Social Sciences

The school environment is one of the most important factor, in promoting learning at every stage of school life. If the environment is conducive, learning accelerates with time and age, that is true for CWSN too. School environment for ‘Children with special need’ consist of infrastructural design of the school, physical resources available at school, the academic resource available at classrooms and school, the behaviour of peers, seniors, school staff and teachers. It has been found that infrastructural facility like pathways, boundary wall, classrooms, toilets, drinking water improves CWSN enrolment as well as attendance. Analysis of data also demonstrates that beautification of school, cleanliness, behaviour of peers/teachers/support staff improves students engagement in school and learning. Teaching-learning aid of every kind support CWSN in engaging themselves in learning.

Participation is a phenomenon that has long been associated with the evolution of human life, but in the 1950s and 1960s, when imported programs from the West to developing was failed because of lack of people participation, regarding to this phenomenon and emphasis on its role as an agent of development was increased and after that, the foundation of development strategies, community participation approach was formed as a basic human need. Regarding to the importance of the topic in this research by using field method, techniques and survey questionnaire sought answers to this question” Social and cultural factors involved in the construction of mosques and religious site, what are people? Given the importance of social and cultural factors involved in the construction of mosques and popular religious site in this study to analyze the relationship between variables such as socio-economic status of family, religion, social trust, sex, age, and education as independent variables and relationships it was a turnout as the dependent variable. The results indicate that among all the independent variables with the dependent variable, there was a direct and significant relationship.

Family is an institution on one hand with the larger community and interact directly with other person in the relationship. It is important to the extent that some experts are considered to suppose it as a fundamental pillar of society and the realization of a healthy society depends on achieving a healthy family feel. Marital satisfaction is one of the essential factors in family stability and of the mental health of spouses and children as well as society. Several factors caused spouse to be satisfied in a marital relationship. Marital adjustment influences on many aspects of human life, individual and social. Regarding to the importance of this field of research methods, techniques and survey questionnaire sought answers to this question’’ what are the social factors influencing the conflict of spouses in Guilan-e-Gharb? Study sample are the married in Guilan-e-Gharb which number of 378 samples were analyzed. In order to answer the main question, this study is to analyze the relationship between variables such as fatalism, psychological well-being, family income, age of spouses during marriage as independent variables and conflict of spouses as the dependent variable. The results suggest that, there is significant relationship between psychological well-being variables, family income, and the age difference between spouses marriage duration with spouse conflict. There is no relationship between fatalism and conflicts between spouses.

Creativity plays an important role in learning and life for undergraduates who major in physics. There are many factors in physics help teachers to train students’ creativity. Teachers should have advanced education ideas about physics creativity education. There are several methods to foster students' creativity in physics instruction, such as strengthen the training of creative thinking, implement experiments and scientific practices, and grasp the principles of creativity.

The purpose of the study was to investigate teachers’ readiness on the implementation of the competency-based curriculum in private pre-schools in Keiyo North Sub-County, Nairobi City County. The study objective was to establish teachers’ readiness on the implementation of the competence-based curriculum in public pre-schools. The study adopted curriculum implementation theory and descriptive survey design. The target population was 38 public pre-schools, 38 head teachers and 320 pre-school teachers. Simple random sampling was used to select the sample which comprised 108 respondents, 96 pre-school teachers and 12 head teachers. Data was collected using questionnaires. The quantitative data was processed and analysed with the help of the SPSS software programme using Pearson product moment correlation. There was a positive influence of teacher readiness (r = .431) on implementation of competency-based curriculum. This implies that as the teacher readiness improved the on implementation of competency-based curriculum increased. Teachers’ should be adequately prepared in readiness for implementation of a new curriculum through in-service training, seminars and workshops for effective implementation of the curriculum.

The purpose of this paper is to empirically examine the extent to which job satisfaction correlate with organizational commitment focusing on bank employees specifically and private sector generally. The study also tries to identify the strongest variables of job satisfaction that contribute towards organization commitment. A sample of 200 respondents was randomly chosen in this survey which 150 respondents gave the feedback. Correlation and regression analysis are being used to determine the relationship between job satisfaction variables (company policy, salary, working condition, interpersonal relation and advancement) and organizational commitment. The result from hypotheses testing has shown that all independent variables have positive relationship with organizational commitment. Furthermore, the result on regression also shows that advancement has the strongest relationship with organizational commitment compare to other variables. As a conclusion, we do believe that the results could be used by organizations to increase their employees’ commitment and lead to further research in the future.

The relationship between the girl’s education and economic development has received a worldwide attention for quite sometimes. A number of global organization have been formed to address the issue of girl’s education. However, the issue of teenage mothers remains a thorny issue in most developing countries. This category of learners undergo a number of challenges to access and continue with education. Reentry policy of teenage mothers to school mooted in Beijing conference of 1995 is one intervening policy to help address the needs for the teenage mothers. The Kenyan government adopted the policy in 2001. Despite the policy being in place, very few teenage mothers have been returning to school. The objectives of this study to determine the perception of various stakeholders on the re-entry policy of teenage mothers to school in Bungoma County. The critical theory as modified by Habernes was used as the theoretical framework. The convergent parallel mixed method research design was used. The research population comprised of teenage mothers, student girls, head teachers, principals, Guiding and Counselling teachers, Sub County Quality Assurance and Standards Officers. The data collection instruments were Questionnaires and Interview schedules. Questionnaires were administered to the Teenage mothers, school girls, Guidance and counselling teachers, while the interview schedule was administered to Sub County Quality Assurance and Standards Officers and head teachers. Pilot study was carried out in Trans Nzoia County. Reliability of the research instruments was tested using Spearman Rank Order correlation coefficient. A value of 0.79 was obtained and was considered high enough for the instruments to be judged to be reliable. Validity was determined by expert judgment in the School of Education in the University of Eldoret. Quantitative data were coded and presented using tables and analyzed through frequency distribution and percentages. Qualitative data were organized and broken into themes synthesized to search for patterns and meaning. This study was significant for it shed light on the level of awareness among various stakeholders of the re-entry policy of teenage mothers to school, the perception of the various stakeholders on the re-entry policy, identified aspects of culture that affected the implementation of the re-entry policy and the implementation strategies that are in place to implement the policy. The various stakeholders have a negative perception and attitude towards the teenage mother. Its recommended that there should be a national debate on teenage motherhood to increase awareness of the policy and address the issue of perception and the change in attitude towards the teenage mothers.

The implementation of free education in Democratic Republic of Congo is accompanied by an increase in the number of pupils in the classrooms, but a large number of teachers who are not mechanized or even not paid by the public authorities. This article deals with Internal Efficiency of Primary Schools in Kasuku Commune before and during free Basic education from 2018 to 2020.

In Kenya, the government’s priority in education is in ensuring that quality is maintained at the Directorate of Quality Assurance and Standards (DQAS) which is mandated to coordinate, follow up, and advise on curriculum delivery at school level. The Quality Assurance and Standards Officers (QASO’s) are members of that Directorate and are expected to uphold quality. The study investigated on the influence of QASO’s’ instructional supervisory practices on curriculum implementation in public primary schools in Uasin Gishu County in Kenya. The research study adopted a descriptive survey design. Simple random sampling was used to select 10% of the128 public schools in the County. The study sample was composed of 1 Sub-County Quality Assurance and Standards Officer and 6 zonal QASO’s who were purposively selected from each zone in the Sub-County. From the sampled 56 schools, the 56 head teachers were automatically selected and 168 teachers were randomly selected from those schools. Questionnaires were used to gather data from teachers and head teachers. Data was analyzed using SPSS and findings were presented in frequency tables. The study findings established that QASO’s visited other schools once per year but they carried out their assessments in most of the schools once a term. On coordination of cocurricular activities, QASO’s rarely organized or coordinated co-curricular activities. During assessments, QASO’s advised teachers and head teachers on co-curricular activities. The study recommended that QASO’s supervisory visits should be done twice in a term. QASO’s should accord co-curricular activities equal measure of attention during assessment for promotion of all goals of education and development of an all-round individual in the learner.

This study will reveal whether the mathematics teachers are aware of the reason why the concerned students have difficulty in learning mathematics and what measures they take if they are aware. In this context, the response to intervention (RTI) model, which is assumed to be effective for the students who need special education to gain and develop basic mathematical thinking skills, was applied and the views of the mathematics teachers on the extent of effect of this model. Student monitoring and structured interview forms constitute the data collection tools of the study. Findings show that the teachers are not aware of the reason why students who need special education have difficulty in learning mathematics. Teachers stated that the interventions under RTI increased the mathematics performances of students and that RTI offered new opportunities to students and was effective in increasing their academic achievement as they cannot show adequate attention to them in crowded classes. A RTI model approach is recommended to mathematics teachers for the students who need special education.