https://gnpublication.org/index.php/es/issue/feed International Journal For Research In Educational Studies (ISSN: 2208-2115) 2019-10-05T03:52:29+00:00 Virender Singh editor@gnpublication.org Open Journal Systems <p>Green Publication provides high quality research journals with monthly frequency, open access and double blind peer-reviewed. Green Publication providing a platform for the researchers, academicians, professional, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews.<br><span style="font-size: 1.5em;"><strong> <span style="color: black; text-shadow: #048204 0px 0px 3px;">Current Impact Factor: 2.635</span></strong></span></p> https://gnpublication.org/index.php/es/article/view/1097 Selected practices of delegation and it's influence on principals' management of public secondary schools in Rachuonyo south sub-county Kenya 2019-09-27T16:30:18+00:00 Muma Hillary Ochieng muhiochieng@yahoo.com Dr. Rhoda A. Odhiambo muhiochieng@yahoo.com Dr. Yambo M. John muhiochieng@yahoo.com <p>The study assessed selected elements of delegation of duty and their influence on principals’ effective management of public secondary schools in Rachuonyo south Sub-County, Kenya. It was investigated under the following objectives; to determine the influence of communication on effective management of secondary schools; to find out the contribution of motivation on effective management; to establish the effect of expertise consideration on effective management and to establish the importance of job description on effective management of secondary schools. The study employed descriptive survey design. The study population consisted of 75 principals, 75 Deputy Principals, 350 Heads of department and 434 teachers. Saturated sampling technique was used to sample 75 Deputy Principals. Simple random sampling technique was used to sample 25 Principals which is 33.3% of the population, 150 Heads of Departments which is 42.8% of the population and 150 Teachers which is 34.5% of the population. Data was collected using questionnaires and interviews. Five schools from the neighboring Rachuonyo North Sub-County were used in pilot study to ensure reliability of the instruments. Face and content validity of the instruments was determined by experts who were my supervisors and the impressions on the instruments improved based on their advice before using them for data collection.&nbsp; Quantitative primary data was analyzed using descriptive statistics that is, frequencies and percentages. Qualitative primary data were transcribed and organised into themes and categories as they emerged. The study found out that principals communicate with the staff through use of organized staff meetings which had a percentage rate of 36.6, 29.4 and 32.4. Motivation of the staff was found to be done once in a while by the principals which had a percentage rate of 50.4, 43.7 and 45.3. Expertise consideration during delegation of duty was found to result into improved school mean which had a percentage rate of 30.5, 31.0 and 17.8. Job description was found to improve on quality work output which had a percentage rate of 35.1, 30.1 and 45.3.&nbsp; The study recommends that the Government through Teachers Service Commission provide delegation skills trainings for secondary school principals so as to foster productive delegation of duty that is beneficial for teacher career development and student performance. The government should address teacher motivation by making provision for more funding to schools to enable teacher motivation possible to boost teacher morale. Secondary school principals’ should learn to delegate duties to skilled personnel and avoid allocating duties to loyal staff to enable the attainment of goals and objectives of education. Finally this paper recommends that principals should learn the art of delegation to ensure that the duty delegated is well described and the objectives to be met well stated.&nbsp; From the findings of the study, it is suggested that more comprehensive studies be undertaken to investigate other factors affecting delegation of duty other than communication, motivation, expertise consideration and job description. Ethical consideration was put in place to ensure the respondents remained anonymous throughout the study.</p> 2019-09-05T10:47:17+00:00 Copyright (c) 2019 International Journal For Research In Educational Studies (ISSN: 2208-2115) https://gnpublication.org/index.php/es/article/view/1098 Qualitative Research on Status Analysis & Psychological Intervention Strategy of Elementary Students’ School Weariness 2019-09-05T10:47:45+00:00 Sena Alhashedi senaccnu@gmail.com Sun Xiao Jun senaccnu@gmail.com Abdullah ALfalahi senaccnu@gmail.com <p>According to the contrastive analysis of students’ school performance in recent years, it has significantly observed the following points including the quality reduction of student sourceyears by years, decrease of student’s enthusiasm for study and school weariness prevailing among student group, all of which has brought serious effect on the teaching quality of schools. On this occasion, how to solve the problem of elementary student’s school weariness requires no delay. To solve the problem of school weariness at its root, we should and must make an in-depth study on the current situation, type, reason and intervention strategies of elementary student’s school weariness. Furthermore, it is also necessary for us to conduct specific qualitative studies on the all reasons of possible pressures. By focusing on associated items, I would like to have further understanding of students’ subjective consciousness and personal feeling by interview as research method and get preparation for better guidance of overcoming student’s school weariness in the future. This paper comes up with relevant intervention strategies on psychological features of vocational high school students’ school weariness in combination with the theories of psychology, especially affective strategies commonly used in applied educational psychology, to make psychological counseling for elementary students’ school weariness, which allows the teachers of vocational high school to solve the psychological problems of students’ school weariness during their educational practice in a more scientific and effective way under the guidance of theory.</p> 2019-09-05T10:47:36+00:00 Copyright (c) 2019 International Journal For Research In Educational Studies (ISSN: 2208-2115) https://gnpublication.org/index.php/es/article/view/1126 The effect of class repetition on the academic performance of pupils in lower primary schools in Homa-Bay Sub-County. 2019-09-25T08:49:37+00:00 Philip Otieno Aduda adudaphilip@gmail.com Prof. Hesborn M. N. Kodero no-reply@gmail.com Dr. Manson Sichari no-reply@gmail.com <p style="text-align: justify;">Class repetition is used as a strategy of improving academic performance in schools in Kenya. The study objective was to examine the effect of class repetition on pupil’s academic performance in public lower primary schools in Homa-Bay Sub-county. The study employed descriptive survey design and document analysis. The analysis of data was done using descriptive statistics as well inferential statistics using Statistical Package for Social Sciences (SPSS). The target population entailed all the class three repeaters in the 67 public primary schools in Homa-Bay Sub-County. Head teachers and class three teachers also took part in the study as informants. To obtain the desired number of schools out of the 67 public primary schools in Homa-Bay Sub-County from which the researcher obtained the respondents, the Krejcie and Morgan Sample Size Table (1970) was used. Simple random sampling was adopted in selecting 30 schools to include in the sample. In these 30 schools, there were a total of 42 class three repeaters all of them were involved in the study through the whole population purposive sampling. The study found that class repetition has a positive effect on the academic performance of lower primary pupils in that pupils perform better after repeating a class as indicated by a paired sample statistics which showed that on repeating a class, the pupils’ academic performance (m=263.38, sd=128.92) was higher than their mean academic performance before repeating (=178.07, sd=68.55).This difference in the mean scores is statistically significant, t(41)=4.949, t&lt;0.001. It was further noted that more than half of the respondents(headteacher and class teachers) (80%) agreed that class repetition indeed has a positive effect on academic improvement, compared to only 20% of the respondents who stated that there is no effect on academic improvement after repetition. The researcher recommends that the Ministry of Education should review the policy that outlaws class repetition and allow teachers, parents and other educational stakeholders to consultatively make decisions on whether a pupil should repeat a class or not. The researcher suggests that a study should be carried out on the impact of ‘no repetition’ policy on children’s behaviour and academic performance.</p> 2019-09-25T08:44:11+00:00 Copyright (c) 2019 International Journal For Research In Educational Studies (ISSN: 2208-2115) https://gnpublication.org/index.php/es/article/view/1128 DIGITAL CURRENCIES AND CRYPTOCURRENCY MARKET TREATH 2019-10-05T03:52:29+00:00 Massimiliano Minaudo malcado@ymail.com <p>After the prevalence of digital currency and mainly of Bitcoin the financial world has certainly changed, initially, it seemed that some currencies had surpassed their "mother" (Bitcoin precisely) now some new uncertainties surface and the task of the present research is to remove the veil of mystery that envelops the new coins and bring to light concrete facts and exact documentation. Is it still worth investing? What to do in the current landscape and what exactly has happened will be explained here and then analyzed to better understand the metamorphosis that took place.</p> <p><img src="/public/site/images/green-publication/bitcoin.jpg"></p> 2019-10-05T03:51:39+00:00 Copyright (c) 2019 International Journal For Research In Educational Studies (ISSN: 2208-2115)