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The contribution of medical educational system of the College of Medicine, and Health Sciences of the University of Gondar in Ethiopia on the knowledge, attitudes, and practices of graduate students of Health Sciences in relation to the prevention and control of nosocomial infections during the academic year of 2018
The contribution of medical educational system of the College of Medicine, and Health Sciences of the University of Gondar in Ethiopia on the knowledge, attitudes, and practices of graduate students of Health Sciences in relation to the prevention and control of nosocomial infections during the academic year of 2018
by Tigist Engda
Keep ReadingUntangling the Tongues: Exploring Pronunciation Development Strategies for Learners of English at High Schools in Oromia Region of Ethiopia
The Effect of Openness to Experience on Students’ Readiness for School-To-Work Transition
Modelling Bilinguals’ Language Shift Intentions: Towards the Development of the “Context-Dependent Theory of Language Shift”
Students’ psychological variables connection with secondary school students’ academic performance in mathematics
A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania
Examining Internal Factors Impacting Higher Education Institutions Readiness for Implementing Public–private Partnerships to Foster a Knowledge Economy in Post-conflict Somalia
The contribution of medical educational system of the College of Medicine, and Health Sciences of the University of Gondar in Ethiopia on the knowledge, attitudes, and practices of graduate students of Health Sciences in relation to the prevention and control of nosocomial infections during the academic year of 2018
by Tigist Engda
Background: Nosocomial infection, also called a hospital-acquired infection, is an infection acquired during admitting patients in health care facilities. Nosocomial infection can be prevented and controlled by giving training to those responsible. This study aimed to assess the contribution of the medical education system on the knowledge, attitudes, and practices of the graduate students of health sciences about the prevention and control of nosocomial infection in the College of Medicine and Health Sciences at the University of Gondar in the Academic Year of 2018. Method: An institution-based cross-sectional study was conducted among all graduate health science students posted in the different departments at the University of Gondar in the College of Medicine and Health Sciences from February to June 2018. A total of 422 study participants were included. Data were analyzed using SPSS version 20. Results: Out of a total of 422 respondents, only 40% have taken training for infection prevention; out of which 39% had taken the training for a year ago. Moreover, only 35.5% have good knowledge of nosocomial infections as a result of the training; and only 32.5% have good understanding of the practical training given on prevention and control. Only 36% have good attitude towards its prevention and control. Conclusion: The result shows that only a few of the respondents have taken the infection prevention training. Yet, a smaller proportion of them had good knowledge, attitude, and practice on nosocomial infections. Hence, the Medical Education System should give more attention to the training of the nosocomial infection control by developing different strategies to prepare the students on these issues before they start their clinical attachment. © 2020, The Author(s).
Untangling the Tongues: Exploring Pronunciation Development Strategies for Learners of English at High Schools in Oromia Region of Ethiopia
by Hoque, Mohammed Shamsul
One of the most important aspects of learning a new language is mastering the pronunciation of that language. It is crucial in helping second language learners improve their communication skills and overall performance. Mastering proper pronunciation is a difficult and subtle part of teaching English as a foreign or second language. The focus of this study is to assess the contributing factors affecting ESL students' pronunciation. The study used a quantitative research approach. A total of 189 students from Burayu High School were chosen at random sampling technique for this study. The researchers collected data through a questionnaire. SPSS version 26 was used to analyze the data obtained from the respondents of the survey. Factors influencing pronunciation that were identified in this study include poor motivation, lack of confidence, exposure, practice, interest, an unfriendly atmosphere, one's native language interference, age, personal traits of the learners, instructional approach, and feedback deficiency. The findings also provide valuable insights into preferred pronunciation learning strategies among students of English in the Oromia region of Ethiopia and explore the impact of individual and environmental factors, including first language influence, strengths, and weaknesses of current teaching methodologies in fostering pronunciation development in this specific context. This study will contribute to the development of more effective and learner-centered pedagogical approaches for pronunciation instructions in English language programs designed for English learners in the Oromia region of Ethiopia. © 2024 Sciedu Press. All rights reserved.
The Effect of Openness to Experience on Students’ Readiness for School-To-Work Transition
by Chinyere O. Elom
This study examines how and whether the constructs of openness to experience in the work placement learning setting (openness to learning in a new environment, openness to supervisor feedback, and openness to diversity) might influence students’ readiness for school-to-work transition. Also, it builds upon the assumptions of the social cognitive career theory – model of self-career management to examine the mediating effect of self-efficacy in the proposed relationships. Analysis of 543 responses from undergraduate students undertaking work placement learning in 221 Nigerian firms using the structural equation modelling revealed positive effects of the constructs of openness to experience on students’ readiness for school-to-work transition. Also, self-efficacy was a significant mediator in the positive relationships. Our findings make important theoretical and practical contributions by offering highlights into the crucial role of openness to experience in enhancing students’ readiness for school-to-work transition via self-efficacy in the work placement learning setting. © The Author(s) 2024.
Modelling Bilinguals’ Language Shift Intentions: Towards the Development of the “Context-Dependent Theory of Language Shift”
by Nyamekye, Ernest
The goal of this study was to create a theoretical framework (the ‘Context-Dependent Theory of Language Shift’) that explains how school-related linguistic practices and ideologies influence students’ language shift intentions in varying communicative domains. Data obtained from 560 high school students in Cape Coast, Ghana were analysed using partial least squares structural equation modelling (PLS-SEM) to test the proposed theoretical framework. The results indicated that language attitudes, parental pressure, and English performance anxiety significantly influence students’ language shift intentions in formal communicative domains. Nonetheless, apart from attitude, these variables do not influence students’ language shift intentions in informal domains. Based on this statistical insight, our theoretical proposition is that the language shift behaviours of students in Ghana and Africa tend to be fluid and context-dependent. This presupposes that factors that may compel them to shift from their L1 to English in a given context may not compel them to shift in different contexts. © 2024 Unisa Press.
Students’ psychological variables connection with secondary school students’ academic performance in mathematics
by Odiri E. Onoshakpokaiye
Purpose: The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics. Design/methodology/approach: Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data. Findings: The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics. Originality/value: The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance. © 2024, Odiri E. Onoshakpokaiye.
A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania
by Ntide Dadi
Strands of evidence from high-income countries has consistently indicated that early learning attainments predict later learning achievements. However, less are known about these issues from low-and-middle-income countries, particularly from the sub-Saharan region. This longitudinal study examined the extent to which children's school-entry (N = 597; mean age = 6.34 years) early reading and early math skills predicted their later learning achievement in a low-income country, Tanzania. Further, given the existing disparities of quality of educational services, families’ income, and early learning achievements, the sample included children and families from both rural and urban contexts. Data were collected using Measure of Early Learning Environments (MELE) for controlling of school quality, Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) for children's tests, and parents’ questionnaire for home-related variables. Controlling for family socioeconomic status, intervention status, urbanicity settings, and parental education, findings indicated that school-entry math skills were significantly predictive of children's end of Grade 2 reading and math achievement. However, while school-entry early reading skills predicted end of Grade 2 reading achievement, it did not predict later math achievements. This article extends research on links between elements of transition to school and later achievement across countries, thus, its implications are discussed. © 2024 Elsevier Ltd
Examining Internal Factors Impacting Higher Education Institutions Readiness for Implementing Public–private Partnerships to Foster a Knowledge Economy in Post-conflict Somalia
by Mohamud Mohamed Hassan
There is a prevailing consensus within literature that higher education plays a pivotal role in national reconstruction and development. As the primary custodians of knowledge, Higher Education Institutions (HEIs) assume a critical responsibility in producing highly skilled graduates, generating knowledge that is pertinent to economic growth and societal progress, comprehending the major challenges confronting our communities, and proposing viable solutions. However, HEIs in post-conflict Somalia face limited resources, infrastructure, and competency challenges. Thus, there is a growing demand for change within the higher education sector. This research investigates the internal factors affecting the readiness of HEIs in Somalia for Public–Private Partnership (PPP) in implementing a national strategy using the Theory of Organizational Readiness for Change. The research utilizes a questionnaire survey to gather data from high-level administrators of HEIs in Somalia. Additionally, correlation analysis and regression analysis were used to examine the factors affecting readiness to implement national strategies through PPP. All statistical analyses were performed using Jamovi (version 2.3.28). The findings showed a consensus among respondents on the necessity of PPPs and government recognition of HEIs' importance. The findings from a survey reveals that institutional capacity, human resources, and capacity infrastructure are significantly correlated with successful PPP implementation. However, institutional barriers such as unreliable risk-sharing mechanisms, differing organizational cultures, and a lack of supportive institutional environments hinder progress. The research highlights a strong consensus among stakeholders regarding the vital role of PPPs for HEIs in securing government support and fostering a knowledge-based economy. This research contributes to the understanding of PPPs in HEIs within post-conflict contexts and offers valuable insights for policymakers and stakeholders aiming to leverage PPPs for educational development and economic growth. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
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