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Emotional intelligence and academic performance: how does the relationship work among pre-service teachers in Ghana?
The Impact of Outdoor Sports on Preschool Children’s Motor Skills Development
Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator
Contribution of Continuous Professional Development (CPD) Training Programme on Rwandan Secondary School Mathematics and Science Teachers’ Pedagogical, Technological, and Content knowledge
Exploring family and academic role conflict among undergraduate students of the University of Nigeria
Faculty acceptance of the utilization of learning management systems in teaching
The impact of concurrent multilingual acquisition on the mastery of L2 English and L3 French articles among native Swahili speakers in Tanzania
Nonverbal cognitive assessment of children in Tanzania with and without HIV
Attitude and Perception of Medical Students Towards Histology Subject at Wollo University, Ethiopia
The Magnitude of Hidden Hunger and Cognitive Deficits of Children Living in Some Selected Orphanages in Kumasi, Ghana During the COVID Pandemic
Parental involvement in primary schools in Tanzania: Effects of a pre- and in-service teacher training
Emotional intelligence and academic performance: how does the relationship work among pre-service teachers in Ghana?
by Amponsah, Kwaku Darko
Previous research has linked emotional intelligence (EI) to academic performance, albeit mostly in primary and secondary education. This association is unclear for teacher education due to a lack of research, especially in Ghana. This quantitative study examined EI patterns in pre-service teachers at a Ghanaian university to extend previous research knowledge. Using closed-ended questionnaires, 291 participants from the University's recently formed teacher-training department provided data for a cross-sectional survey. The data were analyzed using descriptive statistics, independent samples t-tests, and correlations. The findings generally showed a significant connection between the participants’ academic performance and their EI, except for two components (i.e., self-awareness and self-management). Therefore, the study suggested that teacher training institutions in Ghana should emphasize those components in the training curriculum. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The Impact of Outdoor Sports on Preschool Children’s Motor Skills Development
by Saadu, Usman
The main purpose of this study was to examine the impact of outdoors sports on preschool children’s motor skills development in Ilorin Metropolis. The study adopted a pretest-posttest control group quasi-experimental research design. The population of this study consisted of all preschool children in public schools the Ilorin Metropolis, Kwara State. Purposive sampling technique was used to select 10 public schools who had preschooler with motor skill coordination problem. The sample size for this study comprised of 47 preschoolers who had motor skills coordination problems. The instrument was titled “Preschoolers performance scores (PPS)” were used to elicit information. It consisted of 10 items on a 3 likert-scale; options on “low”, “moderate” and “high” based on what preschoolers were able to do before and after exposing them to outdoor sports. Some of the items were kicking a ball at 5m target, throwing at a 2m target, running forward, balancing on right and left foot, throwing and catching a ball. The keys used were low 0.00-0.09, moderate 1.0-1.4 and high 1.5-2.5. Instruments were validated by lecturers in the department of Human Kinetics and reliability score was 0.79. The data were analyzed using frequency counts and percentage and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that there was a significant main effect of treatment on preschool children motor skill development (F(1; 47) = 264.448, P < 0.05). also, there was no significant main effect of gender on preschool children motor skill development (F (1; 47) =1.422; P > 0.05) and there was no significant interaction effect of treatment and gender on preschool children motor skill development ( (F (1; 47) =1.538; P >0.05). The study concludes that sports especially outdoor activities have positive impact on preschoolers’ motor skills development. Based on the findings, the study recommends among others that; teachers in preschools should be encouraged on the use of outdoor sports in improving motor skills development in children and workshops and trainings should be organized by school owners regularly, in order to educate teachers on new ways of improving motor skills development.
Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator
by Nwosu, Kingsley Chinaza
We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration had significant positive effects on job satisfaction and inclusive education willingness for children with SENs, tolerance of ambiguity did not. Tolerance of emotional discomfort was significantly related to inclusive willingness of teachers. Furthermore, teacher job satisfaction mediated the relationship between tolerance of frustration and their inclusive education willingness but could not mediate that between tolerance of ambiguity and willingness to include SENs. We concluded that tolerance of frustration and discomfort can positively impact teachers' willing efforts for inclusion, highlighting the need to foster the emotional capacity of teachers, and provide supportive structures to enhance teachers' job satisfaction. © 2023 The Authors. Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
Contribution of Continuous Professional Development (CPD) Training Programme on Rwandan Secondary School Mathematics and Science Teachers’ Pedagogical, Technological, and Content knowledge
by Pheneas Nkundabakura
Teachers teach more effectively when they are constantly updating their subject content knowledge and pedagogy as well as technology. This requires Continuous Professional Development (CPD) training programmes in order to cope with changing world in terms of nature of science, skills and technology. Therefore, the current study sought to demonstrate the improvements made by lower secondary school Mathematics, Physics, Chemistry, and Biology teachers following CPD training in content, pedagogy, using ICT tools (computers and projectors), and scripted lessons. The study's target population was 1100 Rwandan teachers in the 2021 cohort from eight districts. However, the analysis only included 652 mathematics and science teachers who took both pre-and post-tests. This study employed a quasi-experimental design. It collected quantitative data, through pre and post-test, to measure teachers' performance and conceptual grasp in mathematics or science courses. Kobo Toolbox was used to upload tests online and gather data, which was then exported to Microsoft Excel 2016, where each selected letter for each question was recorded. The acquired data were analyzed using Microsoft Excel 2016 and the Statistical Package for the Social Sciences (SPSS v.25). The findings revealed that overall teachers’ performance improved, indicating that teacher misconceptions were addressed throughout training. Only a significant differences were found in the performance between male and female in both pre-and post-test in chemistry, among other subjects. It was also discovered that some concepts in respective courses need attention in the next CPD training programmes because teachers performed poorly on questions asked in these units per topic areas. It was recommended that the remedial training should be pursued for these teachers who did not perform well and further studies to investigate pedagogical changes as well as technological contribution in STEM education. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
Exploring family and academic role conflict among undergraduate students of the University of Nigeria
by Uju I. Nnubia
Many adult workers struggle to balance family and work roles, potentially leading to inter-role conflict. Similarly, adult students experience conflicting demands of academic and family roles. The study explored the prevalence and correlates of family and academic role conflict using a sample of 300 students selected from five faculties of the University of Nigeria. Data were collected with a questionnaire titled Family and Academic Role Conflict Scale. The questionnaire was validated using exploratory and confirmatory factor analyses. A bi-factor model was established; the academic-to-family role (AFR) conflict, the family-to-academic role (FAR) conflict factors, and the combined family and academic role conflict (FARC). Data were analysed using frequencies, percentages, point biserial correlation, and multiple regression. Results showed a high (23.3%) prevalence of FARC with a higher prevalence (38.0%) of the AFR than the 19% prevalence of the FAR conflict. Certain demographic characteristics of the students such as age, marital status, and parents/guardians/spouses' educational status significantly correlate with family and academic role conflict. The study concludes that undergraduate students experience inter-role conflict between their family and academic roles in the same way as employed adults experience work and family conflict and this could impact their academic performance and overall well-being. University authorities need to fully understand family and academic role conflict among students to develop sustainable solutions. This article provides insights into how such conflict plays out in this particular context. Therefore, collaboration among stakeholders is crucial for effective strategies to balance family demands and the academic responsibilities of students.
Faculty acceptance of the utilization of learning management systems in teaching
by Moses K. Asamoah
Despite huge investments in Ghanaian universities for e-learning education, there exist lecturers who struggle with the adoption and use of open-source Learning Management Systems (LMSs) in teaching. The purpose of this study was to investigate the dominant drivers of the adoption and usage of LMS by faculty to enhance e-learning education in universities in Ghana. The study tested selected variables in Innovation Diffusion Theory, the Technology Acceptance Model, and some constructs pertaining to Image, Subjective Norms, and Facilitating conditions, based on data from a census of 435 lecturers, which secured 283 completed questionnaires. The fit indices revealed a good fit between the measurement model and the data: (χ2 = 383.23, df = 271, p <.05; SRMR = 0.046; TLI = 0.965; CFI = 0.971; RMSEA = 0.038. The SEM results showed that the hypothesized model appropriately matched the data: (χ2 = 360.39, df = 253, p <.05; SRMR = 0.048; CFI = 0.971; TLI = 0.964; RMSEA = 0.040. The results obtained from the test of hypotheses revealed that Perceived Ease of Use had a positive and significant relationship with Actual Use (β = 0.45, p <.05). Compatibility also had a significantly positive relationship with Perceived Usefulness (β = 0.62, p <.05). The study concludes that the responsibility of university authorities for providing ICT infrastructure, regular training, and other incentives to enable their faculty to appreciate and engage the e-learning environment is at the core of a successful adoption of educational technologies. Among others, the study recommends that university authorities provide continuous training in LMS use for their teaching staff, especially the slow adopters and non-users, to encourage greater adoption and use. © The Author(s) 2023.
The impact of concurrent multilingual acquisition on the mastery of L2 English and L3 French articles among native Swahili speakers in Tanzania
by Nyakana, Deniza Joash
The study investigated the impact of simultaneous acquisition of multiple languages on using L2 English and L3 French articles. With the premise that multilingual acquisition presents increased complexity, the research compared 30 learners solely focused on L2 English with 30 learners simultaneously learning L2 English and L3 French. The participants, Tanzanian L1 Swahili speakers, were Form Two secondary school students learning English as a subject and using it as a medium of instruction. The L3 French group was concurrently learning L2 English and L3 French. Participants were selected using a biographical data questionnaire and grammar placement test. Data collection involved elicitation tests in both English and French, with the L3 French group undertaking both versions. Quantitative analysis was conducted using SPSS. Results demonstrated that individuals learning English alone exhibited higher accuracy in using L2 English articles than those concurrently learning English and French. However, those concurrently learning L2 English and L3 French displayed similar performance in employing L2 English and L3 French articles. Evidence suggested a negative transfer from the participants’ native language (L1 Swahili) to their second language (L2 English). These findings provide empirical support for the complexity of multilingual acquisition. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Nonverbal cognitive assessment of children in Tanzania with and without HIV
by Magohe, Albert
Children living with HIV can experience cognitive difficulties. Most neuropsychological tests have been constructed in Western languages, meaning they may not be appropriate for use in non-Western settings. To address this, we used an entirely nonverbal measure of cognitive ability in a sub-Saharan African sample. For this cross-sectional analysis, 316 children (162 HIV+ and 154 HIV-, ages 3–9) completed the Leiter-3 as part of a larger study in Dar es Salaam, Tanzania. Statistical tests included analysis of covariance and multiple linear regression to account for environmental variables. HIV+ children performed worse than HIV–controls on two composite scores: Nonverbal IQ (p < .001) and Processing Speed (p < 0.001). Similar trends were observed on core subtests. Multiple linear regression models revealed that age, socioeconomic status, and school attendance predicted all Leiter-3 test composites. Critically, the addition of HIV status to the models improved prediction of Nonverbal IQ (∆R2 = 0.03, p = .001) and Processing Speed (∆R2 = 0.06, p < .001). Children living with HIV performed worse than HIV- controls on most Leiter-3 measures. While age, SES, and school attendance predicted Leiter-3 performance, HIV status improved prediction capabilities when added to the model. The Leiter-3 may offer a viable measure of cognitive ability in non-Western settings that can be used in its original form without translation. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Attitude and Perception of Medical Students Towards Histology Subject at Wollo University, Ethiopia
by Teshome, Daniel
Introduction: Students' perceptions and feedback have a significant impact on academic progress. Objective: To assess the attitude and perception of medical students towards histology subject at Wollo University, Northern Ethiopia. Methods: An institution-based cross-sectional study design was carried out in Wollo University from January, 2021 to February, 2021. A pre-tested and structured self-administered questionnaire was used for data collection. All opinions were rated using a positive-point Likert scale, which ranges from strongly disagree to strongly agree. The data were entered and analyzed using SPSS version 20. Results: A total of 184 students participated in this study, with a 100% response rate. Of the respondents, 84.24% of them were very much interested in histology subject. However, only 31 (16.85%) thought of histology as a career choice. The two major reason for not joining histology was less chance of promotion (65, 35.33%) and financial growth (41, 22.28%) followed by difficulty of the subject (23, 12.5%). Most of the respondents (155, 84.24%) agreed or strongly agreed that histology knowledge will help them a lot in their future clinical practice. Regarding different methods of teaching histology, our study reveals that there were 82.61% of participants who agreed with the proposed integration of histology and pathology. Moreover, system approach in teaching pathology with other disciplines was preferred by 70.1% and was comparable to several studies. Conclusion: Overall, the study findings indicate that medical students have a favorable attitude toward histology courses. But, they are unable to join the field due to the lower chance of promotion and financial growth. The curricular integration of histology and pathology in the first year needs to be continued, and much effort is needed to increase students' affinity for microscopic anatomy. This evidence serves as an additional motive for the development of histology courses focusing on practical application of knowledge in a clinically oriented setting.
The Magnitude of Hidden Hunger and Cognitive Deficits of Children Living in Some Selected Orphanages in Kumasi, Ghana During the COVID Pandemic
by Asamoah, Mary;
Many studies have assessed the magnitude of mixed micronutrient deficiencies or individual micronutrient deficiencies among children under 5 years, women of reproductive age (15‐ 49 years old) and pregnant women. This has led to various interventions for these population groups including supplementations, fortifications etc. However, the same attention has not been given to vulnerable children living in various orphanages, especially in Children’s Homes in Ghana where much is not known about their nutritional status. Socio‐ economic downturns like that induced by the current coronavirus pandemic affects food security and nutrition, thus the nutritional status of this vulnerable population could potentially be worsened. Objective This study assessed the magnitude of hidden hunger and cognitive deficits of 130 children (6‐ 13 years old) living in three selected orphanages in Kumasi, Ghana. Methodology Sociodemographic data, anthropometric assessment (BMI‐for‐age and height‐for‐age), dietary assessment (3‐day repeated 24‐ hour dietary recall), urinary iodine levels and cognitive performance (Raven’s Coloured Progressive Matrices) were assessed. Findings Boys formed 50.8% of the study population while girls formed 49.2%. The median age of participants was 10.50 years. About 12.3%, 7% and 10.0% of participants were stunted, thin and overweight/ obese respectively. Prevalence of mild iodine deficiency (i.e. 50‐ 99 μg/L) was 16.2%. Iodine deficiency was significantly higher (16.2%) in participants who had lived for at least 7 years in the orphanage compared to those who had lived less than 7 years (23.6%) (p = 0.047). About 17% of participants performed poorly (< 50%) in the cognition test. Mean cognitive test scores were significantly different among the orphanages (p = 0.027). Majority of participants, 89.2%, 54.6%, 76.9% and 77.7% had adequate intakes for iron, zinc, vitamin C and folate respectively whereas intake of vitamins A and B12 were inadequate for majority of participants (90.8% and 50.8% respectively). There was no significant correlation between micronutrient intake and cognitive performance. However, mean cognition test scores were significantly different between participants who had adequate and inadequate intake of iron and vitamin A (p = 0.007 and p < 0.001 respectively). The significance of the research is to provide data for relevant policy makers and stakeholders involved in the care of orphans and vulnerable children in Ghana like the Social Welfare Department. It is also expected that this research will stimulate further studies in the occurrence of multiple micronutrient deficiencies in vulnerable children since nutrition is not only necessary for physical development, but also for cognitive development and life‐long health (WHO, 2016). Conclusion Findings of this study warrant a closer look at nutritional intakes in orphanages to improve on hidden hunger.
Parental involvement in primary schools in Tanzania: Effects of a pre- and in-service teacher training
by Janeth Kigobe
This paper reports on the effects of a teacher capacity building programme to increase parental involvement in primary schools in Tanzania. One training focused on in-service teachers (n = 169) and the other was a blended learning course for pre-service teachers (n = 509). We implemented a three-measures longitudinal study design, with a cluster randomised controlled trial design for the in-service teacher group. Hierarchical linear modelling showed an increase in teachers' self-reported beliefs about parental involvement. For the pre-service teachers, there was an actual increase in inviting parents to be involved. There was no significant increase in self-reported teacher efficacy. © 2024 Elsevier Ltd
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