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Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school
How secondary school mathematics teachers perceive the effectiveness of microteaching and teaching practice in their preservice education
Prevalence of psychoactive substance use among male adolescents in Southwest Nigeria
National School Lunch Nutrition and Cost Profile: A Case Study of the Ghana School Feeding Programme
Rapid cycle deliberate practice vs. traditional simulation in a resource-limited setting
Fostering Resilience in Children Who have been Orphaned: Preliminary Results from the Botswana Balekane EARTH Program
Influence of school heads’ direct supervision on teacher role performance in public senior high schools, Central Region, Ghana
Influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination
Effect of Nutrition Education on Knowledge, Complementary Feeding, and Hygiene Practices of Mothers With Moderate Acutely Malnourished Children in Uganda
French Language Teacher Trainees Perception of Pedagogical Content Knowledge in French Language
Improving self-esteem levels among Ghanaian Junior high students using designed activities
Education for sustainable development: A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program
Prevalence and associated factors of burnout among Debre Berhan University medical students: A cross-sectional study
Prevalence and associated factors of burnout among Debre Berhan University medical students: A cross-sectional study
by Yohannes Gebreegziabhere Haile
Keep ReadingParents and their children’s choice of school science subjects and career intentions: a study from Mauritius
Factors affecting the adoption of e-learning technologies among higher education students in Nigeria: A structural equation modelling approach
Facilitating professional mobile learning communities with instant messaging
Facilitating professional mobile learning communities with instant messaging
by Titilayo Dorothy Odetola
Keep ReadingComparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom
Acceptability and challenges of introducing an educational audio-drama about gender violence and HIV prevention into schools in Botswana: an implementation review
Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school
by Olabisi H. Oderinu
Objectives: To evaluate the perceptions of dental students on problem-based learning, PBL, in comparison with the traditional lecture (TL) method. Methods: This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of the course about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty-two-perception-item questionnaire using factor analysis. Paired sample t test was used for comparison of means. Results: The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P <.05) between PBL and TL teaching methods for all the perceived factors; (“Challenge critical thinking,” “Communication with peers,” “Usefulness as pedagogical method,” “Organization” and “Interaction between students and tutors”) except for the perceived factor “Adequacy of teaching.” The mean for most of the perception items was highest in the PBL method compared to TL. The perception item “Able to provide intellectual stimulation” had the highest mean score (4.21 ± 0.76) for the PBL method, whilst it was “Laboratory exercise” (4.14 ± 0.68) for TL. Conclusions: Students' perception of the two educational methods investigated showed a preference for the PBL method. The students felt that PBL provided a higher ability for intellectual stimulation. © 2019 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd
How secondary school mathematics teachers perceive the effectiveness of microteaching and teaching practice in their preservice education
by Hellen C. KOECH
Teacher education is an important pillar of every education system worldwide. Consequently, there is a need to determine the efficacy of teacher education programs in preparing good-quality teachers. The aim of this study is to investigate the impact of learned media and teaching skills on the teaching of mathematics in secondary schools. We therefore explore how secondary school mathematics teachers perceive the effect of ?media practicals and ?microteaching on teaching practice through a survey study. Seventy respondents provided usable data for the analysis, which indicated that media practicals are well organized and microteaching helps the majority of student teachers practice the various teaching skills they had learned. However, the majority of respondents (61.4%) stated they were not able to implement all the techniques they learned during their teacher training, while most respondents’ (57.1%) teaching practice sessions were only assessed once by their supervisors. A major recommendation is that teaching practice assessment should be emphasized and undertaken at least twice. © 2019 Conscientia Beam. All Rights Reserved.
Prevalence of psychoactive substance use among male adolescents in Southwest Nigeria
by Haleem Abdurahman
Introduction: Substance use in the adolescent period is recognized as a growing problem in Nigeria. The problem is even more significant among male adolescents in southwest Nigeria with consequent legal and academic problems. Objectives: The study aimed to describe the pattern of substance use among male secondary-school adolescents and identify sociodemographic correlates of substance use. Methods:. A total sampling of male students in senior classes of secondary schools selected randomly from urban and semi-urban areas of Ibadan a city in Nigeria were approached for the study. Results: The mean age of the respondents was 16.49 years (SD ±1.31). Lifetime use of any psychoactive substance was 54%. The most common substance ever used by respondents were non-amphetamine stimulants (39%) followed by alcohol (31%) while hallucinogens (1.0%) and cocaine (1.0%) were the least ever used. None of the respondents had never used an amphetamine-type stimulant. Seven of the respondents (2.9%) reported ever using a psychoactive substance though injection in the last 3 months. Conclusion: This study reports a high prevalence of psychoactive substance use among male secondary-school adolescents in Ibadan southwest Nigeria. It showed that being in a higher class and engaging in paid work after school were factors significantly associated with substance use. The findings of this study have implications for adolescent mental health intervention in the field of addiction. © 2019, © 2019 Taylor & Francis Group, LLC.
National School Lunch Nutrition and Cost Profile: A Case Study of the Ghana School Feeding Programme
by Mawuli Asigbee
Numerous governments in developing countries institute school lunch programs or school feeding programs as a strategy to address high malnutrition and low education rates among children. In 2005, the Ghanaian government launched the Ghana School Feeding Programme (GSFP). The GSFP policy does not document (1) the actual meal and associated nutrient profile received by the student, (2) the cost of the meal ingredients to the caterer who prepares the food, nor (3) the recipe derivations that may supply an enhanced nutritional profile. We address these 3 information gaps by employing a detailed case study of 4 caterers supplying a traditional tomato stew recipe in northern Ghana within GSFP-supported school lunch programs. Specifically, we explore the following propositions: (1) GSFP caterers can deliver a school lunch for under 100 pesewas (1 GH¢ or $0.21 USD) per student; (2) the meal meets the recommended daily allowance for protein; (3) soy can serve as a cost-effective ingredient to fortify the meal in terms of protein level and protein quality; and (4) significant differences exist in the macro- and micronutrient profile due to caterer discretion. We answer the above 4 propositions, and by doing so show the importance of accurately measuring the nutritional content, costs, and quantities of the actual school lunch under study. Second, among our results, we show the economy of locally produced soy flour as an ingredient that can lower costs and raise nutrition when substituting for other locally produced proteins such as ground beef and mackerel. © The Author(s) 2019.
Rapid cycle deliberate practice vs. traditional simulation in a resource-limited setting
by Rosine Nyirasafari
Background: We sought to develop a low-fidelity simulation-based curriculum for pediatric residents in Rwanda utilizing either rapid cycle deliberate practice (RCDP) or traditional debriefing, and to determine whether RCDP leads to greater improvement in simulation-based performance and in resident confidence compared with traditional debriefing. Methods: Pediatric residents at the Centre Hospitalier Universitaire de Kigali (CHUK) were randomly assigned to RCDP or traditional simulation and completed a 6 month-long simulation-based curriculum designed to improve pediatric resuscitation skills. Pre- and post- performance was assessed using a modified version of the Simulation Team Assessment Tool (STAT). Each video-taped simulation was reviewed by two investigators and inter-rater reliability was assessed. Self-confidence in resuscitation, pre- and post-simulation, was assessed by Likert scale survey. Analyses were conducted using parametric and non-parametric testing, ANCOVA and intra-class correlation coefficients (ICC). Results: There was a 21% increase in pre- to post-test performance in both groups (p < 0.001), but no difference between groups (mean difference - 0.003%; p 0.94). Inter-rater reliability was exceptional with both pre and post ICCs ?0.95 (p < 0.001). Overall, self-confidence scores improved from pre to post (24.0 vs. 30.0 respectively, p < 0.001), however, the there was no difference between the RCDP and traditional groups. Conclusions: Completion of a six-month low-fidelity simulation-based curriculum for pediatric residents in Rwanda led to statistically significant improvement in performance on a simulated resuscitation. RCDP and traditional low-fidelity simulation-based instruction may both be valuable tools to improve resuscitation skills in pediatric residents in resource-limited settings. © 2019 The Author(s).
Fostering Resilience in Children Who have been Orphaned: Preliminary Results from the Botswana Balekane EARTH Program
by Olebogeng Dikolobe
Background: Contextually relevant interventions are needed to support the well-being of at-risk adolescents in Sub-Saharan Africa. In particular, the large number of children who have been orphaned, such as by HIV/AIDS, are in need of interventions to foster their resilience. Objective: The goal of this study was to investigate the efficacy of the Balekane EARTH program, a 2-week wilderness-based therapeutic intervention in Botswana for children who have been orphaned. Method: A quasi-experimental pretest–posttest design was used. At program entry and again at completion, participants (n = 650) aged 11–17 from communities across Botswana completed a questionnaire containing contextualised versions of the Child and Youth Resilience Measure (CYRM-28), the Inventory of Complicated Grief, the Future Aspirations/Peer Leader scale, the Conduct Problems subscale of the Strengths and Difficulties Questionnaire, and questions pertaining to school engagement. Results: Following participant in the camps, there were improvements in reported resilience. Female participants also reported improvements in problems related to grief and future aspirations. The half of the participants who scored most poorly on measures of resilience, problems with grief, and future aspirations (those most at-risk) were found to report the biggest gains on these measures following the intervention. Conclusions: These preliminary findings indicate the promise of programs such as Balekane EARTH that address the trauma experiences of children in sub-Saharan Africa who have been orphaned, though further research is needed to identify appropriate target thresholds and to investigate the longer-term impact of the program. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.
Influence of school heads’ direct supervision on teacher role performance in public senior high schools, Central Region, Ghana
by Samuel Yaw Ampofo
This study assessed the influence of school heads’ direct supervision on teacher role performance in public senior high schools. The study adopted the embedded mixed methods design. Slovin’s formula, the proportional allocation method, and simple random and purposive sampling were used to select a sample of 617 respondents comprising 295 teachers, 222 class prefects, 86 Heads of Department, 13 school heads and 1 Regional Director for the Inspectorate Division of the Ghana Education Service. Data were collected through questionnaires and interview guides. Quantitative data were analyzed using frequencies, means and multiple regression whereas patterns and themes were developed for the analysis of qualitative data. The study found that school heads allocated very little time for supervision of lesson planning and delivery of teachers. The study established that school heads’ lesson planning supervision (p= 0.043< .05) and lesson delivery supervision (p= .035< .05) had a significant influence on teacher role performance. Therefore, the study recommends the Ghana Education Service to dedicate a greater portion of the promotion requirement of the school heads to evidence of direct supervision of teachers and a reduction in the teaching load of Heads of Department by the school head to enable them play more instrumental roles in the instructional supervision process. © 2019, (publisher Name). All right reserved.
Influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination
by Lateef Omotosho Adegboyega
This paper investigated the influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Two null hypotheses were generated and tested at 0.05 level of significance. "Emotional Intelligence Scale" (EIS) and "Attitude Towards Examination Scale" (ATES) were the instruments used to collect relevant data. The findings revealed that there was a significant correlation between emotional intelligence and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' emotional intelligence and attitude towards examination in Nigeria. It was therefore recommended, among others, that students should continue to cultivate the habit of developing high emotional intelligence as it would help them to develop positive attitude towards examination, effective leadership skills such as improved communication among peers and other people, less school and workplace conflict, better problem-solving skills and increased likelihood of promotions to greater heights. © 2019 Eskisehir Osmangazi University.
Effect of Nutrition Education on Knowledge, Complementary Feeding, and Hygiene Practices of Mothers With Moderate Acutely Malnourished Children in Uganda
by Richard B. Kajjura
Background: Inappropriate infant and young child complementary feeding practices related to a lack of maternal knowledge contributes to an increased risk of malnutrition, morbidity, and mortality. There is a lack of data regarding the effect of nutrition education on maternal knowledge, feeding, and hygiene practices as part of a supplementary feeding intervention targeting infants and young children with moderate acute malnutrition in low-income countries like Uganda. Objective: To determine whether nutrition education improves knowledge, feeding, and hygiene practices of mothers with infants and young children diagnosed with moderate acute malnutrition. Methods: A cross-sequential study using a pretest–posttest design included 204 mother–infant pairs conveniently sampled across 24 randomly selected clusters. Weekly nutrition education sessions were embedded in a supplementary porridge intervention for 3 months. Mean scores and proportions for knowledge, feeding, and hygiene practices were determined at baseline and end line. The difference between mean scores at the 2 time points were calculated with the paired t test analysis, while the proportions between baseline and end line were calculated using a z test analysis. Results: Mean scores for knowledge, dietary diversity, and meal frequency were higher at end line compared to baseline (P <.001). Handwashing did not improve significantly (P =.183), while boiling water to enhance water quality improved (P <.001). Conclusion: Nutrition education in conjunction with a supplementary feeding intervention targeting infants and young children with moderate acute malnutrition improved meal frequency, dietary diversity and water quality. © The Author(s) 2019.
French Language Teacher Trainees Perception of Pedagogical Content Knowledge in French Language
by J. E. Awanbor
The overall goal of this study was to find out French language teacher trainees perception of pedagogical content knowledge in French language. The study adopted a descriptive survey design. The population comprised of all 415 French undergraduate students’ in the Department of Educational Foundations, Faculty of Education and, the Department of Foreign Languages, Faculty of Arts of a Nigerian University. A total of 108 French students were selected from the population through a simple random sampling technique as the sample for the study. A likert type questionnaire with a four point scale was validated by three experts. Using the Cronbach Alpha statistic, a reliability coefficient of 0.75 was obtained. Data was analyzed using means and standard deviation and a criterion mean of 2.50 was used for acceptance and rejection. The results show that Pedagogical Content Knowledge (PCK) is capable of developing French teacher trainees’ competences in problem solving skills, erases possible misconceptions and erroneous reasoning, simulates the use of various representations and instruction of knowledge and helps in the development of proactive thinking, attitude and self-confidence. It was therefore, recommended that more methodology courses should be designed and implemented to help the trainees content knowledge as well as pedagogical content knowledge so that they can serve effectively as twenty first century language teachers
Improving self-esteem levels among Ghanaian Junior high students using designed activities
by Josephine Cudjoe
The study explored the self-esteem levels of Junior High School students in Ghana. The researchers used designed classroom activities with local sociocultural themes to improve students' self-esteem levels. Also, we examined students' gender difference and association with their self-esteem scores. A total number of 40 students were selected using simple random sampling. The participants were made up of 21 females and 19 males, who were between the ages of 12 and 17 years old. At Phase 1 of the study, all the 40 participants undertook the pre-test assessment. Based on their scores, 11 of them who had low self-esteem scores were selected for both Phase 2 (intervention) and 3 (post-test). By means of a simple random sampling, 6 and 5 students were again assigned into Experimental and Control Groups respectively. Results at Phase 1 showed that there was no significant difference and association between students' gender and self-esteem scores. However, there was a significant difference between the Experimental and Control Groups' self-esteem scores following the intervention phase. Consequently, we recommend that the curricula for basic schools should incorporate self-esteem oriented topics and activities. In addition, future studies should employ a longitudinal approach to study students from the primary level until they reach high school. © 2019 by Academic Publishing House Researcher s.r.o.
Education for sustainable development: A study in adolescent perception changes towards sustainability following a strategic planning-based intervention-the young persons' plan for the planet program
by Maulloo Aman
In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons' Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents' appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments. © 2019 by the authors.
Prevalence and associated factors of burnout among Debre Berhan University medical students: A cross-sectional study
by Yohannes Gebreegziabhere Haile
Background: Burnout, a measure of professional distress, is more common among medical professionals. About half of medical students have this problem. However, little is known about the burnout status of medical students in Ethiopia. Therefore, the aim of this study was to assess the prevalence and associated factors of burnout among medical students of Debre Berhan University (DBU). Methods: A cross-sectional study was conducted on randomly selected 151 medical students of DBU. Burnout was assessed using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Participants were reported as having burnout if they scored ?27 on Emotional Exhaustion (EE), ?13 on Depersonalization (DP) sub-scales, and ? 31 on Personal Accomplishment (PA) sub-scale of the MBI-HSS. EpiData version 3.1 was used for data entry while SPSS version 20 and STATA version 13 for windows were used for data analysis. Both univariable and multivariable binary logistic regression analyses were conducted. The degree of association between variables was assessed using odds ratio (OR) with 95% confidence interval (CI) at two-Tailed p-value of < 0.05. Result: Of 144 medical students took part, 34.0% had symptoms of burnout. Regarding domains of burnout, 61.8% scored high on EE, 47.9% scored high on DP and 59.7% scored low on PA. Dissatisfaction with practice lecturer (AOR = 3.8, 95% CI (1.3, 11.6)), moderate social support (AOR = 0.2, 95% CI (0.1, 0.8)), and satisfaction with their education (AOR = 0.1 95% CI (0.0, 0.7)) were associated with burnout. Conclusion: More than one-Third of medical students at DBU had burnout. Individual and organizational level interventions targeting students who had poor social support, dissatisfied by their lecturer at the hospitals and their education are recommended. © 2019 The Author(s).
Parents and their children’s choice of school science subjects and career intentions: a study from Mauritius
by Jayantee Naugah
Background: Varied and complex forms of parental influence may shape young people’s decisions about whether or not to study science once it is no longer compulsory in school. Purpose: This study attempts to identify the role of parents in influencing the choice of science subjects in Mauritius among students at the end of the third year of secondary education, the level up to which science is a compulsory subject, and to see whether such influence depends on students’ social backgrounds. There is a low uptake of science beyond the compulsory level and this is a matter of concern in the present knowledge-based society. Sample: The study was undertaken in four purposely selected schools in Mauritius, two mixed-sex and two girls’ schools. 135 questionnaires were administered to the parents of the students in the four schools. Results: Analysis of the data indicated that parents on the whole believed that they did not influence their children in the choice of subjects or eventual careers, though they held science in high esteem. These findings were independent of students’ social backgrounds. Conclusions: In interpreting these findings, we discuss what is meant by ‘influence’ and propose a new categorisation of this. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Factors affecting the adoption of e-learning technologies among higher education students in Nigeria: A structural equation modelling approach
by M Nasiru Yakubu
The aim of the study is to investigate factors that influence the adoption and use of educational technology by students of a higher education institution in developing countries. The study employed the unified theory of acceptance and use of technology (UTAUT). The online survey method was used to collect data from 286 students of a higher education institution in Nigeria. The maximum likelihood method based on structural equation modelling (SEM) using IBM Amos 22.0 application was used to analyse the data. The study determined that performance expectancy and effort expectancy (p < 0.001) were significant factors in influencing the behavioural intention to use Canvas. Social Influence was deemed to be a statistically non-significant factor in influencing behavioural intentions as (p > 0.05). Facilitating conditions and behavioural intentions were determined to be salient factors that positively influence the actual usage of Canvas by the students. The results from the data obtained partially support the UTAUT’s ability to explain the factors responsible for the acceptance of educational technology in developing countries, in Nigeria to be specific. Furthermore the study contributes to the formulation of approaches and guidelines to enhance the adoption of educational technologies in developing countries. © The Author(s) 2018.
Facilitating professional mobile learning communities with instant messaging
by Titilayo Dorothy Odetola
Although Mobile Instant Messaging (MIM) is a massive communication phenomenon and its educational use can be seen as a genuine form of mobile learning, it has been studied to a limited extent to date. The present study examined the use of MIM to engage young professionals in mobile learning communities during their school-to-work transition. This transition is one of the most central but also challenging developmental phases marked by the experience of knowledge gaps and a lack of belonging. To assess knowledge and socio-professional learning effects associated with the use of MIM, this study adopted a quasi-experimental, survey-based approach with an intervention and control condition (n = 114) in the setting of an international research project. In the intervention condition, newly graduated nurses from Nigeria participated in WhatsApp groups in which moderators shared knowledge and stimulated professional discussions over a period of 6 months. Data were collected via online surveys and knowledge tests. The findings show that participants in the moderated WhatsApp groups had significantly higher knowledge and exhibited fewer feelings of professional isolation compared with the control group, which was not subject of any treatment. The effects were even more pronounced when controlling for active contributions (writing vs reading messages), which also amounted to significantly higher levels of professional identification. In addition, across intervention and control groups, the self-reported general active use of WhatsApp (outside of the intervention) was positively associated with the measures of professional social capital maintained with school connections, professional identity, (lower) professional isolation, job satisfaction, and the perceived transfer of school knowledge to work practice. Whereas knowledge and socio-professional effects can be triggered through moderated WhatsApp interventions yet the general (and thus informal) use of WhatsApp is associated with socio-professional connectedness. The findings are of particular relevance in the developing context under investigation, which is marked by a lack of alternative support structures. © 2018 Elsevier Ltd
Comparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom
by Lisnet Mwadzaangati
This qualitative case study examined similarities and differences between circle geometric proof development tasks set up in the Malawian Grade 11 mathematics textbook, and those that are set up and implemented by teachers in the classroom. Data generation included analysing the content of circle geometry proof tasks from the mathematics textbook and video recordings of geometric proof development lessons taught by three teachers. The Mathematics Discourse in Instructional Framework for Textbook analysis (MDITx) by Ronda and Adler and the framework for analysing the level of cognitive demands of mathematical tasks by Smith and Stein were used to identify and analyse the mathematical tasks as set up by the textbook and as set up and implemented by three Malawian secondary school mathematics teachers in the classroom. The findings revealed that the textbook presented the geometric proof development tasks at a high level as they included both empirical exploration tasks and formal proof tasks. Despite this task setup in the textbook, only one teacher involved the learners in empirical exploration tasks and maintained the high cognitive level of the tasks during instruction. The other two teachers only presented the formal proof tasks. Although the formal proof tasks that were set up by the two teachers were of a high cognitive level, the procedures that were used during task implementation resulted in reduction of the cognitive level of the proof tasks. I therefore conclude that teachers' ability to set up and implement high cognitive level tasks that promote learners' understanding and discovery of deductive geometric proofs depends not only on the availability of a good quality textbook, but also on the teacher's conceptual ability to make effective use of textbook content. © 2019 AOSIS (pty) Ltd.
Acceptability and challenges of introducing an educational audio-drama about gender violence and HIV prevention into schools in Botswana: an implementation review
by Nobantu Marokoane
Structural interventions for HIV prevention are typically complex and evaluation should include measurement of implementation. In a trial of a structural intervention for HIV prevention in Botswana we trained teachers to use an audio-drama about gender violence and HIV (BVV). We measured the use of BVV by the trained teachers, and the factors related. In three-day workshops we trained guidance teachers in primary and secondary schools to use the 8-episode BVV audio-drama, that covers gender, gender violence and HIV. One to two years later, two interviewers visited schools and administered an electronic questionnaire to the head teacher and to the BVV-trained teacher. Most teachers (70%, 72/103) had used the BVV materials and reported a positive response from students. Primary school teachers were less likely to have used BVV (adjusted odds ratio (ORa) 0.24, 95% cluster adjusted confidence interval (CIca) 0.07-0.88). Teachers in schools with a working MP3 player were more likely to have used BVV (ORa 3.75, 95% CIca 1.11-12.70). Implementation was much lower in one district (ORa 0.12, 95% CIca 0.04-0.36), related to language constraints. The main difficulty was lack of time, especially in primary schools. These findings could inform rollout of the BVV programme in schools. Abbreviations: BVV: Beyond Victims and Villains audio-drama; CI: Confidence interval; OR: Odds ratio. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
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