The study sought to investigate the variance of the pupils' perception on different areas of guidance and counseling and their effect on pupil discipline in Soy constituency, Kenya. The study employed a descriptive survey research design. The Uasin Gishu region had a total of 200 primary schools with a pupil population of 184,954. The study targeted those schools that have an operational guidance and counseling programme which were 20 within the Ziwa zone, and the records of pupils who had benefited from the guidance and counseling program formed the study's sampling frame for pupils. The study employed purposive sampling at the school level and simple random sampling technique to select the pupil respondents from the sampling frame of those who had undergone counseling and guidance, who were 200. The researcher used questionnaires for collecting data. The study findings showed that 81.3% (mean=0.8139) of the pupils agreed that guiding and counseling is a good disciplinary measure, 60.2% (0.6217) agreed that school guiding and counseling cares about their discipline and 60.0% (0.6000) agreed that guiding and counseling should be used as a disciplinary measure in schools. Other disciplinary measures that were applied included expulsion, suspension and extra duties were used infrequently. The results indicates that most of the students had the feeling that guidance and counseling can act as the best method to be used as disciplinary measures which is likely to give a good results at the end of the day because it will help students to understand their abilities, interests, values and personality; as well as adjust to their educational tasks, help student to attain maximum discipline and cooperation between them and their teachers.

The study sought to investigate the variance of the pupils' perception on different areas of guidance and counseling and their effect on pupil discipline in Soy constituency, Kenya.The study employed a descriptive survey research design.The Uasin Gishu region had a total of 200 primary schools with a pupil population of 184,954.The study targeted those schools that have an operational guidance and counseling programme which were 20 within the Ziwa zone, and the records of pupils who had benefited from the guidance and counseling program formed the study's sampling frame for pupils.The study employed purposive sampling at the school level and simple random sampling technique to select the pupil respondents from the sampling frame of those who had undergone counseling and guidance, who were 200.The researcher used questionnaires for collecting data.The study findings showed that 81.3% (mean=0.8139) of the pupils agreed that guiding and counseling is a good disciplinary measure, 60.2% (0.6217) agreed that school guiding and counseling cares about their discipline and 60.0% (0.6000) agreed that guiding and counseling should be used as a disciplinary measure in schools.Other disciplinary measures that were applied included expulsion, suspension and extra duties were used infrequently.The results indicates that most of the students had the feeling that guidance and counseling can act as the best method to be used as disciplinary measures which is likely to give a good results at the end of the day because it will help students to understand their abilities, interests, values and personality; as well as adjust to their educational tasks, help student to attain maximum discipline and cooperation between them and their teachers.

<p>The journey through ODL is not an easy task. Dropout rate continues to escalate in most ODL programmes, with only the determined students making it to the end. It is imperative that ODL institutions put in place effective support systems for students to fall back on. ODL students are faced with a lot of emotional and psychological obstacles as they navigate through their educational journey.</p> <p>For e-learning, transactional distance is ‘the distance between teachers and learners’.  Both tutors and students experience a sense of separation that is caused by more than simple physical distance. This distance is psychological. There is also a communication gap, a space of potential misunderstanding between the inputs of instructor and those of the learner.  This is created, in part, by the physical distance. Students may feel isolated or disconnected. This results in reduced motivation, reduced engagement that may result in high attrition. When offering Mathematics and Statistics programme by distance, one needs to consider factors that affect the transactional distance. i.e. structure and dialogue.</p> <p>In this regard, students need the right tools, guidance and support. The authors here make an analysis of the registration process onto the Mathematics and Statistics program by DE, look at the professional and technical support the students receive as they navigate through their journey. Other variables such as the factors contributing to high dropout rates, various delivery modes and impact on the pass rates are also presented. The paper aims to develop a student support package for those undertaking BSc Mathematics and Statistics programs.</p> <p>It is hoped that the study will be extended to other programmes in the faculty and maybe to all universities that conduct Mathematics and Statistics programmes by ODL.</p>

The effects of analogy teaching approach on students' conceptual understanding of the concept of refraction of light in Physics were examined. A 20-item Physics Concept Test (PCT) developed by the researcher was used to collect the relevant data from a sample 111 physics students using pre-test and post-test. The sample was selected from two single sex secondary schools (one male and one female) in Akure Urban of Ondo State of Nigeria. Mean and standard deviation and analysis of covariance (ANCOVA) were employed. The result showed that the use of analogy teaching model has a positive effect on SS 2 Physics students and that female students out-performed their male counterparts irrespective of the teaching method used. The interaction effect of the instructional model and gender was not significant (p < 05). Recommendations include that physics teachers, and all stakeholders in education should endeavor to incorporate analogy instructional model as one of the approaches to be adopted in Nigerian secondary schools since it increases students' interest and learning in sciences especially in physics.

Competencies required for prospective chemistry teachers include enhancer chemistry learning in the laboratory and field, designing experiment for learning or research, and carrying out experiments in the right method.For the time being, the implementation of Physical Chemistry lab work in Chemical Education Departmen of IAIN Walisongo was conducted through recipes models.Practical guidance and instrument have been provided by laboratory.The model therefore fosters less spirit in searching knowledge.To achieve competency of prospective chemistry teachers, the researcher has developed laboratorium guideline that feature SETS vision.The purpose of this study was to obtain a valid and effective guideline that feature SETS vision, which can be used as a reference in the laboratory work through R & D study.The learning materials which are practiced in the studies were electrochemistry which includes: Nernst equation; electrolysis; electroplating.Based on the final analysis, the guidelines has an average score of 4 (Very Valid) from expert validators.16 out of 21 students scored ≥ 70.It indicates that SETS can improve students' Science processing skills with N-gain of 0.6 (medium).The performances, preparation of reports, SETS discussions, and classroom presentation have high criteria.The developed guideline received high positive responses from students.

This study set out to investigate whether preschools in one mining town in the Midlands Province of Zimbabwe are complying with the health and safety standards stipulated in the Zimbabwe Public Health Act 15:09(1996). A qualitative research paradigm was adopted for the study. Observation was opted for as the major data gathering method. The research study revealed that preschools did not have enough space, had few toilets in relation to children’s enrolments and had hazardous playgrounds and equipment. The researcher concluded that although some preschools strived to offer services and maintain health and safety standards, the standards were far from being developmentally appropriate and led to low quality childcare. It is recommended that there should be a national audit of all preschools to ascertain levels of compliance and advise accordingly.

Communication Skills is a course offered to university students especially to first year first semester students. The essence of this course is to prepare students for study in their specific areas, to equip them with study skills and writing skills. Different departments have different requirements. However, the academics largely depend upon sound writing skills. At University of Zimbabwe the department has moved from giving a one off training to those who had not passed General English then now Communication skills to offering it to every student. The Engineering department is said to have asked the communication skills department to offer the course continuously to its student other departments also sort for the same offer. Regardless of such a long standing establishment it has been noted that students still lack competence in the writing of assignments and reports in their various areas of specialisation. The study specifically looks at Bindura University of Science Education Students who are offered communication skills in their first year. The university at large like any other university is complaining about the quality of written work that is being produced by the current university student. The paper tackled the issue of poor writing skills from the language issue perspective emanating from the Zimbabwean language policy. A needs Analysis as the research methodology has been adopted where the linguistically needs of the students were interrogated against the current assignment writing standard displayed. The qualitative paradigm being the dominate research adopted has seen analysis in terms of the narratives dominating. Very little in terms of analysis of data has culminated in quantitative analysis.

The purpose of this study was to assess the extent to which demotivated teachers contribute to the poor O- level pass rate. The researcher was alarmed by the failure rate recorded in the daily newspaper. The Herald of 6 February 2013 highlighted that the poor academic performance of the pupils was blamed on the teachers. In a bid to ascertain this claim the researcher carried out the study to establish its authenticity. A descriptive survey was used as the research design. For triangulation purpose the data was collected through interviews, questionnaires and document analysis, focusing on six secondary schools in Harare. Interviews were conducted to school heads and twenty parents while the questionnaires were administered to twenty teachers. Document analysis of ‘O’ level results was done to ascertain the pass rate in schools. The results of the study have shown that most schools recorded low pass rate. Some teachers outlined that due to economic hardship they are resorting to some extra jobs in a bid to supplement their income which compromised the teaching and learning. However, they also shifted the blame to the parents whom they accused of not assisting their children with homework. They pointed out that parents are not fully supporting their children by giving them the resources to enhance effective learning. The paper makes a significant contribution to the field of education in that it brings to light the grievances from the teachers and parents. This has implications for policy makers who should address the plight of teachers in ways that enable them to maintain the dignity of their profession. It also enhances the teachers to execute their duties meticulously in order to improve the pass rate in schools.

The study examined the influence of gender, age, training and experience of secondary school teachers on their motivation. The descriptive research design of the survey type was used for study. The population consisted of all the teachers in Ado and Efon Local Government Areas in Ekiti State. The sample comprises 500 teachers from 18 secondary schools in the two local government areas. Stratified proportional random sampling was used to select the sample for the study. A self-designed questionnaire tagged “Questionnaire on Teachers’ Gender, Age, Training and Experience and Conditions of Service” (QTGATECS) was used to collect the data for the study. The instrument was validated by research experts in Educational Management and Tests and Measurement Departments of Ekiti State University. The data were analysed using frequency counts, percentage scores, t-test. The hypotheses were tested at 0.05 level of significance. The result shows that there was no significant difference in the motivation of male and female, untrained and trained, experienced and inexperienced teachers. However, there was a significant difference between young and old teachers in their motivation. It was concluded that teachers in Ado and Efon Local Government Areas had poor motivation and was recommended that teachers’ motivation on the job should be improved by principals and government who should ensure that teachers’ welfare, training, salary, loans and teaching aid requirements and other needs are adequately met.

The paper has identified socialism as the school of thought which the Zimbabwe government, through the Zimbabwe African National Union party chose as its guiding principle to run the country, particularly the education system, after attaining political independence in 1980. Having experienced the ills of colonialism, the choice of socialism from the point of view of the ruling party was justified as the intention was to develop the masses mentally and physically in order to enable them to work for and develop the country as well as provide equal opportunity for education and wealth. There were critical gaps in the planning and implementation of the policy such that it had to be abandoned, only to revert back to colonialism and as a result, the ambition to provide education for all encountered inevitable obstacles.