Reading History

Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

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Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

by Debela Tezera

This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems. Copyright for this article is retained by the author(s), with first publication rights granted to the journal.

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Correlation between the Level of ICT Use and Student Teachers’ Perception of Lecturers’ Instructional Strategies in Teaching and Learning Mathematics

by Denis Katakara Kagyera

Student teachers’ perceptions of lecturers’ teaching strategies influence the level of information and communication technology (ICT) tools usage in the teaching and learning process. Understanding student teachers’ perceptions allows lecturers to adapt their teaching methods to better meet student teachers’ needs. The purpose of this study was to investigate the relationship between the level of ICT use and student teachers’ perception of lecturers’ instructional strategies in teaching and learning mathematics in Uganda’s teacher-training institutions. Participating in the study were 115 mathematics student teachers who were in their first and second years of study at three selected institutions of teacher training in Uganda. This study used both descriptive and correlation research designs. Primary data was collected via questionnaires and analyzed using SPSS version 25. Pearson’s correlation analysis between the level of ICT usage and student teachers’ perception of lecturers’ instructional practices revealed a positive significant relationship between student teachers’ perceptions and ICT tools usage (r = 0.784, p < 0.01). This finding suggests that the choice of instructional strategies plays a crucial role in shaping student teachers’ perceptions of mathematics learning in Uganda’s national teachers’ colleges (NTCs) and universities. The study also advocates the mandatory involvement of mathematics lecturers in ICT professional development training to promote understanding of the usage of ICT tools and underline the value of using technology for teaching mathematics. © 2024 Common Ground Research Networks. All rights reserved.

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Accounting ethics education and the ethical awareness of undergraduates: an experimental study

by Okougbo P.O.

This study examines whether an ethics intervention curriculum (EIC) influences the ethical awareness of undergraduate accounting students. The ethics intervention curriculum is designed to teach students about ethical behaviour in the workplace. An experiment using final year students at five faith-based private universities in Nigeria was conducted to identify changes in ethical awareness. A pre-test and post-test quasi-experimental design was conducted using ethical vignettes which were administered to both the treatment group and control group to observe for differences in their awareness. This study observed a significant difference in the ethical awareness of the students in the treatment group compared to those in the control group. The study concludes that the ethics intervention curriculum has a positive impact on the ethical awareness of the students. This study exemplifies how an ethics intervention can enhance undergraduate students’ awareness of ethical issues that may arise in the workplace. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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An investigation into the implementation and selection of literary texts to teach reading skills in efl classes: The case of preparatory schools in awi zone, ethiopia

by Belete N.H.

This study was conducted to investigate the selection and implementation of literary texts for teaching of reading skills in English as a foreign language classes in preparatory schools in Ethiopia. In doing so, descriptive survey design was employed. To collect data, observation, questionnaire, interview and text analysis were used as data collection tools. Using simple random sampling technique, 30 grade 11 English teachers for questionnaire and 6 teachers for observation and interview were selected. Text analysis was also used to evaluate the suitability of literary texts. The study revealed that literary texts designed in grade 11 English textbook are not suitable for the students’ age, interest, cultural background, social background, linguistic proficiency and literacy background. The reading tasks have almost no pre-reading activities, some while-reading activities and plenty of post-reading activities which are not well designed. Besides, EFL teachers perceived that literary texts are important to facilitate the students’ reading classes but they were limited in using literary texts meaningfully. The study also revealed that difficulty level of literary texts, unfamiliarity of the cultures from texts, lack of interest, lack of reading experience and students’ limited vocabulary were the major difficulties that hindered the proper use of literary texts in reading lessons. © 2021 ACADEMY PUBLICATION.

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A multi-country analysis of the prevalence and factors associated with bullying victimisation among in-school adolescents in sub-Saharan Africa: evidence from the global school-based health survey

by Aboagye, RG

Background Over the past few years, there has been growing public and research interest in adolescents' experiences with various forms of bullying victimisation because of their psychological, emotional, and/ or physical consequences. The present study examined the prevalence of bullying victimisation and its associated factors among in-school adolescents in sub-Saharan Africa. Methods Using data from the Global School-based Health Survey (GSHS) from 2010 to 2017 of eleven sub-Saharan African countries, a sample of 25,454 in-school adolescents was used for analysis. Statistical analyses included frequencies, percentages, Pearson chi-square and multivariable logistic regression. Results were presented as adjusted odds ratios (aOR) at 95% confidence intervals (CIs). Results The overall prevalence of bullying victimisation among the respondents was 38.8%. The prevalence was lowest in Mauritius (22.2%) and highest in Sierra Leone (54.6%). Adolescents who felt lonely [aOR = 1.66, 95% CI = 1.53, 1.80], had history of anxiety [aOR = 1.53, 95% CI = 1.41, 1.66], suicidal ideation [aOR = 1.28, 95% CI = 1.17, 1.39], suicidal attempt [aOR = 1.86, 95% CI = 1.72, 2.02], current users of marijuana [aOR = 1.59, 95% CI = 1.38, 1.84], and truants at [aOR = 1.43, 95% CI = 1.34, 1.52] were more likely to be victims of bullying. Conversely, adolescents who had peer support were less likely to be victims of bullying [aOR = 0.78, 95% CI = 0.73, 0.82]. Adolescents aged 15 years or older had lower odds of experiencing bullying victimization compared to their counterparts aged 14 years or younger [aOR = 0.74, 95% CI = 0.69, 0.78]. Conclusion Our findings suggest that age, loneliness, anxiety, suicidal ideation, suicidal attempt, and current use of marijuana are associated with increased risk of bullying victimisation. School-wide preventative interventions (e.g., positive behavioural strategies- Rational Emotive Behavioral Education, [REBE], peer educator network systems, face-face counseling sessions, substance use cessation therapy) are essential in promoting a positive school climate and reduce students' bullying victimisation behaviours.

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Practices of cooperative training in the Amhara Regional State TVET colleges and companies, Ethiopia

by Wudneh, Lantbeye

The purpose of this study was to examine the practice of CT, companies' involvement in CT, TVET Colleges' and companies' trainers' engagement in CT from trainers' and trainees' perspectives and to determine whether their perspectives are significantly different. The current study also examined the influence of the involvement or engagement level of company/enterprise, company supervisors and TVET College trainers in CT program implementation. For this purpose, the convergent parallel mixed-methods design was employed. A sample of 207 trainers and 211 trainees were involved in this study. Questionnaire and semi-structured interviews were employed to collect quantitative and qualitative data, respectively. Cronbach's alpha value for the reliability of the instrument ranged between .74 and .94. The independent-sample t-test, Pearson's correlation, and regression methods were used to analyze quantitative data. The thematic analysis method was used to analyze qualitative data using research questions as core themes. In this study, we found that the CT practice, company, and TVET trainers' engagement in CT-related tasks were at a medium level, but the companies' involvement in CT implementation was low. The TVET trainers and trainees had significantly different views regarding the level of CT practice, companies' involvement, supervisors' and trainers' engagement in CT activities. In conclusion, the companies' involvement level and TVET trainers' engagement level showed large influences on CT practice. Based on these findings, we recommended the need for devising binding rules and regulations in a way that enforces accountability amongst all stakeholders of the CT program in the TVET system.

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Challenges experienced by students studying through open and distance learning at a higher education institution in namibia: Implications for strategic planning

by Amalia Ilonga

Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students. © 2020, Sciedu Press. All rights reserved.

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A Multi-Country Analysis of Prevalence of Anxiety-Induced Sleep Disturbance and Its Associated Factors among In-School Adolescents in Sub-Saharan Africa Using the Global School-Based Health Survey

by Aboagye, RG

Background: Among the health problems affecting adolescents, anxiety disorders are considered among the health-compromising or debilitating outcomes that affect adolescents' mental health. We examined the prevalence and factors associated with anxiety-induced sleep disturbance among in-school adolescents in sub-Saharan Africa (SSA). (2) Methods: This study involved a cross-sectional analysis of data from the Global School-Based Health Survey (GSHS). We analyzed data on 25,454 in-school adolescents from eleven (11) countries in SSA with a dataset between 2010 and 2017. Two multivariable logistic regression models were built to determine the strength of the association between anxiety-induced sleep disturbance and the explanatory variables. The results of the regression analyses were presented using adjusted odds ratios (aOR) and their respective 95% confidence intervals (CIs). Statistical significance was set at p-value < 0.05. (3) Results: The overall prevalence of anxiety-induced sleep disturbance among in-school adolescents in SSA was 12.2%. The prevalence ranged from 5.1% in Tanzania to 20.5% in Benin. The odds of anxiety-induced sleep disturbance was higher among adolescents aged 15 and above [aOR = 1.26, 95% CI = 1.15, 1.39] compared to those aged 14 or younger. Additionally, the odds of anxiety-induced sleep disturbance was higher among adolescents who were bullied [aOR = 1.54, 95% CI = 1.42, 1.67], those that felt lonely [aOR = 3.85, 95% CI = 3.52, 4.22], those who had suicidal ideations [aOR = 1.70, 95% CI = 1.52, 1.90], those who had suicidal plan [aOR = 1.26, 95% CI = 1.13, 1.41], those who have had suicidal attempt [aOR = 1.21, 95% CI = 1.08, 1.35], those who used marijuana [aOR = 1.27, 95% CI = 1.06, 1.52], and those who were truant at school [aOR = 1.33, 95% CI = 1.22, 1.46]. However, male adolescents had lower odds of anxiety-induced sleep disturbance [aOR = 0.88, 95% CI = 0.81, 0.95], compared to their female counterparts. (4) Conclusions: We found a relatively high prevalence of anxiety-induced sleep disturbance among in-school adolescents in SSA. Higher age, being female, being bullied, loneliness, having suicidal ideations/plan/attempt, use of marijuana and truancy were risk factors for anxiety-induced sleep disturbance. The findings, therefore, highlight the urgency for policies (e.g., early school-based screening) and interventions (e.g., Rational Emotive Behavioral Education (REBE), Social Emotional Learning (SEL) that target in-school adolescents within the most at-risk populations of anxiety-induced sleep disturbance in SSA.

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Adaptation and Implementation of the Multiple-Family Group Intervention in Ghana

by Asampong, E

Background: The health system in Ghana is severely underequipped to meet the needs of children with behavioral health problems. A substantial treatment gap exists among individuals with behavioral challenges, necessitating the implementation of an evidence-based intervention to address child behavioral challenges in Ghana. This article presents learning opportunities from the adaptation and initiation process of an evidence-based approach, the multiple-family group (MFG) intervention, aimed at addressing child behavioral challenges in northern Ghana. Methods: The MFG intervention will be tested and implemented in three schools selected through a clustered randomization process, with 60 child-caregiver dyads per school. Each school will be assigned to MFG delivery by parent peers, MFG delivery by School Health Education Program (SHEP) coordinators, or an intervention where students are supplied only with mental health wellness materials and educational supports. The providers will be assessed on a fidelity measure. Results: The approach of engaging stakeholders in Ghana is anticipated to prove challenging because multiple partners are involved in MFG implementation. Participants are expected to actively participate, however, given some changes to the protocol to adapt it to the Ghanaian context, including the types of MFG facilitators and sample size. Other anticipated challenges include obtaining permission from key partners such as the education authorities, timing of the study within the academic calendar in Ghana, and meeting the high expectations of school authorities for the study. Next steps: The MFG intervention will be delivered by parent peers and SHEP coordinators at the selected schools.

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Extending the mediation role of entrepreneurial self-efficacy on enhancing students’ entrepreneurial intentions: A moderated mediation model

by David Amani

Entrepreneurship education provided by higher education institutions is essential in equipping students with the required abilities to initiate and develop successful businesses. However, existing literature on its contribution has yielded inconclusive results. This study explores the mediating role of entrepreneurial self-efficacy in enhancing the entrepreneurial intentions of business students, while adopting a moderated mediation analysis with entrepreneurship education as the predicting variable and the entrepreneurial environment as the moderating variable. Data was collected from 271 business undergraduates in Tanzania, and analyzed using PLS-SEM. The results revealed that entrepreneurial self-efficacy is a significant mediator in the influence of entrepreneurship education on entrepreneurial intentions. Furthermore, the study identified the moderation role of the entrepreneurial environment in the indirect effect of entrepreneurship education on enhancing entrepreneurial intentions with entrepreneurial self-efficacy as a mediator. Therefore, the study recommends that higher education institutions empower students with entrepreneurial self-efficacy to promote entrepreneurial intentions, while also creating environments conducive to entrepreneurship that support these intentions. Finally, the study discussed limitations and suggested future research directions. © 2023 Elsevier Ltd

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Determinants of risky sexual behavioral practices among teen-girls in Malawi

by Machira K.

Background: In Malawi, having multiple sexual partners and engaging in sexual intercourse without using condoms remain a sexual and reproductive health challenge among women. This has consequently increased morbidity and low productivity among women, especially in young women of the country. This paper examined the determinants of risky sexual behavioral practices among teen women in Malawi. Methods: The study used 2015-16 Malawi Demographic Health Survey with a weighted sample of 5263 women under 20 years. Both Bivariate and multivariate statistical analyses were used to estimate factors influencing risky sexual behavioral practices among teen women. Results: The study found the existence of differential determinants to influence women’s conduct in having both multiple sexual partners and inability to use condom during subsequent sexual intercourses with partners other than spouses. For instance, education (complete primary, IRR=2.755, p<0.001 and complete secondary education, IRR=3.515, p< 0.001); teen motherhood status (IRR = 0.295, p< 0.001), unavailability of the health care services (IRR=1.043, p<0.05) among others positively determined having multiple sexual partners in Malawi among teen women. On the contrary, wealth status (medium, IRR=1.116, p<0.001; rich, IRR=1.194, p<0.001) reduced teen women’s behavior of not using a condom with partners other than spouses during sexual intercourse. Conclusion: The study asserts that in Malawi, there is an urgent need for advocacy programmes aimed at reducing sexual and reproductive health challenges among girls at primary school levels and upwards. Equipping the girls, at a community level, with basic knowledge and understanding about the dangers of practicing risky sexual behavior is fundamental for the enhancement of their socio-economic support. © 2020 Machira et al.

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Test anxiety and associated factors among first-year health science students of university of gondar, northwest ethiopia: A cross-sectional study

by Hanfesa, S.

Background: The experience of extreme worry and self-doubt before taking a test can drastically hinder an individual’s ability to perform well and may lead to miserable. Studies about test anxiety and associated factors among first-year health science students in Ethiopia are limited. Therefore, this study is meant to provide essential data for future interventions. Objective: To assess test anxiety and associated factors among first-year regular undergraduate health science students of the University of Gondar, northwest Ethiopia, 2019. Methods: An institutional-based cross-sectional study with a stratified random sampling technique. Test anxiety was assessed using the Test Anxiety Questionnaire. Data were analyzed using Statistical Package for Social Science (SPSS) version 20. Bivariate and multivariate logistic regression analysis was performed. A P-value of less than 0.05 was considered statistically significant in the multivariate analysis, and the strength of association was measured using adjusted odds ratio at a 95% confidence interval. Results: In this study, the prevalence of test anxiety was 54.7% (95% CI=49.40–60.20). The result revealed that fathers’ education of grade 9–12 (AOR=0.31, 95% CI=0.14–0.69), mothers’ education of grade 9–12 (AOR=2.43, 95% CI=1.07–5.47), psychological distress (AOR=8.37, 95% CI=4.29–16.39), the field of studies; midwifery (AOR=3.56, 95% CI=1.07–11.76), and medicine (AOR=6.79, 95% CI=1.64–28.22) were significantly associated with test anxiety at a P-value<0.05. Conclusion: The study found that test anxiety is a major problem of first-year undergraduate health science students. Mothers’ education of grades 9–12, psychological distress, midwifery, and medical field of studies were risk factors of test anxiety, whereas fathers’ education of grade 9–12 was protective for test anxiety. This showed that an increment in the education of father and mother has a controversial effect on test anxiety. It can be reduced by providing suitable trainings for first-year health science students in dealing with factors causing test anxiety. © 2020 Hanfesa et al.

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A descriptive study of mental health and burnout among Nigerian medical students

by Ayinde, OO

Background: Increasing attention is being paid to medical students' mental wellbeing globally due in part to their exposure to stressors inherent in medical education and the numerous reports of elevated rates of mental health conditions in this population. Aims: This study aimed to identify stressors and determine prevalence rates of psychiatric morbidity, substance use and burnout in a sample of Nigerian medical students. Methods: In a cross-sectional online survey, 505 medical students from 25 Nigerian medical schools completed a socio-demographic questionnaire, short version of the General Health Questionnaire (GHQ-12), the CAGE questionnaire and the Oldenburg Burnout Inventory (OLBI). Result: The most commonly reported sources of stress were study (75.6%), money (52.3%) and relationships (30.1%). Nine students (1.8%) had received a mental health diagnosis prior to medical school but this number had increased to 29 (5.7%) whilst in medical school, with the majority being cases of anxiety and depressive disorders. The prevalence of psychological distress was 54.5%, but <5% of affected students had received any help for their mental health conditions. Twenty five students (5%) met criteria for problematic alcohol use and 6% had used cannabis. The proportions of students who met criteria for disengagement and exhaustion domains of the OLBI were 84.6% and 77.0% respectively. Conclusion: The prevalence of psychological distress and burnout is high among medical students. Interventions for medical students' well-being should be tailored to their needs and should target risk factors related to personal, organisational and medical school academic structure attributes.

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Using sentiment analysis to evaluate qualitative students’ responses

by Delali Kwasi Dake

Text analytics in education has evolved to form a critical component of the future SMART campus architecture. Sentiment analysis and qualitative feedback from students is now a crucial application domain of text analytics relevant to institutions. The implementation of sentiment analysis helps understand learners’ appreciation of lessons, which they prefer to express in long texts with little or no restriction. Such expressions depict the learner’s emotions and mood during class engagements. This research deployed four classifiers, including Naïve Bayes (NB), Support Vector Machine (SVM), J48 Decision Tree (DT), and Random Forest (RF), on a qualitative feedback text after a semester-based course session at the University of Education, Winneba. After enough training and testing using the k-fold cross-validation technique, the SVM classification algorithm performed with a superior accuracy of 63.79%. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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Assessment of Brushing Techniques in School Children and Its Association with Dental Caries, Omdurman, 2019

by Ibrahim, REHM

Background. Dental caries are a common infectious disease of childhood. It is a highly prevalent disease among children. Aim. The goal of this study was to assess the different brushing techniques used by school children and to identify if there is an association between brushing techniques and dental caries. Materials and Methods. A descriptive cross-sectional study was carried out among 396 school children (9-12 years old) chosen by convenience sampling technique from schools located in Omdurman locality, Sudan. After consent was taken, students were asked in an interview-based questionnaire about their brushing habits. Consequently, they were examined in an upright position using a sterile mouth mirror and a probe. The examination was carried out by a single examiner to investigate the presence of dental caries. The diagnosis was done based on the World Health Organization diagnostic criteria 2013. The data were analyzed through descriptive statistics and comparison between values using the chi-square test with a P value Results. The present study found that the prevalence of dental caries is 70.9%. The combined brushing technique was the most used technique (42.9%). There was no statistical significance between brushing techniques and dental caries (P value <= 0.330). There was a statistical significance between the periodic change of the toothbrush and dental caries (P value <= 0.001). There was statistical significance between the level of education of the mother (P value <= 0.001) and father (P value <= 0.012) to the brushing technique used by the child as well. Conclusion. Due to a lack of awareness consequent of lower socioeconomic status, only a few percentage of the Sudanese population knows how to implement the correct oral hygiene practices to combat dental caries. It is important to design a specific public health program that particularly targets families of low socioeconomic status, which represents the majority. Dental caries persist as a widespread condition in Sudan as a result of a deficit in these kinds of programs.

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Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics

by Abate T.

The purpose of this study was to explore grade eight students’ views in terms of different scientific reasoning progress levels. To explore students’ views, phenomenographic study was used. The qualitative analysis of students’ interviews elicited three major themes of students’ views about scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed, universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based teaching in combination with the contextualized approach of nature of science in school science curriculum and classroom instruction to promote students’ scientific views on the nature of science and higher scientific reasoning abilities. © 2021 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)

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Converting students into university brand evangelists: an empirical evidence from the higher education sector in Tanzania

by David Amani

Following major strategic policy reforms and transformations in the higher education sector, branding as a strategic resource has become an integral part of the strategic decisions of higher education institutions (HEIs). However, despite a plethora of studies about HEI branding, very little is known about university brand evangelists as an advanced level of brand supportive behavior. The study, therefore, investigates the influence of service encounter behavior on university brand evangelists when mediated with university brand love. The data were collected using structured questionnaires that were self-administered to 614 undergraduate students at two public universities in Tanzania. Structural equation modeling was used to analyze the data, and the findings indicate that the dimensions of service encounter behavior influence university brand evangelists via university brand love. Thus, university managers can turn students into university brand evangelists by putting an emphasis on service encounter behaviors that make students love the university brand.

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Factors Associated with Gender-Based Violence Perpetration by Male High School Students in Eastern Ethiopia

by Beyene, AS

Gender-based violence (GBV) perpetration is a severe problem among youths in schools and the community at large. As most studies focused on adults, this study aimed to investigate factors associated with GBV by male high school students in eastern Ethiopia. An institutional based cross-sectional survey was conducted with 1,109 male students aged 15-24 years in eastern Ethiopia in December 2018 using self-administered WHO Multi-Country Study on Women's Health and Life Events and UN Multi-Country study on perpetration. Poisson regression model was used to determine the prevalence ratio. Multivariable analysis showed that having girlfriend, chewing khat, drinking alcohol, watching pornography and being sexually active increased the prevalence of perpetrating any type of GBV (emotional, physical, sexual, and overall GBV) by young male in the last 12 months. Compared to those who did not smoke tobacco, smokers had an prevalence of perpetrating emotional violence (adj. PrR = 1.22, 95% CI = 1.03-1.44) and any type of GBV (adj. PrR = 1.15, 95% CI = 1.00-1.31). Young males who had a mother who had completed Grade 9-12 (adj. PrR = 0.75, 95% CI = 0.59-0.96) had a 25% lower prevalence of perpetrating emotional violence compared to male students who had an illiterate mother. Young males who had used illicit drugs, smoked shisha (adj. PrR = 1.39, 95% CI = 1.10-1.77), and were married (adj. PrR = 1.89, 95% CI = 1.15-3.12) had a higher prevalence of perpetrating sexual violence compared to young males who hadn't used smoked shisha and were not married, respectively. Young males who had discussed reproductive health with their family (adj. PrR = 1.13, 95% CI = 1.03-1.24) and who chewed khat (adj. PrR = 1.26, 95% CI = 1.02-1.55) had a higher prevalence of perpetrating any GBV compared to young men who hadn't discussed reproductive health with their parents and who hadn't chewed khat, respectively. Any type of GBV (emotional, sexual, or physical violence) was significantly associated with several individual and relationship factors. Effective prevention and intervention programs should be focused on education of the influence of pornography, prevention of substance use and interventions for those in romantic relationships could all assist in reducing GBV.

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Mental health difficulties, coping mechanisms and support systems among school-going adolescents in Ghana: A mixed-methods study

by Agbozo, F

Background Although adolescents are highly vulnerable to mental health challenges, they receive little attention, especially in developing countries. We investigated the mental health difficulties (MHDs) faced by adolescent students in four senior high schools in Ghana, their coping strategies and support systems. Methods In this convergent mixed-methods study, quantitative data was obtained using validated strengths and difficulties questionnaire to assess the mental health of 405 adolescents. Qualitative data was collected through in-depth interview with 18 teachers and seven focused group discussions with 35 students. Adjusted odds ratios (OR) for MHDs were estimated through ordinal logistic regression in Stata 14.2. Qualitative data was analyzed inductively and deductively using ATLAS.ti 7.1. Results Over half (58.5%) experienced peer (20.5%), emotional (16.3%), conduct (13.3%) and hyperactivity (3.0%) problems, whereas 5.4% exhibited prosocial behaviours. MHDs were associated with females (OR = 2.27, 95% CI: 1.47-3.50), bullying (OR = 1.72, CI: 1.07-2.75), domestic violence (OR = 1.87, CI: 1.10-3.17), substance abuse (OR = 8.14, CI: 1.41-46.8), academic pressure (OR = 2.40, CI: 1.30-4.42) and self-perceived poor school performance (OR = 7.36 CI: 2.83-19.16). Qualitatively, we identified financial challenges, spiritual influences, intimate relationships, bullying, and domestic violence as the main themes attributed to MHDs. Coping strategies included isolation, substance use and spiritual help. The main school-based support system was the guidance and counselling unit, but there were complaints of it been ineffective due to trust and confidentially issues, and non-engagement of qualified counsellors. Conclusions As many triggers of MHDs emanate in schools, we need mental health-friendly school environments where trained psychotherapists head counselling centres. We propose incorporating mental health education into school curricula and generating surveillance data on adolescent's mental health.

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Academic cheating in Ethiopian secondary schools: Prevalence, perceived severity, and justifications

by Dejene W.

The purpose of this study was to examine Ethiopian secondary school students’ level of engagement, justification, and perceived severity of academic cheating behaviors. A mixed research approach was employed. In the study, 1246 students randomly selected from public and private secondary schools participated. Data were collected using questionnaires and semistructured interviews. The findings revealed that the majority of students are actively engaged in most academic cheating behaviors with a prevalence rate of about 80%. It was also found that the majority of students exhibit higher tolerance for most forms of academic cheating behaviors which were evidenced by their lower perceptions of the seriousness of the behaviors. Less probability of being caught and the absence of severe punishment was found to be the major reasons that students gave to justify their engagement in academic cheating. It is suggested that school personnel look at the strength and application of their codes of conduct. © 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

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Two are Better Than One but Three is Best: Fast-Tracking the Attainment of the Sustainable Development Goals (SDGs) Among In-School Adolescents in Nigeria

by Rita Tamambang

Background: With 60% of Africa’s population under the age of 25 years, investing in youth will accelerate progress towards achieving the Sustainable Development Goals (SDGs). The United Nations concept of ‘Development Accelerators’ is operationalized by examining factors associated with multiple SDGs among adolescents in Nigeria. Methodology: Through data collected on the health of 1800 adolescents in Southwest Nigeria (Ibadan), ten SDG targets were identified. Accelerator protective factors that could lead to the attainment of two or more SDG targets were identified. Associations were assessed using multivariable logistic regression adjusting for sociodemographic covariates and multiple testing. Cumulative effects were tested by marginal effects modelling. Results: Participants’ mean age was 15.02 years (SD = 2.27). Family (parenting support), environmental (no survival work and food security) and school (safe schools) related factors emerged as development accelerators. For seven of the identified SDG-aligned targets, a combination of two or more accelerator factors showed cumulative positive associations, suggesting accelerator synergies with a combination of three accelerators showing the greatest increase. For instance, perceiving the school environment as safe, being food secure and having optimal mental health was associated with an 67% chance of not using psychoactive substances. While with safe school alone it was 39% (29%-51%), with food security alone it was 42% (31%-54%) and with optimal mental health alone it was 54% (42%-66%). Conclusion: Several development accelerators related to family, environmental and school factors can have additive effects on the attainment of the SDGs amongst adolescents in Nigeria. This has practical and policy utility in the fastest growing economy in Africa. © The Author(s) 2024.

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Household Size and Access to Education in Rural Burundi: The Case of Mutaho Commune

by Bosco Ndayishimiye

While education is recognized as a fundamental human right and an important factor in improving economic and social conditions, child schooling rates in Burundi show that there are still children of school-age who are not attending school and those who drop out very prematurely. This scientific study aims to highlight the relationship between household size and access to education in Mutaho commune (rural Burundi) by documenting the socio-demographic factors of the head of household likely to influence the schooling status of children aged 7-17. The hypothesis put forward in this study is that children's schooling is influenced by household size. Data from a survey of 215 households in the Mutaho commune were analyzed using binomial logistic regression. The analysis shows that a large household size (OR = 5.463; p < 0.05; 95% CI: 1.311-22.771) is negatively associated with the education of children aged 7-17 living in Mutaho commune. Reducing fertility should be an integral concern for all those involved in the fields of population, education, and development. © 2024 the author(s), published by De Gruyter.

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