American Journal of Education and Practice <p>The American Journal of Education and Practice (AJEP) is a journal that aims to advance the field of education and practice by publishing high-quality research and best practices. AJEP is an open access journal, which means that anyone can access and read its articles for free. AJEP publishes original research articles, reviews, and short communications that cover various aspects of education and practice, such as teaching and learning, leadership and management, psychology and counseling, technology and innovation, assessment and evaluation, and policy and reform. AJEP welcomes submissions from scholars, practitioners, and policy makers from different disciplines, backgrounds, and regions. AJEP has a rigorous peer review process that ensures the validity and reliability of the published papers. The peer review process takes about 2-3 months from the submission to the final decision. The reviewers are experts in their respective fields and provide constructive feedback and suggestions to the authors. AJEP is indexed by several reputable platforms, such as Research Gate, Google Scholar, EBSCOhost, Scilit, and Crossref (DOI). These platforms enhance the visibility and accessibility of the journal and its articles to a global audience. AJEP has a distinguished editorial board that consists of eminent scholars and practitioners from different countries and regions. The editorial board members are responsible for overseeing the editorial process, ensuring the ethical standards, and promoting the journal to their networks and communities.</p> en-US <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="">Creative Commons Attribution (CC-BY) 4.0 License</a> that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.</p> (Journal Admin) (Chief Editor) Tue, 22 Aug 2023 10:58:46 +0300 OJS 60 Socio-Economic Background Impacts Academic Goals, Performance, and Achievements among Private University Undergraduates in Chittagong, Bangladesh <p><strong>Purpose:</strong> The study aims to examine the impact of socioeconomic status the academic performance of undergraduates in private universities in Chittagong, Bangladesh. It aims to understand the impact of family financial background on students'' academic goals, results, and activities, as well as the role of family, social, and institutional issues in students'' choices and decisions. The study also aims to test students'' understanding and identification of social challenges.</p> <p><strong>Methodology:</strong> A mixed-method study in Chittagong City, Bangladesh, examined students'' attitudes on the socioeconomic background’s impact on academic aspirations and performance. The study with mixed method strategy collected data from 206 undergrad students at private universities, focusing on academic performance, engagement, and personal lives.</p> <p><strong>Findings:</strong> The study found that socioeconomic factors impact students'' academic performance at private universities, with middle-class students from Bangladesh enrolling to complete their education. However, tuition costs and family influences can lead to part-time employment, starting businesses, or discontinuing studies. Institutions and students'' personal desires can help improve academic performance. While some students use the financial crisis of family as inspiration, they lack the necessary tools to manage difficulties and participate in university activities Family socioeconomic background significantly impacts students'' academic performance and extra-curricular engagement, especially in private universities. Poor students face financial constraints and struggle to navigate academic environments. Institutional environments, personal life, and part-time jobs can hinder motivation.</p> <p><strong>Recommendations: </strong>The study suggests addressing psychological issues among socioeconomically weak private university students, involving parents, personal lives and studying public-private university challenges. It also recommends interviewing scholarship recipients and training higher education teachers to provide personal guidance and consultancy for students facing mental stress. Soft Hands from families, teachers, peers, and an appropriate institutional environment can improve performance.</p> Turjo Barua, Saju Chakma, Md. Azim Uddin Copyright (c) 2023 Turjo Barua, Saju Chakma, Md. Azim Uddin Thu, 14 Sep 2023 00:00:00 +0300 Enhancing Integration of Information Literacy in TVET Curriculum in Response to COVID-19 Pandemic Effects <p><strong>Purpose:</strong> Information literacy refers to the set of characteristics that enables ordinary learners become wise information consumers and lifelong learners. The set of abilities or skills the learner requires in order to determine information needs, locate, access and evaluate information sources and effectively use resources regardless of the format. There is global acceptance of the need for information literacy among trainees undertaking Technical and Vocational Educational Training (TVET). Integrating information literacy in the Competency-Based Education and Training (CBET) curriculum has become a necessity. The purpose of this study was to investigate how TVET trainees applied information literacy during the COVID-19 pandemic. The objective was to ascertain the trainees` uptake of e-learning and establish the strategies laid down for integration of information literacy in TVET curriculum.</p> <p><strong>Methodology:</strong> Descriptive research design was adopted. The Nyeri National Polytechnic was purposively sampled due to the availability of respondents and familiarity of the researcher to object of research. A target population of 1000 library users at diploma, certificate and artisan levels was used. Data was collected using researcher-administered questionnaire. Data was organized and analysed using frequency distribution, percentages and mean.</p> <p><strong>Findings: </strong>TVET Institutions were found to have moderately adopted integration of information literacy in TVET curriculum. The results indicate that 54% of trainees applied information literacy skills during the virtual learning sessions during COVID-19 pandemic. However, inadequate information literacy among trainees contributed to non-effective use of the e-resources.</p> <p><strong>Unique Contribution to Theory, Practice and Policy: </strong>To this end, TVET institutions need to put in place strategies for enhancing integration of information literacy in TVET curriculum. The strategy on orientation and continuous user education by librarians aims at improving the trainees ‘information literacy. Trainees stand to benefit through integration of information literacy in the curriculum and institutions should put in place mechanism to adopt this integration.</p> Jane Wanjiru Njuki, Rose M. Mukundi Copyright (c) 2023 Jane Wanjiru Njuki, Rose M. Mukundi Wed, 20 Sep 2023 00:00:00 +0300 Coverage of Core Mathematics Syllabus among Senior High Schools in Ghana: The Case of Sagnarigu Municipality <p>As far as students’ academic performance in the West Africa Secondary School Certificate Examination is concerned, coverage of syllabus among other factors has been identified as key. The purpose of the study was to investigate the perceived factors that influence core mathematics syllabus coverage in Senior High Schools in Ghana.&nbsp; A qualitative research approach with case study design, guided by four research questions and semi-structured oral interview guide as well as questionnaire were used in the study. Participants were selected using a purposive and convenient sampling techniques. The data was analysed in themes and presented on frequency tables. The study found that national education policies, Covid 19 pandemic, school programs, and teacher/students-related issues were the perceived factors that influenced coverage of the core mathematics syllabus. The study employed the Goal Setting and self-Efficacy theories. The instrument was pretested by the researcher to determine its validity. It was therefore recommended that government should provide schools with textbooks, furniture, teaching and learning materials, more classrooms, library, laboratories as well as motivate teachers with better conditions of service.</p> Evelyn Yaa Nchor, Stephen Atepor, Christopher Kwabena Nchor, Akarigo Logowonih Jonathan, Akamah Anafo Shila Copyright (c) 2023 Evelyn Yaa Nchor, Stephen Atepor, Christopher Kwabena Nchor, Akarigo Logowonih Jonathan, Akamah Anafo Shila Tue, 22 Aug 2023 00:00:00 +0300 Qualitative Review of Monitoring and Evaluation Practices in Higher Institutions in Uganda <p><strong>Purpose:</strong> The purpose of the study was to investigate how the practices employed in the Monitoring and Evaluation processes contribute to the overall goal of Higher Education Institutions in Uganda. It was carried out using a qualitative document review method. The study was guided by five objectives: to examine the legal framework of monitoring and evaluation in Uganda’s higher education institutions, to formulate monitoring and evaluation policy in higher education institutions, to assess the establishment of constituent colleges of Makerere university, to examine how monitoring and evaluation policy affects university teaching quality, and to assess how the M &amp; E policies are performed at the university senates and council committees.</p> <p><strong>Findings:</strong> The findings of the study show that the Uganda Ministry of Education and Sports (MoES) has prioritized the concept of quality assurance in the sector at all education levels. Each college at Makerere University is administered as a semi-autonomous entity within the larger university and the overall supervision of the college is the responsibility of the university council and it is the responsibility of College leadership to conduct regular M&amp;E of services offered in their units to ensure that quality is not compromised. Student evaluation of teaching (SET) is used in Makerere university where questionnaires are given to students to evaluate the quality of instruction by their instructors at the end of every lecture, course or semester. There is also peer observation of teaching where colleagues from the same department, subject or discipline help in giving and receiving feedback from one another on the quality of teaching and effectiveness.</p> <p><strong>Recommendations:</strong> However, the study recommends that monitoring and evaluation should be implemented even in the secondary and primary education, institutions should have both internal and external evaluations for consistency and transparency, more research should be done on the challenges facing the established policies in higher education institutions of learning in Uganda.</p> Roberts Wandera Otyola, John Bukenya, Proscovia Nalwadda, Edward Kamaga, Godfrey Bagamba Wamani, Suzan Bantebya, Mukisa Jonathan Copyright (c) 2023 Roberts Wandera Otyola, John Bukenya, Proscovia Nalwadda, Edward Kamaga, Godfrey Bagamba Wamani, Suzan Bantebya, Mukisa Jonathan Thu, 16 Nov 2023 00:00:00 +0300