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Role of Input, Process Factors and School Context on the Effectiveness of Junior High School Education in the Central Region of Ghana
Regina Mawusi Nugba,
Francis Kodzo Amedahe,
Kenneth Asamoah-Gyimah
Issue:
Volume 10, Issue 1, March 2022
Pages:
1-12
Received:
21 December 2021
Accepted:
21 January 2022
Published:
28 January 2022
Abstract: This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/District Assemblies in the Central Region. Proportionate stratified random sampling was employed to sample 126 head teachers for the study. Questionnaire and performance data sheet were used for data collection. The data were analysed using the partial least square and multi-group structural equation modelling approach. The study result revealed that input, process factors and school context played a significant role in the effectiveness of junior high school education in Ghana. The results showed that there is a significant indirect effect of input factors on output/outcome through process factors, indicating that process factors significantly mediated the relationship between input factors and outcome. The multi group analysis revealed a statistically significant difference between the indirect effect for the urban and rural schools. Similarly, a significant indirect effect of input factors on output/outcome through process factors for both public and private schools was found. The study concluded that the existence of just input factors is not enough to improve academic achievement of learners. It was recommended that Ghana Education Service and heads of school should not focus only on providing input factors but also process factors in schools to improve academic performance of learners.
Abstract: This study examined the role that input, process factors and school context play in the effectiveness of Junior High School education in the Central Region of Ghana. Descriptive survey design was employed in the conduct of the study. The target population for this study was made up of public and private JHSs in all the 20 Metropolitan/Municipal/Dis...
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Instructional Supervision at Government Secondary Schools in Relation to Supervisor Competence Standard: Practice and Challenge in the Case of Arsi Zone, Ethiopia
Issue:
Volume 10, Issue 1, March 2022
Pages:
13-19
Received:
15 December 2021
Accepted:
7 January 2022
Published:
9 February 2022
Abstract: This study was conducted to examine the Implementation of Instructional Supervision in Government Secondary Schools in relation to Competence standard of supervisor developed by MoE 2012. The study focused on areas of instructional supervision policy frame work and strategies, the trend of external and internal supervision process at school system. To meet the objectives of the study, the study employed qualitative research approach and case study research design. The study conducted at Arsi Zone in Oromiya regional state; in the study four schools purposely selected and 20 respondents have been participated in the study (2 Woreda education office head; 7 school leadership; 11 teachers). Purposive sampling method will be implemented on this take empirical study. The Data were gathered through open ended questionnaire and interview. The study result shows that, in study area Instructional supervisor could not able to carry out the tasks of supervision to enhance quality of learners and not undertaken their instructional role, b/c of lack of commitment for their work, failing to follow rules, regulation, procedures, and policies. It was suggested that, in order to provide instructional supervisors with the necessary knowledge, techniques, and skills, the Regional Education Bureau of the Ministry of Education should strengthen the capacity of school leaders by providing ongoing training and ensuring that school policies are consistent with the ministry's strategies.
Abstract: This study was conducted to examine the Implementation of Instructional Supervision in Government Secondary Schools in relation to Competence standard of supervisor developed by MoE 2012. The study focused on areas of instructional supervision policy frame work and strategies, the trend of external and internal supervision process at school system....
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A Sector Wide Model for Curriculum Accountability in the Public Secondary Education in Kenya
Kiarie Moses Karunda,
John Shiundu,
Mukasa Simiyu
Issue:
Volume 10, Issue 1, March 2022
Pages:
20-28
Received:
30 December 2021
Accepted:
20 January 2022
Published:
9 February 2022
Abstract: The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management and their linkages with various curriculum agencies. BOMA are the semi-autonomous school governing bodies with established local, national and, in some cases, global linkages. The linkages are referred to accountability pathways. The perception that Boards of Management were indifferent to school curriculum matters had gained currency amongst most educational stakeholders. The solicited support of the curriculum agencies during curriculum implementation mitigates against the inherent financial constraints. The continued support of the public secondary education sector by these agencies is usually a function of transparent accountability of funds by the recipient institution. The learning and visible physical facility outcomes were the expected transformational benefits accruing to the curriculum implementation. A lucrative threshold for curriculum accountability by BOMA is created. The researcher employed the content analysis method to progressively analyze nine established curriculum models to the very latest. A novel sector wide curriculum accountability model that reciprocally interrelates corporate curriculum agencies with BOMA was formulated to mitigate accountability challenges experienced in the public secondary schools in Kenya. Though objectively intricate, the model operationalizes curriculum accountability processes amongst the pertinent agencies. The model generated unprecedented strengths for the progressive curriculum in the public secondary school sector. The model is replicable to similar education sectors in the developing countries.
Abstract: The purpose of this research paper was to carry out a sector wide exposition of accountability in curriculum implementation in the public secondary schools in Kenya. The research is conducted with a view to evolving a sector wide model for curriculum accountability in these schools. At the center of this accountability are the Boards of Management ...
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Sitting Lay Out Attributes of the Boards of Management for Effective Curriculum Accountability in the Public Secondary Schools in Kenya: A Case of Njoro Sub-County
Kiarie Moses Karunda,
John Shiundu,
Mukasa Simiyu
Issue:
Volume 10, Issue 1, March 2022
Pages:
29-34
Received:
3 January 2022
Accepted:
22 January 2022
Published:
9 February 2022
Abstract: The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector in Kenya. It had been observed that most BOM members in Njoro Sub-County remained passive and indifferent during BOM meetings despite their prompt attendance. However, this phenomenon had not been empirically inquired into despite its contemporary significance. The study was conducted in 20 sampled public secondary schools in Njoro Sub-County using structured observational schedules. Data coding and analysis was carried out and presented in these schedules, with 50% serving as a critical score for either positivity or negativity during interpretations. It was found out that effective participation of the BOM members was largely a function of the meeting venues, meeting duration, sitting lay-outs, dressing code, body language, the intervening factors, use of ICT devices and the welfare provisions during BOM meetings. BOM members did not prioritize on Curriculum and instruction as key agenda during deliberations. Therefore, there was low consideration of curriculum accountability in the meetings. Some members remained passive and indifferent during BOM meetings. Most BOM meetings took place in school boardrooms which were convenient. Most members displayed naturalness and being at-ease during the meetings. However, a few members displayed tension and reservedness. Majority of the members were decently but not officially dressed. Majority of the BOM ensured basic welfare provision of the members present. Therefore sitting lay out attributes of the BOMs were significant determinants of effective curriculum accountability in the public secondary schools in Njoro Sub-County-Kenya.
Abstract: The purpose of this observational research paper was to inquire into the sitting lay out attributes of Boards of Management with a view to enhancing their curriculum accountability in the public secondary schools in Kenya. Active participation by BOM members is critical in ensuring effective curriculum accountability in the public education sector ...
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Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia
Issue:
Volume 10, Issue 1, March 2022
Pages:
35-46
Received:
7 January 2022
Accepted:
27 January 2022
Published:
16 February 2022
Abstract: The purpose of the study was to explore the types, causes, and actors of violent acts and its impact against girl’s educational achievement at secondary schools, in Ethiopia. To carry out this study, a descriptive survey method was employed. The data was collected using questionnaire, interview, observation checklist and document analysis. Descriptive and inferential statistical analysis and interpretation was employed in order to come up with result. The finding of the study revealed that physical, psychological and sexual violent acts against girls in secondary schools are alarmingly continued. The types of physical violence practiced were beating with sticks, kneeling down, and sportive punishment. Whereas, threatening, mockery, spreading rumors, verbal assaulting and name calling are types of experienced psychological violence. Moreover; intimidation, sexual harassment and seduction are experienced types of sexual violence. Furthermore, Mal-examination practice, need for good grade, failing to observe anti violent regulations by school leaders, overcrowded classroom, lack of separate latrine for girls, teachers punitive attitudes, lack of counseling on sexual education, dressing in a peculiar manner are the cause for violence. Perpetrators of violent acts on their way to and from school are taxi or Bajaj drivers, out of school boys, male peers and teachers. Besides to this, the impact of violence on girl’s educational achievement are low self-esteem, low academic performance, school dropout and retention. To mitigate the existing problems, empowering girls club, developing anti-violent rules and regulations, awareness creation training should be arranged for concerned stakeholders. Appropriate and educative punishment should be taken upon perpetrators of violence by judicial authorities and school administrators to protect girls from violence and to ensure the rule of law. And also income generating activities should be established by NGOs and governments for girls from poor families.
Abstract: The purpose of the study was to explore the types, causes, and actors of violent acts and its impact against girl’s educational achievement at secondary schools, in Ethiopia. To carry out this study, a descriptive survey method was employed. The data was collected using questionnaire, interview, observation checklist and document analysis. Descript...
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An Analytic Research on Transmission of Traditional Chinese Culture Reflected in National Music Curriculum Standards and Textbooks for Middle Schools in China
Issue:
Volume 10, Issue 1, March 2022
Pages:
47-58
Received:
19 January 2022
Accepted:
15 February 2022
Published:
25 February 2022
Abstract: The traditional Chinese culture occupies an important position in Chinese school education, reflecting its historical, cultural, and spiritual connotations, and laying an important foundation for the younger generation to identify and belong to the country. In order to ensure the important task of Chinese education, schools must integrate traditional Chinese culture into curriculum and teaching materials, cooperate with the national talent policy, implement education and teaching, and cultivate students with Chinese cultural qualities. This is a very important part of school education. In this context, this study combines traditional Chinese culture with music discipline and classifies them according to the content, educational goals, and ideological connotations of traditional culture. Combined with the specific situation of the implementation, this research, based on the nova classification, uses mapping as the main method to study the situation of traditional Chinese culture in the junior high school curriculum and teaching materials. By analyzing the situation of different types of traditional Chinese culture in courses and teaching materials, it is found that Chinese courses and teaching materials have a certain penetration and integration of different content of Chinese culture, but there are also some problems, such as the content is not comprehensive enough, and a relatively extensive abstraction is required, etc.
Abstract: The traditional Chinese culture occupies an important position in Chinese school education, reflecting its historical, cultural, and spiritual connotations, and laying an important foundation for the younger generation to identify and belong to the country. In order to ensure the important task of Chinese education, schools must integrate tradition...
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Strategies for Effective Teaching of Practical Agriculture for Self-Employment in Senior Secondary Schools Bayelsa State, Nigeria
Koku Kemenanaebi Obiyai,
Patience Yemi Olisa
Issue:
Volume 10, Issue 1, March 2022
Pages:
59-65
Received:
30 December 2021
Accepted:
28 January 2022
Published:
4 March 2022
Abstract: The main objective of this study is to examine strategies for effective teaching of practical agriculture for self-employment in senior secondary schools in Bayelsa State, Nigeria. The study adopted descriptive survey research design. The population of the study consist of 190 (121 urban and 69 rural) Agricultural Science teachers in senior secondary schools in Bayelsa State. The population of the study was also adopted as the sample since it was manageable. The instrument for data collection for the study was a structured questionnaire consisting of 22 items. Three research questions and corresponding hypotheses were raised for the study. Mean and standard deviation were used to analyze the research questions and the independent t-test statistic was used to test the null hypotheses at.05 level of significance. The findings revealed that, effective teaching of practical agriculture enhances students’ performance in the world of work; there was no significant difference between the mean responses of Agricultural science teachers on strategies for effective teaching of practical agriculture for self-employment in senior secondary schools in Bayelsa State, Nigeria. It was therefore recommended that, Government should improve funding of secondary schools as practical remains the back-bone of agricultural knowledge acquired in schools.
Abstract: The main objective of this study is to examine strategies for effective teaching of practical agriculture for self-employment in senior secondary schools in Bayelsa State, Nigeria. The study adopted descriptive survey research design. The population of the study consist of 190 (121 urban and 69 rural) Agricultural Science teachers in senior seconda...
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