Primary Schools

Relationship between Primary School Children’s Right of Expression and Self-Esteem in Bugiri District, Uganda

Leave a Comment / Vol 6, Issue 2 /

Authors: Jackline Bwire Achan (Kyambogo University, Uganda), John S. Maani, PhD (Kyambogo University, Uganda) and Grace Lubaale, PhD (Kyambogo University, Uganda) Abstract: This study investigated the relationship between primary school children’s right of expression and their self-esteem in Bugiri District, Uganda, using the explanatory mixed-method approach. The study used a sample of 236 learners through […]

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Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District

Leave a Comment / Vol 3, Issue 6 /

Author: Kristofa Z. Nyoni (Ruaha Catholic University, Tanzania) Abstract: The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was

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Impact of Out-of-School Time Technology Integration Modelling on Mathematics Performance: A Case of Primary Schools in Meru District, Tanzania

Leave a Comment / Vol 2, Issue 4 /

Author: Thadei A. Kiwango, PhD (Institute of Accountancy Arusha) Abstract: This study sought to establish the impact of modelling technology integration for of out-of- school (OST) learning on the performance in Mathematics in primary schools. The study adopted a mixed approach where both quantitative and qualitative data were analysed. The study employed an experimental design

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Perception of School Heads on Teachers’ Professionalism and Pupils’ Behavior as Determinants of Academic Achievement among Primary Schools in Central Nyanza, Kenya

Leave a Comment / Vol 1, Issue 3 /

Author: Daniel Oduor Onyango, PhD (Department of Education Foundations, St. Augustine University of Tanzania) Abstract: The purpose of this study was to establish the perception of school heads on teachers’ professionalism and pupils’ behavior as determinants for academic achievement among primary schools in Central Nyanza Region, Kenya. The study employed the descriptive survey design. The

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