Browsing Research articles (Dept of Primary Education) by Title
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Tsayang, G. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: A survey study was conducted to establish perceptions of students who completed in 2008 and 2009 respectively in the Bachelor of Education (B.Ed.) in Education Management regarding the study provision and conditions, therefore the perceived value and quality of the study programme. Theories of learning which point to the influence of the ‘inner world’, the ‘work environment’ and the ‘other people’ on learning and therefore perceptions of programmes were used as the theoretical framework. B.Ed. Educational Management students filled in a questionnaire which had both open and close ended items. Perceptions were deduced from views on, among others, facilities to support the programme, usefulness of the programme for work, quality of the programme and support availed students. The findings showed an overwhelming positive perception of the programme. By implication, the programme would be expected to positively enhance learning thus, produce managers who would have a positive impact in the schools. Among the recommendations made were that the Ministry of Education and Skills Development of Botswana considers sponsoring more inservice management students to the local programme to reduce on costs, with cognisance being taken to avoid inbreeding where every manager would be coming from the local institution. Another recommendation is to conduct a study to establish the impact of these graduates on education where they are deployed as school managers. URI: http://hdl.handle.net/10311/979 Files in this item: 1
Tsayang_IJSRE_2011..pdf (1.700Mb) -
Mannathoko, M.C.; Mangope, B. (IJSRE, http://www.ijsre.com, March NaN, 2013)[more][less]
Abstract: Research in Botswana has shown the importance of parental involvement in primary school education. Consequently, researchers have argued for strengthening the school-community relationship in order to improve the quality of primary school programmes and enable children to succeed in the academic environment. Nonetheless, little has been done to identify barriers to parental involvement in children’s academic work and possible solutions geared towards quality education. This study therefore seeks to investigate the causes of limited parental involvement in their children’s schooling and to identify strategies to help minimise these barriers and improve academic performances in primary schools. This study is a qualitative case study wherein twenty-four participants (twelve teachers and twelve parents) are interviewed. The sample was drawn from the Central North region of Botswana and covered remote, remotest, sub-urban, and urban locations. Random sampling was used to select teacher-participants while parents were identified with help of village headmen. Botswana education policies and school regulation or guideline handbooks were also examined to determine the extent to which these documents promote community involvement. The findings of this study reveal significant divergences in the responses of parents and teachers. Most of the parents, especially those in remote areas, for example indicated that they were not aware that they were supposed to offer teaching assistance services in schools. Teachers in the same areas indicated that parents were not cooperative in contributing to their children’s learning. Likewise, while teachers listed examples of workshop initiatives designed to sensitise parents to the importance of being involved in their children’s learning, parents said they were only called to collect children’s progress reports, for Parent Teacher Association (PTA) meetings, or to be threatened about failure to pay school development and sports fees. URI: http://hdl.handle.net/10311/1138 Files in this item: 1
Mannathoko_IJSRE_2013.pdf (267.9Kb) -
Mokotedi, R.T. (IJSRE, http://www.ijsre.com, March NaN, 2013)[more][less]
Abstract: In recent years, there have been a number of innovations and reforms aimed at making education relevant to the needs of the society. Despite the premium placed on education, there continue to be challenging and persistent issues negatively affecting teacher education. One of these challenges is the generalist approach of primary schools whereby teachers teach all subjects in the curriculum. This is often a departure from their pre-service training where they were trained as specialists. The purpose of this study is to establish new teachers’ perspectives on the role of subject specialization in Botswana Colleges of Education and the implications of this training for the professional development of those who did not specialize in languages. This study adopted a survey research design in which questionnaires were the main data collection instrument. This study targeted two primary schools in the Southern Region with a sample of twenty (20) beginning teachers (with Diploma Certificates in primary schools). Of this sample of twenty, ten (10) completed the questionnaires. The results of this study reveal that beginning teachers advocate for specialization in primary schools because it allows them an area they can teach with confidence. These teachers raised the issue of in-service development and support as a source of information on matters pertaining to language teaching because for those who did not specialize in languages, teaching this complex subject is a challenge and can be highly demotivating. URI: http://hdl.handle.net/10311/1136 Files in this item: 1
Mokotedi_IJSRE_2013.pdf (269.0Kb) -
Phibion, O. (IJSRE, http://www.ijsre.com, March NaN, 2012)[more][less]
Abstract: This paper is aimed at discussing the information contained in Borankana (Phathisi), traditional music practiced by the Bakwena in the Kweneng District of Botswana. The paper was conceived through the collaborations between ethnomusicology classes and their subjects/respondentsin an effort to better understand Borankana traditional music performance, and its daily uses today. This paper addresses not only the traditional music, but also the traditional learning and transmission of the music. Data was gathered by author and students through kgotla (tribal administration) visits, oral interviews with the informants, as well as internet search and other secondary printed information repositories such as books and journals. Oral interviews were recorded using an audiotape for future referencing and photographs were taken of the practical music performances. It was evident in the interviews that for the Bakwena of Botswana, Borankana music was traditionally used for entertainment by both young and old people. However, it was also evident that dancing activities were largely dominated by men and boys while women sang, clapped hands and ululated. Historically, Borankana was performed during tribal activities only. Now it mainly used by men in day-to-day activities for entertainment with women accompanying through singing, hand clapping and ululating. Changes in costumes and the materials used to make instruments over time is also discussed. URI: http://hdl.handle.net/10311/1064 Files in this item: 1
Phibion_IJSRE_2012.pdf (619.0Kb) -
Pansiri, L.; Pansiri, N.O. (University of Botswana; http://www.ub.bw, NaN, 2011)[more][less]
Abstract: Poor parental involvement in schools and educational activities at basic education level is a concern the world over. Governments have promulgated deliberate educational policies to institute parental involvement through structures commonly known as Parents and Teachers Associations (PTA). Despite this structural approach, many countries including Botswana, experience poor parental involvement in a school located in a low-income township area in Gaborone – Botswana. The study confirms that there is lack of effective parental involvement in that school. One of the major challenges is that school activities and meetings are often held when the majority of the parents are at work. It therefore, recommended that PTA activities be held at a time that suits specific activities and tasks; and that teachers must be encouraged to visit their children’s homes to dialogue with parents on educational issues in order to inspire parents to participate in the education of their children. URI: http://hdl.handle.net/10311/1139 Files in this item: 1
Pansiri_PBJAS_2011.pdf (3.788Mb) -
Monyatsi, P.P. (Academic Journals, http://www.academicjournals.org, April NaN, 2009)[more][less]
Abstract: This article critically analyses the mechanisms and procedures that facilitate the effectiveness of the current teacher appraisal system in Botswana secondary schools. Teachers in schools, in this case in Botswana secondary schools have to undergo appraisal every year for both accountability and developmental purposes. In this article, the author critically analyzes the extent to which the mechanisms and procedures are in place and adequate to facilitate the effectiveness of the current teacher appraisal in Botswana secondary schools. The article is based on an empirical study that was carried out in a sample of 607 secondary school teachers in two clusters of seventeen schools in the southern region of Botswana. The research design is a multi-methods approach of a survey questionnaire and a semi-structured interview. The results illustrate that there is a need for training, feedback and transparency if the appraisal process is to be effective. URI: http://hdl.handle.net/10311/605 Files in this item: 1
Monyatsi_ERR_2009.pdf (2.131Mb) -
Ajiboye, J.O.; Silo, N. (IJESE, http://www.ijese.com, July NaN, 2008)[more][less]
Abstract: An intervention study was set up through the School Civic Clubs to improve Botswana Children’s environmental knowledge, attitudes and practices. The underlying assump-tion in using this informal approach was based on the premise that the school time table is already overcrowded and that the infusion approach currently adopted in the country has not produced the desired results. Hence, the Civic Clubs were introduced into ten Primary schools in Botswana. Using this informal approach, the children were given requisite training in civic and environmental issues, and they engaged in various activities for a period of six weeks. Data was collected before and after the project activities using two hundred members of the civic clubs and two hundred non-members of the club. Data collected were analyzed using descriptive analyses. Findings indicate a significant change in the knowledge and attitudes of the pupils after their exposure to the club activities. Also, there was a significant difference in the knowledge of pupils exposed to the EE club activities and those not so exposed. The interaction of pupils’ gender and class of study were also examined. Teaching children environmental issues through the School Civic Clubs was explored in the study, and the findings seem to demonstrate the effectiveness of this approach as against the more theoretical class-room-based teaching currently going on in schools. The use of the Civic Clubs in promoting environmental education was therefore advocated by the study, both in Botswana and in other countries. URI: http://hdl.handle.net/10311/790 Files in this item: 1
Ajiboye_IJESE_2008.pdf (1.212Mb) -
Monyatsi, P.; Tsayang, G.T.; Mhozya, C.; Bulawa, P. (IJSRE, http://www.ijsre.com, June NaN, 2008)[more][less]
Abstract: The Government of Botswana has made concerted efforts since attaining independence in 1966 to improve the quality of its primary education sector through a number of reforms. One such reform was the introduction of the Primary Schools Management Development Project in 1999 which was a joint venture with the British Department for International Development (DFID) whose main purpose was to develop the management and instructional leadership skills in primary school heads in order to make them more effective in their jobs. This paper reports the findings of a study that was carried out to evaluate whether the PSMDP achieved its intended mandate of improving the management of primary schools in Botswana. The study adopted the survey research design with questionnaires for different categories of teachers being the main instrument used. The study targeted three out of the six primary education regions, namely Central North, Southern and South Central. A total of forty Government primary schools were used with a total sample of 560 teachers in all. URI: http://hdl.handle.net/10311/1066 Files in this item: 1
Monyatsi_IJSRE_2008.pdf (1.350Mb) -
Tsayang, G.; Monyatsi, P.; Bulawa, P.; Mhozya, C. (Kamla - Raj Enterprises, http://www.krepublishers.com, NaN, 2010)[more][less]
Abstract: Primary School Management Development Project intended to improve management of primary schools in Botswana started in 1999 and ended in 2002. The Impact Evaluation Study (IES) conducted in 2000 found that management practices introduced by the project had improved management by most SMTs. School Management Teams and Primary School Management Advisors put in place by the Project were functioning well. Cluster and school-based in service training had a positive impact on management of primary schools. The present study wanted to find out whether the findings from the IES were sustained. A survey of 24 schools in four of the six national education regions was conducted. The main findings of the study were that the program activities and structures were sustained. The sustenance was attributed to the initial involvement of the key stakeholders in the conception of the project through the base line study where school managers identified key management areas of need. The sustenance is also attributed to political commitment by the government manifested through regularizing the project into a Ministry of Education programme properly budgeting for. One of the implications of the findings is that commitment by stakeholders should be grounded on a sound understanding and true involvement by the key players from conception to implementation of any program. It is also noted that decentralization should not be abdication of accountability by the mother body, the central government, instead, should be a strategy through which the central government works to empower the policy and programme implementers. URI: http://hdl.handle.net/10311/651 Files in this item: 1
Tsayang_JSS_2010.pdf (1.685Mb) -
Monyatsi, P.P. (Kamla - Raj Enterprises, http://www.krepublishers.com, November NaN, 2008)[more][less]
Abstract: This paper argues that much as the gender mainstreaming process was a noble venture, the cross-cutting nature of the gender mainstreaming was not fully understood and appreciated by some very powerful and influential sectors and stakeholders in the religious world. In short, their belief that what has been created by God cannot be changed by man frustrates any gender mainstreaming interventions as they are above the constitutions of the states. URI: http://hdl.handle.net/10311/637 Files in this item: 1
Monyatsi_JSS_2008.pdf (1.317Mb) -
Pansiri, N.O. (Elsevier Ltd. http://www.sciencedirect.com, July NaN, 2008)[more][less]
Abstract: This paper is part of a study that assessed the level of commitment of primary schools of remote area dwellers (RADs) to basic education between October 2004 and April 2005. The research question focused on the level of commitment of schools to universal basic education, school–community partnership in school governance and parental involvement in the way the curriculum was delivered. Questionnaire and interviews were used. The results show a significant relationship between teachers’ perceptions and variables such as district, qualifications, age, location, and experience. There is consistency between teachers’ perceptions and children's academic performance. It has been found that learner achievement in RADs schools is low and that parents are not actively involved in their children's education due to the policy environment and school management practices. URI: http://hdl.handle.net/10311/521 Files in this item: 1
Pansiri_IJED_2008.pdf (1.181Mb) -
Bose, K. (IJSRE, http://www.ijsre.com, December NaN, 2010)[more][less]
Abstract: The study assessed the views of in-service participants of the University of Botswana (who are pursuing Bachelors degree in Primary Education) regarding the empowerment of Early Childhood Education teachers with Information and Communication Technology skills. Both quantitative and qualitative research designs were adopted. Eighty-two final year students constituted the sample. A semi-structured questionnaire was used. The findings showed that the respondents strongly believed that the Early Childhood Education teachers in Botswana should be empowered with Information and Communication Technology skills. However, they didn’t find the existing curriculum feasible due to lack of in-depth content and pedagogy adopted to deliver the content. The findings showed that the student teachers were not able to realize the usefulness of the popular, generic packages and communication tools. The participants of the study suggested for a comprehensive curriculum with spread-out modules that could offer basic Information Communication Technology skills initially, and provide advanced features in succession, in order to enable them infuse content with technology; perform administrative tasks efficiently; conduct research in Early Childhood Education; and generate local-specific multi-media packages for young Batswana. URI: http://hdl.handle.net/10311/978 Files in this item: 1
Bose_IJSRE_2010.pdf (2.043Mb) -
Pansiri, N.O. (SAGE Publications. http://ema.sagepub.com, NaN, 2008)[more][less]
Abstract: A descriptive study using questionnaires was conducted in 2004 to assess the effectiveness of instructional leadership displayed by primary school management teams following the implementation of the Primary School Management Project in Botswana. Leadership skills, Coordination of instructional activities, management of curriculum and quality of learners were key variables that guided the study. Respondents were 240 primary school teachers including school heads and 575 learners. Data were analyzed descriptively through the use of the Statistical Package for Social Sciences (SPSS) program using frequencies and percentages. The results reveal school management teams' lack of interpersonal skills necessary for classroom supervision, inability to mobilize parents to participate in school instructional improvement activities, teachers' unauthorized use of corporal punishment and lack of creativeness and innovativeness for management of curriculum change. Regarding quality of learning, the study identifies learners' inability and lack of freedom for self-expression and inadequate acquisition of basic literacy skill at varying degrees between rural and urban schools. URI: http://hdl.handle.net/10311/520 Files in this item: 1
Pansiri_EMAL_2008.pdf (1.891Mb) -
Monyatsi, P.P. (Academic Journals, http://www.academicjournals.org, August NaN, 2006)[more][less]
Abstract: The development of staff in any organization in order to attain quality results is a sine qua non. The human resource of any organization, including schools and colleges is central to its effectiveness. What matters is the model that is used to enable the development of staff, in this case the development of teachers in secondary schools. This article argues that the school-based workshops as a component of staff development in the schools is the most effective due to several reasons, among them, the contextuality of the approach, it needs-driven nature, and the collaboration and teamwork that are its hallmark. Apart from the above, the study highlights some advantages that accrue such as being costeffective and time saving and not being disruptive to the teaching and learning processes. The study combines both the qualitative and quantitative approaches to research. URI: http://hdl.handle.net/10311/987 Files in this item: 1
Monyatsi_ERR_2006.pdf (916.2Kb) -
Monyatsi, P.P. (Kamla-Raj Enterprises, http://www.krepublishers.com, NaN, 2006)[more][less]
Abstract: Productivity is the buzzword in all organizations worldwide. Organizations, including schools are busy trying to enhance the productivity of their employees by introducing a number of interventions or incentives. One of the interventions that was introduced in education in Botswana was teacher appraisal, and one of its objectives was to motivate teachers to improve their performance. This paper is based on a combined quantitative/qualitative study that was carried out from a sample of 607 secondary school teachers in seventeen schools in the South Region of Botswana evaluating the effectiveness of the current appraisal process as carried out in secondary schools. It looks at how the process of teacher appraisal can motivate teachers to improve their performance of facilitating effective teaching and students’ learning. The study revealed that if carried out properly, the appraisal process can motivate the teachers to do more. URI: http://hdl.handle.net/10311/649 Files in this item: 1
Monyatsi_JSocSci_2006.pdf (767.7Kb) -
Pansiri, N.O. (EMAL, http://ema.sagepub.com, November NaN, 2011)[more][less]
Abstract: The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalizationof generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance. URI: http://hdl.handle.net/10311/1116 Files in this item: 1
Pansiri_EMAL_2011.pdf (3.133Mb) -
Adeyemi, D.A. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: Recently, the reading-writing connection has come into focus as an area that can be exploited to address English as a second language (ESL) writing skills development. This is because various studies have identified ESL writing as being grossly inadequate both at the junior secondary, senior secondary and college levels in Botswana and elsewhere in Africa where English is learned as a second language (L2). Even in situations where English is taught as the first language (L1), the problem of writing persists. This paper discusses ESL composition teaching and learning issues by looking at the integration of reader-response based pedagogy with process writing as a way of improving the learning and teaching of composition writing skills at the junior secondary school level in Botswana. The paper also discusses the implications of this strategy in writing pedagogy and the procedure for its use in composition writing skills development. URI: http://hdl.handle.net/10311/1013 Files in this item: 1
Adeyemi_IJSE_2011.pdf (688.4Kb) -
Mosothwane, M. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role played by secondary school mathematics teachers in the development of mathematics curriculum. It was conducted using a sample of sixty senior secondary school mathematics teachers. The findings of the study suggest that the majority of senior secondary school teachers’ play only a minor role in the development of the mathematics curriculum, but are active in the implementation and production stages. Subjects of the study reported that full participation in the development of the curriculum would help them to better implement the material because they would feel they ‘own’ it. Teachers use a variety of teaching methods and materials to promote effective learning. A stronger mathematics curriculum for senior secondary schools would emerge if teachers were encouraged to participate in the development process. A lack of teacher participation in the development of senior secondary school mathematics curriculum has implications for mathematics teaching, particularly now as Botswana build’s its first university of science and technology. One such implication is the possibility of weaker students finding their way into the university and thus lowering the overall quality of mathematics performance. The paper concludes with suggestions and recommendations in the hope that these will help curriculum development officers to involve more senior secondary school teachers in the development of mathematics curriculum so as to strengthen mathematics education in Botswana. URI: http://hdl.handle.net/10311/1081 Files in this item: 1
Motsothwane_IJSRE_2012.pdf (1.608Mb) -
Ajiboye, J.O. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: The primary goal of social studies is citizenship education. Social studies as citizenship education seek to provide students with knowledge, skills, and attitudes which will enable them to actively participate as citizens of a democracy. However, the extent to which the subject is achieving this goal since its introduction into the Botswana school curriculum in 1969 has been somewhat questionable. Recent evidence suggests that products of our schools are manifesting some behaviours that are not in tandem with good citizenship. This paper therefore examined the views of some primary school teachers in Botswana on the effectiveness of social studies in promoting citizenship training and self reliance among the learners. This is essentially a survey study. One hundred experienced teachers (with over ten years of teaching primary social studies) were purposively selected for the survey. A questionnaire tagged “Teachers’ perceptions of the effectiveness of social studies in developing appropriate citizenship education” with a reliability coefficient of 0.94 using Cronbach Alpha was used to collect data for the study. Two research questions were addressed in the study. Major findings in the study are: teachers poor rating of social studies as a tool for achieving citizenship training, more emphasis in social studies teaching is placed in theory rather than in practice, existence of few materials on social studies to assist teachers, and that social studies is failing largely to promote self reliance skills in the pupils. The implications of these findings for retooling social studies curriculum to achieve the goals of basic education in Botswana were discussed in the paper. URI: http://hdl.handle.net/10311/974 Files in this item: 1
AJIBOYE_TAS_2009.pdf (1.515Mb) -
Mapolelo, Dumma C. (Taylor & Francis, http://www.informaworld.com, April 15, 2009)[more][less]
Abstract: This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons. URI: http://hdl.handle.net/10311/1049 Files in this item: 1
Mapolelo_IJMEST_2009.pdf (1.507Mb)
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