Social Cultural Theory Research Articles

Instructional Methods Used by Secondary School Teachers in Classroom to Develop Students’ English Writing Skills in Iringa Municipality, Tanzania

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students’ English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers’ understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students’ English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students’ English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus

Culture, tradition and healthcare: exploring the Kisiizi Community Health Insurance scheme

In southwestern Uganda, a custom of health and social support has been managed through collective organizations known as engozi for centuries. Subscribers advanced help for those who were not able to provide for themselves and their households. Participants pooled financial and food resources, offered emotional assistance, and aided in transporting patients to hospitals. The institution of “free government health amenities” caused the decline of the engozi custom. However, with an insufficient annual health sector budget allocation, the state health services cannot satisfactorily meet the needs. The Kisiizi neighborhood, while depending on the engozi practice, arrived at a CHI system in 1996 as a self-help innovation to eliminate financial obstacles and enhance access to quality health amenities. Numerous studies on CHI have examined the structure, registration and memberships, health-related advantages, and monetary-related benefits, but little has been documented on how cultural beliefs and customs have affected its application. This study aimed to identify the role of culture and customs in tackling healthcare disparities via a CHI strategy. This study adopted a case study methodology and qualitative methods. The study utilizes Woolcock’s social capital theory and Cultural competence theory as the analytical framework. It identifies Brotherhood, Solidarity, Belonging, Cooperation, Volunteering, Reciprocity, and Respect for Authority and Leaders as key values upheld by the engozi tradition, strengthening social capital and laying a solid foundation for successful CHI. This study also identified that societal values and traditions have significantly impacted the implementation of the Kisiizi CHI scheme, as evidenced by the influence on CHI leadership and governance, collecting premium fees from subscribers, mobilization and registration of participants, and information dissemination. Lastly, the study identified that CHI has positively affected healthcare challenges within the community, evidenced by increased utilization of healthcare services, improved access to antenatal care, health promotion and disease prevention initiatives, and improved quality of services due to user feedback.

Mental Health Stigma in Minority Communities: Understanding Cultural Perceptions and Access to Care

Purpose: The general purpose of this study was to understand how cultural perceptions and beliefs about mental health in minority communities influence their access to mental health care services. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to mental health stigma in minority communities. Preliminary empirical review revealed that cultural perceptions heavily influenced access to care. It emphasized the necessity of cultural competence in mental health advocacy and intervention, stressing the importance of engaging community leaders. The research identified significant barriers to care, including language barriers and distrust of mainstream healthcare systems. Recommendations included increasing diversity among mental health professionals and implementing policies to address disparities. Overall, the study highlighted the need for comprehensive, culturally sensitive approaches to destigmatize mental health and improve access to care in minority communities. Unique Contribution to Theory, Practice and Policy: The Social Cognitive theory, Intersectionality theory and Cultural Adaptation theory may be used to anchor future studies on mental health stigma in minority communities. The study on "Mental Health Stigma in Minority Communities" offered recommendations that contributed significantly to theory, practice, and policy. It emphasized the importance of culturally sensitive interventions, community engagement, education, policy changes, research, and intersectionality in addressing mental health stigma. By advocating for tailored approaches, collaborative efforts, awareness-raising campaigns, systemic reforms, and inclusive strategies, the study aimed to reduce barriers to mental health care access and promote a more supportive environment for individuals within minority communities.

Exploring Writing Process from The Social Cultural Theory

Exploring Writing Process from The Social Cultural Theory

Impact of Cultural Intelligence on Expatriate Performance in Multinational Corporations in Ghana

Purpose: The aim of the study was to assess the impact of cultural intelligence on expatriate performance in multinational corporations in Ghana. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: A study on the impact of cultural intelligence (CQ) on expatriate performance in multinational corporations (MNCs) operating in Ghana revealed significant correlations between CQ and various performance dimensions. Expatriates with higher levels of CQ demonstrated greater adaptation to the local culture, improved communication effectiveness, and higher job performance. These findings underscore the importance of cultural intelligence as a critical competency for expatriates navigating diverse cultural contexts, particularly in emerging markets like Ghana. Additionally, the study highlighted the need for MNCs to prioritize CQ development programs to enhance the success of expatriate assignments and improve overall organizational performance in culturally diverse environments. Implications to Theory, Practice and Policy: Social learning theory, self-efficacy theory and cultural distance theory may be use to anchor future studies on assessing the impact of cultural intelligence on expatriate performance in multinational corporations in Ghana. Develop and implement targeted cultural intelligence training programs for expatriates to enhance their effectiveness in diverse cultural environments. Advocate for the integration of cultural intelligence assessments into the selection and recruitment processes for expatriate assignments within MNCs.

STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA

STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA

PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

The study investigated principals’ instructional leadership role and lesson study program implementation in public secondary schools in Kajiado County. The objectives were to find out the role the principals played in supervising the implementation of the lesson study program and to find out the role the principals played in promoting collaborative practices when implementing the lesson study program. The study was anchored on Carrier’s instructional leadership model and Vygotsky’s social-cultural theory. A mixed-methods research approach was used with a convergent parallel mixed-methods design. The study’s target population consisted of 95 public secondary schools, 95 principals, and 651 mathematics and science teachers from Kajiado County, with a sample size of 29 principals and 248 mathematics and science teachers. This was achieved using probability and non-probability sampling techniques, which included purposeful, proportionate, and simple random sampling. The collection of data was done using an interview guide for principals and a questionnaire for teachers. A pilot study was conducted in two schools that had characteristics similar to those of the schools that were involved in the study. The research instruments were validated by experts with knowledge of instructional leadership from Tangaza University College and the Catholic University of Eastern Africa. The analysis of quantitative data was done using descriptive statistics, which included frequency distributions and percentages, and were generated using Statistical Package for Social Sciences (SPSS) version 25. The data was presented in the form of bar graphs, pie charts, and frequency tables. Qualitative data was analyzed using a thematic approach and presented using narratives and direct quotes. The findings revealed that secondary school principals carried out supervision throughout the process of lesson study by attending lesson study meetings, observing lessons, and giving feedback. They also discuss challenges encountered by teachers during lesson study implementation, such as limited time, lack of funds, heavy workload, and competing programs. School principals were also found to be supportive in terms of collaborations such as teamwork, peer lesson observation, and team teaching. However, the study found some challenges that face such collaborations which include a lack of clear understanding of lesson study by newly employed teachers as well as uncooperative teachers, especially those with many years of experience. The study concluded that despite the challenges facing lesson study implementation, public secondary school principals in Kajiado County make an effort to supervise lesson study implementation. The study also concluded that secondary school principals promote collaborative practices that support the implementation of lesson study programs. The study recommends that Center for Mathematics Science and Technology Education in Africa (CEMASTEA) organizes training on lesson study for mathematics and science teachers with a teaching experience of less than five years as well as sensitization workshops on lesson study for secondary school principals who are newly employed. Also, the study recommends that the Ministry of Education (MOE) develops a clear policy for lesson study implementation. The study suggests that further research be conducted to investigate lesson study program and students’ academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>

Writing Strategy, Influence of Social Media, Motivation for Reading: A Structural Model in Interpersonal Communication Skills

Aim: To identify the Model appropriate for evaluating students' interpersonal communication abilities.
 Study Design: Quantitative Causal Analysis.
 Place and Duration of Study: Region XII - SOCCSKSARGEN, Philippines, during the second semester of 2022
 Methodology: The data were collected using survey questionnaires to the 400 public senior high school students selected through stratified random sampling. Mean was used to evaluate the student's academic achievement, self-efficacy in language acquisition, test-taking techniques, and reading motivation. The association between reading motivation, self-efficacy in language learning, test-taking techniques, and students' academic performance was determined using Pearson's Product Moment association. Multiple regression was performed to identify the significant predictors of academic performance. The structural equation model was used to choose the best Model. Analysis of Moment Structure (AMOS) was used to conduct the Goodness of Fit Statistics for Alternative Models.
 Results: The findings showed that students had a high level of writing strategy; a moderate level of social media influence; a high level of motivation to read; and an excellent level of interpersonal skills. Moreover, the writing approach, social media influence, and reading motivation were significantly correlated with students' interpersonal communication skills. The best fit for the data was Model 5, which had consistent indices across all five analyzed models.
 Conclusion: The study's findings supported Vygotsky's Social Cultural Theory of Writing, emphasizing the role of motivation and social impact in students' communication skills development, and highlighted the importance of communication in fostering learning processes in the brain.

Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria

Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils’ academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils’ academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils’ numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils’ performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils’ performance in numeracy. Gender and school type did not significantly affect pupils’ academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.

Administrators’ Perception of Teacher-educators’ Exhibition of Pedagogical Skills and Implementation of Early Childhood Education Curriculum in Primary Teachers’ Colleges in Eastern Uganda

The major intention of this study was to assess the perception of college administrators on the extent to which Teacher-educators exhibit the required pedagogical Skills to be emulated by their trainees to the expectations of the Ministry of Education and Sports in Uganda. The authors of this paper were motivated by the notion that Teacher-educators ought to exhibit desirable pedagogical Skills as a mentorship strategy to their trainees. There is a persistent public outcry about the pseudo-trained graduates from Primary Teachers’ Colleges (PTCs) in Uganda. The objectives of this study were threefold, namely: (1) identify the pedagogical Skills stipulated in the ECE curriculum for teacher trainees in PTCs; (2) establish the extent to which teacher-educators facilitate their trainees to acquire the required pedagogical Skills in the ECE curriculum; and (3) find out the challenges associated with Teacher-educators’ competencies to exhibit pedagogical Skills in PTCs in Eastern Uganda. A phenomenology research design was adopted with a qualitative approach. Thirty-eight informant interviews and nineteen focus group discussion schedules were conducted with participants who included; Principals, Deputy Principals, the Director of Studies and an ECE Official from Kyambogo University. The key findings indicated that the Primary Teacher Education (PTE) curriculum of 2012 stipulates pedagogical Skills to be exhibited by Teacher-educators to their trainees; however, teacher-educators experienced the inability to exhibit desirable pedagogical Skills for their trainees to emulate. It was difficult for the Teacher-educators to offer what they never possessed. The greatest challenge reported by the majority of the participants was inadequate funding and yet ECE is a practical learning area and limited access to opportunities for Continuous Professional Development (CPD) courses for capacity building was yet another concern. It was therefore, recommended that Teacher-educators be trained to acquire desirable competencies in exhibiting pedagogical Skills so as to mentor and support their trainees. If the quality of teacher education is to be realised as expected, Teacher-educators’ CPDs on pedagogical Skills are crucial. Trainees are expected to tap into the vast experience of their Teacher-educators through mentorship as emphasised by the Vygotsky social-cultural theory.

A Critical Assessment of The Rising Wave of Criminal Activity and Perceptions of Social Work Roles Among Nigerian Youth

Aim: Crime is an ongoing phenomenon since the existence of human beings and can be seen in every society. When left unchecked, it becomes worrisome and creates fear in people's minds and causes untold suffering. Especially in developing countries, crime is present in every society, regardless of its level of development, which even hinders the socio-economic development of countries. This study aims to focus on the recently increasing crime rates in Nigeria, especially among the youth, to reveal the possible causes of this alarming trend, to point out the impact on Nigerian society and the pursuit of socio-economic development when left unchecked, and then to propose solutions to this anomaly.. Methodology: This study reads both social learning theory and cultural crime theory as a theoretical guide for the reader. A generative questionnaire design was used. Both quantitative and qualitative analysis were used to address the relationship between youth and crime in Nigeria. The Nigerian who manages to run this wins. The recruitment was from one thousand eight hundred (1800) youth selected from six (6) geopolitical regions in nigeria, selected through a multifaceted recruitment technique that included purposeful, stratified and quota exploitation methods. Qualitative data were analyzed using content analysis and direct citations, while quantitative components were analyzed using microorganisms and inferential statistics. Results: The gender of participants was found that 66.7% were male and 33.3% were female. Also 20% of the responders are unemployed or graduates. The questions were asked on reasons for the rising numbers of crimes committed by youths, indicate to the not enough policies of the federal to ameliorate this, youth unemployment and ways this menace can be tackled. Conclusion: These results showed It discovered that unemployment and lack of meaningful empowerment by government, among others, are responsible for high crime rates among youths. It recommends urgent efforts on the part of government to gainfully engage unemployed youths for decent means of livelihood while pointing mostly commensurate penalties and proper rehabilitation/mentorship to perpetrators of crimes to serve as deterrent to others.

Teaching Methods and Strategies on Learners’ Motivation in English Language Lectures in Higher Education in Kenya

Purpose: This paper sought to determine the teaching methods and strategies increasing learners’ motivation in English language lectures at the university level. The study was based on social cultural theory of learning.
 Methodology: The study adopted quantitative design, descriptive statistics method to understand the problem at hand. The target population consisted of 375 Bachelor of Education Arts students. Simple random sampling was used to sample 100 third year Bachelor of Education (Arts) students in a public university. Questionnaires and document analysis of research articles were used to collect raw data from 100 students. The data was analyzed using SPSS computer package.
 Findings: The teaching methods that highly motivated students were explanation, discussion, interactive lectures and demonstration, teaching methods that moderately motivated learners were task-based method, case study and communicative language teaching and least motivating was audio lingual method. Highly motivating teaching strategies were group discussion and presentation, CATs and drama and moderately motivating teaching strategies were class assignments, debate, term paper assignments, pair work and dialogues.
 Recommendation: Based on the study findings the study recommends that lecturers to strive to determine their learner’s needs and specific learning styles in order to adopt the correct teaching methods and strategies that motivate them to learn English language.

Application of Learner-Centered Methods in Developing Reading Skills Among Standard I and II Pupils in Hanang District, Tanzania

This study investigated the application of learner-centered methods in developing reading skills among standard one and two pupils in the Hanang District, Tanzania. The study was guided by social cultural theory developed by levy- Vygotsky of 1896 to 1934. The study adopted a convergent design under the mixed method research approach. The target population of the study consisted of all public primary schools in the Hanang district, whereby Purposive and Simple random sampling techniques were used to sample 57 respondents, including the 18 head teachers, and 38 teachers. Interviews guide was conducted for the District Education Officer and the head teachers, while questionnaires was administered for teachers and an observation guide was used to observe classroom teaching among standard one and two pupils primary schools in Hanang district., The content validity of the instruments was determined by giving the instruments to the research experts from Mwenge Catholic University, while the reliability coefficient was calculated using Cronbach’s Alpha. Quantitative data were analyzed using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS). The qualitative data were summarized, coded, analyzed, and presented in narration form according to the themes generated from the research questions. Finding indicates that LCM was applied in developing reading skills and most of the teachers, heads of schools and district education officers agreed that teachers apply LCM in teaching and learning process though some methods are not applied due to different challenges like lack of enough skills about certain method example the use of simple word cards most teachers can not differentiate between simple word cards and wall words, also some teachers did not apply LCM because of lack of resources and facilities especially the use of audio clip in teaching and learning because many schools in Hanang district lack electicity.The study concluded that LCM is applied in developing reading skills though there are still some challenges need to be considered so that LCM can be effectively applied by the teachers in developing reading skills. Study recommends that number of classroom should be added so that the number of pupils can balance so that LCM can be effectively applied, also the study recommend that in-service training should be conducted so teachers can update their skills in application of LCM.

Legal Regulatory Framework and the Performance of Women Owned Enterprises in Kenya A Study of Embu County

Micro and Small Scale Enterprises play a major role in strengthening the Kenyan economy. The Sessional Paper No. 2 of 1992 on Small Scale and Jua Kali Development in Kenya focused on the role of Micro and Small Enterprises and stressed the potential of the MSE sector to function as a catalyst of growth for the country’s development. The Micro and Small Enterprises and especially those owned by women are a useful tool for Poverty reduction (45%), Promotes Rural Urban balance and stimulate Entrepreneurial spirit and development. Despite their significance, past statistics indicate that three (3) out of five (5) businesses fail within the first few months of operation. The study aimed at determining the influence of Legal and Regulatory Framework on the Performance of Women Owned enterprises. Literature related to the variables of the study was reviewed in relation to Performance of Women Owned Enterprises. The Social Cultural Theory of Entrepreneurship was used in the study. The study employed a cross sectional descriptive research design and employed a positivism philosophy. The study sample size was 260 respondents identified through two stages of probabilistic sampling techniques; stratified and simple random sampling because of the population’s homogenous characteristics. Data was collected using structured questionnaire and interview guide. Reliability testing was carried out using Cronbach’s Coefficient Alpha test, which was found to be above 0.7, it indicated satisfactory reliability. Descriptive and inferential Analysis was carried out. Inferential Statistics used the simple linear regression model and ANOVA. For the specific objective, the decision to reject or fail to reject the null hypothesis was based on the significance of coefficients (p < 0.05) of the variable in the fitted regression. The study found the influence of Legal and Regulatory Framework on firm performance to be insignificant. The findings of this study supports and add knowledge to previous studies on entrepreneurship. The results support the Social Cultural Theory, that entrepreneurship can develop in an environment when its regulation, ethos, philosophies, standards and code of practices permits a variety of choices and where social, political and economic processes and procedures are not rigid and in a situation which encourages the development of personalities interested with enterprises. The study recommends all stakeholders in entrepreneurship, policy and practice and women entrepreneurs to enhance the application of Legal and Regulatory Framework in the Women Owned Enterprises in Embu County.

Value Orientations and Institutional Trust as Contributors to the Adoption of Online Services in Youth: A Cross-Country Comparison.

Internet usage data from around the globe show that adolescents are the most frequent Internet users, but mostly for leisure activities and maintaining social contacts. In the present study, we focused on Internet use for e-services, which could improve youth efficiency in the financial domain (responsible consumer behaviour) and bridge the online divide in youth. Specifically, we explored how societal constructs (namely, institutional trust and personal values) influence the use of the Internet for online shopping, e-banking and communication with providers of goods and services online. We used a representative sample of adolescents (N = 10.902) from 10 countries of Southeast Europe where a great variability in Internet use is present, and where the use of e-services is generally lower than the EU average. This also allowed for meaningful cross-country comparisons. We tested a structural equation model of values predicting the use of the Internet through institutional trust (including some relevant demographic variables such as settlement size, SES and Internet use frequency) which was grounded in social capital theory, cultural theory and Schwartz human values model. The model exhibited a good fit to the data but the strengths of regressional paths were rather modest. Looking into the cross-country stability of the model, however, revealed some notable differences: while the relationship between trust and use of the Internet for e-services was modest in some countries, the relationship was insignificant in other countries, where Internet usage is lower in general. This suggests that strategies aimed at leveraging e-services and digital technology potential in youth should also account for cultural specificities in the transitional economies and cultural settings with sub-optimal adoption of digital services.

From a private collection to a state museum: Pauls Stradiņš Museum of the History of Medicine

In 2021, Pauls Stradiņš Museum of the History of Medicine in Rīga (Latvia) will celebrate 60 years since it acquired the status of a state museum. This article describes the history of its creation, the work of the museum from 1961 to 2019, its basic functions and structures, the consequences of ideological deviations, and outlines the vision for the future development of the museum.&#x0D; On the one hand, the museum is based on the idea and collection of Doctor Pauls Stradiņš, an avid enthusiast, and his skill in keeping, supplementing, and improving his collection and legalising it as a state-run institution. However, no less important has been the attitude of the public and the authorities towards this institution, public support for P. Stradiņš’ idea. The relatively liberal attitude towards the initially private museum is explained by the fact that healthcare was declared one of the priorities of the Soviet Union, and the history of medicine was ideologically a relatively neutral field. In addition, the “national” moment was less emphasised in P. Stradiņš Museum – in the context of Latvia, the museum mainly showed folk medicine, fighting against epidemics, medicine in cities but did not highlight medical achievements during the years of Latvia’s independence.&#x0D; The paradigm of the museum has changed today. Aspects of medicine, as in natural and technological sciences, which are within the competence of social history, anthropology and cultural theory have come to the fore. The experience of the global pandemic has brought conflict and tension into and around health in public opinion. This calls for a review of the six decades of exhibition traditions and the dynamics of the relationship with the museum’s existing and potential audience, which has been cultivated for six decades.

An Analysis of the Affordance Transformation Path in English Grammar Teaching Based on Ecological and Social Cultural Perspectives

The affordance of grammar teaching is the action possibility or opportunity that the learner perceives and the grammar learning environment provides. From the perspective of ecological and social cultural theory, the occurrence mechanism of grammar learning is the “perception-action” cycle of the interaction between the learner and the learning environment. Therefore, grammar teaching should pay attention to the effective transformation of environmental affordances. Against the background of information technology, the effective transformation of grammar teaching can be analyzed from three aspects: ecological task design, ecological network environment support and ecological learning community construction. The analysis results suggest that grammar teaching should focus on the implementation of overall teaching, pay attention to individual differences, and give full play to the initiative of students.

Teacher Education: Revamping Professionalism in the Teaching Profession through ICT and Socio-cultural Approaches

Education is known to be a lifelong process capable of transforming positively the behaviors of individual members of the society. It therefore becomes imperative for Information and Communication Technology (ICT) as well as social-cultural factors to be harnessed in meeting the desired goals of education. No doubt, since the past few decades, ICT has become an essential component of the education system used in building skills and competencies of students as well as the use of native languages, signs and symbols. Unfortunately, review of various research findings has shown the poor utilization of ICT and social-cultural approaches such as native languages, cultural tools, as well as Zone of Proximal Development (ZPD) in the education system which has in turn affected education. This is due to poor knowledge on the use of ICT devices and programmes as well as the inability of most teachers in the application of social-cultural theory in education. This paper discusses the integration of ICT and socio-cultural factors in teacher education. The contribution of this paper to knowledge is on the current debates on bridging the gap between qualified and unqualified teachers which has become a bane for future development of knowledge by harnessing ICT and socio-cultural opportunities. The paper recommends among others the introduction of professional programmes specifically designed in batches to help equip teachers on the best way to influence learners’ cognitive development through ICT, use of native language, as well as how various cultural practices and norms in the educational environment can be managed in meeting the goals of education.

Factors Influencing Academic Performance of Learners with Visual Impairment in Inclusive Primary Schools in Uriri Sub-County, Migori County, Kenya

Learners with Visual Impairment have varied nature of difficulties that require special attention in curriculum implementation if they have to achieve good academic performance. These learners require comprehensive educational programs such as individualized techniques and services, appropriate assessment and instructional adaptation that enable them to complete current and future tasks in the school, home, workplace and community. Academic performance of learners with visual impairment is measured through examination (KCPE) in inclusive primary schools in Uriri sub -county. The poor performance has raised concern and effort has to be made to find out factors leading to this problem. Therefore, the purpose of this study was to find out factors influencing academic performance of learners with visual impairment in inclusive primary schools in Uriri sub-county, Migori County, Kenya. Objectives of the study were to determine the influence of teachers’ and parents’ attitude on academic performance of learners with visual impairment. The research hypotheses were drawn from the objectives of the study. The study adopted a descriptive survey research design. Saturated and purposive sampling techniques were used to select 3 head teachers, 28 teachers and 23 parents, giving a study population of 54 respondents. Piloting was done in one of the integrated public primary schools in Rongo sub-county to establish the reliability of the instruments where 1 head teacher 4 teachers and 3 parents were used in piloting. Internal consistency reliability coefficient was used to determine reliability of the instruments. Cronbach’s reliability coefficient of above 0.70 was obtained for teacher’s and parent’s questionnaire, hence was considered reliable. Validity was determined by the supervisors and lecturers from the department of Educational Psychology, Rongo University. The analysis of the data was performed using Statistical Package for the Social Sciences (SPSS) version 20. Quantitative data was collected using a questionnaire. Qualitative data was collected using interview schedule. The quantitative data obtained was analyzed using percentages, means, standard deviation, weighted averages, Pearson’s correlation, and binary logistics regression while qualitative data was coded, transcribed and organized thematically. Lev. Vygotsky social cultural theory was applied. The theory considers the society and its culture as the main source of child’s development. Ethics was observed during both data collection and reporting of findings. The study established that; teacher attitude had a positive moderate significant influence (r= .537, p&lt; .05), parent’s attitude had a positive weak influence which was not statistically significant (r= .243, p&lt; .05) on academic performance of learners with visual impairment. Based on the odds ratio, teachers’ attitude had an odds ratio of 3.337, and parental attitude had the least odd ratio of 1.5. This implied that teachers attitude had the greatest influence on the performance of learners with visual impairment. Parental attitude had the least influence which was not statistically significant. The study therefore concluded that teachers’ attitude is the key driver of the performance of learners with visual impairment and parents’ attitude towards learners with visual impairment should be enhanced as reflected by the ratings. The study is significant to education policy makers, planners and implementers on how to organize seminars and workshops on attitude change, will help teachers and other stakeholders change their attitude towards learners with visual impairment and lastly give baseline to other researchers to carry out further research on the same topic. Based on the study findings it is recommended that teachers and parents of learners with visual impairment be encouraged to be more positive and closer to the children.

Rubbing elbows with them: Building capacity in STEM through science and engineering fairs

AbstractUsing social cultural career theory (SCCT) linked with tenets of equity, we examined the role of participation in science and engineering fairs (SEFs) on youth's science, technology, engineering, and mathematics (STEM) educational and career choices. We analyzed data for evidence of the SCCT constructs of self‐efficacy, interest, and learning experiences using constructs of Native American (NA), culturally responsive, and rural equitable pedagogies. Qualitative data included semi‐structured interviews, focus groups, practice presentations of SEF prtojects, classroom observations, and mentoring students. Quantitative data consisted of two surveys: STEM Semantics Survey and the Motivation Strategies for Learning Questionnaire. Qualitative results reveal how the teacher built self‐efficacy using equitable pedagogy by putting the students in control of their projects, created a network of experts in various science disciplines, developed a culture of mentorship that promoted belonging, and removed barriers for student participation by blending academics with culture for NA and rural mixed socioeconomic status students. She evoked asset‐based pedagogies that inspired students to further their education and go into STEM fields. Quantitative findings reveal former student's orientation to participation in science fair activities related to their high interests, perceptions of a challenge, curiosity, and emerging mastery, where students demonstrated high dispositions in science and engineering and self‐identified as STEM people. Implications include the use of SCCT, linked with equitable pedagogies to understand interest in STEM fields, mentoring, tapping into the expertise of local professionals to support development of projects, and navigating cultural barriers to provide access for underrepresented youth.