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Analysis of the Present Situation of Primary School Teachers’ Classroom Inspection
Issue:
Volume 11, Issue 2, June 2022
Pages:
25-29
Received:
15 March 2022
Accepted:
12 April 2022
Published:
20 April 2022
DOI:
10.11648/j.ijeedu.20221102.11
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Abstract: Classroom inspection is an important means for teachers to play a leading role, timely grasp the learning situation, control teaching, optimize the teaching process, so as to make classroom teaching more effective. Timely and effective classroom inspections not only help teachers obtain generated resources and feedback information from students, and adjust the teaching rhythm in a timely manner; they also reduce the spatial distance between teachers and students, facilitate dialogue and communication, and so on. Classroom inspection is a small part of classroom teaching, but it is an effective auxiliary means to improve the efficiency of classroom teaching and enhance the emotions of teachers and students. Classroom inspection runs through the entire classroom teaching process, and plays an indispensable and important role in achieving teaching goals and interacting with teachers and students. Taking a primary school as a case, this article studied the actual situation of classroom teaching of front-line teachers from grade 2 to grade 6, investigated the scope, object and purpose of teachers' classroom inspection, and defines the factors affecting the effect of classroom inspection. Based on the data analysis of the current situation, it put forward relevant suggestions from both the school and the teacher’s perspective, in order to truly bring the classroom inspection to practically, effectively improve the classroom teaching effect.
Abstract: Classroom inspection is an important means for teachers to play a leading role, timely grasp the learning situation, control teaching, optimize the teaching process, so as to make classroom teaching more effective. Timely and effective classroom inspections not only help teachers obtain generated resources and feedback information from students, an...
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The Root Causes of the Educational System Dispute Between the Federal Government and Regional States in Somalia
Issue:
Volume 11, Issue 2, June 2022
Pages:
30-35
Received:
12 April 2022
Accepted:
9 May 2022
Published:
19 May 2022
DOI:
10.11648/j.ijeedu.20221102.12
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Abstract: Somalia has experienced many educational systems in the last century. Since 1991, after the collapse of the state in Somalia, the country has faced multidimensional problems. The recovery of the education system in Somalia has taken place and many challenges have emerged. The diversity of government styles has an impact on the education system in Somalia. The dispute between the Federal Government of Somalia (FGS) and its Federal Member States (FMS) has emerged in the education system. The article seeks to understand the root causes of the educational system's disparity between Somali education authorities, both at the national and local levels. The purpose of the study is to investigate the main causes of the dispute between the federal government of Somalia and the federal member states of Somalia. The point of the article is that special consideration should be given to educational institutionalization in Somalia. The article indicates that the dispute between the FGS and FMS cannot be solved through negotiation approaches and instead needs legislative or education acts. The paper concluded that the root causes of the dispute are a lack of inclusive legal and educational policies, a lack of educational philosophy and examination regulation, and a lack of financial procedures. The study recommended that education be institutionalized, specifically the legal, policy, philosophy, examination, and financial regulations, as a critical step toward resolving this dispute.
Abstract: Somalia has experienced many educational systems in the last century. Since 1991, after the collapse of the state in Somalia, the country has faced multidimensional problems. The recovery of the education system in Somalia has taken place and many challenges have emerged. The diversity of government styles has an impact on the education system in S...
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Reading Comprehension, Attitude and Error Patterns in Solving Word Problems in Mathematics
Issue:
Volume 11, Issue 2, June 2022
Pages:
36-42
Received:
30 April 2022
Accepted:
16 May 2022
Published:
26 May 2022
DOI:
10.11648/j.ijeedu.20221102.13
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Abstract: This descriptive-correlative study found out the relationship between reading comprehension and attitude towards solving word problems of Grade VI learners in Kiamba District II as well as their error patterns in solving word problems in mathematics. Fifty learners from randomly selected schools were the respondents of this study who answered the instrument which was divided into three parts: (1) test of reading comprehension; (2) word problem solving; and (3) questionnaire on the learners’ attitude towards solving word problems. Rate and percentage revealed that Grade VI learners are Frustration-level readers. The same treatment was also used to present that learners are in the middle of positive and negative attitude towards problem solving. It was also found out that learners had the highest degree of difficulty in the formulation of equations and its analysis from the given data of the word problems. Pearson r finally revealed that there is a significant relationship between the reading comprehension and attitude of the learners towards solving word problems. Given with the above-mentioned evidences, the study concluded that the learner cannot comprehend what he is reading if he does not have positive attitude towards it.
Abstract: This descriptive-correlative study found out the relationship between reading comprehension and attitude towards solving word problems of Grade VI learners in Kiamba District II as well as their error patterns in solving word problems in mathematics. Fifty learners from randomly selected schools were the respondents of this study who answered the i...
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Top up Fees in Free Primary Education: Views of Head Teachers in Selected Schools in the Lubombo Region of Eswatini
Dlamini Nomcebo,
Nxumalo Zodwa Gcinaphi,
Bhebhe Sithulisiwe
Issue:
Volume 11, Issue 2, June 2022
Pages:
43-49
Received:
3 January 2022
Accepted:
22 January 2022
Published:
8 June 2022
DOI:
10.11648/j.ijeedu.20221102.14
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Abstract: The study explored the views of Head teachers on the charging of Top up fees in Free Primary Education in primary schools in the Lubombo region of Eswatini. The study was based on the following research questions: What are the head teachers’ views on the charging of top up fees in primary schools in the Lubombo region of Eswatini? Why do head teachers charge top up fees in primary schools in the Lubombo region of Eswatini? How have learners been affected by the charging of top up fees in primary schools in the Lubombo region of Eswatini? The study was qualitative and adopted the case study research design. Drawn from a population of twelve (12) schools in the Siteki top zone, the sample comprised of nine (9) schools which were randomly selected, where nine (9) head teachers were purposively selected. Data were collected using questionnaires and interviews. The findings of the study revealed that access to education has improved due to the increased enrolment observed in schools over the years since the inception of FPE. The study also found that the head teachers’ stance was divided on the issue of top up fees as some felt that it was justified and others felt it was not. Another finding was that the charging of top up fees negatively impacted on the learners and parents because as a result of not being able to top up some learners have had to drop out of school. The study therefore recommends that government should increase the FPE grant so that head teachers can stop charging the top up fees.
Abstract: The study explored the views of Head teachers on the charging of Top up fees in Free Primary Education in primary schools in the Lubombo region of Eswatini. The study was based on the following research questions: What are the head teachers’ views on the charging of top up fees in primary schools in the Lubombo region of Eswatini? Why do head teach...
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On the Strategy of Post-Professional Development of Primary School Teachers
Issue:
Volume 11, Issue 2, June 2022
Pages:
50-54
Received:
17 May 2022
Accepted:
31 May 2022
Published:
14 June 2022
DOI:
10.11648/j.ijeedu.20221102.15
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Abstract: Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.
Abstract: Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teacher...
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Statistical Analysis of Parental Factors on Academic Performance of Students: A Case Study on Samara Preparatory and Secondary High School
Issue:
Volume 11, Issue 2, June 2022
Pages:
55-63
Received:
25 May 2022
Accepted:
23 June 2022
Published:
29 June 2022
DOI:
10.11648/j.ijeedu.20221102.16
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Abstract: Education is a process through which mankind transmits experience, new findings, and value accumulated over time to enable individuals and societies, to make all-around participation in the development process. The study was designed to assess the parental factors that affect students’ academic performance in Semera preparatory and secondary high school. The study used a cross-sectional study design by preparing a well-organized questionnaire and the source of the data was primary data which was done by direct contact with respondents. Descriptive and inferential statistics were used to analyze the acquired data.. The sampling technique was stratified sampling method. The result of the study was obtained by using a frequency, histogram, hypothesis testing, and multiple linear regressions model. According to the findings, parents have a great contribution to the academic performance of the students (P-value = 000). In other words, the average mark of students can be predicted by parents asking the results of each examination of students, parents meeting homeroom teachers of the respondent, parent following up of respondent, family income of respondent, feeling the happiness of students, leisure time of students, family size of students. For this reason, parents should provide necessary materials to their students, motivate students using different methods that do not affect student's attitudes, give the advice to bring desired behavior of students, go to school and discuss educational and behavioral matters of their students with homeroom teachers and concerned bodies., and control and follow up their student's activities both inside and outside of school.
Abstract: Education is a process through which mankind transmits experience, new findings, and value accumulated over time to enable individuals and societies, to make all-around participation in the development process. The study was designed to assess the parental factors that affect students’ academic performance in Semera preparatory and secondary high s...
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