Archive for month: April, 2023

This paper is based on a study that focused on indiscipline cases among secondary school pupils of Choma District of Southern Province. The study was both qualitative and quantitative research and used a descriptive survey design with a total population of 108 sampled from six (6) secondary schools.  Using descriptive statistics of frequencies, the data was themed and coded then analyzed further. The findings of this study indicate the nature of pupil indiscipline in form of absenteeism, fighting, rudeness to teachers, reporting late, and truancy, noise making in and outside the classroom, promiscuity, and stealing among others. The prevalence of pupil indiscipline was due to many factors, these include both internal and external forces. Internal forces meant indiscipline generated within the school, and external forces involved indiscipline generated outside the school environment. According to teachers, 67% of the respondents indicated home environment as the most prominent source of indiscipline. About 42% of the teachers held that effective management of discipline does not depend on the numbers of teachers available, but on quality and consistency of application of discipline strategies such as every teacher coming on board, disciplinary committees, school rules, school councils and parental commitment The study recommends for the involvement of various stakeholders in the management of discipline in the schools such as school administrators, teachers, pupils among themselves through prefects and parents.

Women’s contributions to sustainable development and trade development are recognized at the national level in the East African community nation’s Frameworks for financial development and trade policy. This paper focuses on examining how women’s Integration can boost Entrepreneurial Solutions to Sustainable Development in the East African Community member states of Burundi, the Democratic Republic of Congo (DRC), Kenya, Rwanda, South Sudan, Tanzania, and Uganda. The researcher employed secondary data to conduct a thorough literature search. On how Women’s Integration can boost Entrepreneurial Solutions to Sustainable Development in the East African community context. The findings indicated that overcoming obstacles including inadequate market access, market competition, Poor business education, inadequate infrastructure, a lack of resources, a lack of access to raw materials, an unreliable electricity supply, and a lack of marketing knowledge, production restrictions, and a lack of storage space. Additionally, having few contacts outside of prejudice and class bias, lack of social acceptance, relationships with the workforce, attitudes of other workers, and society’s low opinion of women are the bigger social hurdles for them to choose entrepreneurship in the East African community Fellow Countries. As a result, the report suggests that governments of East African Community Member States improve state subsidies, create welcoming workplaces, and The East African community region as a whole needs to embrace gender and strengthen the position of women in the advancement of culture, society, politics, the economy, and technology. Member Nations should encourage gender equality and women, effective assimilation, engagement in sustainable growth at all levels, especially in the outcome; eradicate discrimination laws and customs; support efficient education awareness programs aimed at changing negative attitudes toward women, and develop or embrace new technology that will ensure the security of occupation and certified success for females.

The teaching and learning of Geography in Zambian senior secondary schools should be re – engineered if high academic performance should be attained. Academic performance in Geography at School Certificate level, consistently for some time now is neither impressive nor competitive with other subjects at all. The question is how should geography be taught to make it a must do subject by many senior secondary school learners? There is a need therefore, to remodel or restructure how geography content should be taught and learned. The main objective of this study was to explore how best geography could be taught and learned in selected Schools of Livingstone District. This study is anchored on descriptive design, of the qualitative approach. Operant conditioning by Skinner (1971), who believed that ‘changes in behaviour are a result of an individual’s response to events (stimuli) that occur in the environment’. The study used heterogeneous purposive sampling technique to select schools and participants respectively. A total of six heterogeneous schools, 30 learners and 18 teachers of Geography were sampled bringing the total number to 48 participants. The selection criteria included schools with diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using Focus Group Discussion (FGD) administered to learners of Geography, and semi – structured interview schedule administered to selected learners and teachers. The qualitative data collected from both learners and teachers of geography were analysed thematically by identifying patterns and themes in the data. Teachers and learners experienced challenges/problems, such as inadequate or lack of teaching and learning resources, absenteeism from both teachers and learners, and inadequate or lack of teachers. The main findings were that teachers and learners of geography needed well organised field work excursions; learners wished to be in a driving seat of learning through presentations, discussions, hands – on experiences, continuous assessment, and ‘equal opportunity’ provision from their teachers. The study recommends that learners need to experience ‘equal opportunity provision from their teachers in the way they are taught. The study also recommends removing sub – regional geography from the curriculum and intensify well organised and sponsored field work excursions. Also, that the Ministry of Education should provide adequate teaching and learning resources such as textbooks, models, and Maps.

Speaking is one of the most crucial and challenging skills to master in learning English. As a consequence, learners regularly encounter difficulties that restrict their ability to speak English. For this reason, this study was carried out to find out factors that affected the English-speaking performance of English majored freshmen at a university in Can Tho City. The participants were recruited from 80 English majored freshmen at a university in the Mekong Delta, Viet Nam. Three instruments including the questionnaire, the paper-based interview, and the observation were used to collect the data. The found factors accounted for vocabulary, grammar, pronunciation, background knowledge, psychological issues (lack of motivation, fear of making mistakes, and lack of confidence), learning environment, and lack of practice time. Based on these results, further recommendations were made for both EFL students and teachers.