eajess – Page 22 – EAJESS

Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda

Leave a Comment / Vol 3, Issue 3 / eajess

Authors: Jean Nepomuscene Twahirwa (University of Rwanda), Celestin Ntivuguruzwa, PhD (University of Rwanda), Etienne Twizeyimana (Mount Kenya University, Rwanda) and Jeannette Nyirahagenimana (University of Rwanda) Abstract: This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data […]

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Mediating Role of Positive Emotions on Students’ Self-Regulated Learning and Academic Achievement: A Case of Colleges of Education in the Bono Region, Ghana

2 Comments / Vol 3, Issue 3 / eajess

Authors: Maxwell Kwesi Nyatsikor, PhD (University for Development Studies, Ghana), Augustine Bediako (Alfaruq College of Education), Abubakari Iddrisu (University of Cape Coast, Ghana), Augustine Nuorikuu Gyilku (Alfaruq College of Education, Ghana) Abstract: The study explored the mediating role of Ghanaian College of Education students’ positive academic emotions in facilitating their self-regulation learning and academic achievement.

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Education Financing through Volunteering Resource Networking in Tanzania: Supporting the Disadvantaged Students

Leave a Comment / Vol 3, Issue 3 / eajess

Author: Ombeni W. Msuya, PhD (University of Dodoma, Tanzania) Abstract: Education has never been free in human history. There are various costs associated with its access and management. In some countries, governments have waived or abolished school fees, yet families take care of indirect or other supportive school requirements. Although the government of Tanzania abolished

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Determinants of Tax Compliance among Small and Medium Enterprises in Tanzania: Insights from Ilala Municipality

Leave a Comment / Vol 3, Issue 3 / eajess

Authors: Eddie Omary (College of Business Education, Tanzania) and Dickson Pastory (College of Business Education, Tanzania) Abstract: This study investigated on Determinant of tax compliance among Small and Medium Enterprises in Tanzania specifically Ilala municipality, Particular objectives included evaluating the influence of economic factors and taxpayer personal demographics on tax compliance. The descriptive cross-sectional survey

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Differences between Portfolio and Traditional Test to Prospective Teachers’ Academic Achievement: A Case of Ruaha Catholic University, Tanzania

Leave a Comment / Vol 3, Issue 2 / eajess

Author: Baraka Nyinge (University of Dodoma, Tanzania) Abstract: The use of portfolios towards prospective teachers’ competence acquisition as compared to tests has been of concern to most scholars worldwide. This study therefore sought to determine differences between test and portfolios in academic achievement among Ruaha Catholic University prospective teachers. It involved the use of descriptive

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Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia

Leave a Comment / Vol 3, Issue 2 / eajess

Authors: Innocent Mutale Mulenga (The University of Zambia) and Moonga Ng’andu (Ministry of Education, Zambia) Abstract: This study sought to investigate on Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia. The study employed the mixed methods approach, particularly the embedded research design in which 120 secondary school learners

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Effect of School Infrastructure on Pupil Enrolment in Universal Primary Education Schools: A Case of Mbarara City, Uganda

Leave a Comment / Vol 3, Issue 2 / eajess

Authors: Gorette Nasuna (Bishop Stuart University, Uganda), Judith Arinaitwe (Bishop Stuart University), Enoch Barigye (Bishop Stuart University) and Flora Kyayemagye (Bishop Stuart University, Uganda) Abstract: This study investigated the relationship between school infrastructure and pupil enrolment among the universal primary education schools in Mbarara City, Uganda. School infrastructure was conceptualized in terms of physical, services

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Computer-Supported Collaborative Learning and Students Electricity Concepts: A Case of Secondary Schools in Arusha, Tanzania

1 Comment / Vol 3, Issue 2 / eajess

Authors: Abraham Daniel Mollel (University of Rwanda), Evariste Minani (University of Rwanda), Vianney Munezero (University of Rwanda) and Janvier Ngayinteranya (University of Rwanda) Abstract: This study sought to establish the effectiveness of Computer-Supported Collaborative Learning in improving student’s electricity conceptions among secondary schools in Arusha City through the exploratory research design. The study employed the

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Married Couples’ Perceptions towards Marital Sex: A Case of Kihesa Ward in Iringa, Tanzania

Leave a Comment / Vol 3, Issue 2 / eajess

Authors: Joshua Juma Mugane (University of Iringa, Tanzania) and Michael B. Welwel (Bugema University, Uganda) Abstract: This study sought to find how married couples perceived marital sex, using the survey Research Design. A total of 200 respondents came from selected marriages found in Kihesa Ward. Such number was obtained through the purposive sampling technique which

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