British Journal of Education (BJE)

EA Journals


Exploring Strategies Related to Usability of Assistive Technologies in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania (Published)

This study focused on exploring strategies related to the Usability of Assistive technologies (Ats) in Implementing Inclusive Education among Visually Impaired Lecturers in Tanzania. The study employed a convergent research design under a mixed research approach guided by the Social Disability Model, Universal Design for Learning Model, and Technology Acceptance Model theories. The study also collected data and information from sixty-seven (67) participants using probability and non-probability sampling techniques. Descriptive and inferential statistical tests are employed for quantitative data, and thematic analysis procedures are used to analyse qualitative information. The study revealed the existence of ATs scarcity due to unclear policies for hiring, inadequate ATs infrastructure, and the expensiveness of ATs. Nevertheless, the study found that there is a lack of ATs at University A, which generalizes the same conditions to other universities in Tanzania. The tested hypothesis indicated there is a relationship between ATs applications for VILs and VIS for effective implementation of a university curriculum. This study concluded that at University A, there are various constraints related to ATs policy availability and application. Subsequently, the study recommended that the responsible organs set clear policies for the universities in Tanzania to adopt ATs, VILs, and VIS as compulsory procedures for their accreditations as full-fledged universities.


Keywords: Curriculum, Implementation, Visual Impairment, assistive technologies, inclusive

Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts (Published)

This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The pedagogic relations and student-student interactions are to promote equity. However, we highlight gaps in knowledge about equity literacy among teachers; how they understand equity in the classroom; how teachers actually promote equity in classroom and the challenges they face in so doing; as well as how learners experience equity in the classroom. Therefore, we argued that there the need for research into equity literacy among teachers, how they promote equity in the classroom and how students experience it. This necessitates research into how teachers promote equity at the school site in terms of teacher-student and student-student interactions.



Keywords: Assessment, Curriculum, Equity, Learning Practices, equity literacy, inequities

Computer Assisted Instruction (CAI) With Animation in Biology Curriculum Delivery: A Panacea for Students Achievement and Motivation (Published)

Students derive enjoyment from learning when it incorporates engaging activities, particularly when the level of abstraction is kept to a minimum. Utilizing information and ICT tools in educational settings serves as one approach to achieving this goal. Therefore, this research explores the efficacy of CAI featuring animation in the delivery of Biology curriculum, aiming to enhance student achievement and motivation. Employing a non-randomized experimental design with pretest and posttest measures, the study targeted a population of 9,780 SSII Biology Students across 222 government-owned secondary schools in Delta South Senatorial District, Delta State, Nigeria. A sample of 207 SSII students was selected from four secondary schools using simple random sampling techniques, facilitated by balloting with replacement. The study utilized the Biology Achievement Test (BAT) and Computer Animation Instructional Package (CAIP) as research instruments, both validated by three experts in Science Education and Measurement and Evaluation to ensure face and content validity aligned with the study’s objectives. The reliability of the BAT instrument was assessed through administration to 30 biology students, yielding a reliability coefficient of 0.81 using the Kudar-Richardson formula 21. Both the experimental and Non-intervention groups underwent administration of the BAT instrument, with the intervention group subjected to biology curriculum through CAI animation, while the Non-intervention group received instruction without animation. Data analysis employed descriptive statistics (mean and st.d) alongside inferential statistics, specifically t-tests at a critical value of 0.05. The study’s primary findings highlight a substantial disparity in achievement between students subjected to biology curriculum with CAI animation paralleled to those without animation, with the former showing higher performance. Additionally, a notable gender disparity emerged, favoring female students in the group subjected to biology curriculum with CAI animation. The study acclaims, among other measures, the development of additional biology software packages employing CAI with animation for integration into Nigerian school curricula, calling for collaboration among government bodies, educators, and school administrators to facilitate this endeavor.

Keywords: Achievement, Animation., Curriculum, Motivation, computer-assisted instructional

A Comparative Review of Research on Mindfulness in Pre/Post Covid-19 Education (Published)

Mindfulness is a purposeful, non-judgmental method of focusing attention on the present moment including awareness, attention, and remembering. It cultivates the process of gradual mental development and is enriched by the concepts of acceptance, affirmation, self-reflection, non-evaluation, and sympathy. This profound, meaningful practice is universally healing, appropriate, and beneficial to mental health. Many researchers investigated its benefits in the education system for improving processes of teaching, learning, and interactions between teachers and students. This study applied a comparative, descriptive, integrative review to probe over thirty peer-reviewed published papers in credited journals found in search engines, concentrated on mindfulness in pre/post COVID-19 education. It manifested how this collection of research departed in their finding, application, recognition, implication, feasibility, and methodology employed. It concluded with the significance of mindfulness-based interventions in the post-COVID curriculum.

Citation: Fu F., Haratyan F. and Yanling Z. (2023) A Comparative Review of Research on Mindfulness in Pre/Post Covid-19 Education, British Journal of Education, Vol.11, Issue 3, 1-24

Keywords: COVID-19 pandemic, Curriculum, Education, Mental Health, mindfulness, mindfulness-based interventions

Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar (Published)

Citation: Mamadou Vieux Lamine Sane (2022) Impact of the evaluation of teaching devices on the professional conceptions of teachers and school administrations in Senegal: the case of five groups of elementary school in Dakar, British Journal of Education, Vol.10, Issue 5, pp. 40-58

The purpose of this article is to identify characteristics of the work situation that could encourage or increase the commitment of teachers and curriculum is defined according to two modalities characterizing the organization of teaching work in the school facility: cellular versus integrated. A process for evaluating teachers’ and school administrations’ conceptions is then developed with reference to this organization of school career paths. The empirical study focuses on 5 primary school teams trained for three years in the development and evaluation of their collective arrangements. An analysis of the responses (N == 64) to a questionnaire enabled us to compare the trainees’ conceptions with those of other teachers. The results show that the tested system modifies the perceptions of the practitioners in order to better take into account the inputs of the two professional groups (teachers and principals) involved in the curriculum, the diversity of the learners and the inclusion of a personal practice improvement dynamic.


Keywords: Assessment, Curriculum, School Administration, Teacher

Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools (Published)

This study examined the relevance of schools based assessment: A case study of selected public junior secondary schools in Ikpoba – Okha   Local Government Area. The study also sought to examine the relevance of using school assessment as a strategy for the evaluation of teaching and learning specifically. Three research questions were raised to guide the study. The study adopted the descriptive survey research design. The population comprised the teachers in the 24 public junior secondary schools in Ikpoba – Okha   Local Government area of Edo State. The simple random sampling method was used to select the sample. Sixty questionnaires were administered and the entire questionnaires were returned and analyzed using mean and standard deviation. The results revealed that teachers have a good perception of school-based assessment, and their application was to a low degree. Based on the findings, it was recommended among others that teachers should apply various assessment techniques in teaching of any subjects. School authorities should make it compulsory that all schools must be involved in school-based assessment; and teachers should be encouraged to employ varieties of evaluation instruments in the assessments of students.

Imasuen Kennedy1 and  I.F. Iyamu (2021) Schools- Based Assessment: A Case Study of Selected Public Junior Secondary Schools, British Journal of Education, Vol. 9, Issue 11, pp.32-43


Keywords: Assessment, Curriculum, Performance, School-based assessment, assessment techniques

Unemployability of the Nigerian Graduate: The Effect of Tertiary Institutions-Industry Disconnect (Published)

The main objective of the study was to examine the effect of tertiary institutions-industry disconnect in Nigeria. To achieve this, primary data was collated using a questionnaire from an online survey from 550 participants. Descriptive and inferential statistical methods were employed to estimate the data. The estimates indicates that practical skills was positive but insignificant, while industrial training and workshop were both positive and significant in aligning the curriculum content with the workplace needs of employers. The logit estimates indicate that grade point average and type of qualification were negative and bear insignificant effect on educational content and workplace readiness. The estimates further showed that ICT skills and additional certification have a positive and significant effect on educational content and workplace readiness. The estimates suggest that there is a 54% chance that employment matches the degree acquired. The estimates also indicate that the coefficient of practical skills is negative and insignificant, while industrial work experience is an eligible link between tertiary institutions and industry. The results suggest that ICT and additional certificates increase employability by 32%-40% and 15.5%-27.9% respectively. Work experience drivers employability by 6.4%. The study concludes that practical skills, industrial training/workshop, and additional certificates as significant factors that can enhance the link between institutions of learning, the demands of the labour market, and graduate employability in Nigeria. Among others, the study recommends the need to integrate industry needs into the educational curricula. The study also recommends the need to ensure collaboration between industry and tertiary institutions. Again, it suggests the need for graduates to acquire professional certificates to enhance their chances of employment.


Keywords: Curriculum, Employability, practical skills, unemployability, workplace readiness

Social Variables as a Determining Factor for Improved Academic Performance of Students in Social Studies in Nigerian Schools (Published)

This research paper examined the social variables as a determining factor for improved academic performance of students in social studies in Nigerian’s schools. This was informed by ineffective utilization of some variables such as instructional materials, quality assurance control, staff and student’s welfare, the school curriculum and other related school policies. It has been discovered that most of these factors are either inadequate or not effectively utilized towards an improved academic achievement of students in social studies.the paper concludes that the discouraging students’ performance in social studies is dependent upon these social variables. It’s is recommended that for students’ academic performance in social studies to improve,  modern teaching gadgets should be provided, provision for staff and students’ welfare should be enhanced and qualified social studies teachers should be employed.

Keywords: Curriculum, Instructional Materials, Teaching, quality assurance control

Perception of Teachers and Principal on the Extent the Innovations in Science Curriculum is managed to Achieve Sustainable Development Goals among Senior Secondary School in Ikwuano LGA of Abia (Published)

The study examined the perception of teachers and principal on the extent the innovations in science curriculum is managed to achieve sustainable development goals among senior secondary school in Ikwuano LGA of Abia. Two research questions and one hypothesis were raised to guide the study. The design for the study is a descriptive survey design, the area of the study is Ikwuano LGA and the population for the study consists of all principals and teachers in senior secondary school in Ikwuano LGA. The sample for the study consists of 100 teachers and 20 Principals. The instrument for data collection was a researcher structured questionnaire tagged “PTPISCMASDGQ” perception of teachers and principal on the extent innovations in science curriculum is managed to achieve sustainable development goals questionnaire. Content and face validity of the instrument was determined by administering the instrument to two lecturers in the department of Educational Management from the College of Education, Michael Okpara University of Agriculture. The reliability of the instrument was determined using Cronbach Alpha and it yielded a coefficient 0.78. The data were analyzed using Mean and standard deviation while T-test. The results obtained from the study reveals that innovation in schools were no adequate for global competitiveness. It was recommended that process of planning educational change and innovation in science curriculum in Nigeria, should give the issues of training and retraining of teachers’ optimal consideration amongst others.

Keywords: Curriculum, Innovation, Science Education, Sustainable Development Goals

Curriculum Evaluation: A Comparative Study of a 4-Year B.Ed. Regular and a 2-Year Diploma Sandwich Students’ Results in Music, Movement and Drama (Published)

Both the Bachelor of Education (B.Ed.) and Diploma students at the University of Education, Winneba, Ghana, use the same content as prescribed in the Academic Bulletin but both are admitted on two different entry requirements with different duration accordingly. Sections of society speculate about varied performances of both categories of students without any empirical evidence. The purpose of the study was to ascertain how well the students have been prepared in terms of content assimilation and their relative performance. Using a purposive sampling technique, both regular and sandwich Music, Movement and Drama Level 200 students of the Department of Early Childhood Education of the University from 2008 to 2012 were selected for the study. Test results of the respondents from 2008 to 2012 which served as the data were analysed, after ethical issues were resolved, using descriptive and inferential statistics. The results showed that both regular and sandwich students performed creditably well within the range of the years under review. It was, however, established that there was a statistically significant difference between the achievement of the B.Ed. regular and Diploma sandwich students from 2008 to 2012 academic years. On the basis of the findings, it was recommended that the mode of delivery of the sandwich programme be reconsidered such that there will be a bridge of the gap between the regular and the sandwich programmes in terms of performance.

Keywords: Bachelor of Education, Curriculum, Drama, Evaluation, Movement, Music, Sandwich, diploma, regular.

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