Results for 'Indiscipline'

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  1. (1 other version)Growing Acts of Indiscipline in Ghanaian Schools: Perception of Students and Teachers at Abuakwa South Municipality.Kennedy Nyeseh Ofori - 2019 - International Journal of Scientific Research and Management (IJSRM) 6 (12).
    Indiscipline in schools has attracted the attention of many people and has eventually become the focus of discussions on many platforms. The purpose of the study was to find out the perceptions of teachers and students at the Abuakwa South Municipality of Ghana on student indiscipline behaviours. The study employed the descriptive survey and the approach was concurrent mixed method, involving bothquantitative and qualitative paradigms. Purposive and simple random sampling methods were used to obtaina sample size of five (...)
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  2. Peer Group Influence, Teacher-Student Interaction, and Indiscipline as Predictors of Students' Dropout Tendency in an Evening Continuing Education Programme.Cecilia Akpana Beshel, Love Joseph Asor, Violet Oyo-Ekpenyong, Godwin Bullem Anthony, Catherine Njong Tawo, Theresa Nkim Omang, Emmanuel Agim Adigeb, Scholastica C. O. Ekere & Glory Bassey Asuquo - 2022 - Journal of Curriculum and Teaching 11 (8):456-466.
    The aim of this study was to investigate the predictive relationship of peer group influence, teacher-student interaction and indiscipline to students' dropout tendency in evening continuing education programmes. The context of this study is the southern senatorial district of Cross River State, Nigeria. The study adopted a predictive correlational research design, and the sample comprised 554 students randomly selected from 11 centres in the district. This represents 20% of the total population of students. The instrument used for data collection (...)
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  3. MANDELA's LEGACY FOR EDUCATIONAL TRANSFORMATION IN NIGERIA.Obongha Osam Obongha - 2018 - Journal of Rare Ideas 1 (1).
    This paper examines the idea of adopting Nelson Mandela’s educational transformation initiatives as a blue print for educational transformation in Nigeria. The work considers these initiatives in three key areas, namely, his human centered education, the critical inclusive basic education strategy which he recommended for his ANC (Transvaal) Congress in 1953 and institutionalized in South Africa, and his large-scale educational transformation initiatives using the Teachers Rationalization Initiative (TRI) respectively. The work argues that of the many challenges facing educational development in (...)
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