Korso Gude - Academia.edu (original) (raw)

Uploads

Papers by Korso Gude

Research paper thumbnail of Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia

East African Journal of Education and Social Sciences

The study investigated the challenges of implementing effective partnerships in a College of Teac... more The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should ...

Research paper thumbnail of Faculty Perceptions of Self-efficacy in Remote Teaching during COVID-19 Pandemic Lockdown in a Selected University in Sub-Saharan Africa

East African Journal of Education and Social Sciences

The major purpose of this study was to establish the faculty perceptions of self-efficacy in remo... more The major purpose of this study was to establish the faculty perceptions of self-efficacy in remote teaching during COVID-19 Pandemic lockdown in a selected University in Sub-Saharan Africa. A quantitative survey method was used to collect data, analyse, and interpret results. The modified 24-items, 5 point Likert Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (as cited in Butucha, 2010) was used to gather data. It consisted of possible responses ranging from 1 = nothing to 5 = a great deal. Participants were 69 male (68.3%) and 32 female (31.7%) faculty members drown from a total of 145 across all schools in the selected university. The survey instrument assessed self-efficacy in three areas; instructional strategies, classroom management and student engagement. Data was gathered immediately after the faculty had completed their remote teaching and administered the final examinations online while still in the CIOVID-19 pandemic Lockdown. Since a...

Research paper thumbnail of Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia

East African Journal of Education and Social Sciences

The study investigated the challenges of implementing effective partnerships in a College of Teac... more The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should ...

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.

Research paper thumbnail of The Impacts of Globalization on Higher Education Curriculum: Implications for Educational Practices

This article will examine how globalization challenges the ways we have traditionally conceptuali... more This article will examine how globalization challenges the ways we have traditionally conceptualize higher education curriculum and reviews how globalization may affect educational practices in higher education and its implications. The primary objective of this study was to identify the impacts of globalization on higher education curriculum and create awareness of the need for rethinking in educational practices in higher education curriculum.The information in this article was obtained through review of literature; articles published in peer review journals from the search engines and published books. Although there are many definitions of curriculum, here the focus is on the definition by Hass (1987) which states that curriculum is "all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice" (p.5). Findings reveal that globalization is complex system, involving a large number of integrated components operating together and characterized by constant changes. Although globalization is not a new phenomenon, current trends show that it is erupting every nation in a very high speed. Global issues challenge higher education every day and thus, education can no longer be seen in a strictly national context.

Research paper thumbnail of Errors Committed by Male and Female Students in Physics Examination in Secondary Schools of Nandi South Sub-County, Kenya

The study was conducted in 10 secondary schools which were categorized as; extra county, county, ... more The study was conducted in 10 secondary schools which were categorized as; extra county, county, and sub county. The study utilized comparative and correlational research designs. The target populations for the study were 497 Form IV students taking July/August Nandi South District Joint Mock Examinations in 2014 out of which a sample of 226 students participated in the research. The instruments used were questionnaires. Results revealed significant differences between male and female students in operational errors and algorithm errors. Female students were found to commit operational error more than male students, and male students committedmore algorithm errors than female students. However, thereis no significant difference (p>0.05) between male and female student committing computational error (p=0.134) and communication errors (p=0.183).

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

IAR Consortium, 2021

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.

Research paper thumbnail of Benefits and Challenges of Collaboration in the Institutions of Higher Learning in East-Central Africa Division

Collaboration among institutions of higher learning is a current trend. Universities and colleges... more Collaboration among institutions of higher learning is a current trend. Universities and colleges in various parts of the world are encouraged to cooperate in research, teaching, human resource development, technological innovations, development of academic programmes, and financial resources. The purpose of this study was to identify benefits and challenges of collaboration in institutions of higher learning that are run by the Seventh-day Adventist church in East-Central Africa Division. Six out of seven institutions of higher learning operated by the Church within the East-Central Africa Division participated in the study. Data were collected using a survey questionnaire from School Deans, Heads of Departments, Directors of Affiliations, and lecturers involved in collaboration in the six institutions, and some lecturers who were directly involved in collaborative partnership.. Thirty (30) respondents were given research instruments to respond to and 53.33% of them returned the du...

Teaching Documents by Korso Gude

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

IAR Journal of Medical Sciences, 2021

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.

Research paper thumbnail of Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia

East African Journal of Education and Social Sciences

The study investigated the challenges of implementing effective partnerships in a College of Teac... more The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should ...

Research paper thumbnail of Faculty Perceptions of Self-efficacy in Remote Teaching during COVID-19 Pandemic Lockdown in a Selected University in Sub-Saharan Africa

East African Journal of Education and Social Sciences

The major purpose of this study was to establish the faculty perceptions of self-efficacy in remo... more The major purpose of this study was to establish the faculty perceptions of self-efficacy in remote teaching during COVID-19 Pandemic lockdown in a selected University in Sub-Saharan Africa. A quantitative survey method was used to collect data, analyse, and interpret results. The modified 24-items, 5 point Likert Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (as cited in Butucha, 2010) was used to gather data. It consisted of possible responses ranging from 1 = nothing to 5 = a great deal. Participants were 69 male (68.3%) and 32 female (31.7%) faculty members drown from a total of 145 across all schools in the selected university. The survey instrument assessed self-efficacy in three areas; instructional strategies, classroom management and student engagement. Data was gathered immediately after the faculty had completed their remote teaching and administered the final examinations online while still in the CIOVID-19 pandemic Lockdown. Since a...

Research paper thumbnail of Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia

East African Journal of Education and Social Sciences

The study investigated the challenges of implementing effective partnerships in a College of Teac... more The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should ...

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.

Research paper thumbnail of The Impacts of Globalization on Higher Education Curriculum: Implications for Educational Practices

This article will examine how globalization challenges the ways we have traditionally conceptuali... more This article will examine how globalization challenges the ways we have traditionally conceptualize higher education curriculum and reviews how globalization may affect educational practices in higher education and its implications. The primary objective of this study was to identify the impacts of globalization on higher education curriculum and create awareness of the need for rethinking in educational practices in higher education curriculum.The information in this article was obtained through review of literature; articles published in peer review journals from the search engines and published books. Although there are many definitions of curriculum, here the focus is on the definition by Hass (1987) which states that curriculum is "all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice" (p.5). Findings reveal that globalization is complex system, involving a large number of integrated components operating together and characterized by constant changes. Although globalization is not a new phenomenon, current trends show that it is erupting every nation in a very high speed. Global issues challenge higher education every day and thus, education can no longer be seen in a strictly national context.

Research paper thumbnail of Errors Committed by Male and Female Students in Physics Examination in Secondary Schools of Nandi South Sub-County, Kenya

The study was conducted in 10 secondary schools which were categorized as; extra county, county, ... more The study was conducted in 10 secondary schools which were categorized as; extra county, county, and sub county. The study utilized comparative and correlational research designs. The target populations for the study were 497 Form IV students taking July/August Nandi South District Joint Mock Examinations in 2014 out of which a sample of 226 students participated in the research. The instruments used were questionnaires. Results revealed significant differences between male and female students in operational errors and algorithm errors. Female students were found to commit operational error more than male students, and male students committedmore algorithm errors than female students. However, thereis no significant difference (p>0.05) between male and female student committing computational error (p=0.134) and communication errors (p=0.183).

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

IAR Consortium, 2021

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.

Research paper thumbnail of Benefits and Challenges of Collaboration in the Institutions of Higher Learning in East-Central Africa Division

Collaboration among institutions of higher learning is a current trend. Universities and colleges... more Collaboration among institutions of higher learning is a current trend. Universities and colleges in various parts of the world are encouraged to cooperate in research, teaching, human resource development, technological innovations, development of academic programmes, and financial resources. The purpose of this study was to identify benefits and challenges of collaboration in institutions of higher learning that are run by the Seventh-day Adventist church in East-Central Africa Division. Six out of seven institutions of higher learning operated by the Church within the East-Central Africa Division participated in the study. Data were collected using a survey questionnaire from School Deans, Heads of Departments, Directors of Affiliations, and lecturers involved in collaboration in the six institutions, and some lecturers who were directly involved in collaborative partnership.. Thirty (30) respondents were given research instruments to respond to and 53.33% of them returned the du...

Research paper thumbnail of Faculty Remote Teaching Experiences in Response to the COVID-19 Pandemic Lockdown in a selected University in Sub-Saharan Africa

IAR Journal of Medical Sciences, 2021

The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly... more The sudden outbreak of COVID-19 pandemic is one of the contemporary issues which has unexpectedly challenged many of social fabrics in general and the education sector in particular. Although it caught us unprepared for it, the challenges posed by the pandemic transformed the way we approach to teaching and enhanced the use of various technologies. Therefore, this survey aims at investigating the emergency remote teaching experience that took place between April and July 2020 in a selected university in Sub Saharan Africa during the COVID-19 pandemic lockdown. Quantitative research method was used in gathering and analyzing the data, and interpreting the results. The data was gathered online via google forms from 76 faculty members teaching in different schools of the university. They responded to two sets of research questions pertaining to the extent of their readiness in technology use and their remote teaching experience during the COVID-19 pandemic lockdown. Results reveal that less than 50% of respondents believe that they can do a great deal with technology facilitated participation in online course (36.8%), can navigate through their online course (48.7%), and use a variety of online assessment strategies (34.2%). In regard to their remote teaching experiences although the confidence level of majority of the faculty was low, 59.2% of the faculty reported that their remote teaching experience was exciting while only 1.3% reported that their remote teaching experience was frustrating. Only 30.3% of the faculty used the university eLearning platform whereas majority of them used various tools such as Whatsapp, email, zoom, and Big Blue Button (BBB) to deliver their lectures remotely.