ISSN 2329-9843
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (3), pp. 001-006, March, 2020. © International Scholars Journals
Full Length Research Paper
Teachers’ changing roles in computer assisted roles in Kenyan secondary schools
Edward K. Tanui, Joel K. Kiboss* Aggrey A. Walaba and Dankit Nassiuma
Department of Curriculum and Instruction, Egerton University, P. O. Box 536, NJORO, Kenya.
Department of Mathematics, Egerton University, P.O Box 536, NJORO, Kenya;
Accepted 17 May, 2019
Abstract
The use of computer technology in Kenyan schools is a relatively new approach that is currently being included in the school curriculum. The introduction of computer technology for use in teaching does not always seem to be accepted outright by most teachers. The purpose of the study reported in this paper was to investigate the teachers’ changing roles in double entry lessons that involved the use of a computer-based instruction (CBI) program. A total of sixteen business education teachers taken from ten secondary schools situated in two provinces, Rift Valley and Western teaching double entry for a period of eight weeks. Two instruments, namely (i) the Teachers Interview Schedule (TIS) and (ii) the Classroom Observation Questionnaire (COQ) were used to collect the necessary data. Data was collected and analysed to help unravel what was actually happening as the teachers and the students interacted with the computer- based instruction program and/or instructional materials during double entry lessons implemented in real business education classrooms. Results indicate that the teachers developed better instructional practices as a result of augmenting double entry lessons with the CBI. Most teachers unanimously reported that their role changed from that of being an instructor to that of being a facilitator of the learning process. Although it was evident from a captured episode that amidst the presence of the computer most teachers preferred to do the job in the same way as the conventional methods without all the effort associated with organizing a technological classroom, data from classroom observation of teacher-student, student-student and student-teacher interactions recorded during the instructional process indicated that the teachers did not dominate in the CBI classrooms but gave learners opportunity to interact with each other and the instructional material. The results further showed that some of the unproductive activities and the state of confusion or silence often common in traditional classes where the role of the teacher is domination changed drastically. The use of CBI in this study proved that it has potential not only to change the teachers’ roles but also to affect the students’ learning in business education.
Key words: Innovation, Information technology, Interaction, Teacher Roles.
Edward K. Tanui, Joel K. Kiboss* Aggrey A. Walaba and Dankit Nassiuma
Page: 1 - 6
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (3), pp. 001-005, March, 2020. © International Scholars Journals
Full Length Research Paper
Personality variables as correlates of marital adjustment among married persons in Delta State of Nigeria
E. E. Ebenuwa-Okoh
Department of Counselling Psychology, Faculty of Education, Delta State University, Abraka – Nigeria. E-mail: [email protected].
Accepted 28 July, 2019
Abstract
This study examined the extent to which emotional expression, communication flow, financial mana-gement and work involvement predict marital adjustment among married persons in Delta State, Nigeria. One question was raised and one hypothesis was formulated to guide the study. 2561 married persons were selected through the use of purposive sampling technique to participate in the study. Data were gathered using a questionnaire titled “Marital adjustment and Personality Types Inventory (MAPTI). It has a reliability of .90. The analysis of the data generated from the respondents revealed that emotional expression, financial management, communication flow, works involvement are significant correlates and predictors of marital adjustment. Consequently, it was recommended that counseling services should focus on acquisition of skills for the general improvement of marital interaction among married persons.
Key words: Emotional expression, communication flow, management work Involvement, personality types, gender, duration of marriage, marital adjustment.
E. E. Ebenuwa-Okoh
Page: 1 - 5
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (3), pp. 001-013, March, 2020. © International Scholars Journals
Full Length Research Paper
Transition from higher education to employment: A case study of graduates of faculty of social sciences University of Botswana
Njoku. O. Ama
Department of Statistics, University of Botswana, Private Bag UB 00705, Gaborone, Botswana. E-mail: [email protected].
Accepted 23 July, 2019
Abstract
This study presents the opinions of a stratified sample of 542 graduates of the Faculty of Social Sciences, University of Botswana on their transition from higher education to employment and the extent to which the job held are appropriate to the level of education attained. The study revealed that the mean transition time for all the graduates was 4.6 months with a standard deviation of 0.19 months while they made an average of 13.5 contacts with employers before getting their first employment. The results of the analysis further showed a downward trend in the percentage of graduates whose transition times were less than 4 months over the study period. In addition the study revealed that over 72% of the graduates felt strongly that their jobs were appropriate to their level of education and relevant to the courses taken in the university and the public sector was still the highest employer. Based on the findings, the study recommends among other things, that the Botswana Government should sensitise and boost private sector involvement in the employment of graduates into their services in order to reduce the full burden of employment of graduates.
Key words: Transition, University of Botswana, higher education, employment, faculty of social sciences.
Njoku. O. Ama
Page: 1 - 13
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (3), pp. 001-005, March, 2020. © International Scholars Journals
Full Length Research Paper
Effect of using mathematics laboratory in teaching mathematics on the achievement of mathematics students
Ebele C. Okigbo and Abigail M. Osuafor
1Department of Science Education, Nnamdi Azikiwe University, P. M. B 5025, Awka, Anambra state, Nigeria.
2Department of Science Education, Nnamdi Azikiwe University, P. M. B 5025, Awka, Anambra state, Nigeria.
Accepted 28 July, 20019
Abstract
The study investigated the effect of using mathematics laboratory in teaching on students’ achievement in Junior Secondary School Mathematics. A total of 100 JS 3 Mathematics students were involved in the study. The study is a quasi-experimental research. Results were analyzed using mean, standard deviation and analysis of covariance (ANCOVA) . From the findings, it was observed that the use of mathematics laboratory enhanced achievement in mathematics. The results also showed that no significant difference exists in the achievement of male and female mathematics students taught with mathematics laboratory. The study recommended that teachers should be encouraged to use mathe-matics laboratory in teaching plane geometry and algebraic expression and mathematics student teachers should be trained on its use in their methodology class.
Key words: junior secondary school, plane geometry, methodology class.
Abigail M. Osuafor, Ebele C. Okigbo
Page: 1 - 5
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (3), pp. 001-010, March, 2020. © International Scholars Journals
Full Length Research Paper
Education and violence: The schools’ micro-politics and the macro-politics in Zimbabwe
Icarbord Tshabangu
Institute of Education, Manchester Metropolitan University, 799 Wilmslow Rd, Didsbury, Manchester, M20 2RR, United Kingdom. E-mail: [email protected].
Accepted 16 October, 2019
Abstract
This study examined forms of violence in Zimbabwean schools and sought to draw an analogy with the country’s macro-politics. Key interrelationships emerged which painted an endemic culture of violence. Over three hundred (300) students and eighty, (80) teachers submitted 2 - 3 page-written accounts on their schools’ micro-politics. Thirty, (30) trainee teachers and seven (7) lecturers also completed a qualitative questionnaire. Cartoons were also used to capture the experience of citizens in the macro-politics. The degrading and violent disciplinary networks applied by teachers on students in violation of statutory disciplinary regulations were noted. It was also established that knowledge discourses and new trainee teachers have been politicised into partisanship and intolerance, a situation that may serve to perpetuate a violent culture and compromise teacher professionalism. This article therefore discussed participants’ accounts and concluded by posing key points and recommendations which were seen as critical, if Zimbabwe is to untangle from the gripping forces of violence.
Key words: Violence, democratic education, discipline, authority, knowledge.
Icarbord Tshabangu
Page: 1 - 10
Research Article
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 8 (2), pp. 001-006, February, 2020. © International Scholars Journals
Full Length Research Paper
A quest for sustainable quality assurance measurement for universities: Case study of the University of Botswana
Awino, J. O.1 and Agolla, J. E.2*
1University of Botswana, Department of Languages and Social Sciences Education, Botswana.
2University of Botswana, Department of Management, Botswana.
Accepted 16 September, 2019
Abstract
This paper offers a fresh look at measurement- based assessment of learning at university level. The paper draws on a rich literature that informs what quality entails for our universities. The quality assessment measurement (QAM) scale used has been designed centering on six set of competency parameters: resources, teaching and learning, research, leadership, discipline and open conceptions of education quality. Each competency parameter mirrors a number of competency indicators that can jockey upon or inform some aspects of quality. The primary purpose of this paper is to try out a simple model for measuring quality in universities. This study used a randomly selected sample of 176 lecturers who responded to a quality assurance assessment scale. Appropriate tabular analysis used has projected how respondents react to the six quality areas tested. The study has revealed low rating in the six set of competency parameters we set to understudy. For that matter there is need to attend to the relevant suggestions made by the respondents as outlined in section 3.2 of this article.
Key words: Quality assurance, total quality management, university, higher institutions.
J. E.*, J. O. and Agolla, Awino
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