Tag Archives: Settings

Early Graders’ Learning in Mother Tongue: Parents and Teachers’ Perspectives (Published)

Comprehending the learning process in bilingual situations mostly depends on how the general public perceives the status of local and national languages. As such, considering the Ghanaian language policy which requires that both the English language and learner’s mother tongue (MT) be taught as subjects in the classroom and employed as medium of teaching at various levels of the educational ladder, this study explored the perceptions of parents and teachers on the use of MT medium of instruction (MOI) in early childhood education (ECE). Using pragmatist paradigm, the mixed method approach and concurrent embedded design were employed. Questionnaire and semi-structured interview guide were used to seek data from 492 respondents in multilingual Ho in the Ho municipality of Volta Region of Ghana. Data was analysed using means and standard deviation, and themes.  Findings revealed that notwithstanding their acknowledgement of MT in ECE, both keyholders disapproved MT MOI and commended the use of English or a blend of English and MT as MOI in Primary 1-3. The study therefore recommends that cultural and linguistic diversities of pupils should be considered in determining the language of instruction and communication in ECE. Broader and more engaging conversation is also recommended to inform more inclusive and effective language policy in ECE.

Citation: Agbevivi S. L.G. (2022) Early Graders’ Learning in Mother Tongue: Parents and Teachers’ Perspectives, European Journal of English Language and Literature Studies, Vol.10, No.8, pp.1-21

Keywords: Early Childhood Education, English Language, Mother tongue, Settings, linguistic diversity

Comparism of Cut-Off Scores Using Two Setting Methods (Published)

The objective of the study is to identify if there is significant difference between using the Angoff method and the norm-referenced methodin the setting of cut off scores in school setting.  The study made use of 80 (JSS 3) Basic 9 students from Nembe Local Government Area of Bayelsa state. The sample was drawn through simple random sampling method. The design of the study was comparative analysis. A forty-item multiple choice objective test on mathematics which were tested for goodness of fit using the Big step software was used. The internal consistency which was determined by Cronbach alpha was 0.64 while two research questions directed the conduct of the work. Percentages, intra-class correlation coefficient (ICC) were used to analyses the data collected. The comparative analysis made between the setting of cut off score using the Angoff and norm- referenced method has significant difference. Recommendations are made to supplementing the Angoff method with additional data from alternative methods to improve the appropriateness when setting performance standards in school settings. The Angoff method should be use as it is considered to be defensible, easy to apply, easy to explain to the policy makers who may ultimately set the passing score and it has been found to be extremely replicable across panels.

Keywords: Comparism, Method, Scores, Settings