This research investigating the implementation of constructivist teaching techniques, challenges and opportunities of an English foreign language teacher in Beseka Secondary School, grade nine writing class in focus. The nature of the study can be descriptive study. The population of this study consisted the entire English foreign language teacher and grade nine student in regular programmes in all the tertiary institutions in Akaki Kality Sub city in Addis Ababa in the 2016/2017 academic session, which were 720 in number. The sample size for the study was 84, which is 10% of the entire population. The major research tool used to gather data was observation. The second tool is semi structured interviews for teachers. The third one was questionnaires administered to teachers and students who were selected randomly from grade nine students. After the data had been collected the responses to the questionnaire part and information obtained through observation and recordings were counted and tallied then, descriptive statistics were employed in analyzing the quantitative data while content analysis was applied in analyzing the qualitative data. The collected raw data was analyzed using mean score for quantitative method of data analysis and qualitatively interpretation to ensure the reliability and validity of the collected data. Findings revealed the challenges and opportunities of an English foreign language teacher in Beseka secondary school, grade nine writing class face and also indicated that these challenges negatively affect the academic performance of these students. Based on the findings, some recommendations were made which includes that students must have the behavior of cooperating, helping one another to draft or revise what they write and so on. Rather than total dependency on those whom they think are better than them. Also, teacher should show concern by informing students how and when assessments will be and make study materials/resources readily available so as to enable students prepare adequately for improved academic performance.

Competency Based Education (CBE) programme is being implemented in Kenya’s primary and secondary schools. It is believed that competency based education programme will not only make Kenyan students more competitive in the national and global markets, but will also effectively promote competiveness, innovation and will facilitate the acquisition of 21st Century skills among Kenyan students. However, implementation of the competency based education programme has been dogged by controversies and disagreements among various education stakeholders in the country. The controversial issues include perceived limited consultation of stakeholders and the preparedness and readiness of teachers and schools to effectively implement CBE programme. Stakeholders have also raised concern about inadequate teaching and learning resources, overcrowded classrooms, dealing with low ability students and learners. These issues have sparked heated debates and disagreements among stakeholders on teachers’ and schools’ preparedness to effectively implement competency based education programme. The purpose of this study was to examine the influence of stakeholder consultation process on implementation of competency based education programme in public primary schools in Kisumu east Sub- County, Kenya. Descriptive research design was used. The target population was 1242 consisting of lower grade teachers, head teachers and member of parents’ associations from 46 public primary schools in Kisumu East Sub County. A sample size of 291 was computed using Krecjie and Morgan [1]. Data was collected using a self-administered questionnaire. Simple random and stratified sampling procedures were used. Descriptive and inferential statistics were computed using SPSS. Descriptive statistics included frequencies, percentages, means and standard deviations; while inferential statistics included Pearson’s correlation(r), co-efficient of determination (R2), Anova Test (p value) and Beta coefficients (β). There was significant positive relationship between stakeholder consultation process and implementation of CBE programme in public primary schools. It is recommended that the Ministry of Education and other education policy advisors should strengthen consultations with all the stakeholders to ensure effective and sustainable implementation of CBE programme in the country.

This study aims to determine the validity of learning tools with peer tutoring models in improving student learning outcomes and Self Efficacy on Newton's Law material. The development model used is the ASSURE model, but only to stage 5 (Requires Learner Participation). Test the product in step 5 using Tessmer. The validation data subjects were 3 expert validators, while the practical data subjects were 2 partner teachers, and the effectiveness data subjects were grade VIII students of SMPN 10 Banjarbaru. The type of data collected is validity data. Validity data collection techniques are carried out through the validation of learning tools developed using the validation sheet instrument. Data analysis was performed using descriptive techniques. The results showed that, the developed learning tool has a very valid category. This result is supported by the opinions of 3 students in individual trial activities (one to one). Based on the results of development and research shows that the learning tools developed are valid, practical and effective.

This study aims: (1) evaluating the validity of the learning tools developed seen from the validation test, (2) evaluating the practicality of the learning tools developed seen from the implementation of the Learning Implementation Plan (RPP) during the learning process, (3) evaluating the effectiveness of the learning tools developed seen from tests of learning outcomes, critical thinking skills, science process skills, attitudes and skills of students. This study uses a Tessmer development research model consisting of 5 steps, namely: (1) self-evaluation; (2) expert opinions (expert review); (3) individual trials (one to one); (4) small group trials; and (5) field test. The trial design is guided by the formative evaluation flow design, which is to find out the validity, practicality, and effectiveness of the developed device. Trial subjects at the individual trial stage consisted of 3 people, at the small group trial stage consisted of 5 people, a field test with 30 students with different levels of knowledge and all subjects were 7th Grade students. The results of the study concluded that: (1) Valid learning tools based on expert opinion include, syllabus, material analysis, teaching material, worksheets, student critical thinking skills assessment sheets, students' science process skills assessment sheets, teacher activity assessment sheets, and activity assessment sheets learners; (2) Learning tools are considered practical based on the activities of teachers and students who are very good from the implementation of lesson plans, self-assessment and students' responses are categorized as good; (3) Learning tools are considered effective based on learning outcomes that have exceeded the Minimum Mastery Criteria that have been set, the ability to think critically and the science process skills are increasing, and the attitudes and skills of students are categorized well.

Learning Natural Sciences in Vocational Schools requires an assessment that emphasizes the scientific process and learning outcomes related to natural events around. But in reality until now science learning is still centered on the teacher and during learning more use textbooks and assessment only in the form of a written test at the end of the lesson. This results in low student performance skills and learning outcomes. One of the supporters who can practice the performance skills and student learning outcomes is a learning tool based on guided inquiry. This study aims to determine the appropriateness of guided inquiry-based science learning tools to practice vocational student performance skills. The device development is based on the Dick & Carey development research model so as to produce learning devices that are tested to the field test stage. The validity of the device is validated by experts, then in this observation also observes the activities of teachers and students, student responses, the influence of the use of learning tools, and student performance skills. The results showed that; (1) guided inquiry-based science learning tools are declared valid by experts, (2) teacher and student activities are categorized as good, (3) student responses show positive responses, (4) and there is an increase in student learning outcomes by 78.60% and Student performance skills improve with each meeting and have good criteria. Based on the results of a descriptive analysis of the learning tools developed it is said to be feasible and able to train performance skills.

Difficulties in learning science especially in critical thinking skills are characterized by low mastery of concepts, misconceptions, and those related to contextual matters. Specifically developed learning set will be able to increase students' mastery of critical thinking skills. This research development aims to evaluate the validity, practicality, and effectiveness of the development of science learning set to develop critical thinking skills of junior high school students. The research subjects were 7th grade students of Muhammadiyah 3 MTs Al-Furqan Banjarmasin. The validity data of the learning set was obtained through the assessment of 3 experts. Data on the practicality of learning set include evaluating the implementation of lesson plans and students' responses to the small group test. Data about the effectiveness of learning set include: 1) the results of students' critical thinking skills; 2) cognitive assessment results. Data was collected through tests and observations and analyzed descriptively. The results showed that the science learning set developed were classified as valid based on the results of the validation, including the design of the learning set, format, material, language, presentation, supporting innovation and improving the quality of teaching and learning activities. Learning devices are also declared practical because they are easy to use by students. This is supported by: 1) The implementation of lesson plans in small group tests scores from the lowest 3.00 to the highest 4.00 in the practical to very practical categories; 2) Students give positive responses to the learning process. The effectiveness of science learning set has also been fulfilled, this is based on the findings of the study: 1) students' critical thinking skills in the field test are at least good categories; and 2) students' cognitive learning outcomes through field tests are in the good category (80 ≤ 100%).

The role of education in human development cannot be overemphasized. To most of us, the basic function of education is to develop, in holistic terms an all-round, well-balanced and self-functioning human person. The emphasis on the intellectual development of the human person is premised on the need to produce an individual capable of translating what is learnt into pragmatic programs as to be able to improve conditions under which we find ourselves and be a better, rational and global citizen. This article explores the need for education in the critical faculty as the best avenue for inculcation of skills, dispositions and traits definitive of value creating education for human development.

Classroom management occupies a vital position in the pedagogical approach of the teacher and the life of high school students in Africa. Teachers who use laissez faire administrative style and methodology in the classrooms run the risk of aiding vices in students. Currently, it has been a social concern that there is increase in moral decadence. In addition, that many high school students are prone to some deviant behaviour due to ineffective classroom management. Effective classroom management is the key to curbing incidences of indiscipline such as disobedience, disrespect, lying, bullying, examination malpractice, and truancy among high school students of Africa. Effective classroom management through goal-oriented and specific instructional objectives, instructional strategies, and instructional resources helps students acquire the virtues of honesty, hard work, collaboration and responsibility, which leads to proper character formation and academic excellence of the learner. This qualitative study is anchored on the Classroom Management Theory of Thomas Gordon. This theory explicitly opines that an effective classroom management enhances productivity in the students. The study is solely based on document analysis of secondary data, and classroom observation. The findings of the study confirm that positive classroom climate enables the student to feel cared for and be engaged in school activities that lead to positive pursuits in life. The study therefore recommends that teachers should establish a positive learning environment by showing their passion for the subject matter, and being active in moving among the students.

This study investigates the high school principal’s role in the students’ misbehavior. The findings indicated that this role is a central one, as principals in secondary education are called to design, inspire and implement strategies and policies effectively. Furthermore, it was concluded that both the contribution of the state with training, funding, and a well defined legislative context, and the harmonious cooperation between principals and the Teachers’ and Parents’ Associations is crucial, for this principals’ role to be successfully fulfilled.