Bervell, Brandford
4 Publications in AERD
Author Publications
Export PDFModeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program
By Bervell, Brandford
A distance education Diploma and Bachelor’s degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students’ satisfaction and continuance intention. However, students’ satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students’ satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode. © The Author(s) 2024.
A systematic review of students’ support services provision in higher education (SSSPiHE) in sub-Saharan Africa
By Mireku, Dickson Okoree
This study aimed to map the distribution of publications on student support services provision (SSSP) in higher educational institutions in sub-Saharan Africa (SSA) through a systematic literature review approach. To meet its objective, the study investigated the methodological approaches, stakeholder involvement and strategies as well as challenges with SSSP discussed in related studies. The studies reviewed were based on 53 SSSP-related publications within a decade, from 2012 to 2022. Findings revealed that most articles related to student support services provision were published in 2016. Additionally, a majority of the studies (10) were from Nigeria, followed by Ghana (5) and Kenya (5). Most of the articles (21) focused on students’ views about providing student support services in the SSA higher education delivery. Observably, ICT support services provision was the most extensively researched topic. Relatedly, to draw attention to the limitations in student support services provision, the need for more studies on other aspects of student support services besides ICT support services studies is reasonable. The review also showed that the enhancement of collaboration and coordination with corporate institutions, NGOs, and international organisations was the most frequently used strategy, while challenges with the provision and management of teaching and e-learning facilities were the most disturbing constraints to SSSP. We therefore suggest that SSA higher education authorities could explore innovative approaches to address challenges related to the provision of SSS, giving special attention to the management of teaching and e-learning facilities, and effective strategies for improving collaboration with stakeholder institutions, in the delivery of adequate student support services. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic
By Segbenya, Moses
This study examined perspectives of distance education students on online learning based on their access gadgets (availability and functionality), online presentation or teaching methods, actual use of online learning coupled with its challenges. A quantitative approach and descriptive survey design were adopted for the study. A sample of 1061 was drawn from a study population of 44,134 distance learners across sixteen administrative regions and data collected using a questionnaire. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the hypotheses of the study, and descriptive statistics were deployed to analyse students perceived challenges. The study found a statistically significant relationship between the availability and functionality of online gadgets, availability of online gadgets and online presentation methods, functionality and online presentation methods and functionality and online learning usage. Thus, these factors are necessary for successful online learning. Four main perceived challenges identified were unreliable power/electricity and internet connectivity, lack of collaboration and motivation during online learning. Therefore, it was recommended that steps are taken to resolve the perceived challenges while adopting the blended approach comprising face-to-face and online learning. The blended learning approach would enable students to adjust better and appreciate its usefulness in distance education.
Hey, let's take a selfie: insights of selfie defamiliarisation in the classroom
By Bervell, Brandford
Purpose: Selfie is a popular self-expression platform to visually communicate and represent individual thoughts, beliefs, and creativity. However, not much has been investigated about selifie's pedagogical impact when used as an educational tool. Therefore, the authors seek to explore students' perceptions, emotions, and behaviour of using selfies for a classroom activity. Design/methodology/approach: A triangulated qualitative approach using thematic, sentiment, and selfie visual analysis was used to investigate selfie perception, behaviour and creativity on 203 undergraduates. Sentiment analyses (SAs) were conducted using Azure Machine Learning and International Business Machines (IBM) Tone Analyzer (TA) to validate the thematic analysis outcomes, whilst the visual analysis reflected cues of behaviour and creativity portrayed. Findings: Respondents indicated positive experiences and reflected selfies as an engaging, effortless, and practical activity that improves classroom dynamics. Emotions such as joy with analytical and confident tones were observed in their responses, further validating these outcomes. Subsequently, the visual cue analysis indicated overall positive emotions reflecting openness towards the experience, yet also reflected gender-based clique tendency with modest use of popular selfie gestures such as the “peace sign” and “chin shelf”. Furthermore, respondents also preferred to mainly manipulate text colours, frames, and colour blocks as a form of creative output. Originality/value: The study's findings contribute to the limited studies of using selfies for teaching and learning by offering insights using thematic analysis, SA and visual cue analysis to reflect perception, emotions, and behaviour. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-11-2021-0608/ © 2022, Emerald Publishing Limited.
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