eajess – Page 4 – EAJESS

The Role of Generative Learning Strategy in Bridging the Gap between High and Low Achievers in Genetics Studies in Sefwi-Wiawso Municipality, Ghana

Leave a Comment / Vol 5, Issue 3 / eajess

Authors: Daniel Sobreh Assuah (Dadieso Senior High School, Ghana), Charles Amoah Agyei (AAMUSTED-M, Ghana) and Kenneth Darko Ateko (St. Joseph Seminary/Senior High School, Ghana) Abstract: The study sought to investigate the use of the Generative Learning Strategy (GLS) in bridging the performance gap between high- and low-achieving students in genetics in Ghana’s Western North region’s […]

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Three Delays Model in the Context of Maternal Mortality in Longido District, Tanzania

Leave a Comment / Vol 5, Issue 3 / eajess

Authors: Delphina M. Joseph (The Open University of Tanzania), Prof. Hosea Rwegoshora, PhD (The Open University of Tanzania) and Harrieth Mtae, PhD (The Open University of Tanzania) Abstract: This study dealt with the three delays model in the context of maternal mortality in Longido District, Tanzania, using the descriptive correlational design. The study selected the

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Navigating the Path to inclusive Education in Primary Schools in Arusha Region, Tanzania: A Descriptive-Correlational Study on Key Implementation Factors

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Elias Elisha Mbuti (Institute of Accountancy Arusha, Tanzania), Prof. Vencie B. Allida, PhD (Northern Caribbean University, Jamaica) and Prof. Catherine Amimo, PhD (University of Eastern Africa, Baraton, Kenya) Abstract: This study sought to establish factors Associated with Effective Implementation of Inclusive Education among Primary Schools: A Case of Arusha Region, Tanzania. The study used

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Evaluation of E-Learning Platforms under the EASTRIP Project: Enhancing Competency-Based Education and Training through Holographic Technology in Dar Es Salaam, Tanzania

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Lazaro Inon Kumbo (National Institute of Transport, Tanzania), Shabani Bakari Juma (National Institute of Transport, Tanzania), Robert Michael Sikumbili (National Institute of Transport, Tanzania) and Rodrick Frank Mero (National Institute of Transport, Tanzania) Abstract: This study delved into the use of hologram technology to bridge the practical learning gaps in the Competency-Based Education and

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An Evaluation of the Implementation of Inclusive Education in Primary Schools in Arusha Region, Tanzania: Insights into Management Practices and Special Needs Integration

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Elias Elisha Mbuti (Institute of Accountancy Arusha, Tanzania), Prof. Catherine Amimo, PhD (University of Eastern Africa, Baraton, Kenya) and Prof. Vencie B. Allida, PhD (Northern Caribbean University, Jamaica) Abstract: This study addressed the management of inclusive education in Arusha Region, Tanzania. The study used the descriptive-comparative design. Out of the population of 14,881 stakeholders,

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Usability and Challenges of Cloud Storage: Perspectives of Academic Staff at Mzumbe University, Tanzania

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Mercy Mlay Komba (Mzumbe University, Tanzania) and Gabriel Vitus Komba (Mzumbe University, Tanzania) Abstract: This study aimed to explore the perspectives, preferences and challenges of Mzumbe University faculty regarding cloud storage adoption. Utilizing a case study design, the researchers conducted semistructured interviews with a purposive sample of 15 faculty members to capture diverse viewpoints.

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Pedagogical Strategies in Teaching and Learning through English as Medium of Instruction at Lower Primary Level in Rwanda

Leave a Comment / Vol 5, Issue 2 / eajess

Author: Marie Yvonne Ingabire (University of Rwanda), Prof. Gabriel Nizeyimana (University of Rwanda), Delphine Mukingambeho, PhD (University of Rwanda) and Michael Tusiime, PhD (University of Rwanda) Abstract: This study investigated about pedagogical strategies in teaching and learning through English as medium of instruction at lower primary level in Musanze District, Rwanda, through the phenomenological design.

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Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Oscar Menrad Msamba (Arusha Technical College, Tanzania) and Naisujaki Sephania Lyimo, PhD (Arusha Technical College, Tanzania) Abstract: This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the

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Strategies for Guessing Meaning of English Words among Secondary Schools in Gasabo District, Rwanda

Leave a Comment / Vol 5, Issue 2 / eajess

Authors: Constant Niyonzima (University of Rwanda, Rwanda), Patrick Ujwiga Anguru, PhD (University of Rwanda, Rwanda) and Jean Paul Ngoboka, PhD (University of Rwanda, Rwanda) Abstract: This study focused on morphological strategies that may alleviate the students’ learning of new English words in Gasabo, Rwanda. The study used the descriptive research design. A systematic sampling technique

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