Browsing by Author "Tekle, Tesfu"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub- County, Kiambu County, Kenya
    (International Institute of Science, Technology and Education, 2015) Gathua, Joseph; Muthee, Jessica; Murugami, Margaret; Tekle, Tesfu
    Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were; to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior disorders as well as add to the existing literature on learner disorders.
  • Thumbnail Image
    Item
    Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea
    (Journal of Education and Practice, 2015) Tekle, Tesfu; Njihia, Mukirae; Ogeta, Norbert; Habtu, Michael
    Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE) targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils, 18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages. Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of the pupils. Furtherer, government authorities, national unions and religious bodies should play important role in sensitizing the community about benefits of education
  • Thumbnail Image
    Item
    Impact of Instructional Resources on Mathematics Performance of Learners with Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania
    (International Institute of Science, Technology and Education, 2016) Nyudule, Yusta; Karugu, Geoffrey; Muthee, Jessina; Tekle, Tesfu
    Learners with dyscalculia in the integrated primary schools in Arusha have been performing poorly in the Primary School Leaving Examination (PSLE). Thus, the journal sought to investigate the impact of instructional resources on mathematics performance of learners with dyscalculia in integrated primary schools found in Arusha city, Tanzania. The main objective of the study were to identify types of instructional resources used by teachers who teach mathematics in integrated schools and to find out the adequacy of instructional resources used to teach Mathematics in integrated schools. The study employed a descriptive design, which was involved with generalized statistics that were abstracted from respondents. The target population was 92 respondents who included head teachers and subject teachers from four schools. A sample size of 52 respondents was obtained through the use of purposive sampling. A questionnaire was used as a major data collection instrument that was administered to head teachers and teachers, and a screening tool checklist complemented it. Data analysis was done manually and computed using Statistical Package for Social Sciences (SPSS). Descriptive statistics was applied to present the findings. The findings revealed that graphic and realia resources to be the most commonly used by teachers. The study also established that all the five main types of instructional resources namely audio, visual, audio-visual, graphic and realia resources were either inadequate or lacking. The study recommends that Government should provide computers and computer software, mathematic kit, radio cassettes and tape recorders which are vital instructional materials in primary schools to enhance effective teaching and learning mathematics. Also, Ministry of Education and Culture should take responsibility in providing instructional resources to schools.