IJRDO - Journal of Educational Research (ISSN: 2456-2947) https://ijrdo.org/index.php/er <p>The scope of IJRDO Journal of educational Research is not limited to the following topics: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, Education Policy and Leadership, Educational Administration, Educational Foundations, Educational Measurement and Evaluation, Educational Psychology, Educational Technology, Elementary Education, Experimental Education.<br><span style="font-size: 1.5em;"><strong> <span style="color: #fcbd0f; text-shadow: #666666 0px 0px 3px;">Current Impact Factor: 2.375</span></strong></span></p> en-US <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;Author(s) agree to the terms that the <strong>IJRDO Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p> editor@ijrdo.org (Naeem Akhtar) info@ijrdo.org (Razia Khan) Thu, 02 Apr 2020 01:37:42 +0000 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 Influence of Teacher Trainings Organized By Quality Assurance and Standards Officers on Students’ Academic Performance in Public Secondary Schools in Gucha Sub-County, Kenya https://ijrdo.org/index.php/er/article/view/3570 <p><span class="fontstyle0">The priority of learning institutions is to ensure equitable access and improvement in quality and efficiency at all levels of education. The ultimate goal is to develop an all-inclusive and quality education that is accessible and relevant to all Kenyans. However, developing standards in education and maintaining the desired quality remains a major challenge across education systems throughout the world. This study sought to conduit the existing gap of knowledge on the Influence of QAS Practices on academic performance in public school in Gucha Sub - County, Kenya. The researcher adopted a descriptive survey research design. The target population for this study was 62 head teachers and 1376 teachers in public secondary schools. In addition, the Quality Assurance and Standards Officers (QASOs) of Gucha Sub-County was also targeted in the study. The total sample size consisting of head teachers, teachers and the QASO was 313 persons. Data collection tools comprised of questionnaires, interview and observation schedule. Quantitative data was analyzed and presented in frequency tables, graphs and charts. Qualitative data was analyzed through reporting themes and quotations that emerged. The themes emerging from qualitative data were identified to augment the primary data. The findings of the study established that teacher trainings</span><span class="fontstyle2">, </span><span class="fontstyle0">school curriculum inspection, physical facilities inspection and stakeholder perception positively and significantly influence academic performance of students. The study recommended that the Government should organize regular in service training and workshops as they mentor teacher who in return will contribute positively to academic performance of the students. The government should invest in the physical facilities as the study has shown that they contribute positively to the performance of the student. Stakeholders should be sensitized on the activities of QASO’s and why they do inspection so as they can have a positive attitude toward the exercise.</span> </p> David Ogega, Simon Nyakwara Copyright (c) 2020 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/3570 Tue, 31 Mar 2020 00:00:00 +0000 EXTENT TO WHICH CLASSROOM PLAY INFLUENCE SOCIAL INTERACTIONS OF CHILDREN IN PUBLIC PRE-SCHOOLS IN RACHUONYO NORTH SUBCOUNTY, HOMABAY COUNTY, KENYA https://ijrdo.org/index.php/er/article/view/3573 <p><span class="fontstyle0">Play is a crucial part of any child’s social behavior and development. It helps children develop self-determination, self-control, and identity. These skills are primarily learned through interactions with other children. Specifically, the study focused on the extent to which classroom play influence social interactions of children in public pre-schools in Rachuonyo North Sub-County, Homabay County, Kenya. The information provided by this research will benefit policymakers, community members and academicians. It adopted a descriptive survey research design, with a target population of 492 persons. The sample size of 217 persons was determined using the Krejcie &amp; Morgan table (1970). The researcher collected data using questionnaires. Reliability of the instruments was determined through a pilot study where Spearman’s rank correlation coefficient (r) was analyzed for the two scores and found to be 0.78, thus, the instruments were reliable. Quantitative data was analyzed using descriptive statistics, and presented in tables. The study established that classroom play, playground play and field trip play had a statistically significant association with social<br>interactions of children in public pre-schools.</span> </p> Jane A. Omullo, Simon Nyakwara Copyright (c) 2020 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/3573 Tue, 31 Mar 2020 00:00:00 +0000 Analysis of Home-Based Factors and Student Personal Attributes Influencing Transition Rate by Gender from Primary to Secondary Schools in Kisii Central SubCounty, Kenya https://ijrdo.org/index.php/er/article/view/3574 <p><span class="fontstyle0">The flow of students from primary to the secondary level of education known as transition is an indication of balanced and unbalanced development of education between two levels. A large number of primary school graduates fail to proceed to secondary level of education all over the world because of a number of factors. The causes may be school-based factors, home based factors or students’ based factors/attributes. The purpose of this study was to establish the home based factors and student personal attributes influencing transition rates from primary to secondary school in Kisii Central Sub-County. The study design of the study was a descriptive survey research design. The study population comprised of all the 48 secondary schools in Kisii Central Sub-County. Out of the targeted population, a sample of<br>11 schools was drawn through the process of stratified random sampling technique. A sample size from a target population of 5422 students and 288 teachers was then be used to select a sample of 542 form one students and 29 teachers from the sampled schools. Stratified random sampling technique was then used to determine the sample size per school, based on gender for form one students and teachers in each division. In addition all the 38 Head teachers in the sampled schools were used in the study. Structured and unstructured questions were used in the study. The study established that generally there was an increase in the number of pupils who enrolled for KCPE and those who joined form one. However, there was a general drop in the number of girls who sat for KCPE and those who joined form one. Also, the study established that home-based factors positively and significantly influence transition rates while student’s personal factors influence negatively transition rate in terms of enrolment, dropout and academic performance of students. The study recommended that: The government should continue enforcing the policy on 100% transition rate and any parent contravening this policy should be prosecuted; The community and the family at large should ensure that they support students by advising them appropriately on the importance of education to minimize dropout and increase performance of their students; and the learners should develop intrinsic motivation towards education that will push them towards achieving highest level of academic achievement.</span> </p> Truphena Nyangara Onyango, Simon Nyakwara Copyright (c) 2020 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/3574 Tue, 31 Mar 2020 00:00:00 +0000 Beginner teachers and the challenges of the tenure exams: A longitudinal zonal analysis of official data from pre-secondary education https://ijrdo.org/index.php/er/article/view/3554 <p>The Tenure Exam is an important challenge for all beginner teachers in Romanian education. The resumption of this exam has become a habit of the first years of teaching, clearly influencing the evolution of the regional results. The 147 subjects of the research represent the entire population that took this exam only once during the years 2015-2019, in Ilfov county, to occupy a teacher position in the preschool or primary education.</p> <p>The evolution of the results during the period examined is positive, the differences between the obtained averages being statistically significant. There are no significant differences between teachers depending on the level of education, the area of residence, the level of education, the type or form of education completed. Both the increase in the number of graduates who want to work in education, as well as the increasing marks registered to the Tenure Exam indicate that the teacher positions are beginning to be attractive to the labor market.</p> <p>Further research should probe the relationship between the grade obtained to the Tenure Exam and the ability of beginner teachers to cope well with the first years of teaching. Also, the subsequent research should focus on identifying the special needs of the pre-secondary education in this area and on offering specific educational programs for the initial training of the teachers who will teach in this area.</p> Ramona Kiru Copyright (c) 2020 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/3554 Thu, 02 Apr 2020 01:31:07 +0000 ’PERFORMANCE SCOLAIRE AUX EXAMENS D’ETAT EN VILLE DE GOMA, RDC: QUELLE DIFFERENCE ENTRE LE PUBLIC ET LE PRIVE ?’ https://ijrdo.org/index.php/er/article/view/3561 <p>This article<a href="#_ftn1" name="_ftnref1">[1]</a> is of particular interest: the performance of the school. Education in the DRC in general and in Goma in particular in the days before independence was effective. Over time, this teaching has lost some of its performance qualities.</p> <p>In addition to taking over the teaching from parents, there is a multiplicity of schools as well as small and medium-sized enterprises. Performance monitoring has escaped the authority while located there.</p> <p>By approaching this subject, we want to know if there is a difference in performance between private and public schools in the city of Goma, to determine the factors and make proposals to make schools more efficient.</p> <p>This analysis first requires the concept of efficiency of education systems through their performance in terms of retention, flow and success in the production of outputs. This performance was measured by "the results", from the effects obtained by the finalist students in the tests and particularly in the State examinations of the 2011, 2012, 2013 and 2014 editions.</p> <p><a href="#_ftnref1" name="_ftn1">[1]</a> This article is the enriched version of our unpublished dissertation of license in Administation and Planning of Education. He had made a comparative analysis of the performances of private and public sclools in the pedagogical section, City of Goma, DRC, in July 2015 at the Adventist University of Goma.</p> <p>&nbsp;</p> Ghislain KUMBUKA KALIHOFU Copyright (c) 2020 IJRDO - Journal of Educational Research (ISSN: 2456-2947) http://creativecommons.org/licenses/by-nc-nd/4.0 https://ijrdo.org/index.php/er/article/view/3561 Thu, 02 Apr 2020 01:37:09 +0000