-on Sentences, Sentence Fragments, and Noun-pronoun Agreement Errors of EFL Tertiary Students

Abstract: This quasi-experimental study set out to explore the effects of direct focused feedback and no feedback on run-on sentences, sentence fragments, and noun-pronoun agreement errors in A2 writing tasks of EFL students at Universidad de Cuenca, Ecuador. The study comprised 39 participants divided into a treatment (n=20) and control group (n=19). The feedback strategies were applied on 6 different tasks, and the first and last task were used as the pre- and posttest, respectively. After tallying the number of errors in the pre- and posttest, a statistical analysis was run. The results indicated that direct focused feedback, unlike the control group, produced significant changes in terms of run-on sentences and sentence fragments. Keywords: direct focused, feedback, fragments, run-ons, noun-pronoun agreement, writing, EFL DOI: 10.7176/JEP/12-14-03 Publication date: May 31 st 2021

Practices of managing students’ diversity of residential status and achievement of educational goals in makerere university (uganda)

Abstract: Purpose: The Purpose of the study was to explore the management practices that govern students’ residential affairs that enable the pursuit of educational goals in Makerere University. The research objective that guided the study was how management practices regarding residential affairs enabled or disabled on-campus and off-campus students to pursue their educational goals. Methodology: Cushioned by the social justice literature we inquired on how Makerere University managed students’ residential affairs and how such management practices supported the students to achieve their educational goals. We adopted a qualitative approach informed by comparative phenomenological design. A purposive sampling technique was used to obtain 8 informants drawn from the science and humanities schools. Data was analysed qualitatively using thematic analysis. Findings: The study found out that management practices such as allocation and flexibility regarding residential affairs enabled pursuit of educational goals. However, absence of regular supervision contributed to poorly maintained halls of residence, toilets and bathrooms are filthy, dilapidated rooms, poor security and meals. These acted as barriers in the way the students pursued their educational goals. Contribution to theory, practice and policy: the findings and discussion will contribute to the knowledge required for managing students’ residential affairs for Makerere University and other higher learning institutions through formulation and implementation responsive strategies for convenience that enable students to accomplish their educational goals.

Challenges of Service Deliveries in Public Institutions: Evidence from Adama and Addis Ababa City Administrations of Ethiopia

Abstract: Over the past decade, discussions on concept of good governance in public service deliveries have been unsystematic. Improved public service deliveries through the effective use of citizen engagement policies and strategies by governments and other governance actors are not explored. This study undertook empirically-grounded research focusing on “how” public services are provided, rather than on “which” services are provided. The research attempted to use both qualitative and quantitative data, employing probability and non-probability sampling techniques to collect data at different stages. The previous evidence revealed that while ineffective service delivery are considerable challenges faced by public service, they are not insurmountable. Especially, the principles that can objectively guide the public service institutions, not only on service delivery standards, but also on public participation as well is not strictly followed by the institution under study. Citizens are not just consumers of services rendered by government, but are also critical role players with a stake in the election of governments and how such governments should run the affairs of the country. Keywords : Good governance, Decentralization, Participation, Service delivery DOI: 10.7176/JEP/12-10-04 Publication date: April 30 th 2021

Self-assessment of Information and Communication Technology (ICT) Competence Needs Among Student-Teachers Using UNESCO ICT-CFT in Colleges of Education in North Central, Nigeria

Abstract: Purpose: The objective for the study was using the fourth level of UNESCO ICT-CFT on the technology literacy approach to determine student-teachers’ self-assessment of ICT competency needs in colleges of education. Methodology: The study adopted the descriptive research of cross-sectional survey type. Three research questions and two hypotheses were drawn. A total of 1,211 student-teachers were randomly selected from 11 colleges of education in North-central, Nigeria. Data were collected through administration of validated questionnaire adapted from UNESCO ICT-CFT. Mean was used to answer the research questions 1-3 while t-test and Kruskal Wallis were used to test hypotheses one and two respectively. Findings: The result revealed that based on the fourth level of the Technology Literacy approaches of UNESCO ICT-CFT, student-teachers in the colleges of education have high ICT competence needs; there was a significant difference among male and female student-teachers ICT competence needs in ICT integration; also, there was significant differences in area of specialization of student-teachers ICT competence needs in ICT integration. Unique contribution to theory, practice and policy: The study therefore recommended that government in collaboration with private sector should provide student-teachers with the required ICT needs to be at par with their counterpart from other parts of the world; government and authorities of colleges of education should take into consideration female student-teachers while planning to integrate ICT in colleges of education and in procurement of ICT facilities; and student-teachers area of specialization should be taken into consideration during the purchase of ICT facilities for student-teachers use in colleges of education. Key Words: Self-assessment, ICT, ICT Competence Needs, UNESCO ICT-CFT, Colleges of education.

Factors affecting students, assessments performance: case of kenya medical training college (an operational study of kmtc)

Abstract: Purpose: The study assessed the influence of both intrinsic and extrinsic factors and students perceptions. While student and teacher-related factors constitute the intrinsic factors, parents and the government on the other hand are examples of the extrinsic factors. This research project focuses on assessing the factors that contribute and influence KMTC students’ performance with an aim of establishing ways to improve their performances in examinations and assessments. Methodology: A mixed and descriptive cross-sectional research design was utilized involving a study of both intrinsic and extrinsic factors that affect students’ performance. Findings: The study findings established that both intrinsic and extrinsic had an effect on performance. The study findings established that a unit increase in student attitude can lead to an increase of 0.05 in the scores of student performance. This implies that student attitude had a significant positive effect on student performance. The study found out that a unit increase in intrinsic factors of 0.227 can lead to an increase in students’ performance. This clearly shows that extrinsic factors had a significant positive effect on student performance. The study results revealed that a unit increase of 0.01 can lead to an increase in students’ performance. This shows that extrinsic factors had a significant positive effect on students’ assessment and performance. Therefore, the study independent variables had a strong positive relationship to the dependent variable which was student performance. Unique contribution to theory, practice and policy: The study recommends for higher learning institutions to integrate both intrinsic and extrinsic factors in their planning. Key Words: Multiple Choice Questions- Multiple choice questions are questions where the respondent is given a variety of options to pick from while answering, Objective Structured Clinical Examination- it is an examination structured to meet certain specific objectives and in this case OSCEs are particularly used in the assessment of clinical officers, Assessment-it refers to the various methods and tools that educators employ in evaluation, measurement and documentation of academic readiness, learning progress, skills acquisition and education needs of a student; Intrinsic factors- refers to those factors that exists within the system (KMTC), they form the internal drive to objectives and cannot be separated from the system. E.g. in KMTC, intrinsic factors includes students’ factors, lecturer factors, institutional factors e.t.c.; Extrinsic factors- refers to those factors that operate outside the system (KMTC) to influence the achievement of an objective. These factors are external and separate entities from the system but have established mutual connections e.g. the government, parents, employers’ e.t.c

The Impact of Simulation-Based Learning on Undergraduate Nursing Students’ Satisfaction and Self-Confidence at the Sultan Qaboos University in Oman

Abstract: Simulation-based learning has been implemented in nursing education to help students experience the real world of nursing, increase their self-confidence, and allow them to practice safely. Through simulation practice, students can be exposed to different patient care situations without waiting for opportunities to arise at their clinical placement. This study aims to explore students’ satisfaction and self-confidence as learning outcomes associated with the simulation experience through the lens of the Jeffries theoretical framework. A descriptive correlation study was conducted from October to December 2020 at the College of Nursing in Sultan Qaboos University in Oman. A convenience sample of 52 nursing students in their fourth and fifth academic year were recruited for the study. Student satisfaction and self-confidence in learning instrument was adopted from the National League for Nursing (NLN, 2006). The Statistical Package for the Social Sciences (SPSS) version 26 was used to analyze the data. Overall, the respondents from both academic years were satisfied with simulation practice as a learning method, and students’ self-confidence was found to improve by learning through simulation practice. No significant relationship was found between students’ satisfaction and demographic data, including age and gender. Students’ self-confidence was found to have a significant relationship with students’ age only. The results of this study indicate that simulation-based learning is an effective method in nursing education. Keywords: simulation-based learning, undergraduate nursing students, simulation impact DOI: 10.7176/JEP/12-9-11 Publication date: March 31 st 2021

The analysis of prescribed pedagogy practices for design and technology in zambian schools. the case of chipata district

Abstract: Purpose: The study delved into prescribed pedagogy practices for Design and Technology in Zambian schools, “Chipata district in particular”. The main objective of this study was to contribute towards a comprehensive understanding of the prescribed pedagogies in the syllabus of Design and Technology. Thus, the rationale of the work is based on the application of prescribed pedagogies by practicing teachers for Design and Technology in the teaching and learning process in secondary schools. The, aim of the study is to analyse the application of the prescribed methods by teachers of Design and Technology. The research was undertaken in order to assess the application of the prescribed pedagogy in the newly rolled out curriculum for Design and Technology. This was on the premise that the curriculum was implemented without retraining of the subject teachers. The study covers three selected schools, from which six practicing teachers and three pupils were interviewed. Methodology: Data was collected through interviews, documented records used by the teachers and class observation. The collected data was analysed manually and through the use of qualitative data analysis (QDA) miner lite. During the data analysis themes emerged which served as a guide for discussion. Results: The study indicates that teachers need more orientation of the pedagogies in the syllabus to fully utilise them. Further, results show that there is need to enhance teacher content knowledge and ensure the availability of teaching and learning resources. For the sake of good application of the pedagogies the study recommends: orientation of teachers on prescribed teaching methods, provision of standard workroom, enough teaching and learning resources, and upgrading teacher qualifications. Unique contribution to theory, policy, and practice: Teachers need to read and understand the new syllabus demands for them to apply the prescribed pedagogies as required. Additionally it is great importance to orient teachers adequately before the new syllabus is rolled out. Therefore there is need to a deliberate program to retrain teachers or organize continuous professional development programs so that they are acquainted to new pedagogies.

Effect of Multimodal Instructional Approach on Students’ Academic Performance in The Concept of Biological Classification

Abstract: Purpose: This study investigated the effect of Multimodal Instructional Approach on students’ academic performance in the concept of Biological Classification at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental research design. The sample comprised of 100 Navrongo Senior High School Form Two Gold Track and Green Track science students. Students from the Gold Track and Green Track were designated experimental group and control group respectively. Each group was made up of 25 males and 25 females. Pretest was administered to all the participants. The experimental group was taught using Multimodal Instructional Approach. The control group was taught using Discussion as the teaching method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.73 and 0.78 for the pretest and posttest respectively. The data obtained were analysed using independent sample t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of performance. Posttest results of students in the experimental group were significantly higher than the control group. There was no significant difference in the performance of males and females. The results of the posttest revealed that the use of MIA in teaching biological classification was more effective than discussion method. Unique contribution to theory, practice and policy: This study recommended that Biology teachers in NSHS should be encouraged to teach Biological Classification using MIA in order to improve the academic performance of both male and female students. School authority should invite educational technologists, instructional materials technicians and computer experts to help science teachers of NSHS on how to incorporate ICT in teaching science subjects.

Factors influencing adolescent self-identity development of Senior High School Students in Effutu Municipality in Central Region. Ghana

Abstract: Purpose: The study sought to explore the parental and peer factors that influence adolescent self-identity development of senior high school students in the Effutu Municipality. Methodology: The descriptive survey design using the quantitative method was adopted for the study. A self-designed questionnaire was used to collect data for the study. Simple random sampling technique was used to select a sample of 310 students for the study. Frequencies, percentages were used to answer the research questions while Independent-Samples t-test was used to test the hypotheses. Findings: The findings revealed that frequent parent-adolescent communication enhances adolescent self-identity development. It was also found that peer feedback was a source of adolescent self-identity development. The study also revealed that there was statistically significant gender difference with regard to peer factors contributing to adolescent self-identity development. Unique contribution to theory and practice: It was recommended that during Parents Teachers Association meetings, parents should be educated by the schools on the need to create conducive environments at home to help their children build strong self-identities since parents make impact on their self-identity development.

Secondary School Students’ Text Possession, Attitude to English Language Learning and Home Background as Factors Affecting Their Learning of English Language

Abstract: The English language enjoys a high status in Nigeria. In the school system, English is a compulsory subject from the upper primary school level onwards. However, it has been observed that students perform poorly in the subject. Several reasons have been adduced for this. While previous studies have focused on several learner factors, a few empirical studies exist on students’ attitude to learning English Language, students’ home background and students’ possession of recommended English Language textbooks. Against this background, this study investigated students’ text possession, attitude to English Language learning and home background as factors affecting the learning of English Language. The study adopted the descriptive survey research design. The sample comprised 333 senior secondary school students in Benin City. Three research questions were raised. Data were collected using an instrument titled ‘Text Possession, Attitude and Home Background Questionnaire’ (TPAHQ, r= .74). Results revealed that students have positive attitudes toward the learning of English Language and an enabling home background for the effective learning of English Language. In addition, students do not possess the recommended English Language textbooks. It is recommended that teachers should use engaging teaching methods to sustain the positive attitudes students have towards learning English Language. Similarly, parents should continue to ensure that their homes are conducive to effective learning. Finally, textbooks should be made available for students. Keywords: Text possession, Attitude to English Language, Home background, English Language learning DOI: 10.7176/JEP/12-24-11 Publication date: August 31 st 2021

Does Distribution in Public Spending on Education Matter for Cameroon’s Economic Growth

Abstract: This paper analyzes the distribution’s effects of public spending on education (PSE) on economic growth in Cameroon Government spend around 35 and 5 times respectively for children of secondary and higher education than primary level and the opportunity cost represents 55% of GDP in Cameroon at 2010 PSE are progressive at the level of primary education and regressive in the upper levels We appreciated the effect of this distribution on growth over the period 1982-2012 Our results reveal that the still high level of inequality in public spending on education leads to negative rates of growth While the primary school level acts negatively on growth, we find that PSE at high level have positive effects The combination of various effects of PSE weakens the accumulation of human capital essential in promoting growth Keywords : Public spending on education (PSE), Education costs, Redistributive effect, Growth Jel Classification : D63, H52, I22, O55 DOI: 107176/JEP/12-2-04 Publication date: January 31 st 2021