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Joash Okello Aloo, Jack Odongo Ajowi and Peter Jairo O. Aloka

Abstract

The study investigated the influence of Teachers Performance Appraisal (TPA) policy on timeliness in the implementation of the curriculum in Public Secondary Schools in Kenya. The study adopted an Ex post facto design. Additionally, the study population consisted of 5450 teachers, 334 Principals, the TSC-County Director and 334 Deputy Principals of public secondary schools. Stratified random sampling technique was used to select 179 Principals and 179 Deputy Principals. Questionnaires were used to collect data from the Principals and Deputy Principals. Document analysis guide was used to collect data which was not readily obtained through questionnaires. Reliability of the instruments for data collection was tested by assessing the scale’s internal consistency using Crobanch’s alpha and reliability coefficient of at least 0.7 was achieved in all the sub-scales of the questionnaire. Validity was determined by experts in Educational Administration. Quantitative data from questionnaires was analyzed by using inferential statistics, for instance, Linear Regression analysis and Pearson Correlation. The study established that TPA policy had a positive significant influence on; timeliness in curriculum implementation (r=.604, p<.05), curriculum evaluation by teachers (r =.726, p<.05). The TPA was established to be a significant predictor of the timelines in curriculum implementation [F (1, 316) = 181.90, p < .05]. The study recommends that TSC should enforce TPA policy and use it as a tool for promoting and deploying teachers into leadership positions. The study recommends that the Ministry of Education should guide every school to come up with syllabus coverage monitoring tool that can be administered alongside TPA.

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Omawumi Doreen Osa-Omoregie and Roselyn Jummai Musa

Abstract

The purpose of this study was to find out the level of the listening comprehension strategies that junior secondary school students in Oredo Local Government Area of Edo State use in learning English Language. From a population of six thousand five hundred and thirty four (6534) Junior Secondary 3 students in public schools, a total of six hundred and sixty two (662) students constituted the sample size drawn through the stratified sampling and simple random techniques from six (6) sampled schools. Two instruments titled Listening Comprehension Proficiency Test (LCPT), developed by TOEFL and Listening Comprehension Strategy Questionnaire (LCSQ) adopted from Oxford (1990) Strategy Inventory for Language Learning (SILL) were used to collect the data for the study. The data collected were analysed using descriptive statistics (mean and standard deviation). Results indicated that among the six strategy categories, Metacognitive (M=2.16, SD= .46), had the highest mean, followed by the Cognitive (M=1.97, SD= .34), Compensation (M=1.97, SD=.46), Social (M=1.95, SD=.47) and Memory (M=1.89, SD=.41). Affective (M=1.84, SD=.43) had the lowest mean. On the average, all the variables put together the findings from research question 2 indicates that the subjects had a mean score of 1.96 which is lower than the theoretical mean of 2.0. This indicates that students′ use of listening strategies is low. As a result, the study proposed that learners should be exposed to listening strategy instruction.

Open access

Vera Arhin, Tabitha Wang’eri and Edward Kigen

Abstract

This research investigated the impact of academic advising on student retention in distance learning at the University of Cape Coast, Ghana. Explanatory sequential mixed methods design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731. Four academic advisors and three counsellors at the College of Distance were purposively selected for the study. Further, 16 students who had dropped out from the college were sampled using the snowball sampling technique. A researcher-self constructed questionnaire and a semi-structured interview guide were used to collect data. Quantitative data were analysed using descriptive and inferential statistics. Analyses of qualitative data were done using Merriam analytical coding process. At an alpha level of .05 academic advising made a non-significant contribution to prediction (p = .10) which implies that academic advising is not a significant predictor of student retention in distance learning. The study concluded by recommending that academic advisory services should be provided in a practical manner to address the specific needs of students at the College of Distance Education of the University of Cape Coast.

Open access

Saxhide Mustafa, Fatos Berani and Hajdin Berisha

Abstract

Organizations and managers during their organizational activities, not rarely face different conflicts. Managers, depending on their gender, use different ways to resolve these conflicts while this reflects on their subordinates. The purpose of this study is to analyse the most common approaches applied to resolve conflicts in organizations in Kosovo and the impact of gender on the choice of style to handle conflicts. The study employs a quantitative approach whilst convenience sampling method is used for the purpose of selecting respondents. The study is conducted in ten largest companies in Kosovo in which hundred employees and fifty managers were included. A structured questionnaire is used to collect primary data and necessary tests were conducted through SPSS. Results reveal that managers use the integrative style more than other styles during the conflict management process; gender partially affects the choice of the style and the style of conflict management affects the likelihood of managers among employees. The study suggests that the field of conflict management among organizations in Kosovo needs more academic research.

Open access

Osenweugwor Ngozi Aihie and Martins Noyosase Igbineweka

Abstract

This study investigated the differential efficacy of Solution Focused Brief Therapy (SFBT), Systematic Desensitization (SD) and Rational Emotive Behavioural Therapy (REBT) in reducing the test anxiety status of undergraduates in a Nigerian University. To guide the study two research questions were raised and two corresponding hypotheses formulated. The study, a pre-test, post-test non-equivalent control group quasi experiment adopted a 3x2x2 factorial design. A sample of one hundred and twentythree undergraduate students in a Nigerian University participated in the study. A twenty-item Test Anxiety Inventory adapted from Spielberger (1980) was revalidated and administered to the sample to collect data for the study. The internal consistency of the instrument had a Crombach’s alpha value of 0.82. Data collected were analysed using Analysis of Variance statistics and the hypotheses were tested at .05 level of significance. The results revealed statistically significant decreases in test anxiety of participants in two of the treatment groups – Systematic Desensitization and Solution Focused Brief Therapy. The effectiveness of the two treatments on test anxiety was found to be independent of gender of the participants. Rational Emotive Behaviour Therapy had no statistically significant effect on the test anxiety of the participants. It was concluded that Systematic Desensitization and Solution Focused Brief Therapy are effective methods of reducing test anxiety in learners. Based on the results, recommendations were made.

Open access

Ngemunang Agnes Ngale Lyonga

Abstract

This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

Open access

M. B. Ajibefun

Abstract

This study investigated the social and economic effects of the menace of Fulani herdsmen crises in Nigeria. The study specifically examined the causes of Fulani herdsmen and farmers clashes in Nigeria, and the social and economic effects of the menace of Fulani herdsmen in Nigeria. The sample of the study consisted of 250 farmers and 150 respondents from Fulani tribe selected from affected Local Government areas in Southwest, Nigeria via purposive sampling technique. A questionnaire titled Economic and Social Effects of Herdsmen Clashes Questionnaire (ESEHCQ) was used to collect data. Descriptive statistics and inferential statistics of t-test were used to analyze the data generated from respondents. The findings revealed that the major cause of the conflict was destruction of crops. The social effect of the menace of Fulani herdsmen are loss of human life, sexual harassment of human life, acquiring of weapons/arms, reduction in quality of social relationship, reduction of social support and high cases of rape while the economic effect of the menace of Fulani herdsmen are reduction in output and income of farmers/nomads, loss of produce in storage, displacement of farmers, scarcity of agricultural products, loss of house and properties and infrastructural damages. The findings also revealed that farmers and Fulani perception of the causes of Fulani herdsmen and farmers clashes in Nigeria are not different while farmers and Fulani perception of the social effects and economic effects of Fulani herdsmen and farmers clashes in Nigeria are different. Based on the findings, it was recommended among others that representatives of the host communities and Fulani herdsmen should be conveyed under a public forum and involved in the decision making and permitted to take part actively in the planning procedure of restoring peace to most of the affected communities.