Africa: Modern African art

Okeke-Agulu, Chika

doi:10.1093/oao/9781884446054.013.60000100082

Cited by 3 publications

(4 citation statements)

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“…As a result, quantitative research employs well-structured techniques such as the survey method. It relies on questionnaires, large population samples, variables, and hypotheses (Okeke, 2017). This study adopted the descriptive survey design.…”

Section: Methodsmentioning

confidence: 99%

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Okunlola

2024

IJRCS

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Educational stakeholders are concerned about the functionality of secondary education, as many secondary school graduates, particularly in rural areas, lack basic skills for work and daily life. Therefore, this study investigated the contributions of policy, access, and resource factors to the functionality of secondary education in rural communities of Southwestern Nigeria. The study was conducted within a positivist paradigm and employed a descriptive survey design. A multi-stage sampling technique was used to select 600 secondary school graduates for the study. Two hypotheses were formulated and tested. Four research instruments, namely the Secondary School Graduate Aptitude Test (SSGAT), Policy Factor Questionnaire (PFQ), Secondary School Graduate Access Questionnaire (SSGAQ), and Resource Factor Questionnaire (RFTQ), were utilised with reliability coefficients of 0.715, 0.733, 0.753, and 0.853, respectively. Data were analysed using inferential statistics such as multiple regression. The policy, access, and resource factors made significant joint contributions to the functionality of secondary education (F (3, 597) = 266.740; Adjusted R2 = 0.571) and accounted for 57.1 percent of its variance. The policy factor (?= 0.451) and resource factor (?=0.374) made relative contributions to the functionality of secondary education, while the access factor (?= 0.084) did not. The study suggests that urgently addressing policy and resource issues is critical for restoring the functionality of secondary education and improving access to it in rural areas.

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Section: Methodsmentioning

confidence: 99%

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Okunlola

2024

IJRCS

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“…The study employed a total population sampling procedure since the education officers who are believed to have rich information in virtue of their roles and experiences as counsellors and responsible for the formulation and evaluation of the IE policy in Namibia were only four (Creswell and Plano Clark, 2018; Okeke and Van Wyk, 2015; Palinkas, Horwitz, Green et al., 2015). Hence, one Deputy Director of Special Programmes and Schools (SPS), one Deputy Director of Diagnostic, Assessment and Training Services (DATs), one Regional School Counsellor as well as one Inclusive Education officer at the National Institute for Educational Development (NIED) formed the sample of this study.…”

Section: Methodsmentioning

confidence: 99%

“…In accordance with the literature ( e.g ., Best and Kahn, 2014; Check and Schutt, 2012), the education officers were provided with the information sheet that explained the study and what was expected from them. They were also informed of the voluntarily participation and their confidential was assured (Creswell, 2016; Okeke and Van Wyk, 2015; Palinkas, Horwitz, Green et al., 2015).…”

Section: Methodsmentioning

confidence: 99%

The Namibian inclusive education policy's response to gender nonconforming learners

Haitembu

Maarman

2022

Research in Spec Educ Needs

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The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non‐conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non‐conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non‐conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non‐conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non‐conformity issues in schools. The study further recommends for the programmes for in‐service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in‐service teacher training, education officers should provide correct information on gender non‐conformity to curb the discrimination towards gender non‐conforming learners within the school communities.

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“…All Grade 1 teachers in the Western Cape constituted the study's population. Using the technique of purposive sampling, the researchers selected four schools and 11 Grade 1 teachers (nine teachers representing three public primary schools and two teachers representing one independent primary school) as participants for this study (Creswell 2018;Cohen, Manion & Morrison 2018;Okeke & Van Wyk 2015). The participants were selected so as to offer the researchers a rich and comprehensive narrative of their perspectives, experiences, and feelings regarding their understanding of the language of mathematics in a South African context (Cohen et al 2018;Mohajan 2018).…”

Section: Participantsmentioning

confidence: 99%

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

2023

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Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics.Objectives: This research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics.Method: Exploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools.Results: The results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding.Conclusion: This research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands.Contribution: This article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home language-speaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning.

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Africa: Modern African art

Cited by 3 publications

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Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

Policy, access, and resource factors as correlates of functionality of secondary education in rural communities

The Namibian inclusive education policy's response to gender nonconforming learners

Eleven Grade 1 teachers’ understandings of mathematical language in a South African context

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