This paper sought to establish primary school English Language teachers’ experiences that they encounter during schools’ inspection. Underpinned by the MacBeath Cube theory of Evaluation, a qualitative research approach was adopted where a case study research design was utilized with a purposively selected sample of fourteen (14) primary school English language teachers who had been picked from two schools that had been identified as underperforming. Data were analysed using thematic content analysis. The paper was based on the following research questions: What are the challenges encountered by English language teachers during schools’ inspection? How can the challenges encountered by English Language teachers during schools’ inspection be minimized? The findings of the study revealed that some of the challenges encountered by English language teachers during schools’ inspection were that, inspectors disrupted teaching and learning as they came unannounced; inspectors harassed, rudely reprimanded and disrespected the English language teachers; inspectors instilled fear on the teachers because they harshly criticized them and they also confused the teachers as they gave different insights on how best to teach English Language; inspectors threatened teachers with their jobs. The findings further revealed that all these challenges could be minimized if inspectors could respect teachers and provide constructive criticism. Based on the findings, the study recommends that inspectors should annually plan and announce dates for their visits and that the inspectors should follow the inspection guidelines when they visit schools. The study further recommends that the Ministry of Education should establish a policy which protects teachers from being harassed by the inspectors.
Sept. 30, 2019
Economic Violence, Sexual Exploitation and Psychological Trauma: A Comparative Study of The Predicament of Women in Gloria Naylor’s The Women of Brewster Place and Mariama Ba’s So Long a Letter
Page Numbers : 335-341
DOI : 10.36348/JAEP.2019.v03i09.005
Gloria Naylor, in the Women of Brewster Place: A Novel in Seven Stories depicts the economic, sexual and psychological conditions that African American women go through. The female characters of the novel are victims of economic and sexual pressures that bring about psychological trauma. For Mariama Ba, in So Long A Letter, she points out the traditional practices and deep- seated customs that impact on the economic, sexual and psychological well-being of Senegalese women. Women’s lacks of moral comfort, the emotional intensity and the psychological shocked caused by men’s betrayal are the results of a misinterpretation, misconception and misunderstanding of tradition, customs and religion. The main purpose of the paper is to show how, Gloria Naylor and Mariama Ba, from different angles and cultures, has faithfully depicted the economic, sexual and psychological predicaments that Senegalese and African American women are suffering.
Original Research Article
Sept. 29, 2019
Preferred Learning Styles of Secondary Schools Students in Nairobi County, Kenya
Simon Sila Kaitho
Page Numbers : 296-308
DOI : 10.36348/JAEP.2019.v03i09.001
The purpose of this study was to determine the different preferred learning styles of secondary school students in Nairobi County. The study was based on Felder Learning Style Theory and Keirsey personality learning styles theory. A purposive sample of 1,317 Form Two Students in private and public schools, 659 students were randomly selected for the study. The reliability of the treatment questionnaire in the pilot study was estimated using Pearson’s Correlation method and yielded a reliability coefficient of .723 which was high enough to judge the instrument as reliable. The collected data was analysed with the aid of the Statistical Package for Social Sciences (SPSS) version 22. Data were described and summarized using percentages, and means. Univariate Analysis of Variance (ANOVA) of students’ preferred learning styles showed significant differences in preference to visual and verbal learning styles in receiving of information F (1,653) = 6.42, p = .012; in intuition and sensing learning styles in perception of information F (1,653) = 9.77, p = .011; in preference to visual and verbal categories of learning styles in receiving of information F (1,653) = 6.42, p = .012; and in preference to sequential and global learning styles in order of progressing the processing of information F (1,653) = 6.10, p = .014. The study recommends that the ministry of education science and technology ensure facilitation is done to enable teachers to detect the learning styles to use in a different setting.
Original Research Article
Sept. 29, 2019
Influence of Selected School Factors on Pupils’ Progression in Public Primary Schools in Trans – Nzoia West Sub - County, Kenya
Wasilwa Evans Wekesa, Kanjogu, John Kiumi, Thuku Stephen Ndichu
Page Numbers : 309-315
DOI : 10.36348/JAEP.2019.v03i09.002
The study sought to investigate the extent to which selected, school based factors contributed to pupils’ low progression in primary schools in Trans-Nzoia West Sub-County. The study adopted ex-post facto research design. The target population was 1815 teachers drawn from 91 public primary schools. Data was collected from a sample of 313 teachers through self-administered questionnaires. Proportionate, stratified and simple random sampling techniques were used to select the subjects. The teachers’ questionnaires were piloted in 5 schools in Bungoma North Sub- County and their reliabilities established after testing using the internal consistency method and Cronbach Alpha coefficient of 0.92 was realised. Data was analysed using both descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS) version 21. Data was described and summarised using frequencies and percentages while hypotheses were tested at the .05 level of significance and using simple regression analysis. The results revealed that school factors influence progression of pupils in the public primary school. The results of the study may inform the Ministry of Education, Boards of Management, parents and teachers in Trans-Nzoia West Sub-County and the country at large on factors to be addressed to enhance pupils` progression in public primary schools in the sub-county.
Keywords: School based, progression, influence.
Original Research Article
Sept. 30, 2019
Funding Patterns in Public Universities and Cost-Sharing In Nigeria for Global Competitiveness: Empirical Evidence from University of Calabar
Ada Mary Juliet, Ofem Wokasor E. Ameh Eyiene
Page Numbers : 330-334
DOI : 10.36348/JAEP.2019.v03i09.004
The study sought to determine funding patterns and cost-sharing in public universities in Nigeria. The main purpose of the study was to determine lecturers’ perception about funding patterns and cost-sharing in public universities and provide implications for global competitiveness. To achieve the purpose, one research question and one hypothesis were developed to direct the study. One hundred (100) lecturers were purposively sampled from a population of one thousand six hundred and six (1606). A research instrument titled “Funding Patterns in Public Universities and Cost-sharing Questionnaire (FPPUCQ)” was validated, and administered to twenty (20) lecturers, for data collection. Data collected were analyzed with Mean, Standard Deviation and Independent t-test. The result showed that funding patterns and cost-sharing need improvement. It was concluded that the funding patterns and cost-sharing in universities needs improvement in order to ensure the provision of quality education for global competitiveness. It was recommended among others that managers of universities should be more prudent in utilizing the meager allocations of government, students’ contribution, internally generated revenue, philanthropic donations, among others.