Open Access Short Research Article

Understanding Students’ Leadership Role and Challenges in Secondary Schools in Tanzania

Yusuph Kambuga, Abich Omollo

Asian Research Journal of Arts & Social Sciences, Page 1-10
DOI: 10.9734/ARJASS/2017/32037

Student leadership refers to education principles and practices that give young people the opportunities and support to find their voices, to participate in decision-making, understand their rights, and responsibilities as active citizens. The study used a descriptive survey to understand the role and challenges of students’ leadership in secondary schools in Tanzania. There were a total of 94 participants, amongst these, 70 students’ leaders, 6 discipline heads and 18 ordinary teachers were obtained from 6 public and private schools in Arusha Region using purposive and stratified sampling technique. Students and teachers filled out questionnaires and discipline heads were involved in the interviews. The results show that Head boys, Head girls and Secretary General were the top positions of the students’ government. Results also reveal that good discipline, confidence and academic competence were the main qualities that teachers used to select a student to be a leader. The results therefore show that missing lessons while attending student matters, failure to complete class assignments on time, lack of enough time to engage in private studies, fear to report on teachers who miss classes/come to class late and lack of leadership training were the challenges that student leaders faced as while performing their duties. Conversely, no significant difference was found in students’ leadership role and academic performance in the classroom. The study finally concludes that training for student leaders is vital so as to allow them to perform their duties diligently, since the future leaders of our society are the current leaders in schools.

 

Open Access Original Research Article

Work-related Threats in Timber Sheds within Makurdi Metropolis, Benue State, Nigeria

Ekhuemelo David Oriabure, Ojo Adeniyi Boluwaji

Asian Research Journal of Arts & Social Sciences, Page 1-7
DOI: 10.9734/ARJASS/2017/32143

This study assessed work-related threats in timber sheds within Makurdi Metropolis, Benue State. For the purpose of this study, four major timber sheds were purposively sampled and visited out of six located in Makurdi. Five copies of questionnaires were administered in each timber sheds to give total of 20 copies administered. In addition to questionnaire, personal interview with target workers were conducted to find out occupational threats to life. Results showed that 93.75% of the respondents were males, while 6.25% were female. Number of accident victims among respondents was high (85.43%) and was localized within production areas (52.1%). The major source of accident was mostly the movement of log to mill (24.9%). The types of injuries recorded at the Timber sheds surveyed include: fracture (33.3%), laceration, sprain and strain (52.1%). Back and hands (16.68%) were the parts of the body mostly injured during operations within the timber shed. It is therefore concluded that employers should sensitize their workers on the occupational hazards common in timber shed business. Timber shed owners should provide and enforced the use of necessary protective materials for their workers to protect themselves against wood-work related injuries. Machine for lifting lumbers should also be provided for workers to overcome back and hands.

 

Open Access Original Research Article

Public Perception towards Technical and Vocational Education and Training (TVET) in Ghanaian Polytechnics

Samuel Okae-Adjei

Asian Research Journal of Arts & Social Sciences, Page 1-10
DOI: 10.9734/ARJASS/2017/32430

Aіms: Tо іnvestіgate the perсeptіоn оf the publіс tоwards teсhnісal and vосatіоnal eduсatіоn іn  Ghanaіan Pоlyteсhnісs.

Study Desіgn: A survey desіgn was adоpted fоr thіs study. The study further emplоyed bоth quantіtatіve ‎and qualіtatіve apprоaсh (mіxed methоd‎).

Plaсe and Duratіоn оf Study: Kumasі and Kоfоrіdua, Ghana frоm May, 2016 tо Deсember 2016.

Methоdоlоgy: The study made use оf соnvenіenсe and simple random sampling teсhnіques tо seleсt a tоtal оf twо hundred (200) parents and fіfty (50) emplоyers respectively. The prіmary data were оbtaіned thrоugh a self administered questіоnnaіres dіstrіbuted tо the respоndents. Perсentages, mean, standard devіatіоn and оther apprоprіate methоds were used tо present the data соlleсted frоm the respоndents іn a table.

Results: Sоme parents were оf the vіew that TVET is fоr the less fоrtunate іn the sосіety,              peоple whо are nоt сlever, sсhооl drоp оuts, lоw aсhіevers and оffers nоn luсratіve jоbs.                Agaіn, sоme parents were оf the оpіnіоn that TVET оffers lоw managerіal skіlls to students,                    is fоr the less talented and requіre huge amоunt оf mоney. Emplоyers generally have                   negatіve perсeptіоn abоut TVET at the pоlyteсhnіс. The emplоyers regard TVET graduates                  as nоt well prepared tо be resоurсeful and self-relіant, nоt havіng the needed соmmunісatіоn                skіlls and nоt havіng the requіred prоblem sоlvіng and сrіtісal thіnkіng skіlls.

Соnсlusіоn: The study соnсludes that the publіс (parents and emplоyers) have negatіve perсeptіоn tоwards TVET іn pоlyteсhnісs іn Ghana.

 

Open Access Original Research Article

Mastery Learning Strategy and Learning Retention: Effects on Senior Secondary School Students’ Achievement in Physical Geography in Ganye Educational Zone, Nigeria

Jacob Filgona, Joel Filgona, Linus K. Sababa

Asian Research Journal of Arts & Social Sciences, Page 1-14
DOI: 10.9734/ARJASS/2017/32417

Background: In Ganye Educational Zone, it was observed that the performance of secondary school students in Geography examinations is continually on the decline. Studies have it that the instructional strategies adopted by teachers could influence students’ achievement. The need to alleviate the difficulties of abstraction and improve students’ achievement in Physical Geography informed this research.

Aim: The study investigated the Effects of Mastery Learning Strategy and Learning Retention on Senior Secondary School Students’ Achievement in Physical Geography in Ganye Educational Zone, Nigeria.

Methods: The study adopted the quasi-experimental non-equivalent pre-test, post test control group design. The multi-stage sampling technique at four levels was used to select four co-educational secondary schools in Ganye Educational Zone in Nigeria. The sample for the study was 218 Senior Secondary School two (SS II) students offering Geography from four intact classes in the four selected secondary schools. The instrument used for data collection was “Physical Geography Achievement and Retention Test” (PGART). The instrument was scrutinized and validated by experts in Geography Education. The reliability of the instrument was established using Kendall tau b statistic. This gave a reliability index of 0.74. Data collected were analyzed using Mann-Whitney U and t-Test statistics.  

Results: The results showed that Mastery Learning Strategy has the potential to improve students’ learning retention and achievement in all spheres of cognitive domain in Physical Geography better than the Conventional Method.

Conclusion: Since Mastery Learning Strategy was found efficacious in engendering students’ learning outcomes, it was recommended that Geography teachers should incorporate this teaching strategy during instruction so that learners would be guided to learn meaningfully and be assisted to retain content learnt in Geography.

 

Open Access Original Research Article

Integrating Instructional Video Drama to Enhance Islamic Studies Students’ Intrinsic Motivation: An Experimental Research

Ahmad Abdullahi Ibrahim

Asian Research Journal of Arts & Social Sciences, Page 1-8
DOI: 10.9734/ARJASS/2017/30990

The purpose of this research is to explore the impact of instructional video drama integration in teaching Islamic studies to enhance students’ intrinsic motivation. Random sampling technique was employed by the researcher to select 60 subjects of the study from School for Arabic studies, Kano. Similarly, the subjects were randomly designated into either control or experimental group. After the experiment, an adapted questionnaire measuring students’ intrinsic motivation was administered to both groups. To add more validity to quantitative data, three students were purposely selected from the experimental group and interviewed on the effect of the video on their intrinsic motivation. Independent sample t-test is a statistical tool used by the researcher to determine statistically significant difference of the mean score between the experimental and control group. Besides that, inductive analysis technique was employed to analyse qualitative data (interview). The result revealed the corroboration between the two data sets (survey and interview). Students in the experimental group reported higher intrinsic motivation than those in the control group. Thus, it could be concluded that the video has a significant effect on enchasing students’ intrinsic motivation while learning Islamic studies and this study serves as a bench mark for integrating instructional video drama in teaching Islamic studies in secondary schools.