Abstract: Assessment is fundamental to students’ learning as it influences learner’s knowledge, skills, and competences. According to the Tanzanian educational policy, the central focus of assessment approaches is to facilitate the building of capability for students to apply the learning outcomes adequately in diversified contexts. This study examines how the nature, modality, and contents of the assessments carried out in secondary schools in Tanzania have been playing the role of testing knowledge and skills relevant to learners’ life.

The semi-structured interview was purposively conducted to a total of sixty subject teachers (Agricultural Sciences, Biology, and Civics) and 10 academic teachers in ten ward secondary schools in Mvomero district to assess their views on how formative assessments are being conducted. Besides, focused group discussion was held with   secondary education leavers who work in informal sectors in Mvomero district, Tanzania.

The findings indicate that there was a disjunction between policy and actual classroom assessment practices. The assessment approaches were conducted not for testing the mastery of learning outcomes but conforming to examination demands. The livelihood knowledge and knowledge and skills such as critical thinking, innovation, creativity, and mastery of diversified livelihood skills were not given due weight. The practical examinations were mainly for students to retrieve the scientific facts rather than orienting towards solving real-life problems. It is, thus, recommended that   entrepreneurial assessment approaches should be adopted to bring the school knowledge to reality.

Keywords: Tanzania, Education, Classroom assessment, Livelihood competences, secondary school, Policy.

Title: Linking classroom assessment approaches to learners’ livelihood context in Tanzania: The disjunction between policy and practice

Author: Thabita L. Lupeja, Sotco. C. Komba

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The research paper is titled “Effects of Nonmonetary Factors on Employee Retention in-state University in Nigeria which comprises 5 volumes that rigorously review the work of previous researchers and authors related to the topic of this research paper.

This research is relevant in Nigeria where most institutions are hunting, attracting, acquiring; deploying, and retaining talents for sustenance and survival. There is therefore the need to study and compare the retention strategies of these state universities with their contemporaries in Nigeria to find an explanation for incessant industrial action and disparity in their performance levels. In other words, this research serves as an academic contribution towards solving problems of absenteeism, job dissatisfaction, incessant strike action, and labor turnover facing academic staff.

previously published theories and literature will be examined and compared as the basis for the establishment of this research paper in Volume 1 of “Effects of Nonmonetary Factors on Employee Retention in-state University in Nigeria.

Also, these works published by previous researchers and authors will serve as a reference for the development of the research framework of this research paper.

Finally, a Conclusion and Recommendation will then be drawn based on the data, findings, and analyses in previous chapters of this research paper. A recommendation will then be proposed in this chapter for future reference and continuity of this research in the future.

Keywords: Effects of Nonmonetary Factors, Employee Retention, job dissatisfaction.

Title: Effects of Non-monetary Factors on Employee Retention Performance in Nigeria (Vol. 1)

Author: NKECHI CHELSEA ONWUDINJO

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: This study aimed to determine the level of teacher gender sensitive pedagogical practice and its implication for providing safe and inclusive learning environment. This study utilized the non-experimental quantitative research design using descriptive technique involving teachers in South District, Digos City Division, Philippines. The study was conducted on the second semester of school year 2019-2020. Research instruments on teacher gender sensitive pedagogical practice was used as source of data. Using mean as statistical tool to treat the data, the study showed the following results: teacher gender sensitive pedagogical practice in terms of learning material is high; level of teacher gender sensitive pedagogical practice in terms of didactics is high; the level of teacher gender sensitive pedagogical practice in terms of learning evaluation is high; the overall level of teacher gender sensitive pedagogical practice is high.

Keywords: Gender Sensitive Pedagogical Practice, Inclusive Learning Environment, Educational Management, Quantitative Research, Philippines.

Title: Inventory of Gender-Sensitive Instruction: Basis for a Proposed Gender and Development Program

Author: Kim A Fernandez

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: The school curriculum consists of formal, informal and non-formal dimensions. Formal dimension refers to official timetabled subjects such as Physics. Informal dimension is the school environment that influences a learner’s behaviour. Non-formal dimension refers to out of class activities such as field trips activities. The common assumption is that participation in field trip activities enhances perception and achievement in Physics subject. However, secondary schools in Kenya tend to emphasize the formal curricula and non-formal specifically field trip activities are given least emphasis. The contribution of field trip activities on students’ perception and achievement in Physics subject had yet to be established. In Vihiga County, participation in trips field activities has been reported to be as low as 25%, meaning that field trip activities were neglected and literature indicated students’ achievement in Physics in the county was low. Physics County mean grade was lower compared to the national mean grade of C (minus). The purpose of the study was to establish the teachers’ perception of student participation in field trip activities and achievement in Physics. The objective of the study was to establish teacher’s perception of field trip activities. Constructivist theory of learning informed the theoretical framework of the study. The independent variable of the study was scope of participation in field trip activities and dependent variables was achievement in Physics. The study used a descriptive cross-sectional survey and correlational designs. The study population was 1200 Form Four Physics students and 100 teachers of Physics. A sample size of 311 students and 35 Physics teachers was selected from 114 schools through stratified simple random sampling technique. Instruments for data collection were Teacher Perception Questionnaires (TPQs), Physics Achievement Test (PAT) and Teacher Interview Schedule (TIS). Reliability of the instruments was established through test-retest method and each of the five instruments yielded a value above .7 which was accepted. Validity of the instruments was established through expert judgment by Physics teachers, research supervisors and science education lecturers in Maseno University. Qualitative data was presented by frequencies, percentages, means and standard deviations. Inferential statistics of correlation and independent t-test were used to analyse data. Descriptive data was analysed by use of thematic categories based on objectives of the study. The results showed that participants of field trip activities had high perception mean scores towards Physics than non-participants (t (224) = 6.35, p <.05). There was no significant difference in Physics achievement Test (PAT) for participants and non-participants, t (224) = 0.538, p <.05). It was concluded that participation in field trip activities contributed to students’ achievement in Physics at secondary schools. The findings of this study are useful to teachers, principals, curriculum developers, policy makers, researchers, and book writers for they provide insights on the influence of field trips on students’ achievement in Physics Therefore it is recommended that the Ministry of Education Science and Technology (MoEST) develops policy guidelines for integration of field trip activities in science subjects at secondary and primary schools.

Keywords: Perceptions, field trip activities and achievement in Physics.

Title: TEACHERS’ PERCEPTIONS ON STUDENTS’ PARTICIPATION IN FIELD TRIPS ACTIVITIES AND ACHIEVEMENT IN PHYSICS IN VIHIGA COUNTY OF KENYA

Author: Dr Esokomi Solomon Nuni

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals