Open Access Original Research Article

Analysis of Teacher-written Corrective Feedback in Second Language Writing Pedagogy in Secondary Schools, Bulilima, Zimbabwe

Stella Muchemwa, Catherine Amimo, Vencie Allida

Journal of Education, Society and Behavioural Science, Page 1-13
DOI: 10.9734/jesbs/2019/v31i330150

This study investigated the teachers’ practice on written corrective feedback as well as the students’ response to it in a bid to find practical solutions to the problem of low performance in English composition writing at “O” Level in Zimbabwe. The study sought to find out the nature of corrective feedback that “O” Level students get from their composition teachers and how these students respond to it. In this qualitative research, seven informants (“O” Level students) were interviewed; the researchers used a semi-structured interview schedule to address them and their English exercise books were also analyzed using a document analysis guide designed by the researchers. The study concluded that the composition teacher marked the compositions thoroughly highlighting most of the errors for students’ benefit. The teacher’s focus on feedback was in line with the syllabus demands. The teacher also satisfied the Feed Up, Feed Back and the Feed Forward types of effective feedback. She had strength on mark allocation which acted as student guide to their stance in composition writing. However, although the students largely benefited from the teacher’s corrective written feedback as well as the oral feedback, some of them failed to get the maximum benefit because they could not understand the correction codes. It is therefore imperative for composition teachers to provide students with a correction code elaboration whenever using a marking correction code.

Open Access Original Research Article

School Type and Leadership Pattern of Principals as Predictors of Science Teachers’ Job Performance in Rivers State Nigeria

Pepple Tamunosisi Furo, Stanley Ndimele

Journal of Education, Society and Behavioural Science, Page 1-7
DOI: 10.9734/jesbs/2019/v31i330151

This study, investigated the effect of school type (public and private) and leadership pattern of principal on teachers' job performance in Rivers State Nigeria. The design for the study was survey.  The target population for this study comprises of all the Senior Secondary School Three (SS 3) students and their teachers in public and private Schools in Rivers State Nigeria. Simple random sampling technique was used to select 370 'respondents (60 teachers and 310 students) and, stratified random sampling was used to select twelve (12) secondary schools. Data were collected using Students' Perception of Teachers' Job Performance Questionnaire (SPTJPQ) and Teachers' Perception of School Type and Principals' Leadership Style Questionnaire (TPSTPLSQ) with 0.74 and 0.92 reliability coefficients respectively using Cronbach Alpha statistic. Three research questions guided the study, and Pearson Product Moment Correlation and Multiple Regressions were the statistical tools used for data analysis with the aid of Statistical Package for Social Science (SPSS) version 20. This study showed relationships among and between variables in terms of their direction and strength. All the variables considered in this study have relationships with the criterion variable at varying strengths. While the school type (r = -.008 p>0,05), autocratic leadership style (r = -.112 p<0.05) and laissez faire leadership style (r = -.008 p>0.05) are negatively correlated; only the autocratic leadership style had significant relationship with the criterion. The study therefore, concluded that all the variables of the study are correlated at varying strength and different direction.

Open Access Original Research Article

Beliefs of EFL Learners towards Pedagogical Values of Linguistic Landscape in China: A Case Study Carried Out in Three Schools

Zhang Ying

Journal of Education, Society and Behavioural Science, Page 1-11
DOI: 10.9734/jesbs/2019/v31i330152

Numerous research in linguistic landscape (LL) have shown that the languages exhibited on signage in city space can offer an abundant resource enabling language learning in “real-life” situations. However, there are rare studies investigate the pedagogical value from the perspective of the learners. Taking English as a Foreign Language (EFL) learners in China as research subjects, a qualitative and quantitative combined method was adopted in this study to survey three groups of students’ beliefs about the pedagogical value of LL (classified as senior high school students, undergraduate students, and postgraduate students). The findings show that almost students hold a positive attitude toward English in LL, but with the different knowledge base, learning methods and ideology of “standard” English usage, the learners show different perceptions towards the specific issues on to what extent the English in LL can help them to learn English.

Open Access Original Research Article

The Effect of the International Court of Justice on Environmental Issues

Annabi, Ali Reza, Jalali, Mahmoud, Seyyedvalilou Mir Mahmood

Journal of Education, Society and Behavioural Science, Page 1-9
DOI: 10.9734/jesbs/2019/v31i330153

Environmental issues are an important in both domestic and international contexts, and may be subject to an International Court of Justice Decision, or any other international judicial institution.  The International Court of Justice (ICJ) is the main judicial body of the United Nations, which has both a contentious and an advisory jurisdiction in its decisions. We study the Court's performance in environmental issues in this article. By examining four issues: first, the contentious and advisory tasks; second, the role of environmental organizations; third, the Trail Smelter case (between the United States and Canada), which is the legal basis of international law in the environmental issues, and; fourth, evaluating the Court's performance in eight judgments in the following cases: 1) The status of the environment in the court; 2) the Corfu case (between Albania and the United Kingdom); 3) the Lennox Lake case (between France and Spain); 4) the Mills case (between Uruguay and Argentina); 5) the Oder River case (between Poland and some European countries); 6) Aerial Herbicide Spraying (between Colombia and Ecuador). Because of the current contemporary status of international law and international environmental law, the International Court of Justice, has departed from their traditional approach because of the evolution of legal intellectual and thought on environmental issues. They focus on the general order of the international community as well as on pollution issues.

Open Access Original Research Article

Impact of Free Day Secondary Education Funding on Student Enrolment Kcse Academic Achievement in Gucha South Sub-County, Kenya

Fredrick O. Maobe, Sorobea Bogonko, Benjamin Ondigi

Journal of Education, Society and Behavioural Science, Page 1-12
DOI: 10.9734/jesbs/2019/v31i330154

Aims: To determine the impact of subsidized Free Day Secondary Education funding on student enrolment and Kenya Certificate of Secondary Education (KCSE) academic achievement in Gucha South schools.

Study Design: Descriptive survey research design.

Place and Duration of Study: Public day secondary schools in Gucha South Sub-County, Kisii County, Kenya. Study was conducted during January 2016 to April 2016.

Methodology: A descriptive survey research design was used to collect data from public day secondary schools in Gucha South Sub-County. Study population comprised of 323 subjects: 35 principals, 280 teachers, one Sub-County Director of Education and 7 Zonal Quality and Standards Officers (ZQASOs) in the Sub-County. 30% of the study population subjects were randomly sampled to give 11 principals, 84 teachers, 2 ZQASOS and one Sub-County Director of Education (SCDE) hence a total of 98 respondents. Structured questionnaires and Interview schedules were used to collect data from the sampled respondents. Qualitative data collected from interviews and open-ended questions were analysed using meanings and implications coming from respondents. Quantitative data was analysed using descriptive statistics in the form of frequency counts, means and percentages. Impact of the Free Day Secondary Education (FDSE) funding on academic achievement was measured in the KCSE grading whereby a lower to higher level reflected a positive impact.

Results: Student enrollment rose from an average of 117 per school in 2008 to 212 in 2012. KCSE achievement improved over the years from a mean score of 3.25 in 2008 to 4.50 in 2012.

Conclusion: FDSE policy is a worthy initiative for it enhanced access to education, increased student enrollment as well as improved the academic achievement of learners through a positive deviation of the mean in KCSE from lower to upper grades.