Abstract:Information technologies have affected every aspect of human activity and have a potential role to play in the field of education and training, the need of new technologies in teaching learning process grows stronger and faster in Rwanda. The purpose of this study was to analyze what is happening in Rwanda Primary Schools regarding the integration and use of information and communication technologies (ICT) in teaching and learning. In order to identify and get deeper understanding of those issues, the research has applied qualitative and quantitative approaches. Data collection was done using structured questionnaire to address different variables and observation while secondary data has been collected using different books and online written materials. Findings have been analyzed by using IBM SPSS Statistics 25 and interpreted by comparing them with the other researchers’ findings. The findings spotted the key problems that affect the movement from traditional education to technology enabled education in primary schools, among others; the high cost of connectivity as confirmed by 75.5% of respondent, lack of/or insufficient facilities and internet in schools agreed by 85.1% of respondent, lack of/or poor technical support agreed by 75.5%, insufficient or lack of trainings for teachers as shown by 75.5% of teachers. The researchers concluded that the existing benefits in using ICT in education system completely outweigh the existing disadvantages, so the parents, teachers and school leaders, Mineduc and Government of Rwanda were advised and recommended in this research.

Abstract:It is significant for teachers to find strategies of promoting outdoor experiences for young children. The purpose of the study was to find out the Strategies ECDE Teachers Use in Providing outdoor Play Activities and Learning in pre-schools in Borabu Sub-County. The study was based on Descriptive survey design. It involved; 44 primary school head teachers, 44 pre-school lead teachers and 309 final pre-school class pupils, selected using cluster, purposive and simple random sampling design respectively. Data was collected using questionnaires, interview schedule and observation checklist. The major findings includes: majority (88.7%) of the pre-school teachers were found to plan for the lessons. The study further found that more than half of the pre-school teachers always plan for outdoor activities. Also the study established that majority of the pre-school teachers always or sometimes directed or guided pupils during play time, made use of ideas from pupils to enhance play activities, utilized. In ensuring safety measures in the playground space, teachers were developing age appropriate play equipment and arrangement of play equipment in the play space. Even when teachers initiated the activity, they still allowed children the opportunity for processing and problem-solving. Teachers communicated to children that they were willing to let them lead in the exploration of ideas and solutions. There is need for the improvement of the outdoor environment because of its indirect and direct implications on pupils learning and development.

Abstract:This study was conducted as an action research to determine the factors affecting the performance of Out of School Youth (OSY) students in composition writing in Palauig District, Philippines. The descriptive survey method was utilized to determine student performance in composition writing and its relationship to the degree of seriousness of the problems encountered by students in taking the course. The study involved a total of fifty (50) respondents enrolled in Alternative Learning System Program in Palauig, Zambales. The researcher utilized the survey-questionnaire constructed and developed based on existing literature. The data obtained from the respondents were tallied, tabulated, analyzed and interpreted accordingly using descriptive and inferential statistics. Findings revealed that sex, and reading materials used at home were predictors of the performance in composition writing.  Further analysis of data revealed that female student performed well as compared to male OSY students.

Abstract:This study was conducted to compare the teaching performance and licensure examination ratings of faculty with education and non-education degrees from selected public and private higher education institutions in Region III, Philippines. The descriptive survey method was utilized to determine the teaching performance and licensure examination ratings of the faculty with education and non- education degrees. The study involved a total of three hundred two (302) respondents randomly selected from each participating higher education institutions in Region III. The selected institutions were labeled A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, and S to maintain secrecy and confidentiality of their responses. The researcher utilized the survey-questionnaire constructed based from AACUP. The data obtained from the respondents were tallied, tabulated, analyzed and interpreted accordingly using descriptive and inferential statistics. T-test revealed significant differences in the LET ratings of faculty with education and non-education degrees in General Education and Professional Education and significant relationship between the teaching performance and LET ratings of faculty with education and non- education degrees.

Abstract:The Purpose of the study was to explore the relationship between extraversion and gambling tendencies among secondary school students in Nyamira South Sub County, Kenya. Objective was to determine the association between extraversion and gambling tendencies among students in Nyamira South Sub-County. It was informed by Eysenck’s theory of Personality and a conceptual framework. The study adopted concurrent triangulation research design within the Mixed Method Approach. The Units of analysis were 50 secondary schools. The target populations were 12667 students, 50 Guidance and counselling Teachers (G&C Teahers), 52 Deputy Principals and 50 Parents and Guardians. The sample consisted of 370 students (Krejcie and Morgan 1970), 15 G&C teachers, 15 Deputy Principals and 15 Parents and Guardians. The schools were arranged into homogeneous groups and then picked through simple random sampling while the students were selected through simple random sampling. Data was collected through use of questionnaires and interview schedule. To ensure validity of instruments, the instruments were developed under close guidance of the researchers’ Supervisors. To test for reliability, test-retest technique was applied and a correlation coefficient of 0.797 was obtained. Data was analysed using descriptive statistics such as percentages, mean and frequency counts and inferential statistics such as Karl Pearson’s and correlation and regression analysis. Qualitative data was analyzed on the basis of themes and sub-themes that emerged from the study. The study found out that there was a statistical significant association between extraversion and gambling tendencies (, = 12.558  ˃ = 3.84).The study concludes that Students exhibiting strong extroversive personality subtype traits have a higher frequency of gambling tendencies than other personality subtypes. Furthermore, extroverts are more likely to develop into pathological gamblers as compared to others because more are easily addicted. This study may be significant to Students in secondary schools, G&C teachers, Parents and Guardians and Board of Management of schools. A study on effects of gambling in teaching and learning in secondary schools in Kenya would expound the present study. 

Abstract: The purpose of this study was to explore the relationship between group polarization and attitude towards work among secondary school teachers in Gucha Sub County. Objectives were: to find out the relationship between social comparison and attitude towards work among teachers, to find out the relationship between persuasive arguments and attitude towards work among teachers.The study adopted the Concurrent triangulation research design within the mixed methods approach. It was further informed by Decision Emergence Theory by Fisher (1968). The units of analysis were 20 secondary schools. The target population was 278 teachers, 21 Deputy Principals (D/Ps) and 1 Sub-county Quality Assurance and Standards Officer (SCQASO). The sample constituted 71 teachers, 6 D/Ps  and 1 SCQASO. Teachers were picked out through stratified random sampling technique while the D/P’s and the SCQASO were selected through purposive sampling. The instruments of data collection were questionnaires and interview schedules. Validity of the questionnaires was ascertained by the researcher’s supervisors. Piloting was done in two secondary schools outside the sub county. Split half technique was used to work out the reliability of the questionnaires and a reliability coefficient of r=0.876 was obtained. Quantitative data was analyzed by descriptive statistics such as the mean, frequency counts and percentages and inferential statistics such as Karl Pearson’s Product Moment correlation and presented in tables. Qualitative data was also analyzed using the thematic analysis. The results indicated a strong positive relationship (r=0.816) between social comparison and attitude towards work. The coefficient of multiple determination (R²⁾ was 0.667 which means that 66.7% of the variability in attitude towards work was predicted by social comparisons amongst the teachers. This variability is large, meaning that social comparison among teachers is one of the major factors that influence the attitude of teachers towards their work. There was a medium positive relationship (r=0.522) between persuasive arguments and attitude towards work. R² was 27.3%. Therefore, persuasive arguments were responsible in predicting 27.3% of the variability in attitude towards work. The study therefore revealed that the independent variables viz: social comparison and persuasive arguments together explain 71.8% of the variability in attitude towards work among teachers. 29.2% of attitude towards work among teachers can be explained by other factors not investigated by this study. The study concluded that there was a significant relationship between group polarization and attitude towards work among teachers. It was recommended that the Ministry of education through the Principals should ensure that teachers are provided with a satisfying work environment so that teachers may not regroup and form negative attitudes. The study may be significant to teachers, principals and education officials. A study on the influence of teachers’ working environment on teachers’ attitudes would expound the present study.

Abstract:The study focused on determining the training needs of Grade 1 and 2 Teachers teaching K-12 Basic Education Program (BEP) in DepEd Olongapo City, Philippines. Majority of the respondents were female, married, with MA Units, have taken Philippine Board Exam for Teachers (PBET) and the Licensure Examination for Teacher (LET) as their eligibilities, with at least 1 to 10 years in the service and have attended at least 1 to 3 trainings on K-12 BEP. The indicators and statements to describe the training needs assessment of teachers of Grades 1 and 2 as far as teaching strategies, classroom discipline and management and the assessment of learning outcomes were moderately satisfactory as revealed by the mean result of the survey. However, the teaching strategies registered the lowest mean among the three factors, hence, an interventions to address this concern should be proposed later on. It was revealed that there was no significant relationship as to the training needs of teachers when the respondents were grouped according to their gender, civil status, educational attainment, eligibility, length of service and trainings attended. To improve the instructional qualities of teachers, a strengthened and intensified in-service training using Learning Action Cell (LAC) method was recommended to focus teaching strategies Hence, the matrix of the said In-set has been proposed for implementation.

Abstract:The purpose of the study was to examine the influence of inclusive project design orientation on educational achievements of orphans and vulnerable children enrolled in 18 community- based orphan support projects in Kenya. A total of 918 research participants (363 orphans, 363 care givers, 96 project managers and 96 primary school teachers) in Homa Bay County, Kenya, participated in the study. Orphaned Learners’ Educational Achievements (OLEA) Questionnaire and Inclusive Design Orientation (INDO) Questionnaire were used to collect data. To ensure validity and reliability of the research instruments, pilot testing was conducted in a community based orphan support project in the neigbouring Kisumu County. Cronbach alpha at α =0.05 level of significance was used to compute the reliability coefficient of the pre-test instruments. Inferentially simple and multiple linear regression, and Pearson Correlation Coefficient models were used to determine the extent to which inclusive project design orientation influence orphaned learners’ educational achievements, from the perspectives of the project managers. Tests of statistical assumptions were carried out before data analysis to avoid invalidation of statistical analysis. The null hypothesis (H₀1 :), Inclusive Design Orientation does not significantly influence orphaned learners’ educational achievements in Homa Bay County) was rejected since (F(10,908)= 5.299, P –Value (.001)˂0.05 . From the results, it was concluded that at least one of the explanatory variables is significantly related to the orphaned learners’ educational achievements. From the perspectives of the research participants, Inclusive Design Orientation had positive influence on Orphaned Learners Educational Achievements. There was enough statistical evidence to show that Inclusive Design Orientation influenced Orphaned Learners’ Educational Achievements. It is recommended that orphan support projects should integrate and intensify the use of inclusive project design orientation to ensure sustainable educational achievements for orphans and vulnerable learners. Since this study delimited itself to orphaned learners’ educational achievements, further research should be carried out to examine the extent to which inclusive project design orientation influence orphans and vulnerable learners’ test scores in examinable subjects.

Abstract: Principals’ supervision of instruction is vital as it ensures that all planned teaching and learning activities in a school are implemented and educational objectives achieved. Despite its importance, principals’ supervision of instruction in Homabay County over the years hasbeen below expectation as evidenced by poor performance in Kenya Certificate of Secondary School Examinations (KCSE). This paper examines the influence of principals’ management competencies on supervision of instruction in public secondary schools in Homabay County, Kenya. The study adopted the descriptive survey research design. A sample of 6 Sub County Quality Assurance Officers (SCQASOs) and 204 Heads of Departments (HODs) selected using purposive, proportionate and simple random sampling techniques were involved in the study. Data was collected using the HODs questionnaire and SCQASOs interview guide. The two instruments were validated and piloted for reliability before they were used to collect data. The influence of principals’ management competencies on supervision of instruction was determined using simple regression analysis. The results of the study revealed that the relationship between principals’ management competencies and supervision of instruction was significant (R = .429, p < .05). The results also revealed that a significant proportion of variance in supervision of instruction was explained by principals management competencies (ß = .426, p < 0.05). It is expected that the findings of this paper will provide school administrators and government education officers with an insight on the role of principals’ management competencies in supervision of instruction. The results may also be used by principals to develop policies and practices that enhance quality of supervision of instruction in their respective schools.