Journal of Education

Cultural Diversity Inclusion and Implementation of Co-Curricular Activities in Primary Schools in Garowe District in Puntland, Somalia

2025-02-05T13:03:22+00:00

Purpose: Putland has a diverse cultural landscape, which has resulted in variations in the level of importance attributed to co-curricular activities. This study investigated the influence of cultural diversity inclusion on the implementation of co-curricular activities in primary schools in Garowe District in Puntland.

Methods: The study used a descriptive survey design. The target population comprised 39 head teachers, 383 teachers, and 20,088 pupils totaling 20,510 subjects. The sample size was 250 however only 195 respondents participated comprising 7 head teachers, 32 teachers, and 156 pupils. Three sampling techniques namely: stratified sampling procedure, purposive sampling, and simple random sampling were used to select the respondents. Data was gathered using semi-structured questionnaires and interviews. Data was analyzed using descriptive statistics. Qualitative data was analyzed according to themes derived from the study objectives.

Results: Students exhibit a predominantly favorable disposition towards the inclusion of cultural diversity; however, a considerable number may not engage actively in activities with peers from varied cultural backgrounds. Most students view the incorporation of cultural diversity favorably, highlighting its contribution to enhancing co-curricular experiences and fostering mutual respect. A considerable number of educators recognize that the inclusion of cultural diversity positively impacts the execution of co-curricular activities, while also acknowledging the challenges posed by cultural differences. Headteachers generally view the inclusion of cultural diversity in activities favorably, despite certain challenges. Proactive measures are implemented to integrate diverse cultural elements.

Conclusion: Although there are favorable attitudes toward the inclusion of cultural diversity, challenges concerning active participation persist. Policies must be established to cultivate a supportive atmosphere that incorporates diverse cultural aspects within co-curricular activities. This may entail fostering intercultural comprehension and respect via initiatives like cultural exchange programs, diversity workshops, and inclusive event planning protocols for educational institutions.

Formative Evaluation and Its Influence on Academic Performance in Biology Among Students in Secondary Schools in Siaya County, Kenya

2025-02-06T19:40:05+00:00

Purpose: The study aimed to investigate how formative evaluation influences learners’ academic achievement in biology in high schools in Siaya County, Kenya. The research is based on three major objectives: to determine how feedback on formative evaluation relates to the performance of learners in biology, to find out how frequency on formative evaluation relates to the performance of learners in biology, and to establish how learning through assignments relates with the performance of learners in biology.

Methods: The research used a descriptive research design study. The study targeted 159 secondary schools in Siaya. Through the random sampling method, a sample of 30 respondents consisting of deputy principals, principals, and teachers, was used to collect primary data. Qualitative data were analyzed using content analysis. Quantitative data was analyzed using descriptive statistics and regression analysis.

Results: The study findings showed that feedback on formative evaluation, frequency of formative evaluation, and learning through assignments had a positive and significant relationship with learners’ academic performance in biology.

Conclusion: To increase openness in the learning process and set an example for students on how to acquire new skills, good feedback should be connected to explicit expectations for students' performance. Additionally, feedback needs to be provided precisely, on time, and with suggestions for how to improve moving forward. Teachers should regularly and interactively assess students' understanding in formative assessment-equipped classrooms.

Communication Mechanisms and Job Productivity Among Public Secondary School Teachers in Machakos County, Kenya

2025-02-13T08:23:10+00:00

Purpose: The fundamental part of any school is staff communication and staff performance in teaching. When principals practice effective communication with their staff and recognize what each teacher contributes, productivity can be realized. This study aimed to determine the role of communication mechanisms in job productivity among secondary school teachers in Machakos County.

Methodology: The research used a correlation research design. The target population was the

5869 teachers and 396 principals in the 396 public secondary schools in Machakos County. The researcher used a simple

random sampling method to identify 97 teachers who formed the study sample. Data was collected using questionnaires. Quantitative data was analysed using descriptive statistics and Pearson Correlation Coefficient, while qualitative data was analysed through narrative analysis.

Results: The study findings indicated that communication mechanisms influenced job productivity. Further, correlation analysis indicated there was a significant positive relationship between communication mechanisms and job productivity (rho = 0.606, p-value < 0.05), among public secondary school teachers in Machakos County.

Implication: Training in communication process has ensured job productivity. Effective communication ensured job productivity in their schools. Lateral communication has improved the teachers’ job productivity. The study recommends that principals should shift towards a more inclusive and participatory communication model that empowers teachers to voice their opinions, share feedback, and contribute to decision-making processes.

Pedagogical Content Knowledge and Students’ Academic Achievement in Kiswahili: A case of Public Secondary Schools in Murang’a and Kiambu Counties

2025-02-13T08:35:46+00:00

Purpose: Teachers have a vital effect on students’ academic attainment because they are responsible for implementing the school curriculum. The steady decline in educational performance of secondary school students has caused a lot of attention among backers in the education sector in Kenya. This study sought to investigate the influence of Teachers’ Pedagogical Content Knowledge (PCK) on students’ academic achievement in Kiswahili at KCSE examinations in Kiambu and Muranga counties.

Methods: A descriptive research design of survey type was used. The target population was 29,134 comprising 512 principals, 1,172 teachers, and 27,450 students across 512 secondary schools in Murang’a and Kiambu counties. Descriptive statistics such as frequencies, percentages, and standard deviation was used to analyze the data.

Results: The study established that teachers Pedagogical Content Knowledge positively influenced student academic achievement in Kiswahili at KCSE, (M = 4.0, SD = 1.1.

Implication: The findings emphasize the complexity of teachers’ factors affecting students’ academic achievement. Conclusively every practicing teacher should enroll in a teacher performance development program initiated by TSC to enhance and update teacher pedagogical content knowledge in teaching for an impressive students’ academic achievement.