Using IMAGE Model to De-Center Stereotypes in EFL Colombian Eighth Graders

The aim of this study is to determine the nutritional indices (Glucose, cholesterol, total protein and albumin) and body mass index of students attending public and private secondary schools in Igbanke. The study was conducted on 185 students comprising 95 students from public secondary schools (Igbanke mixed secondary and Igbanke grammar school) and 90 students from private secondary schools (Future hope secondary school and Wisdom comprehensive secondary school) in Igbanke. The research was designed to evaluate and compare the nutritional indices (Glucose, cholesterol, total protein and albumin) of students attending public and private secondary schools in Igbanke. The sample analysis was done at Diagnostic Laboratory, Department of Medical Laboratory Science, Ambrose Alli University, Ekpoma. This study was carried out within three (3) months. Our result shows that the mean values of body mass index (BMI) of students in public secondary school and private secondary school are 20.28±4.21kg/m2 and 21.74±4.14 kg/m2 respectively. There is no significant difference (p>0.05) in the values of BMI of students in public secondary school when compared with private secondary school. The mean levels of glucose (Glu) of students in public secondary school and private secondary school are 84.38±12.80mg/dl and 79.48±15.02mg/dl respectively. There was a significant increase (p<0.05) in the level of Glu of students in public secondary school when compared with private secondary school. The mean levels of total protein (TP) of students in public secondary school and private secondary school are 6.78±0.86mg/dl and 6.98±0.58mg/dl respectively. There was a significant decrease (p<0.05) in the level of TP of students in public secondary school when compared with private secondary school. The mean levels of albumin (Alb) of students in public secondary school and private secondary school are 3.73±0.61mg/dl and 4.01±0.48mg/dl respectively. There was a significant decrease (p<0.05) in the level of Alb of students in public secondary school when compared with private secondary school. The mean levels of cholesterol (Chol) of students in public secondary school and private secondary school are 154.62±30.94mg/dl and 168.30±14.88mg/dl respectively. There was significant increase (p<0.05) in the levels of cholesterol of students in private secondary school when compared with public secondary school. In conclusion, a poor diet can cause deficiency diseases such as blindness, anemia, scurvy, health-threatening conditions like obesity and metabolic syndrome and such common chronic systemic diseases as cardiovascular disease, diabetes and osteoporosis. The findings from this study have shown that there are differences in the nutritional indices of students in public secondary school and private secondary school with public secondary school having lower protein level and private secondary school high cholesterol level.

Introduction: The Gender and Queer Politics of Translation: New Approaches

This paper seeks to provide a window into the complexity of classroom interaction in English language classes in public secondary schools in Colombia. It will show the relationship between what goes on in public schools and classrooms, the wider policy context, and recent reforms. Through a detailed analysis of data collected in two schools and the interaction that takes place between the two teachers and their students around and about texts, this artcicle provides insights into the specific nature of the literacy practices, the texts used, and the particular ways in which the teachers and learners made sense of these texts. It examines how the students are learning to read in English in these classes, and what the teachers understand by ‘doing reading’ and ‘reading comprehension’.

This study investigated the internal efficiency of private and public secondary schools in Ekiti State from 2005/2006 to 2007/2008 academic session. The objective of the study was to identify the relationship between internal efficiency of Junior Secondary Schools in Ekiti State and variables like class size, school size, teachers’ qualification and student-teacher ratio (STR). The ex-post factor research design was used for the study. The sample size consisted of 30 public and 20 private schools in the state selected through purposive and proportional stratified random sampling techniques. The research instrument used to collect data was a validated inventory titled “Data on School Records and Students”. True cohort method was used to determine the wastage ratio and consequently the coefficient of efficiency of 30 public and 20 private secondary schools in Ekiti State. T-test and Multiple Regression Statistic were used to test the hypotheses at 0.05 level of significance. It was discovered that private junior secondary schools have higher wastage rates than public secondary schools in Ekiti State. Specifically, the findings showed a higher percentage of dropouts in private junior secondary schools during the period of study. The coefficient of efficiency for public schools was therefore 90% while it was 73% in the private secondary schools in Ekiti State. This shows that both public and private secondary schools in Ekiti State were fairly internally efficient. However, public schools were more internally efficient than private schools. In the light of the findings, it was recommended that both private and public schools in Ekiti State should improve in the areas that constituted to high wastage rates, especially in private schools that had higher wastage ratio and work towards a perfect internal efficiency. DOI: 10.5901/mjss.2015.v6n5s1p154

Aim of the Study: This study investigated the teaching and learning innovations: guest teacher learning and cooperative learning for enhanced service delivery in public secondary schools in Rivers State, Nigeria. Two objectives, two research questions and two hypotheses guided the study. Methodology: The descriptive design was adopted. The population of this study consisted of the 78,609 teachers and students in public senior secondary schools in Rivers State. The sample of this study was 792 teachers and students in public senior secondary schools in Rivers State, comprising 360 classroom teachers and 432 students. The multistage sampling technique was used to draw the sample. The instrument used to generate data was a self-structured questionnaire titled: Teaching and Learning Innovations for enhanced Service Delivery in Secondary Schools Questionnaire (TLISDSSQ). Cronbach Alpha was used to establish the reliability co-efficient of the instrument and a reliability index of 0.80 was obtained. The research questions were answered using mean and standard deviation, while the hypotheses were tested at 0.05 significant level using the t-test. Findings: The study revealed that guest teacher learning and cooperative learning is the teaching and learning innovations that are utilised for enhanced service delivery in public secondary schools in Rivers State. The study also showed that people with expert knowledge in various fields of endeavours visit schools to provide real life industrial teaching experience to students. Conclusion: The study recommended that government should equip public schools with facilities and have qualified instructors to ensure seamless implementation of teaching and learning innovations to improve service delivery, that School principals and administrators should make use of teachers to instruct students in order to deepen their understanding and improve their teaching skills in public secondary schools in the state.

Active learner and the teacher contribute to meaningful learning. Active participation requires motivation which is fundamental especially to learners who view learning process as a challenging and time-consuming activity. This can only be achieved by the implementation of motivational strategies to enhance students’ performance. This paper was aimed at establishing the relationship between clear performance standards and students’ academic performance in public secondary schools. The paper was guided by the following objective: To establish the relationship between clear performance standards and students’ academic performance in Homa Bay County. This study adopted Maslow’s theories of motivation. The correlation research design was used. The study was carried out in public secondary schools in Homa Bay County, Kenya. The target population of the study was 32 heads of department, 64 teachers and 640 students in 32 public secondary schools in Homa Bay County, this gives a total of 736.The sample size were: 32 heads of departments, 19 teachers and 64students. This gave a sample size of 115.Stratified sampling was used in selecting schools according to the following strata: public boarding secondary schools and mixed-day secondary schools. Simple random sampling was used in selecting heads of departments, teachers and students. The instruments for collecting data were questionnaires for teachers and students. There was also an interview schedule for heads of departments. Qualitative data was analysed thematically and presented in thematic summary and quotes while quantitative data was analysed using Spearman rank correlation, frequencies, percentages, and mean and presented in tables and graphs. The key findings of this study were that there is a positive correlation between student performance standards, and student academic performance in public secondary schools in Homa-Bay County. Based on the findings, the study recommends that educational policies should mandate the establishment of clear and well- communicated performance standards across schools.

The purpose of this study was to relate the practice of teaching physical education in public and private secondary school in Hawassa city administration. This study employed descriptive research design and mixed research methods including both qualitative and quantitative method, in which the concerned bodies (teachers and school students) were participated. To investigate the practice quantitative research approach, descriptive survey methods were used. To select respondents of the study, simple random sampling technique particularly the lottery method for students and available sampling technique for teachers were used. In order to collect data, researcher used questionnaires; interview and observation were the employed instruments. Questionnaire was distributed to 352 private school students and 363 public school students. In addition to this, teachers were interviewed. The quantitative data gathered were analyzed by using numbers, percentages; mean and independent t-test and the qualitative data were analyzed by using descriptive statements and explanation. The findings of the study indicated that the availability of sport facilities and equipment in public secondary school were insufficient, poor teaching methods, inappropriate participation of male & female Students, and no participation of Students with disabilities in physical activity in secondary schools, No availability of sport materials for students with disabilities, poor classroom management, inappropriate treatment of male and female students and no involvement of students with disabilities in physical activities in both public & private secondary school. The conclusions on the study area were;. Thus, to improve the situation, it is recommended that with in school, the purchase & provision of equipment needs to be subsidized and a deliberate policy pursed of maximizing the use of available equipment & facilities, physical educators should be strive to be effective & successful in their classroom management, assessment & demonstration, complexity & multifaceted nature of the problem of girls participation in P.E should be recognized & fully understood, and ensure that schools are aware of their responsibilities & that students with disabilities consistently have opportunities to participate in P.E activities equal to those of other students were forwarded to overcome challenges of teaching physical Education. Keywords: practice, public school, private school, sport materials & sport facilities DOI: 10.7176/JTHS/62-01 Publication date: November 30 th 2022

Purpose: Communication culture strength influences customer satisfaction of customers served by organizations such as public secondary schools. The purpose of the study was to establish the influence of communication culture strength on customer satisfaction in public secondary schools in Nairobi County, Kenya. Communication culture strength involves important element of an organisational culture, with sharedness of values as the defining core of that culture as well as a multidimensional phenomenon that includes the strength of the prevailing value system.
 Methodology: The study employed descriptive research design and examined both quantitative and qualitative data. The study population was 3588 students made up of both boys and girls and 12 principals or their deputies from 12 public secondary schools in Nairobi City County. The students ages ranged from 14 years to 21 years and were in Form 2 to Form 4. A sample size of 369 students was used out of which 296 responded. This was a response rate of 80.22%. Proportionate stratified random sampling technique was used to sample students from the target population. Purposive sampling technique was used to sample the principals and or their deputies. Questionnaires and interview guides were used as data collection tools for quantitative and qualitative data respectively. Quantitative data was collected from the students while qualitative data was collected from the principals or their deputies. Descriptive and inferential statistics were used to analyse quantitative data. SPSS a software package for social sciences Ver. 25 was used to statistically analyse quantitative data. The analysed data was then presented using graphs, tables and charts. Qualitative data derived from the objectives was analysed thematically and presented in a narrative form. Inferential statistics used were descriptive, correlation, regression and ANOVA analysis.
 Findings: The results showed that there existed a positive and significant relationship between communication culture strength and customer satisfaction in public secondary schools in Nairobi County (r=0.409, p-value=0.000). The findings indicated that communication culture strength has a positive effect on an organization’s performance and therefore customer satisfaction. This showed that a unit improvement in communication culture strength would lead to a 0.429 improvement in customer satisfaction in public secondary schools in Nairobi County. The relationship was significant as the P-value (0.000) was less than the significance level (0.05). The study concluded that communication culture strength had a significant influence on customer satisfaction public secondary school in Kenya.
 Unique Contribution to Theory, Practice and Policy: The study was anchored on Thibaut and Kelley, Social Exchange theory. This study contributed to theory because it links communication culture strength to customer satisfaction in public secondary schools. Additionally, the study recommends that communication culture strength should be enhanced in organizations such as schools since it influences organizational performance and therefore customer satisfaction. In addition, the findings from this study hopes that it will provide a source of information for policy makers to understand better the link between communication culture strength and organizational performance and therefore customer satisfaction.

The study investigated the relationship between level of guidance services and students’ indiscipline in public secondary schools in North Senatorial District of Delta State. Specifically, the study investigated the level of guidance services available to students and the level of indiscipline exhibited by students in public secondary schools. The design of the study was a correlation research design and the population of the study comprised of 166 public secondary schools with 97,316 students in North Senatorial District of Delta State. A total of 430 public secondary school students drawn from nine public senior secondary schools in North Senatorial District of Delta State were used as the sample for the study. This was selected using a simple random sampling technique. The research instrument used for this study was a questionnaire. The data collected were analyzed using the descriptive statistics of mean, standard deviation, percentage and the Pearson product Moment Correlation statistics. Findings revealed that majority of the students agreed that guidance services were available to them in public secondary schools; majority of the respondents agreed that there were high incidences of indiscipline in public secondary schools in the North Senatorial District of Delta State; there was significant relationship between guidance services and the levels of students’ indiscipline in public secondary schools in the North Senatorial District of Delta State. Based on the findings, it was recommended that principals and other school administrators in public secondary schools should put in place guidance services and provide an office where privacy is made a priority. This would encourage more students to visit the office; Counsellors should be well trained on how to carry out their duties by being sent to attend many seminars and workshops to improve on their skills.

COVID-19 was declared a pandemic by the World Health organization (WHO) on 11th March 2020. Therefore, being declared a global emergency, had undergone various mutations, therefore its effect on education was far reaching. The purpose of the study was to establish the COVID-19 effects on curriculum delivery in secondary schools in Kakamega county.This study was guided by the theory of planned behaviour postulated by Ajzen. The study employed a descriptive survey research design whereby mixed research method was utilized to collect both qualitative and quantitative data. The study targeted public secondary schools in Kakamega County, Kenya, whereby one hundred and ninety-five (195) school principals and one thousand five hundred and ninety (1590) teachers were the targeted population. The study applied stratified sampling in obtaining the 59 secondary schools thus, 59 principals and 159 teachers. The study employed stratified random sampling to put schools in strata that is 15 boy public secondary schools, 15 girls public secondary schools and 29 mixed public secondary schools totaling up to 59 public secondary schools. Purposive sampling technique was used to select school principals since they belonged to public secondary schools in the strata, which provided the required information for the objectives of the study. Data was collected using questionnaire for teachers. Interview schedules was also used to collect data from the school principals. Research instruments were availed to supervisors who ascertained the relevance of the items hence validity of the instruments. Data was analyzed using both descriptive and inferential statistics. Qualitative data was coded and analyzed thematically. Quantitative analysis involved use of frequencies, percentages, means, standard deviation, Spearman correlation analysis and regression analysis. The collected data was presented using pie-charts, frequency tables and mean tables. The study concluded that COVID-19 had adverse effects on curriculum delivery.

The study examined freewriting as a tool in enhancing students’ competence in academic writing performance in public secondary schools in Kwali Area Council, Federal Capital Territory, Abuja, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental research design. The population comprised 1675 students offering English Language from 9 public senior secondary schools in Kwali Council, in the Federal Capital Territory, Abuja, Nigeria and 322 students offering English language were used as the sample size. The Students' Self-Assessment Questionnaire (SSAQ) was used as an instrument; it was validated and pilot tested, which yielded a logical validity index of 0.71 and a 0.72 reliability index. Mean and standard deviation were used to answer research questions, while an independent t-test was used for testing hypotheses at a 0.05 level of significance. Findings of this study reveal a significant difference in students perceived differences and benefits in the use of freewriting in enhancing academic writing performance in public secondary schools in Kwali Area Council, Federal Capital Territory, Abuja, Nigeria. It was established that students benefit greatly from using freewriting in enhancing their academic writing performance. This highlights the critical role of freewriting in improving students’ overall writing performance and effective communication. The study recommends, among others, that incorporating freewriting activities into schools' English language curriculum will foster writing fluency and creativity.

The research assess the extent to which various factors related to teaching aids usage are employed to enhance the acquisition of generic skills among students of mathematics in public secondary schools; identifies the specific generic skills in mathematics that students acquire as a result of using teaching aids in public secondary schools, and determines the relationship between the utilization of teaching aids and the acquisition of generic skills in mathematics in public secondary schools in Bugesera district, Rwanda. The study underscores the significance of teaching aids in improving mathematics education quality in Rwanda's public secondary schools, particularly in Bugesera district. By evaluating the impact of teaching aids on the acquisition of generic math skills, the study offers valuable insights for enhancing educational practices and informing evidence-based policy decisions using a mixed-methods approach that combines qualitative and quantitative data collection through case study and survey research designs. By capturing statistical trends and contextual insights from a targeted sample of 184 respondents, including mathematics teachers, head teachers, sector education inspectors, and students, the study provides a comprehensive understanding of how teaching aids influence student outcomes. Stratified and simple random sampling techniques were utilized to ensure the reliability and validity of the research. Data were collected through questionnaires, interviews, and observations. The study's internal consistency and accuracy were verified using the Content Validity Index (CVI) and Cronbach's alpha coefficient. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to content analysis. Content analysis was used for qualitative data. Results indicate a significant integration of teaching aids into mathematics lessons, with 83.6% of respondents agreeing that these aids effectively enhance the acquisition of generic skills, reflected by a mean of 4.21 and a standard deviation of 1.16. Additionally, 60.9% of respondents agreed that the frequency of using teaching aids is sufficient to support skill acquisition, with a mean of 3.43 and a standard deviation of 1.21. The majority of respondents acknowledged the positive impact of teaching aids on students' motivation, engagement, and skill development, with 86.9% confirming their role in enhancing students' motivation to acquire generic skills. Moreover, 91.3% agreed that teaching aids engage students actively, fostering interest and participation in mathematics learning, as shown by a mean of 4.35 and a standard deviation of 0.56. However, 65.7% noted challenges related to the accessibility and availability of teaching aids, with a mean of 2.7 and a standard deviation of 1.57. Furthermore, the study has revealed a strong and positive correlations between the frequency, variety, and accessibility of instructional aids and the development of students' critical thinking, problem-solving, and logical reasoning skills.

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

This paper examined the different approaches in teachers’ discipline and control in public and private secondary schools in Lagos State, Nigeria. The population of this descriptive study were 3000 teachers drawn from all the six education districts of Lagos State. The sample consisted of 1200 teachers drawn using multistage sampling procedure. Descriptive and inferential statistics tools were used to analyse the data gathered. Descriptive statistical methods such as frequency counts and percentages were used to answer the research questions while an inferential statistic of T-test was employed to test the hypotheses at 0.05 alpha level of significance. The study revealed that approaches of teachers’ discipline in public secondary schools are quite relaxed and easy from the approaches used in private secondary schools which are quite harsh. Also, the study revealed that the form of indiscipline among teachers in both public and private secondary schools in Lagos state are different. While the leaving the school before the closing time is mostly found in public schools, form of trading among teachers is the predominately form indiscipline in private secondary. The study recommended that teachers should strictly adhere to the school ethics as this will curb indiscipline in the school and also attend professional training, seminal or symposium to update their skills regularly.

Education is essential for individual growth and national progress, but its success largely depends on the institutions that sustain it. Identifying how these institutional factors contribute to or hinder academic success is vital for overcoming challenges in the education sector and promoting academic achievement. This study seeks to examine how physical facility availability influences academic performance of learners in public secondary schools in Trans Nzoia East Sub-county, Kenya. The study set out to ascertain the following effects: the influence of science laboratories and computer laboratories in the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; assess the influence of library resources on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; to evaluate the effects of dormitories on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County; and the impact of sanitation facilities and open fields on the academic performance of students in public secondary schools in Kenya's Trans Nzoia East Sub-County. Based on the principle of the Education Production Function, the study was conducted utilized a mixed-methods, descriptive approach. The research targeted a population of 4574 persons consisting of 73 principals, 1,280 serving instructors and 3221 senior students in government secondary institutions. Participants were selected using random sampling to appoint the sample of principals, teachers and students. A sample of 354 individuals were identified using the Krejcie & Morgan table (1970) of choosing the appropriate number of sample. The sample consisted of 6 principals, 99 serving teachers and 249 form four students. To collect data, the study used interviews, questionnaires, document analysis and observation. The instruments were piloted in three public secondary schools in Trans Nzoia West region. Validity testing was done by the researcher being assisted by professionals who expertise in various aspects of validy. In reliability, test-retest method was administered and determined by the Cronbach alpha coefficient of a 0.7 threshold. . The analysis of quantitative data employed descriptive and inferential statistical techniques, with the aid of SPSS version 26 while qualitative data were categorized into themes corresponding to the study’s key objectives. The key findings indicated a statistically significant association between physical facilities and the academic performance of students. A Pearson correlation analysis demonstrated a significant positive relationship(0.968)between the availability of physical facilities and students’ academic performance indicating that students in schools with better facilities achieved higher scores academically. These results confirm that the presence of adequate physical facilities support better learning condition and hence improve students outcomes. It is recommended that educational policymakers invest in enhancing physical facilities to improve academic outcomes for students in public secondary schools.