ガーナの前期中等教育における学習成果要因 : 成績上位校と下位校の比較からの考察
国際教育協力論集 Volume 22 Issue 1
Page 33-45
published_at 2019-10-31
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/48837
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Title ( jpn ) |
ガーナの前期中等教育における学習成果要因 : 成績上位校と下位校の比較からの考察
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Title ( eng ) |
Factors Affecting Student Learning Outcomes in Ghanaian Junior High Schools: A Comparative Study of High and Low-performing Schools
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Creator |
Nishimukai Mikako
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Source Title |
国際教育協力論集
Journal of international cooperation in education
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Volume | 22 |
Issue | 1 |
Start Page | 33 |
End Page | 45 |
Journal Identifire |
[PISSN] 1344-2996
[EISSN] 1344-7998
[NCID] AA11281847
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Abstract |
This paper examines factors affecting students’ learning outcomes in Ghanaian junior high schools by investigating the similarities and differences in teacher and student practices and perspectives on education between high-performing schools and low-performing schools. Some concepts have been identified as improving teachers’ effectiveness, such as teacher and student characteristics, curriculum, and classroom, all of which influence each other. Based on questionnaires from teachers and students, this research reveals that teachers at high-performing schools have a greater number of competencies, including greater enthusiasm, more teaching skills and knowledge, and a higher capacity to accept students compared to teachers at low-performing schools. Students at high-performing schools also study longer hours and have higher learning motivation, and many of them admire and respect their teachers as role models. At low-performing schools students struggle more with teacher absences and punctuality as well as teachers’ use of corporal punishment, shouting, and verbal insults. Without timely and sufficient capitation grants, the school management struggles to expand their decision making that decentralization had sought to effect. However, teachers at both high and low- performing schools have engaged in teaching and learning improvement practices, such as teacher training workshops, school cleaning, and counselling. This paper illustrates that while implementing curriculum and managing the environment and classroom culture are important targets for improvement, teachers’ professional competencies, including their qualities, attitudes, skills, and knowledge, also need to be improved since they link to other factors affecting students’ learning outcomes, such as students’ skills, knowledge, attitudes, and aptitude.
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Descriptions |
本研究は、科学研究費補助金(平成25-28年度基盤研究(B)(一般))「途上国の前期中等教育における学校改善実践に関する国際比較研究」(研究代表者:吉田和浩)の成果の一部である。
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Language |
jpn
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Resource Type | departmental bulletin paper |
Publisher |
広島大学教育開発国際協力研究センター
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Date of Issued | 2019-10-31 |
Rights |
Copyright (c) 2019 広島大学教育開発国際協力研究センター
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Publish Type | Version of Record |
Access Rights | open access |
Source Identifier |
[ISSN] 1344-2996
[ISSN] 1344-7998
[NCID] AA11281847
|