Original Research Article

EFFECT OF SCAFFOLDING INSTRUCTIONAL STRATEGIES AND GENDER ON PERFORMANCE OF PUPILS IN BASIC SCIENCE AND TECHNOLOGY IN RIVERS STATE, NIGERIA

EJEKWU, PRINCEWILL OKECHUKWU, INYON, ANIAFIOK UDO

Journal of Global Research in Education and Social Science, Volume 13, Issue 5, Page 164-171

This study examined the effect of scaffolding instructional strategies and gender on the performance of pupils in Basic Science and Technology in public primary schools in Rivers State. Two specific objectives and two null hypotheses guided the study. Non-randomized pretest, post-test and control group experimental design was adopted for the study. The population size consisted of 42,409 basic four pupils; out of which 147 were drawn as sample size using purposive sampling technique. The instrument for data collection was the Basic Science and Technology Performance Test. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science and Technology mean performance scores of pupils taught with scaffolding instructional strategies and those taught with conventional method. The Basic Science and Technology mean performance scores of boys and girls taught with scaffolding instructional strategies does not differ significantly with those taught with conventional method. Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their performance in all subjects.

Original Research Article

MANAGEMENT OF INSTRUCTIONAL SUPERVISION AND STAFF WELFARE IN PRIMARY SCHOOLS IN KOGI EAST EDUCATION ZONE OF KOGI STATE

SHAIBU LEONARD, IDOKO EBERECHUKWU JOY OBETTA, HUSSAINI AISHA ADAMA

Journal of Global Research in Education and Social Science, Volume 13, Issue 5, Page 172-185

The study investigated management of instructional supervision and staff welfare in primary schools in Kogi east education zone of Kogi state. The study was guided by two research questions and two null hypotheses. Descriptive survey design was adopted for the study. The sample of the study was 964 head teachers, 9 Education secretaries and 30 SUBEB senior staff. The instruments used for data collection was Instructional Supervision and Staff Development Parameter (ISSDP) which focused group discussion and interview schedule. In addition, a Physical Facilities and Equipment Observation Schedule (PFEOS) were used for on-the- sport assessment of the physical facilities in selected schools in the study area. Mean scores and standard deviations were used to answer the research questions, while the t-test statistics was used to test the null hypotheses at 0.05 levels of significance. Also percentage scores were used to analyse the data obtained from observation with checklist. The study, among others, revealed that funds meant for the management of primary schools were utilized to a little extent in maintenance of school buildings and in providing physical facilities/educational materials for effective teaching and learning. Findings also revealed that organising seminars and workshops for teachers, auditing primary schools’ account, granting study leave with pay to teachers and providing adequate qualified teachers to primary schools were given little attention. Based on the findings, the researcher recommended that: education sector should be adequately funded so that enough funds will be disbursed to LGEAs for proper management of primary schools. Also there should be regular auditing of the funds so allocated to ensure that they are judiciously used for the purpose they are meant for.

Original Research Article

PARENTAL HARMONY AND STUDENTS TENDENCIES TO SOCIAL BEHAVIOUR IN UNIVERSITY ENVIRONMENT IN CROSS RIVER STATE, NIGERIA

B. ESUABANA STELLA

Journal of Global Research in Education and Social Science, Volume 13, Issue 5, Page 186-192

This study examined parental harmony and student’s tendencies to social behaviour in university environment in cross river state, Nigeria. Two research hypothesis was formulated to guide the study. The review of literature was done based on the variable in the study. The population of the study was made up of final year students in the faculty of education, University of Calabar. The sample of the study was 140 final year student selected from faculty of education. The instrument for data collection was Parental Harmony Student’s Tendencies to Social Behaviourin University (PHSTSBU) which comprised of 20 items which was validated by experts in measurement and evaluation in university of Calabar. The reliability coefficient stood at 0.08 using Cronbach alpha method. The tool for the study was Pearson Product Moment correlation used to analysed hypotheses 1 and 2. The study revealed that parental harmony play a significant role in building students’ tendencies to social behavior in university. Based on the findings, it was concluded parental harmony helps in building social behavior of students in the university. Based on the study findings and conclusion, it was recommended among others that parents should endeavor to play their role responsibly in their respective families in order to enable proper social behavior in children, by showing love and affection in their homes through the provision of their educational and other essential needs.

Original Research Article

REVISITING ZIMBABWE’S NEW CURRICULUM –ASSESSING THE FACTORS THAT ADVERSELY AFFECTED THE IMPLEMENTATION AND SUPPORT OF THE CURRICULUM INITIATIVE

FARAI CHINANGURE, ANDREW CHINDANYA

Journal of Global Research in Education and Social Science, Volume 13, Issue 5, Page 193-202

The main aim of the study was to assess factors that adversely affected the implementation and support of Zimbabwe's new curriculum. The qualitative study was based on data that was collected through social network with key stakeholders who were identified through snowball sampling around the country. The study established that social network was also a critical source of curriculum decisions that could not be ignored. The non-identifying data showed that although the new curriculum could address and meet the current needs of the society it was not supported by most stakeholders. The use of the problem solver model compromised the quality of the curriculum. Lack of resources, inadequate consultation and lack of skills among teachers, college lectures, education officials and unavailability of ICT in some poorly resourced schools compromised its implementation. In addition, the psychological factors affecting how primary school children acquire knowledge were not considered. The study recommended piloting the new curriculum with well-resourced schools, training of college lectures and in-servicing of teachers before its implementation.

Policy Article

WOMEN REPRESENTATION IN KENYAN POLITICS: CHALLENGES AND OPPORTUNITIES

DOUGLAS LUCAS KIVOI, PAUL LUTTA

Journal of Global Research in Education and Social Science, Volume 13, Issue 5, Page 158-163

The constitution of Kenya promulgated in August 2010 acknowledged the historical marginalization of women in elective and appointive positions by expanding their representation, space and role in governance. This was aimed at creating a country a country anchored on the principles of equality and equity. However, ten years down the line, there is no legislative framework to operationalize the two thirds principle. Bridging the gender inequality gap in Kenya requires much more than a comprehensive legal framework. The first election Kenya held under the new constitution in March 2013 did not result in the required constitutional requirements that would have helped bridge the gender gap that had persisted since independence in 1963. Kenya is a bicameral system of governance. In the 2013 elections no single female Senator or Governor was elected. In the 2017 General elections, the country elected three female Governors and Four female senators. However, in as much as this was an improvement, it did not meet the required constitutional threshold. In the Global Gender Gap Report 2018 Kenya was ranked position 76 globally in closing the gender gap whereas regionally in the East Africa community it still lags behind in bridging the gender gap. Addressing gender marginalization in Kenya requires a holistic approach involving both state and non-state actors for its realization. Efforts geared towards addressing patriarchy domination are essential.