European Journals of Education Studies
Not a member yet
6296 research outputs found
Sort by
APPROCHE INCLUSIVE DANS LES ECOLES PRIMAIRES PUBLIQUES DE KINSHASA: DEFIS ET PERSPECTIVES
Get PDFCet article examine la mise en œuvre de l’éducation inclusive dans les écoles primaires publiques de Kinshasa. La République Démocratique du Congo en approuvant la déclaration de Jomtien de 1990, aux côtés de la communauté internationale, comme tous les autres pays d’Afrique et même du monde entier, souhaitent accorder une priorité à l’éducation sans discrimination (Education Inclusive). Mais, après plus d’une décennie et demie, Il n’existe pas d’école primaire inclusive publique, le peu d’école inclusive existante, elles sont toutes des écoles privées, à Kinshasa, la capitale de la République Démocratique du Congo. Or, il existe plusieurs cas d’enfants en situation de handicap, la plupart ne sont pas diagnostiqués et ne sont pas pris en charge dans les institutions. À travers une enquête menée auprès de 200 enseignants de 30 écoles primaires publiques de Kinshasa, partenaire de l’Organisation non gouvernementale handicap international, repartis dans les huit sous-provinces éducationnelles des Bumbu I et II, Ngiri-ngiri I et II, Selembao I, II et III et, Mont-Ngafula en 2024, l’étude identifie les perceptions, les dispositifs existants, les obstacles majeurs ainsi que les perspectives d’amélioration. Les résultats révèlent une volonté d’inclusion contrastée par un manque de formation continue des enseignants, des spécialistes de l’équipe pluridisciplinaires, des ressources pédagogiques insuffisantes et une faible mobilisation institutionnelle. Des pistes d’action sont proposées pour renforcer l’inclusion dans le système éducatif congolais en générale et à Kinshasa en particulier. Article visualizations
THE IMPACT OF COMPUTER-ASSISTED INSTRUCTION ON COHERENCE, GRAMMAR, AND MECHANICS IN ENGLISH ESSAY WRITING AMONG SECONDARY SCHOOL STUDENTS IN BOMET COUNTY, KENYA
Get PDFThis study investigated the effects of Computer-Assisted Instruction (CAI) using tutorial videos on English essay writing performance among Form Three students in public secondary schools in Bomet County, Kenya. Motivated by concerns about graduates’ inadequate communicative skills in English, as observed in job applications and interviews, the research addressed three questions: What effect does CAI focused on coherence, grammar, and writing mechanics have on essay writing performance in public secondary schools in Bomet County, Kenya? Guided by Social Learning Theory, a quasi-experimental nonequivalent control group design was employed, involving 300 students (160 males, 140 females) from 15 public secondary schools with computer laboratories, selected via stratified random sampling. The intervention group (n=150) received CAI through tutorial videos targeting coherence, grammar, and mechanics over 8 weeks, while the control group (n=150) received traditional instruction. Data were collected using essay writing tests and classroom observation schedules. Instrument reliability was confirmed (Cronbach’s alpha = 0.87), and ethical standards, including informed consent and approval from the Bomet County Education Board, were observed. Data were analyzed using the Statistical Package for the Social Sciences, with descriptive statistics (means, frequencies) and independent-sample t-tests to test hypotheses. Findings revealed significantly higher post-test essay scores in the intervention group (M=31.8) compared to the control group (M=26.3, p<0.001), with notable improvements in coherence (M=8.5 vs. 7.0, p<0.001), grammar (M=8.2 vs. 6.8, p<0.001), and mechanics (M=8.3 vs. 6.9, p<0.001), rejecting the null hypotheses. Infrastructural challenges, including limited devices and power outages, were noted as barriers. These results demonstrate CAI’s efficacy in enhancing English essay writing in resource-constrained settings, informing strategies for educational technology integration in Kenya. Article visualizations
THEATER IN EDUCATION AND THE NEW SCHOOL: A SHIFT IN EDUCATIONAL PRIORITIES
Get PDFIntroduction: Education has always played a crucial role in shaping both individuals and the societies they form. Due to its direct influence on human mentality and social behavior, education requires constant redefinition and adaptation. Traditionally, educational goals focused primarily on cognitive development. However, in today’s increasingly complex societies, this approach is no longer sufficient. Education must now expand its scope to incorporate emotional, social, artistic, and ethical dimensions. This transformation demands a fundamental cultural and philosophical shift in how we perceive the function of education. Purpose: This article aims to explore the role of theater education within the framework of the New School — a contemporary educational model that advocates for the modernization of outdated teaching methods. Specifically, it investigates whether the continuous marginalization of theater education is justified and assesses its potential contributions to a more holistic educational system. Methodology: The analysis is based on a qualitative review of educational literature that addresses the evolution of school curricula and pedagogical practices. Special attention is given to sources that discuss the integration of arts, particularly theater, in education. The research also draws upon case studies and examples from schools that have incorporated theater education into their programs, observing the outcomes on students' development beyond academic performance. Results: Findings indicate that theater education significantly contributes to multiple areas of student development. These include enhanced communication skills, increased empathy, emotional intelligence, critical thinking, and collaboration. Moreover, theater encourages creativity and self-expression, which are essential for preparing students to navigate and contribute to complex modern societies. Despite these benefits, theater education often remains underfunded and undervalued in many educational systems. Conclusions. In light of the New School’s goals, theater education emerges not as a secondary or optional subject, but as a vital component of modern curricula. Its continued degradation is not only unjustified but also counterproductive to the demands of contemporary education. For a truly holistic and effective educational reform, theater should be embraced and integrated more fully into school programs, supporting the development of well-rounded, empathetic, and adaptable individuals. Article visualizations
TRIBAL EDUCATION IN INDIA: SOCIO-CULTURAL, INSTITUTIONAL AND ECONOMICAL CONSTRAINTS
Get PDFTribal education is one of the most emerging policy issues throughout India. It has been documented that the dropout rate of tribal children is 24% and their poor academic performance is a key concern. Despite various government initiatives aimed at improving and uplifting tribal education and living conditions, such as mid-day meals, school uniforms and scholarships, the dropout rate continues to rise. These measures, though well-intended, have not fully resolved the underlying issues, which include insufficient infrastructure, lack of parental involvement and curriculum that may not be culturally sensitive to tribal children. The present results highlighted that multiplicity of factors, including lack of access to quality schools, poverty, parental involvement, gender stereotypes and language barriers, have a detrimental effect on rates of enrolment and retention among the Scheduled tribes. The paper has concluded with some possible suggestions. This study would be useful both for academic research and for the policy makers to restructure and organized the curriculum. Article visualizations
INFLUENCE OF PERFORMANCE GOAL SETTING ON ENHANCING TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA
Get PDFThis study examines the influence of performance goal setting on teachers’ performance in public secondary schools in Kajiado County, Kenya, within the broader context of performance appraisal systems. Guided by Goal Setting Theory, Expectancy Theory, and Resource-Based View Theory, the research investigates how performance goal setting, as a component of the Teachers Service Commission’s (TSC) appraisal framework, enhances teacher effectiveness, measured primarily by student outcomes in the Kenya Certificate of Secondary Education (KCSE) examinations. A mixed-method research design was employed, targeting 93 public secondary schools, 93 principals, and 1,216 teachers, with a sample of 28 principals and 295 teachers selected through simple random and stratified sampling. Data was collected using questionnaires and interview guides, analyzed using descriptive and inferential statistics, including correlation and regression analyses. Findings revealed a statistically significant positive relationship between performance goal setting and teacher performance (b=0.143, p=0.048<0.05), with goal specificity, clarity, commitment, and alignment with personal values identified as key drivers. However, some teachers felt excluded from the goal-setting process, indicating inconsistencies in implementation. The study recommends that school administrators and the TSC enhance goal-setting frameworks by ensuring teacher involvement, setting clear and achievable goals, and providing regular feedback and incentives to boost motivation. It further suggests tailored training programmes to strengthen teachers’ goal-setting skills and alignment with institutional objectives, ultimately improving teaching quality and student outcomes in Kajiado County’s public secondary schools. Article visualizations
A SYSTEMATIC REVIEW AND BIBLIOMETRIC REPORT: ETHNOMATHEMATICS AND CULTURALLY RESPONSIVE PEDAGOGY IN MATHEMATICS EDUCATION
Get PDFThis systematic review synthesizes findings from 18 empirical and conceptual studies published between 2001 and 2024, focusing on the integration of ethnomathematics and culturally responsive pedagogy in mathematics education. The Systematic Literature Review method with the PRISMA protocol was used to conduct the study. Utilizing a systematic search and screening process, an initial pool of 150 articles was reduced to 18 relevant studies. The review highlights diverse methodologies, contexts, and contributions, showing measurable gains in student performance, engagement, and conceptual comprehension when mathematics instruction incorporates students’ cultural contexts. Key gaps identified include limited generalizability, a lack of long-term impact data, and ongoing challenges in teacher training and curriculum integration. The findings underscore the critical need for continued research and policy support to embed culturally relevant approaches in mathematics curricula globally. Article visualizations
INVESTIGATING PROJECT-BASED LEARNING FOR STUDENTS’ COLLABORATION IN MOROCCAN HIGHER EDUCATION: STUDENTS' PERSPECTIVES
Get PDFProject-Based Learning (PBL) is an innovative teaching method that enables students to learn 21st-century job market skills, become more efficient and contribute to development. This article examines how students’ collaboration is perceived and applied by Moroccan students in the Moroccan higher educational context through the application of the PBL teaching method. It also seeks to explore the challenges they face during its potential implementation. This quantitative study leveraged a questionnaire to collect data from a random sample of university students of English at Moroccan Hassan II University, leading to 90 replies. Utilizing descriptive statistics to analyze the collected data, the study indicates that students hold positive attitudes towards PBL as it helps them understand and remember material better, develop teamwork and collaboration skills, prepare them for real-world problem-solving and increase their motivation and engagement. However, the study detects significant challenges for the surveyed students, such as their professors’ unclear guidelines and objectives about PBL, working in mixed-ability groups, managing unequal contributions from their peers and the time-consuming nature of PBL. This may render their experience with PBL rather stressful and frustrating. The research outcomes present key implications for professors, faculty members, students and policy makers to implement effective strategies for PBL adoption. Article visualizations
INFLUENCE OF PARENTAL INVOLVEMENT ON STUDENT’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KIPKOMO SUB-COUNTY, KENYA
Get PDFThis study examined the influence of parental involvement on students’ academic performance in public secondary schools in West Pokot in Kipkomo Sub-County, Kenya. Specifically, it assessed the influence of parental provision of learning materials and parental creation of a structured environment on the students’ academic performance. Guided by Epstein’s Theory of Overlapping Spheres of Influence, the study employed a mixed-methods approach with a convergent parallel design, integrating quantitative and qualitative data from structured questionnaires, in-depth interview guides and focus group discussion guides. The target population consisted of all 48 public secondary schools, 367 teachers, 9470 students and 96 Parent Association members in the sub-county. A sample of 10 schools was selected through stratified and simple random sampling techniques, ensuring representation of different types of schools. From the selected schools, all 10 principals were automatically included in the study. A hundred and ninety-one (191) teachers were included in the study through the stratified and simple random sampling techniques, while 384 students were sampled using the simple random sampling technique. Thirty (30) Parent Association members were selected using a purposive sampling technique. Quantitative data reliability was tested using Cronbach’s alpha, while qualitative credibility was ensured through member checks and triangulation. Quantitative data were analyzed descriptively using frequencies and percentages, and presented through tables, pie charts, and graphs. Qualitative data were subjected to thematic analysis and presented using narratives and direct quotations. Ethical considerations, including informed consent and confidentiality, were observed. The findings of this study revealed a significant gap between teachers’ recognition of the value of parental involvement and the actual experiences of students and parents. Teachers overwhelmingly affirmed that parental provision of learning materials and creation of structured home environments directly enhance learner academic performance. Yet, student responses expose limited parental engagement, with many lacking textbooks, revision guides, quiet study spaces, or consistent routines. The study recommends that policies should institutionalise parental empowerment programs, provide targeted support for learning materials to disadvantaged families, and introduce community-based training on structured parenting
INFLUENCE OF EDUCATIONAL ADMINISTRATION ON EFFECTIVE UTILIZATION OF DIGITAL LEARNING PLATFORMS AND INDEPENDENT STUDY HABITS IN SECONDARY SCHOOLS IN ONITSHA, ANAMBRA STATE, NIGERIA
Get PDFThe digital transformation of education has redefined instructional delivery, particularly in secondary schools, where digital learning platforms such as Google Classroom, Moodle, Zoom, and Edmodo are increasingly influencing student engagement and independent study habits. This study investigates the influence of educational administration on the utilization of digital learning platforms and the development of independent study habits among secondary school students in Onitsha, Anambra State. The research employed a quantitative descriptive survey design and was conducted in six purposively selected secondary schools: Christ the King College (CKC), Queen of the Rosary College (QRC), Regina Pacis Secondary School, Ado Girls Secondary School, Bethlem Secondary School, and Dennis Memorial Grammar School (DMGS). These schools were chosen to represent public, mission, and private institutions with known exposure to digital education. The population comprised 1,230 principals and teachers, from which a simple random sampling technique was used to draw a sample of 367 respondents. Data were collected using a self-developed and expert-validated questionnaire titled Educational Administration and Digital Learning Questionnaire (EADLQ), consisting of 25 items covering administrative leadership, platform availability and usage, and student independent study patterns. A 4-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1) facilitated the quantitative measurement of responses. Data analysis was conducted using descriptive statistics, specifically mean and standard deviation, with a 2.50 cut-off mark adopted for decision-making. The findings reveal that effective school administration significantly impacts the successful integration of digital platforms and fosters improved student autonomy and study discipline. Ethical standards were upheld throughout the study. Informed consent was obtained, participation was voluntary, and data confidentiality was maintained. The study concludes that proactive leadership and strategic administration are vital for sustainable digital learning practices in Nigerian secondary education. Article visualizations
THE IMPACT OF SPORTS TRAINING ON ATHLETE MOTIVATION
Get PDFThis study aimed to examine the effect of sports training on student motivation. A total of 318 students (166 male and 152 female) enrolled in the Faculty of Sports Sciences participated in the research. The Motivation in Sports Scale-SSI was employed as the primary data collection instrument. Data were analyzed using an independent samples t-test, one-way ANOVA, and LSD post hoc tests. Statistical analysis revealed a significant difference between male and female participants in terms of height and body weight (p < 0.001). However, no significant difference was found between male and female students in overall motivational orientation scores (p > 0.05). When motivational orientation subscale scores were compared based on participants’ involvement in sports, a significant difference was observed between students who did not actively participate in competitions and those who were involved in either team or individual sports (p < 0.05). No significant differences were identified in intrinsic or extrinsic motivation levels of student-athletes based on gender (p > 0.05). Conclusion: The findings indicate that motivation levels among students receiving sports education do not differ significantly by gender. However, students who are actively involved in competitive sports—whether in team or individual formats—demonstrate higher motivation levels compared to their non-competing peers. These results suggest that active participation in sports positively influences motivation and may reduce levels of amotivation. Future research is recommended with larger and more diverse sample groups representing various levels of athletic engagement. Article visualizations