Superstitious Beliefs and Academic Performance of Pupils in Early Childhood Science in Ogoja Educational Zone, South Eastern Nigeria. (Published)
This study was designed to investigate the influence of superstitious beliefs on academic performance of pupils in early childhood science. The research design was ex-post factor. A random sample of four hundred (400) pupils was used. Data for the study were collected through a forty item three-point Likert-scale type questionnaire on Superstitious Beliefs and Science Achievement Test. The data were analyzed using Analysis Of Variance (ANOVA) and tested at P < 0.05 level of significance. A post hoc pair-wise comparison was made using LSD to compare main and interaction effects. Results showed that academic performance of early childhood pupils was significantly decreased by superstitious beliefs in the four basic categories of “Good luck”, “Bad luck”, “Impending danger” and “Perceived effect”. Social study curriculum in early childhood schools was recommended to be broadened to teach concepts in superstitions which may reduce pupils beliefs and enhance the teaching of science.
Keywords: : Academic Performance, Beliefs, Early Childhood Science, Nigeria, Superstition
THE EFFECT OF INTEGRATION ON ACADEMIC PERFORMANCE FOR STUDENTS WITH VISUAL IMPAIRMENTS: A CASE STUDY OF INTEGRATED SECONDARY SCHOOLS IN KERICHO COUNTY, AINAMOI CONSTITUENCY, KENYA (Published)
Vision is ordinarily a very important source of information about the world, the ‘stuff’ on which cognition comes to operate. The provision of the low vision services in Kenya started in 1980s. Before then, all learners were educated as blind irrespective of their degree of vision loss. Christoffel Blinden Mission conducted a survey, which revealed that there was need to encourage children with low vision to use their sight, since they were using techniques for the blind. It was also discovered that 15-25% of the learners did not require special education services at all. This low vision services was first provided in the school for the blind students and then in the integrated schools. This paper thus sought to establish the effect on academic performance for visually impaired students brought about by this integration. To achieve this, the author considered carrying out a study in Kericho County. The study was done between September and November 2006 using a case study design. Questionnaires focus group discussion and document analysis were the main techniques used in data collection. A total of 200 respondents participated in the study and data was analyzed using both qualitative and quantitative methods. It was found that an integrated education program has recorded better performance for students with visual impairment than in the specially designed schools for the visually impaired students as perceived by students. On average, it was observed that students with visual impairments perform better than their sighted counterparts.
Keywords: : Academic Performance, Effect, Integration, Students with visual Impairments.
CULTURAL FACTORS HINDERING MASTERY OF ENGLISH LANGUAGE IN PRIMARY AND SECONDARY SCHOOLS: A CASE OF KILIFI COUNTY, KENYA (Published)
This study examined the various cultural factors hindering the mastery of English language in Kilifi County. A sample of 236 respondents representing Students, pupils, head teachers, teachers, parents, religious leaders, Pwani University Language specialists, Ministry of Education officers was drawn from Tezo Location. The proposed study was a descriptive survey, and both qualitative and quantitative data was collected by means of self administered questionnaires, Focus Group Discussions, and scheduled interviews. Qualitative data was analysed by thematic analysis while quantitative data was analysed by simple descriptive statistics and ranking by participatory methods. The study identified the cultural practices that hinder good mastery of English as frequent usage of Kiswahili and Mother Tongue when speaking at home, the declaration that English is a foreign language and the belief by the local community that speaking in English at home is a sign of pride and disrespect. Based on the findings, recommendations were made on how to promote good English mastery in Kenyan Schools.
Keywords: : Academic Performance, Kiswahili language, Language of Instruction, Mastery of English, Mother tongue, language of interaction