Ijeoma C Ogbonnaya
Biographic Data
| ID | 10174988 |
|---|---|
| NAME | Ijeoma C Ogbonnaya |
| GIVEN NAMES | Ijeoma C |
| FAMILY NAME | Ogbonnaya |
| SIGNATURE | OGBONNAYA I C |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-9308-1625 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review
Despite the intensification of multilingual education policies over the last four decades, only a few studies have focused on their impact on learning outcomes. These studies are neither recent nor systematic. This study systematically reviewed research evidence on how multilingual education policies impact learning outcomes that intersect with broader social, cultural, and political contexts in South Africa. Various data collection methods were …
Challenges Experienced by Physically Challenged Learners in Practical Physical Education Classes in South Africa
This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still …
No prominent works on this page.
Do Multilingual Education Policies In South Africa Impact Learning Outcomes? A Systematic Literature Review
Despite the intensification of multilingual education policies over the last four decades, only a few studies have focused on their impact on learning outcomes. These studies are neither recent nor systematic. This study systematically reviewed research evidence on how multilingual education policies impact learning outcomes that intersect with broader social, cultural, and political contexts in South Africa. Various data collection methods were …
Challenges Experienced by Physically Challenged Learners in Practical Physical Education Classes in South Africa
This paper, framed within the interpretivism theory, argued that government, stakeholders, and policymakers could foster and promote policy advocacy to address the challenges militating against the participation of physically challenged learners (PCLs) in practical physical education (PE) classes. Despite the noticeable need for physical activities in the lives of PCLs, there are growing concerns that learners in physical education classes still …
Curriculum (1 work) · Education Systems and Policy (1 work) · Inclusion and Disability in Education and Sport (1 work) · Medical education (1 work) · Medicine (1 work) · MEDLINE (1 work) · Multilingual Education and Policy (1 work) · Pedagogy (1 work) · Physical education (1 work) · Physical Education and Pedagogy (1 work)