Digital Commons Network^™

Exploring The Implementation Of Mother Tongue As A Medium Of Instruction In Lower Primary School. A Case Of A Rural Public School In Rarieda Sub-County, Kenya, Elias Okello Okal

Master of Education

Using mother tongue as a language in education is the best strategy for realizing quality education for young children. This study sought to explore how mother tongue as a medium of instruction is implemented in lower primary. Children first come to school with mother tongue which they understand and this can be instrumental in teaching. The study was conducted in a rural public school in Rarieda Sub-county, Western Kenya. The study adopted qualitative research approach and case study design. Purposive and stratified random sampling was used to identify the research site and recruit participants. The participants included the head teacher, …

Exploring Performance Based Assessment Task Development Practices Of Tutors: A Case Of A Technical And Vocational Education And Training Institute In Coastal Kenya, Gertrude Kiloko Musyoka

Master of Education

Assessment of student learning is an integral part of teaching and learning. Performance based assessments (PBA) is a common form of assessments used in TVET institutions to assess skill competencies of the trainees. These skills cannot be effectively assessed using traditional paper and pencil tests. Literature shows that PBA should be well designed so as to give accurate feedback that can be used to make valid judgments on TVET trainees‟ performance in relation to acquisition of skills for employability. There are guidelines that should be followed in order to develop quality PBA tasks that can assess skills effectively. This is …

Experiences Of Hearing Impaired Learners In Assessment, Jenniffer Jeptepkeny

Master of Education

This study sought to find out the experiences of HI leaners in assessment.The HI students are those whose ability to hear and subsequently engage in conversation is severely compromised by their inability to hear. As part of the governments‟ agenda to provide free education to all children the HI students have been admitted in inclusive schools. However, they face many challenges and opportunities in their quest for an education and more specifically when engaging with assessment activities. Assessment activities are crucial to learning as they give insight into the extent of which the student has learnt. This study sought to …

Exploring Community Primary Teachers’ Experiences In The Generalist Based Teaching Subject Allocations. The Case Of Two Schools In Newala Urban, Ahmad Awadh Mussa

Master of Education

The approaches to allocating subjects to primary school teachers in Tanzania have been affected with the changes in the systems of instruction between the generalist and specialist systems. While the prevailing approach to subject allocations is based in the generalist system, the presence of both specialist and generalist teachers in schools have made those teachers experience varying associated feelings, challenges, and ways to address those challenges. This study explores these experiences of teachers by first creating an understanding, strengths and weaknesses of each system before examining teachers’ views regarding the more ideal approach to subject allocations. Data was collected using …

Provision Of Early Childhood Education In The Era Of Devolution In Kenya: A Case Of Two Ece Centers In Machakos County, Kenya., Francis Musyoka Mululu

Master of Education

In 2010, Kenyans voted in a new constitution which devolved a significant number of functions to the newly created 47devolved county governments including early childhood education. With the general elections in 2013 these county governments started their operations with zeal since Kenyans were banking on them to improve their lives through the devolved functions. This study sought to find out the state of provision of early childhood education (ECE) in the era of devolution in Kenya. The study was guided by the following question: ‘In what ways has devolution enhanced the provision of ECE in Kenya?’ The two subsidiary questions …

Learners‟ Conceptual Understanding And Misconceptions Of Fractions In Primary Schools In Amuria District Local Government, Uganda, Erumu Simon Peter

Master of Education

Fractions are a core part of the mathematics curriculum, important in their own right and also as a building block to more advanced topics. There is clear evidence, however, that the teaching and learning of fractions pose a challenge to many teachers and learners in primary schools the world over, with a number of common misconceptions resulting in persistent errors in learners‟ work. If these errors are not addressed at their early stages, it becomes a challenge to address them. In this study a sample of 20 Ugandan primary 5 and 6 children were given 7 additional lessons on fractions …

The Readiness Of Rural Government Secondary Schools In Uganda To Teach Information And Communication Technology (Ict) As A Dedicated Subject On The Curriculum: A Case Study Of Two Schools In Yumbe District, Baiga Solomon

Master of Education

This study sought to establish the readiness of two rural government secondary schools in Uganda to teach Information and Communication Technology (ICT) as a dedicated subject on the curriculum as part of the effort to equip the students with the necessary skills necessary for them to be able to access the benefits of ICTs both for enhancing their education and also for enabling them to fit and work successfully in an increasingly ICT- driven world. This qualitative study involved two schools in the rural district of Yumbe, in West Nile, Northern Uganda. The findings of this study suggest that schools …

Exploration Of Students‟ Perceptions On The Teaching Strategies In The Chemistry Classroom: A Case Study Of One Public Secondary School In Jinja District- Uganda, Ajiga Swale Kelili

Master of Education

Chemistry is a crucial subject in the school curriculum, equipping future citizens with crucial knowledge and understanding, both in the world of work and in everyday life. Against this, literature can be found indicating that chemistry is considered to be a difficult and remote subject, hierarchical in nature, using notation which is not readily understood. The current study sought to explore students‟ perceptions on teaching strategies in the chemistry classroom, and was conducted in one rural public secondary school in Jinja District, Uganda. 100 senior 3 students completed a questionnaire asking their perceptions as to what teaching methods get used …

Exploring The Efficacy Of School And Community Based Literacy Intervention Programmes: A Case Of Literacy Development And Learning Outcomes In Low Resource Environments, Anyanzo John Philip

Master of Education

Literacy is perceived as a crucial tool for acquiring a wide range of learning skills and acts as an inducement for everyday life and life-long learning. Besides, literacy is one of the pillars that support individual and societal development as well as playing key role in poverty reduction. As such, this study explored the factors influencing the efficacy of school and community based literacy intervention programmes in context of literacy development, and learning outcomes in low resource communities. The study was conducted in two public primary schools, and two community literacy intervention centres, in Koboko district, Uganda. The study used …

Access Is Not Enough: Family Planning In Dar Es Salaam, Claire Burrus

Independent Study Project (ISP) Collection

Population growth is a large problem, both globally and at local levels. The global population is growing at an unsustainable rate, particularly in developing nations. Tanzania, as a developing nation, is one of the fastest growing countries in the world, and as a result, faces many hardships related to high population. The Tanzanian government, non-governmental organizations, and private institutions have made attempts to address these concerns by encouraging family planning. Even so, the national population continues to rise. Many social and cultural factors have contributed to this phenomenon. This study was performed in the Women’s Clinic at Sanitas Hospital in …

Should Children Work? Dilemmas Of Children’S Educational Rights In The Global South, Conrad John Masabo

Southern African Journal of Policy and Development

The realisation of Children’s Rights and the right to education, in particular, have for quite long left the children of the Global South at a crossroads. The ideal of a childhood free from work has in itself become a barrier to access this social good. As such, due to their country’s minimal or non-existent educational funding and family abject poverty, some children in the Global South have realised that adopting a pragmatic strategy of combining school and work is the only feasible solution. This study, therefore, examines the interface between children’s work and schooling in the Global South.

Teacher Preferences On Technology Use Using The Iteach Implementation Model: A Case Study In A Tanzanian Private School, Julia Keegan

All Theses And Dissertations

To advance both transformative school leadership skills and the use of ICT integration in this school, while aiming to enhance positive school change, this study used the iTEaCH (ICT-Technogogy-and-Collegiality) Implementation Model proposed by Choy (2013) to investigate, quantitatively, teacher perceptions of ICT use in a case study school in Tanzania. The iTEaCH Implementation Model provides focus on teachers’ choice of technology use, desire for technology use, pedagogy perceptions, and collegiality to identify gaps that might be used to inform teachers and school leaders of technology provision, professional development, and collegial support needs in the school.

Using a slightly modified version …

The Nature Of Conditional Sentences In Nyakyusa, Amani Lusekelo

Journal of Humanities and Social Sciences

The mechanisms utilized to introduce conditional construction in Nyakyusa are partly similar to the patterns available in some Bantu languages because its protasis is introduced by the word lıınga. The counterfactual marker angali introduces the apodosis of the counterfactual sentences, similar to Zulu and Swahili. The main difference is that Nyakyusa differentiates reality and unreality situations primarily through TAM formatives. For instance, realistic situations manifest in future and present tenses while unrealistic events are primarily indicated by remoteness in past tense.

Ua12/2/16 Spirit Masters Class Of 2016-2017, Wku Spirit Masters

WKU Administration Documents

WKU Spirit Masters' booklet with photos and brief biographies of members.

• Beck, Kapri
• Bonzo, Madison
• Bunnell, Matthew
• Bush, Johnny
• Carter, Michaela
• DeLozier, Hayden
• Devore, Sherah
• Ellis, Cathryn
• Fields, Sierra
• Gaiko, Katherine
• Guelde, Molli
• Hall, Katherine aka KJ
• Harshbarger, Dalton
• Hillenmeyer, Daniel
• Jones, Haley
• Layne, Devin
• Linder, Ellen
• Lord, Haley
• Marcum, Sam
• Mize, Mallory
• Murray, Chelsea
• Pride, Emily
• Ravishankar, Nikil
• Reynolds, Logan
• Shelton, LaRosa
• Smith, Kyle
• Starks, Destiny
• Suggs, Sarah
• Thompson, Ali
• Vaughn, Mallory
• Webb, Jordan
• Wilson, McKenzie

Exploration Of The Practice Of Teacher Portfolio In Enhancing Teacher Effectiveness Of Primary School Teachers: A Case Study Of One Government Primary School In Newala District, Mtwara, Beno Milinga

Master of Education

Many primary school teachers have academic and professional weaknesses to effectively influence the quality of education in primary schools. However, depending on long-term professional developments to change these technical weaknesses is difficult. The efficient platform is, to update their daily practices with constant follow up from peers and mentors through TP. This study therefore, explored the practice of TP in enhancing TE to primary school teachers. The study employed a qualitative study approach particularly a single case study design. The sample for the study was 11 respondents including eight primary teachers, one Ward Education Officer (WEO), 1 Head Teacher (HT) …

Aspects That Affect Whole Number Learning: Cultural Artefacts And Mathematical Tasks, Veronica Sarungi

Institute for Educational Development, East Africa

In this chapter, discussion of key socio-cultural aspects that affect learning will be considered from two complementary perspectives:

• Aspects that may help learning, especially if adequately exploited by the teacher. • Aspects that may hinder learning, especially if not adequately contrasted by the teacher.

Thirteen papers written by authors from ten countries were accepted for Theme 3. For presentation and discussion, the papers accepted for Theme 3 were divided into subgroups according to their main focus. We are aware that it is not possible to make distinct groups of papers as there are several overlaps in the classification, but …

Roots & Shoots Remembered : A Qualitative Study Of The Influence Of Childhood Place-Based Experiences On The Lives Of Young Adults, Katrina G. Macht

Theses, Dissertations and Culminating Projects

This dissertation is a qualitative interview study that explored the memories of 10 former students, now young adults, long removed from their intermediate school (grades 4 – 6) experiences. The purpose of the study was to learn what impact involvement in the school’s Roots & Shoots program had on later attitudes and behaviors. Specifically, the study focused on the relationship between distant childhood experiences and current dispositions towards the environment and civic responsibility. The results from the study were based on data collected from interviews, written reflections, and email correspondence, with 10 young adults who attended the intermediate school between …

Learners’ Perceptions Of A Problem-Solving Approach On Their Mathematical Understanding In A Primary Mathematics Classroom In A School In Kinango Sub-County, Kwale County, Kenya. An Intervention Study Of Primary School In Kenya, Joseph Kisava Kilonzo

Master of Education

Many researchers have argued for the importance of problem solving in teaching mathematics. Relevant studies have focused on the role of the teacher as instructor and the teaching practices used by teachers teaching through problem solving. Most of these are western. The aim of this research study was to understand the influence of using a problem-solving approach in developing learners’ conceptual understanding in a mathematics classroom in a Kenyan private primary school. An intervention research study was adopted in a qualitative design since the study sought to examine and understand in a natural setting the implication of problem solving and …

Exploration Of Factors That Contribute To Girls’ Performance In Mathematics-A Case Of A Public School In Taita-Taveta County, Kenya, Beatrice Wakio Mbogo

Master of Education

Mathematics as a science contributes to technological growth in the world. In the 21st century the role of mathematics has increased tremendously. It’s needed by individuals in their daily lives as well as in industry. If women are to participate in business and in the society of the global economy, then they must be represented in mathematics related courses. Kenyan girls have continued to perform poorly in this important subject as reflected in the Kenya Certificate of Secondary Education examinations. This study aimed at exploring the factors contributing to girls’ low performance in mathematics. The participants for the study were …

Exploring Teachers Roles On Students’ Learning: A Case In A Government Aided Secondary School In North Western District In Uganda, Osman Swalleh

Master of Education

Students’ learning is of great concern to the parents and to all stakeholders in a country. This is why Uganda government puts in a lot of resources to ensure that students are given education that will equip them with relevant skills that will make them productive citizens. However, students’ learning within the country has never been the same and within districts their learning varies from school to school leading to fluctuating academic performance of students. This study therefore explored teachers’ roles on students learning in one government aided secondary school in North Western district of Uganda. The main research question …

Influence Of Decentralized Demand Driven Policy Of Teacher Recruitment In Kinango Sub County-Kenya, Kuphunza Bakari Makungu

Master of Education

The introduction of the decentralized demand driven policy of teacher recruitment in Kenya in 2001 was hoped to enhance equitable access to qualified teachers in all public schools of the republic of Kenya. The policy’s main target was the disadvantaged areas of the nation. This was influenced by the government’s inability to continue employing teachers through the centralized supply driven system and the realization of the need to employ teachers for the needy schools even though. What is the influence of the implementation of the decentralized demand driven policy of teacher recruitment in the schools of Kinango Sub County? This …

Teachers’ Provision Of Written Formative Feedback To Enhance Learning In A Secondary School: The Case Of An English Classroom In Uganda., Bagonza Justine

Master of Education

In the Ugandan education system, usually formative assessment and written formative feedback are synonymous with tests and examinations. As a result teachers tend to emphasize high grades and scores instead of the learners‟ learning. This study aimed at exploring the teachers‟ provision of written feedback on the learners‟ work in a senior one English language classroom in a secondary school in Eastern Uganda. Particularly the study considered the teachers‟ views about written feedback, how the written feedback the teachers provide on the learners‟ work enhances learning and the challenges that are faced by both the teachers and the learners during …

The Role Of Written Feedback In Enhancing Students’Mathematics Learning In Tanzanian Lower Secondary Schools: An Intervention Study At A Lower Secondary School In Bukoba Municipality, Tanzania, Evodius Jackson

Master of Education

This study examines the roles of written feedback in enhancing students‟ mathematics learning in Tanzanian lower secondary classrooms. Black and Wiliam (1998) pointed out that improved learning occurs when teachers use assessment evidence to establish skills and knowledge possessed by students. This can be achieved through giving meaningful feedback to students (Chappuis & Chappuis, 2007). An intervention study was conducted; the participants were the teachers and 7 students each from one form one and one form two class. Before the intervention, students filled out a questionnaire and the teachers were interviewed. The intervention, which included participant observation, involved the researcher …

Girls‟ Enrollment And Retention In Science Subjects At Secondary School Level From Form Three To Form Four: A Case Of A Coeducational Community Secondary School In Kinondoni District-Dar Es Salaam, Esther Kibga

Master of Education

The major concern of this study was that, despite Tanzania government being determined to improve access, equity and provision of quality education by introducing various programmes, policies and reforms but still the number of girls in science subjects is inadequate in community secondary schools. The major purpose of this study was to investigate on the factors which interferes enrolment and retention of girls in science at secondary school level in Kinondoni district-Dar es Salaam. The objectives of the study were; to establish girls‟ enrolment and retention rate in science classes in a coeducational community secondary school, determine socio-economic, socio-cultural, school …

Teachers’ Practices In Handling Learners With Visual Impairments In Inclusive Schools In Kenya: A Case Study Of A Primary School In Embu County, Anne Wakiini Mwaniki

Master of Education

Teachers’ practices in handling learners with visual impairments in inclusive schools have remained less explored especially at primary school level and in the developing countries. Consequently, their competences in handling these learners with visual impairments in inclusive schools are barely known bearing in mind that teachers are core players in the education of these learners. It is this gap in the existing literature that initiated this study. This study looks into the teachers’ practices in handling learners with visual impairments in inclusive schools in Kenya: It is a case study of a private primary school in Embu County. The purpose …

The Effects Of Instructional Supervision On Professional Development: Perception Of Public Primary School Teachers In Arua Municipality, Uganda, Angucia Holdah

Master of Education

This study sought to explore teachers‟ perceptions of the effects of instructional supervision particularly the three areas of preparation to teach, assessment of learning and time table utility. Previous research indicates that the perception of teachers towards instructional supervision needs to be positive if supervision is to meet its purpose of realizing high standard of instruction in schools. Furthermore, there was limited knowledge on what teachers perceive of the effect of instructional supervision on professional development despite the known relationship between perception and practice. The sample consisted of 116 teachers selected through stratified sampling from 10 public primary schools from …

Factors That Lead To Sustainability Of School-Feeding Programs In Rural Community Secondary Schools: A Case Study Of Two Secondary Schools In Nachingwea District, Lindi – Southern Tanzania, Yahaya Jafari Mbembe

Master of Education

School feeding programs (SFPs) have increasingly received a considerable attention as instruments for improving students‟ academic and nutritional developments in rural community secondary schools. This demands the programs to have certain qualities to be able to achieve their intended goals and objectives. Amongst these is sustainability to guarantee students in the schools with food in regular bases conditional on school attendance and the programs‟ contributions. Many studies have been conducted on SFPs in Tanzania but not in Lindi region and the Nachingwea district in particular. This is different with culture which has been extensively examined in the area. However, these …

Investigating Provision Of Feedback By Chemistry Teachers In Facilitating Learning In Classroom Interaction: A Case Of Rural Secondary School In North – Western Uganda, Moro Moses

Master of Education

Learners’ responses in the classroom offer avenues for teachers to intervene in form of feedback. They convey a lot of desirable knowledge yet sometimes contrary to the established scientific concepts in chemistry. Teachers in a way to derived meaning out these responses use various assessment strategies so as to harmonize these differences in concepts. The study investigated provision of feedback by chemistry teachers in classroom interaction at lower secondary (S.1 and S.3) classes in a government grant aided mixed secondary school in North – Western Uganda, Koboko District. The study in particular sought to understand the types of feedback provided …

The Role Of Teacher Mentoring In Enhancing Teaching Practices Of Beginning Teachers In Selected School In Kotido District, Uganda, Achayo Susan

Master of Education

The mentoring support beginning teachers experience during their early years in the teaching profession, play key role in enhancing the beginning teachers’ teaching practices. The transition beginning teachers’ experiences from student teacher to established teacher often fill them with challenges as well as positive experiences. This study explored the role of teacher mentoring in enhancing teaching practice of beginning teachers in the primary schools in Uganda. A qualitative research approach and phenomenological design were used to explore how teacher mentoring practice in primary schools enhances teaching practices of beginning teachers as well as the factors that facilitate and affect teacher …

Exploration Of Mathematics Tutors’ Provision Of Formative Feedback To Student Teachers: Case Of A Government Teachers’ College In Tanzania, Wambura Marwa

Master of Education

Formative feedback plays a vital role on improving students’ learning abilities and modifying learning behaviours. Teacher education programme must provide an opportunity to the teachers to recognize the significance of formative feedback and incorporate it in their practice (Heritage, 2007). In this sense tutors in teachers in pre service teacher education are professionals who could ensure that student teachers develop relevant knowledge and skills in relation to formative feedback. This study aimed at exploring if and how mathematics tutors provide formative feedback to student teachers in one government teachers college in Tanzania. Four data collection methods were employed; interviews, observation, …