Abstract: iThe purpose of the study was to establish Head teachers’ role on performance appraisal on teachers’ performance in Ganze Sub-County. The study adopted descriptive research design with quantitative approaches, where 106 public primary schools were targeted. The study used Slovene’s formulae in determining 84 respondents of the study. The study used structured questionnaires using Likert scale on all the variables.The study used SPSS version 24, where descriptive and inferential statistics was used. The study used SPSS version 24, where descriptive and inferential statistics was used. Out of the 84 questionnaires, distributed by the researcher, only 67 questionnaires were returned. iThe analysis showed that there was a positive and significant between professional development and teachers’ performance (β=0.214; p=0.009). The study concluded that performance appraisal practices ( Professional Development ) significantly contributes to the teachers’ performance in public primary schools Ganze Sub-County. The study recommended that head teachers should therefore be encouraged to encourage to develop themselves professionsly for it’s the main contributor.tThis can be done by the school management organizing for workshops and  seminars for teachers to enlighten them on the advantages of adopting innovative ways and creativity in teaching, supporting activities that are geared towards innovation enhancement.

Keywords: Appraisal, Development, Headteachers’ iPerformance, Role, Teachers.

Title: HEADTEACHERS’ ROLE IN PERFORMANCE APPRAISAL ON TEACHERS PERFORMANCE IN GANZE SUB-COUNTY

Author: Nzaro Chai Anthony, Mr. Francis Njuguna., Mr. Duncan Munga.

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals

Abstract: This study which is a combination of qualitative and quantitative examined the effect of subtitled anime on the learning gains of ESL (English as Second Language) learners in terms of vocabulary and syntactic complexity. The respondents, composing of Grade 8 pupils were divided into three groups  and  were  subjected  to  experimentation.  Each  group  comprises  of  30  students  using heterogeneous  distribution.  As  part  of  their  classroom  instruction,  one  group  viewed  English subtitled anime, another group viewed English dubbed anime and the last group was considered as the  control  group  which  utilized  the  conventional  instructional  materials  recommended  in  their learning module. Respondents were asked to do composition writing and answer cloze test as data gathering tool. As pertained to in the Kruskall-Wallis Analysis of the learning gains of the three groups of respondents, the composition writing results garnered a p-value of 0.058 while the cloze test garnered 0 p-value; thus rendering the decision to reject the null hypothesis and proving that there was a significant difference in the learning gains of the students in vocabulary and syntactic complexity for those who used the English subtitled and dubbed anime as instructional materials. Moreover, those who used the English subtitled anime achieved higher learning gains compared to those who used English dubbed anime. The statistical evidence was seconded further by the survey and interview among the respondents regarding their opinion on the utilization of subtitled anime as instructional material.

Keywords: anime, dubbed, cloze test, learning gains, subtitle, syntactic complexity, vocabulary.

Title: ANIME WITH ENGLISH SUBTITLES: TOOL IN EXPANDING SECOND LANGUAGE LEARNERS’ VOCABULARY AND SYNTACTIC COMPLEXITY

Author: Leah Joyce R. Corpuz

ISSN 2394-9686

International Journal of Novel Research in Education and Learning

Novelty Journals