Language Policies in Nigeria and Ghana: A Plurilingual Perspective

Leave a Comment / Vol 3, Issue 6 /

Authors: Kelechi Julius Achike (University of Ilorin, Nigeria), Ayomiku Samuel Olaniyan (Ekiti State University, Nigeria) and Yemisi Tiwalade Atofarati (University of Ilorin, Nigeria) Abstract: The purpose of this paper was to reveal the linguistic situations in Nigeria and Ghana by examining language policies in both countries so as to establish how plurilingualism is accommodated and […]

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Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District

Leave a Comment / Vol 3, Issue 6 /

Author: Kristofa Z. Nyoni (Ruaha Catholic University, Tanzania) Abstract: The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was

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Gender differences in Performance in Integrated Science among Pre- Service Science Teachers: A Case of a University in Ghana

Leave a Comment / Vol 3, Issue 6 /

Authors: Nelly Sakyi–Hagan (University of Education, Winneba, Ghana) and Ruby Hanson (University of Education, Winneba, Ghana) Abstract: While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated

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Exercise Paucity and Sedentary Routines: Genocide Conduits to Health Impairments in Adult Academics at Great Zimbabwe University

Leave a Comment / Vol 3, Issue 5 /

Author: Chimonero Prince, PhD (Great Zimbabwe University) Abstract: Obesogenic disorders have become a global spotlight that presents manifold challenges on healthcare systems. This study explored sedentary and obesity-oriented trends among Great Zimbabwe University staff in Masvingo. The Human Movement Conceptual Framework underpinned this descriptive study which hinged on the quantitative approach. Its population comprised 100

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Exploring Secondary School Teachers’ Feedback Practices in Written English as a Foreign Language in Tanzania

Leave a Comment / Vol 3, Issue 5 /

Authors: Doris Hergard Lyimo (University of Dar-es-Salaam), Erasmus Akiley Msuya, PhD (University of Dar-es-Salaam) and Gerald Eliniongoze Kimambo, PhD (University of Dar-es-Salaam) Abstract: This study explored the feedback practices of secondary school teachers of English as a foreign language in Tanzania. It employed the mixed approach using a concurrent embedded design to collect data from

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Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda

Leave a Comment / Vol 3, Issue 5 /

Authors: Cissy Nazziwa (University of Rwanda), Jean Uwamahoro (University of Rwanda), Robert Wakumire (University of Rwanda) Abstract: This study aimed to assess the impact of Inquiry-Based Learning using the 5E model on teacher’s practices and students’ achievement in Force and Motion in Secondary Schools in Jinja District. The study employed a quantitative research method and

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Forms of Mentoring Programs in Developing Teaching Competencies of Novice Secondary School Teachers: A Case of Mbeya Region, Tanzania

Leave a Comment / Vol 3, Issue 5 /

Authors: Mussa Shabani Ally (The Open University of Tanzania) and Daphina Libent-Mabagala , PhD (The Open University of Tanzania) Abstract: This study sought to investigate on effectiveness of mentoring processes in developing Secondary School teachers’ competencies in Mbeya Region, Tanzania. The study utilized the cross- sectional research design with both the qualitative and quantitative approaches.

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Prevalence of School Based Bullying among Monduli District Public Secondary Schools, Tanzania

Leave a Comment / Vol 3, Issue 5 /

Authors: Grace Irira (University of Arusha), Mussa S. Muneja, ThD (University of Arusha) Abstract: The study aimed to analyze the prevalence rate of School Based Bullying. The study was done at Monduli District Public Secondary Schools, in Tanzania and it used descriptive survey design which falls in a quantitative research approach. A standardized closed-ended questionnaire

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Producing Transformative Leaders in Africa through Education Pipelines

Leave a Comment / Vol 3, Issue 5 /

Author: Allan D. M. Bukusi (Ashesi University) Abstract: The purpose of this study was to the draw the attention of national governments and educators to the escalating poverty of transformative leadership in African society. Governments need to invest in the development of effective leaders for every section, sector and strata in society to transform the

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Challenges Experienced by Teachers in Implementing the Pre-Primary Education in Zanzibar

Leave a Comment / Vol 3, Issue 5 /

Authors: Ali Chai Ali (University of Dodoma), Ignasia Renatus Mligo, PhD (University of Dodoma), Florentina Shaghembe Nsolezi, PhD (University of Dodoma) Abstract: This study examined challenges experienced by teachers while implementing PPE in Zanzibar. The study employed qualitative methodology and a case study design. A total number of 18 respondents participated in the study where

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