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Students' experiences with remote learning during the COVID-19 school closure: implications for mathematics education
The ban on corporal punishment in a senior high school in Ghana: The perspicacity of teachers at Northern School of Business
Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan University Students in the COVID-19 Era: A Cross-Sectional Survey Among Three Universities
Navigating the river Nile: the chronicle of female academics in Ethiopian higher education
Students' experiences with remote learning during the COVID-19 school closure: implications for mathematics education
by Mukuka, A
This paper reports the findings of a descriptive survey research that explored secondary school students' experiences with mathematics remote learning during the Corona Virus Disease 2019 (COVID-19) school closure. The study involved 367 students of ages 13 to 21 selected from six secondary schools in Kitwe district of Zambia using the cluster random sampling method. Using a mixed-methods research approach, quantitative and qualitative data were merged to provide a comprehensive analysis of the main findings in the context of the existing literature, the government's response to COVID-19 school closure, and the challenges associated with remote learning during that time. Research findings show that more than 56% of the respondents did not have sufficient access to Information and Communication Technologies (ICT), electricity, and internet services. Most of these respondents also held a belief that mathematics is a subject that is best learned with face-to-face interactions between the teacher and students, and among students. These results suggest a need for the education systems in Zambia and other similar contexts to put up infrastructure that supports the blended and online learning models during and after the COVID-19 pandemic.
The ban on corporal punishment in a senior high school in Ghana: The perspicacity of teachers at Northern School of Business
by Joseph Y. D. Quansah
The study investigated teachers' perspicacity at the Northern School of Business on the Ban on Corporal Punishment in Senior High Schools in Ghana. This study examined the perceptions of teachers on the policy of no corporal punishment in schools; explore alternative disciplinary methods teachers use and the implications of the ban on corporal punishment policy on students' behaviour. The study employed a descriptive research design using a questionnaire and interview as the major research instruments. The study sampled 30 of the 75 teachers in the school. The responses were analysed using descriptive statistics and presented in tables and figures. The study revealed that most teachers strongly agreed that the ban on corporal punishment is not appropriate for Ghanaian students. Most teachers are not aware of the alternative strategies to deal with students' misbehaviours and therefore consider corporal punishment as the only means of ensuring students' adherence to the rules and regulations governing the school. The study also revealed that the teachers believed that the absence of corporal punishment has led to gross indiscipline among students, resulting in poor academic performance. Therefore, this study recommends that the Ghana Education Service organize a workshop for the teachers on the alternative strategies to deal with students' misbehaviours to ensure discipline in Ghanaian Senior High School. Teachers and educational workers should be sensitized on corporal punishment and its implications on students. © 2022 National Children's Bureau and John Wiley & Sons Ltd.
Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan University Students in the COVID-19 Era: A Cross-Sectional Survey Among Three Universities
by Twinamasiko N.
COVID-19 is an emerging and highly infectious disease that is becoming a global health challenge affecting all sectors. To prevent COVID-19 transmission, all education institutions were closed and advised to turn to online learning. The present study sought to determine the factors affecting the acceptance and use of electronic learning among Ugandan University students in three universities. The study relied on two data collection instruments: a questionnaire and a semi-structured interview. An online cross-sectional survey was conducted on a population of students in three pre-selected universities: Kyambogo (KYU), Makerere (MAK), and Kampala International University (KIU). Of the 614 questionnaires returned, 578 were valid; 65.4% of the respondents were males; 60.7% were from MAK and the majority being in their third year of study (49%). Overall, 69.2% had good knowledge, 22.5% had positive attitudes toward e-learning. The semi-structured interviews revealed connectivity and skills challenges as the main barriers to the implementation of e-learning. For better implementation of e-learning by Universities, effective planning needs to be done with active students’ involvement to avert negative attitudes. We recommend more studies be done on the Universities’ preparedness for the implementation of e-learning. Universities should collaborate with telecommunication companies to provide subsidized prices for internet costs and information and communications technology (ICT) equipment to students. © The Author(s) 2021.
Navigating the river Nile: the chronicle of female academics in Ethiopian higher education
by Tesfaye Semela
Beyond the statistics, the underlying causes for women’s absence as academics and leaders in higher education institutions (HEIs) in sub-Saharan African countries have not been sufficiently understood. Taking Ethiopia as an example, this study offers unique insights into the careers of female academic staff. The study employed exploratory sequential mixed method design using secondary analysis of nationwide data, institutional survey, and a follow-up qualitative in-depth interview with 13 female full-time academic staff purposively selected from three major public HEIs. The findings reveal that relative to men, the likelihood that women academics hold the rank of ‘lecturer’ decreases by 50% while the probability of assuming assistant professorship or above declines by 72%. Furthermore, it was found that women’s entry into, and success in academia is impacted by complex set of factors ranging from hegemonic gender beliefs that trigger the use of double standards disfavoring women to deliberate exclusion during selection, employment, promotion, and appointment in leadership positions. Finally, the implications for policy and human resource management practices of HEIs are identified. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
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