Journal of Education and Practice 2022-10-02T19:34:07+03:00 Journal Admin Open Journal Systems <p>Journal of Education and Practice is a high profile peer reviewed journal approved for its information on critical knowledge published by CARI. The journal is concerned with an individual's psychological, economic, moral, emotional, physical, religious, personal, spiritual and professional development in education. Moreover, the journal focuses on the academic factors.</p><p>The journal delights in its affordable and swift publication and it’s featured in the Google scholar, amidst other journal indices. It also facilitates the free access to scholarly journals. A double blind peer review technique is employed as far as the review of the research report is involved. This contributes to publications of high precision. It can be identified as one of the best scholarly journal publications in the field of scientific research study peer review undergoes fast publication process and reviews remarks issued in two weeks. </p> The Supervision of English Language Teachers in Public Secondary Schools in Kenya: A Critical Role of Heads of English Department 2022-09-10T08:54:56+03:00 Wakasa Diana Barasa Onsare Paul Onchera Florence Mokeira Okari <p><strong><em>Purpose:</em></strong> The study assessed the role of heads of English department in the supervision of English language teachers in public secondary schools in Kakamega county, Kenya among other objectives. Supervision is key in enhancing learning-teaching experiences. In order to ensure better supervision of English language teachers, the heads of English department should play a key role in supervision. When their roles are not carried out efficiently, the teachers may not reach their full potential and learners may underperform. In Kenya, there is no official supervision approach that is exclusively used for supervising teachers of English in secondary schools, which means that teachers of English are not being effectively supervised, and this leads to negative impact on curriculum delivery.</p> <p><strong><em>Methodology:</em></strong> This article is based on the research study done in Kakamega County, which explored English Language Teachers` opinions about the usefulness of Collaborative Peer Supervision (CPS) approach in enhancing Teacher Effectiveness in the teaching of English Language in public secondary schools in Kenya. The study adapted the Convergent Mixed Methods Research Design, where, 25 heads of English department were purposively sampled from the 417 public secondary schools in Kakamega county, and were interviewed using a researcher-developed in-depth interview schedule. Data collected was thematically analyzed using NVIVO12 Software. &nbsp;</p> <p><strong><em>Findings:</em></strong> The results revealed that, the major supervisory roles of HODs currently, is administrative i.e., supervision of curriculum implementation at the departmental level, conducting teacher appraisals, and general management of departmental issues. This is formal supervision through the Teacher Performance Appraisal and Development (TPAD) tool, which is the current supervisory approach, recognized by the Teachers` Service Commission (TSC), the teachers` employer in Kenya. The study also revealed that HODs are not fully sensitized about other key supervisory roles that they should play, in accordance with the literature. The results were presented thematically, by way of verbatim quotes as expressed by the participants` responses, and researcher commentaries.</p> <p><strong><em>Unique Contribution to theory, practice and policy:</em></strong> The study concluded that teachers of English in public secondary schools in Kenya, are not being effectively supervised because the HODs are not fully sensitized about their full supervisory roles. The study recommends the development of capacity building programs on supervisory roles for HODs through workshops and seminars, and the introduction of CPS as a complementary supervision approach for supervising teachers of English in secondary schools, in which HODs will take the centrality of guiding supervision in their departments. This should guarantee the delivery of high-quality instruction.</p> 2022-09-10T00:00:00+03:00 Copyright (c) 2022 Journal of Education and Practice A Comparative Study on Assessment Practices Between Private and Public Early Childhood Centres in Kumasi Metropolis, Ghana 2022-10-02T19:34:07+03:00 Samuel Oppong Frimpong <p><strong>Purpose:</strong> Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Kumasi Metropolis, Ghana. This study uses quantitative data to compare how teachers in private and public early childhood centres employ assessment practice in Kumasi Metropolis, Ghana.</p> <p><strong>Methodology: </strong>The study adopted a participant selection model in which quantitative data was analysed to select 232 participants from 149 schools with the use of descriptive survey design.</p> <p><strong>Results: </strong>The findings revealed that both private and public early childhood teachers make use of both formative and summative assessment practices in their classroom settings.&nbsp; Further analysis of the data revealed that both private and public teachers in the early childhood centres employed multiple assessment tools when assessing learning outcomes among children. However, public early childhood teachers have higher level of understanding of assessment practices than their counterparts in the private centres.</p> <p><strong>Unique Contributions to Theory, Policy and Practices: </strong>It is therefore recommended that headteachers in collaboration with the Metro Education Directorate should organise workshop to equip ECE teachers with skills on the use of the various assessment types in the early childhood centres especially those in the private schools. Again, headteachers and circuit supervisors, within Kumasi Metropolis should encourage ECE teachers to continually use multiple assessment tools in assessing learning outcomes. Lastly, more workshops and in-service trainings should be organized by the headteachers, with support from Metro Education Directorate, for private early childhood teachers in the Kumasi Metropolis to equip them with the knowledge on assessment practices, since they seem to have limited knowledge on it.</p> 2022-10-02T00:00:00+03:00 Copyright (c) 2022 Journal of Education and Practice The Influence of Teachers Agreeableness and Openness to Experience on Secondary School Students’ English Language Academic Achievement in Ogoja Education Zone of Cross River State, Nigeria 2022-09-11T12:32:22+03:00 Ntu N. Nkomo Nkomo606@Gmail.Com Ushie Peter Ochiche Emmanuel Mendie Akpan <p><strong>Purpose: </strong>The study sought to determine the extent to which teacher’s agreeableness and teachers’ openness to experience influence secondary school students’ English language academic achievement in Ogoja education zone of Cross River State, Nigeria. To carry out this study, two null hypotheses were formulated derived from the two research questions that were posed to guide the study.</p> <p><strong>Methodology: </strong>The research design adopted for the study was ex-post facto design. The stratified random sampling technique was used to select 800 out of 7,196 SS 1&amp;2 students who participated in the study. A pilot trial test of the research instrument titled teacher’s personality traits questionnaire (TPTQ) was administered to 50 SS 1&amp;2 students in Calabar education zone. The analysis of the questionnaire yielded reliability coefficients ranging from .703 to .782 while that of the achievement test was .778. The data obtained were coded and analysed with the two (2) null hypotheses tested at .05 level of significance using simple linear regression.</p> <p><strong>Results:</strong> The results showed that Teacher’s agreeableness does positively and significantly influence secondary school student’s English language academic achievement. It also revealed that there is a significant positive influence of teachers’ openness to experience on secondary school student’s English language academic achievement in Ogoja Education Zone of Cross River State, Nigeria.</p> <p><strong>Unique Contribution to Theory, Policy and Practices: </strong>It was therefore recommended that teachers should expound their commitment by building caring relationships with students such that will make them approachable. It was equally recommended also that English teachers should be friendly and disposed at any time to meet the needs of the students academically.</p> 2022-09-11T00:00:00+03:00 Copyright (c) 2022 Journal of Education and Practice Teacher-Learner-Resources Instructional Interaction Pattern and Secondary School Learners’ Attainment in Biology in Kakamega County-Kenya 2022-09-19T09:19:14+03:00 Nasiali Ebby Vakhoya Edwin Masibo Masibo Christine Nabwire Nabwire <p><strong>Purpose:</strong> The performance of learners’ in Science subjects has been below average over the years in many countries; hence causing concern among the education stakeholders. Poor performance in Biology and the intervention mechanisms on methodology within Kakamega Central Sub County has not been documented. This study endeavored to fill this gap by assessing how an improvement on instructional interaction patterns can positively influence the learners’ attainment in Biology. The aim of this study was to assess the effect of teacher-learner-resources instructional interaction pattern on secondary school learners’ attainment in Biology.</p> <p><strong>Methodology:</strong> The study adopted the constructivism theory as advanced by Jerome Bruner, alongside a conceptual framework based on the objective of the study. A Quasi-experimental Solomon four-group design was used. The target population was one Quality Assurance and Standards Officer, thirty-two secondary school Principals, one hundred and twenty-eight teachers of Biology and, one thousand, four hundred and forty form three students of Biology from thirty-two secondary schools in Kakamega Central Sub County. Stratified sampling, simple random sampling and purposive sampling procedures were employed in the study. Data was collected through use of Learners’ Achievement Tests, questionnaires, interview schedule and direct classroom observation. Data collected was analyzed using descriptive and inferential statistics.</p> <p><strong>Results:</strong> The findings showed a significant improvement in the post-test scores as compared to the pre-test scores. This indicated that the teacher-learner-resources instructional interaction pattern influenced better attainment of Biology among secondary school learners.</p> <p><strong>Unique Contribution to Theory, Policy and Practices:</strong> The study therefore recommends teachers of Biology to be encouraged to use relevant learning resources while teaching. The teachers of Biology are to be encouraged to use relevant teaching-learning resources while teaching. Similarly, learners to be allowed to learn through a multi-sensory approach because it caters for the different learning styles that enhances their attainment in Biology.</p> 2022-09-19T00:00:00+03:00 Copyright (c) 2022 Journal of Education and Practice