Mr. David AGBO

Current professional activity

• IT – WASCAL, DRP-CCE NIGER/WAC-SRT

Languages Rating 1-10

Skills and Interests in Keywords

Stakeholders’ perceptions of non-governmental organisations’ conflict interventions on enrolment rate of students in selected secondary schools in Moyale Sub-County, Kenya

Conflict prone areas mostly experience low access to secondary education due to disrupted livelihoods and financial difficulties escorting conflicts. Moyale is among the arid and semi-arid land (ASAL) sub-counties in Kenya with the lowest enrolment ratio of boys at 20.5%...

Utilization of formative assessment strategies in mathematics instruction and their impact on learner achievement in secondary schools in Kenya

Formative assessment is Key in Mathematics instruction and thus requires attention for optimization of learners‘ achievement. There is need for effective utilization of the five formative assessment strategies(FAS) including; clarifying and sharing learning intentions and criteria for success, engineering effective...

Using participatory visual methods to teach character education in early childhood settings in Eldoret East Sub-county, Kenya

The rising cases of youth engagement in anti-social behaviour in Kenya present the need to invest in teaching of character education. In Kenyan schools, different approaches have been used to teach character education. Upon trying unique approaches, this study explored...

Stakeholders’ participation in school management and enhancement of learners’ academic achievement in selected government-aided secondary schools in Uganda

Stakeholders’ participation, alongside school-based management is recognized as one of the key reforms that aim at improving the instructional processes which enhance the learners’ academic achievement. The purpose of the study was to analyse the extent to which stakeholders’ participation...

Leveraging teacher concerns in educational change: a case of the Uganda lower secondary curriculum reform

Teacher concerns are the pulse of educational change. Scholarship on various educational change endeavours across sub-Saharan Africa identified inattention to teacher factors as a major cause of failure to achieve intended educational outcomes. The theoretical framework for this study: the...