Educational Foundations
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Moalosi, W.T.S. (IJSRE, http://www.ijsre.com, December NaN, 2012)[more][less]
Abstract: People in different cultures vary in their descriptions of their self-concept. These descriptions tend to be either individualistic or collectivist. Individualistic cultures preface independence and self-fulfillment, while collectivist cultures tend to be more group-oriented and carry more social responsibilities. Immigration and colonization have had an impact on many collective cultures that had lived among independent ones. Conflict often occurred when interdependent cultures tried to maintain their identity in their new independent environment. Teachers and students at schools frequently experience similar challenges. Theories of cognitive development show that parents differ in their perception of intelligence among these two cultural types (independent and interdependent). URI: http://hdl.handle.net/10311/1131 Files in this item: 1
Moalosi_IJSRE_2012.pdf (211.3Kb) -
Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)[more][less]
Abstract: The study used an inferential survey design in which a validated questionnaire was used to gather and analyze the views and perceptions of a random sample of 146 primary and 102 high school teachers at Qacha’s Nek district in Lesotho. These were with regard to the influence training in assessment has on the availability of skill to carry out effective classroom practices that sustain standards in educational assessment and hence enhance quality of education. The sample was made up of 119 male and 127 female teachers, 103 of theme with certificates 41 with diploma and 102 with bachelor’s degrees. Some 92 of them had 1-5 years of teaching experience, 57 had 6-10 years while 97 of them had above 10 years of such experience. Among them they attended a mean of 0.706 assessment-related workshops. The study involved the use of a face validated sic-option Likert-type questionnaire with two sets of items consisting of: (a) list of assessment skills to which teachers were required to indicate the level to which they possess each of them; a list of classroom assessment practices, which teachers were expected to indicate the frequency to which they applied each of them. A Cronbach alpha analysis gave the alpha coefficient of the instrument as 772 and 764 respectively for the two parts of the instrument. A composite of the number of assessment-related courses taken, and seminars and workshops attended were developed to operationalize each teacher’s level of assessment training. Based on this, 137 of them were found not to have any training in assessment at all, while 73 had a little training and 35 had some training in assessment. URI: http://hdl.handle.net/10311/1130 Files in this item: 1
Nenty_IJSRE_2011.pdf (1.911Mb) -
Mogapi, M.O. (IJSRE, http://www.ijsre.com/, December NaN, 2012)[more][less]
Abstract: Grading is a central component of educational assessment because it is through grading that a student’s performance is judged as having satisfied the requirement for a given unit or grade level. Accurate determination of the cut-off point between adjacent grades is thus critical in ensuring that a letter grade assigned, and ultimately the certificate given, are a true reflection of a candidate’s mastery of the assessed subject matter. Different systems are used to establish cut-off points: each method with its own advantages and disadvantages. In Botswana, the Angoff grading model was adopted following the introduction of criterion referenced testing in 1997. This model was implemented in order to correctly reflect the achievement level of primary school graduates and at the same time, maintain performance standards from year to year. While this model appears to have robust the theoretical foundations, its practical application and success are highly constrained by contextual country-specific factors. This paper outlines the observed practical limitations of the Angoff grading system in Botswana. URI: http://hdl.handle.net/10311/1115 Files in this item: 1
Mogapi_IJSRE_2012.pdf (1.384Mb) -
Cheng, C.; Jose, P.E.; Sheldon, K.M.; Singelis, T.M.; Cheung, M.W.L.; Tiliouine, H.; Alao, A.A.; Chio, J.H.M.; Lui, J.Y.M.; Chun, W.Y.; De Zavala, A.G.; Hukuzimana, A.; Hertel, J.; Liu, J.T.; Onyewadume, M.; Sims, C. (JCCP, http://jcc.sagepub.com, July NaN, 2011)[more][less]
Abstract: In this study, the authors tested four cultural models—independence, interdependence, conflict, and integration—that describe the hypothesized relationships between dimensions of self-construal and components of subjective well-being among individualistic and collectivistic countries. Collectivistic countries that have undergone rapid socioeconomic changes (i.e., East Asian countries) and those with limited changes (i.e., African countries) were differentiated. Participants were 791 university students from four Western countries, 749 university students from three East Asian countries, and 443 university students from three African countries. Findings provided some support for the applicability of (a) the independence model to individuals from Western countries and (b) the integration model to individuals from East Asian countries. Mixed results were found among the African countries. The interdependence model is more applicable to African participants from the sub-Saharan region, but the integration model is more applicable to those from the North African region. URI: http://hdl.handle.net/10311/1110 Files in this item: 1
Onyewadume_JCCP_2011.pdf (5.837Mb) -
Baliyan, S. (IJSRE, http://www.ijsre.com, September NaN, 2012)[more][less]
Abstract: This formative evaluation seeks to measure the effectiveness of Botswana ICT curriculum (Code 0417) by evaluating the content taught and the instructional strategies used to deliver the course contents. It also seeks to assess whether both academics and students felt that the course content and instructional strategies were important. This study employed both quantitative and qualitative research designs as surveys, focus groups, one-on-one interviews, classroom observations and student test annual examination grades were used to collect data. Sixty students enrolled in the course and twelve course instructors were selected randomly from a sample of three private senior secondary schools in Botswana. Descriptive statistical analyses were used to analyse the data collected. Students rated all ICT course topics, except computer networks, as less useful than did their instructors. Both students and teachers offered a number of suggestions on how this course might be improved. URI: http://hdl.handle.net/10311/1108 Files in this item: 1
Baliyan_IJSRE_2012.pdf (1.104Mb)