Vol. 1 No. 1 (2020) | East African Journal of Education and Social Sciences

Published: 2021-12-15

Correlation between Food Provision, Teachers’ Involvement and Pupils’ Engagement in Learning: A Case of Primary Schools in Arusha City, Tanzania

Baraka Manjale Ngussa, Jane Henry Twarira

1-11

DOI:

10.46606/eajess2020v01i01.0001

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Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

Stella Muchemwa

12-23

DOI:

10.46606/eajess2020v01i01.0002

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The Concept of Servant Leadership in Business Management

Dumisani Rumbidzai Muzira, Robert Muzira

24-32

DOI:

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Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

Eliada Werungu Bina Tieng’o

33-48

DOI:

10.46606/eajess2020v01i01.0004

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Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

Adventor Mulbah Trye, Jr

49-57

DOI:

10.46606/eajess2020v01i01.0005

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An Evaluation of Karl Barth’s Encounter Revelation and the View of God

Alexander Mwita

58-64

DOI:

10.46606/eajess2020v01i01.0006

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Scaling up Grounded Theory: Problems, Implications and Options for Qualitative Researchers

Innocent Sigauke, Kenneth Swansi, Peter Tsvara

65-71

DOI:

10.46606/eajess2020v01i01.0007

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Oscillating among Different Traditions of Grounded Theory

Innocent Sigauke, Kenneth S wansi, Peter Tsvara

72-78

DOI:

10.46606/eajess2020v01i01.0008

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Rewards and Work Engagement of Non-Academic Staff: A Case of a Public University in Uganda

Wilson Mugizi, Abeera Odetha Katuramu, Augustina Ogaga Dafiewhare, John Kanyesigye wi

79-88

DOI:

10.46606/eajess2020v01i01.0009

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Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

Christinah Dlamini

89-100

DOI:

10.46606/eajess2020v01i01.0010

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Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

Jimmy Ezekiel Kihwele , Raiza Mtandi

101-111

DOI:

10.46606/eajess2020v01i01.0011

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An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania

Onesto Ilomo , Petro Mapunda Anyingisye

112-119

DOI:

10.46606/eajess2020v01i01.00112

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Girls' Multimedia Learning Experiences on Skills Development in Rukwa and Dodoma Regions, Tanzania

Belingtone Eliringia Mariki

120-129

DOI:

10.46606/eajess2020v01i01.0013

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Early Childhood Pre-Service Teachers’ Conception of Living and Non-Living Things in a Ghanaian College of Education

Sakina Acquah

130-138

DOI:

10.46606/eajess2020v01i01.0014

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Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

Eric Appiah-Twumasi, Victor Antwi, Ishmael Kwesi Anderson, Nelly Sakyi-Hagan

139-151

DOI:

10.46606/eajess2020v01i01.0015

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East African Journal of Education and Social Sciences
Journal / East African Journal of Education and Social Sciences / Vol. 1 No. 1 (2020) / Articles

Articles

Correlation between Food Provision, Teachers’ Involvement and Pupils’ Engagement in Learning: A Case of Primary Schools in Arusha City, Tanzania

DOI:

Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe

DOI:

The Concept of Servant Leadership in Business Management

DOI:

Community Perception on Public Primary Schools: Implications for Sustainable Fee Free Basic Education in Rorya District, Tanzania

DOI:

Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

DOI:

An Evaluation of Karl Barth’s Encounter Revelation and the View of God

DOI:

Scaling up Grounded Theory: Problems, Implications and Options for Qualitative Researchers

DOI:

Oscillating among Different Traditions of Grounded Theory

DOI:

Rewards and Work Engagement of Non-Academic Staff: A Case of a Public University in Uganda

DOI:

Lecturers’ Thinking Preferences and Learners’ Individual Differences Based on the Whole Brain® Model: A Case of Solusi University, Zimbabwe

DOI:

Impact of Teaching Practice on Pre-Service Teachers’ Pedagogical Competencies in Tanzania

DOI:

An Assessment of the Effectiveness of Open Performance Review and Appraisal System (OPRAS) to Secondary School Teachers in Arusha City, Tanzania

DOI:

Girls' Multimedia Learning Experiences on Skills Development in Rukwa and Dodoma Regions, Tanzania

DOI:

Early Childhood Pre-Service Teachers’ Conception of Living and Non-Living Things in a Ghanaian College of Education

DOI:

Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

DOI:

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