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Multiple Correspondence Analysis for Assessment of the Socioeconomic and Social Impact of the COVID-19 Pandemic in Gezira State, Sudan
Examining the psychosocial drivers of handwashing behaviour among school children
Examining the psychosocial drivers of handwashing behaviour among school children
by Appiah-Brempong, Emmanuel
Keep ReadingDesign-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use
The impact of education on the knowledge and attitudes of Ghanaian nurse tutors towards the assessment and management of pain in children: A quantitative study
Extent of utilization of cloud computing resources by students of computer science education department in enugu state universities, nigeria
Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia
Trade Union, collective bargaining, and its effect on membership growth among public university lecturers in Ghana
Assessment of prevalence of Giardia lamblia infection and its associated factors among government elementary school children from Sidama zone, SNNPR, Ethiopia
Free compulsory education can mitigate COVID-19 disruptions’ adverse effects on child schooling
The multiple faces of ‘conscientisation’: exploring links between structural inequalities, education and violence
Breast Cancer Education and Empowerment in Ethiopia: Evaluating Community-Based Cancer Prevention Efforts Using the RE-AIM Framework
A Longitudinal Study of Multimodal Bronchoscopy Training in Uganda
Postsecondary transition barriers for students with disabilities in two neighboring school regions in Botswana
Analysis of the Adult Education Policy Initiatives in Ethiopia: Implications for Policy Reconsideration
Research involvement among undergraduate health profession students in a resource-limited setting: awareness, attitude, motivators and barriers
MICROS: Asthma Control App for School Adolescents in a Low Resource Setting-A Cluster Randomized Controlled Trial Protocol
Teacher professional development (TPD) in Ghana: constraints and solutions
Practices and Challenges of Integrated Functional Adult Education Program Implementation: The Case of Digeluna Tijo District, Oromia
USING ANALOGIES TO TEACH ABOUT THE ATOM IN HIGHER EDUCATION GENERAL CHEMISTRY CLASSES.
Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies: Implication on gender
Multiple Correspondence Analysis for Assessment of the Socioeconomic and Social Impact of the COVID-19 Pandemic in Gezira State, Sudan
by Mohammed, Mohammed Omar Musa
Background: COVID-19 spread in Sudan like other countries in the world. The first COVID-19 case in Sudan was confirmed on 13 March 2020. It has been shown that Sudan's economy was affected before the COVID-19 pandemic because of currency increases, high inflation, and the incapability of the authorities to propose support. Methods: The study aimed to assess the economic and social influence of COVID-19 in Al Gazira State, Sudan. This study used the primary data collected from Gezira state in Sudan. A structured questionnaire was used for data collection in 2020-2021, and the sample size was 800 participants. An analysis of multiple correspondences was used to analyze the data concerning COVID-19. The study was validated by ensuring that the survey follows sound research methodologies. This includes clearly defining research questions, using appropriate data collection methods, and applying rigorous analytical techniques. Besides that, it is important to explore the impact of the socioeconomic, demographic, and geographic variables. Results: The educational level distribution shows that 36.7% of urban and 26.6% of rural residents have completed secondary education. Furthermore, all participants, 100% in urban regions and 99% in rural areas, were aware of the COVID-19 epidemic. Likewise, all participants in urban areas and 99.5% in rural areas were informed about the lockdowns and measures to curb the spread of COVID-19. Concerning the decision to refrain from attending social gatherings amid COVID-19, 87.6% of participants in urban areas and 75.3% in rural regions opted to cancel such events. Similarly, 86.2% in urban areas and 73.4% in rural areas believe avoiding handshakes is necessary to mitigate the spread of COVID-19. Regarding concerns about job loss during the COVID-19 lockdown period, 52.4% of rural participants did not express anxiety about potential job loss. Conversely, 55.3% of respondents in rural areas were indeed anxious about possibly losing their jobs. The results obtained from the multiple correspondence analysis revealed a relationship between the socioeconomic and demographic variables concerning COVID-19 epidemics. Conclusion: This study concluded that socioeconomic, demographic, and geographic variables have a combined influence on the COVID-19 epidemic. One potential technical contribution to the assessment of the economic and social impact of the COVID-19 pandemic could be the application of sophisticated data analysis and modeling techniques to comprehend the complex interrelationships among the numerous components impacted by the pathogen. Predictive models, machine learning, data analytics, simulation studies, and geographic analysis are a few examples of similar techniques. © 2024 The Author(s). Published by Bentham Open.
Examining the psychosocial drivers of handwashing behaviour among school children
by Appiah-Brempong, Emmanuel
Aim: Handwashing with soap remains the single most cost-effective strategy for reducing the spread of infectious diseases. From our scoping search, no study was identified which examined the predictors of children’s handwashing behaviour within the context of the Health Belief Model (HBM) and Theory of Planned Behaviour (TPB) combined. This paper contributes to bridging this gap in literature. We sought to examine variables emanating from the HBM and TPB which could potentially predict handwashing behaviour; determine whether behavioural intention will potentially predict behaviour; and identify school children’s motivation for proper handwashing behaviour. Subject and Methods: Data were collected from 717 school children recruited from four basic schools. A structured questionnaire was used for data collection. Data were analysed using multi-variable linear regression models. Results: Participants’ knowledge of hand hygiene failed to predict behavioural intention and handwashing behaviour. As regards participants’ perception of severity, there was an association with behavioural intention in a crude model, but this was not so in an adjusted model. Also, perception of severity was not associated with handwashing behaviour. Attitude to handwashing (β = 0.120, 95% CI [0.00, 0.24] p = 0.046), possession of handwashing skills (β = 0.037, 95% CI [0.01, 0.07] p = 0.008), and subjective norms (β = 0.263, 95% CI [0.20, 0.33] p < 0.001) were among the psychosocial variables that showed potential for predicting both behavioural intention and behaviour. The TPB’s intention-behaviour relationship was corroborated by our results. Among others, motivation for adherence to proper handwashing behaviour included the desire to make hands smell better. Conclusion: Interventions targeting the handwashing behaviour of school children should consider strategies that move beyond mere knowledge improvement, but rather target attitude and skill enhancement strategies implemented in partnership with ‘significant others’ such as teachers, and adult peers. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use
by Melaku Takele Abate
Purpose: This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice. Design/methodology/approach: The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach. Findings: The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. Originality/value: With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools. © 2023, Emerald Publishing Limited.
The impact of education on the knowledge and attitudes of Ghanaian nurse tutors towards the assessment and management of pain in children: A quantitative study
by Francisca Achaliwie
Background: Undertreatment of pain in children is an international problem as many children reports unresolved moderate to severe pain. One key factor which may contribute to under treatment of pain in children by nurses is lack of knowledge. In Ghana opportunities for nurses to learn about pediatric pain have been limited due to gaps in the undergraduate curriculum and inadequate continuing professional education post qualification. Objective: To assess tutors' knowledge and attitudes to pediatric pain management before and after an educational workshop. Design: Single group pre-test-post-test design. Setting: One Ghanaian Nursing Training College. Participants: All (37) nursing tutors in the college. Method: Total population sampling was used to access 37 tutors, data were collected using the Knowledge and Attitude Survey Regarding Pain at 3 stages; pre-intervention, immediately after the train-the-trainer based Pediatric Pain Educational Workshop and at 3-months follow-up. Data from the survey were analyzed using descriptive and inferential statistics. Results: Results at pre-intervention showed low scores in the survey. However, post-intervention results at both the immediate and 3-months follow-up stages revealed a significant increase from pre-intervention: Mean (SD) of 20.35 (4.56), to immediate follow-up Mean (SD) 26.93 (5.02), and 3-months follow-up Mean (SD) 25.19 (5.80) and a p-value of <0.001. Conclusion: The results suggest tutors' knowledge and attitudes regarding pediatric pain management can be directly improved through a nurse tutor focused educational program. However, knowledge declines with time and as such there is the need for regular update through Continuing Professional Development activities. © 2022
Extent of utilization of cloud computing resources by students of computer science education department in enugu state universities, nigeria
by Eze Blessing Ngozi
The study was carried out to find the assessment on cloud computing need of students of computer science education in Enugu state Universities. In carrying out the research, 4 research questions and 4 null hypotheses guided this research. Population for this research work is 1020 students. This consists of students of computer science education department in University of Nigeria Nsukka and (ESUT) Enugu state of Science and Technology. The entire population was studied. Data was collected with questionnaire and was analyzed with mean and t test. After carrying out the analysis, it was revealed that cloud computing is utilized but not to a very large extent in storing of student data, also it was revealed that certain constraints hinder the utilization of online application of student registrations in Universities in Enugu state. It was recommended that a network-based management for cloud computing should be provided for universities in Enugu state to enable the improvement of students' academic performance in computer science education in Enugu state universities. © 2020 by authors.
Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia
by Melaku Takele Abate
Transformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, this qualitative study aimed to examine mathematics teachers' practices of transformative assessment and the associated challenges. Data collected from eight teachers using semi-structured interviews and lesson observations were analysed thematically. It was found that teachers did, in fact, not provide evidence of practicing transformative assessment in their teaching. There was an attempt to align assessment to learning outcomes even though the assessment practice utilized remained traditional. Teachers' assessment practices focused on fast-learners while leaving behind the majority, lacking balance and equity. Teacher, student, and school-related factors were the main challenges facing the teachers during assessment practices. The study presents possible strategies by which transformative assessment practices in mathematics teaching can be developed, implemented, and sustained to improve students' learning. © 2023 the author(s), published by De Gruyter.
Trade Union, collective bargaining, and its effect on membership growth among public university lecturers in Ghana
by Eric Amankwaah
The research looked at UTAG's organizational effectiveness, collective bargaining, and trade union activity and its effect on the members growth. Using 109 faculty members as the sample size, a descriptive survey study was undertaken. Descriptive statistics tests were run on the items, which were summarized by frequencies and percentages, using the Statistical Package for Social Science (SPSS) computer software. The study demonstrated that collective bargaining and negotiations; education & training are the main services offered by trade unions; these have positive and statistically significant effect on membership growth. The study showed that the main difficulty facing trade unions is mobilizing members for effective negotiations. The Ghanaian legal system is very sensitive, and hence the trade union procedures are necessary to ensure and preserve industrial peace. Thus, it is suggested that solid legal frameworks and rules be offered, as these will give trade unions vigor and allow them to submit persuasive work assessments. © 2023 The Author
Assessment of prevalence of Giardia lamblia infection and its associated factors among government elementary school children from Sidama zone, SNNPR, Ethiopia
by Hajare, Sunil Tulshiram
Giardiasis is a protozoan disease caused by the parasite Giardia lamblia. Around 200 million people are infected worldwide annually while, 500,000 deaths were reported each year. The infection rates were between 2-5% in the developed nations and 20-30% in the developing countries. The parasite is associated with poverty, poor sanitation, lack of clean and safe drinking water supply, and poor personal hygiene. The aim of our study was to assess the prevalence rate and associated risk factors of G. lamblia infection among the elementary school children at Loka Abaya town, Ethiopia. A cross-sectional study was conducted from December 2018 to July 2019. A total number of 422 students were selected by using simple random sampling. Structured and semi-structured questionnaire was used to identify known risk factors such as environmental, socio-demographic, and behavioural. Stool specimens were collected from the study subjects and examined using direct smear method, microscopically. A bivariate and multivariate logistic regression analysis was done. P value less than 0.05 at 95% of the confidence interval was considered statistically significant. The overall prevalence rates of G. lamblia infection were 27.1%. Rural school from Aregeda [AOR: 9.997, P = 0.005], age group of 6-9 years [AOR: 2.305, P = 0.019], consuming tap water [AOR: 0.011, P = 0.006], hand washing habit after defecation with water only [AOR = 0.313, P = 0.040], use of soap and water [AOR: 0.046, P = 0.000] were the factors which are found to be associated with the parasite infection when compared to urban school. As such, the prevalence of G. lamblia infection was found to be high in the studied area among school children. Thus, scaling-up of access to safe water, toilets, education, and health facilities are required to possibly eradicate this predicament.
Free compulsory education can mitigate COVID-19 disruptions’ adverse effects on child schooling
by Dessy, Sylvain
Developing countries are increasingly under siege from various adverse income shocks, including climate hazards and public health crises, which are known to increase households’ opportunity cost of child schooling. This paper uses an individual fixed-effect linear probability model to test whether free compulsory education mitigates the permanent effect of COVID-19's containment measures on children's school attendance. In so doing, we exploit the variation across levels of education in the implementation of free compulsory education laws in Nigeria. Estimation results show that fifteen months after schools reopened, COVID-19's containment measures had no permanent effect on the school attendance of children whose schooling was free and compulsory. However, they decreased the school attendance of those whose schooling was neither free nor compulsory by 7.8 percentage points. Our findings suggest that pre-existing education policies, such as the scale of implementation of compulsory education laws, influence children's vulnerability to the negative effects of adverse aggregate income shocks on children's schooling outcomes. © 2023 Elsevier Ltd
The multiple faces of ‘conscientisation’: exploring links between structural inequalities, education and violence
by Olga Kithumbu
Education can instil conscientisation and stimulate action against injustice. The Batwa (‘pygmy’) people in the Eastern Democratic Republic of Congo have been severely marginalised. In 2012–2013, violent conflict broke out in Tanganyika, pitting Batwa against dominant groups. Our qualitative interviews evoked a causal relationship between conscientisation–via non-formal human rights education–and violence. Our article dispels this idea. Yet, it demonstrates that conscientisation can circulate beyond the confines of educational activities, and be appropriated by a range of actors, including those calling for violence. We thereby advance a critical discussion of the implications of transformative peace education in conflict-affected contexts. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Breast Cancer Education and Empowerment in Ethiopia: Evaluating Community-Based Cancer Prevention Efforts Using the RE-AIM Framework
by ETsegenet Bekele
Cancer prevention challenges in Ethiopia include limited community awareness and low uptake of screening, which are in part driven by a lack of culturally and linguistically relevant cancer education appropriate for the diverse indigenous communities of this never-colonized nation. In 2022, a comprehensive multi-media breast cancer (BC) awareness campaign was implemented, featuring local cancer experts and survivors, with community-based screening events in the towns of Adama and Mojo. The RE-AIM framework was used to evaluate and describe its reach, effectiveness, adoption, implementation, and maintenance. Educational pamphlets, videos, social media posts, and interviews were distributed in person and through local and national media networks, reaching tens of millions of people and resulting in 525 individuals screened, with one diagnosis of early-stage cancer. During the free screening events, an interview-administered survey of BC knowledge, attitudes, and screening practices was conducted to inform future cancer education for this population. Among 287 survey respondents, about half correctly identified swelling (46%) or changing nipples/discharge (48.4%) as signs of BC. Maintenance challenges include the lack of a national screening program. Educational resources and a mobile app, translated into the local language, encourage continued patient empowerment to perform breast self-exams. In the absence of established BC prevention programs, pop-up mobile screening events can be effective for mobilizing communities to get screened. The paper highlights challenges and lessons gleaned from this community-based BC awareness campaign and screening event to inform future cancer education initiatives in Ethiopia and similar resource-limited settings.
A Longitudinal Study of Multimodal Bronchoscopy Training in Uganda
by Bruce Kirenga
Background: Flexible bronchoscopy is an essential tool in diagnosing and managing pulmonary diseases. However, there is limited capacity for bronchoscopy in low and middle income countries (LMICs). In 2019, a pilot program for flexible bronchoscopy training was launched for local physicians in Kampala, Uganda. We then conducted a follow up multimodal bronchoscopy course after 2 years. Objective: The aim of this study is to assess a longitudinal multimodal bronchoscopy training in an LMIC setting. Methods: A multimodal follow up curriculum was developed with pulmonologists from Uganda and the United States. The training was delivered to Ugandan providers who attended previous bronchoscopy training and new participants. The training included a prepared curriculum consisting of lectures, simulations, and deliberate practice-based proctoring. A 12-question multiple-choice exam was administered at the beginning and end of the course, assessing knowledge. Procedural competency was measured using a validated assessment tool called the BSTAT (Bronchoscopic Skills and Tasks Assessment Tool). Results were analyzed to evaluate the retention of knowledge among those who took part in previous training and the efficacy of the follow-up curriculum for participants without previous training. Results: Among the participants who attended didactic training in 2022 (11), mean exam scores were improved after training, from 43.9 (standard deviation [SD], 11.3) to 59.8 (SD, 16.1) (mean difference [MD], +15.9; SD, 13.9; P = 0.008), but were lower compared with post didactic scores in 2019: 90.8 (SD, 6.1; MD, 231; P, 0.0001). Participants who completed BSTAT assessments (8) had mean scores similar in 2019 and 2022, at 72.1 and 75.2, respectively (MD, 3.1; P = 0.38). Conclusion: This study provides an example of how a longitudinal multimodal bronchoscopy curriculum can improve competency and proficiency for local physicians in an LMIC. Copyright © 2023 by the American Thoracic Society.
Postsecondary transition barriers for students with disabilities in two neighboring school regions in Botswana
by Ookeditse, Goitse B.
Successful delivery of transition services for students with disabilities remains a significant challenge in the developed and developing countries like Botswana as students continue to experience poor post-school outcomes. This study examined teachers' perceptions about barriers concerning the effective implementation of transition practices and principles in Botswana senior secondary schools. The researchers adopted a quantitative research approach using paper surveys to collect data from 258 participants. Teachers reported several challenges in the transition process and showed significant differences on transition barriers by teacher position and school region. Challenges noted among others included inadequate training of teachers and shortage of resources to support transition. Recommendations for practice include the formulation of a transition legal framework and provision of clear guidelines in the delivery of transition services.
Analysis of the Adult Education Policy Initiatives in Ethiopia: Implications for Policy Reconsideration
by Abate, Samuel Getnet
Using a qualitative research approach, this article analyzes the adult education policy initiatives in Ethiopia as of 1994. The data were collected from nine adult education professionals/officers who are working at regional-, zonal-, and district-level education offices through in-depth interviews and official documents. The results indicated that the adult education initiatives of the country lack consistency and clarity and affected the practice of adult education. The National Adult Education Strategy (NAES) and its implementation guideline lack a clear framework for stakeholders to collaborate effectively in the provision of the program. Moreover, different policy issues such as partnership, coordination mechanisms, communication strategy, funding, innovation, and monitoring and evaluation were rarely considered in the implementation of the policy. Therefore, for effective adult education provision, a clear adult education policy and greater synergy between policies and practices must be in place.
Research involvement among undergraduate health profession students in a resource-limited setting: awareness, attitude, motivators and barriers
by Kiyimba, Blaise
Background Involvement of undergraduate health professions students (HPS) in research will facilitate evidence-based clinical practice among future healthcare practitioners. This study aimed to assess research involvement among undergraduate HPS students and associated factors in Uganda. Methods A cross-sectional study was conducted using an online assessment tool sent through WhatsApp groups and E-mail addresses of HPS in 12 medical schools in Uganda between 20th September and 5th October 2021. Results We enrolled 398 participants with a mean age of 23.9 +/- 3.7 years. Of this, 267 (67.1%) were male. One hundred twenty (30.2%) participants previously participated in a research activity: 90 (58.4%) as research assistants, 39 (25.3%) published as first authors, and 25 (16.2%) as co-authors. Training on the conduct of research was received by 242 (65.8%) participants, and 326 (81.9%) had intentions of conducting research in the future. Factors influencing participation in research activities were, age >= 25 years (adjusted odds ratio (aOR): 1.9, 95% confidence interval (95% CI): 1.2-3.2, p = 0.012), being male (aOR: 2.1, 95%CI: 1.2-3.6, p = 0.008), and being in a clinical year i.e., year 3 (aOR: 3.2, 95% CI: 1.1-9.3, p = 0.033), year 4 (aOR: 3.3, 95% CI: 1.1-9.5, p = 0.028) and year 5(aOR: 11.6, 95% CI: 3.2-42.1, p < 0.001). Lack of funds (79.6%), and mentorship (63.3%) were reported as major barriers to research. Conclusions Despite a high proportion of HPS showing interest in getting involved in research, less than one-third reported previous involvement. Addressing barriers such as funding could potentially improve research involvement and output among undergraduate HPS in resource-limited settings.
MICROS: Asthma Control App for School Adolescents in a Low Resource Setting-A Cluster Randomized Controlled Trial Protocol
by James Davis Katumba
Introduction: Poor asthma control in adolescents is partly attributed to inadequate asthma education for self-management. This study is set to determine the effectiveness of the “KmAsthma” self-management app in improving the control of asthma among adolescents in a low-resource setting. Methods: The two-arm 6-month cluster randomized controlled trial, will aim at enrolling 120 day scholars aged 12-19 years in secondary schools with a clinician’s diagnosis and self-reported uncontrolled asthma in Kampala City Uganda. The primary endpoint of asthma control will be measured as a change in mean Asthma Control Test (ACT) scores. Asthma quality of life, adherence to medications, and self-efficacy will also be assessed. The iMprovIng the ContROl of aSthma (MICROS) study will employ the “KmAsthma” app for self-management education. The intervention group will receive the app on their smartphones and training on its eight sections: the profile, asthma history, goals, inspirations, reminders, connect, information about asthma, and emergency support. Participants will navigate these sections to set asthma control goals, schedule medication reminders, log daily symptoms, and receive guidance for attacks. All participants will be encouraged to seek routine care. A study nurse will follow up with each participant via the phone six weeks post-intervention. The MICROS study was approved by the Makerere University School of Medicine Research and Ethics Committee and the Uganda National Council of Science and Technology. This protocol is registered on Clinicaltrials.gov (NCT05850806). Conclusion: The MICROS study will provide comprehensive insights into how effective a mHealth intervention can be an aid for adolescents in a low-resource setting in managing their asthma. The findings of this study will contribute to filling the gap leading to unsatisfactory asthma control in adolescents. © 2023 Katumba et al. This work is published and licensed by Dove Medical Press Limited.
Teacher professional development (TPD) in Ghana: constraints and solutions
by Salifu, Inusah
This study examined constraints facing teacher professional development (TPD) at the pre-tertiary level of education in Ghana and the measures that could address them. Based on an embedded mixed method design, we sampled 150 pre-tertiary school teachers from a purposively selected district in eastern Ghana. We used questionnaires for data collection and analysed the data using descriptive, factor, and regression analyses. The study revealed multitudes of systemic challenges, such as the failure of TPD organisers to follow up on in-service training programmes, infrequent state sponsorship of TPD activities, and the lack of transparency in awarding study leave for professional development. In resolving the challenges, the research found, among other things, the need to make follow-ups to address skill gaps after training programmes, increase budget spending on TPD activities, and decentralise the organisation of TPD activities to make them transparent. Locally, the findings highlight TPD as a crucial challenge in Ghana’s education system and underscore the importance of addressing skill gaps through follow-up initiatives after training programmes. Internationally, the study adds to the burgeoning literature on TPD by providing a more nuanced understanding of the nature of TPD challenges in an African context through the lens of the Theory of Constraints. © 2024 International Professional Development Association (IPDA).
Practices and Challenges of Integrated Functional Adult Education Program Implementation: The Case of Digeluna Tijo District, Oromia
by Bekele, Deriba
The study's objective is to investigate the practices and challenges of implementing an integrated functional adult education program. The study used a mixed-method approach with a convergent design. Data were gathered from IFAE learners, facilitators, district education experts, supervisors, and the program's technical committees. Simple random sampling techniques were used, while comprehensive sampling techniques were used for facilitators. District education experts, supervisors, and technical committees were interviewed using semistructured interviews, while IFAE learners and facilitators were interviewed using questionnaires. The data was analyzed using descriptive statics like frequency, percentage, and mean, as well as a description of the interviewee's opinion. As a result, the findings revealed that the IFAE program's contents are more focused on agricultural education and are also relevant to their daily lives. In addition, appropriate materials and teaching methods were used. The major challenges of the district's IFAE program were a lack of a conducive learning environment; participation and integration of different stakeholders; integration between sectors, overlapping of timetable with learners' own work, insufficient budget allocation, and a lack of facilitators training. To that end, it was suggested that strong cooperation and participation among government and nongovernment organizations, as well as strong integration between sectors, be encouraged. Furthermore, if regional, zonal, and district education offices need to find ways to increase their budget or raise funds to increase facilitator salaries and equip them, different learning materials were recommended.
USING ANALOGIES TO TEACH ABOUT THE ATOM IN HIGHER EDUCATION GENERAL CHEMISTRY CLASSES.
by Arao, J
Chemistry deals with concepts associated with non-observable entities. Using analogies may facilitate the learning of such concepts, including the atom. In this study, we investigated the analogies that two chemistry teachers used when teaching about the atom at two Mozambican universities. These analogies were characterized and the reasons that led teachers to use analogies were analyzed. Teachers were observed when teaching about the atom and they were interviewed afterwards. Both teachers used different amounts of analogies, which focused on the Thomson and the Rutherford models. Almost all the analogies, that were created and used spontaneously, showed a lack of internal consistency, which may reduce their didactical value and even make them inducing incorrect ideas in the students. Teachers stated that they would start planning the use of analogies in their classes. If they are to do this properly, they need training that integrates two components: analogies and chemistry.
Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies: Implication on gender
by Bizimana, Emmanuel
The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasi-experimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (?= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.000<.05). There was no significant difference in mean attitude scores between male and female students who were taught biology using CM (F (1,148) =.635, p=.427>0.05) and CML (F (1,141) =. 670, p=.796>0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557>0.05). The study concluded that the CM and CML are effective teaching strategies in raising students’ attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology. © 2022 University of Helsinki. All rights reserved.
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