Global Journal of Educational Research <p><em>Global Journal of Education Research</em> is aimed at promoting research in all areas of Education including curriculum development, educational technology, foundation, administration etc.</p><p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="156"> </w:LatentStyles> </xml><![endif]--> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> <!--[if gte mso 10]> <mce:style><! /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} --> <!--[endif]--></p><p class="MsoNormal">Visit the Global Journal Series website here: <a title="" href="" target="_blank"></a></p><p> </p> en-US © 2018. This work is licensed under the creative commons Attribution 4.0 International license. (Prof Barth N Ekueme) (Prof Barth N Ekueme) Tue, 12 Jan 2021 12:39:33 +0000 OJS 60 Perceived influence of economic recession and psychological adjustment on students' learning among undergraduate students of University of Calabar <p>The study investigated the perceived influence of economic recession and psychological adjustment on students’ learning among year two undergraduate students of the Faculty Education, University of Calabar, Cross River State. In carrying out the study, 200 respondents were randomly selected from a population of 2000. That is 10% of the total population of900 males and 1100females. Two research questions -were posed while two hypotheses were formulated. A researcher designed instrument titled “Economic Recession and Psychological Adjustment Questionnaire for Undergraduate Students” (ERPAQUS) was used for data collection. The instrument was subjected to face validity by experts in Educational Psychology and measurement and evaluation of the University of Calabar. The reliability estimate of the instrument was established using the Cronbach Alpha reliability method to determined the internal reliability index. The data collected were analyzed using independent t-test and Pearson Product Moment correlation analysis. The study indicated that there is a significant relationship among economic recession, psychological adjustment and undergraduate students of the University of Calabar, Cross River State. It also indicated various ways the students have adopted to tackle the excruciating pains posed by the economic down turn in the country. However, the government, parents and school authority were advised to help in alleviating the sufferings of the students by providing good policy initiative to assist the students in school.</p> Jude Uzodinma Ofoegbu, Melvina A. Amalu, Henrietta Uchegbu Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Teachers competencies in evaluation of competency based curriculum among special needs learners in Kenya <p>Assessment and evaluation activities are conducted to determine whether the curriculum content provided to students resulted to gain of knowledge and understanding. With the Kenya implementing the new Competency Based Curriculum (CBC), not much has been focused on the level of teacher understanding and preparedness towards evaluating special needs learners enrolled in public primary schools. This paper looks at teacher competencies for evaluation of CBC among special needs learners in public primary schools in Kapsaret Sub County, Kenya. The target population involved 83 public primary schools located in the sub county with special needs teachers of the targeted primary schools forming the target population. A sample size of 69 special needs teachers was selected as the sample for the study selected through simple random sampling method. To collect data, questionnaire was used. The analysis of data was done using quantitative and qualitative methods. Research result showed that majority of special needs teachers were not adequately prepared to undertake evaluation and assessment of children with special needs in line with the new curriculum. The lack of adequate understanding and application of formative assessment methods by special needs teachers denied the special needs learners opportunity to acquired competencies and skills as per CBC curriculum. The paper therefore recommends that special needs teachers like other teachers need to be regularly provided with adequate training on different methods of assessment of special needs learners in their classroom. This will ensure that the goals of inclusion are attained hence contributing to special needs learners education growth and development.</p> Nelly C. Andiema Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Junior secondary school students' intralingual errors in essays written in French language <p>This study set out to identify students’ intralingual errors in the essays written in French. The study adopted the ex-post facto design, using the content analysis technique. The population comprised 2,893 copies of descriptive essays written in French Language by year 3 junior secondary school students in the Basic Education Certificate Examination (BECE) in 2015, 2016 and 2017 in Imo State. The sample of 228 essays was selected through stratified, purposive and proportionate random sampling techniques. The three instruments for the study were the question papers on French Language, the students’ answer scripts and a researcher-designed Checklist of Intralingual Errors for Learning French (CIELF). The data from the error analysis were subjected to analysis using the Statistical Package for the Social Sciences (SPSS) and the research question that guided the study was answered in percentages. The results showed that the students committed eight intralingual errors, which include overgeneralization, omission, addition, simplification of parts of speech, misinformation, agreement, verb forms and mechanical errors. Part of the recommendations is for teachers of French to build language instructions on students’ prior knowledge and experiences, thereby making French language<br>learning to be real and interesting to the students.</p> S.M. Umoh, P.C.N. Ezenwa Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Knowledge and practice of wait-time in mathematics classroom instructions <p>The study was designed to ascertain if mathematics teachers in secondary schools know and practise wait-time during classroom instructions. It also sought to determine wait-time periods in current practice by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study adopted survey research design. The sample used for the study comprised 210 qualified mathematics teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data collection. Research questions 1, 2, and 4 were answered using percentage (%), while research question 3 was answered using mean. The results established that wait-time is being practised in Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class. Based on these findings, it was recommended that mathematics teachers should not only practise waittime, but; they should be seen to practise adequate wait-time of at least 3 seconds each lesson, and the practice of wait-time should be emphasised in Nigerian schools for meaningful learning of mathematics<br>to take place.</p> Patrick Obere Abiam, John Kizinghe Odok Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Relationship between the perceived effects of the implementation of strategic planning process and head teachers' performance in public day primary schools in Kericho County of Kenya <p>The purpose of this study was to investigate the relationship between perceived effects of the implementation of strategic planning process and head teachers’ performance in public day primary school in Kericho County of Kenya. The study used an ex-post-facto research design. The research approach used was quantitative and qualitative. The target population comprised of 524 head teachers of public primary schools in Kericho County. The research instruments used to collect the data were questionnaires and interview schedules. A sample of 227 headteachers and Six (6) Sub County Directors was obtained using Stratified Random Sampling and Purposive sampling technique respectively. Data was collected using a questionnaire that was developed by the researcher. Simple random sampling technique was used to select schools in each sub County. A pilot study was done on 23 headteachers who were not included in the final study to determine reliability of the research instruments. Cronbach alpha formula was used to determine reliability coefficient. A score of 0.7 and above was deemed acceptable. Data was analysed for descriptive statistics (frequencies and percentages) and inferential statics (Pearson correlation and Regression analysis). The results were presented in form of tables and figures. The results show that implementation of strategic planning process did not have a statistically significant relationship with head teachers’ performance in primary day schools in Kericho County. There was a positive correlation between results of strategic planning process and head teachers’ performance at (r = 135; p = 0.056).</p> J.K. Kibett, J.G. Manduku, William Kiprotich Chepkwony Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Social emotional model for coping with learning among adolescent secondary school students <p>Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.</p> Mwita Sospeter, Theresia J Shavega, Cosmas Mnyanyi Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000 Relationship between headteachers' commitment and learners' academic performance in primary schools in Kericho County, Kenya <p>The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).</p> Cheruse Joel Kimengich, Viviline Ngeno, Kaptingei Solomon Copyright (c) Mon, 04 Jan 2021 00:00:00 +0000