UWCScholar :: Browsing by Author "Bojuwoye, Olaniyi"

Browsing by Author "Bojuwoye, Olaniyi"

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Educator' perspectives on collaboration in Institutional Level Support Teams (ILSTs) of schools in the Wynberg, Grassy Park and Pelican Park area
(University of the Western Cape, 2013) Parker, Rianah-Leigh Marr; Bojuwoye, Olaniyi
South Africa has a history of inequalities due to the Apartheid system, much of this is reflected in Educational policies regarding Special Education, Specialised Education and Educational Support Services resulting in inadequate education. "Education White Paper 6", (Department of Education, 2006) is a response by the South African government to the inequalities, which constitute as barriers to learning. The key to reducing barriers to learning at all levels of education lies in the strengthening of Education Support Services, (Department of Education, 2001). Thus Support Services Systems are established at various levels including National, Provincial, Regional, and Education Districts and at Institutional Level. At the level of Institutions, Institutional Level Support Teams are established as a school -based team, with its primary function to put in place learner and educator support services. Institutional Level Support Teams (ILSTs) are expected to co-opt expertise from the school community, collaborate with the local community, parents and the District department of education. The Institutional Level Support Teams are expected to collaborate or form partnership to achieve their common goals and successful achievement of their objectives. The main objective of this study was to gain insight into educator's perspectives on collaboration or forming partnership with other members of their schools' ILSTs. These perspectives related to the attitudes educators have towards collaboration in the ILST, the benefits they consider deriving from their work at the ILST, the activities they involve themselves in and the challenges they face while collaborating with other members of their schools' ILST. The study adopted a mixed methods approach and involved teachers of four high schools in the Western Cape. Quantitative and qualitative data were collected using questionnaire and interview protocol. The results of the analysis of quantitative and qualitative data collected for the study revealed that the educators who participated in the study expressed fairly positive attitudes towards collaborating with other stakeholders in the ILSTs. The participants felt that their participation in the schools' ILSTs was beneficial to the learners, parents and educators. All activities presented to them on the questionnaire were endorsed as those they participated in while collaborating with others in their schools' ILSTs. The participants also indicated that they experienced a number of challenges while collaborating with others in their schools ILSTs. These challenges include a lack of parental and community involvement as well as poor guidelines on the operations of ILST by the Department of Education. The study provides recommendation as to how to improve collaboration in the ILST.
Gender differences on student disciplinary behaviours by disciplinary panels of selected Kenyan Secondary Schools
(IFE Centre for Psychological Studies (ICPS), 2013) Aloka, Peter J.; Bojuwoye, Olaniyi
The study investigated gender differences in decisions on student disciplinary behaviours by selected Kenyan secondary school disciplinary panels which may be due to composition of disciplinary panels, perceptions of students presenting with disciplinary behaviours and behaviour expectations of students on the basis of school categories. The study employed mixed methods approach and collected both quantitative and qualitative data using questionnaire and interview protocol. Participants of the study comprised seventy-eight disciplinary panel members (45 makes and 33 females) of ten secondary schools. The results revealed gender differences in decision making behaviours by members of Kenyan secondary school disciplinary panels, gender differences in the perceptions of students presenting with disciplinary behaviours and differences between single-sex schools and coeducational schools on presenting disciplinary behaviours perceived to negatively affect disciplinary tones of schools, the latter possibly to indicate gender differences in behaviour expectations of students depending on categories of schools.
Gender, age and teaching experiences differences in decision-making behaviours of members of selected Kenyan secondary school disciplinary panels
(Canadian Center of Science and Education, 2013) Aloka, Peter J.; Bojuwoye, Olaniyi
The study investigated gender, age and teaching experiences differences in decision- making behaviours of members of selected Kenyan secondary school disciplinary panels. Mixed Methods design was adopted for the study. Both quantitative and qualitative data were collected. Study sample comprised 78 participants drawn from ten secondary school disciplinary panels. Participants comprised 45 males and 33 females, clustered into four age groups of-29 years (n=21), 30-39 years (n=28), 40-49 years (n=14), and 50-59 years (n=15); and six teaching experience categories of 1-5 years (n=33), 6-10 years (n=14), 11-15 years (n=5), 16-20 years (n=6), 21-25 years (n=8), and 26-30 years (n=12). Data analysis results revealed gender, age and experience differences in decision-making behaviours of members of disciplinary panels who participated in the study. Male participants were found to tend towards risky decision-making behaviours while female participants tended towards cautious decision-making behaviours. Younger and less experienced participants were also found to be risky in their decision-making behaviours also tended panel members made risky pre-disciplinary hearing decision-making behaviours, while their older and more experienced counterparts were more cautious. Based on the findings of this study it is recommended that, in order to cater for the diverse nature of student behaviour problems and to effectively manage the same, consideration must be given to delicate balance of age, gender and experience in the composition of members of a school disciplinary panel.
Group polarization effect on decisions by selected Kenyan secondary school disciplinary panels
(Routledge Taylor Francis Group, 2013) Aloka, Peter J.; Bojuwoye, Olaniyi
This study investigated social group phenomenon of group polarization effects on disciplinary hearing decisions in selected Kenyan secondary school. The participants were 78 school personnel (females = 42%and males 58%) from ten secondary schools with both unisex (n = 39) and co-educational schools (n = 39). Both quantitative and qualitative data were collected and analyzed. The results suggested group polarization effects in disciplinary hearing decisions, in that there were shifts from pre to post-disciplinary hearing decisions. Persuasive arguments and social comparisons significantly influenced group polarization decisions.
Group polarization in decision making: a study of selected secondary school disciplinary panels in Rongo District of Kenya
(University of Western Cape, 2012) Aloka, Peter Jairo O.; Bojuwoye, Olaniyi
Behaviour problems have been on the rise in Kenyan schools for some time now. Various maladaptive behaviours found among school children include bullying, vandalism, stealing, alcohol and drug abuse, truancy, not completing homework assignments and other forms of problem behaviours. These problem behaviours impact negatively on the teaching and learning enterprises of schools as well as on the safety and security of the school environment. As consequence, schools have to develop student behaviour management practices aimed at addressing student problem behaviours. Corporal punishment was a major means by which schools dealt with students’ problem behaviours. However, because of the human rights abuses associated with corporal punishment, the Kenyan Ministry of Education had to abolish corporal punishment in 2001 and instructed schools to evolve more effective student behaviour management practices with strong emphasis on positive student behaviour development. Schools’ student behaviour management practices including policies on student behaviour expectations, school rules and regulations as well as counselling services are all to be coordinated by each School Disciplinary Panel. A School Disciplinary Panel is to be composed of small group of teachers as a way of emphasizing the latter’s roles in student behaviour development and not just student academic or educational development. The central concern of this study was to investigate the Kenyan schools’ behaviour management practices as being implemented by School Disciplinary Panels especially in the latter’s responses to students’ problem behaviours. The study investigated processes of decision making by Kenyan secondary school disciplinary panels for the management of student behaviours and the contribution of this to student behaviour development. Mixed methods research design was adopted for the study. The adoption of both quantitative and qualitative approaches was to ensure the collection of comprehensive information for better understanding of the behaviour management practices of Kenyan schools. The population for the study comprised all Kenyan schools with behaviour management practices and School Disciplinary Panels. Rongo District, one of the largest education districts in Kenya was chosen for the study. Ten of the schools in this district were actually involved in the study. The selection of the schools took into consideration the three different types of schools in Kenya (Girls’ Only, Boys’ Only and Co-educational schools) as well as other variables of particular interest to the study. Seventy-eight (78) disciplinary panel members from the ten selected schools were the participants of the study. Data collection was by use of questionnaire method (the Modified Choice Dilemma Questionnaire, MCDQ) and interview protocol. The findings of the study revealed the existence of the phenomenon of group polarization in decision making processes of disciplinary hearings conducted by the School Disciplinary Panels. Study findings also revealed that the nature of information shared during disciplinary hearings, group members’ motivation for approval of others and their concern for their status in the group as well as the personality characteristics of the members of the disciplinary panels (including gender, age, teaching experiences and school affiliation) were the major influences responsible for the existence of group polarization in the disciplinary processes of the Kenyan secondary school disciplinary panels. Since group polarization is about consensus decisions with characteristics of being collective decisions as well as greater support and acceptance for the decisions the conclusion of the study is that good quality decisions of Kenyan secondary school disciplinary panels have great potentials for effective management of student behaviours and for positive behavioural development of students as an important objective of education and or the schools.
Integrating principles underlying ancestral spirits belief in counseling and psychotherapy
(Ife Centre for Psychological Studies, 2013) Bojuwoye, Olaniyi
This article discusses the traditional beliefs, of many indigenous cultures of Africa, associated with ancestral spirits and its use as powerful therapeutic agent for influencing behavior or lifestyle changes. Explanatory models of attachment to ancestral spirits by living descendants are first discussed, followed by a discussion on major factors responsible for real sense experience of ancestral spirits. Special emphasis of the paper is on the employment of exemplary behavior or status of dead relative, during their lifetime, for influencing different aspects of life of living descendants including lifestyle and career choices. Also featured in the paper are the drawing of significant parallels between traditional and Western psychotherapeutic practices and suggestions as to how to incorporate ancestral spirits belief into conventional counselling and psychotherapy.
Learners’ experiences of learning support in selected Western Cape schools
(Education Association of South Africa, 2014) Bojuwoye, Olaniyi; Moletsane, Mokgadi; Stofile, Sindiswa
The study explored Western Cape primary and secondary school learners’ experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners’ academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners’ self-esteem and improving learners’ academic performance.
Parental involvement in the education of learners on farm schools in the Citrusdal area
(University of the Western Cape, 2010) Davids, Lizl Nanazilee Shareen; Bojuwoye, Olaniyi; Dept. of Educational Psychology; Faculty of Education
This research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents' involvement in their children' education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children's education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children's education and that mothers are more involved than fathers in their children's education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children's education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children's education.
Stakeholders’ perspectives on the school counselling programme in Namibia
(University of the Western Cape, 2014) Ashipala-Hako, Anna Niitembu; Bojuwoye, Olaniyi
The purpose of the study was to investigate the Namibian School Counselling Programme from the perspectives of selected stakeholders. The study focused on what the stakeholders consider to be the objectives of the Namibian School Counselling Programme, the services characteristics of the programme, the resources available in the schools for the implementation of the programme, the beneficiaries of the school counselling programme and the programme services recipients’ satisfaction. Mixed methods approach was employed for the study and both qualitative and quantitative data were collected. One hundred and forty eight (148) schools from the Ohangwena region of Namibia were involved. The study participants were two hundred and eighty eight (288) learners, one hundred and forty two (142) principals, sixty eight (68) teacher-counsellors and five (5) parents. Questionnaire and interviews (in-depth individual one-on-one semi-structured interview and focus groups discussions) were used to gather data. Quantitative data were analyzed by using Statistical Package for Social Science (SPSS), while qualitative data were analyzed by the use of themes and coding. The results revealed that participants endorsed all the three sets of objectives of school counselling programme, presented to them on the questionnaire, as representing those of the Namibian School Counselling Programme. Major services which the participants considered to characterize the Namibian School Counselling Programme include counselling, academic development, career planning, education and/or information dissemination, consultation and referral services. Teacher-counsellors, school principals, learners and parents were considered to be human resources for the programme which was said to have no clear or specific budget. Material resources in the forms of counselling books, job housebrochures, and some other information materials on career and health were indicated as available for the programme. However, teacher-counsellors have no counselling rooms to conduct individual counselling or therapy and that file cabinets (for the storage of learners’ cumulative records) and display boards (foreducation and career information) were only available in very few schools. Generally, participants positively perceived the counselling services provided by the Namibian School Counselling Programme as satisfactory.

Browsing by Author "Bojuwoye, Olaniyi"

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