Years Of Basic Education Research Articles

Influence of Democratic Leadership Style on Teachers’ Performance in 12 Year-Basic Education in Nyaruguru District, Rwanda

Numerous studies have found that democratic leadership style is commonly applied in Rwanda schools. However, less is known about its influence on teachers’ performance in 12 year-basic education. This article intends to investigate the influence of democratic leadership style on teachers’ performance in terms of instructional planning, student assessment, and teacher-parent collaboration. A quantitative method was used for data collection, utilizing a correlational research design with a sample size made of 164 teachers and 12 head teachers for 12 schools. Proportional sampling was used in determining the number of teachers from each school, simple random sampling to select teachers from the total number of teachers at each school, and purposive sampling to select all head teachers. Data were gathered through the questionnaires distributed to the teachers. Regression and correlational analyses were conducted using SPSS (version 27). The findings revealed that the democratic leadership style has a positive influence on teachers' performance in 12-year basic education. Specifically, 94.7% of the variation in teachers' performance is explained by the democratic leadership style, as indicated by an R-square value of 0.947. The results show that as head teachers increase the use of democratic leadership, teachers' performance improves in areas such as instructional planning, student assessment, and teacher-parent collaboration. Based on these findings, government is recommended to establish a policy framework that explicitly explains and encourages the application of democratic leadership style in 12 year-basic education.

Examining the Influence of Transformational Leadership Style on Teachers’ Performance in 12 Year-Basic Education in Nyaruguru District, Rwanda

While numerous studies determined leadership styles in schools, limited research addresses the specific impact of transformational leadership on teachers’ performance in 12-year Basic Education. This study examined influence of transformational leadership on teachers’ performance in 12 Year Basic Education in Nyaruguru district, Rwanda. The study employed quantitative approach with correlational design, utilizing regression analysis and correlational analysis. This study used the sample of 164 teachers from 12 schools in Nyaruguru district. Proportional sampling determined the number of teachers from each school, and simple random sampling selected individual respondents. Data were collected via questionnaires and analyzed using regression and correlation techniques with SPSS (version 27). Results indicate a significant positive relationship between transformational leadership and teacher performance: individualized influence accounts for 71% of performance variation, idealized influence 70.6%, intellectual stimulation 58.8%, and inspirational motivation 45.9%. Increased use of transformational leadership by headteachers enhances teachers' performance in instructional planning, student assessment, and parental collaboration. The study recommends that the government provide guideline documents on transformational leadership for schools and encourages headteachers to adopt this style to enhance teacher performance.

Use of School Data Management System (SDMS) For Performance of Students in Twelve Years Basic Education in Rwanda

This paper assessed the use of school data management system in performance of students in twelve years basic education in Musanze District. The Research project aimed to achieve the following objectives: to evaluate the DSMS types of financial services in use for the performance of students of 12YBE; to assess the role of SMS academic evaluation in the performance of students of 12YBE; to show how SDMS helps in school infrastructure management for the performance of students of 12YBE; and to ascertain the effects of SDMS personal identification in the performance of students of 12YBE. The research project employed a descriptive survey design, incorporating both quantitative and qualitative methodologies. The target population was 1,130 respondents projecting in education sector Musanze District. In this Research project 339 respondents were sampled from 1,130 teaching staff. This sample was scientifically determined using an appropriate research project formula. The sample size was determined using Slovin’s formula. Stratified random sampling was implemented, wherein strata were established according to the schools. The primary data were collected using questionnaires elaborated for 339 respondents. For validity, the questionnaire was shared with seasoned research project for their inputs which were taken into consideration before piloting the questionnaire and conducting comprehensive data collection. The data analysis encompassed both quantitative and qualitative methods. Quantitative research project involved precise measurement techniques to yield accurate mathematical outcomes. Data were presented in tables and graphs, and quantitative data were analyzed and interpreted using the Statistical Package for Social Sciences (SPSS) software. The findings were done for only 330 respondents as 9 questionnaires were not returned. So, the findings from 330 respondents showed that the use of School Data Management Systems (SDMS) in Rwanda’s 12-Year Basic Education system has demonstrated significant potential to enhance educational practices and improve student outcomes. The comprehensive analysis conducted in this Research project reveals strong correlations between SDMS implementation and various facets of student performance, academic evaluation, infrastructure management, and personal identification. Recommendations have been provided to both SDMS users in schools and MINEDUC to optimize SDMS utilization, ensure sustainable implementation, and foster data-driven decision-making.

Scientific Skills Present in Chilean School Textbooks from First to Fourth Grade in Natural Sciences

Objective: This research focused on identifying and classifying the scientific skills present in Chilean school textbooks of Natural Sciences from the first to the fourth year of Basic Education. Theoretical Framework: We sought to determine their presence, frequency, cognitive level and types of skills, comparing them with curricular documents and UNESCO declarations on the subject. Method: The study, descriptive in nature, employed the integrative method, using document analysis to compile quotations, patterns of behavior and categories. For quantitative aspects, descriptive statistics were used, analyzing by course and thematic units. Results and Discussion: It was found that the most promoted skills were observation and explanation, fundamental for scientific learning. Scientific skills were identified at all educational levels, varying in frequency. Third and fourth year showed a greater frequency and variety of higher cognitive level skills, although some, such as creating, evaluating, reflecting and imagining, did not have the expected frequency. The lower cognitive skills did not show significant differences between educational levels. The scientific skills present in the school texts coincide in general with those declared in the Curricular Bases and by UNESCO, both in type and educational level. Implications of the investigation: the investigation implies that the scientific skills that declare the Curriculum Bases and scientific literature are promoted, mostly, in school texts on Natural Sciences for basic education, verifying correspondence between the documents. Originality/Value: the study contributes to literature by contributing new knowledge to the state of affairs of the knowledge of Natural Sciences in basic education, as well as highlighting the need to promote more creativity and imagination in school texts. At the same time, the results will be an input for teachers to pay more attention to higher-level scientific processes.

Causes of Academic Challenges in English Writing Skills at the 12-Year Basic Education Level in Karongi District, Rwanda

Causes of Academic Challenges in English Writing Skills at the 12-Year Basic Education Level in Karongi District, Rwanda

Development of Media Authoring Tools to Improve Learning Outcomes in Mathematics Class V Elementary School

Education is an important aspect in the development of a nation, with the main goal of the Indonesian government to complete 9 years of Basic Education. One of the efforts to improve the quality of education is through the development of media authoring tools in learning mathematics in elementary schools. This research aims to create interactive learning media that can help grade V students understand mathematics concepts better. By using authoring tools, teachers can create interesting learning materials and make it easier for students to learn. The graduate competency standards set by the government are also a reference in the development of this media. It is expected that through the use of authoring tools, students' mathematics learning outcomes can improve significantly

Kurikulum Pendidikan di Indonesia dan Jepang: Sebuah Analisis Komperatif

Japan is recognized as having a superior education system in the world because of its complete facilities and competent human resources. Developing countries often point to Japan as an example for raising educational standards. This research aims to determine the comparison of educational curricula in Indonesia and Japan. The method used in this research is Literature Review, namely by conducting research on scientific articles, books and other sources that are relevant to certain problems, research fields, or theory, as well as several other documents that have been published. The results of this research are: 1) The level of education in Japan is the same as in Indonesia, consisting of nine years of basic education (primary school and junior high school), three years of senior high school (general and vocational tracks), and higher education, 2) The Japanese curriculum is revised every ten years, while the Indonesian curriculum is revised every time there is a change in leadership. 3) The general aim of education in Japan is similar to that in Indonesia, namely developing the potential of students. Japan's goals are more specific and include various characteristics that Japanese children must have. 4) The subjects taught in elementary school classes in Japan and Indonesia have significant differences, especially in terms of language and the variety of lessons taught. Apart from that, the learning approaches and curricula in the two countries also show striking differences, with different emphasis on language and certain skills. 5) The Indonesian curriculum adopts scientific methods and a project-based learning approach with teachers as facilitators, while the Japanese curriculum uses lesson study. with an open approach and problem solving, where the teacher acts as a facilitator with the principle that children must understand, can, and the class must be fun, 6) Both Indonesia and Japan do not apply the National Examination (UN) in assessment.

Poor socioeconomic outcomes: Completion of the final examination after lower secondary education mitigates risks associated with gestational age.

To investigate the influence of gestational age (GA) on the association between completion of the final examination after 10-11 years of basic education and education, financial independence and income in early adulthood. A nationwide register-based study including individuals born in Denmark between 1990 and 1992. Completion of the examination was evaluated at age 18 and education, financial independence and income at age 28. Of 165 683 individuals included, 15.7%, 10.8% and 5.5% had low educational level, were not financially independent and had low income. For those who completed the examination odds ratio (OR) ranged from 1.03 at GA = 32-36 weeks to 1.25 at ≤27 weeks for low education, from 1.10 to 0.91 for not being financial independent and from 1.06 to 1.48 for low income. For those who did not complete the examination, OR increased from 7.55 at ≥37 weeks to 15.03 at ≤27 weeks for low education and from 4.68 to 15.31 for not being financial independent. For low income, OR was 2.57 and independent of GA. For individuals who completed the examination, the odds of poor socioeconomic outcomes were independent of GA. Individuals who did not complete the examination had increased odds of poor socioeconomic outcomes, particularly as GA decreased.

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

The Impact of English Printed Books on Improving Students’ English Reading Skills in Twelve Years of Basic Education in Remote Areas: A Case Study of Muhanga District, Rwanda

Measures of central tendency in primary education textbooks in Chile

This study analyzed the tasks associated with measures of central tendency proposed to Chilean students from 5<sup>th</sup> to 8<sup>th</sup> year of basic education. For this purpose, the activities involving mean, median, and/or mode were identified through the revision of two series of textbooks (16). The units of analysis were (1) type of measure, (2) task, (3) context, (4) support, and (5) cognitive skill. The main findings allowed us to indicate that the texts are aligned with the curricular guidelines, with tasks mostly associated with mean and mode, prioritizing calculation. Additionally, the tasks lack a context that gives meaning to the data. The support in which the data is presented is written and tabular. Finally, regarding the type of cognitive skills with the greatest presence in the textbooks, these are at a basic level.

Textualization of Curriculum Guidelines for Mandarin Chinese Language Instruction in 12-Year Basic Education

Textualization of Curriculum Guidelines for Mandarin Chinese Language Instruction in 12-Year Basic Education

Revisiting the 12-Year Basic Education Policy: A Perspective on the Legalization of Educational Policies

Revisiting the 12-Year Basic Education Policy: A Perspective on the Legalization of Educational Policies

Towards the Important Issues of the 12-Year Basic Education 2.0

Towards the Important Issues of the 12-Year Basic Education 2.0

The Criticism of Change of Senior Secondary Education After the Implementation of 12-Year Basic Education

The Criticism of Change of Senior Secondary Education After the Implementation of 12-Year Basic Education

An Analysis of The Effectiveness, Dilemma and Coping Strategies of Implementing High School Quality Plan in The 12-Year Basic Education Policy

An Analysis of The Effectiveness, Dilemma and Coping Strategies of Implementing High School Quality Plan in The 12-Year Basic Education Policy

Possibilities in teaching planning to make mathematical knowledge accessible to students with autism spectrum disorder

This article presents part of the analysis conducted in a study to indicate and substantiate possibilities for planning mathematics teaching in the initial years of basic education for students with autism spectrum disorder. Engeström’s activity theory guided the investigation as a theoretical and methodological tool, directing data organization and the design of the analyses. This qualitative study had activities prepared by teachers as its data source. The research revealed that, for the teaching process to effectively contribute to mathematics learning by students with autism spectrum disorder, elements that allow the planning of teaching activities based on the construction of meanings of the mathematical objects studied and the development of skills that precede them must be considered.

Friendship and Socio-Emotional Skills in 3rd / 4th Year Students in Portuguese Basic Education

We carried out quantitative research (descriptive, exploratory, transversal, explanatory) analyzing interpersonal/social friendship relationships (acceptance/refusal) and the mastery of socio-emotional skills in four classes with 3rd and 4th year students of basic education (sample N=91 students), in a School Group in Castelo Branco in Portugal, in the Pre-COVID period (November 2019), not being able to carry out the intervention of an Emotional Intelligence Development Program in these study subjects. We investigated the significant differences between the social friendship relationships (sociometric friendship test) of students in the 3rd/4th year of basic education and the analysis of the results obtained by the Emotional Skills Questionnaire. The study was guided by the following objectives: analyzing the acceptance/rejection of the relationship of 3rd/4th year students from the four basic education classes; verify the significant differences in friendship relationships between 3rd/4th year students by gender; know the differences between 3rd/4th year students by class in emotional skills; Determine the socio-emotional skills by gender of 3rd/4th year students by class. The results obtained confirmed that certain student behaviors in the group/class constitute an indicator of effective and valued social skills in this socialization context.

Activities Based on Sustainable Education to Foster Students’ English Language Speaking Skills

A quantity- qualitative research was developed at San Daniel Comboni School in the province of Esmeraldas in 2023, with the main aim of the investigating on some activities based on sustainable education to foster students’ English language speaking skills. The methos used were the documentary and explanatory study based on the socio-pedagogical project model with a quantitative approach, also it was used the Inductive – Deductive Metho, Analysis and Synthesis and Statistical one. The technique applied was the survey and the instrument was a questionnaire, and a sample of 46 students in the sixth year of Basic Education and 6 teachers of the mentioned school. The results obtained determined that in the classroom teachers are interested in applying tools focused on sustainable education so that students can strengthen the oral expression of the English language. Therefore, it is concluded that some activities based on sustainable education to foster students’ English language speaking skills in the sixth year of Basic Education students at the San Daniel Comboni School, located in Esmeraldas, in the period 2023. This fact is due to the fact that, through the use of teaching strategies, techniques and teaching resources, it is possible to encourage students to communicate in a natural and simple way in English, and being aware of what is happening around them.

Study of images in French as a foreign language class: Between fixed image and moving image

We were interested in the image. The latter, visual and figurative representation, has always been part of the means used in the teaching-learning of languages, we note that this support is always present in the language class, because in addition to its aspect of humor, the image is capable of explaining the linguistic code, by referring to another code. Thus, the image as a teaching aid could also have a considerable impact on the comprehension of writing among learners in the 7th and 8th years of basic education. This article is particularly interested in the teachers responsible for the information and communication technology course and the designers of programs and manuals. The main objective of the article is to give attention to this support likely to facilitate the teaching/learning of the French language. It first presents two types of images: a still image medium, namely a comic strip and an animated image medium, namely a video extract and scriptural and intercultural skills and Then, he focuses on to descriptive data taken from questionnaires intended for students concerning these aforementioned skills. The article also examines the relationships between the use of images in the teaching-learning process and the two skills.

Parents’/Guardians’-Students’ Academic Discussions and Students’ Academic Performance in Twelve Years Basic Education Schools in Rwanda

The current study investigates parent-student academic discussions and student’s academic performance in twelve years basic education schools in Rwanda, a case of Gasabo district. Objectives of this study comprise the following: to ascertain parent/guardian-student academic discussion practices in twelve years of basic education, to investigate the effect of parents/guardians-students' academic discussion on students' performance in twelve years of basic education and to examine the relationship between parent-student academic discussion and students' academic performance in twelve years basic education in Gasabo district. The study was conducted after a careful review of related literature and an understanding of the research area in connection with the research topic under investigation. In this study, the research used a descriptive survey design employing a mixed research approach. Quantitative and qualitative data were collected from the target population of 150 parents, 360 students, 25 teachers, 12 deans of studies (DOS) and 8 head teachers. The researcher adopted purposive simple random sampling techniques and used Slovin’s formula to determine the sample size of 233 participants. The Statistical Product and Service Solutions was used to code, edit, process and analyze the collected raw data through descriptive statistics. The findings from objective one indicate that 65.5 % disagreed that they share the daily learning experience at home with their parents. In contrast, those from objective two revealed that 61.9% and 23.8% of parents who participated in the study strongly agreed and agreed that their style of academic discussion of career aspirations with students enhances students' interest and motivation, which determines students' effort to achieve good grades/scores, and finally, the findings from objective three showed a mean performance of 37.7460, a standard deviation of 1.75028 and a significant Pearson’s correlation (r = .515) between parent/guardians-students' academic discussion and students' academic performance. In contrast, the mean of 36.9365 and standard deviation of 2.18406 without academic discussion were obtained. This implies that academic discussions enhance students' learning and academic performance. The findings of this research encourage parents to discuss academic matters with students since academic discussions enhance students' academic performance.