Journal of Issues and Practice in Education

Examination of Educational Resources and Historical Development of Private Secondary School Education in Osun State, Nigeria (1999-2016)

Sunday Babalola Abolade — 2024-08-29

This paper examines educational resources and the historical development of private secondary school education in Osun State, Nigeria, from 1999 to 2016. It considers the growth and development of privately-owned secondary schools in terms of the quantity of human and material resources from 1999 till 2016 and the development of private secondary school education in Osun State, Nigeria, in terms of the quality of education provided. The study uses a historical research method involving primary and secondary sources of information. Two instruments, `Questionnaire on Adequacy of Educational Resources in Private Secondary Schools (QAERPSS) and `Structured Open-ended Interview Schedule` (SOIS), were used to collect data from respondents purposively sampled from 50 private secondary schools. The two instruments had reliability coefficient values of 0.67 and 0.73, respectively. Periodic and thematic approaches of historical analysis were used to analyse the qualitative data, while descriptive statistics were used to analyse the quantitative data obtained for the study. It was found that in quantitative and qualitative terms, educational facilities in the schools were fairly adequate. Private secondary school teachers in Osun State were also fairly adequate. Moreover, students’ performance in external examinations was impressive. It was concluded that between 1999 and 2016, available educational resources promoted good quality education in private secondary schools in Osun State, Nigeria. The paper recommends that adequate educational resources be sustained for the continuous quality performance of learners and sustainable national development.

Classroom-Based Formative Assessment Mirroring 21stcentury Skills: Experiences from Secondary School Teachers in Dodoma, Tanzania

Asia Mbwebwe Rubeba — 2024-08-29

Rapid changes in science and technological advancement have made it necessary for teachers to align their pedagogical approaches and assessment activities to help the students master the required skills. However, there is limited proof from literatures suggesting teachers’ understanding and competence in fostering the 21st-century skills to their students. Against this rarity in knowledge, the present study examined whether teachers have the requisite understanding of the 21st-century skills and whether they are skilled in shaping teaching and assessment practices that inculcate students’ 21stcentury skills. Guided by a phenomenological research design, this study was accomplished through classroom observation and focus group discussions with 28 secondary school teachers who were purposively selected. Deductive Thematic Analysis of the generated data revealed that teachers had a limited understanding of the 21st-century skills and their objectives. It was also revealed that teachers’ formative assessment activities fall short of the 21stcentury skills. It was observed that the majority of teachers’ assessment activities reflect a phased-out content-based curriculum that perpetuates memorization of facts rather than problem-solving and critical thinking; the assessment activities adopted by teachers did not foster students’ mastery of the 21st-century skills. The study found that teachers were not well prepared to design assessments that foster mastery of the 21st-century skills. It is therefore recommended that regular training for in-service teachers should be conducted in order to enable them acquire up-to-date teaching and assessment skills as required by the changes introduced in the school curricula.

Student Teachers’ Perceptions of Training and Support in their Preparation for Digital Age

Raymond Mutasingwa Bitegeko — 2024-08-29

The study examined student-teacher perceptions and satisfaction with the strategies adopted in their preparedness to use digital technology as a pedagogical tool. Specifically, the study focused on the strategies included in the Synthesis of Qualitative Evidence (SQD) model. The study used a quantitative research approach and descriptive-correlational design. Through the self-developed questionnaires, the data were collected from 462 university student teachers in Tanzania. Data were analysed through descriptive and inferential statistics. The findings show that teachers as “role models” and “peer collaborations” were the most frequently used strategies in pre-service teacher education for educational technology use. The least well-frequently used strategy was “instructional design” and “continuous feedback”. Perceived SQD model training strategies were statistically significantly associated with age group and subject area of specialisation. Finally, gender has a statistically insignificant effect on perceived SQD model training strategies. Based on the findings, it is recommended that in order to improve student teachers’ training and the ICT integration in teacher education, learning by design and continuous feedback mechanisms should be strengthened.

The Use of ICT In Tanzanian Secondary Schools: Experienced Obstacles in the Teaching and Learning Processes

Flora Mercury Kiwonde — 2024-08-29

This study investigated the obstacles to using ICT in Tanzanian secondary schools' teaching and learning process. A mixed-methods approach and descriptive research were employed, whereas questionnaires, interviews and observation guides were used for information gathering. The study applied simple random sampling to obtain 18 schools from a population of 36 secondary schools in Magu district. Data were collected from 154 respondents (100 teachers, 36 students, and 18 parents) who were selected from the sampled schools. The findings revealed that there is a challenge for most teachers to integrate ICT into secondary education. Likewise, inadequate technical support is a limitation to using ICT in the teaching and learning process. Moreover, most respondents indicated that there are insufficient ICT resources and inadequate ICT training, which hinder the use of ICT. The study concludes that a low level of teachers' ICT competence, lack of technical support, insufficient ICT resources and inadequate ICT training are the major challenges that hinder teachers from employing ICT in the teaching and learning process. The study suggested that investment in ICT training of teachers and cultivating a positive mindset towards ICT is crucial for the better future of ICT in education. Additionally, school administrators should empower teachers towards basic ICT skills by supporting ICT in-service training and allocating sufficient ICT resources. The government must allocate and provide sufficient funds to the schools to facilitate in-service teacher training. In addition, the government's support in terms of funds provision and other incentives will ensure the promising future of ICT in schools. Other education stakeholders, such as parents, in collaboration with school management, should spearhead the school efforts to facilitate inservice training for teachers and students. Likewise, for a better future of ICT, the provision0of technical0support to schools and supporting maintenance of ICT infrastructures is inevitable.

Prevalence of Psychological Distress Among First-Year University Students in Tanzania

Justine Kavindi — 2024-08-29

iversity students in Tanzania and to explore the association between psychological distress with institution, gender, and intimate relationships. A cross-sectional design was used to attain the study objective. 374 first-year students from selected universities in Dodoma were sampled using stratified random sampling. Psychological distress was measured using the K10 scale questionnaire and interviews. Data from the questionnaire were descriptively analysed to generate frequency and percentages, while those from interviews were thematically analysed. Inferential statistics, such as the Pearson correlation coefficient and the Chi-test of association, were also used to assess associations between PD, institution, intimacy relationships, and gender. Results revealed that 38% of first-year university students had severe psychological distress, 46.5% had medium levels of psychological distress; only 15.5% were found to have low psychological distress. It was also found that the nature of the institution, interpersonal relationships, gender, family background, and economic status were associated with psychological distress among students. This study recommends that universities prioritise students' mental health by providing adequate resources and support to address these challenges.

The Contribution of School Quality Assurance for the Improvement of Instructional Practices in Secondary Schools in Zanzibar

Khadija Said Kassim — 2024-08-29

The study investigated the contribution of school quality assurance in the improvement of instructional practices in secondary schools in Zanzibar. While employing a convergent parallel design, the study involved 167 teachers, 12 Heads of Secondary Schools, 11 External School Quality Assurers, 2 District Education Officers, and the Regional Education Officer, totalling 193 participants. Data were collected through interviews, documentary reviews, and questionnaires. Data were analysed through pie charts and content analysis. The results indicate that although ESQA plays a significant role in improving instructional practices in secondary schools, it was found that the respective authorities did not work on the ESQA reports and recommendations. The results also indicate that ESQ assurers had inadequate knowledge and technical competency in instructional supervision. It was again found that ESQ assurers used unfriendly language to the Heads of Schools (HoSs) and teachers. The results indicate that the ESQ assurers were few and the budget for ESQA was insufficient to enable them to perform their work efficiently and effectively. It is concluded that ESQA plays a significant role in the improvement of the quality of education and thus the ESQA Department needs to be strengthened by providing financial resources and relevant training programs to the ESQ assurers for effective monitoring of the quality of education provision in the country. The owners of the schoos and responsible authories need to take immediate actions upon receiving ESQA reports to achieve the desired impact in secondary schools.

Implementation of Constructionist Learning Objectives in the Physics Syllabus for Tanzanian Ordinary Secondary Education

Zebedayo B. Kyomo — 2024-08-29

This study investigated the context in which physics constructionist learning objectives are implemented in Tanzanian Ordinary secondary schools as per physics syllabus. Educational design research (EDR) methodology was employed. The study examined the number of physics constructionist learning objectives (CLOs) in the syllabus, the implementation status of these CLOs in schools, and the implementation challenges of CLOs. A total of 206 respondents, including 192 Form IV students, 12 physics teachers and 2 physics curriculum development coordinators participated in the study. Data were collected using documentary review, focus group discussion, questionnaire and interview. Data analysis was carried out quantitatively and qualitatively. The study revealed that there are 20 CLOs in the 2007 physics syllabus for Ordinary Secondary Education. Findings showed that most secondary schools did not implement constructionist learning objectives as per the syllabus due to multiple challenges faced. The study concludes that there is a mismatch between curriculum intentions and the implementation practice in schools. Based on these findings, it is highly recommended that the multiple challenges hampering the implementation of physics CLOs in schools be addressed by the government and other responsible authorities. It is also recommended that a study be conducted to investigate key characteristic components of the constructionist learning environment for enabling and enhancing the implementation of physics CLOs in Tanzanian secondary schools.

Perception of Adolescent Pregnancy among Secondary School Educators and Students in Dar es Salaam, Tanzania

Mariana J. Makuu — 2024-08-29

The motive of this study was to explore the views of educators and learners on adolescent pregnancy. The study examined factors contributing to adolescent pregnancy and explored secondary school educators' and students’ perceptions of the influence of teen pregnancy on school performance. Adolescent pregnancy is a prevalent social issue with far-reaching consequences, including implications for the academic achievements of young mothers. The scope of this problem has reached an alarming rate, impacting social, cultural, political, and economic spheres in many African countries, Tanzania in particular. Social cognitive and social-ecological theories guide this study to come up with a comprehensive understanding of how educators and students perceive adolescent pregnancy in secondary schools. It explored educators and students in five secondary schools in Kinondoni Municipality and employed in-depth interviews with secondary school educators and focus group discussions with students to gather rich, context-specific data. The findings revealed that adolescent pregnancy had effects on the students, schools, parents/family, community and the nation as a whole. Some of the Cultural practices were also revealed to be among the contributing factors to the occurrence of teenage pregnancies. The researcher recommends the following: secondary schools should implement comprehensive sex education programs; educators and parents should play a crucial role in delivering accurate information to students; and early interventions should be developed to identify at-risk students early.

Assessment of Public Pre-Primary School Learning Environments in Ilorin East L.G.A., Kwara State, Nigeria

Rachael O. Agarry — 2024-08-29

The environment that children relate to significantly influences their learning and development. This study sought to assess the public preprimary school learning environment, basically, indoor and outdoor learning materials, based on the level of adequacy, aesthetics, and safety in the Ilorin East Local Government Area of Kwara State. The population of this study consists of teachers teaching pre-primary classes in Ilorin East. There are sixty-five (65) public primary schools in Ilorin East. The purposive sampling technique was used to select thirteen (13) schools, which make up 20% of the population of the study, and therefore, the respondents for the study were chosen from the targeted sample. One instrument used is a checklist titled Checklist on Public Pre-Primary Learning Environment (CPPLE) based on the contents of the environment models of Pre-Primary Education as spelt out in the National Minimum Standard for Early Childhood Care and Education (ECCE) in Nigeria, which was validated and a reliability coefficient of 0.72r was obtained in the study. Frequency count, percentage and mean were used to answer the four research questions. The findings revealed that the learning environments are slightly attractive and safe, and there are no adequate indoor and outdoor learning materials in public schools for teaching preprimary school pupils in Ilorin East Local Government Area. Hence, it was recommended that the relevant authorities, such as the Ministry of Education, among other development agencies, should facilitate the provision of adequate instructional materials such as toys, books, charts, educational media technology and school facilities such as toilets and game equipment so as to ensure the holistic development of preschoolers.

Educational Leaders’ Assessment of Educational Policies and Practices in the COVID-19 Era in Kwara State-based Universities, Nigeria

Saheed Oyeniran — 2024-08-29

This paper focuses on educational leaders’ assessment of educational policies and practices in the COVID-19 era in universities in Kwara State, Nigeria. The study set out to achieve two specific objectives: to ascertain the level of preparedness of educational leaders for distance learning during COVID-19 and to find out the provisions for monitoring and evaluating students’ learning during COVID-19. The study adopted a qualitative research approach and a phenomenological research design. Purposive sampling was used to select seven educational leaders from the population of ten. Interviews were used to collect data, and thematic analysis was used to analyse the data collected using ATLAS.ti version 6.0. Results showed that educational leaders could prepare for distance learning during the COVID-19 era by training the trainers and creating virtual learning platforms. Furthermore, the findings showed that educational leaders made efforts to monitor student learning during the pandemic. The study concluded that more research is needed to place the situation of distance learning in each university in Nigeria in the right context. This is to bring about a policy implementation model that will facilitate effective teaching and learning by distance mode in the universities. Based on the results, it was recommended that adequate preparations should be made for distance learning during and beyond the COVID-19 era. Regular and diversified means of objectively assessing distance learning policies should be put in place to justify the human and material investments deployed in the process and reinforce the positions of the universities as pacesetters in educational innovations.

Understanding Service Quality in Higher Education Institutions Through Customers' Multivariate Lenses

Majiyd H. Suru — 2024-08-29

Research on customers' perceptions of service quality has become ubiquitous, from manufacturing to service industries, including students' perceptions of service quality in Higher Education Institutions. Overall, findings about students' perceptions of service quality in Higher Education Institutions (HEIs) are contextualised. The current study focuses on understanding perceptions of service quality in Higher Education Institutions as experienced and perceived by first- and thirdyear students in Tanzania. The study investigated the influence of multiple demographic characteristics on students' perceptions of service quality through multiple linear regression analysis. A quantitative approach and a cross-sectional survey guided the study. A sample frame of around 2,236 students from three clusters (School of Law, College of Natural and Allied Sciences, and School of Education) was randomly selected for sample size calculation from a target population of undergraduate students studying in their first- and third-years. A sample size of 328 students was obtained using the Cochran formula. Questionnaires with a Likert-type scale and rating scales of 1 strongly disagree to 7 strongly agree were used. Two factors (academic and consultation and technical and residential services) were extracted by Confirmatory Factor Analysis (CFA), with a Kaiser-Meyer Olkin Measure of Sampling Adequacy of 0.914 datasets. The findings revealed that only the year of study and degree program were statistically significant for all correlations. The findings show that experiences with the overall service quality fluctuated among students in terms of their specialisation and the number of years spent receiving services. Institutional policies should stipulate how students' affairs and services should be planned according to the specific requirements based on specialisation and years of study. Institutional quality assurance policies should incorporate students' feedback into the HEIs' overall institutional planning. Quality assurance units should have improved students' assessment and feedback in place and be able to provide academic support to enhance students' personal development.