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Research Article
The Implementation of Assessment Guidelines and Examination Frameworks for Social Sciences CAPS Curriculum Section 4 Amendments in Geography Grade 4-6
Issue:
Volume 8, Issue 4, December 2023
Pages:
168-175
Received:
10 September 2023
Accepted:
4 October 2023
Published:
28 October 2023
Abstract: The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforementioned amendments. To that end, the researcher adopted a qualitative approach involving document analysis, to analyse Geography question papers in the identified phase, with grades 4–6 June examination papers being purposively sampled. Predefined themes stemming from the content analysis were used during the process of analysing the data. The findings reported on in this article, stemmed from an analysis of the implementation of the assessment guidelines and examination framework for the Social Sciences CAPS Section 4 amendments in Geography in the Intermediate Phase The findings emanating from the study revealed that most of the examination papers did not address the learners’ different cognitive levels. In addition, teachers were found not to infuse paragraph writing when setting the question papers, while those who did so, did not use a rubric for assessment purposes. In addition, the weighting and number of questions the learners had to answer did not correspond with what CAPS advocates.
Abstract: The aim of the study was to analyse adherence to the assessment guidelines and examination framework pertaining to the Social Sciences Curriculum Assessment Policy Statement (CAPS) Section 4 (assessment-related) amendments in Geography in the Intermediate Phase. The research was undertaken with a view to improving the implementation of the aforemen...
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Research Article
Activating Background Knowledge, Reading Comprehension and Learner Achievement in Primary Schools in Nairobi City County, Kenya: Addressing Understanding
Elizabeth Asewe Oluoch*,
Paul Amollo Odundo,
Ruth Mugo Kahiga
Issue:
Volume 8, Issue 4, December 2023
Pages:
176-184
Received:
10 October 2023
Accepted:
27 October 2023
Published:
11 November 2023
Abstract: Effective activation of background knowledge links what is known to currently read content facilitating better mastery of comprehension. However, in instances where existing knowledge is insufficient, complete comprehension of text may likely be compromised which could reduce attainment. The study examined influence of activating past knowledge on learner achievement in reading comprehension in public primary schools in Nairobi City County. The study was anchored on social constructivist theory. The investigation was built on positivist and constructivist schools of thought. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental methodology based on Solomon Four Group Design was used yielding 223 learners allocated to experimental while 253 to control groups and 8 teachers of English. Data were captured through reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions. Anticipation guide caused a positive effect on learner achievement in reading comprehension in experimental but not in control group (B=0.178 (t=2.333; p = 0.021). More still, making connections variable was 0.080 (t-value = 1.171; p-value = 0.243; B=0.009 (t-value = 1.196; p=0.902) for experimental and control groups respectively indicating no consistent relationship with learner achievement in reading comprehension. Text previewing caused a positive change in experimental and control groups (Model 1: Beta = 0.160, t=2.100, p=0.037; B=0.136, t=1.689; p=0.093). The study concluded that use of anticipation guide and text previewing to activate prior knowledge may likely improve achievement in text comprehension. The Ministry of Education should publish policies and guidelines to inform head teachers of the necessity of encouraging use of innovative techniques for enhancing reading comprehension for long-term learning.
Abstract: Effective activation of background knowledge links what is known to currently read content facilitating better mastery of comprehension. However, in instances where existing knowledge is insufficient, complete comprehension of text may likely be compromised which could reduce attainment. The study examined influence of activating past knowledge on ...
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Research Article
Teaching Reform and Exploration of Modern Enterprise Innovation Management Under the Background of Innovation and Entrepreneurship Education
Issue:
Volume 8, Issue 4, December 2023
Pages:
185-189
Received:
19 October 2023
Accepted:
29 October 2023
Published:
11 November 2023
Abstract: Modern Enterprise Innovation Management is offered based on the introduction of enterprise management knowledge by focusing on the characteristics of modern food industry to improve economic benefits and highlight business decision-making. In this study，by integrating the concept of innovation and entrepreneurship education into the teaching reform of Modern Enterprise Innovation Management, this paper discusses in detail from the aspects of teaching content, teaching method, platform construction, assessment and evaluation, aiming at cultivating students' ability of innovation and entrepreneurship and solving practical problems, thus providing new ideas and directions for the future application-oriented curriculum reform. In terms of knowledge and skills, the teaching goal is to enable students to acquire the basic ideas and understand the basic methods of modern food enterprise management, enhance the awareness of food enterprise management, and cultivate the basic quality of enterprise management personnel with professional technology. At the same time, it integrates the new marketing model under the Internet of everything, family enterprise management, standardization and safety management, enterprise integrity management, entrepreneur self-management and patriotic feelings, and other new ecological enterprises' rapid evolution characteristics, so that students can adapt to the new needs of social and economic life. It is concluded that the realization of tangible construction, intangible construction and self-construction of food enterprises is the focus of teaching, and the use of specialized integration tools and thinking inspiration is the difficulty of teaching, and the teaching process integrates three methods: task-driven, behavior-oriented and role-playing. This study is of great significance to the development of higher education and food enterprises in the new era by exploring the methods and strategies of food enterprise management and innovation and entrepreneurship in colleges and universities.
Abstract: Modern Enterprise Innovation Management is offered based on the introduction of enterprise management knowledge by focusing on the characteristics of modern food industry to improve economic benefits and highlight business decision-making. In this study，by integrating the concept of innovation and entrepreneurship education into the teaching reform...
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Research Article
Organizational Support as a Mediator of the Relation Between Parent Support and Teachers' Professional Identity: Evidence from China
Mi Kang*,
Chenmei Cai,
Xiaojing Li,
Guanghui Wang,
Qingqing Huang,
Zhijun Ning
Issue:
Volume 8, Issue 4, December 2023
Pages:
190-199
Received:
25 September 2023
Accepted:
1 November 2023
Published:
17 November 2023
Abstract: Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and secondary school teachers were selected from 19 regions in China. Through descriptive statistics, demographic variable difference, correlation and structural equation model (SEM) statistical analyses, the following findings were obtained: Firstly, our sample data show that parental and organizational support, and the professional identity of primary and secondary school teachers in China is at the upper medium level; and significant differences are shown in the professional identity of demographic variables such as gender, length of teaching, education levels and different stages of teaching. Secondary, we find a significant positive correlation exists between parental and organizational support, and the professional identity of teachers. Finally, organizational support significantly mediated the relationship between parental support and teachers’ professional identity. This study provided empirical evidence from China about organizational support as a mediator, emphasized the significance of parental support on teachers’ professional identity and suggested the the relationship of parental and teacher should attention the roles of organization.
Abstract: Parent support and organizational support are of importance to the work of teachers. The questionnaire method was adopted in this study to explore the influence of parent support on the professional identity of primary and secondary school teachers and the mediating effect of organizational support between them. A total of 10,536 primary and second...
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