The Main Challenges Facing Basic Education Teachers in Several Libyan Schools According to the Charlotte Danielson Framework (Published)
This study investigates the challenges faced by basic education teachers in Libyan schools, aiming to provide insights for decision-makers in the Ministry of Education and school administrators to support teachers effectively. Using a quantitative descriptive survey methodology, the research analyzes data from 98 teachers across various Libyan cities and villages, focusing on areas such as lesson planning, classroom management, teaching practices, and professional development. Key findings reveal that while a majority are proficient in formulating lesson objectives and building positive student relationships, there are significant gaps in utilizing educational resources and integrating technology. The study also highlights a lack of significant differences in challenges based on gender, qualifications, and teaching context, suggesting systemic issues within the education sector. The results underscore the need for targeted professional development and support structures to enhance teachers’ effectiveness and address the common challenges they face.
Keywords: Basic Education, Charlotte Danielson, Framework, Teachers
Use of Activity-Based Learning to Improve Students` Outcomes in Basic Education Subjects, (Published)
The study deals with Activity-Based learning to improve students` outcomes in English language and Basic Science. The study examines how the use of the activity-based learning strategy enhances students` outcomes in the two core subjects taught in the upper basic levels in Nigeria. Quasi-experiment research design was used to conduct the study. The target group comprised six hundred and forty-three (643) Junior Secondary School Students (JSS II) in two selected schools. One Hundred and ten (110) were sampled using a stratified sampling technique. Self-developed instrument entitled `Basic Education Performance Scale` was deployed to assess the experimental and control groups` outcomes. The data collected were analysed using independent t-test. The study’s findings indicated that activity-based learning significantly affects the students` outcomes in English language and Basic science subjects. Therefore, it is recommended that teachers should promote active learning through the use of hands-on activities.
Keywords: Activity-Based Learning, Basic Education, Basic Science, English Language