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Academic Burnout and Academic Achievement among Secondary School Students in Kenya
School dropout in Cameroon and its determinants
A Self-Study of My Parallel Journey of Unlearning and Relearning Using Blackout Poetry in a Literature Didactics Module
Why does researchers' collaboration matter in research activities?
Use of the van hiele theory in investigating teaching strategies used by college of education geometry tutors
Academic Burnout and Academic Achievement among Secondary School Students in Kenya
by Syprine Oyoo
The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students' grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) =-0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (? = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades. © 2020 Syprine Oyoo et al.
School dropout in Cameroon and its determinants
by Olivier Ewondo Mbebi
The study presented here examines the determinants of primary school dropout while highlighting the role of household characteristics in Cameroon. Data were drawn from the fourth Cameroonian household survey conducted in 2014 (ECAM 4). The author uses an extended production function to estimate a logit model that puts forward the marginal effects of the explanatory variables. The results show that the probability of dropping out of school is higher for children who have to work in order to meet household needs, and when the head of the household is a farmer or a worker in the informal sector, while the availability of textbooks and other school supplies is associated with a lower probability of dropout. © 2023, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
A Self-Study of My Parallel Journey of Unlearning and Relearning Using Blackout Poetry in a Literature Didactics Module
by Mangala Jawaheer
As a teacher educator of literature methodology in Mauritius, this arts-based self-study is rooted in the need to improve my professional practice. It emanated from a critical incident during the COVID pandemic when I used blackout poetry during an online synchronous session with in-service teachers for a Postgraduate Certificate in Education. The data production tools for this self-study include my own blackout poem, a reflection on the critical incident and an autobiographical resume. In addition, I engaged in dialogic discussion with the in-service teachers who served as critical friends. These tools empowered me to reflect on how I use blackout poetry as a creative writing activity and as a form of poetic inquiry with in-service teachers as andragogic learners. It also provided me with the opportunity to learn how I could become more empathetic to the learning experiences of in-service teachers. The thematic analysis revealed that the blackout poetry activity had not been fully optimized for creative and reflective purposes. First, there was the misassumption that this activity would interest the in-service teachers and intrinsically motivate them to engage in deep reflection and dialogic discussion. Second, I had overlooked temporal and technological challenges faced by in-service teachers. Lastly, the inability to align andragogic (adult learning) theory and practice and renegotiate learning expectations impeded the in-service teachers’ learning experiences. This study thus valorizes how reflexive blackout poems, alongside other data production tools, can contribute to the unlearning and relearning of teacher educators to better teach adult learners. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Why does researchers' collaboration matter in research activities?
by Kelefa Mwantimwa
There has been a global increase in research and discussions surrounding research collaboration in recent years. This study mainly establishes why collaboration matters in research activities. Specifically, the study has ascertained patterns of collaboration, exposed moderating factors of collaboration and established the perceived importance of collaboration in research activities. This has been done using a cross-sectional descriptive design that employed both quantitative and qualitative approaches. The study used questionnaires and interview methods to collect data from 236 researchers. Statistical Package for Social Sciences (SPSS Version 20) was used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The study notes different patterns of collaboration between researchers. The findings also suggest that researchers with high ranks such as lecturers, senior lecturers and professors have multiple collaboration patterns than those in the lower ranks. Besides this, the study ascertains several moderating factors that foster collaboration in research activities. Apart from this, the study discloses different perceived impacts of collaboration on research activities. Based on its findings, the study recommends that university managements should not underestimate the domestic and international collaborations their researchers establish, manage and maintain. To see a difference in research performance, visibility and reputation, university managements should encourage their researchers to establish domestic and international research collaborations.
Use of the van hiele theory in investigating teaching strategies used by college of education geometry tutors
by Robert Benjamin Armah
The main purpose of this study is to explore the extent to which 11 selected mathematics tutors facilitate the teaching and learning of geometry at the van Hiele Levels 1, 2, 3 and 4 at the college of education level in Ghana. The van Hiele theory of geometric thinking was used to explore the type of teaching strategies employed by the mathematics tutors. The theory served as a guideline from which classroom observation protocol was developed. Results indicated that the tutors exhibit a good conceptual understanding in facilitating the teaching and learning of geometry that is consistent with van Hiele Levels 1 and 2. However, much of the geometry teaching and learning strategies of the mathematics tutors were not structured in a way that support the development of geometric thinking as described in van Hiele Levels 3 and 4. Implications for the involvement of college mathematics tutors in utilizing the van Hiele framework were discussed. © 2019 by the authors.
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