Authors: Rajendran P. Pillay, PhD (3H Enviro Strategies Consultancy, South Africa) and Prof. Sitwala N. Imenda, PhD (Barotse Institute for Research and Heritage Studies, Zambia) Abstract: The purpose of this study was to explore pre-service Life Science teachers’ support for and value positions on ecotourism within the South African school curriculum context. The study used […]
Author: Karoli John Mrema, PhD (The Open University of Tanzania) Abstract: In this study, the researcher explored the pedagogical strategies employed by teachers in inclusive classrooms to support primary school learners with learning disabilities in Temeke Municipality, Tanzania. The study employed the qualitative approach to explore complexities of inclusive education practices, using a multiple case
Authors: Lelas Hozza (Tumaini University Makumira) and Rose Joseph Munisi, PhD Abstract: This study is about the management of primary school education for pupils with autism in Arusha City, Tanzania. The study employed the case study design, with a sample of 27 participants. The study used one-to- one interviews and focus group discussions as data
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Authors: Annet Musiimenta (Uganda Christian University), Wilson Eduan, PhD (Uganda Christian University) and Mary Kagoire, PhD (Uganda Christian University) Abstract: This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method,
Authors: Emmanuel Dwamena (University of Connecticut), Sakina Acquah (University of Education, Winneba), Mavis Adwoa Donkor (Presbyterian College of Education, Ghana) and Enock Yeng (Liberty University) Abstract: This study explored the implementation of authentic assessment by primary science teachers within the Standards-Based Curriculum in the Effutu Municipality, using a descriptive survey design with a sample of
Authors: Mmbaka Bonface Shisakha (Kenyatta University), Felicita Njuguna, PhD (Kenyatta University) and Norbert Ogeta, PhD (Kenyatta University) Abstract: E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members’ readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors,
Authors: Aliu Nandzo (Tumu College of Education, Ghana), Eric Anane, PhD (University of Cape Coast, Ghana), Andrews Cobbinah, PhD (University of Cape Coast, Ghana), Ruth Keziah Annan-Brew, PhD (University of Cape Coast, Ghana) Abstract: This study explored the congruence between teachers’ self-reported classroom assessment practices and their actual practice in the Sissala East Municipality, Ghana,
Author: Belingtone Eliringia Mariki, PhD (Institute of Adult Education, Tanzania) Abstract: This study investigates the use of multimedia content for skills development in open learning, using the Girls Inspire Project in Tanzania as a case study. Conducted in the Chala and Msanzi Wards of the Rukwa Region, the study examined the multimedia features utilized in
Authors: Billy Mahrione Oduor (Masinde Muliro University of Science and Technology Kenya), Kenneth Otieno (Masinde Muliro University of Science and Technology Kenya) and Joel P. Ogutu (Masinde Muliro University of Science and Technology Kenya) Abstract: This study sought to establish differences in emotional intelligence between rural and urban primary school orphans and vulnerable children in
Authors: Joyce Ayikoru Asiimwe (Kyambogo University, Uganda), Fred Musisi (Muteesa 1 Royal University, Uganda) and Elizabeth Opit (Kyambogo University, Uganda) Abstract: Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management,