eajess – Page 19 – EAJESS

Faculty Perceptions of Self-efficacy in Remote Teaching during COVID-19 Pandemic Lockdown in a Selected University in Sub-Saharan Africa

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Prof. Korso Gude, PhD (University of Eastern Africa Baraton) Abstract: The major purpose of this study was to establish the faculty perceptions of self-efficacy in remote teaching during COVID-19 Pandemic lockdown in a selected University in Sub-Saharan Africa. A quantitative survey method was used to collect data, analyse, and interpret results. The modified 24- […]

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Higher Education Reforms: A Crux in The Gambia’s National Development Agenda

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Yusupha Touray, PhD (Ministry of Higher Education, Research, Science and Technology, Republic of The Gambia) and Ayo Adesopo, PhD (Obafemi Awolowo University) Abstract: The development of a nation is positively correlated to the human capital in the development sectors, and only the right higher education system can spur such development. Thus, for any nation

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Teachers’ Curriculum Knowledge in Teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Eric Mensah, PhD (University of Cape Coast) and Martin Owusu, PhD (University of Cape Coast) Abstract: The study sought to investigate on teachers’ curriculum knowledge in teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana. The population of the study was CRS teachers in Senior high schools in

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Effect of Teachers’ Welfare on Job Effectiveness among Secondary Schools in Mbarara City, Uganda

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Monica Ashaba (Bishop Stuart University), Richard Twebaze (Bishop Stuart University), Nyemara Novatus (Bishop Stuart University) Abstract: This study sought to establish the effect of teachers’ welfare on teachers’ job effectiveness among the secondary schools in Mbarara City in Uganda using a descriptive cross sectional survey design. The study was conducted in Mbarara City which

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Education Delivery in Higher Learning Institutions during the Times of Covid-19: A Case Study of the Great Zimbabwe University

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Rodgers Dumizulu Manungo, PhD (Great Zimbabwe University) Abstract: This study examined the pedagogic or teaching and learning experiences of institutions of higher learning during the COVID-19 period, with particular emphasis on the Great Zimbabwe University in Zimbabwe. The study was guided by the case study research design. The study involved 37 students and 13

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Primary School Teachers’ Preparation and Use of Lesson Plans in Igunga District, Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Remigius H. Halala (Chief School Quality Assurer, Igunga District Council, Tanzania), Abdallah Jacob Seni, PhD (Department of Educational Foundations and Continuing Education, University of Dodoma) Abstract: This study examined teachers’ frequency of preparation and use of lesson plans. The study location was Igunga District of Tabora Region in Tanzania. Mixed approach and explanatory research

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Uses of Authentic Assessment Tools: Implications towards Competence Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Author: Baraka Nyinge (Department of Educational Psychology and Curriculum Studies, University of Dodoma, Tanzania) Abstract: The study was concerned with the uses of authentic assessment tools in higher education institutions, particularly portfolios and practical work. The study employed the mixed method research approach with the explanatory sequential research design. The sample for the study involved

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Effectiveness of Strategies Used in Developing Accuracy and Coherence in Writing among Public Primary School Pupils in Namtumbo District, Tanzania

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Legnath Ambrossy Lukuwi (Songea Teachers’ College) and Abdallah Jacob Seni, PhD (University of Dodoma) Abstract: This study qualitatively explored the effectiveness of the strategies used by teachers in developing writing accuracy and coherence among public primary school pupils in Nantumbo District, Tanzania. It used the case study design involving the population of 736 purposefully

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Screen Time and Health Disturbances during the Covid-19 Pandemic: A Case of University Students in Zimbabwe

Leave a Comment / Vol 3, Issue 4 / eajess

Authors: Diocleciano Nhatuve (University of Zimbabwe) and Amanda Wayne Madzokere (University of Zimbabwe) Abstract: This study sought to establish health disturbances experienced by university students due to prolonged screen use during the covid-19 Pandemic in Zimbabwe. It employed the descriptive design under the quantitative approach. The study involved students from two universities in Zimbabwe, and

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