Education

Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

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Authors: Eric Appiah-Twumasi, Victor Antwi, Ishmael Kwesi Anderson, Nelly Sakyi-Hagan Abstract: The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was […]

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Early Childhood Pre-Service Teachers’ Conception of Living and Non- Living Things in a Ghanaian College of Education

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Author: Sakina Acquah, PhD Abstract: The study examined pre-service teachers’ conception of living and non-living things and their classification using a case study design. The mixed method approach was employed for this study. Census sampling technique was initially used to collect data from 70 participants who complete a questionnaire. Afterwards, purposive sampling technique was used

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Girls’ Multimedia Learning Experiences on Skills Development in Rukwa and Dodoma Regions, Tanzania

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Authors: Belingtone Eliringia Mariki, PhD candidate. Abstract: This article is a case study of the Girls Inspire Project (GIP) of the Institute of Adult Education in Rukwa and Dodoma regions in Tanzania. It aimed at exploring the GIP girls’ multimedia learning experiences in skills development. Specifically, it focused at exploring on how the girls participate

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An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania

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Authors: Dr. Onesto Ilomo, Petro Mapunda Anyingisye Abstract: This study aimed to assess the effectiveness of management and supervision process of Open Performance Review and Appraisal System (OPRAS). The researchers adopted survey design to study 10 out of 26 public secondary schools in Arusha City, Tanzania. Self-administered questionnaires were distributed to 214 sampled teachers of

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Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

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Authors: Jimmy Ezekiel Kihwele, Raiza Mtandi Abstract: Teaching practice is an integral part in preparing pre-service teachers and initiates them to the actual teaching environments. TP has been frequently interrupted hence raising a concern about its contribution on improving pedagogical competencies. This study sought to understand the contribution of teaching practice on developing pre-service teachers’

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Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

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Author: Christinah Dlamini, PhD Abstract: Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted

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Rewards and Work Engagement of Non-Academic Staff: A Case of a Public University in Uganda

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Authors: Wilson Mugizi, PhD, Abeera Odetha Katuramu, PhD, Augustina Ogaga Dafiewhare, John Kanyesigye Abstract: This study examined the relationship between employee rewards on work engagement of non-academic staff in a public University in Uganda. Specifically, the study analyzed relationship between intrinsic rewards and extrinsic rewards with work engagement of the support staff. Using a quantitative

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Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

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Author: Adventor Mulbah Trye, PhD Date: 29th May 2020 Abstract: Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation

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Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

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Author: Eliada Werungu Bina Tieng’o, PhD Date: 26th May 2020 Abstract: Despite the involvement of community participation in various development projects over the years in Tanzania, little is known of its implications on sustainability of fee free basic education in rural public primary schools. A mixed method exploratory approach, informed by ecological systems theory, employed

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Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

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This study sought to find out the students and teachers’ responses to teacher corrective feedback in composition writing among Secondary Schools in Bulawayo, Zimbabwe using parallel questionnaires for teachers and students.

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