Indexing

Abstract: Learner autonomy has been a major topic of interest in foreign language teaching and learning. Many experts in the field have considered it as an essential part of the language learning process as it places a great deal of emphasis on being independent, self-directed  and feeling a sense of ownership. This study aims to explore ELT master’s degree students’ and teacher educators’ perceptions of learner autonomy as well as their understandings of autonomous learning regarding language learning. To achieve the objectives, mixed-methods research combining elements of qualitative and quantitative data was undertaken with a view to collecting and analysing them. A questionnaire in which 100 master’s degree students were the participants and an interview with four ELT teacher educators was administered by the researcher. The findings of the study reveal that despite the master’s degree students’ positive attitudes towards their abilities and their awareness of their responsibilities, they still prefer to hold their academics responsible for the learning process. This research has also found that the academics have positive attitudes towards promoting learner autonomy and are aware of its importance of enhancing the role of students in the learning process. Due to the role of learner autonomy in a successful learning process, suggestions and recommendations for a further study to promote learner autonomy have been made.

Keywords: Learner Autonomy- ELT department – Responsibility- Ability- Activity- Language Learning.

Title: ELT master’s Degree Students and Teacher Educators’ Perceptions of Learner Autonomy Regarding Language Learning

Author: Nouhaila EL KHAYATY, Osman SABANCUOGLU

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: The purpose of this study was to examine the relationship between musical self-efficacy and music performance anxiety during the examination situation with musical achievement of undergraduate students in Assumption University School of Music. The participants of this study were 68 undergraduate students enrolled at Assumption University School of Music during the first semester of the academic year 2018-2019. Data on musical self-efficacy were collected using the Musical Self-Efficacy Questionnaire (Zelenak, 2010). Data on music performance anxiety during the examination situation were collected using an adaptation of the Kenny Music Performance Anxiety Inventory (K-MPAI; Kenny, 2016). Data on musical achievement were collected using the examination of the Applied Music and Instrumental Instruction courses. Analysis of the collected data revealed that the participants’ musical self-efficacy went from a slightly high level in Year 1 to a high level in Year 2, 3, 4 or over. Moreover, the participants’ music performance anxiety during the examination situation went from experiencing a moderate degree in Year 1 students, to a slightly high degree in students enrolled in Year 2, 3, 4 or over. The level of musical achievement was almost excellent throughout the three groups of students participating in this study. Neither the musical self-efficacy nor the music performance anxiety during the examination situation of undergraduate students in Assumption University School of Music were found to be significantly correlated to their musical achievement, regardless the education year students were enrolled in. Based on the results from this study, recommendations for students, instructors and future researchers are provided.

Keywords: Musical Self-Efficacy, Music Performance Anxiety, Musical Achievement, Examination Situation, Music Undergraduate Students.

Title: THE RELATIONSHIP OF MUSICAL SELF-EFFICACY AND MUSIC PERFORMANCE ANXIETY DURING THE EXAMINATION SITUATION WITH MUSICAL ACHIEVEMENT OF MUSIC UNDERGRADUATE STUDENTS

Author: Darithea Yel, Orlando González

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: In most of the developing countries, notably in Sub-Saharan Africa, development projects are initiated with the view of improving the living standards of its citizens, as well as socio-economic prowess of such countries. Kenya adopted a people centred approach and launched Constituency Development Fund which has been taunted as one of the most successful development programmes. The Government commits 2% of its GDP to this fund every year. There is limited evidence to demonstrate the outcome of those projects beyond their completion. Two aspects that would contribute towards revealing the end results of these investments are monitoring and evaluation. However, the role of monitoring and evaluation is underrepresented in literature. The purpose of this study was therefore to establish the factors that affect monitoring and evaluation processes of National –Government Constituency Development Fund Projects in Nakuru County, Kenya. This study established the influence of stakeholders’ participation, competence of bodies charged with monitoring and evaluation, choice of monitoring and evaluation methodology and resources allocation on monitoring and evaluation of constituency development fund projects in Nakuru County, Kenya. The study was guided by the evaluation theory, program theory and theory of change. The study employed a descriptive survey research design. The target population was 11 Constituency Development Fund Committees within Nakuru County. With such a sample size, a census was conducted.  Data was collected through a self-administered questionnaire. Validity and reliability were conducted on the questionnaire.  A Cronbach’s Alpha of 0.7 revealed the questionnaire was reliable. A pilot study was also conducted in Laikipia West Constituency in Laikipia County to test the items presented in the questionnaire. Data was collected and analysed using descriptive and inferential statistics with the aid of SPSS software to establish the relationship between the independent and dependent variables. Data was presented using frequency tables.  The findings showed that stakeholder participation, the competence of NG-CDF committee members, selection of monitoring and evaluation methodology and resource allocation affect the monitoring and evaluation process. Correlation analysis revealed positive associations between stakeholder participation and competence in monitoring and evaluation of NG-CDF projects, r= 0.839 and P= 0.00<α (0.01); between competence of stakeholders in monitoring and evaluation and the methodology used in monitoring and evaluation are positively correlated, r= 0.245 and P= 0.025<α (0.05); and between resource allocation and methodology, r= 0.825 and P= 0.00<α (0.01). The researcher concluded that stakeholder’s participation, competence of committee members, selection of monitoring and evaluation strategy and resource allocation affects monitoring and evaluation processes of NG-CDF projects within Nakuru County. These findings are significant to policy makers, NG-CDF project stakeholders and other researchers.   Based on the findings, the study recommends an investigation on the role of political patronage on the effectiveness of monitoring and evaluation of NG-CDF projects, as NG-CDFC members serve at the pleasure of incumbent Member of Parliament. 

Keywords: Stakeholders’ participation, competence, selection of methodology and resource allocation.

Title: FACTORS AFFECTING MONITORING AND EVALUATION PROCESSES OF NATIONAL –GOVERNMENT CONSTITUENCY DEVELOPMENT FUND PROJECTS: A CASE OF NAKURU COUNTY, KENYA

Author: MURAGE SAMUEL MAINA, DR. KABARE KARANJA

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: Community engagement is increasingly seen as crucial to achieving high quality, efficient and collaborative care. However, organizations are still searching for the best and most effective ways to engage citizens in the shaping of community services. The purpose of the study was to examine the determinants of effective community participation in Turkana County. The study was be guided by the following four objectives; to determine the effect of training on effective community participation, to examine the effect of cultural practices on effective community participation, to establish the effect of socio-economic factors on effective community participation and to evaluate the effect of financial resources on effective community participation. The study was guided by community participation theory. The study employed a descriptive survey research design. The target population for the study included management committee and the local community members. The sample size for the study comprised of 100 community members and 18.management committee members. The study used stratified random sampling technique and purposive sampling. Data was collected using semi-structured questionnaires and interview schedule. Data was analyzed using Statistical Package for Social Sciences. In conclusion basing on the findings, cultural practices (β = 0.674) was found to be positively related community participation in Turkana county. From t-test analysis, the t -value was found to be 3.129 and the ρ -value 0.000. Statistically, this null hypothesis was rejected because ρ<0.05. Thus, the study accepted the alternative hypothesis and it concluded that cultural practices affects community participation in Turkana County. The study recommends that the communities of Turkana County should embrace gender diversity among communities to enable effective participation in the water projects. They should embrace ownership for community participation water project they should also try to unite people from different cultures/tribes/clans in the region and  promote social networks amongst residents in the region to enhance community participation. There should be capacity building sessions to develop community awareness of water supply problems will increase local participation in developing and demanding a project that will satisfy the needs of the community.  Dissemination of information, community member’s involvement in all stages of water project implementation and use of local knowledge in implementation of water projects are very crucial, as this would make the projects more sustainable in the long run. Sufficient trainings should be offered consistency and frequency in the mode (language used, background of the facilitator) of delivery of training to enhance effective participation in water projects by the community It is assumed that the findings of the study would significantly contribute towards rural development by acting as a benchmark for identifying loopholes and corrective measures at policy level on water projects to achieve the Millennium Development Goal of provision of safe and clean water to all by the year 2030.

Keywords: Community Participation, Cultural Practices. 

Title: DETERMINANTS OF COMMUNITY PARTICIPATION IN WATER PROJECTS: ASURVEY OF WATER FUNDED PROJECTS IN TURKANA COUNTY-KENYA

Author: Josephat Angoria Dongol, Dr.  Elizabeth Nambuswa Makokha, Dr. William Sakataka

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: The Qutb Shahi Sultans ruled over a society which comprised of people of different origins, different faiths and different languages. In order to bring harmony in the kingdom, the rulers extended equal treatment and respect to all their subjects irrespective of their religion, class and creed. The people enjoyed not only freedom of worship, but also occupied administrative positions at different levels. The rulers thus promoted religious harmony in the society. The harmony is also known as toleration. It is recognition of right of others in the religious matters, or liberty to uphold one’s religious beliefs without any interference and discrimination.

Keywords: religious harmony, religion, class and creed, worship.

Title: RELIGIOUS HARMONY UNDER THE QUTB SHAHI OF GOLCONDA - (1518-1687)

Author: Dr. Kolipaka Srinivas

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: Mainstream education allows for universal learning, participation and performance of all learners, including learners with specific learning difficulties (SLD). In Koibatek Sub-County, learners with SLD look absolutely normal and it is quite difficult to pick them out among other learners. These learners seem to have the ability to perform learning activities yet they do not perform as is expected from them. They develop more slowly intellectually than other learners of the same age due to difficulty with basic processes that are applied in understanding or using spoken language. The purpose of this study was to find out teacher attributes influencing academic performance of learners with SLD in mainstream public primary schools in Koibatek Sub-County, Baringo County. This research was guided by the position theory. The researcher adopted a survey research design. The target population for this study consisted of 77 head teachers and 80 class eight teachers from 77 public primary schools. A purposive sampling technique was adopted. A pilot study was done to test the validity and reliability of the data collection instruments and a Chronbach alpha of 0.81 was found. Questionnaires for teachers and interview schedules for head teachers were used to collect data. Descriptive statistics was analysed and data was represented using frequency tables, percentages and mean which was used to present data for easy interpretation and understanding. The study found that teachers do not have the required knowledge and expertise to teach learners with SLD in mainstream education and affects their performance in the examinations. Teachers in mainstream schools lack teaching and learning resources for learners with SLD.

Keywords: Attributes, Academic Performance and Specific Learning Difficulties.

Title: TEACHER ATTRIBUTES INFLUENCING ACADEMIC PERFORMANCE OF LEARNERS WITH SPECIFIC LEARNING DIFFICULTIES IN MAINSTREAM PUBLIC PRIMARY SCHOOLS

Author: Jepkoech Kimuge, Dr Florence Mobegi, Dr. Lilian Milimu

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: The current study aims to reveal the impact of reading aloud (RA) classroom practice on improving the ELT reading comprehension among the students. The sample consists of 60; 30 male and 30 female 10^th grade students at Al-Taiba Primary school in Jordan. The students are divided into an experimental group who are taught by using RA classroom practice and a control group who are taught by using traditional teaching method. To achieve the objective of the study, both pre and post-tests are used to measure the effectiveness of reading aloud classroom practice on improving the 10^th grade students’ reading comprehension. Such tests are taken from Key English Test (KET) and (ESL) websites (https://www.englishrevealed.co.uk/ket.php and https://www.excellentesl4 u.com/esl-reading-comprehension.html). Each test encompasses 15 questions and in 3 passages that highlight reading comprehension, grammar knowledge, and vocabulary knowledge. The students are required to choose the correct answer out of four options. T-test and One Way ANOVA test are used to calculate students’ scores in both pre and post-tests. The findings reveal that there are statically significant differences in both tests; the students performed better in the post-test as opposed to the pre-test. Also, the study found that RA has a positive impact on reading comprehension, grammar and vocabulary achievements of the 10^th grade students. The study recommends teachers to use reading aloud classroom practice in the classroom as an important supplementary exercise to the traditional instructional methods.

Keywords: reading aloud (RA), reading comprehension, reading comprehension, vocabulary growth, grammar knowledge.

Title: The Effect of Reading Aloud on Improving Students’ Reading Proficiency in ELT

Author: SARA HUSNI AHMAD AL DAWAGHREH, EYYUP YAŞAR KÜRÜM

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications

Abstract: Task-Based Language Teaching has been a major area of interest in foreign language teaching since the 1990s. Much research into traditional teacher-centred methods has been conducted in the literature. However, teachers’ perceptions of Task-Based Language Teaching are absent from the analysis. The aim of this research is to explore English language teachers’ perceptions of Task-Based Language Teaching, reasons for choosing to implement and reasons for avoiding implementing Task-Based Language Teaching in the language classroom. To achieve these objectives, a questionnaire in which 102 English language teachers teaching at secondary schools, high schools and universities in İstanbul participated was conducted and the data collected were analysed, using SPSS 25. Results show that many teachers are familiar with the principles of this current method and they choose to implement this method as it is a fluency-first, communicative, interactive, meaning-focused method based on integrating language skills. On the other hand, some instructors avoid implementing this method as it can cause some problems with organising classroom into different patterns of interaction and managing large classrooms. Task-Based Language Teaching, which gives learners opportunities to be fluent in four language skills, is a learner-centred current alternative to traditional teaching methods and therefore, it should be widely adopted and implemented in language classrooms to produce better learning outcomes. 

Keywords: TBLT, Task, EFL Teacher, EFL.

Title: Exploring EFL Instructors’ Perceptions of Task-Based Language Teaching

Author: Hamza Mehmood, Osman Sabuncuoglu

ISSN 2349-7831

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

Paper Publications