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Development and validation of a teacher awareness questionnaire about dyslexia
Teachers’ beliefs of the implementation of communicative language teaching at primary school level in Zimbabwe
School-community interventions to curb learner dropout: The perceptions of key education stakeholders in a rural South African school neighbourhood
Knowledge, attitude and seropositivity of hepatitis B virus among blood donors in the Bamenda Regional Hospital Blood Bank, Cameroon
The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda
Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria
Like a bridge over troubled landscapes: African pathways to doctorateness
Depression and Anxiety Symptoms, Social Support, and Demographic Factors Among Kenyan High School Students
Urogenital schistosomiasis burden in school-aged children in Tiko, Cameroon: a cross-sectional study on prevalence, intensity, knowledge and risk factors
Students’ perceptions towards the uptake of educational technologies in Christian Religious Education
Youth motivations to study agriculture in tertiary institutions
The effects of community-based distribution of family planning services on contraceptive use: The case of a national scale-up in Malawi
Students’ experiences and perceptions of online collaborative learning in two Kenyan universities.
Cultural resources, academic self-concept, and achievement of chemistry students in senior secondary schools of Calabar Municipality, Cross River State, Nigeria
Decolonizing Dance Teacher Education: Reflections of Four Teachers of Indigenous Dances in African Postcolonial Environments
“I’m Not Asking for Special Treatment, I’m Asking for Access”: Experiences of University Students with Disabilities in Ghana, Ethiopia and South Africa
An E-safety Framework for Secondary Schools in Zimbabwe
Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families
Doctoral boot camps: from military concept to andragogy
“We Can't Get Worms from Cow Dung": Reported Knowledge of Parasitism among Pastoralist Youth Attending Secondary School in the Ngorongoro Conservation Area, Tanzania
Transforming Higher Education Towards Economic Development: A Zimbabwean Case Study
Parental involvement and learners' performance in rural basic schools of Zambia
Parental involvement and learners' performance in rural basic schools of Zambia
by Simweleba, Never H
Keep ReadingThe impact of cultural factors on e-learning: Practical teaching of sanponna chants among yoruba youths in nigeria
Drawing the Line Between the Good and the Bad Effects of Superheroes in Early Childhood Education
Personality traits and occupational stress among special needs education teachers
Trial of Affordable Bone Conduction Headphones to Support a Deaf Child's Education in Malawi
Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania
Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate
Modelling university students' preferences and interconnectedness among various careers/occupations in Ghana
Developing Namibian Grade 8 Learners’ Conceptions of Fractions Using Visual Models
Beyond “carrots” and “sticks” of on-line learning during the COVID-19 pandemic: A Case of Uganda Martyrs University
Insights into E-information Resources (E-journals) Access Models in Higher Learning Institutions in Ethiopia
3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class
3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class
by Muhammad Alhaji Ibrahim
Keep ReadingFlipped learning enhance technical and professional skills facilitating employability: A review of the evidence
Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies
Exploring implementation of national special needs education policy guidelines in private secondary schools
Conceptualizing meaningful education: The voices of indigenous parents of young children
Schooling children with disabilities during COVID-19: Perspectives of teachers and caregivers in Ethiopia
Education for saving material culture: Challenge of promoting heritage education in a developing economy
Investigating the Relevance of Library Information Science Curriculum to Systems Librarians at Kenya’s Schools of Information Sciences
Sociocultural narratives and the anthropomorphic power of agency in a semiotic landscape
Teaching and learning bucket model: Experimented with mechanics baseline test
Assessing the level of work preparedness of final-year BSc quantity surveying students at university of Rwanda
Factors Influencing Oral Expression among Arabic Language Students of Nigerian Colleges of Education
Assessment of internal revenue generation techniques of public secondary school managers in Cross River State, Nigeria
In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry
Factors Affecting the Teaching of Comprehensive Sexuality Education among Secondary School Teachers
Spiritual intelligence and teachers' intention to quit: the mechanism roles of sanctification of work and job satisfaction
Development and validation of a teacher awareness questionnaire about dyslexia
by Okechukwu F.O.
Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children. Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia. Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria. Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics. Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p < 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia. Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition. Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention. © 2023. The Authors. Licensee: AOSIS.
Teachers’ beliefs of the implementation of communicative language teaching at primary school level in Zimbabwe
by Nyamayedenga, M.S.
Communicative language teaching (CLT) is considered as a teaching approach that assists learners to achieve communicative competence. However, it seems as though a major gap exists regarding how teachers’ beliefs affect the implementation of CLT in primary school. In the study reported on here, we examined how primary school teachers’ beliefs affect the way in which CLT is implemented in Zimbabwe using a case study of five purposively selected teachers. The analysis aimed to explore what the teachers believed about CLT and how their beliefs were reflected in their classroom practices. The study adopted an inductive thematic analysis that permitted an understanding of how teacher beliefs affected classroom practice through teacher–learner and learner–learner interactions. Data from classroom observations, interviews, documents and field notes were analysed to reveal the phenomenon under study. A major finding of this study reveals that teachers hold beliefs that are not in support of the use of CLT. These beliefs are pedagogical and methodological, and both influence the way in which CLT is implemented. Teachers had their own ideas about CLT and the activities that should be used when implementing it. The teachers’ beliefs were established through observing how teachers implemented CLT and through the knowledge that they had about the approach. In view of the foregoing major finding, it is recommended that teacher training colleges should not emphasise traditional methods of teaching but rather focus more on CLT as a teaching approach. © 2020, Department of General Linguistics, Stellenbosch University. All rights reserved.
School-community interventions to curb learner dropout: The perceptions of key education stakeholders in a rural South African school neighbourhood
by Ouda, JB
The study presented in this article gathered and examined the views of key stakeholders in rural South African secondary schools on strategies for curbing learner dropout. The investigation, which employed a qualitative case study research model, sampled 20 secondary school learners aged 17-20 (11 female, 9 male), 20 youth aged 17-22 (11 female, 9 male) who had dropped out of school, 10 School Governing Board (SGB) members (5 female, 5 male), and 20 teachers (9 female, 11 male), who were purposively sampled from two rural secondary schools engaged in tackling high dropout rates. Data were collected through face-to-face interviews with school dropouts and SGB members, and through focus group discussions with teachers and learners. The study revealed that the main strategies the two schools used to curb learner dropout include the National School Nutrition Programme (NSNP); the no-fee school system; counselling on personal and family challenges; attractive extra- or co-curricular activities; encouragement of parental involvement in school matters; and collaboration between the community and school leadership in monitoring learners. Based on their findings, the authors advocate for stronger school-community partnership, in which both the community and the school take shared responsibility for children's educational access and opportunity.
Knowledge, attitude and seropositivity of hepatitis B virus among blood donors in the Bamenda Regional Hospital Blood Bank, Cameroon
by Samje, M
Introduction: despite the existence of a preventive vaccine against hepatitis B viral (HBV) infection, approximately 250 million people are infected with the virus worldwide. This study aimed at evaluating the level of knowledge, attitude and seropositivity of the disease among apparently healthy, potential blood donors at the blood service of the Bamenda Regional Hospital Blood Bank. Methods: a cross-sectional study was carried out from March to May 2019 among 250 blood donors. Following screening for hepatitis B surface antigen (HBsAg) using the one-step HBsAg test strip, information on the level of knowledge and attitude towards the infection was obtained using a self-administered questionnaire. The correlation analysis was done to assess relationships between selected factors and knowledge of hepatitis B, p-value of 0.05 was considered as statistical significance. Results: the seropositivity of HBV was 6.4% (n = 16). Overall, 46.8% (n = 19) of the study participants had adequate knowledge while 76.3% (n = 31) had a positive attitude toward the disease. The highest seropositivity was observed in singles (7.1%; n = 13), primary school leavers (14.3%; n = 5), unskilled laborers (14.5%; n = 8) and replacement donors (9.33%; n = 7). The probability of being hepatitis B seropositive was higher in males, students (aOR: 8.8, 95% CI 0.7-96.1; p = 0.046) and those who had attained higher education (aOR: 3.2, 95% CI 0.8-12.7; p = 0.016). Independent factors responsible for higher odds of inadequate knowledge were being a male and attaining secondary education. On the contrary, students (aOR: 0.3, 95% CI 0.1-0.8; p = 0.012) and those with a history of blood donation (aOR: 0.5, 95% CI 0.2-0.9; p = 0.042) recorded lower odds of inadequate knowledge. Conclusion: the prevalence of hepatitis B among blood donors in this blood service is in the high intermediate category. Overall, the level of knowledge on this infection among these blood donors is average. These findings suggest that health education on HBV infection should be provided to the public as a major strategy to curb the infection.
The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda
by Kwarikunda, D.
Motivation and interest affect students’ learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students’ gender; and (c) to establish the extent to which students’ interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students’ interest was related to motivation for learning Physics. Lastly, although students’ interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students’ self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper. © 2020 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria
by Samuel N.N.C.
This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments - Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale - were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students' academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control. © 2021 Naomi N. C. Samuel and Ifeoma G. Okonkwo.
Like a bridge over troubled landscapes: African pathways to doctorateness
by Kumswa S.
This article is based on the journeys of four women who completed their doctorates in the discipline of Sociology. The four former doctoral students studied at the same distance education institution in South Africa, but they hail from Nigeria, Lesotho and Cameroon, respectively. Together with their former supervisor, autoethnography is used to reflect on their academic journeys. In addition to their academic journeys, they also had to navigate personal journeys that included being employed fulltime and regulating expectations towards completing the doctorate within their home country. Moreover, not only difficulties are highlighted but also strategies in overcoming obstacles, such as actively building various supportive networks. The journeys continue after completing a doctorate, for example, when visas to international conferences are denied to scholars with certain African passports. By focusing on the doctoral journeys and beyond, other inequalities in the global academic world is touched upon. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Depression and Anxiety Symptoms, Social Support, and Demographic Factors Among Kenyan High School Students
by Osborn, T.L.
Objectives: Depression and anxiety are leading causes of youth disability worldwide, yet our understanding of these conditions in Sub-Saharan African (SSA) youths is limited. Research has been sparse in SSA, and prevalence rates and correlates of these conditions remain scarcely investigated. To help address these gaps, this cross-sectional study assessed the prevalence of adolescent depression and anxiety symptoms in a community sample of high school students in Kenya. We also examined associations between those symptoms and psychosocial and sociodemographic factors. Methods: We administered self-report measures of depression and anxiety symptoms, social support, gratitude, growth mindsets, and life satisfaction to 658 students (51.37% female) aged 13–19. Results: Only the measures of depression (Patient Health Questionnaire-9), anxiety (Generalized Anxiety Disorder Screen-7), and social support (Multidimensional Scale for Perceived Social Support Scale) showed adequate internal consistency (Cronbach alpha > 0.70) in the study sample. Findings with these measures among Kenyan youths showed high levels of depression symptoms (45.90% above clinical cutoff) and anxiety symptoms (37.99% above clinical cutoff). Older adolescents reported higher depression and anxiety symptoms, as well as lower social support than younger adolescents. Females reported more anxiety than males, and members of minority tribes reported more anxiety than members of majority tribes. Conclusions: This study highlights the high prevalence of adolescent internalizing symptoms in Kenyan high school students, identifies important correlates of these symptoms, and illustrates the need for culturally appropriate assessment tools. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.
Urogenital schistosomiasis burden in school-aged children in Tiko, Cameroon: a cross-sectional study on prevalence, intensity, knowledge and risk factors
by Sumbele, IUN
Background This study aimed at determining urogenital schistosomiasis (UGS) prevalence, intensity, knowledge and risk factors in school-aged children (SAC) in the new endemic focus of Tiko, Cameroon. Methods A cross-sectional study including 389 SAC of both sexes aged 5-15 years was carried out between April and June 2018. A structured questionnaire was used to collect demographic data, clinical and predisposing factors. Urine sample collected was used to detect Schistosoma haematobium eggs by filtration technique and microhaematuria by Heme dipstick COMBI 11. Logistic regression model was used to determine risk factors of UGS. Results The overall prevalence of UGS was 37.0% (CI 32.4-41.9) and 32.6% (CI 28.2-37.5) were positive by egg excretion while 24.4% (CI 20.4-28.9) by haematuria. S. haematobium egg excretion and haematuria were significantly higher in males (P = 0.016; P = 0.049) and children 12-15 years old (P = 0.009; P = 0.002), respectively. The mean number of eggs per 10 mL of urine was 77.6 (https://doi.org/10.2) and ranged from 2 to 400. The proportion of light intensity of infection was higher (67.7%, CI 59.2-75.2) with no significant differences by sex, age and residence. However, the older children were more heavily infected when compared to the younger children, who had more of light infection. Overall, the mean knowledge score 1.42 (CI 1.32-1.51) on a scale of 6, was poor and the proportion of good knowledge of the disease (23.14%, CI 19.2-27.6) was low. Stream water contact (AOR = 4.94; P = 0.001) was the only significant risk factor identified. Conclusion Urogenital schistosomiasis is of public health concern among SAC in Tiko, Cameroon. Most participants have poor knowledge about the disease, hence education on vector-borne diseases and the avoidance of stream water contact should be implemented.
Students’ perceptions towards the uptake of educational technologies in Christian Religious Education
by Gitiha R.W.
The techniques and methods of teaching in Kenya have changed rapidly from traditional methods to contemporary, 21st century, technology-based approaches (Ashrafi et al., 2020). This development led to the introduction of several frameworks to support the application of numerous innovations in learning. However, the uptake of technology-supported teaching and learning, particularly in Christian Religious Education (CRE), remains low. Recent research indicates that the application and utilization of these technologies in CRE are minimal because of the perceptions of key stakeholders, including teachers, students, and school administrators. Educational technologies not only enhance the quality of learning but also contribute to deepening of religious knowledge and insights, fostering the development of moral values and beliefs. Therefore, this study investigated the relationship between students’ perceptions and the uptake of educational technologies in CRE in Embu County, Kenya. This study sampled 300 students from 30 public secondary schools using a descriptive cross-sectional survey design and multistage random cluster sampling methods. Data were collected using a semi-structured questionnaire and analyzed using descriptive and inferential statistics. The results showed a significant weak positive relationship between students’ perceptions and their uptake of educational technologies in CRE (r = 0.002, p = 0.01 and R2 = 0.032). The findings of this study imply that initiatives aimed at increasing the uptake of educational technology should be specific, lucid, and tailored to the perceptions, ideas, opinions, experiences, and diverse needs of students. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Youth motivations to study agriculture in tertiary institutions
by Inegbedion, G.
Purpose: Against the backdrop of a worldwide decline in entry into agricultural courses, we investigate the factors that motivate young people to continue studying (and not to drop out from) agricultural courses in tertiary institutions. Methodology: A cross-sectional survey was used. Questionnaire data were collected from 967 students within four universities in Southwest Nigeria. Motivation was measured using a 5-point Likert scale, designed with insights from the Self-Determination Theory (SDT). Data was analysed using descriptive statistics and Principal-Axis factoring. Findings: All four extrinsic motivational types, as espoused in the SDT, were identified as factors, of which Identified regulation had the strongest influence. Among the identified regulation items, acquisition of entrepreneurial skills, opportunity to learn about innovations, and self-employment prospects after graduation were the strongest drivers. Practical implications: The findings stress the importance of making agricultural courses more business-focused, with hands-on skills on agri-innovations and agri-entrepreneurship. It also indicates the influence of socio-environmental context on youth behaviours. Policies needs to be more holistic and systematic in to support agri-entrepreneurship development and self-employment opportunities for agri-graduates. Theoretical implications: Youth motivation to study agricultural courses in tertiary institutions has not been adequately researched and theorized, especially in the Sub-Saharan African (SSA) context. Our study indicates that SDT provides a useful lens to examine this issue. Originality/value: To the best of our knowledge, this study is the first of its kind in the SSA context. It not only contributes to the agricultural education literature, but also to the wider education literature through the application of the SDT theory in a new field. © 2020 Wageningen University.
The effects of community-based distribution of family planning services on contraceptive use: The case of a national scale-up in Malawi
by Steven P.Masiano
Rationale: Although many sub-Saharan African countries have scaled-up pilot projects of community-based distribution (CBD) of family planning services, the effects of the scaled-up CBDs on contraceptive use remain unclear. Objective: We leveraged a national scale-up of Malawi's Learning and Innovation Population and Family Planning pilot to evaluate the effects of a scale-up of CBDs on contraceptive use. We also investigated whether education and income, two important determinants of contraceptive use behaviors, moderate the effects of the scaled-up CBDs. Method: We used the 2000/2004 and 2010/2016 Malawi Demographic and Health Surveys (N = 57,978) and difference-in-differences analyses to estimate the effects of the 2005 national scale-up of CBDs on modern contraceptive use. We used rural and urban communities as the intervention and comparison groups because the national CBDs were implemented only in rural communities. Contraceptive use is defined as the current use of any modern contraceptive method (e.g., pills) and was modelled using multilevel logistic regression. Results: Prior to the implementation of the national scale CBDs (2000/2004), the probability of using contraceptives was 21.5% in rural communities and 26.3% in urban communities. After the scale-up (2010/2016), the probability of using contraceptives increased in both rural and urban communities but was greater in rural communities (44.9% vs. 42.9%). The effect attributable to the national scale CBDs was 6.8 percentage points (95% CI [3.3, 9.7]). The effects of the national CBDs were greater among uneducated and low-income women. Conclusions: These findings suggest that national CBDs increase overall contraceptive use, particularly in rural communities, and that poor and uneducated women benefit more from family planning interventions that reduce communication and financial barriers. © 2019 Elsevier Ltd
Students’ experiences and perceptions of online collaborative learning in two Kenyan universities.
by Kiarie, C.
Modern advancements in technology have diffused into the higher education sector with electronic communication platforms being used for learning in these institutions. While course instructors are utilizing these platforms in Kenyan universities, there is a dearth of evidence on students’ experiences and perceptions of online collaborative learning tools. As such, this study sought to establish the experiences and the perceptions students have of one of the tools, namely blogs, as a learning and collaborative tool. A questionnaire with both closed and open-ended questions was administered to 71 students from a public and a private university in the country. The findings indicate that blogging enhanced interaction among fellow students and instructors and encouraged students to research further outside the classroom. However, students also experienced challenges in blogging, such as a lack of adequate infrastructure and slow internet speed. The study recommends that instructors should adopt the use of collaborative learning tools as teaching and learning moves from physical interaction to online platforms. In addition, institutions should mitigate the challenges faced by the students. This is especially so considering that students have a positive perception towards online collaborative learning. © 2020 University of Johannesburg. All right reserved.
Cultural resources, academic self-concept, and achievement of chemistry students in senior secondary schools of Calabar Municipality, Cross River State, Nigeria
by Nja, Cecilia Obi
This paper investigated cultural resources, academic self-concept, and achievement of chemistry students in a senior secondary school in Nigeria. Research questions and hypotheses were formulated to direct the study. A quasi-experimental factorial design was used in this study, which had a sample size of 90 senior secondary chemistry students. The Academic Self-concept Questionnaire (ASCQ) and Chemistry Achievement Test (CAT) were used in this study. The reliability of ASCQ was done using Cronbach Alpha and it was 0.80 while the reliability of CAT was done using Kuder Richardson formula 20 and had a coefficient of 0.79. The results obtained were analyzed using a dependent t-test and analysis of variance (ANCOVA). Analysis of data showed that the academic self-concept of the students increased after using cultural resources and the experimental group gained more than the control. This study found that cultural resources made the learning of chemical concepts easy to comprehend as the materials were things that the learners were familiar with. This study recommends, among others, that teachers use cultural resources in teaching chemistry.
Decolonizing Dance Teacher Education: Reflections of Four Teachers of Indigenous Dances in African Postcolonial Environments
by Mabingo, A.
Indigenous dances in communities that underwent European colonialism and Christianization are currently practiced in environments that still carry colonial legacies. Without formal dance teachers’ training programs and frameworks, individuals in postcolonial Africa have leveraged local resources, social experiences, and individual innovation to transform into indigenous dance teachers and decolonize their pedagogies. This article draws on narrative inquiry to critically examine reflections of four teachers of indigenous African dances. It investigates how they have constructed teaching competencies in local communities of dance practice. The analysis shows that the complex contexts of practice, participation and agency in dance activities, and reflections on practices framed pathways for self-guided discovery and formulation of decolonized and decolonizing pedagogic philosophies. The various contexts of practice unveil unique experiences and opportunities that individuals leverage to construct and contextualize dance pedagogies. The article offers perspectives that individuals dance educators and dance education institutions can use to decolonize dance education, dance teacher training, and professional development. © 2020 National Dance Education Organization.
“I’m Not Asking for Special Treatment, I’m Asking for Access”: Experiences of University Students with Disabilities in Ghana, Ethiopia and South Africa
by Peter Ndaa
It is often challenging for youth with disabilities to access university education in Africa, and for those who manage to make it to university, while there, their experiences are still not barrier-free. The purpose of this study was to uncover the experiences of the barriers and facilitators to inclusion for youth with disabilities in universities in South Africa, Ghana and Ethiopia. This qualitative project applied a critical, participatory research approach to exploring youth experiences. Youth with disabilities and their colleagues conducted seven focus group discussions, with an average of five students in each focus group, and we used a qualitative descriptive method to analyze data. The findings uncovered similarities and differences in the barriers and facilitators to inclusive education among students with disabilities across all sites. Participants noted limited financial support and university services, and how inaccessible spaces and harmful attitudes are all barriers that hinder their access to education and inclusion. The identified facilitators include support systems and self-directed facilitation. Although the students self-advocated and reported some support to assist in their inclusion in university, it was still insufficient. Notably, some universities are making a concerted effort toward inclusion and accessibility, but more work needs to be done. © 2023 by the authors.
An E-safety Framework for Secondary Schools in Zimbabwe
by Moyo, A
Use of Information and Communication Technologies (ICTs) offers extraordinary opportunities for society, particularly in the education sector. Many schools in Zimbabwe are now allowing the use of ICTs devices by learners in order to access the Internet and share educational material. However, there is considerable evidence that through use of ICTs, learners will be exposed to different ICTs risks. Learners using ICTs may face Internet and social media related risks which may expose them to inappropriate content, communicating and meeting strangers, cyberbullying, ICTs addiction and cyber-harassment. Sadly, most parents, teachers and learners do not have knowledge and expertise to mitigate these ICTs risks. As such, this research aims to develop an Electronic Safety (E-Safety) framework for Secondary Schools in Zimbabwe that teaches and safeguards learners from ICTs related risks. Researchers used a qualitative research method to gather information on the use of ICTs, risks faced by learners and how these risks can be mitigated. A case study of two secondary schools in Zvishavane District (Zimbabwe) was used. Data was collected using face-to-face interviews and questionnaires from learners. Data from teachers, parents and officials from Ministry of Primary and Secondary Education, Child Protection Services and Ministry of Information Communication and Technology, Postal and Courier Services was collected using face to face interviews. Collected data was analysed using thematic analysis. A framework was then designed by researchers based on the results from the thematic analysis and reviewed by two experts.
Using a phone-based learning tool as an instructional resource for initial literacy learning in rural African families
by Nshimbi, J. C.
Background: Despite increased enrolments at primary schools in Zambia, more than half of the children in Grades 1-4 are unable to meet the required minimum standards for literacy. Aim: The study set out to examine the effects of using a phone-based mobile literacy game (Graphogame) to improve literacy skills in children and adults in rural family settings. Setting: The study was conducted in the Katete District, a rural town in the eastern province of Zambia. Methods: Participants were 73 Grade 2 learners (52% boys, mean age 9 years and 48% girls, mean age 10 years) and 37 parents (mean age 36 years). Three literacy tests, measuring letter-sound identification, phonological awareness, spelling competence and word recognition, were administered to both the children and parents. Parents also reported on their level of education, familiarity with smart phone use, availability of home reading materials and home literacy activities. Results: The findings showed that children who were exposed to the Graphogame performed better than the control group on all literacy measures. Furthermore, parent's performance on the tests improved after the intervention. Conclusion: The findings suggest that technology can improve literacy skills in both children and adults in rural areas of Zambia.
Doctoral boot camps: from military concept to andragogy
by Vikash Rowtho
Purpose: The purpose of this paper is to study the use of writing boot camp cycles with differentiated facilitation in promoting a research culture within an academic setting by investigating its effectiveness and challenges amongst early career researchers. Design/methodology/approach: This research takes a case study approach within a teaching-focussed private institution moving towards teaching and research. A mixed-method approach captured insights of academics' feelings and perceptions at different stages of the boot camps. Participants set their writing objectives prior to the programme. The initial writing boot camp was followed by a post-programme survey. Two months later, a focus group was conducted and the outcomes were used to refine the subsequent boot camp session. Findings: The findings confirmed that writing boot camps are beneficial in enabling staff members to progress in their writing and in building a research culture. The study further highlighted some of the associated challenges. Research limitations/implications: This study used only the largest private institution in the country as a case. Practical implications: This paper highlights some of the key considerations and challenges for practitioners who wish to run effective writing boot camps, e.g. environment, facilitation, debriefing, frequency and duration. Originality/value: This study introduces the concept of “Writing Boot Camp Cycles” coupled with “Differentiated Facilitation” to enhance the output of writing boot camps while at the same time promoting a research culture. © 2020, Emerald Publishing Limited.
“We Can't Get Worms from Cow Dung": Reported Knowledge of Parasitism among Pastoralist Youth Attending Secondary School in the Ngorongoro Conservation Area, Tanzania
by Olemshumba, S.
Records at the Endulen Hospital in the Ngorongoro Conservation Area (NCA), Tanzania, reveal that soil-transmitted helminth infections and protozoa are consistently in the top ten diagnoses for Maasai pastoralists, indicating a significant public health concern. Nevertheless, Maasai pastoralist adaptations to life in close proximity to livestock and to unreliable access to water raise important questions about experiences of, and resiliency to, parasitic infections. Though these infections are particularly prevalent among youth in low-and middle-income countries (LMIC), a focus on resiliency highlights local capacity to recover from and prevent illness. For instance, how is human parasitism perceived and experienced among communities displaying behaviours that studies have associated with transmission of diarrhoeal diseases, such as open defecation? Among these communities, how is parasitism seen to impact the health and development of children? And, what resources are available to endure or mitigate this heavy disease burden among affected communities? This study draws on formative research carried out in May 2014 in anticipation of an innovative school-based and youth-driven water, sanitation and hygiene education intervention rolled out in two boarding schools in the NCA in subsequent months. The initiative is grounded in a One Health approach to health promotion, drawing on partnerships in medicine, public health and veterinary medicine to appreciate the unique interactions between humans, animals and the environment that shape well-being among pastoralist communities. Qualitative data generated through group discussions with secondary school youth (n=60), Maasai teachers (n=6) and a women's group (n=8) in the NCA convey existing knowledge of the prevalence, prevention and treatment of human parasitism. An underlying principle of the larger initiative is to engage youth as creative agents of change in developing and sustaining locally relevant health promotion strategies. Findings highlight practical knowledge around certain 'neglected tropical diseases', namely helminths, among pastoralist communities in the NCA, in turn feeding into the development of the science fair and related interventions.
Transforming Higher Education Towards Economic Development: A Zimbabwean Case Study
by Mpofu S.
This study is a systematic review of research on higher education in Zimbabwe, in particular, it assesses the contribution of higher education towards engendering socio-economic development. This is achieved through identifying higher education activities prioritised in research during the study period which spans a three-year period from 2021 to 2023. This period comes just after the introduction of Education 5.0, which includes innovation and industrialisation. Furthermore, the articles are assessed on whether they address socio-economic development issues. A total of 41 abstracts of research articles were subjected to qualitative content analysis. The findings reveal five major activities that research has focussed on in priority order: teaching and learning; quality in education; management operations and policy; knowledge and research; and equity and equality. Furthermore, while the analysis indicates that the prioritised activities contribute towards socio-economic development, the nuances of balancing political, individual and epistemic priorities affecting higher education institutions are brought to the fore. The identified activities underscore the need for interventions at national, institutional, departmental and individual lecturer levels. However, there are concerns about the de-prioritisation of gender equality and equity in higher learning institutions in Zimbabwe. In conclusion, the research topics not only highlight the complexities and the dynamics faced by higher education institutions in Zimbabwe in playing their expected role of contributing to socio-economic development but also the need to foreground specificity to allow for the identification of effective interventions and processes required to support higher education’s goal of contributing towards economic growth. The study further concludes that the neglect of equity and equality issues may be detrimental to educational outcomes geared towards economic growth. © The Author(s) 2024.
Parental involvement and learners' performance in rural basic schools of Zambia
by Simweleba, Never H
Background: Parental involvement is one of the important factors in pupils' academic achievement. Aim: The study sought to assess whether an intervention to enhance the interaction of parents with Grade 4 learners (aged 10-15 years) in homework would improve the learners performance in Chitonga and Mathematics. Setting: This study was conducted with two rural primary schools in the Kalomo District of Southern Province, Zambia. Methods: The participants were Grade 4 learners and their parents. A total of 168 participants were enlisted (84 learners and 84 parents). Elementary tests in Mathematics and Chitonga, the quality of parent-child interaction in homework, the quality and frequency of parent-school communication in homework, and the use of home resources in the instruction of children to increase Chitonga and Mathematics skills were assessed. One school served as a control while the other was the target of intervention. Parents in the intervention group received a 10-week programme of sensitisation on how to support their children in homework using available local resources and on parent-child interactions. Questionnaires and interviews were sent to collect data from parents while tests in Mathematics and Chitonga, systematically developed by the national regulatory body, were set to assess the learners' performance. Results: Post-test scores of learners in Mathematics and Chitonga in the intervention school were significantly higher, in addition to increased parent-child interaction and the use of home resources in instruction. Conclusion: The authors conclude that interventions which empower parents with knowledge and skills for greater involvement in their children's homework can be effective in improving the learners' performance.
The impact of cultural factors on e-learning: Practical teaching of sanponna chants among yoruba youths in nigeria
by Opoola B.T.
In this paper, sanponna, god of smallpox chants is one of the Yoruba peoples cultural properties. “E-learning approach was adopted by introducing the youths to use of electronic materials like video camera, android phones, and cassette tape recorders in collation of sanponna chants analyzed in this study. Few chants were recorded, written out and stylistically analyzed with ten Yoruba secondary school students in Nigeria. The need for this research is that attention of many Yoruba and African scholars is recently concentrated on teaching foreign oral traditions without been mindful of the inherent advantages of teaching learning and documentation of African traditional chants like Sonponna and other chants especially for the present generation of youths. Also, the positive impacts of e-learning has not been maximally utilized in the teachi g a d lear i g f Y ruba rature such as the la guage’s umer us traditi al cha ts. This study further strengthened the fact that African education was in existence before the advent of Arabic and European education in Nigeria and must be preserved and saved from going to extinction. The study electronically taught the youths some poetic devices employed by chanters which include: simile, hyperbole, onomatopoeia, irony, paradox, sarcasm, euphemism, and repetition. © 2020 ACADEMY PUBLICATION.
Drawing the Line Between the Good and the Bad Effects of Superheroes in Early Childhood Education
by Muruti, Rheinhold D.
The effects of superheroes on school violence has not been given adequate attention in research even though superhero movies, games, and characters are becoming increasingly popular worldwide. In addition, very little has been known particularly on the role of superheroes toward building children's nonviolent character and personality. This chapter focuses on how the effects of superheroes contribute to the learning process by examining both positive and negative effects. The chapter concludes with recommendations that map out practical implications for learning in schools.
Personality traits and occupational stress among special needs education teachers
by Isaiah, OO
We assessed the association between personality traits, sex, and occupational stress among special needs education teachers. A total of 472 special needs education teachers from Southwest Nigeria were participants (female = 39.2%; age range 23 to 58 years, special education school = 23). A logistic regression analysis indicated that the teachers with higher levels of extraversion and openness had the highest likelihood of occupational stress, and male teachers had a greater likelihood of occupational stress as compared to female teachers. Our findings were contrary to expectation as teachers with higher levels of extraversion and openness tend to have a lower likelihood for occupational stress and female teachers to have a higher likelihood for occupational stress. These findings suggest gendered resilience in females in patriarchal Nigeria.
Trial of Affordable Bone Conduction Headphones to Support a Deaf Child's Education in Malawi
by Modesta Bene
A 13-year-old child with hearing loss secondary to chronic serous otitis media and bilateral tympanic perforations had been unable to hear the teacher at school and unable to pass end-of-year exams. In 2020, she trialed a bone conduction headset paired by Bluetooth to a remote microphone and used this to support her hearing at school, socializing with friends and in the family home. Due to the COVID (COronaVIrus Disease) pandemic and a cholera epidemic, she was followed up 3 years later. The child (now 16 years old) reported using the headset every day for 3 years. Able to hear the teacher, she reported having passed school exams every year since using the device, and now had ambitions to study medicine. © The Author(s) 2023.
Exploring the Feasibility of Deploying Technology Enhanced School-Based Teacher Continuous Professional Development in Internet-Limited Environments in Tanzania
by Maro, Salome H.
In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two micro-servers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity. © 2024, Athabasca University. All rights reserved.
Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate
by Orji, C.T.
The need to determine the mechanisms of change that explain why problem-based learning (PBL) interventions are effective necessitated this study. The current study draws on survey responses from 78 electrical/electronic technology education undergraduates at public universities in southeast Nigeria to test the hypotheses suggested. Hierarchical Multiple Regression results indicate that students’ ratings of PBL associated positively with engagement in practical skills acquisition (EPSA) as well as with intrinsic motivation and students’ ability beliefs. Also, mediation analysis suggests that intrinsic motivation and ability beliefs mediate PBL experiences and student EPSA. Our results highlight the critical potential of PBL for increasing student EPSA. Therefore, for technical students and educators, technical administrators, and policymakers who seek effective ways of improving the teaching and learning of practicals, this study provides essential information. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Modelling university students' preferences and interconnectedness among various careers/occupations in Ghana
by Moses Segbenya
The incongruity between academic programmes pursued and the career path among graduates in recent times suggests that career path does not always lead to programme choice and vice versa. Different occupations/professions not directly found in the area of academic programmes pursued could appeal to graduates. This study sought to examine how the various occupations/professions in Ghana appeal to university graduates. This study modelled university students' preferences and interconnectedness among various careers/occupations in Ghana. The descriptive survey design was used. The census technique was used to capture all 144 final-year university students pursuing a BED accounting programme with a university in Ghana. Data were collected using an adapted Occupational Inventory Profile ((OIP) and data were analysed with the Partial Least Square Structural Equation Model (PLS-SEM). The study found that technological activities, mathematical computation activities, managerial-clerical activities, scientific research activities, persuasive-enterprising activities, and fine art activities significantly predicted mechanical-technological occupation, mathematical computation occupation, managerial-clerical occupation, science research occupation, persuasive-enterprising occupation, and fine art occupation. Additionally, there was also strong interconnectedness between the six various occupations among BED Accounting students in Ghana. Though the career path of BED accounting students does not generally agree with the realistic and artistic personality type, the study found that these students have a significant interest in activities and occupations in line with these personality types. This suggests that the personality of university students studied had an interest in several occupations not trained for, suggesting that they had a combination of personality types in varying degrees for the various occupations studied. Therefore, it was recommended that teaching pedagogies should vary and the government should create more employment opportunities to better prepare graduates to pursue careers outside what they were trained for. Graduates should also be equipped with skills and resources to be able to create their own jobs in their areas of interest outside or along their professional training. The theoretical and other practical implications of the findings of the study have also been adduced.
Developing Namibian Grade 8 Learners’ Conceptions of Fractions Using Visual Models
by Simon Albin
Learning rational number concepts is acknowledged as an important task but many learners find it difficult to make sense of them. This paper reports on a case study of the learning in a short (nine-lesson) learning programme for Grade 8 learners in a Namibian school, which sought to use visual models (circle area, bar area and number line) to deepen learners’ understanding of fractions as a means to represent rational quantities. The initial benchmark test indicated a number of ways of working with fraction representations, many of which were inappropriate to the rational quantity presented. Although most learners were able to use a fraction to appropriately describe a part–whole area diagram with a single whole, few were able to appropriately label a similar diagram with multiple wholes, or a quantity greater than 1 on the number line. In the learning programme learners worked with visual models that incorporated multiple reference wholes, to explicitly identify the reference whole, to quantify the size of appropriately subdivided units using unit fraction names and to use these units in a measurement process to quantify the quantities these models indicated. A final test showed a sound conceptualisation of the use of fractions to represent rational quantities less than and greater than 1, in such models. © 2019, © 2019 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Beyond “carrots” and “sticks” of on-line learning during the COVID-19 pandemic: A Case of Uganda Martyrs University
by Ouma R.
Listening and appreciating the views of the academic staff and students is critical in a learning period characterised by abrupt changes in the mode of classroom delivery where the traditional classroom teaching and learning is replaced by virtual classes. This study explored the “carrots” and “sticks” of on-line learning experienced by both academic staff and students at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving in-depth interviews for academic staff and focus groups with selected university students from three academic Faculties. The study results showed that both students and academic staff found on-line learning beneficial in terms of incurring reduced transport expenses and chances of getting infected with Covid-19 due to reduced physical mobility. Due to increased use of technologies, the participants became more innovative and conscious in time use during the teaching-learning process. However, the effectiveness of on-line learning was limited by the challenges of limited data, unreliable internet connection, failure to record lectures, few zoom links at Faculty level, limited class control, and unstable attendance by students. Results further revealed the challenges of time constraint for computational subjects, assessment challenge, limited skills and knowledge in using, limited consultations, and speedy lecturers. The results provide valuable information on the progress in adjusting to the demands of the “new normal” in higher education teaching and learning. Concerted efforts of institutional leadership, academic staff and students should be the norm especially in acquiring and using ICT Infrastructure to enable academic staff and students’ transit to the “new normal”. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Insights into E-information Resources (E-journals) Access Models in Higher Learning Institutions in Ethiopia
by Yared Mammo
This study overviews access models in the Higher Learning Institutions (HLIs) of Ethiopia made accessible through different partners, publishers, and/or aggregators. The study revealed that accessibility of e-information resources (e-journals) in the HLIs of Ethiopia is on the rise despite access barriers. It is also confirmed that users' information need, practical situations of universities, and the motives of access models/initiatives are different. The study recommends that awareness creation campaign is needed to maximize the benefits of access models for individual users, universities, and the society at large. Similarly, information literacy training is needed to increase accessibility of access models. © 2018, © 2018 Published with license by Taylor & Francis. © 2018, © Yared Mammo and Patrick Ngulube.
3 in 1 Effect When Using Adventure Based Learning Approach in Basic Statistics Class
by Muhammad Alhaji Ibrahim
This research aims to study the effect of adventure-based learning on students’ basic statistics achievement, critical thinking, and leadership skills. The quasi-experimental method was used in this study through quantitative research design. The sample consisted of 30 year 1 students of one of the Teacher Education Institutes. The institute itself determined this group of students. They are in the context of an intact group. The data were analyzed inferentially by using MANOVA. The results of the MANOVA test analysis showed that there was a significant difference in the mean post-test between groups for the achievement of Basic Statistics and leadership skills. At the same time, test analysis showed insignificant results for critical thinking skills. Thus, there was no significant difference in the mean post-test of critical thinking skills between the treatment group and the control group. There is a significant difference in the mean of the second post test between groups for basic statistics achievement and critical thinking. While test analysis showed insignificant results for leadership skills. © 2023, North American Business Press. All rights reserved.
Flipped learning enhance technical and professional skills facilitating employability: A review of the evidence
by Mohammed Ismail
The purpose of this paper is to provide a comprehensive review of the current state of knowledge and practice, and the impact flipped learning – intertwined with education technology has on engineering education. Result of the study indicates that flipped learning blended with education technology, brings about a highly collaborative and activity-based environment with indirect evidence of: improved academic performance, team-based learning, communication skills and group participation skill, critical thinking, that are important traits for employability. The study also provides empirical evidence about the use of education technology in flipped learning, but is not to the desired levels to offer the intended benefits. Flipped learning offers several challenges to the instructor and the students, but the benefits outweigh the challenges. The future scope for researchers would be to focus on the integration of the in-class and out-of-class activities. Copyright © 2019 Inderscience Enterprises Ltd.
Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies
by Moses Segbenya
Purpose: The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach: A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings: The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications: It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value: The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students. © 2019, Emerald Publishing Limited.
Exploring implementation of national special needs education policy guidelines in private secondary schools
by Mbewe G.
The implementation of the National Special Needs Education Policy Guidelines in Malawi began in 2009. There is limited literature on how the guidelines are implemented in secondary schools, particularly in private secondary schools of Malawi. Therefore, the study aimed at exploring the implementation of the guidelines in private secondary schools. The study used a phenomenological design and qualitative methodology. Data were generated through a triangulation of methods including semi-structured interviews, observation and document analysis. The data generated were analysed thematically. The findings revealed that there was a lack of thorough knowledge of the guidelines, resources for implementing the guidelines in private secondary schools were not available, and support for learners with special education needs was not sufficient. The results of this study indicate that communication with key school stakeholders is key for the effective implementation of the National Special Needs Education Policy Guidelines. © 2021, The International Academic Forum (IAFOR). All rights reserved.
Conceptualizing meaningful education: The voices of indigenous parents of young children
by Marika Matengu
The current study was conducted in rural Namibia by interviewing seventeen parents of pre-primary learners in an indigenous community. Interview data was analyzed qualitatively to identify advantages of education that parents found worth pursuing and supporting. The study revealed that current education models do not correspond to indigenous understanding of meaningful education, which is to equip children to effectively transition from the indigenous community to the future in the modern world. The findings suggest that parents' freedom to choose and influence education they find meaningful is limited to dominant education models mainly informed by the Global North. The development of indigenous education requires building meaningful parental participation that informs educational models. Drawing from theories of social justice, this study responds to strategies advocated to solve the quality crisis in educationally marginalized contexts and the challenge of education planners to ensure that education becomes a catalyst for social justice. © 2018 Elsevier Ltd
Schooling children with disabilities during COVID-19: Perspectives of teachers and caregivers in Ethiopia
by Side, Ali
This paper provides insights into the experiences of children with disabilities in an Ethiopian context during prolonged school closures due to the COVID-19 pandemic. Drawing on data gathered through telephone surveys from parents of children with disabilities who had been attending school prior to closures and teachers working in different educational settings, we discuss children’s learning journeys during closures, motivations to return to school and the implications of this on current educational reform efforts in Ethiopia. Our findings highlight the significant merits of including children with disabilities explicitly in wider education reform efforts; the many positive gains seen in parental desires to send their child back to school; and the need to recognize and strengthen the role of schools as spaces for promoting children’s socio-emotional well-being. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Education for saving material culture: Challenge of promoting heritage education in a developing economy
by OLABISI OLUMIDE
The concept of acknowledging and appreciating the value in items that reflect the past and the journey towards the present times are taken as a thing of pride and almost a national and natural philosophy in many parts of the western world. However the situation in developing countries such as Nigeria is so different that the conversations on methods and technology required to preserve heritage are far in advance of the basic issues here which border on the place of heritage in the scheme of things as promoted by governments and adopted by the people. This paper aims to discuss the issues that affect the promotion of the study of heritage issues from the perspective of university students. Methodology included focused interviews and questionnaires with the results suggesting a sustainable approach to an economically beneficial development of heritage consciousness. © 2019 WIT Press.
Investigating the Relevance of Library Information Science Curriculum to Systems Librarians at Kenya’s Schools of Information Sciences
by Rotich K.K.
This study sought to establish the effectiveness of the current curriculum and methodologies used in Schools of information Sciences as a tool to train Systems Librarians in Kenya. It examined the current curricula used by selected Library and Information Schools (LIS) in Kenya, established the content of Information Communication Technology (ICT) courses that are offered in LIS curricula in Kenya, and its relevance to needs. It used a case study of four universities in Kenya that offer LIS education. The study used descriptive case study design to collect data on issues related to LIS curricula as they are at present in the selected universities in Kenya through analysis and comparison curriculum used. In the study, the dependent variable is Systems Librarians while the independent variables include schools of information Sciences in Kenya and LIS curriculum. The study was carried out in selected Universities that teach Library and Information Sciences in Kenya. The study used purposive sampling technique to show accurate, reliable, and valid information from a more representative of all the population who are involved in the developing and implementing the curriculum as well as those who employ the Systems Librarians. The findings show that curricula used by LIS schools in Kenya do not have adequate Information Communication Technology courses to equip those aspiring to be Systems Librarians with adequate skills to carry out their mandate effectively. It shows that there are more general courses that are covered that are not helpful to the students. The study recommends that LIS curricula be reviewed to address the shortcomings noted by increasing the number of ICT courses, benchmarking with universities in developed countries, establish a model LIS for Systems Librarians and standardize curricula for LIS. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
Sociocultural narratives and the anthropomorphic power of agency in a semiotic landscape
by Simungala G.
We take the conflation of space, time and the sociopolitical ideology in the newly independent Zambia as a transformative semiotic capacity predicated on notions of resemiotisation and metamorphosis of artefacts that are seen through the naming and names of hostels at the University of Zambia (UNZA). Borrowing from theories of semiotic assemblages and multilingual memory, the article seeks to show how Kaunda’s United Independence Party and the government’s ideologies permeated the linguistic landscape of the University of Zambia, in which the university becomes a copy of copies in order to engender a notion of home, school, nationhood and Pan-Africanism. By using names which represent the pride of Zambia, we show how Kaunda creatively emplaced on an institution a sense of nationhood which transcends ethnic enclaves and traditional affiliation and membership. We conclude by pointing out how, in hindsight, hostel names successfully reject fixity within a historical party ideological entrapment, and note rather, with the passage of time and admission of new actors to the space, the semiotic landscape of UNZA has continued to evolve to meet the current semiotic situation. © 2021 NISC (Pty) Ltd.
Teaching and learning bucket model: Experimented with mechanics baseline test
by Ndihokubwayo K.
Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named "teaching and learning bucket" (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p<.001, and Cohen's D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students' confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model. © 2021 The Author(s).
Assessing the level of work preparedness of final-year BSc quantity surveying students at university of Rwanda
by Kibwami, N.
The overarching vision of Higher Learning Institutions that are concerned with construction education, is to nurture graduates that will be prepared to not only deal with the current needs of the Construction Industry, but also be able to immerse themselves confidently in a future full of complexity. However, the transition from University to work is often a daunting experience for graduates, and employers often complain that graduates are usually ill prepared for work. It is therefore important to understand the students' perspective regarding level of work preparedness so that solutions can be sought, both from Universities and Industry, to make the transition from University to the world of work a truly empowering experience. This study investigated the level of preparedness to start work for final-year students (2019/20) pursuing a Bachelor of Science degree in Quantity Surveying (QSg) at University of Rwanda. An online questionnaire was designed and administered to 59 students to solicit their perceptions. Most students (42%) asserted that they were very prepared to start working as Quantity Surveyors, with some (12%) extremely prepared. Industrial Training stood out as the largest contributor in preparing students to start work, whereas University laboratory resources did not contribute much. Students exhibited most knowledge in core QSg competences, such as Estimating Costs of construction works. Although students were most confident in topics on Measurement of Finishes, students that had a Technical and Vocational Education and Training background exhibited greater confidence. The findings of this study provide important feedback for similar construction programs to evaluate and revise their curricula to better prepare QSg students for professional success in the Construction Industry. © 2020 Kibwami et.al.
Factors Influencing Oral Expression among Arabic Language Students of Nigerian Colleges of Education
by Usman, Muhammad
The study aims at identifying factors responsible for poor oral expression among students of Arabic language from the teachers' perspectives in Colleges of Education in Abuja and Niger State, Nigeria. The study adopted quantitative method for data collection and analysis, hence, a questionnaire which consists of (26) items distributed in five sections was developed to achieve the research objectives. The results revealed that the teachers' grading of the factors responsible for the poor oral expression was very high, and the factors related to the learner's attitude towards study got the teachers' highest grading (M=4.60), while the factors related to syllabus earned teachers' lowest grades (M=3.83). The results also revealed that there were no statistically significant differences at the significance level (?=0.05) for the same factors according to teaching experience. © 2022 DSR Publishers/ The University of Jordan.
Assessment of internal revenue generation techniques of public secondary school managers in Cross River State, Nigeria
by Odigwe, F.N.
The poor funding of education in many developing nations, including Nigeria, is widely acknowledged in national and international literature. This indicates the need for alternative approaches to be adopted regarding the supplementation of funds from government and non-government sources. This study takes an empirical approach to evaluate the internal revenue generation strategies adopted by school managers, and how they influence the level of school finance. Quantitative data were obtained from a random sample of 407 secondary school managers (136 principals and 271 vice-principals) selected from 136 schools in Cross River State, Nigeria. Findings showed that prevalent internal revenue generation techniques adopted by principals include PTA levies, the sale of art and craft materials, alumni support, and funds from parents. Aside from these four, there were seventeen other strategies not utilized by the majority of secondary school principals. It was also revealed that the extent of school finance depended on the level of principals' generation of internal revenue. Based on these findings relevant policy implications are discussed for future school financing and development. It was recommended that workshops should be organized for secondary school managers to learn innovative approaches to generate internal revenue to assist with the smooth running of schools. © 2020 Conscientia Beam. All Rights Reserved.
In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry
by Sunzuma G.
For teachers to integrate ethnomathematics approaches, it is essential to understand their views related to the implementation challenges of such approaches. In schools, teachers held previous views and experiences that influenced their integration of ethnomathematics approaches. This study investigates school-related factors that impede the integration of ethnomathematics approaches into the teaching and learning of geometry as well as suggesting possible solutions into mathematics instruction in Zimbabwe. A convergent mixed methods design, using questionnaires, focus group discussions and interviews, was used. Stratified random sampling, research-based recruitment and purposive sampling were used to select 42 participants. Inductive analysis was used to analyse qualitative data and descriptive statistics was employed to analyse quantitative data. The study revealed that curriculum-related challenges, insufficient resources such as textbooks and very few cultural examples and activities affect the integration of ethnomathematics approaches into the teaching and learning of geometry. There is a need for curriculum developers to engage more teachers during the curriculum design in order to develop material that suits all the learners in Zimbabwe. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Factors Affecting the Teaching of Comprehensive Sexuality Education among Secondary School Teachers
by Mucholo Choobe
The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE. Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants' comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers' comfort in delivering CSE content. Interestingly, demographic factors such as gender, professional qualifications, and length of service did not affect participants' comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts. Copyright © Choobe M., Yangailo T.
Spiritual intelligence and teachers' intention to quit: the mechanism roles of sanctification of work and job satisfaction
by Linus Jonathan Vem
Purpose: The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS). Design/methodology/approach: Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4. Findings: The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI. Practical implications: The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers. Originality/value: The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision. © 2023, Emerald Publishing Limited.
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