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Volume 4 Number 12 December 2018

Food Habits of Female Students of the Faculty of Education for Home Economics at Umm Al-Qura University and its Relation to Some Variables for the Academic Year 2017-2018

Authors: Bassam Sa’ad H. Al-Emami ; Baida’a Mohammed G. Alsharif
Pages: 230-238
DOI: doi.org/10.32861/10.32861/rje.412.230.238
This study aimed to identify the degree of applying food habits among Umm Al Qura University students and its relation to some variables (level of study, specialization, social status, cumulative average) for the academic year 2017/2018. The study sample consisted of (150) students who are chosen randomly from the students of  Home Economics College in Makkah. The researchers used the descriptive analytical approach, which is based on the study of any phenomenon as it exists in fact, and describe it  qualitatively or quantitatively. To achieve the objective of the study, a questionnaire was applied after verifying its validity and stability. It consisted of (30) paragraphs that included a set of healthy food habits and constructed according to the  Likert scale quintet. The data were analyzed using the statistical packages (SPSS).The findings indicate that there were statistically significant differences at the level of (α ≥ 0.05) due to the level of study and for the fourth year students. Whereas, there are no significant differences in the level of function (α ≥ 0.05) between the application of food habits due to the variable of the social situation, specialization, and the cumulative rate. The researcher recommended in the light of the study results: Adopting a national strategy at the level of public and private universities through the development of curricula related to food and nutrition and inclusion in the early stages of education years. More nutrition research is needed across all age groups in the first stages of schooling.

Effects of School of Life Foundation Intervention on Grade Advancement, Dropout and Attendance: A Descriptive Study

Authors: Leanne Hawken ; Grace Wayman ; Hannah Wright ; Kathleen O’Donnell ; Julia Fleming ; Jack Rolfe
Pages: 221-229
DOI: doi.org/10.32861/rje.412.221.229
Across the country, schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey  et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman  et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?

Teacher Job Performance: The Role of Head Teachers’ Supervisory Styles in Public Basic Schools in Mankessim Circuit

Authors: Alex Kojo Appiah ; Kweku Esia-Donkoh
Pages: 212-220
DOI: doi.org/10.32861/rje.412.212.220
The study investigated the effect of head teachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 head teachers, and 118 teachers were selected and engaged in the study. Two sets of questionnaires, one each for head teachers and teachers were used to collect quantitative data. Qualitative data were obtained through a semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyze the quantitative data while content analysis was used to analyze the qualitative data. The study revealed that head teachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that head teachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of head teachers were essential factors that influenced teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organized for both head teachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.