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Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana
by Honu-Mensah, Cyril Mawuli
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An evaluation of the library connectivity project through the lens of the digital inclusion model
by Daniel Azerikatoa Ayoung
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Screening everyday health information literacy among four populations
by Cathrine Nengomasha
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English speaking anxiety among English-major tertiary students in Ghana
by Daniel Arkoh Fenyi
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Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study
by Atchia, Shakeel Mohammad Cassam
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Urban-Rural Differences in Depression Literacy Among High School Teachers in the Kingdom of Eswatini
by Ngwenya, Thabo Zwelethu
Keep ReadingAdopting social media for learning among university students: a developing country perspective
by Bob Ssekiziyivu
This article investigates the reasons that trigger students to access social media, the challenges faced and what needs to be done to ensure that Higher Education Institutions (HEIs) can adopt the use of social media in learning. This study uses a narrative cross-sectional survey conducted using qualitative data collection techniques based on interviews with students and lecturers from Makerere University. Results suggest that students access social media to get updates around the world, carry out research, entertainment, carry out business, peer pressure, keep up with friends and avoid bad habits. Also, our study identified challenges such as unnecessary information, expensive data, delays in giving feedback, limited skills, slow internet connections, miss conduct of users, inability to own gadgets and negative attitude hindering effective adoption of social media for learning. Results further suggest various measures on how social media can be integrated in learning. This study indicates that more research is needed into the methods and implications of increased social media learning in Uganda. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Poor academic performance of students in agriculture at primary schools in Botswana: Analysis of causes and ways to improve
by Baliyan S.P.
This quantitative study analysed the factors that cause poor performance and identified the possible ways to improve the performance of students in agriculture at primary schools in Botswana. Data was collected using a valid and reliable questionnaire through a survey of a randomly sampled 200 students in primary schools in Botswana. A One sample t-test determined the twenty-five causes of the poor performance of students in agriculture; the six most important causes were found to be the shortage of appropriate tools and equipment, lack of libraries and laboratories, lack of out of schools activities, poor teaching methods, lack of practical work and, students' negative attitude towards learning. Female students and students studying in schools located in urban areas perceived these causes as being more important compare to their counterparts in the rural areas. An Independent t-test determined eleven causes which showed a significant difference in performance between the male and female students as well as the students in schools located in the rural and urban areas, respectively. The six most important ways to improve the students' performance were identified as the inclusion of more practical work in the syllabus, ensuring help out of the classroom, increasing practical work, providing accessible internet, providing updated textbooks and activating agricultural clubs in the schools. It is recommended that the policy makers and administrators to focus on the factors causing poor performance and the ways to improve performance while revising the existing agriculture curriculum. © 2021 Adonis and Abbey Publishers Ltd. All rights reserved.
Plagiarism conundrum in Kenyan universities: an impediment to quality research
by Joel Nakitare
Purpose: Plagiarism has been on the rise, mainly because of increased access to the internet and digital sources. To combat the threat of plagiarism, various universities have implemented countermeasures such as capacity building, anti-plagiarism policies and the purchase of anti-plagiarism software. In Kenya, there appears to be a lack of cohesion among universities in combating plagiarism, a situation that threatens teaching, learning and research if not addressed adequately. This paper aims to review and identify anti-plagiarism practices in Kenyan universities; it further proposed various best practices and policy actions that ought to be adopted to win the fight and the misperception of plagiarism. Design/methodology/approach: This study adopted a mixed-method approach by surveying the librarians and interviewing the graduate school directors or deans to establish the strength and challenges in implementing plagiarism measures in the universities in Kenya. Before collecting data, the researcher checked the reliability of the tools by pretesting and readjusting the tools based on input from the participants. Findings: This study established that most universities in Kenya appreciate the fact that plagiarism negatively affects the quality of teaching, learning and research. However, despite the fact that there is goodwill in the effort to combat plagiarism, there were no unified mechanisms, strategies and implementation policies in solving plagiarism issues among universities in Kenya. Different universities have adopted different strategies in terms of policy, software and capacity. Further, it was noted that the well-established/funded universities had clear stipulated mechanisms as opposed to the ill-funded universities with limited funding and budget. Practical implications: This research provides an opportunity for universities to make an informed choice about the policies, required capacity and software to tackle plagiarism. The findings from the study will be used to improve the quality of academic writing and standardize procedures on plagiarism by proposing policy actions needed to maximize the benefits of the investments in this venture. This study recommends a collaborations approach among universities in the fight against plagiarism. Because the Kenya Library and Information Services Consortium already supports many university cooperation, they ought to take the initiative in formulating policy, choosing the appropriate software to use and developing the necessary ability in the battle against plagiarism. Originality/value: To the best of the authors’ knowledge, this study is the first effort to evaluate the anti-plagiarism strategies being applied in different universities in Kenya. This study demonstrates the gaps and variations in university strategies in combating academic plagiarism. The findings can be applied to improve academic communication and indeed the quality of research output at other universities in Kenya and beyond. © 2022, Emerald Publishing Limited.
Developing an Understanding of Parent–Teacher Partnerships in Schools for the Deaf in Ghana
by Honu-Mensah, Cyril Mawuli
This study examined the nature of partnerships that exist between parents and teachers, the attributes that influence these partnerships, and the strategies that can enhance the partnerships between parents and teachers in two schools for the deaf in the Central Region of Ghana. We conducted focus group discussions with 12 teachers and had one-to-one interviews with 13 parents. Participants described the partnerships as implicit and also indicated that the major associated attributes which affect their partnerships were parents’ and teachers’ role construction, neglect, sociocultural influences, and technology. The study suggested home visits, proactive outreaches, parent-teacher conferences, training, use of technology and instituting reward systems for parents and teachers who show dedication as ways of enhancing partnerships in schools for the deaf. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Performance evaluation of students’ hostel of the college of Agriculture and Environmental Science Kaduna State University, Nigeria
by Aminat Idowu Ibiyeye
Global higher education aims to develop students' intellectual capacities, foster personal growth, and mold behaviors, thoughts, and creativity for a fulfilling life. Within this framework, university residential spaces play a vital role in advancing these objectives. A well-designed hostel, tailored to students' needs and comfort, promotes shared interests and positive educational outcomes. Therefore, the importance of satisfactory residential facilities in improving students' performance should not be underestimated. This research examined the satisfaction levels of current residents of the College of Agriculture and Environmental Science hostel at Kaduna State University (KASU) regarding their accommodation. It also explored variations in satisfaction among groups with different socio-demographic characteristics. The study focused on two performance requirements for the evaluation of students’ satisfaction, namely, the technical performance requirement (thermal comfort, acoustical comfort, visual comfort, indoor air quality, and fire safety) and the functional performance requirement (interior and exterior finish systems, room layout, support services, efficiency of circulation, and proximity to other facilities on campus). A total of forty-eight (48) performance indicators from the two performance requirement were evaluated through a survey questionnaire. The findings indicated that students generally expressed dissatisfaction across all performance elements, except thermal comfort and indoor air quality, room layout and size, efficiency of circulation, and proximity to facilities. The significance of this study lies in its potential to inform targeted improvements and interventions that enhance student satisfaction, comfort, and overall experience within university hostel accommodations. Findings from this study will contribute to creating a more supportive, enjoyable and conducive living environment for students, ultimately promoting their well-being and academic success. © The Author(s) 2024.
Influence of Socio-Economic Status and Classroom Climate on Mathematics Anxiety of Primary School Pupils
by Adimora D.E.
The study investigated the influence of socio-economic status and classroom climate on mathematics anxiety of pupils in Nsukka Local Government Primary Education Authority of Enugu State, Nigeria. Three research questions and three null hypotheses guided the study. Expost-facto research design was used, the study made use of 103 public primary schools with a population of 12628 primary five pupils in Nsukka Local Government Primary Education Authority of Enugu State, Nigeria. The sample was 432 primary five pupils. The instrument used for the study was a questionnaire with three clusters, SES, CCS and MAS. The Cronbach Alpha Reliability yielded 0.82, 0.79 and 0.89 respectively. Research questions were analyzed using mean and standard deviation while the hypotheses were tested using analysis of variance (ANOVA) Statistics, post-hoc test and t-test analysis at 0.05 probability level. It was found that socio-economic status and classroom climate significantly influence mathematics anxiety of the pupils. It was recommended among others, that caregivers, parents, teachers and school administrators should create enabling physical, emotional, intellectual and social classroom climate to ensure successful teaching and learning and enhanced interest of students in all subjects especially in mathematics. (C) 2015 The Authors. Published by Elsevier Ltd.
Factors influencing contraceptive decision making and use among young adolescents in urban Lilongwe, Malawi: a qualitative study
by Dombola, GM
Plain language summary There is limited data on modern family planning method use of young adolescents aged 10-14 years compared to older adolescents aged 15-19 years. The study assessed factors that influence modern family planning method decision-making and use among young adolescents aged 10-14 years. The Theory of Reasoned Action model was applied to understand the processes that influence modern family planning method decision-making and use among young adolescents. The study was conducted in 6 youth health-friendly services clinics and 12 youth clubs where adolescents access contraceptives. We conducted 2 focus group discussions and 26 in-depth interviews. The study involved sexually active, in and out of school young adolescents and influential decision-makers in reproductive health. The results are presented in a narrative format using themes identified during analysis in line with study objectives. The study discovered that modern family planning method decision-making is influenced by social factors; hormonal side effects of modern family planning methods and improper linkage between Sexual and Reproductive Health Rights and Education policies. The findings suggest the need to empower girls in decision-making. Address myths surrounding modern family planning methods. Then harmonize Sexual and Reproductive Health Rights and Education Policies in the country. Background The prevalence of teenage pregnancies in Malawi is 29%. About 25% of those are married while 30% are unmarried adolescents (15-19 years old) who use contraceptives. Data on contraceptive use has focused on older adolescents (15-19 years old) leaving out the young adolescents (10-14 years old). This study assessed factors that influence contraceptive decision-making and use among young adolescents aged 10-14 years. Methods This was a qualitative study that used the Theory of Reasoned Action (TRA) model to understand the processes that influence contraceptive decision-making among young adolescents (10-14 years old) in urban Lilongwe. The study was conducted in six youth health-friendly service centers and 12 youth clubs. Two focus group discussions and 26 in-depth interviews were conducted among sexually active in and out of school young adolescents and key informants. The results are organized into themes identified during the analysis. Results Results showed that contraceptive decision-making is influenced by social factors (individual, interpersonal, society) and adolescents' perceptions regarding hormonal contraceptives. There is also a disconnect between Education and Adolescent Sexual and Reproductive Health policies. Conclusion The findings suggest that interventions that scale up contraceptive use need male and female involvement in decision making. Addressing myths around contraceptives, and harmonization of Education and Sexual and Reproductive Health policies in the country would motivate adolescents to use contraceptives.
Gamification of Cataloguing and Classification Education in Nigeria Library and Information Science Schools: A Technology-Enhanced Approach
by Adebowale Adetayo
This research explored how gamification addresses cataloguing and classification education difficulties in Nigeria. It illustrates how library schools may utilize gamification to improve students' teaching and learning experiences using technology. A comprehensive review of the literature was carried out. Literature discoveries were then utilized to build a gamification model suitable for the library school. The findings suggest that library schools should continue to plan through gamification in order to better position themselves for cataloguing and classification delivery. © Association for Library and Information Science Education, 2023.
Perceived Effectiveness of Ghana’s School Feeding Programme in Improving the Livelihood of Beneficiaries in Assin South District
by Daniel Adjei
Ghana’s SFP has played an essential role in combating malnutrition among school-age children and advancing the Universal Primary Education goal. This study investigates the overall impact of the school feeding Programme, with a focus on its effectiveness in improving the livelihoods of beneficiary communities in the Assin South District. The study followed a mixed methods approach, with 95 headteachers and 26 local food farmers as respondents. The study focuses on the perceived effectiveness of the Ghana School Feeding Programme in increasing employment opportunities within the district, as perceived by headteachers. The findings show that the Additional Employment Scheme component positively impacts the livelihoods of local food farmers, resulting in larger farm sizes and the adoption of improved farming practices. However, the challenges identified do not ensure a consistent market for local food farmers’ produce, including cooks and caterers in beneficiary schools not frequently purchasing their produce. It has been revealed that caterers facing pre-financing challenges rely on suppliers willing to pay once government funds are released. Recommendations for improving the Programme’s impact include expanding the programme to benefit more communities, thereby creating job opportunities. Furthermore, a registration system for local food producers as sole suppliers is proposed to ensure a market for their products. Other suggestions include allocating a percentage of the district’s internally generated funds to caterers and collaborating with financial institutions to provide flexible loans to registered farmers. © 2024, Centre for Behaviour and Wellness Advocacy. All rights reserved.
Utilization of continuous professional development among health professionals in East Ethiopia: a multi-health facility-based cross-sectional study
by Tesfaye Assebe Yadeta
Background Healthcare workers must maintain their knowledge, attitude, and skills regarding the most recent technology and competencies to deliver quality health care. The Ministry of Health, Ethiopia developed guidelines and directives for the utilization of continuous professional development programs. However, there is limited evidence on utilization and barriers to utilization in the study area. Therefore, this study aimed to assess the utilization and barriers to the utilization of continuous professional development among health professionals working in health facilities in eastern Ethiopia.Methods A health facility-based cross-sectional quantitative study was conducted among 731 healthcare professionals from September 01, 2022, and October 30, 2022. A multistage sampling technique was utilized. A simple random sampling technique selected health facilities and study participants. A self-administered questionnaire developed from national continuous professional development guidelines was disseminated to healthcare professionals working in the selected forty health centers and four hospitals. STATA statistical package version 14 was used for data analysis. A descriptive summary was used to summarize the variables. A logistic regression model was used to assess the association between independent variables and the outcome variable. Adjusted odds ratios along with 95% CIs were estimated to assess the strength of the association, and a p-value < 0.05 was used to declare the level of statistical significance in the analysis.Results Continuous professional development utilization was determined for 731 healthcare professionals, of whom 241 (32.97%) [(95% CI: (29.55, 36.38)] had utilized continuous professional development. Lack of continuous professional development knowledge AOR 0.23 [(95% CI: 0.14, 0.37)], being female AOR 0.58 [(95% CI: 0.39, 0.86)], lack of internet access AOR 0.62 [(95% CI: 0.43, 0.89)], greater than 20 km distance from main road AOR 0.58 [(95% CI: 0.37, 0.91)], not heard importance of continuous educational units AOR 0.45 [(95% CI: 0.31, 0.65)], and poor perceived need of continuous professional development AOR 0.61 [(95% CI: 0.38, 0.97)], had a negative statistically significant association with the utilization of continuous professional development.Conclusion The utilization of continuous professional development in the study area was low. Health sectors and stakeholders working on continuous professional development programs are required to focus on developing strategies for knowledge creation, female health workers, and access to the internet, remote areas, information on the importance of continuous educational units, and the variety of needs of professionals for continuous professional development implementation.
Demystifying factors fueling university brand evangelism in the higher education sector in Tanzania: A social identity perspective
by David Amani
Extant literature examines the role of alumni in supporting higher education institutions (HEIs) through donation behavior. However, scant empirical studies examine the influence of alumni in the context of extra-role brand building behaviour in HEIs. This study examines university identification and university social community identification in influencing university brand evangelism when mediated with a sense of belonging. The study collected data from 606 alumni of 15 HEIs in Tanzania and analyzed it using structural equation modelling. The findings reveal that most alumni engage in university brand evangelism when they are highly identified with their university and its entire social community. Furthermore, the findings confirm that a higher level of identification is inadequate to predict and explain university brand evangelism, unless a sense of belonging is included as a mediator. Therefore, HEIs' management should build social and personal identification to stimulate a sense of belonging, which fuels alumni intent to engage in university brand evangelism.
Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana
by Sumaila J.
As a partial condition for the successful completion of school, and for certification reasons, undergraduate distance education students in Ghanaian universities are required to conduct research work. Due to the mode of teaching and learning activities, it appears such students are at a disadvantage. In this study, we examined the challenges distance education students encounter in conducting their research work in two universities in Ghana. A cross-sectional survey was conducted using 866 distance education students sampled from the study centres across the country. Results from a confirmatory factor analysis, using 5,000 bootstrap samples, revealed challenges from the students, supervisors and the institutions. Based on our results, we recommend that there should be structured policies by university management and supervisors to relieve students of the challenges they encounter when conducting their research work. The study also encouraged students to devote the needed time, commitment and motivation to complete their research work on time. Suggestions for further studies were made based on the findings. © 2020 Jamilatu Sumaila et al., published by De Gruyter.
Educational Challenges of School-Age Children in Skipped Generation Households in Nigeria
by Popoola, BI
The article investigated educational challenges of Nigerian children raised in an unusual family context, the skipped generation households (SGHs). Specifically, it determined the proportion of school-age children in SGHs enrolled in schools and investigated children's perception of the effect of SGHs on their education. The study adopted a descriptive survey design. Data were collected from 2144 indexed children from the three major ethnic groups in Nigeria. The results showed that 88.2% of children in SGHs were enrolled in schools, and that significant regional variations existed in school attendance by the children. Specific educational challenges of the children in SGHs included having to do assignment alone, not getting enough time to study, difficulty in paying school fees, and late coming to school. The article brought to the fore the need for government to improve the welfare of children raised in SGHs in order to mitigate the educational challenges confronting them.
Does higher education equip graduate students with the employability skills employers require? The perceptions of employers in Ghana
by Damoah O.B.O.
Recent changes in the labour market and higher education sector have placed graduates’ employability on the agenda of researchers, policymakers and employers in both advanced and developing economies. Yet, the question of whether higher education equips graduate students with the employability skills employers require remains under-studied particularly in a developing country like Ghana. Using survey data and employing a paired t-test analyses, our findings reveal that whilst the employers perceive graduate students to possess various critical skills which match industry demands, the graduate students fall short in these critical skills. The differences were statistically significant indicating that there are still gaps between what higher education is offering its students and what industry requires from graduates at the entry-level. Based on the findings, implications for theory, policy, and practice are discussed. © 2021 UCU.
An evaluation of the library connectivity project through the lens of the digital inclusion model
by Daniel Azerikatoa Ayoung
Purpose: It has been a decade, as the collaboration between the Ghana Investment Fund for Electronic Communications (GIFEC) and the Ghana Library Authority (GhLA) to extend information and communication technology (ICT) and library services to rural deprived, unserved and underserved communities in Ghana dubbed the library connectivity project. This paper aims to evaluate this initiative from the perspective of relevant key stakeholders and through the lens of the digital inclusion model. Design/methodology/approach: The study adopted a qualitative approach to evaluate the library connectivity project offered to deprived communities in the Upper East Region of Ghana. Interviews were conducted with the head librarians, ICT teachers and school librarians. Focus group discussions were held with pupils from four beneficiary schools of the project. The researchers also witnessed four of the outreach programmes and training sessions and observed the mode of instruction. Findings: The study brought to fore the enormous benefits of the library connectivity project as it aided school pupils to acquire practical ICT skills, which were found to be useful towards their final exam. Despite the enormous benefit of the project, it was bereft with a lot of challenges such as inadequate logistics and personnel thereby restricting the project to very few schools. Low staff motivation and unmotorable roads were also found to be a challenge, which could all be as a result of lack of funds. Research limitations/implications: The paper underscores the importance of computer and information literacy and reveals how the GhLA is using innovative mobile library services to bridge the digital divide through the library connectivity project. Originality/value: This paper makes a further contribution to the paucity of literature on the role of mobile libraries in the promotion of computer and information literacy. © 2020, Emerald Publishing Limited.
Prevalence, Infection Intensity and Associated Factors of Soil-Transmitted Helminthiasis Among School-Aged Children from Selected Districts in Northwest Ethiopia
by Zeleke, AJ
Background: Globally, soil-transmitted helminths affect beyond a billion people and cause 1.9 million disability-adjusted life years worldwide. It affects children disproportionately due to their unaware activities like walking barefoot, playing with dirty objects that might be contaminated with feces. The control of soil-transmitted helminths principally relies on periodic deworming using either a single dose of albendazole/mebendazole. To assure the effectiveness of this measure, performing continuous parasitological survey is necessary. Herein, the prevalence, intensity and associated factors of soil-transmitted helminth infections were assessed among school-aged children in northwest Ethiopia. Methods: A cross-sectional study design was conducted among school-aged children (6-14 years old) from January 21st to February 21st/2019. Multistage sampling technique was employed. A Kato-Katz concentration technique was utilized to detect STHs in stool samples. Moreover, risk factors for STH infections were assessed using well-structured questionnaire. Bivariate and multivariate analyses were used to assess the association between explanatory and the outcome variables. The magnitude of the association was measured using the adjusted odds ratio (AOR) and 95% confidence interval (CI). A P-value <0.05 was considered statistically significant. Results: The overall STHs prevalence in this study was 32.3% (95% CI: 29-35.6%) with Ascaris lumbricoides being the predominant species (24.3%) followed by hookworm (8.9%) and Trichuris trichiura (1%). Most (80.3%) of the infected school-aged children had light-intensity infections. Age of 11 years and above (AOR, 12.9, 95% CI, 1.6-103.6, P=0.004), being residing in Chuahit district (AOR, 3.9, 95% CI, 2.3-6.5, P<0.001), and untreated water supply (AOR, 1.7, 95% CI, 1.1-2.7, P=0.018) were identified as predictors for the overall STH prevalence. Conclusion: Our findings revealed STH infections are considerable health problems in the study areas. Thus, public health interventions such as provision of safe water supply, health education, and de-worming programs should be regularly implemented in the study areas.
Self-harm with suicidal and non-suicidal intent in young people in sub-Saharan Africa: a systematic review
by Quarshie, ENB
BackgroundSelf-harm, whether attributed to suicidal or non-suicidal motives, is associated with several poor outcomes in young people, including eventual suicide. Much of our understanding of self-harm in young people is based on literature from Europe (particularly, the UK), North America, and Australia. We aimed to synthesise the available evidence on prevalence, the commonly reported self-harm methods, correlates, risk and protective factors, and reasons for self-harm, in adolescents (aged 10-25years) in sub-Saharan Africa.MethodWe searched MEDLINE, PsycINFO, PubMed, African Journals OnLine, and African Index Medicus for records from 1950 through August 2019, without language restrictions. We supplemented the database searches by searching relevant portals for postgraduate theses, reference harvesting, contacting authors for unpublished studies, and hand searching relevant print sources. We applied narrative synthesis to the evidence.ResultsSeventy-four studies from 18 sub-Saharan African countries met the inclusion criteria. The median lifetime prevalence estimate was 10.3% (interquartile range [IQR] 4.6% - 16.1%); median 12-month prevalence estimate was 16.9% (IQR: 11.5% - 25.5%); median 6-month prevalence estimate was 18.2% (IQR: 12.7% - 21.8%); and the median 1-month prevalence estimate was 3.2% (IQR: 2.5-14.8%). Studies from Western sub-Saharan Africa reported the highest 12-month prevalence estimates (median=24.3%; IQR=16.9% - 27.9%). Clinical samples commonly reported overdose, whereas self-cutting was most commonly reported in non-clinical samples. Academic failure, sexual, emotional, and physical abuse, romantic relationship problems, family conflict, depression, and previous self-harm were identified as key correlates of self-harm. No study reported protective factors against self-harm.ConclusionVariation in estimates was explained by small sample sizes and variation in definitions and measures used. Exploration of associations, risks and protective factors was based upon concepts and measures derived from high income countries. More detailed and culturally sensitive research is needed to understand the context-specific risks and protective factors for self-harm in adolescents in sub-Saharan Africa.
Screening everyday health information literacy among four populations
by Cathrine Nengomasha
Background: People face varying obstacles when interacting with health information in their everyday lives. Objectives: This study aims to examine the applicability of a multidimensional Everyday Health Information Literacy (EHIL) screening tool in detecting people with challenges in accessing, understanding, evaluating and using health information in everyday situations. Methods: Previously collected EHIL screening tool data from Finnish upper secondary school students (n = 217), Finnish young men (n = 1450), Finnish adults with an increased risk for metabolic syndrome (n = 559) and Namibian university students (n = 271) were reanalysed to examine the factorial structure of the tool and to compare the groups. Statistical analyses included exploratory factor analyses, calculation of mean factor scores and one-way analysis of variance. Results: A three factor structure (‘awareness’, ‘access’, ‘assessment’) for the screening tool was supported based on the Finnish samples. However, the Namibian data did not follow a similar structure. Significant differences in groupwise factor scores were discovered. Discussion: The findings suggest that the multidimensional EHIL screening tool can be used in pointing out areas where individuals or groups may need support. Conclusion: The tool may be useful to health information and library services workers when counselling or educating the public. © 2020 The Authors Health Information and Libraries Journal published by John Wiley & Sons Ltd on behalf of Health Libraries Group
EFL students' WTC across communicative situations in an instructional context: a quantitative study with focus on a public university in Ethiopia
by Abebe Dereje Teshome
Despite its crucial importance and being a topical issue in the current SLA research, EFL students' WTC has received little attention in the Ethiopian educational context. The current study therefore aimed to explore EFL students' WTC across communicative situations in an Ethiopian higher education instructional context. Questionnaires were used to collect quantitative data from a randomly selected sample of 258 first-year EFL students taking Communicative English skills courses in Werabe University, one of the public universities in Ethiopia. The data were analyzed quantitatively using descriptive statistics. The findings revealed that the target students' WTC varies across communicative situations. While Topic enticement, Off-instruction communication and Integrative orientation were found triggering students' WTC, low perceived competence, communication anxiety, low learning responsibility, and classroom conditions (in part) were found hampering the students' WTC in the class. The finding is believed to be useful reference especially for teachers to help achieve the desired goal of ESL/EFL instruction.
Risk factors for scabies, tungiasis, and tinea infections among schoolchildren in southern Ethiopia: A cross-sectional Bayesian multilevel model
by Amare, HH
BackgroundSkin problems cause significant sickness in communities with poor living conditions, but they have received less attention in national or global health studies because of their low mortality rates. In many developing regions, the prevalence of parasitic skin diseases among schoolchildren is not reported. Previous studies thus have attempted to identify risk factors for these conditions using the frequentist approach. This study aimed to assess the occurrence and risk factors of skin infections among rural schoolchildren in southern Ethiopia by combining a frequentist and a Bayesian approach. Methodology/Principal findingsUsing three-stage random sampling, we assessed 864 schoolchildren aged 7-14 years from the Wonago district in southern Ethiopia. We detected potential risk factors for scabies, tungiasis, and tinea infections and recorded their hygienic practices and socio-demographic information. The frequentist model revealed a clustering effect of 8.8% at the classroom level and an insignificant effect at the school level. The Bayesian model revealed a clustering effect of 16% at the classroom level and 5.3% at the school level. Almost three-fourths of the sample had at least one type of skin problem, and boys were at higher overall risk than girls (adjusted odds ratio [aOR] 1.55 [95% Bayesian credible interval [BCI] 1.01, 2.28). Risk factors included unclean fingernails (aOR 1.85 [95% BCI 1.08, 2.97]); not washing the body (aOR 1.90 [95% BCI 1.21, 2.85]) and hair (aOR 3.07 [95% BCI 1.98, 4.57]) with soap every week; sharing a bed (aOR 1.97 [95% BCI 1.27, 2.89]), clothes (aOR 5.65 [95% BCI 3.31, 9.21]), or combs (aOR 3.65 [95% BCI 2.28, 5.53]); and living in a poor household (aOR 1.76 [95% BCI 1.03, 2.83]). Washing legs and feet with soap daily was identified as a protective factor for each of the three skin diseases (aOR 0.23 [95% BCI 0.15, 0.33]). Conclusions/SignificanceWe observed high variation in skin problems at the classroom level, indicating the presence of shared risk factors in these locations. The findings suggest the need to improve children's personal hygiene via health education by schoolteachers and health workers. Author summarySkin problems are common disorders in resource poor settings. Scabies and tungiasis are neglected tropical diseases causing significant sickness in communities with poor living conditions. Scabies is dermatosis caused by a burrowing mite, Sarcoptes scabiei var. hominis. Tungiasis is caused by a flea, Tunga penetrans, infesting the skin, usually on the feet or hands. Tinea infection is a fungal dermatophyte infection of the skin and the most common dermatological problem among schoolchildren in Ethiopia, especially tinea capitis. Application of a Bayesian approach to identify possible risk factors for these problems has seldom been used. We found that compared to the frequentist model, the Bayesian model better explained school- and classroom-level variations in skin problems among schoolchildren. Our findings also suggest that transmission of skin infections, especially fungal and scabies infections, frequently occurs in schools and classrooms. We identified several risk factors for these conditions, including low socioeconomic status; unclean fingernails; not washing with soap at least every week; and sharing beds, clothes, and combs. Thus, it is important to improve the personal hygiene of schoolchildren through education. Regular checkups by teachers also can improve skin health and related morbidity in rural schoolchildren in southern Ethiopia.
English speaking anxiety among English-major tertiary students in Ghana
by Daniel Arkoh Fenyi
The study explored the English-speaking anxiety of trainee teachers in the colleges of education in Ghana. It aimed at unravelling the causes of the speaking anxiety in the learners and proffering strategies to mitigate the causes of the speaking anxiety. For that purpose, qualitative data were collected from 30 English-major students who attend a college of education in the Western North region of Ghana using semi-structured interviews as the data collection instrument. The data were analyzed using inductive coding data analysis procedures and techniques, where the dominant patterns and themes emerging from the data were grouped and examined. The results showed that the major causes of speaking anxiety are inferiority complex, fear of committing mistakes, spontaneity and the lack of preparation, fear of negative evaluation from tutors and peers, limited knowledge and vocabulary in the language and self-criticism. The participants also indicated the strategies that can curb the problem, including creating a learner-friendly and less formal classroom environment, peer assessment, encouraging the use of more speaking activities in the classroom, positive evaluative feedback and resignation and avoidance. In line with these findings, the study recommended that future research could employ a quantitative approach to produce a more generalizable outcome. © 2023, Institute of Advanced Engineering and Science. All rights reserved.
Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria
by Aderibigbe Samson Akinwumi
Access to education has been a challenge to individuals with intellectual disability (ID) in Cross River State, Nigeria, as a result of limited schools that accept these individuals. This study consequently investigated the knowledge and perception of regular teachers about children with ID and their level of acceptance into the regular classroom. Two hundred (200) teachers in public primary schools in Calabar municipal were randomly selected for the study. A descriptive research design was adopted. “Teachers’ Knowledge, Perception and Acceptability of Teachers towards Children with Intellectual Disability (TKPATCID)” was used as an instrument for data collection. Data was analyzed using descriptive statistics such as frequency count, simple percentage standard deviation, and mean scores. Findings showed that the knowledge of regular teachers about children with ID is very low. The majority of the regular teachers have negative perceptions of children with ID. Similarly, the majority of the respondents were of the opinion that children with ID should not be accepted alongside their non-disabled counterparts in the classroom. It was therefore recommended, among others, that awareness of the nature of ID be created. Regular in-service training should be organized for regular education teachers by the government in order to properly equip them with relevant and up-to-date knowledge of children with ID. © 2024 Akinwumi et al. This is an open-access article licensed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the work is properly cited.
Design of a digital game-based learning system for fraction algebra
by Agbonifo O.C.
Digital game based learning (DGBL) system is a promising area of research and debate, as it promotes contextualized learning, creates and harnesses motivation in learning capacities and encourages curiosity. DGBL takes place in a technological-mediated environment while engaging players in a learning activity through the support of computers. Several digital game based learning systems have been deployed for educational purposes to aid or support students in hands-on-learning experiences and constructive knowledge that involves mental reasoning processes. Hence, the research paper presented a development of digital game based fraction algebra learning system which is associated with game principle of snakes and ladders with underpinned concept of step-by-step procedure of solving mathematical problems. The system was tested by participants of FUTA staff primary school and the results of performance evaluation showed that the system could greatly support students to learn effectively the fraction algebra through game technology and would increase the students’ thinking process. © 2021 MECS.
The Influence of High-Stakes English Examinations on Students' Out-of-Classroom English Learning Practices: A Comparative Study
by Getachew Desalegn
Exams with high stakes may affect test takers' learning endeavors. Given the students' different academic backgrounds, it is not yet clear how much of an effect the tests will have on their out-of-classroom learning practices. This study, thus, aimed to close the knowledge gap by employing a mixed method of embedded research design and collecting data via questionnaire, focused group discussion (FGD), and document analysis. The questionnaire was administered to a stratified random sample of 94 12th grade students. The students with their one-semester academic achievements were selected from two secondary schools found in East Wollega zone, Oromia Regional State, Ethiopia. Data analysis involved descriptive statistics, multivariate and one-way ANOVA. The data gathered through document analysis and FGD were to substantiate the questionnaire. The contents of the three consecutive years of past Ethiopian Secondary School Leaving Certificate English Examination (ESSLCEE) questions were analyzed quantitatively. The qualitative method was used to conduct FGD with the selected participants from each school. The recorded data were subsequently transcribed, translated, analyzed, and discussed thematically. The study found significant differences between students of low-achieving groups ("Fair"and "Satisfactory"scorers) and high-achieving groups ("Very Good"and "Excellent"scorers) in studying non-ESSLCEE-related learning activities out-of-classroom. However, no statistically significant differences were observed between low-achieving groups and high-achieving groups regarding practicing ESSLCEE-related language components. The washback of high-stakes ESSLCEE on students' out-of-classroom English learning practices was observed regardless of the students' specific academic achievement groups they belonged to. The results suggest that there are differences in the impact of high-stakes exams on the efforts that students from different academic backgrounds make for out-of-classroom learning practices. © 2023 Getachew Desalegn et al.
Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students
by Ejigu Olana
This study looked at family, teacher, and peer support as predictors of teenage students' school participation among 278, Ethiopian adolescent students aged 15 to 20 years old. According to the findings, families, teachers, and peers provide support through modelling respectful behaviour, caring for them, providing materials essential for their learning, encouraging, offering feedback, reinforcing good behaviour, and punishing poor behaviour. The correlation finding reveals that a family's socioeconomic status, family support, teacher support, and peer support are all strongly linked to school engagement and its four components (behavioural, emotional, cognitive and agentic engagement). SES (beta = .333, p < 01), family support (beta = .261, p < 01), teachers support (beta = .095, p < 05), and peer support (beta = .140, p < 01) all contributed substantially to total school engagement, according to data from multiple regression. Predictor factors also showed substantial variation (F = 40.435, p < 01, R2 = .499), accounting for 49.9% of the variance in total school engagement. According to the results of hierarchical regression teachers' support moderated the link between family support and school engagement considerably (R2 = .017, p < 01), Recommendations have been sent to interested parties in order to encourage the required assistance offered to adolescent students from the environment and to improve their school participation.
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’
by Prince Agwu
The importance placed on passing Senior Secondary School Certificate Examinations (SSCE) in Nigeria has led to the emergence of ‘Miracle Examination Centres’ (MECs). MECs are schools where candidates get undeserving excellent SSCE results through institutionally enabled malpractice. This undermines the Nigerian education sector and its leadership. But well-researched empirical evidence on MECs in Nigeria is scarce. Through a reconnaissance technique (recce), we provide new evidence on MECs’ activities, including their nature and patronage, while providing informed remedial pointers that can be harnessed by the education sector leadership. Interviews were conducted with 97 persons, comprising community members, teachers, and school owners across 16 communities in four study sites (Abuja, Anambra, Edo, and Kogi), and data were supported by observations. Elicited data were thematically analysed. Findings show that MECs were more interested in rents (informal and undue fees) by compromising SSCE standards and less interested in academic training. Community members were aware of the activities of MECs and could readily identify or discuss them. We uncovered the adopted processes in facilitating this kind of malpractice. A feasible strategy to address MECs and similar examination fraud syndicates across countries is for the education sector leadership to strategically focus on the demand and supply sides. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Caregivers' estimate of early childhood developmental status in rural Uganda: a cross-sectional study
by Emmanuel Bonney1,
Objective To characterise developmental milestones among young children living in rural communities in Uganda. Design Cross-sectional study. Setting Iganga-Mayuge Health and Demographic Surveillance Site in rural eastern Uganda. Participants A total of 720 caregivers of children aged 3-4 years old from a health and demographic surveillance site in rural eastern Uganda were recruited into this study. Caregivers reported on their child's developmental skills and behaviours using the 10-item Early Childhood Development Index (ECDI) developed by UNICEF. Childhood development was characterised based on the ECDI's four domains: literacy-numeracy, learning/cognition, physical and socioemotional development. As an exploratory analysis, we implemented a hierarchical agglomerative cluster analysis to identify homogenous subgroups of children based on the features assessed. The cluster analysis was performed to identify potential subgroups of children who may be at risk of developmental problems. Results Between November 2017 and June 2018, 720 caregivers of children aged 3-4 years completed the ECDI. The proportions of children at risk of delay in each domain were as follows: literacy-numeracy: 75% (n=538); socioemotional development: 22% (n=157); physical: 3% (n=22); and cognitive: 4% (n=32). The cluster analysis revealed a three-cluster solution that included 93% of children assigned to a low-risk group, 4% assigned to a moderate-risk group and 3% assigned to a high-risk group characterised by low scores in almost all domains. Conclusion The findings suggest that a high proportion of children in rural eastern Uganda demonstrate poor literacy-numeracy skills. These results underscore the need to improve population-based screening and intervention efforts to improve early childhood developmental outcomes, particularly in literacy and socioemotional domains, in low-income and middle-income countries such as Uganda.
Peer Group Influence and Mass Media as Predictors of Bullying Among Students: Evidence from Delta and Edo States, Nigeria
by Aidomojie, J.O.
Peer group influence and media exposure were explored as predictors of bullying behaviour among students. Two research questions were posed and responded to, as well as two null hypotheses that were developed and tested. The study had a sample size of 1000 students chosen using the Multi-Stage Sampling Technique. A questionnaire was employed in the study as a tool. Expert opinion was used to validate the instrument. The Peer Group Influence Scale had an 82.50 per cent factor matrix, whereas the Mass Media Scale had a 73.3 per cent factor matrix and the Bullying Behaviour Scale had a 71.50 per cent factor matrix. Peer Group Influence Scale had internal consistency reliability of.87, the Mass Media Scale had internal consistency reliability of.81, and Bullying Behaviour had internal consistency reliability of.85. Multiple Regression was employed to analyse the data at a 0.05 level of significance. The finding revealed a significant relationship between peer group influence, mass media, and bullying behaviour among the students. Principals and teachers in secondary schools were advised, among other things, to limit the influence of domestic violence and to foster positive and encouraging interaction among students. © 2022 Aidomojie et al.
Effects of innovative pedagogies on academic achievement and development of 21st-century skills of taxation students in colleges of education
by Edeh, Nathaniel Ifeanyi
The curiosity to determine the mechanisms for development of innovative skills in learners and the efficacy of innovative pedagogies in improving students’ achievement in Taxation and acquisition of 21st-century skills is what informed this research. We assigned 248 taxation students to three classes, two taught with innovative methods. Results showed that students who received treatment had significant improvements in academic achievement and developed 21st-century skills more than those in the control groups. We recommended that government, educational institutions and other stakeholders should enact and implement policies on integrating innovative pedagogies and 21st-century learning models into taxation curricula. The implications and limitations of the study were also discussed. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Effectiveness of multimodal microlearning for in-service teacher training
by Allela, M.A.
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. © 2020, Commonwealth of Learning. All rights reserved.
Achieving Education for Sustainable Education Learning Outcomes: An Integrated Model for Higher Education in the Global South
by Anapey G.M.
As education for sustainable development learning outcomes are gaining traction in education, an integrated curriculum model that recognizes Indigenous cultural practices is imperative to align global development indicators with higher education curriculum. The study adopted a purposive sampling approach targeting 11 university students sharing their experiences on sustainability and core competencies. NVivo Version 10 was used for the narrative data coding and analysis with findings showing students’ ambivalence toward their curriculum outcomes and twenty-first-century skills development. In conclusion, as students exhibited high awareness about competency-based learning, curriculum developers in higher education institutions must be intentional about pedagogical approaches and sustainability targets. © The Author(s) 2024.
Multi-media teacher training and HIV-related stigma among primary and secondary school teachers in Western Kenya
by Winstone Nyandiko
HIV stigma is associated with delayed HIV disclosure and worse clinical outcomes for adolescents living with HIV (ALWH). Teachers critically influence school environments, but are understudied in terms of HIV stigma. We implemented a school-level, cluster-randomized trial to assess the impact of a one-day multi-media training on the knowledge, attitudes and beliefs (K/A/B) of school teachers in western Kenya. Teachers’ K/A/B were evaluated at baseline and six months. Additionally, we assessed stigma with ALWH enrolled in the included schools to explore the impact of the training. Teachers (N = 311) and ALWH (N = 19) were enrolled from 10 primary and 10 secondary schools. The intervention and control groups did not significantly differ in overall stigma score (mean 1.83 vs. 1.84; adjusted difference, 0.18 [95% CI, −0.082 to 0.045]) at six months; however, we found a trend towards improvement in overall stigma score and a significant difference in the community discrimination sub-scale among secondary school teachers (mean 3.02 vs. 3.19; adjusted difference, −0.166 [95% CI, −0.310 to −0.022]). ALWH reported few experiences of discrimination, but emphasized keeping their HIV status secret (84%). The teacher-training reduced secondary school teacher perceptions of community-level stigma, but did not impact individual attitudes or beliefs. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
An Investigation into Pre-service Teachers’ Experiences While Transitioning from Scratch Programming to Procedural Programming
by Tijani, F.
The use of Scratch programming in introducing text-based programming to novices at all levels of education has gained prominence in computer science but is still hardly known among pre-service teachers. With affordances of Scratch in learning text-based programming, we present an experience report on how we supported our first-year pre-service teachers’ learning of procedural programming concepts with Scratch for the first time. The study follows an action research strategy conducted over two cycles with 58 pre-service teachers who were purposively sampled. Findings revealed that Scratch supported the learning of procedural programming by our first-year pre-service teachers to some extent. We, therefore, recommend that pre-service teachers be exposed to more exercises while focusing on challenging concepts such as algorithms, use of variables, repetition and control structures. © 2020 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Use of design thinking as a strategy to identify and clear students’ misconceptions in photosynthesis: a case study
by Atchia, Shakeel Mohammad Cassam
This study uses a case study methodology to showcase the use of the DTSICM (Design thinking Strategy to Identify and Clear Misconceptions) model, which provides a design thinking approach to identify and clear a common misconception on photosynthesis, held by a sample of 27 A-level students. As a first stage, data collected through the administration of a two-tier MCQ diagnostic questionnaire was used to (i) identify the most prevalent misconceptions held by the sampled students on photosynthesis and (ii) describe the types and origins of the identified misconceptions. In the next stage, the teacher selected the most appropriate context-driven methods to clear students’ misconceptions, based on the findings of stage 1, the capabilities and needs of the sampled students and a thorough literature review. Consequently, ‘direct instruction’, ‘gamification’ and ‘modelling’ were selected and implemented at classroom level and their efficacy was compared in view of conceptual shift. The findings revealed that the DTSICM model provided teachers with a structured and formalised pathway that allows them to select the most appropriate methods for the identification and clearing of students’ misconceptions based on the types and origins of the misconceptions; the specificity of the context; and students’ abilities, competencies and needs. © 2022 Royal Society of Biology.
Learning behind bars: Motivations and challenges of learners in a correctional facility in Ghana
by Addae, D.
Literature on correctional education is replete focusing largely on its effectiveness in reducing recidivism and enhancing rehabilitation of offenders. This paper takes a somewhat different look at correctional education with a focus on inmates’ motivations for and challenges confronted in participating in a basic education programme. Employing a case study research design, this present study purposively selected 30 young inmates in a Ghanaian correctional facility for focus-group interviews. The study found that the need for better employment, life opportunities and literacy post-release were the main push factors for inmates’ participation in the educational programme. With regards challenges, the inmates reported varying experiences from lack of institutional support in learning, lack of teachers coupled with poor teacher attendance, to punishment, which impedes their learning. These findings have significant implications for the design and delivery of future correctional education programmes. © 2020 Elsevier Ltd
Preventive malaria treatment among school-aged children in sub-Saharan Africa: a systematic review and meta-analyses
by Cohee, LM
Background The burden of malaria infection in sub-Saharan Africa among school-aged children aged 5-15 years is underappreciated and represents an important source of human-to-mosquito transmission of Plasmodium falciparum. Additional interventions are needed to control and eliminate malaria. We aimed to assess whether preventive treatment of malaria might be an effective means of reducing P falciparum infection and anaemia in school-aged children and lowering parasite transmission. Methods In this systematic review and two meta-analyses, we searched the online databases PubMed, Embase, Cochrane CENTRAL, and Clinicaltrials.gov for intervention studies published between Jan 1, 1990, and Dec 14, 2018. We included randomised studies that assessed the effect of antimalarial treatment among asymptomatic school-aged children aged 5-15 years in sub-Saharan Africa on prevalence of P falciparum infection and anaemia, clinical malaria, and cognitive function. We first extracted data for a study-level meta-analysis, then contacted research groups to request data for an individual participant data meta-analysis. Outcomes of interest included prevalence of P falciparum infection detected by microscopy, anaemia (study defined values or haemoglobin less than age-adjusted and sex-adjusted values), clinical malaria (infection and symptoms on the basis of study-specific definitions) during follow-up, and code transmission test scores. We assessed effects by treatment type and duration of time protected, and explored effect modification by transmission setting. For study-level meta-analysis, we calculated risk ratios for binary outcomes and standardised mean differences for continuous outcomes and pooled outcomes using fixed-effect and random-effects models. We used a hierarchical generalised linear model for meta-analysis of individual participant data. This study is registered with PROSPERO, CRD42016030197. Findings Of 628 studies identified, 13 were eligible for the study-level meta-analysis (n=16 309). Researchers from 11 studies contributed data on at least one outcome (n=15 658) for an individual participant data meta-analysis. Interventions and study designs were highly heterogeneous; overall risk of bias was low. In the study-level meta-analysis, treatment was associated with reductions in P falciparum prevalence (risk ratio [RR] 0.27, 95% CI 0.17-0.44), anaemia (0.77, 0.65-0.91), and clinical malaria (0.40, 0.28-0.56); results for cognitive outcomes are not presented because data were only available for three trials. In our individual participant data meta-analysis, we found treatment significantly decreased P falciparum prevalence (adjusted RR [ARR] 0.46, 95% CI 0.40-0.53; p<0.0001; 15 648 individuals; 11 studies), anaemia (ARR 0.85, 0.77-0.92; p<0.0001; 15 026 individuals; 11 studies), and subsequent clinical malaria (ARR 0.50, 0.39-0.60; p<0.0001; 1815 individuals; four studies) across transmission settings. We detected a marginal effect on cognitive function in children older than 10 years (adjusted mean difference in standardised test scores 0.36, 0.01-0 .71; p=0.044; 3962 individuals; five studies) although we found no significant effect when combined across all ages. Interpretation Preventive treatment of malaria among school-aged children significantly decreases P falciparum prevalence, anaemia, and risk of subsequent clinical malaria across transmission settings. Policy makers and programme managers should consider preventive treatment of malaria to protect this age group and advance the goal of malaria elimination, while weighing these benefits against potential risks of chemoprevention. Copyright (C) 2020 The Author(s). Published by Elsevier Ltd.
The Impact of Education on Knowledge Attitude and Practice of Breast Self-Examination Among Adolescents Girls at the Fiwasaye Girls Grammar School Akure, Nigeria
by Ibitoye, OF
Breast cancer is the second most common cancer in women aged 15-45 after the non-melanoma of the skin. Lack of knowledge and practice of breast self-examination (BSE) have been blamed for the high morbidity and mortality associated with breast cancer among women and adolescents in particular. The study assessed the impact of education on knowledge, attitude and practice of breast self-examination among adolescent girls. A quasi-experimental study of only one group was conducted among school-going adolescents at Fiwasaye Girls Grammar School in Akure, Ondo State, Nigeria. Data were collected using a self-developed questionnaire adapted from previous studies. Statistical Package for the Social Science (SPSS) version 20 was used for data analysis, and data were presented using descriptive statistics. A total of 280 respondents took part in the study with the mean age of 13.21 +/- 5.68. Over 60% knew about breast examination before education, and this percentage increased to 91.7% after training. The pre-assessment attitude towards and practice of breast self-examination were also poor but improved after training. There was a significant difference among the students pre- and post-knowledge at t (558) = 14.49, p = 0.01 and for pre- and post-practice of BSE at t (558) = 6.38, p = 0.01. The study affirms the importance of continuous education as an effective tool in increasing awareness, knowledge, attitude and practice of BSE.
Attitude toward cheating among Ghanaian undergraduate students: a parallel mediational analysis of personality, religiosity and mastery
by Amponsah, B
Attitude toward cheating drives academically dishonest behaviors particularly at higher education institutions. Personality, mastery and religiosity are common associates of attitude toward cheating; however, these relationships have received little research attention in Ghana. This study therefore explores the relationship between these variables among undergraduate students in Ghana. A total of 333 students (M = 20.84; SD = 4.68) were conveniently sampled to complete measures on Big Five Personality Inventory, Dimensions of Religiosity Scale, Pearlin Mastery Scale and Attitude Toward Cheating Scale. Findings from correlational and regression analysis revealed that personality traits (i.e., conscientiousness, agreeableness, and neuroticism), mastery and religiosity were related to attitude toward cheating. Further exploration of the data with path analysis revealed that both mastery and religiosity indirectly influenced the relationship between conscientiousness and attitude toward cheating. Taken together, these findings highlight the need to design intervention programs that seek to reduce incidences of academic cheating behaviour by targeting students' attitude toward cheating via mastery and religiosity.
Teachers' codeswitching in EFL classrooms: Functions and motivations
by Arega Temesgen
Codeswitching, which has become the subject of much debate and controversy among different scholars due to its pros and cons, is commonly employed in English as foreign language (EFL) classrooms. However, scant attention has been given to the functions and reasons of teachers' codeswitching in the Ethiopian context. In an attempt to fill this gap, this study aimed to determine the functions and motivations of EFL teachers' codeswitching practices. To this end, three English teachers participated in the study from one secondary school in Ethiopia. The study used audio-assisted observations, field notes and stimulated recall interviews as data collection methods in contrast to studies which relied only on self-reported data. Data were categorized according to Ferguson's typology of functions of classroom codeswitching. The results indicated that teachers codeswitched for academic, managerial and social functions. Furthermore, this study revealed that students' limited English proficiency, teachers' beliefs, the types and the natures of language skills were the major influencing factors for their codeswitching practices. Thus, teachers need to be aware of codeswitching to use it as a valuable instrument for teaching English rather than adhering blindly to English-only rule and ashamed of codeswitching acts. Moreover, as codeswitching is an inseparable part of classroom discourse and something that should not be avoided, teacher training programs should incorporate codeswitching as an effective teaching strategy.
Duration of high school education on early fertility and marriage: evidence from a policy change in Ghana
by Emmanuel Adu Boahen
Purpose: The objective of this paper is to examine the effect of spending one extra year in high school on early marriage and childbirth. Design/methodology/approach: The study takes advantage of the education reform in 2007 that extended the years of high school education by one to conduct a quasi experiment. The marriage and fertility outcomes of women who completed a four-year senior high school education are compared to those who completed a three-year senior high school education. Findings: The findings from the study indicate that the one-year extension in high school education led to a 4.75 percentage point reduction in the probability of ever marrying by age 27 and a 6.7 percentage point reduction in the probability of ever given birth. The authors demonstrate that the extension of the duration of high school education by one year has a heterogeneous effect, as it reduced the fertility and marriage outcomes of rural girls more than urban girls. The study reveals opportunity costs and confinement effects as possible mechanisms through which the policy affected early marriage and birth. Originality/value: This study is one of the few studies that examine the impact of the duration of secondary school education on fertility and marriage. For Africa in particular, there is no such study. Thus, this study provides a unique contribution to the literature since available studies on this subject matter can only be found in advanced economies. Unlike other studies in Africa that use a design that provides the combined effect of duration of schooling and school enrolment on fertility and marriage, this design enables the authors to only look at the effect of duration of schooling on fertility and marriage. Peer review: The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2023-0323. © 2023, Emerald Publishing Limited.
Pattern of Female Genital Mutilation among Adolescents Attending Secondary Schools' in Enugu Metropolis
by Chinawa, AT
Background: Female genital mutilation (FGM) is a public health menace and it study among adolescents is not exhaustive. Objectives: The aim is to study the prevalence, pattern, cultural values, health implications and consequences of FGM among adolescent females attending secondary schools in Enugu metropolis. Methods: A descriptive study involving female adolescents aged 13-21 years recruited by multistage sampling in three Girls Secondary Schools in Enugu Metropolis. Results: Four hundred and fifty (450) questionnaires were distributed and four hundred and fourteen (414) were retrieved. The parents with moderate value for culture and tradition had the highest circumcised respondents (7.8%) (p = 0.056). Majority of the respondents, 93.7% were aware of female circumcision. The major complications of female circumcision according to the respondents were painful urination and menstrual problems. The prevalence of female circumcision among the respondents was 9.4%. A minor proportion of the respondents, 5.8% were of the opinion that all females should be circumcised. Respondents whose fathers attained tertiary education were three times less likely to be circumcised when compared with those whose fathers attained secondary education and less (adjusted odds ratio = 0.3; 95% CI: 0.3-1.5). Conclusion: Prevalence of FGM among adolescents aged 13-21 years in Enugu metropolis was 9.4%. Majority of the respondents had good knowledge of FGM, and major complications noted were painful urination and menstrual problems. Fathers education level is a very strong reason for this high awareness of FGM among female adolescents.
Parent Attachment Relationships and Aggressive Tendencies during early years in Kenya
by Onyango D.
There are reported cases of relational aggression among learners at public pre-schools in Kenya, however, very scanty research has been done in this regard. The study examined parent attachment relationships and aggressive tendencies among learners during early years in Kenya. Ex-post facto research design was adopted. The sample size consisted of 348 pre-school learners and 277 parents obtained by using the simple random sampling technique. The Parent-child Attachment and Aggressive Tendencies Questionnaires were used to collect data from parents. Construct validity was ensured by the researchers in psychology and early childhood education. Cronbach’s alpha was used to establish the reliability of the questionnaires and the subscales had alpha of between 0.7 to 0.9. The results indicated a strong negative correlation (n=68; r = -.827; p < 0.05) between secure attachment and aggressive tendencies; weak (n=80; r =.248; p=.026), positive correlation between parent-child ambivalent attachment and aggressive tendencies; a fairly strong positive correlation (n=40; r =.684; p < 0.05) between parent-child disorganized attachment and aggressive tendencies and a weak positive correlation [n=48; r =.043; p =.772 between avoidant attachment and aggressive tendencies. The study recommends that teacher counselors should ensure early screening for those with vulnerable attachments. Copyright 2021 by The Pacific Early Childhood Education Research Association
Examining the dynamics of industry–university collaborations in Ghana
by Muparadzi, A.
Purpose: University–industry (UI) collaborations are now a crucial issue as universities explore innovative means to secure industry funding for research and improve the employability content of existing curricula. This paper explores the dynamics of the antecedents of UI collaborations in management education. It further investigates the moderating variables (motivation, national policy and institutional factors) that are likely to influence the positive relationship between the antecedents of collaboration and the intention to collaborate. Design/methodology/approach: A quantitative survey sent to 300 participants in academia and industry in Ghana achieved an 83% response rate. The data was analysed using bivariate and multivariate techniques. Findings: The results revealed a positive relationship between knowledge sharing, trust, communication and motivation for UI collaborations. Motivation did not have a moderating effect on the positive relationship between any of the five independent variables and UI collaborations. Institutional factors were found to moderate the positive relationship between knowledge sharing and collaboration. Practical implications: Policy to encourage UI collaborations should build on reputational and intrinsic rather than purely financial motivations as academics are motivated by a complex mix of monetary and non-monetary factors. Originality/value: This paper highlights the need for an intricate alignment of the interests of academia and practitioners to encourage UI collaboration efforts. © 2020, Emerald Publishing Limited.
Effects of addiction to the use of social media on the reading habits of students of English language studies, university of Nigeria, Nsukka
by Ngwoke, Festus
This study examines the negative effects of social media addiction on the reading habits of second language learners at the University of Nigeria, Nsukka. It is anchored on two theories: the Uses and Gratification theory and the Time Displacement theory. These theories were exploited in assessing the effects of addiction to the use of social media on the reading habits of second-language users. The quantitative method for data collection and analysis was adopted. A questionnaire was administered to 525 respondents to ascertain the level of their addiction to social media and reading habits. The study shows that students are seriously addicted to social media, spending 3–4 hours on non-academic matters, which affects their reading habits seriously. Based on the above discoveries, it is recommended that compulsory orientations should be organised on when, how, and what social media should be used for. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Design of a personalised adaptive ubiquitous learning system
by Adewale, O. S.
With the advent of technological advancement in learning, such as context-awareness, ubiquity and personalisation, various innovations in teaching and learning have led to improved learning. This research paper aims to develop a system that supports personalised learning through adaptive content, adaptive learning path and context awareness to meet individual learner's requirements and promote the effectiveness and performance of the learning process. Furthermore, the study used an experimental control group to ascertain the significance of learners' learning styles and preferences in improving learning performance. The model considers different modules such as personalisation, location support, learning plan and context awareness while relying on the proper classification of learners' learning styles. The system was experimented using 127 learners of a Computer Science Course. The result obtained using 10-fold cross-validation on various algorithms shows better performance in ROC, Kappa and Accuracy, which were all used to evaluate the quality of classification outcome and compared with learners' performances in assessments. During classification, Naive Bayes Model has the highest average ROC value of 0.979, TP Rate of 0.951 and FP Rate of 0.045. The results obtained show an improvement in learning.
Urban-Rural Differences in Depression Literacy Among High School Teachers in the Kingdom of Eswatini
by Ngwenya, Thabo Zwelethu
BACKGROUND Concerns have been raised over teachers' mental health literacy in low-income countries and lower- and middle-income countries wherein pediatric mental health resources are limited. This study aims to investigate adolescent depression literacy among teachers in Eswatini and to explore the role of urbanicity. METHODS We conducted a cross-sectional survey in 59 public high schools in Eswatini in 2019-2020. Data were collected by a paper-and-pencil questionnaire; depression literacy was assessed by the 17-item Adolescent Depression Knowledge Questionnaire. RESULTS Teachers' adolescent depression literacy item-level correct rates fell between 27 and 80%. Although the multivariate response models indicated that teaching in urban areas was slightly associated with having higher depression literacy in general (adjusted odds ratio [aOR] = 1.46; 95% confidence interval = 1.00-2.12), such urban-rural differences did not manifest homogeneously across all items: urban teaching was significantly linked with reduced correct responses toward certain items concerning depression etiology and treatment, including depression runs in some families, major stress as a necessary cause, and a curable illness (aOR = 0.57 similar to 0.68). CONCLUSION Urban-rural differences in teachers' depression literacy were manifested at both scale- and item-levels. A critical need exists for urban/rural areas-tailored intervention on teachers' literacy toward mental disorders in the resource-limited regions to better improve health and developmental outcomes of students.
Analysis of Teaching Techniques and Scheme of Work in Teaching Chemistry in Rwandan Secondary Schools
by Edwin Byusa
This study aims at determining the effect of the pedagogical technique most frequently used while implementing the competency-based curriculum (CBC) in teaching chemistry in senior two (S2) classes (age range 14-16) and the teachers' alignment with the scheme of work. It was conducted in 10 selected Rwandan secondary schools using a teacher survey, teacher interviews and the Classroom Observation Protocol for Undergraduate STEM (COPUS) in the period from 27 May to 8 July 2019. The result of the analysis reveals that teaching chemistry using group work-related techniques that engage more learners does not have any relationship to teachers moving slowly compared to the scheme of work of S2 chemistry. Therefore, this study recommends more support for teachers to use active learning techniques in teaching chemistry in S2 for the effective implementation of the CBC. © 2020 by the authors.
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