District Education Research Articles

The Degree of Public-School Principals in the Bani Obaid District Education Directorate’s Practice of the Principles of the Three-Dimensional Leadership Theory (Reddin) and Its Relationship to Teachers’ Job Performance

The Degree of Public-School Principals in the Bani Obaid District Education Directorate’s Practice of the Principles of the Three-Dimensional Leadership Theory (Reddin) and Its Relationship to Teachers’ Job Performance

CLASSROOM INSTRUCTIONAL PRACTICES AND STUDENTS ENGAGEMENT IN MATHEMATICS SUBJECT IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF NYARUGENGE DISTRICT, RWANDA

The purpose of this research was to examine the connection between classroom instructional practices and students involvement in Mathematics subjects in public day secondary schools in Nyarugenge District, Rwanda. The specific objectives wereto assess the effect of using classroom mathematics toolkits on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda, to assess the effect, teacher feedback and cooperative learning strategies on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda. The sample size comprised 57 teachers, 19 deputy head teachers in charge of studies, 19 head teachers, 10 sector education inspectors, one district education officer in charge of Secondary and TVET schools, and one District Director of the Education Unit totaling 107 respondents. Pearson correlation coefficients were used to determine correlation between dependent and independent. Results indicated teachers use a computer with a projector, 34.0% were strongly agreed, and 30.9% were agreed. Result felt that teachers use provided scripted lesson in class-room instruction. There statistically association between theuse a computer with a projector and active participation (r=.320, p-value=0.001), with asking questions (r=.317, p-value=0.001). Contrary to insignificant correlation between provided scripted lesson and answering teachers questions (r=0.006, p-value=0.950). Results showed the recognizable student effort, 55.9% show a strong agreement. A strong relationship was established between recognizable student effort and active participation (r=0.425**, p-value =0.000), The study felt association between positive interdependence and active participation, asking questions, and answering teachers questions since the p-value was less than 0.05.The study recommends that school make supervision to teachers so as to find out the way that they perform their tasks and to give them some professional advice. Policy makers should elaborate updated professional guidelines which can be used while teaching sciences specifically in mathematics subject so as to improve the students engagement in mathematics. The ministry of education in Rwanda should give training to teachers about strategies which should be used while teaching mathematics and other science subjects so as increase students academic performance.

Factors In The Aspect Of Regional Financial Management Regarding The Budget Over Remains (Silpa) At The Gowa District Education Service

This type of research uses a descriptive method with a qualitative approach, which aims to determine the factors in the Regional Financial Management Aspect of the Surplus Budget Calculation (SILPA) at the Gowa Regency Education Office. This research was carried out at the Gowa Regency Education Office which took place from 30 April 2024 to 30 May 2024. This sample was taken from the Gowa Regency Education Office. The types of data used in this research are secondary data and primary data. Data collection was carried out by observation, interviews and documentation. In this research, the data sources used in data collection include subject data, physical data, documentary data. The research instruments used in this research used survey, observation and literature review methods. Based on the research results, data was obtained through in-depth interviews, observations and documentation, where all the informants who conducted in-depth interviews were the head of the Gowa Regency Education Office, Head of the General and Personnel Subdivision, Head of the Financial Accounting Subdivision and Secretary of the Gowa Regency Education Office regarding factors. Factors in the Regional Financial Management Aspect of Over Remaining Budget Calculations (SILPA) at the Gowa Regency Education Service which was discussed previously, the author draws the conclusion that with careful planning, structured administrative records, and increasing human resource competency, the Gowa Regency Education Office has made efforts to reduce the occurrence of SILPA.

Testing the potency of ethnoscience instruction on biology students’ critical thinking ability

The study investigated the potency of ethnoscience instruction on the critical thinking ability of biology students. The study employed a quasi-experimental research design, with a total of 113 senior secondary school two (the equivalent of grade 11) students from two schools in educational district V of Lagos State, Nigeria. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase. Test of Critical Thinking in Photosynthesis (TCTP) with a reliability of 0.76 was used for data collection. The ANCOVA output demonstrated a statistically significant difference in favor of the experimental group (F (1, 110) = 14.79; p < 0.05). Ethnoscience Instruction had no differential impact on students in the experimental group based on gender. We concluded that ethnoscience instruction is a viable culturally relevant tool for improving critical thinking skill in biology.

Преподавание восточных языков в мужских гимназиях Казанского учебного округа как элемент национальной политики Российской империи в XIX – начале XX века (на материалах Казанской и Астраханской мужских гимназий)

The investigation deals with the issues of teaching Oriental languages as part of the national policy of the Russian Empire in the 19th - early 20th century. The problems in the development of Oriental linguistics are traced using the example of boy’s gymnasiums of the Kazan educational district. Education, which became an important part of the development of the state in the 19th century, implied the cultural integration of all the peoples of the Russian Empire into the educational system. The process of development of teaching Oriental languages in classical gymnasiums of the Kazan educational district is analyzed. Today, the Volga region, especially the Lower Volga region, remains an important element of Russia’s interaction with the Caspian states, which is as important in the context of education as it is in the field of industry. This determines the relevance of the research topic.

Mitigating antibiotic misuse in dairy farming systems and milk value chain market: Insights into practices, factors, and farmers education in Nyabihu district, Rwanda

The widespread misuse of antibiotics to combat bacterial infections in dairy farming is a global concern contributing to antimicrobial resistance (AMR). To gain insights within small-scale dairy farming, a study was conducted in Nyabihu district of Rwanda from September 2021 to April 2023 to assess practices and factors associated with antibiotic use, investigate antibiotic residues in cow milk and undertake a comprehensive training program to improve quality milk production. A mixed-methods approach, combining cross-sectional and longitudinal intervention studies, involved 42 regular dairy farmers from both open and zero-grazing systems delivering milk to the Union pour la Promotion des Cooperatives des Eleveurs en Nyabihu (UPROCENYA) milk collection center (MCC). Standardized questionnaires and farm interviews were conducted to assess antibiotic use practices while bulk tank milk samples from the same farmers were collected and tested for antibiotic residues using rapid tests over 16 months (8 months before and 8 months after training).Out of 451 bulk tank milk samples tested, 27 samples (6%) contained antibiotic residues, primarily tetracyclines (55.3%) and beta-lactams (44.7%). Before farmers training, 5182.75 l of milk were rejected monthly due to antibiotic residues. Following training, milk rejections decreased to 3192.75 l per month, reflecting 38.35% monthly decrease. However, no statistically significant difference was found by independent t-test (t = 1.441; p = 0.173) between milk rejected before and after training. 97.6% of interviewed farmers reported using antibiotics within six months preceding data collection, with 71.4% primarily used for disease treatment, notably targeting tick-borne diseases (34.0%). Alarming practices included administering antibiotics without referring samples for laboratory examination (100%), disregarding withdrawal periods (88.1%) and administering antibiotics without a veterinary doctor's prescription (85.7%). Factors contributing to these practices included limited farmer’s knowledge on antibiotics, easy access to antibiotics in local agro-veterinary shops, and insufficient veterinary services. Antibiotic-laden milk was used to feed calves (38.6%), consumed at home (26.5%), and sold (12.0%).The observed misuse of antibiotics and disregard for antibiotic withdrawal periods pose significant threats to both milk quality and human health. The authors recommend that dairy farmers prioritize animal health monitoring, seek veterinary advice for disease prevention and treatment and implement biosecurity measures to prevent diseases and thus reduce antibiotic usage. Collaborative efforts among stakeholders are highly recommended to enhance capacity building for dairy farmers and support research initiatives. Furthermore, it is strongly suggested to strengthen regulations on the prudent use of antibiotics within the Rwandan food production system to curb antimicrobial resistance across both animal and human populations.

Education Financing Planning Strategy in the Field of Middle School Education Development, Maybrat Regency Education Office

This research aims to examine education financing planning strategies in the field of junior high school education development at the Maybrat District Education Office. This study was carried out using a bibliographic approach, which involved collecting secondary data from various relevant literature sources. The main findings of this research show that the main source of education financing in Maybrat Regency comes from the Regional Revenue and Expenditure Budget (APBD) and School Operational Assistance Funds (BOS). However, this funding allocation is often insufficient to meet school operational and development needs. In addition, some schools are trying to find alternative funding sources through collaboration with private institutions and non-governmental organizations, although these initiatives are still limited. This research also found that transparency and accountability in the management of education funds need to be improved through financial management training and the implementation of an integrated financial information system. In addition, annual budget planning carried out by schools in Maybrat Regency needs to be performance-based and more flexible in dealing with changing needs. Other challenges include limited facilities and infrastructure, as well as limited accessibility due to remote geographical conditions. Recommendations from this research include diversifying funding sources through developing partnerships with the private sector and non-governmental organizations, strengthening financial management capacity through regular training, optimizing the use of funds through performance-based budgeting, and increasing community involvement in planning and monitoring education financing. It is hoped that the implementation of these strategies can improve the quality of education and create a more conducive learning environment for students in Maybrat Regency.

Mengembangkan Keterampilan Komunikasi Melalui Model Pembelajaran AKIK untuk Guru PAUD di Kabupaten Katingan

Early Childhood Education (PAUD) is an important foundation in children's development, influencing their cognitive, social, emotional and motoric aspects. To improve the quality of teaching, PAUD teachers must develop effective communication skills. In order to achieve this goal, the Katingan District Education Office held an Integrative Holistic PAUD Technical Guidance event which aims to improve the communication skills of PAUD teachers through the AKIK (Active, Communicative, Interactive and Collaborative) learning model. This research uses a qualitative method with a descriptive approach, collecting data through observation, interviews and questionnaires. The research results showed that PAUD teachers participated more actively during the training, their communication skills improved, and they were able to design learning activities that were more communicative and collaborative. The application of the AKIK model has proven effective in creating an interactive learning environment, increasing teacher confidence in communicating, and strengthening collaboration between teachers.

The Role of Early Childhood Education in Boosting Learning Abilities at Subsequent Levels: A Case of Selected Primary Schools in Musanze District, Rwanda

This study investigated the influence of early childhood education on enhancing learning abilities at subsequent educational levels. Specifically, it examined the contributions of cognitive and social development acquired through early childhood education. Embracing a holistic perspective, the study addressed physical, cognitive, social-emotional, and linguistic development until children entered primary school. Employing a descriptive research design using a mixed-methods approach, combining qualitative and quantitative research methods, the study drew on Vygotsky’s socio-cultural theory. Data collection involved the administration of questionnaires to a diverse group of respondents. The research population encompassed 71 primary schools (13 private, 58 public) and 54 nursery schools (19 private, 35 public) within Musanze district. The target population comprised 71 primary school head teachers, 71 primary school District Education Officers (DOSs), and 54 kindergarten head teachers. A sample size of 132 was determined using Yamane's formula. Data collection involved questionnaires, structured interviews, and a pilot study to ensure the reliability of the instruments. The findings revealed a positive and significant correlation between cognitive and social development and enhanced learning abilities in subsequent educational levels. The study underscored the importance of early childhood education and recommended increased governmental and non-governmental efforts to develop policies and programs that support early childhood development.

Effect of School Facilities on Learner's Academic Performance in Science Subjects in Secondary Schools: A Case of Rutsiro District, Rwanda (2021-2023)

The purpose of this research was to investigate the effect of school facilities on learners’ academic performance in science subjects in secondary schools in Rutsiro district, Rwanda. The following objectives guided the study: The study aimed to investigate the impact of physical facilities and physical instructional materials on students' academic performance in science subjects in Rutsiro district secondary schools. Furthermore, it aimed to investigate the influence of electronic instructional materials on the academic performance of science students in Rutsiro district secondary schools. Environmentalist Bandura's theory of learning, also known as the social cognitive learning theory (SCLT), guided the research. Based on the descriptive research design and mixed-methods approach, the study was conducted in five selected secondary schools in the Rutsiro District. The study's target population consisted of 460 respondents: five head teachers, five directors of studies, 150 teachers, and 300 students. The study involved 214 participants, including 2 head teachers, 2 directors of studies, 70 teachers, and 140 students. Systematic sampling was used to select the five schools, purposive sampling to select the student sample size, and the census sampling technique to select the head teachers and directors of studies. Data was collected using structured questionnaires, interview guides, and documentary reviews. The data was analyzed using descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics. The study found a significant correlation between the availability of school facilities and academic performance. There were positive and significant correlations between academic performance and school facilities in Rutsiro District, Rwanda, and measures of the availability of school facilities were as follows: physical facilities (r = 0.814, p&lt;0.01), electronic and technology facilities (r = 0.826, p&lt;0.1), and physical instructional materials (r = 0.949, p&lt;0.01). The findings from regression analysis revealed that physical facilities have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.814, P value &lt;0.05), The findings from regression analysis revealed that physical instructional materials have a negative and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = -0.417, P value &lt;0.05), The findings from regression analysis revealed that electronic instructional materials have a positive and significant effect on learners’s academic performance in science subjects in Rutsiro district secondary schools (β = 0.308, P value &lt;0.05). Teachers, district education officials, and head teachers all agree that school facilities influence academic performance in science subjects positively. Specifically, physical facilities motivate learners and enhance their performance. It was observed that students taught in classrooms equipped with school facilities outperformed those without access. Consequently, the study recommends that science teachers utilize available school facilities for instruction and adapt when materials are unavailable.

Reflections on Principals’ Leadership Practices in Deprived Schools: A Case of the Amathole East Education District

Reflections on Principals’ Leadership Practices in Deprived Schools: A Case of the Amathole East Education District

Public Statements on Mathematics Teaching Practices in the Kharkov Educational District in the Russian Empire in 1863

Public Statements on Mathematics Teaching Practices in the Kharkov Educational District in the Russian Empire in 1863

Distributed leadership in government secondary schools of East Shewa Zone: Policy, practices, and challenges

This study explored distributed leadership in government secondary schools of the East Shewa Zone through a pragmatic worldview qualitative approach. The population of the study includes seven secondary schools chosen using purposive sampling technique. The participants include seven principals, five district education office heads, two city education office heads, and one official each from the Regional Education Bureau (REB) and the Ministy of Education (MoE), with interview as data gathering method. Data analysis follows a qualitative approach where inductive analysis under which categories, themes, and patterns are obtained from the data. Study results indicated that the opportunities and enabling conditions provided medium to high support for the secondary schools; the secondary schools under study were found working under many challenges. To hurdle the challenges, secondary school principals are recommended to provide teachers their deserved benefits. Similarly, district and city education offices need to revisit their selection and placement of principals while the Regional Education Bureau revisits its budget allocation and the Ministry works to include curriculum for fields of study that require special attention in higher learning institutions.

Rubric Revelations: Examining Competencies and Use of Scoring Tools in Visual Arts Assessments

Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools for interpreting and defining the abstractive and subjective elements of visual arts (VA). Their properties, including a detailed evaluation framework, specific criteria, and performance levels, enable VA teachers to assess student work comprehensively, capturing the complexity and subtleties of the demonstrated learning. However, the scoring process of VA teachers remains one of the least explored aspects in studies investigating VA teachers' assessment practices. An understanding of the scoring practice offers valuable insights into the effectiveness of overall assessment practices and curriculum implementation. Addressing these gaps, this paper examines VA teachers' competencies in rubric development, the adoption of scoring tools, sources of scoring tools, as well as issues and challenges encountered in the use and development of scoring rubrics. Data was gathered quantitatively from 26 VA teachers in an educational district in Selangor. The findings reveal a moderate level of competency in rubric development, a preference for traditional sources for scoring tools, and significant challenges teachers faced in accommodating large student numbers in their scoring process. The study emphasizes the need for enhanced training and professional development to familiarize teachers with a broader range of assessment tools and to optimize the application of rubrics for more accurate and effective assessment.

Classroom Assessment and Academic Performance in Ghanaian Junior High Schools Integrated Science

The study took place in the Sunyani municipality, the capital of the Bono region of Ghana. The purpose of the study was to investigate public and private junior high school pupils’ perceptions of classroom assessment and academic performance in integrated science. The study employed the descriptive survey research design involving 200 second-year pupils. A questionnaire was used to collect data on their perceptions of classroom assessment while the national BECE examination results for three consecutive years were used to determine pupils’ performance in the subject based on school type. Mean scores, standard deviations and t-test were used to analyze the data. The study concludes that pupils had a positive perception on transparency of assessment, application and their capabilities. However, the pupils had a neutral perception towards congruence with planned learning. Private JHS pupils performed higher than public JHS pupils. To address the pupils’ neutral perceptions of congruence with planned learning, it is recommended that the teachers from the sampled schools be open to the pupils and inform them of the mode of assessment to be taken. Since the private JHS pupils performed better than the public JHS pupils, it is recommended that the district and municipal education directors and circuit supervisors keep close eyes on the work of the public integrated science teachers in the municipality to bridge the gap between the performance of public and private junior high school pupils in integrated science.

To the Issue of the Pedagogical Periodical Press of the Moscow Educational District (1804–1917)

To the Issue of the Pedagogical Periodical Press of the Moscow Educational District (1804–1917)

Kharkiv Educational District (1803–1917): A Review of Modern Historiography

Kharkiv Educational District (1803–1917): A Review of Modern Historiography

Effects of Free Education Policy on the Provision of Primary and Secondary Education in Zambia

The study sought to establish the effects of the Free Education Policy on learner enrollment, school infrastructure, financing and the quality of teaching and learning in community primary and secondary public schools in Zambia. The study participants included the District Education Board Secretaries, head teachers, class teachers, learners and parents from 10 provinces, selected using probability and non-probability sampling techniques. Quantitative data was collected from teachers through a structured questionnaire. In addition, qualitative data was collected from the District Education Board Secretaries, learners and parents through in-depth interviews and Focus Group Discussion guides. Quantitative data was processed, cleaned and analyzed using the SPSS 23.0 to produce descriptive statistics. Qualitative data was transcribed, sorted and analyzed along with survey data to establish emergent trends. The study found that the implementation of the Free Education Policy had increased school enrollments and government funding. The increase in the number of learners in schools has put pressure on the already overstretched educational resources like teachers, desks, textbooks, toilets and laboratory facilities, indirectly affecting the quality of education. The study suggests that Zambia's Free Education Policy implementation can be strengthened by prioritizing desks, textbooks, sanitary facilities, teacher deployment, modern classroom construction, especially in rural areas, and enacting sustainable financing legislation. The study, within the lens of the Capability Approach, has practical implications on how the implementation of the Free Education Policy can be strengthened in Zambia.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Evaluation of the nexus between student attitude, teacher teaching methods, and achievement in junior secondary school mathematics

This study investigated the relationship among students’ attitudes, teachers’ teaching methods, and mathematics achievement in Lagos State, Nigeria. The study employed a correlational research design. The population consisted of all the public junior secondary school students in Lagos State. The stratified sampling technique was used to select 30 junior secondary schools across the six education districts in the state, and the simple random sampling technique was used to select 900 students from the selected schools. Participants completed standardised instruments: the Student Attitude Questionnaire (α=0.77), the Teacher Teaching Methods Questionnaire (α=0.92), and the Mathematics Achievement Test (α=0.89). The data collected were analysed using frequency, percentage, Pearson product moment correlation, and multiple regression at α=0.05. The majority of the respondents (75 %) were between 12 and 15 years old, of which 341 were boys and 342 were girls. There is a low positive significant relationship between students’ attitudes and students’ mathematics achievement (r=0.24) and between teachers’ teaching methods and students’ mathematics achievement (r=0.17). The multiple correlation coefficients (R) of all the variables were 0.25. The adjusted R2, which estimates the variance of the dependent variable measured, was 0.06. This implies that all the independent variables students’ attitudes and teachers’ teaching methods—made a 6 % contribution to the variance in students’ achievement in mathematics (F=29.029). It is recommended that students be motivated to have the right attitude towards mathematics and that appropriate teaching methods be employed throughout the teaching-learning process.