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Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution?
Suicide among university students: prevalence, risks and protective factors
Suicide among university students: prevalence, risks and protective factors
by Frances Emily Owusu-Ansah
Keep ReadingThe effect of educational intervention on shaping safe sexual behavior based on problem-based pedagogy in the field of sex education and reproductive health: clinical trial among adolescents in Tanzania
Sexual behaviour and domestic violence among teenage girls in yakurr local government area, cross river state, Nigeria
Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
Strengthening Teacher Education in Tanzania: Student-Teachers' and Tutors' Satisfaction with College Facilities and Environment
Dataset of Child schooling/ Out-of-school children in households in Kwara State, Nigeria
Dataset of Child schooling/ Out-of-school children in households in Kwara State, Nigeria
by Ojuolape, Adebayo Mohammed
Keep ReadingPerceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'
Tackling girls dropping out of school in Malawi: Is improving household socio-economic status the solution?
by Esme Kadzamira
This study used primary data from rural primary schools in Malawi and administrative data from the Malawi Education Management Information System to explore the impact of school bursaries and socio-economic status on girls dropping out of school. Lack of money to pay for school fees was a major reason for the high girl school dropouts. School bursaries appeared to help keep more girls in school and girls from households with better socio-economic status were less likely to drop out of school. The Malawi Government and its development partners should extend bursaries to needy girls in all secondary schools. Promotion of programmes that enhance household socio-economic status in rural areas should enable households to be financially capable of schooling their children. © 2020 Elsevier Ltd
Suicide among university students: prevalence, risks and protective factors
by Frances Emily Owusu-Ansah
Background: Research evidence on suicide in Ghana so far has focused mostly on suicide in the adult population and less work on the younger population such as university students and other vulnerable groups such as children, youth and the aged. Aims: This study was conducted to determine lifetime and current prevalence of suicidal ideation or attempts and identify the associated risks and protective factors among university students in Ghana. Methods: Using a cross-sectional design, 1003 university students (507 males and 496 females) with a mean age of 20.5 years (SD = 5.95) were administered questionnaires that measured suicide, psychological distress, self-esteem and subjective wellbeing. Results: We found the following prevalence rates of suicidal behaviours: ideations 15.2%, attempted 6.3%, death wishes 24.3% and suicidal plan 6.8%. Psychological distress was a risk factor for both suicidal ideation and suicidal attempt. Subjective wellbeing was protective of suicide attempt while self-esteem was protective of suicidal ideation. Conclusions: These findings underscore the need for school-based mental health-promoting programmes that enhance young people’s self-esteem, reduce psychological distress and boost subjective wellbeing. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The effect of educational intervention on shaping safe sexual behavior based on problem-based pedagogy in the field of sex education and reproductive health: clinical trial among adolescents in Tanzania
by Millanzi, Walter C.
Background: The majority of adolescents are currently becoming sexually active before their 18th birthday having to battle with unsafe sexual behaviors, teenage pregnancies, sexually transmitted infections, and school dropouts. The study designed and tested the effect of integrated reproductive health lesson materials in a Problem-Based pedagogy (PBP) to enhance safe sexual behaviors among adolescents in Tanzania. Methods: Clustered Randomized Controlled Trial was adopted among 660 adolescents in Tanzania. The study consisted of three research arms including pure PBP, Hybrid PBP, and Lecture-Based Pedagogy (LBP). Sexual-risk Behavior Beliefs and Self-esteem Scale adopted from previous studies measured adolescents' sexual behaviors. A Statistical Analysis Software (SAS) version 9.4 was used to analyze data. Descriptive analysis established adolescents' socio-demographic profiles. Generalized Estimating Equation (GEE) determined the effect of interventions on adolescents' intentions to practice safe sexual behaviors at a 95% confidence interval and a significance level of 5%. Results: Adolescents' mean age was 15 ± 1.869 years. Sums of 57.5% (n = 380) were females. 39.5% of adolescents were sexually active whereas 44.8% of them initiated sexual intercourse by the age between 10 and 12 years. The end-line findings showed that 54.9% of adolescents in the LBP group demonstrated a significant intention to unsafe sexual behaviors against 26.3% and 30.9% of adolescents in the pure PBP and Hybrid PBP groups respectively. The Difference-In-Difference odds ratio for unsafe sexual behavior among adolescents in the Hybrid PBP and pure PBP was less (AOR = 0.30; p < 0.0001; 95%CI: 0.1398, 0.5559) and (AOR = 0.30, p < 0.0002; 95%CI: 0.1386, 0.5487) contrary to a control group respectively. Conclusion: The integrated RH lesson materials in a PBP can change a spectrum of sexual behavior among adolescents in Tanzania. This study suggests school teachers and health workers work together to facilitate RH lessons using PBP to enhance safe sexual behaviors among adolescents for their healthy adulthood and future investment. Trial registration:Pan African Clinical Trial Registry identifier: PACTR202009656160779. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Sexual behaviour and domestic violence among teenage girls in yakurr local government area, cross river state, Nigeria
by Isokon Brown Egbe
The study investigates the relationship between sexual behavior and domestic violence among teenage girls in Yakurr Local Government Area, Cross River State, Nigeria. The study used one research objective and hypothesis to guide the study. Literature was reviewed in accordance with the research variables. Population of the study was basically teenage girls, between ages 13-17 years from the study area. The research instrument used to elicit information from respondents was the questionnaire. The study adopted a survey research design while a sample of 215 respondents was randomly sampled from thirteen council wards that constitute Yakurr. Stratified and simple random sampling technique were adopted. The Pearson product moment correlation analysis was used to test research hypothesis. The results revealed that there is high rate of sexual immorality including premarital sex, illicit sex, rape and homosexuality among teenage girls, leading to high rate of teenage pregnancy, rampant school drop-out and restiveness. Based on these findings, it was recommended that social work intervention measures such as counseling, awareness creation, sensitization, behavioral change process and vigorous campaigns should be organized for teenage girls in the area, so that they would be aware of the dangers of immoral sexual behavior and to avoid the consequences that attend it. Besides, sex education should be vigorously embarked upon to effect behavior modification among the teen girls. © 2020 Sciendo. All rights reserved.
Corrigendum: Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius
by Ramasawmy, Savila T.
In the original article published, Veerabudren, S., Kritzinger, A. & Ramasawmy, S.T., 2021, ‘Teachers’ perspectives on learners with reading and writing difficulties in mainstream government primary schools in Mauritius’, South African Journal of Childhood Education 11(1), a1023. https://doi.org/10.4102/sajce.v11i1.1023, Salome Geertsema and Mia le Roux was not included as authors in the published article. The corrected authorship list, associated affiliations and the Author Contributions Statement appears below. Authors’ contributions S.V., A.K., S.G. and M.L.R. authors planned the study; S.V. Collected the data and wrote the article. A.K. reviewed the manuscript. S.T.R. carried out the statistical analysis and reviewed the manuscript. All authors provided critical feedback and helped shape the research, analysis and manuscript. The authors apologise for this error. The correction does not change the study’s findings of significance or overall interpretation of the study’s results or the scientific conclusions of the article in any way. © 2022. The Authors.
Strengthening Teacher Education in Tanzania: Student-Teachers' and Tutors' Satisfaction with College Facilities and Environment
by Calvin Zakaria Swai
Assessing customers' satisfaction with service quality has been a common practice that allows leaders and managers to improve service delivery to the customers in business studies. In education, the measurement of student satisfaction has received popularity and so does the satisfaction of teaching staff. Studies examining student teachers' and tutors' satisfaction with service quality particularly in teacher education are scant. The aims of this study are threefold: to determine the level of support that the Teacher Education Support Project (TESP) provides to strengthen teacher education in Tanzania; to explore the student teachers' and tutors' perceptions and satisfaction with the facilities and overall college environment in public TCs and to determine the factors explaining student teachers' and tutors' satisfaction with service quality. A survey study involving 2772 student teachers and 302 tutors from all 35 public TCs was conducted in the Tanzania Mainland. The study findings revealed that the TESP has provided significant support of textual and non-textual facilities and learning materials in all public TCs. Besides, student teachers' satisfaction is most strongly predicted by in-class teaching aids and practical materials albeit other factors such as library and ICT facilities had a considerable prediction. Whereas tutors' teaching strategies made a significant contribution in regression analysis to explain student teachers' satisfaction Tutors' satisfaction was most strongly explained by ICT-supported teaching environments followed up by teaching aids and science facilities. The study concludes by proposing that the measurement of student teachers' and tutors' satisfaction be approached and improved separately. Implications for these findings are discussed.
Dataset of Child schooling/ Out-of-school children in households in Kwara State, Nigeria
by Ojuolape, Adebayo Mohammed
This article presents data from the survey of 1120 households across the three senatorial districts in Kwara State, Nigeria, in 2022. The data has information on the head of house-holds, individuals in the households, household demographic characteristics, community characteristics, education, house-hold head employment status, and the standard of living. The questionnaire includes both open-ended and close-ended questions.The data is available in excel, and the coding explanation/ interpretation is presentable in a table. This data is important for studies on child schooling en-rollment, education attainment, and studies of United Na-tions Sustainable Development Goals, precisely goal four (UNSDG4).(c) 2022 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ )
Perceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'
by Tella A.
This study investigated predictors of Massive Online Open Courses (MOOCs) utilization by distance education librarians and drew out implications on library services in distance learning in Eswatini'. Eswatini is a small country in the Southern part of Africa where only a few studies on MOOCs have been conducted focusing on perceived usefulness, institutional reputation, and tutors/advocacy as they exert influence on MOOCs utilization. Therefore, a census of all available 41 librarians running distance education through MOOCs platform was taken as a sample for the study. The questionnaire was used for the collection of data while data collected from the respondents were analyzed using multiple correlation, ANOVA, and multiple regression. The results demonstrated that the three variables perceived usefulness, institutional reputation, and tutors’ advocacy had a significant positive impact on distance education librarians’ utilization of MOOCs and these have significant implications on library services provision in distance education and for distance learners. © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.
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