Inadequate Teaching Materials Research Articles

Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations

Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.

Perception of Business Education Lecturers on the Causes and Negative Impacts of Conflict in Public Tertiary Institutions in Delta and Edo States, Nigeria

This study assessed Perception of business education lecturers on the causes and negative impacts of conflict in public tertiary institutions in Delta and Edo states, Nigeria. Two research questions guided the study. The study adopted descriptive survey design. The sample frame consisted of 152 respondents and there was no sampling since the population was manageable. The reliability of the instrument had the following coefficient result based on the two research questions. Research question one, 0.86, and Research question two, 0.88 with a mean of 0.87 using Cronbach’s alpha. A total of 173 copies of the questionnaire were administered to business education lecturers, while 152 were fully completed and returned (87.86 percent returned). Data collected were analyzed using mean and standard deviation in answering the two research questions, while t-test was employed in analyzing the two null hypotheses formulated at 0.05 level of significance. Data collected were analyzed using mean and standard deviation with a decision rule of the mean of 2.5 and above was regarded as agreed while a mean less than 2.5 was regarded as disagreed. The findings of causes of conflicts were inadequate teaching materials, demotivating working conditions and unattractive salary conditions, amongst others. Findings on negative impact of conflict were, conflicts divert energy from work, breeds discords and reduces communication, amongst others. The result from the hypotheses testing indicated that their calculated t-values were less than their critical t-values at a significance level of 0.05 and 150 degree of freedom. Therefore, the null hypotheses were accepted. It therefore, recommended that heads of department or authorities concern should make sure that adequate teaching materials, adequate facilities are provided and ensure the involvement of lecturers in decision making process so as to avoid conflict.

Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language

This study aimed to identify the challenges affecting teacher practice of phonological awareness (PA) in the first-grade classrooms of the teaching of the Koorete language. The study adopted the descriptive research design using the survey method and exploratory case study technique, and it was conducted in selected schools in Amaro in the Southern part of Ethiopia. The qualitative method was used to observe and interview the selected participating teachers, and questionnaires were used with the thirty native-language teachers selected. Thirty participating schools were selected through stratified sampling, and 30 native-language teachers were selected through targeted sampling from the selected schools based on their qualifications, experience, and recommendations for merit. Classroom observations, in-depth semistructured interviews, and questionnaires were used to collect data. The recorded data was then transcribed, translated, analyzed, and then it was thematically discussed. The results of the study showed that a lack of subject content and pedagogical knowledge, inadequate teaching materials, inadequate teacher-training programs, a lack of an enabling, literacy-rich environment, and a lack of in-service training in the first grades pose major challenges. The study recommends that teachers need to be adequately equipped with content and pedagogical awareness, to be provided with phonological awareness resources, and they require support by way of in-service training to enhance the teaching of native-language reading skills in early grades. Finally, all stakeholders need to work on the access and quality of textbooks and supplementary reading materials, adopt explicit and systematic teaching practices, organize in-service training, and create a literacy-rich environment for the teacher education program.

Teacher-perceived Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics

Agricultural mechanics is an important component of a well-rounded school-based agricultural education (SBAE) program. Within agricultural mechanics courses lies a plethora of topics and skills to be covered. Adequate tools and equipment are vital in preparing students to fill an expanding, 21st century workforce. The issue of inadequate teaching materials has been well documented throughout the entire educational system, and such inadequacies may leave gaps in students’ ability to become proficient within agricultural mechanics. A paper-based questionnaire was distributed to all teachers in attendance at the Iowa teachers’ conference. This descriptive study sought to identify teacher-perceived adequacy of available tools and equipment to teach agricultural mechanics in Iowa. The researchers found that many agricultural education teachers in Iowa are ill-equipped to teach many concepts within agricultural mechanics due to a reported lack of adequate tools and equipment. Agricultural education teachers in SBAE programs should ensure adequate tools and equipment to meet curricular and industry standards. It is recommended to examine purchasing decisions of tools for inclusion in the agricultural mechanics laboratory as well.

Chinese language teachers’ beliefs about their roles in the Danish context

Abstract This paper focuses on how teachers of Chinese as a foreign language (CFL) perceive their roles in the Danish context. In this qualitative study of twelve native and non-native Chinese-speaking language teachers, empirical data was collected from semi-structured interviews and classroom observations to explore teachers’ beliefs about their roles. The study found that most teachers saw themselves as filling multiple roles and revealed that these were defined based on the following perspectives: how teachers plan and conduct teaching activities, what they want to emphasise and achieve in teaching and their relationships with their students and work environment. These findings suggest that teachers’ individual cultural backgrounds, personal experiences and contextual factors all contribute to variations in their beliefs about their roles, including how they understand their facilitator role, teach culture and build relationships with students. Research results also reveal some contextual factors that challenge teachers’ beliefs about their roles, including inadequate teaching materials, limited access to professional training and students who lack motivation to learn. These factors suggest a need for institutional support in building a professional community of CFL teachers in Denmark.

Primary school English reform in Japan: policies, progress and challenges

ABSTRACTIn April 2011, the Ministry of Education in Japan formally introduced Primary School English (PSE) language teaching in Japanese elementary schools. The PSE policy made it mandatory for fourth- and fifth-graders to attend English lessons once a week. Using the theoretical framework on why educational language plans fail [Kaplan, R. B., Baldauf, R. B. Jr., & Kamwangamalu, N. (2011). Why educational plans sometimes fail. Current Issues in Language Planning, 12(2), 105–124], language planning and its problems [Baldauf, R. B. Jr., Kaplan, R. B., & Kamwangamalu, N. (2010). Language planning and its problems. Current Issues in Language Planning, 11(4), 430–438] and micro language planning [Chua, C. S. K., & Baldauf, R. B. Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge], this article critically examines the 2011 PSE curricular policy in Japanese elementary schools. Data collection was derived from books, journals, press materials on PSE in Japan and interviews with key stakeholders. The results of the study show that several factors impede the implementation of PSE programme in Japan: lack of curriculum time in learning English, inadequate teaching materials, lack of confidence of teachers to teach English, lack of training and support given to teachers, lack of uniformity in the implementation of PSE programme and an inadequate sociolinguistic environment to sustain the learning of English. This article suggests the need for official language-in-educational planners to adopt a “micro” approach [Chua, C. S. K., & Baldauf, R. B. Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge] and consider the various challenges faced by the local government, school, and teachers before “rushing” to implement PSE programmes.

CHALLENGES ENCOUNTERED BY NON-SCIENCE TEACHERS IN TEACHING BASIC SCIENCE AND TECHNOLOGY IN THE NIGERIAN UNIVERSAL BASIC EDUCATION (UBE) CURRICULUM

This study was aimed at finding out the attitude of non-science specialist teachers to teaching of basic science and technology and the difficulties they encounter while teaching the subject. The descriptive survey involved 126 Primary six non-science specialist teachers in Primary schools in Anambra State of Nigeria. The study was guided by two research questions. A structured 20-item questionnaire developed by the researchers was used to collect data. Data were analyzed using frequencies and mean. Results show that: (1) Non-science specialist teachers teaching basic science and technology have positive attitude towards the subject. (2) The teachers do not find it difficult to comprehend basic science and technology textbooks, they can operate the equipment and perform simple experiments, they can improvise the equipment and materials they use in teaching and they understand the concepts involved. (3) Inadequate teaching materials, pupils not being able to understand science and technology lessons, difficulty in explaining some concepts in mother tongue and teacher training program being mainly theory-oriented were some of the problems encountered by the non-science specialist teachers in teaching basic science and technology. Based on these results, recommendations were made some of which are that the serving teachers should be provided with regular in-service training through workshops, all pre-service (trainee) teachers should be exposed to the rudiments or introductory aspects of science and technology, and efforts should be made to create Igbo names for the science and technology terminologies and equipments to enable the teachers to communicate ideas to the pupils clearly.

The Causes of Poor Performance in Mathematics among Public Senior Secondary School Students in Azare Metropolis of Bauchi State, Nigeria

This study investigated the causes of poor performance in mathematics among public senior secondary schools students in Azare metropolis of Bauchi state, Nigeria. The study sample was 361 in which 300 were students and 61 teachers which were selected from the population of 5,545. The descriptive survey design was used and questionnaire was used in the collection of data. Frequency and simple percentage were used in the analysis of the data. The findings of the study led to the conclusion that students’ negative attitude toward mathematics, anxiety and fear of mathematics, inadequate qualified teachers, poor teaching methods, inadequate teaching materials, overcrowded classes were some of the causes of poor performance in mathematics in the study area. The study also found out that developing positive attitude, motivation and proper guidance toward mathematics, using proper methods of teaching the subject, provision of relevant teaching materials, additional classrooms and furniture, provision of libraries and mathematical laboratories were some of the ways of improving performance in mathematics in the study area. Finally, the study recommended that frequent inter-school competition in mathematics, frequent supervision and inspection by proper authorities as well as enlightenment of parents on importance of children’s education should be adopted.

Barangay Day Care Centers: Emergence, Current Status and Implications to Teacher Education

Using documentary analysis of legislative literature as well as current articles, the study looked into the emergence of Barangay Day Care Centers and surveyed the status of daily operations of about 48 Centers located in the NCR and the nearby province of Cavite. During the visits, the assigned teachers in each center were requested to answer the survey interview. Based on the gathered data, the study attempted to draw implications to teacher education in general and to pre-service teacher education and in-service teacher education or the continuing professional education and training of teachers, in particular. Results of the study showed that the emergence of the day care centers in the country proved the state's deepening commitment to uphold early childhood education. However, it is clear that despite the four decade span the systematic administration of the centers' academic programs, including appropriations of ample budget to cope with the demands of the growing target beneficiaries nationwide is still wanting much less the political will to enact the pending bills at the two houses of the Congress to ensure standard operations of the centers as a pre-school, if not fair employment for the workers. The physical facilities of the centers need attention from the local government units held responsible for them - the classrooms, space for outdoor activities, comfort rooms and others. As to the activities done, both academic and non-academic, the teachers were relatively implementing these at par with the comparable pre-school operation. However, there is no standard academic curriculum being followed. The majority of the workers, though evidently underpaid, expressed satisfaction with their work. Resiliency in facing the most common problems like inadequate teaching materials and lack of involvement from the parents were manifested by these teachers. The inadequate pre-service as well as in-service training of the teachers at the day care centers has crucial implications to teacher education. Hopefully, the passage of the pending bills at the Congress on day care operation can address this issue. The study further recommended that the Philippine Normal University as the National Center for Teacher Education (NCTE) serve as one of the partners of the Department of Education in conducting training programs to enhance competencies of pre-school teachers. This is also in consonance with the mandates of Section 3 of the R.A. 9647, otherwise known as "An Act Designating the PNU as the Country's National Center for Teacher Education".

The Impact of Primary Education on School-to-Work Transitions for young People in Rural Bolivia

As in many parts of the majority world, primary education in rural Bolivia is constrained by a range of factors: poor teaching quality, lack of resources, limited infrastructure, inadequate teaching materials, and low wages for teachers. Furthermore, high rates of absenteeism, drop-out, repetition, and failure can be exacerbated by children’s work responsibilities and harsh weather conditions. This article draws on a case study of a rural community in Bolivia to indicate the ways in which the structural constraints of primary education impact upon young people’s school-to-work transitions. Although many children enjoy their experience at school and appreciate the opportunity to gain literacy and numeracy skills, formal education is unlikely to increase their future livelihood options.

Barriers to Providing Nutrition Counseling by Physicians: A Survey of Primary Care Practitioners

Background. Previous surveys have shown that there is a disparity between physicians′ beliefs about the importance of diet and nutrition in health maintenance and disease prevention and the actual delivery of nutrition counseling. The primary objective of this study was to assess the current attitudes, practice behavior, and barriers to the delivery of nutrition counseling by primary care physicians. Methods. A random-sample-mailed questionnaire was sent to 2,250 primary care physicians selected from the AMA masterfile from general practice, internal medicine, and pediatrics, representing self-employed, group, hospital, and HMO practices. Participants were stratified by age, gender, geographical region, and present employment. The main outcome measures were to determine time spent by physicians providing and percentage of patients receiving dietary counseling and to identify barriers to the delivery of nutrition counseling. Results. A 49% response rate (n = 1,103) was obtained. Results are presented for the 1,030 physicians (70% private practice) with complete data. Over two-thirds of physicians provide dietary counseling to 40% or less of patients and spend 5 or fewer min discussing dietary changes. Despite this pattern, nearly three-quarters of respondents feel that dietary counseling is important and is the responsibility of the physician. Ranking of perceived barriers to delivery of dietary counseling were lack of time, patient noncompliance, inadequate teaching materials, lack of counseling training, lack of knowledge, inadequate reimbursement, and low physician confidence. Conclusions. This survey suggests that multiple barriers exist that prevent the primary care practitioner from providing dietary counseling. A multifaceted approach will be needed to change physician counseling behavior.

Perceived Problems of Beginning Teachers

Perceived problems of beginning teachers in their first years of teaching are reviewed. Studies from different countries are included. Issues such as the reality shock and changes in behaviours and attitudes are considered also. The eight problems perceived most often are classroom discipline, motivating students, dealing with individual differences, assessing students’ work, relationships with parents, organization of class work, insufficient and/or inadequate teaching materials and supplies, and dealing with problems of individual students. There is a great correspondence between the problems of elementary and secondary beginning teachers. Issues such as person-specific and situation-specific differences, views of the principals, problems of experienced teachers, and job satisfaction of beginning teachers are discussed also. Three frameworks of teacher development are presented which provide conceptualizations of individual differences among beginning teachers. Finally, forms of planned support for beginning teachers are noted. Research using an interactionistic model for the explanation of behaviour is needed.

Perceived Problems of Beginning Teachers

Perceived problems of beginning teachers in their first years of teaching are reviewed. Studies from different countries are included. Issues such as the reality shock and changes in behaviours and attitudes are considered also. The eight problems perceived most often are classroom discipline, motivating students, dealing with individual differences, assessing students’ work, relationships with parents, organization of class work, insufficient and/or inadequate teaching materials and supplies, and dealing with problems of individual students. There is a great correspondence between the problems of elementary and secondary beginning teachers. Issues such as person-specific and situation-specific differences, views of the principals, problems of experienced teachers, and job satisfaction of beginning teachers are discussed also. Three frameworks of teacher development are presented which provide conceptualizations of individual differences among beginning teachers. Finally, forms of planned support for beginning teachers are noted. Research using an interactionistic model for the explanation of behaviour is needed.