Authors:Mimoun Melliti Abstract: The present study investigates the extent to which coursebooks learning outcomes, characterized by discourse extension (in terms of themes, structures, and vocabulary items) and skills integration, are met using students’ performance. It aims at measuring the degree of realization of learning objectives of Q Skills for success coursebook. The study makes use of the survey method to collect data through the investigation of tests administered, coursebook utilized, and grades obtained. Statistics of 2192 (1520 science track and 672 engineering track) students’ performance in reading, vocabulary, grammar, and listening are collected, analyzed, and investigated in order to assess the degree of success of the coursebook in helping students reach the desired and coursebook planned linguistic level. This study is crucial for it provide empirical data regarding the effect of implementing discourse extension and skills integration in glocal coursebooks, which is central in assessing its effectiveness. The study has implications related to glocalisation of ELT materials as well as the need for this glocalisation to emanate from the local practitioners themselves not only in terms of cultural but also language content. The findings shed light on the limitations of global coursebooks even if their publishers attempt to glocalize them. Personalizing materials used in English language teaching and engaging practicing teachers of the target population of students is of paramount importance for students to maximize benefit of coursebooks. PubDate: Thu, 05 May 2022 00:00:00 -070
Authors:Mailo Emmanuel Munyao; Odundo Paul Amollo, Ganira Khavugwi Lilian Abstract: Operative utilization of policies guiding instructional skills is key in shaping ways in which teachers of Business studies incorporate varied methods of teaching, assessment of learning and integration of pedagogical resources for heightening learner academic achievement. Proper formulation and implementation of feasible policies guiding instructional skills possessed by teachers of Business studies tend to ensure even accommodation of learners during instruction process regardless of differences in learning preferences. This study pored over influence of policies directing teaching methods, assessment methods and pedagogical resources employed by teachers of Business studies in Kajiado county; Kenya. The study adopted Descriptive survey design and was informed by Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (CIPP) model. A total of 42 respondents from eleven secondary schools in Isinya sub- county were targeted during the study. Data was collected using questionnaires as the main collection tool and interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on instructional skills were significantly related to teacher competency. Informed by the findings, the study recommends that the Teachers Service Commission (TSC) and Ministry of Education (MoE) should formulate more policies that emphasis on instructional skills which lead teachers of Business studies to accommodate all learners during learning process. Further, the study recommends that the MoE should make teacher training in the country more practical by formulating policies that improve teaching practice period and training institutions to frequent micro teaching sessions, embracing diverse methods of teaching, assessment and guided choice of pedagogical resources. PubDate: Wed, 23 Mar 2022 02:15:40 -070
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