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Analyzing the current English language teaching materials in line with the academic and professional needs and interests of diploma theology students
Associations between exclusive breastfeeding duration and children’s developmental outcomes: Evidence from Siaya county, Kenya
Assessing academic librarians’ awareness on the importance and knowledge of collection development policy in Nigeria
Relationship between students' scores on plain questions and worded problems in mathematics
Applying social cognitive theory to placement learning in business firms and students' entrepreneurial intentions
Analysis of Mathematics Lesson Planning Framed by the Teachers’ Pedagogical Content Knowledge
The impact of Menstrual hygiene management and gender on psychosocial outcomes for adolescent girls in Kenya
Mental Health in Kenyan Schools: Teachers’ Perspectives
Analyzing the current English language teaching materials in line with the academic and professional needs and interests of diploma theology students
by Deressa, Wakgari
The study analyzed the current English language teaching/learning materials in line with the academic and professional needs and interests of diploma theology students. The study was a descriptive survey that made use of a mixed-method approach. Thus, the researcher employed convergent parallel mixed method design. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were second and third-year diploma theology students, former theology students, and English as a Foriegn Language instructors. All the students(112) were chosen using comprehensive sampling technique, and five former theology students who were working as priests and evangelists were chosen using the snowball technique to fill out the questionnaire. EFL teachers were also chosen for the interview. Additionally, the skills of three units of the current English language teaching materials were evaluated using the checklist. The reliability of the questionnaire were checked using Cronbach Alpha, and the quantitative data were analyised using SPSS version 22. The study revealed that both students and EFL teachers perceived the teaching materials as they less assist the students in their academic and professional contexts. Finally, the researcher recommended that preparing teaching materials that fit the needs and interests of the students.
Associations between exclusive breastfeeding duration and children’s developmental outcomes: Evidence from Siaya county, Kenya
by Onyango, Silas
BACKGROUND: Exclusive breastfeeding (EBF) during the first 6 months of life is widely promoted as a key strategy to enhance child health, growth, and development. Even though a high proportion of children in Kenya are currently breastfed exclusively, there is little evidence regarding the developmental benefits during the first year of life. This paper aims to fill this gap by establishing an association between EBF and early childhood developmental outcomes among children below the age of 6 months in Kenya. METHODS: We used data collected as part of a cluster-randomized controlled trial conducted in Bondo sub-county in the western part of Kenya to assess the associations between EBF and development in the first year of life. The primary exposure variable was EBF, and the outcome variable was child development as measured by the Ages and Stages Questionnaire-Third Edition (ASQ-3). RESULTS: We analyzed data from 570 children aged below 6 months at the time of the interview. Breastfeeding children exclusively between 3 and 6 months was associated with 0.61 standard deviation (SD) higher ASQ-3 scores in the adjusted model. When specific domains were considered, in the adjusted models, EBF in the 3-6 months period was associated with 0.44 SD, 0.34 SD and 0.36 SD higher ASQ-3 scores in communication, gross motor, and problem solving domains, respectively. There were weak associations in the fine motor and social-emotional domains. CONCLUSION: EBF in the 3- to 6-month age range has significant positive associations with child development, especially for communication, gross motor, and problem-solving. Programs encouraging mothers to continue EBF in this period may have substantial benefits for children.
Assessing academic librarians’ awareness on the importance and knowledge of collection development policy in Nigeria
by Yakubu, Buhari
Despite the importance of collection development policy (CDP) in developing library collection, little has been written about the awareness and knowledge of those who are responsible for formulating, maintaining, and updating this policy, especially in Nigeria where collection development challenges seem to be rampant. Therefore, this study assesses Nigerian academic librarians’ awareness on the importance and knowledge of CDP and also determines whether academic librarians’ educational level and working experience influence their awareness on the importance and knowledge of CDP. The study employed a quantitative methodology using a survey research design. One hundred and thirty-six (I36) academic librarians were recruited from three selected academic libraries in the Northwestern zone of Nigeria using a random sampling method. A survey questionnaire developed based on the IFLA (2001) guideline for collection development policy was used to collect the data. Descriptive and Spearman correlational analyses were used to analyze the data. The findings of the study revealed that academic librarians had a high level of awareness on the importance and knowledge of CDP. The findings also revealed that academic librarians’ educational level influenced their awareness on the importance (p = .000) and knowledge of CDP (p = .009). However, academic librarians’ working experience did not influence their awareness on the importance (p = .100) and knowledge of CDP (p = .307). This study has contributed to the management of academic libraries by providing useful information on the importance and knowledge of CDP among academic librarians in Nigeria. The study suggests that various educational programs are necessary to continue to improve the awareness on the importance and knowledge of CDP among library professionals in Nigeria. © 2022
Relationship between students' scores on plain questions and worded problems in mathematics
by Uloku, O.P.A.
It appears that students find it easier to solve problems on plain questions than worded problems in mathematics. This led the researcher to study the relationship between students' scores on plain questions and their scores on worded problems. The study was correlational. A sample of 122 final year senior secondary school students was drawn through judgemental sampling technique from public secondary schools in Bayelsa and Delta states, south-south Nigeria. The instrument had five plain questions and five worded problems adapted from the May/June West African Senior School Certificate Examination questions examined in 2009,2010 and 2011. Students responded to questions in algebraic operations, arithmetic, trigonometry and geometry. Using mean and the product moment correlation statistics to analyze the scores from the two set of questions, it was discovered that scores from plain questions had no significant relationship with scores from worded problems. However, students had higher mean score on plain questions. It was recommended that students should be drilled in solving word problems in mathematics. © 2020 Ossai Peter Agbadobi Uloku. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/)
Applying social cognitive theory to placement learning in business firms and students' entrepreneurial intentions
by Nwosu, Hyginus Emeka
Building upon the social cognitive theory, this study examines the environmental and person factors that influence students' entrepreneurial intentions. Also, it examines the mediating effect of entrepreneurial self-efficacy and entrepreneurial creativity, and the moderating effect of entrepreneurial passion on placement learning in business firms and entrepreneurial intentions. Using time-lag data from 273 university students who had completed the placement learning programme in 71 business firms, we test the moderated mediation model. Findings indicate that the conditional indirect effect of placement learning in business firms on students' entrepreneurial intentions via entrepreneurial self-efficacy was significant and contingent upon the level of students' entrepreneurial passion (-1SD, Mean and +1SD), whereas, the conditional direct effect on students' entrepreneurial intentions was only contingent on entrepreneurial passion only on the average and high levels. Our study progresses the principles of social cognitive theory and links placement learning in business firms and entrepreneurial intentions.
Analysis of Mathematics Lesson Planning Framed by the Teachers’ Pedagogical Content Knowledge
by Moh’d, Salma Saleh
Lesson planning is considered to be an important and efficient tool for effective teaching and learning process. Preparations of effective lesson plan requires teachers to be competent in the pedagogical content knowledge (PCK). This study investigated how the mathematics teachers’ PCK impact their competences on designing effective lesson plans. Twelve in-service mathematics teachers from public secondary schools in Unguja-Island (Zanzibar) of Tanzania were involved. The data were collected using the reviewing of the teachers’ mathematics lesson plan documents and teachers’ interview. The data were analyzed in both quantitative and qualitative mode based on the lesson plan framework guideline (LPFG) and the criteria for better planning of the sections jointly with PCK abilities indicators. The percentage average of occurrence of the sections in the teachers’ designed lesson plan (DLP) and the percentage of occurrence of different category within the sections of the DLP in relation to the criteria were determined. Also, the challenges faced by the teachers in their DLP were identified. The result of the analysis revealed that the PCK competences of mathematics teachers are not good enough to impact their DLP, as some of their designing lesson plan sections were occurred inconsistently. Also, the implementation of PCK competences for effective mathematics teaching found to be at developing stage, as some criteria related to it were not clearly observed in their DLP. The study recommends the demand of in-service training for mathematics teachers on the implementation of teachers’ competences particularly PCK in the lesson plan designing for effective classroom practices. © 2022 The Author(s).
The impact of Menstrual hygiene management and gender on psychosocial outcomes for adolescent girls in Kenya
by Ndungu M.
This research measures the psychosocial impact of a Menstrual Hygiene Management (MHM) program in Kenya by assessing change in self-efficacy, authenticity, and hope in adolescent girls. Trained researchers administered baseline and end-line assessments, 16 weeks apart, to 311 participants in the Always Keeping Girls in School Program. The schools were assigned to one of three program versions: only period products, only menstrual health education, or both menstrual health education and period products; in all-girls or coed classes. When girls received MHM education and pads in coed classes, there was no change in their self-efficacy or hope scores, but in all-girls classes, self-efficacy and hope scores significantly increased. Authenticity in girls decreased in coed classes unless period products were distributed, and then girl’s authenticity scores increased. The role of gender in assessing change in self-efficacy, authenticity and hope has provided a useful frame for evaluating MHM programming. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Mental Health in Kenyan Schools: Teachers’ Perspectives
by Shahla Eltayeb
Introduction: This qualitative study, conducted in public primary and secondary schools, sought teachers’ perceptions of mental health concerns that are relevant in school settings. Based on the phenomenological theory, the study aimed to understand the teachers’ experiences of mental health problems in the schools and how they handled them. Method: The schools sampled represented rural, suburban, and urban sections of Kiambu County in Kenya. Data were collected through focus group discussions (FGDs). The researcher made summary notes from both audio-taped interviews and notes made by the research assistants and summarized the major themes. Results: Teachers reported that they were aware that students suffered from mental health problems. They recognized learning difficulties, externalizing problems, internalizing problems, bizarre behavior, and problem substance use among students. Teachers reported that lack of skills and time were challenges in dealing with student mental health problems. Conclusion: Teachers perceive a presence of mental health problems among the students. There is need for in-service training for the identification and referral and that school psychologists be employed to deal with student mental health problems. © 2019, Springer Nature Switzerland AG.
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