eajess – Page 32 – EAJESS

The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania

Leave a Comment / Vol 2, Issue 2 / eajess

Authors: Neserian Lazaro Mollel (Saint Augustine University of Tanzania) and Daniel Oduor Onyango, PhD (Saint Augustine University of Tanzania). Abstract: This study aimed at establishing the contribution of adult education graduates to the improvement of secondary education in Nyamagana District, Tanzania. The study used the mixed approach and employed the descriptive research design. Data were […]

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Exploring the Adventist Health-lifestyle: A Social Marketing Perspective

Leave a Comment / Vol 2, Issue 2 / eajess

Authors: Innocent Sigauke, PhD (Solusi University, Zimbabwe), Kenneth Swansi, PhD (Adventist International Institute of Advanced Studies, Philippines) and Christinah Dlamini, PhD (Solusi University, Zimbabwe) Abstract: Some studies have linked the Seventh-day Adventist (SDA) church health-lifestyle with better wellbeing and longevity. However, there are suggestions that current initiatives by the SDA-church to prompt health behavior modifications

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Availability of ICT Facilities and Teachers’ Competence in the Use of ICT among Public Secondary Schools in Ngara District, Tanzania

Leave a Comment / Vol 2, Issue 2 / eajess

Authors: Faith Fidelis and Daniel Oduor Onyango, PhD (Saint Augustine University of Tanzania) Abstract: This study sought to establish the availability of ICT facilities and teachers competence in the use of ICT among public secondary schools in Ngara, Tanzania. The study employed a mixed research approach in that interview schedule and questionnaire were employed as

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Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

Leave a Comment / Vol 2, Issue 2 / eajess

Authors: Aubrey Hibajene Mweemba, John McClain, Jr., Beverley Harris and Enid F. Newell-McLymont, PhD (Northern Caribbean University, Jamaica) Abstract: The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools

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Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica

1 Comment / Vol 2, Issue 2 / eajess

Authors: Claudine Bent-Cunningham and Daniel Allida, PhD (Northern Caribbean University, Mandeville, Jamaica) Abstract: Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among

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Perceived Influence of Financial Disbursement on School Quality Assurance in Nyamagana District, Tanzania

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Authors: Suzana Mbwana and Daniel Oduor Onyango, PhD (Saint Augustine University of Tanzania) Abstract: This study sought to investigate on the perceived influence of financial disbursement on school quality assurance in Nyamagana District. The study used a mixed study approach that involves the use of both qualitative and quantitative data in a single study. The

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Effectiveness of the Strategic Planning and Academic Performance among the Public Secondary Schools in Babati District, Tanzania

Leave a Comment / Vol 2, Issue 1 / eajess

Authors: Peter Kwaslema and Daniel Onyango, PhD (Saint Augustine University of Tanzania) Abstract: This study sought to establish teachers’ perception on the schools’ effectiveness in the development of the strategic plan, the perception of teachers on how the implementation of the strategic plan affects the academic performance and what should be done to ensure an

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Perception of School Stakeholders on the Effect of School- Home Distance on Students’ Academic Performance among Community Secondary Schools in Rorya District, Tanzania

Leave a Comment / Vol 2, Issue 1 / eajess

Authors: Lilian Oneye and Daniel Onyango, PhD (Saint Augustine University of Tanzania) Abstract: The study sought to determine the perception of school stakeholders on the effect of school- home distance on students’ academic performance among community secondary schools in Rorya District, Tanzania. The study employed a convergent survey design under the mixed research approach. The

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Perceived Influence of Career Guidance and Counselling Services on Secondary School Students’ Academic Performance: A Case of Tanga City, Tanzania

Leave a Comment / Vol 2, Issue 1 / eajess

Author: Dorothy Lubawa (University of Iringa, Tanzania), Colletha Ngirwa, PhD, (Open University of Tanzania), Therecia Shavega, PhD, (Open University of Tanzania) Abstract: This study examined the perceived influence of career Guidance and Counselling Services (GCS) on secondary school students’ academic performance among secondary schools in Tanga City. The study employed a mixed method approach that

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