The Place and Pedagogical Function of the Scientific Image in Morocca Life and Earth Sciences Textbooks (Published)
The discovery of details, knowledge of the structures and composition of biological and geological elements is a very important step in the understanding of the scientific phenomena programmed in the SVTs lessons. Thus, scientific evolution has made it possible to explore different levels of organisation at ever deeper levels, whether in biology or geology, through the innovation of instruments and tools for exploration and observation, ranging from a simple magnifying glass to sophisticated techniques such as tomography or medical imaging. Textbooks transpose the results of these observations into scientific images that help learners to understand the phenomena under study as well as to develop a critical mind towards the proposed contents and to problematize their own knowledge within the framework of a competency-based approach that is adopted by the Moroccan education system. With the aim of evaluating the place and functions of scientific images of order: microscopic, magnifying observations and medical imaging, we analysed a corpus of 12 textbooks from the Moroccan educational system. We selected one copy of different accredited textbooks from each level of education. These are the textbooks for scientific awakening for the six years of primary education, three textbooks for middle school and three for high school. The analysis is carried out with the help of a self-developed grid which takes into account the percentages of each type of scientific images studied and their functions. The results showed that there is an evolution in the appearance of the scientific images studied as one progresses towards the second year of the baccalaureate: almost the majority of primary school textbooks do not include microscopic or magnifying observations or medical images, but they appear in the other levels with percentages that differ from one textbook to another. Microscopic observations are the most abundant among the other types of scientific images studied. Thus, scientific images with an illustrative function predominate, while those with a heuristic function and recommended in the competency-based approach are present in only a small percentage.
Keywords: Assessment, scientific image, textbooks
An Assessment of Sport Facilities in Senior High Schools and Their Effects on Sports Development in the Tano North and South Districts of Ghana (Published)
The study was conducted to assess and evaluate the state of sports facilities and their effects on sports development at the Senior High School (SHS) in the Tano North and South Districts in Brong Ahafo region, Ghana. Three Hundred (300) final year students were selected using stratified and simple random sampling techniques from a population of one thousand (1000). Census study was used to select all 13 PE teachers in the six SHS chosen for the study. The research design used was descriptive survey method. The instruments used were interviews, observation and questionnaire. Data was analysed using chi- square (x2) to test the hypotheses and find the relationship between availability of sports facilities and sports performance at a significance level of 0.05. The findings revealed that the study fails to accept the hypotheses that there is no significant relationship between sports performance and provision of sports facilities. Both teachers and students accepted in the study that there is a significant effect of availability of sports facilities on sports performance and also agreed that existing facilities are not properly maintained. It was revealed that sports facilities in the various schools were not adequate for their PE subject requirement. Other findings are that most of the facilities have paths and passages across them since people use them as routes to their destinations, for celebrations and other activities. Generally, the study has revealed that sports facilities in the Tano North and South were inadequate and have significant effect on sport performance. It is recommended that administrators and other stakeholders invest in sports facilities to beef up sports performance.
Keywords: Assessment, Sports Development, Sports Facilities, Sports performance, Tano North and South Districts.
Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning (Published)
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning.
Keywords: Assessment, Bangladesh and Global Studies, Curriculum, Examination, SSC, Secondary Education
Formative Assessment Practices of Senior High School Teachers in the Ashanti Mampong Municipality of Ghana (Published)
This study investigated the Senior High School (SHS) teachers’ formative assessment practices in the Mampong Municipality of Ghana. Three research questions guided the study: What is SHS teachers’ knowledge of formative assessment? What are SHS teachers’ formative assessment practices? How does formative assessment contribute to improvement in teaching and learning? Stratified and simple random sampling methods were used to select 80 teachers from the four public SHSs in the Municipality for the study. The study used a questionnaire for data collection. The study revealed that about half of the teachers lacked the conception of formative assessment and its sub-concepts. Generally, the teachers were involved in certain practices which unknown to them were formative assessment practices. They saw these practices as norms and daily routines that needed to be done as part of the teaching and learning procedures. To them, these practices contributed to improvement in teaching and learning. From the findings, the researchers recommended that, to increase the understanding of SHS teachers on formative assessment and its sub-concepts, pre-service teacher training must place much emphasis on the theory and practice of formative assessment and in-service training activities should be organised for teachers already in the field. Stakeholders of education need to give this the needed support.
Keywords: Assessment, Continuous Assessment, School-based assessment, Senior High School, Summative Assessment, formative assessment practices
Guidance Needs of Teacher Trainees in Selected Colleges of Education in the Volta Region, Ghana (Published)
Knowing students’ guidance needs helps counsellors to discharge their guidance duties more effectively. This paper investigated the guidance needs of teacher trainees in Colleges of Education in the Volta region of Ghana. The study employed the concurrent triangulatory mixed methods research design in which both quantitative and qualitative data were collected from a total of 401 second year teacher trainees (256 males and 145 females) and three (3) counsellors. Two out of the three counsellors were males. Data were collected using a 27-item questionnaire, a semi-structured interview and focused group interviews. The quantitative data were analysed using chi-square statistics while the qualitative data were analysed thematically. The results showed that the guidance needs of teacher trainees in Colleges of Education in the Volta region are academic (study habit, how to further their studies, time management and test anxiety); financial (how to fund their education and how to handle or use money); social (intimate or boy/girlfriend relationship, interpersonal relationship); personal (knowing oneself, problem solving, self-control); and placement (the selection of elective courses, postings, and joining other professions). It was recommended that college counsellors to undertake regular needs assessment of trainees and design guidance programmes based on such needs.
Keywords: Assessment, Colleges Of Education, Guidance Needs, Need, Teacher Trainees
The Effect of Discovery Learning Method on the Math Learning of the V Sdn 18 Students of Banda Aceh, Indonesia (Published)
Discovery method is a component of educational practice that covers teaching methods that promote the way of active learning, process oriented, self-directed. One of the methods that have been widely used in advanced schools is discovery method. The discovery technique is a translation of discovery. There is influence of discovery learning method toward the mathematics learning result of class V SDN 18 students of Banda Aceh. This is seen from the results of the students’ learning taught by discovery learning method is better than the results of students’ learning taught by expository.
Keywords: Assessment, Discovery Learning, Mathematics, Primary School
Assessment of Teaching and Learning Activities of Basic Design and Technology in Selected Junior High Schools in Ashanti Region (Published)
A cursory study indicated that there were challenges in the acquisition of practical skills in the Basic Design and Technology (BDT) programme offered in the Junior High Schools. No study was found to have been done regarding the actual challenges in skills acquisition in the programme. This case study therefore fills the gap and purposefully focuses on the teaching strategies employed by the BDT teachers and the learning outcomes of pupils, among other related issues. The study examines the teaching strategies of teachers, considering the limited facilities available, and how they affect pupils’ acquisition of practical skills and competence. The qualitative research method was used for the study which sought to find out criteria used for the selection of BDT Options, the state of logistics for running the programme and the processes for teaching and learning. The purposive and simple random sampling techniques were used to sample 322 pupils and 13 teachers from four Junior High Schools (JHS) selected from the Ashanti Region. Using interview and observation to solicit data, the analysis revealed that due to inadequacy of human and material resources, teaching and learning of the BDT subjects were not effective. Moreover, little or no practicals were done. Thus, majority of the pupils in the study area graduate from the Junior High School with no practical skills and experience. Implications of the findings are discussed highlighting the importance of using proper teaching and learning approaches, providing qualified teachers, funds, studio/workshop facilities and teaching and learning materials for effective delivery and learning of BDT.
Keywords: Assessment, Basic Design and Technology, Junior High Schools, effective teaching.
The Challenges of Learners with Diverse Linguistic Needs: Experiences of Teachers in Uasin Gishu County, Kenya (Published)
Teachers in Kenya undergo language-based training that exposes them to both the academic content and teaching methodology in order that they may be able to respond to the diverse linguistic needs of learners in the language classroom. The unquestioned guiding assumption is that such the training knowledge informs teachers’ classroom practices. This paper assesses the challenges experienced by language learners in classrooms as a result of the diversity of their linguistic abilities. The paper is based on a study that examined how teachers’ maxims influence the teaching of English language in classrooms with learners of diverse linguistic abilities. The study was conducted in Wareng District of Uasin Gishu County. Wareng has one hundred and twenty teachers of Standard Four level English. A descriptive survey was carried out in the selected area. The study used both simple random and stratified sampling procedures to identify the schools and teachers to participate in the study. Data was collected using questionnaire and interview schedule and analyzed by use of descriptive statistics and then presented by the use of pie charts, graphs and percentages. The study established that the language learners and teachers in Uasin Gishu County experience a number of challenges emanating from the diversity of their linguistic abilities and needs. These challenges include the feelings that they are not part of class; lack of experience to handle linguistic needs; large number of learners in language classroom; the strong influence of first language; inadequate time to address each learners’ needs, and language policy not being supportive. It was, therefore, recommended that there is need for funds to be provided for teachers to attend further training and seminars on specific language needs in language education. In addition, more time is needed for teaching language to enable teachers to respond to the needs of every individual student. Teachers also need to adopt diverse methods of learning language in order to cater for the diverse learning needs of students. The government also needs to address the challenge of excessive enrolment of students that is causing congestion of classrooms in primary schools in Kenya.
Keywords: Assessment, Challenges, Diverse Linguistic Needs, Kenya, Learners, Schools Uasin Gishu County
The Challenges of Learners with Diverse Linguistic Needs: Experiences of Teachers in Uasin Gishu County, Kenya (Published)
Teachers in Kenya undergo language-based training that exposes them to both the academic content and teaching methodology in order that they may be able to respond to the diverse linguistic needs of learners in the language classroom. The unquestioned guiding assumption is that such the training knowledge informs teachers’ classroom practices. This paper assesses the challenges experienced by language learners in classrooms as a result of the diversity of their linguistic abilities. The paper is based on a study that examined how teachers’ maxims influence the teaching of English language in classrooms with learners of diverse linguistic abilities. The study was conducted in Wareng District of Uasin Gishu County. Wareng has one hundred and twenty teachers of Standard Four level English. A descriptive survey was carried out in the selected area. The study used both simple random and stratified sampling procedures to identify the schools and teachers to participate in the study. Data was collected using questionnaire and interview schedule and analyzed by use of descriptive statistics and then presented by the use of pie charts, graphs and percentages. The study established that the language learners and teachers in Uasin Gishu County experience a number of challenges emanating from the diversity of their linguistic abilities and needs. These challenges include the feelings that they are not part of class; lack of experience to handle linguistic needs; large number of learners in language classroom; the strong influence of first language; inadequate time to address each learners’ needs, and language policy not being supportive. It was, therefore, recommended that there is need for funds to be provided for teachers to attend further training and seminars on specific language needs in language education. In addition, more time is needed for teaching language to enable teachers to respond to the needs of every individual student. Teachers also need to adopt diverse methods of learning language in order to cater for the diverse learning needs of students. The government also needs to address the challenge of excessive enrolment of students that is causing congestion of classrooms in primary schools in Kenya.
Keywords: Assessment, Challenges, Diverse Linguistic Needs, Kenya, Learners, Schools Uasin Gishu County
ASSESSMENT OF COPING STRATEGIES BY ORPHANED LEARNERS AND THEIR ACADEMIC ACHIEVEMENT IN SELECTED PRIMARY SCHOOLS IN KENYA (Published)
Despite the vulnerable status of the orphaned learners, every child in Kenya has a right to quality education that should lead to good performance and achievement of Universal Primary Education (UPE). This study assessed coping strategies by exceptional orphaned learners and their academic achievement in Winam Division in Kisumu County. The theory underpinning the study was self- efficacy theory by Albert Bandura (1994). Descriptive survey design was used in the study. The study population consisted of 43 head teachers, 516 teachers and 3042 orphaned learners in 43 mixed public primary schools. Data was collected by questionnaire, interview schedule and document analysis. Quantitative data was analyzed using frequency counts, means, percentages and standard deviation. Data from the interviews were organized into themes and sub-themes as they emerged through the objective. The study established that; most orphaned learners stay with older siblings, lacked some basic needs and lacked guidance from adults. Hard work, personal ambition, role models from their schools and guidance from teachers were the most outstanding factors that enabled orphaned learners to perform well in their academics. The study recommends that grandparents who care for the orphans be supported financially by the government. The Ministry of Health in collaboration with other stake holders should launch health and nutrition program in schools where the program has not yet been started. Life skills education should be examined like any other subject in the curriculum. There should be a vote head under FPE to cater for orphaned learners’ school requirements. School administration should link orphaned learners who perform well with sponsors to ensure that they continue with their secondary education
Keywords: Academic Achievement, Assessment, Coping Strategies, Kenya, Orphaned Learners, Primary schools.