EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES,
Год журнала:
2023,
Номер
4(3)
Опубликована: Июнь 30, 2023
This
study
investigated
whether
socioeconomic
variables
influence
teachers'
practices
in
the
School-Based
Assessment
(SBA)
and
their
associated
challenges.
A
quantitative
research
approach
using
descriptive
cross-sectional
design
was
employed
273
teachers
were
sampled
stratified
random
sampling
Jasikan
Municipality
of
Oti
Region
Ghana.
Data
collected
through
a
questionnaire
analyzed
independent
sample
t-test
One-way
ANOVA.
The
results
showed
no
significant
difference
SBA
practices,
roles
challenges
among
based
on
gender,
age,
educational
qualification,
years
teaching
experience
class
level.
Based
these
findings,
it
is
recommended
that
Ghana
Education
Service
should
provide
necessary
logistics,
such
as
record
books
to
support
implementation
policy.
Additionally,
be
motivated
incentives,
promotions
praises
continue
playing
key
effectively
facilitators
SBA.
Teachers'
technological,
pedagogical,
and
collaborative
skills
are
key
factors
in
improving
students'
learning
outcomes.
However,
some
teachers
still
unaware
of
how
these
can
be
used
to
enhance
their
teaching
.
The
current
study
aims
assesses
secondary
school
chemistry
teachers'
utilizing
web-based
discussion
tools
organic
chemistry.
sampled
133
from
Kamonyi
Gasabo
districts,
Rwanda.
A
mixed-method
approach
was
employed.
quantitative
results
did
not
find
a
statistically
significant
difference
technological
skills,
using
based
on
schools
location,
ownership,
gender
with
p-value
0.81,
0.093,
0.065,
respectively.
the
revealed
regard
age
working
experience
favor
younger
aged
between
under
25
years
less
experienced
1–3
p
<
0.001
129
0.005,
qualitative
discovered
two
main
themes
that
strong
pedagogical
those
need
intervention.
Therefore,
it
highlights
importance
targeted
training
improve
only
lessons
but
also
other
subjects.
Web-based
discussion
tools
have
emerged
as
valuable
platforms
in
teaching
and
learning
chemistry.
Despite
the
increasing
use
of
web-based
tools,
their
effectiveness
enhancing
cognitive,
social,
aspects
organic
chemistry
remains
underexplored.
Therefore,
this
review
aims
to
address
gap
by
synthesizing
relevant
literature
on
these
key
dimensions.
The
study
adopted
a
scoping
for
comprehensively
mapping,
exploring,
clarifying
existing
body
literature.
PRISMA
was
used
extract
57
kinds
from
electronic
databases
that
are
Scopus,
ISI,
Google
Scholar,
ERIC,
Web
Science,
academia,
digital
citation.
Descriptive
statistics
analyze
current
trends
cognitive
while
thematic
analysis
social
aspects.
results
revealed
predominately
predominantly
utilized
at
university
level
(52%)
compared
secondary
schools
(48%)
more
common
developed
countries
than
least
ones.
Moreover,
positive
impact
fostering
students'
conceptual
understanding
interaction
through
proper
guidance
teachers.
However,
some
critical
issues
such
poor
internet,
quality
discussion,
lack
hands-on
experience,
complexity
molecular
structures,
tactile
were
identified
challenges
hindering
effective
implementation
tools.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES,
Год журнала:
2023,
Номер
4(2), С. 163 - 168
Опубликована: Апрель 30, 2023
The
purpose
of
this
study
was
to
find
out
how
teachers
felt
about
Continuing
Professional
Development
in
biology.
This
used
the
descriptive
research
design.
population
133
individuals
including
73
O’Level
biology
and
60
school
head
teachers.
sample
size
for
100
persons
selected
randomly.
Data
gathered
through
questionnaire
an
interview.
Descriptive
statistics
analyze
quantitative
data
while
thematic
technique
qualitative
data.
results
showed
that
had
positive
attitude
toward
CPD
since
it
aided
their
professional
development
improved
academic
performance
students.
It
is
suggested
more
training
opportunities
be
provided
support
teachers’
development.
By
removing
barriers
participation
providing
financial
support,
programs
will
have
a
greater
impact
on
educators.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES,
Год журнала:
2023,
Номер
4(3)
Опубликована: Июнь 30, 2023
This
study
investigated
whether
socioeconomic
variables
influence
teachers'
practices
in
the
School-Based
Assessment
(SBA)
and
their
associated
challenges.
A
quantitative
research
approach
using
descriptive
cross-sectional
design
was
employed
273
teachers
were
sampled
stratified
random
sampling
Jasikan
Municipality
of
Oti
Region
Ghana.
Data
collected
through
a
questionnaire
analyzed
independent
sample
t-test
One-way
ANOVA.
The
results
showed
no
significant
difference
SBA
practices,
roles
challenges
among
based
on
gender,
age,
educational
qualification,
years
teaching
experience
class
level.
Based
these
findings,
it
is
recommended
that
Ghana
Education
Service
should
provide
necessary
logistics,
such
as
record
books
to
support
implementation
policy.
Additionally,
be
motivated
incentives,
promotions
praises
continue
playing
key
effectively
facilitators
SBA.
