Research Article
Teaching-Learning Grammar via Cooperative Language Learning: Kombolcha Secondary School in Focus
Ashenafi Shimeles Shumiye*
Issue:
Volume 9, Issue 1, March 2024
Pages:
1-11
Received:
25 December 2023
Accepted:
8 January 2024
Published:
21 February 2024
Abstract: This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which were obtained through a close-ended questionnaire, were analyzed and interpreted in the quantitative method, whereas the data which were gathered through interviews and classroom observation were interpreted and analyzed in the qualitative method. Finding shows that lack of student centeredness, lack of being facilitators, inappropriateness of CLL in grammar teaching were the major factors that hamper teaching grammar using Cooperative Language Learning. All concerned bodies including teachers, students, society, Ministry of Education, and others should facilitate a condition to prepare supplementary materials which provide detailed information about cooperative activities in addition to textbooks; support might be in the form of finance to prepare other
Abstract: This study is mainly concerned with the assessing challenges English teachers of Kombolcha Secondary School face in teaching grammar through cooperative language learning with particular reference to, grade 9. The data was gathered by four data gathering instruments questionnaire, interview, classroom observation, and text analysis. The data, which...
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Research Article
Relevancy of Modern Agriculture Education on Students’ Farming Practical Skills in Secondary Schools of Kabujogera Town Council, Kitagwenda District
Turyamureba Everest*,
Edward Ssemakula,
Gershom Nuwemuhwezi
Issue:
Volume 9, Issue 1, March 2024
Pages:
12-20
Received:
26 November 2023
Accepted:
25 December 2023
Published:
28 February 2024
Abstract: Despite the importance of agriculture education, it has recently been approved that agriculture students still lack practical skills and this could be attributed to poor delivery of methods on modern agriculture education and other numerous challenge like retention rates of students, lack of interest from the learners, lack of practical time/opportunities, limited funding for agriculture practicals, and low passion by agriculture teachers. The study was about the relevancy of modern agriculture education on students’ farming practical skills in secondary schools in Kabujogera Town council, Kitagwenda district. It was guided by three specific objectives which were to; examine different methods of modern agriculture education taught in secondary schools, identify the challenges experienced in modern agriculture education in secondary schools, evaluate the strategies to enhance modern agriculture education in order to improve practical skills among secondary students. The study employed a cross-sectional study design that used both quantitative and qualitative approaches. The study used a sample size of 248. The study used questionnaires and interview guide to collect data. The data collected was analysed using Statistical Package for Social Scientists. The study concluded that modern agricultural education methods had significant relationship with improving students’ farming practical skills. These included; utilization of modern agricultural inputs (x2 = 8.305, p=0.005), Use of improved farm machines (x2 = 6.048, p=0.001), Pre and Post-harvest handling (x2 = 4.985, p= 0.026), and use of modern resistant crop varieties (x2 = 4.120, p=0.004). The study concluded that there were significant challenges experienced in modern agriculture education. These included; limited modern agricultural in puts at [p = 0.001], lack of resources to use [p = 0.005], poor motivation among students and teachers [p = 0.003], limited school farm size [p = 0.001] and poor learning environment [p = 0.004]. The study finally concluded that strategies to enhance modern agriculture education had significant association with improving student’s farming practical skills. Such as; agriculture tours and field trips (p=.027), class discussion student involvement (p=.029), use of practical demonstration method (p=.004) and recruitment of experienced agriculture teachers (p=.028). The study recommended that; there should be training and re-training among teachers and students of agricultural science on use of modern agricultural education technology. Secondary schools should ensure establishment of enough demonstration farms that students would constantly visit in order to copy much on how to do agriculture practical work to improve their skills and experience.
Abstract: Despite the importance of agriculture education, it has recently been approved that agriculture students still lack practical skills and this could be attributed to poor delivery of methods on modern agriculture education and other numerous challenge like retention rates of students, lack of interest from the learners, lack of practical time/opport...
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Research Article
“It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination
Richardson Addai-Mununkum*,
Samuel Asare Amoah,
Emmanuel Makabu Jagri Tamanja,
Patricia Mawusi Amos,
Edmond Akwasi Agyeman,
Christian Addai-Poku,
Peter Akayuure,
Hinneh Kusi
Issue:
Volume 9, Issue 1, March 2024
Pages:
21-29
Received:
9 January 2024
Accepted:
25 January 2024
Published:
28 February 2024
Abstract: The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has received a mixed bag of reactions with the populace sharply divided in opinion. Given that knowledge gap existed, it was important to interrogate the general perception of all stakeholders across Ghana to unravel how the GTLE is perceived among stakeholders. This paper is culled out of a broader study that employed a mixed-methods research approach in a nationwide study involving over 2800 respondents. For this paper, we report on the qualitative data generated from 145 participants. We describe the concerns of stakeholders who are in favour, against, or ambivalent about the GTLE. Drawing on an adaptation of CBAM model, we discuss stakeholders’ perceptions of GTLE as stages of concern. We conclude that stakeholders opposed to the licensing of teachers do so because of their concerns about its form, content, and other logistical challenges. To sustain the policy, it is recommended for the National Teaching Council and the Ministry of Education to take steps to address these concerns. Regardless, what stakeholders agree to be the biggest strength of the GTLE is that it is a positive step towards professionalizing teaching. It is a useful yardstick to determine who is qualified to perform the function of teaching, and prevents all others who do not qualify from accessing classrooms.
Abstract: The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has receive...
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