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Qubism 3D Modeling and Geogebra: suitable softwares to promote 3D visualization in the topics of ortogonal projections and cylinder sections; [Qubism 3D Modeling e GeoGebra: softwares adequados para promover a visualização 3D nos temas de projeção ortogonal e seção de cilindros]
Qubism 3D Modeling and Geogebra: suitable softwares to promote 3D visualization in the topics of ortogonal projections and cylinder sections; [Qubism 3D Modeling e GeoGebra: softwares adequados para promover a visualização 3D nos temas de projeção ortogonal e seção de cilindros]
by Chivai, Cacilda Helena
Keep ReadingTracking of physical fitness in elementary school children: The role of changes in body fat
An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects
English Language component of the mature Students' entrance examinations into Ghanaian Universities: Placement, diagnostic or both?
Teacher-student interactions for enhanced learning in upper secondary mathematics classroom
Evaluation of teachers' training and development programmes in secondary schools: Administrators' and teachers' perceptions
Effectiveness of reception class teachers' pedagogical approaches in delivering pre-primary curriculum - Evidence from practice
Family psychological wealth, peer pressure, and corruption tendencies of adolescent students in Calabar Metropolis, Cross River State, Nigeria
The role of traditional folklore in facilitating adult learning in Nigeria
The role of traditional folklore in facilitating adult learning in Nigeria
by Elizabeth Aanuoluwapo Ajayi
Keep ReadingPrediction of Self-Concept and Anxiety on the Tendency of Postgraduate Students with Learning Disabilities (LD) to Acquire Research Skills in Two Public Universities of Cross River State, Nigeria: Implications for Counseling
Social Media and Academic Performance: A Survey Research of Senior Secondary School Students in Uyo, Nigeria
In-school adolescents' loneliness, social support, and suicidal ideation in sub-Saharan Africa: Leveraging Global School Health data to advance mental health focus in the region
Determinants of Sexual Violence at Sexual Debut against in-School Adolescents in Ghana
Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest
History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis
Assessment of School Assessors’ Knowledge and Competence on Diagnostic Overshadowing for Appropriate Placement of Children with Intellectual Disability in Cross River State, Nigeria
Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates
Practices and challenges of school financial resource management implementation in Bahir Dar City administration of Ethiopia: A comparative study between government and private secondary schools
Opportunities and challenges in clinical learning of midwifery students in public Universities of Tigray Region, Ethiopia, 2020: a qualitative study
Availability of print resources as a factor affecting reading culture of secondary school students in Edo State, Nigeria
Availability of print resources as a factor affecting reading culture of secondary school students in Edo State, Nigeria
by Christopher Osaretin Ukpebor
Keep ReadingEfficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching
Emerging perspectives and challenges for virtual collaborative learning in an institution of higher education: a case of Lesotho
Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia
Oncology Education in Angola: Current Status and Recommendations for Improvement
Oncology Education in Angola: Current Status and Recommendations for Improvement
by Joao Wilson Da Rocha
Keep ReadingInvestigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana
Student Teachers’ Critical Thinking Beliefs and Abilities in South and East Africa: Transitioning From Quantitative Description to Qualitative Implications for Social Change7
Service Learning Influenced by Learner-Centred Education
Service Learning Influenced by Learner-Centred Education
by Daniel Manyasi Katira Otunga
Keep ReadingResearch productivity and citation impact of Nigerian academic pharmacists: A cross-sectional study
Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners
Positioning higher education institutions as work-based ICT-integrated learning theatres for employee mid-career development; a strategy for HR capacity building
Qubism 3D Modeling and Geogebra: suitable softwares to promote 3D visualization in the topics of ortogonal projections and cylinder sections; [Qubism 3D Modeling e GeoGebra: softwares adequados para promover a visualização 3D nos temas de projeção ortogonal e seção de cilindros]
by Chivai, Cacilda Helena
In General Secondary Education in Mozambique, the use of technological resources for learning Technical Drawing and Descriptive Geometry is still rare. The aim of this research is to see if Qubism 3D Modeling and GeoGebra software simulations, in the subjects of Orthogonal Projection and Section of Cylinders, contribute to improving students 3D spatial visualization, considering students previous difficulties in this type of skill. For the study of Orthogonal Projections, we adapted Qubism 3D Modeling to help clarify the representations of orthogonal views. For the study of cylinder sections, we used the dynamic geometry software GeoGebra, as it facilitates the perception of the shape of the figure resulting from the section. This is a quasi-experimental study, following a qualitative approach, conducted in a school in southern Mozambique. The techniques employed included observation, note-taking and photographic records, and the instruments used were satisfaction questionnaires. Fifty students took part, 25 of whom tried out the Qubism 3D Modeling software and the rest used the GeoGebra software. These students solved practical exercises in Technical Drawing and Descriptive Geometry during the didactic intervention. The analysis of the results suggests that the students developed spatial visualization skills, and the data also indicates that the software applied promoted significant learning, making it possible to verify the learning resulting from the computer simulations. From the research already carried out, there are some curiosities and perceptions that can serve as a bridge for further research into the applicability of technology in the study of various subjects in Technical Drawing and Descriptive Geometry. © 2024 Lundiana. All rights reserved.
Tracking of physical fitness in elementary school children: The role of changes in body fat
by Adewale L. Oyeyemi
Objectives: The aim of the present study was to examine the stability of physical fitness, and the interrelationships among intra-individual changes in fitness and fatness among elementary school children. Methods: A longitudinal study was conducted among 372 adolescents (196 boys) and followed up over 3 years (from childhood to adolescence). Physical fitness was estimated using three indicators: cardiorespiratory fitness (through a 9-minute running test), flexibility (through a sit-and-reach test), and muscle resistance (through maximal abdominals in 1 minute). Body adiposity was obtained through triceps and subscapular skinfolds. Somatic maturation was assessed by the peak of height velocity. Kappa and Lin's tests of concordance as well as logistic regression analyses were conducted with P < 0.05 in STATA 15.1. Results: Tracking of physical fitness from childhood to adolescence was moderate for both sexes [boys: kappa = 0.441 (P < 0.001); LCCC = 0.591 (P < 0.001). Girls: kappa = 0.335 (P < 0.001); LCCC = 0.534 (P < 0.001)]. A larger increment in body fat was associated with a higher likelihood to decrease a tertile in physical fitness among boys [OR: 4.17 (95% CI: 1.31-13.22)] and with a lower likelihood to increase a tertile in physical fitness among both sexes [boys: OR = 0.25 (95% CI: 0.09-0.67); girls: OR: 0.37 (95% CI: 0.15-0.92)]. Conclusions: Health-related physical fitness has moderate tracking from childhood to adolescence. Increases in body adiposity from childhood to adolescence are associated with a reduction in physical fitness tertile. © 2019 Wiley Periodicals, Inc.
An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects
by Hamaluba, Tommie
This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs. © 2022, Commonwealth of Learning. All rights reserved.
English Language component of the mature Students' entrance examinations into Ghanaian Universities: Placement, diagnostic or both?
by Asafo-Adjei R.
One way that Ghanaian universities admit undergraduate students is an examination organised for candidates who are twenty-five years and above. This examination is known as the Mature Students' Entrance Examinations (MSEE). This paper argues that the English language component of the MSEE should not only be used for placement purposes, but, also, for diagnostic purposes. A desk survey approach to research was adopted involving 43 relevant literature which were reviewed and synthesised. The study indicates that academic writing, referred to as Communication Skills, falls under the domain of English for Academic Purposes in an English as a Second Language setting like Ghana. It is further advanced that Communication Skills is essential for the performance of students in school. The paper, therefore, argues for the English language component of the MSEE to be used not only for placement purposes but for diagnostic purposes. The study recommends that the latter approach should be included since it will help improve the performances of students in Communication Skills. © 2021 Asafo-Adjei et al.. 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/)
Teacher-student interactions for enhanced learning in upper secondary mathematics classroom
by Dorimana, Aline
Interactive teaching practices in mathematics classrooms are encouraged to meet the learning potential. However, how it is applied in the classroom is still challenging. This paper uses evidence gathered from a large research project to contribute to the understanding of teacher-student interactions. It followed an interventional approach with two teachers and 82 students of two grade 11 classes from one school of Kayonza District in Rwanda. Data were collected through observations, video recordings, and field notes. Results revealed that there is a variety of ways to facilitate and keep interactive learning. These include asking purposeful questions and giving feedback. The quality of teacher facilitation (52%) and students' engagement (60%) were moderately high. However, there was little guidance from teachers in the problem-solving process and the classroom discourse. It is argued that the role of instructional language in communication hinders the quality of teacher-student interactions. This leads us to advise an exploration of language supportive pedagogy in the Rwandan context. © 2022, Institute of Advanced Engineering and Science. All rights reserved.
Evaluation of teachers' training and development programmes in secondary schools: Administrators' and teachers' perceptions
by Michael Ekpenyong Asuquo
Purpose: This study evaluates staff Training and Development Programmes (TDPs) in secondary schools based on the views of administrators and teachers. The research was implemented in public secondary schools in Cross River State, Nigeria. Design/Methodology/Approach: The study adopted the survey research design with 5408 participants (administrators = 542; teachers = 4595). Four research questions guided the study. The Staff Training and Development Programmes Questionnaire (STDPQ) was used for data collection. Findings revealed essential areas of staff training and development. Findings: Various methods are employed for staff training and development. The results further showed various constraints that impeded staff TDPs in secondary schools. Conclusion: Based on the findings, it was concluded that staff in secondary schools have different training and development needs adjudged by both the principals and teachers as crucial for job enhancement. Various staff training and development methods can serve as valuable programmes to improve the current methods adopted. Research Limitations and Implications: There are various limitations in this study such as the small scope which may affect the extent to which generalizations can be made. It is suggested that future studies focus on expanding the scope to other regions and nations. Practical Implications: Despite the limitations, the study has made some advances to human capital and self-determination theories by providing findings. The findings of this study may direct the attention of curriculum planners, the government and school management to offer training and development opportunities based on the needs of teachers. Contribution to Literature: The study has contributed to the literature on staff training and development which can constitute a basis for further research in related areas. © 2023 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Effectiveness of reception class teachers' pedagogical approaches in delivering pre-primary curriculum - Evidence from practice
by Gaotlhobogwe, Michael
Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework. Aim: One of the specific objectives of the study was to determine the effectiveness of the programme in terms of the RCP curriculum coverage and the teachers' effectiveness in delivering the curriculum. The aim of the study reported in this article was therefore to determine the reception class teachers' pedagogical approaches in delivering the RCP curriculum. Setting: The study was conducted in Botswana where early childhood care and education was provided by private providers until 2014 when the government of Botswana introduced the RCP in public primary schools. Methods: The study utilised a multi-method design. Stratified random sampling was used to select 10% of the 539 public primary schools that had implemented the programme since 2014 when it was introduced. An analysis tool based on the revised Bloom's Taxonomy was used to analyse the content, as well as the level of coverage of important skills within the RCP curriculum. Questionnaires were used to gather information from teachers. Interviews were used to gather information from principal education officers (PEOs) who are part of the inspectorate. Feedback received from these participants was considered as indicating performance, according to the DEM. This performance was then compared with standards (with the RCP curriculum) to determine if any discrepancies existed. Results: Findings indicated that the RCP curriculum was adequate in coverage of skills at various levels of knowledge, understanding and appreciation. However, in some learning areas, certain competencies and performance targets were pitched at higher-order thinking. This resulted in most teachers focusing on achieving performance targets instead of following performance indicators to develop particular skills. As a result, learners demonstrated achievement of performance targets yet their developmental process skills were not fully accomplished. Conclusion: The RCP generally had a sound teaching cadre which would generate a considerable impact on the programme, should their pedagogical approaches not be derailed by the desire to fulfil performance targets at the expense of developmental process skills.
Family psychological wealth, peer pressure, and corruption tendencies of adolescent students in Calabar Metropolis, Cross River State, Nigeria
by Iheanacho, Rowland A. E.
The study investigated the relationship between family psychological wealth, peer pressure, and corruption tendencies of adolescent Senior Secondary Two (SS2) students in Calabar Metropolis of Cross River State, Nigeria. The influence of gender on the corruption tendencies of these adolescent students was also investigated. The sample was made up of 814 respondents from 22 public and private secondary schools in Calabar Metropolis. A questionnaire with the following title was the tool used to gather the data: “Family Psychological Wealth, Peer Pressure and Corruption Tendencies Questionnaire” (FPWPPCTQ). This was constructed by the researchers and validated by Educational Psychologists and experts in Test, Measurement, and Evaluation. The reliability coefficient obtained by using the Cronbach reliability coefficient method was 0.76. Three hypotheses were formulated to direct the study and were tested with the aid of the Mann–Whitney U-test and Spearman’s rank correlation. The outcome revealed a significant difference between the corruption tendencies of male and female students with male students showing a greater tendency towards corruption. A significant negative relationship was obtained between family psychological wealth and corruption tendencies among adolescent SS2 students in Calabar Metropolis. Peer pressure and students’ corruption tendencies were found to be significantly and positively correlated. Family psychological wealth could, therefore, be explored to check Nigeria’s endemic corruption which persists despite the establishment of anti-corruption institutions. Non-governmental organizations should be encouraged to empower the boy child through counselling, mentorship, and educational assistance to reduce their tendency to corruption. © 2023, Springer Nature Limited.
The role of traditional folklore in facilitating adult learning in Nigeria
by Elizabeth Aanuoluwapo Ajayi
Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term andragogy to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners’ prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods’ shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practice-oriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective. © 2019, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Prediction of Self-Concept and Anxiety on the Tendency of Postgraduate Students with Learning Disabilities (LD) to Acquire Research Skills in Two Public Universities of Cross River State, Nigeria: Implications for Counseling
by Melvina Amalu
Background: Acquisition of research skills provide the forum for incorporating Nigerian graduate students with disabilities and university lecturers into the international scientific culture and the developing knowledge economy. Aim: This study investigated the prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in two Public Universities of Cross River State, Nigeria: Implications for counseling. Two objectives of the study were stated to guide the study and to achieve the purpose of the study. Two research questions were formulated, which were converted to two statements of hypotheses. A literature review was carried out based on the variables under study. Method: The survey research design was considered most suitable for the study. A stratified random sampling technique was adopted in selecting the 49 respondents sampled for the study. A validated 20 items four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement. The reliability estimates of 0.81 of the instruments were established using the Cronbach Alpha method. A simple Linear regression statistical tool was used to test the hypotheses formulated for the study. The hypotheses were tested at a 0.05 level of significance. Results: The results obtained from the data analysis revealed a significant prediction of self-concept and anxiety on the tendency of postgraduate students with Learning Disabilities (LD) to acquire research skills in the study area. Conclusion: Based on the findings of the study, it was therefore recommended, among others, that internal seminars and workshops should be organized by Graduate schools every quarter of the year, where each postgraduate student delivers a standard paper, and this should be made compulsory. This will encourage sharing knowledge and increase skills and zeal for using knowledge and more research publications. © 2023 Amalu et al.; Licensee Lifescience Global. This is an open access article licensed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution and reproduction in any medium, provided the work is properly cited.
Social Media and Academic Performance: A Survey Research of Senior Secondary School Students in Uyo, Nigeria
by Marcellinus Peter Asanga
The study examined the effect of social media (SM) on the academic performance (AP) of senior secondary school (SSS) students in Uyo, Akwa Ibom State, Nigeria. Four objectives served as the study’s guiding principles, and these were followed by research questions and hypotheses. A descriptive survey research design was used for the investigation. Using a simple random sampling technique, 200 students were selected as a sample from four SSSs in Uyo, Akwa Ibom State, Nigeria. A four-point Likert scale survey was used to poll the participants. The study questions were analysed using descriptive statistics such as frequency counts and percentages, whereas the null hypotheses were tested using chi-square, t-test, and Pearson product-moment correlation. Findings revealed that a large percentage of students are addicted to SM, with no significant differences in usage between boys and girls. It was also found that there is a link between SM addiction and a student's AP. In order to prevent students from falling behind academically, it is suggested that SM be used for educational purposes, that social networking sites (SNSs) be launched with new pages developed to effect academic activities, and that teachers and parents monitor students’ use of these sites. This is recommended in an effort to balance students’ SM usage and their academic goals. The study will aid students in learning more about the impact of SM and networking sites on their AP. It will also provide students with useful information for research and studies, as well as objective perspectives and a sense of balance. Significantly, the study will assist parents in becoming more aware of the potential influence and effect of SM on their children. © Authors.
In-school adolescents' loneliness, social support, and suicidal ideation in sub-Saharan Africa: Leveraging Global School Health data to advance mental health focus in the region
by Aboagye, Richard Gyan
Introduction Adolescent and youth mental health problems are increasingly becoming an area of concern in global health. Young people in sub-Saharan Africa experience significant adversities and systemic challenges despite technological advancements and demographic transition that the region is experiencing. We examined the nexus between experiences of loneliness, low social support, and presence of suicidal ideation among in-school adolescents in sub-Saharan Africa. Method A total of 19,119 in-school adolescents from eight countries in sub-Saharan Africa were included in this study. Suicidal ideation was the main outcome variable and loneliness, and social support were the explanatory variables. Percentages were used to summarise the prevalence of suicidal ideation, loneliness, and social support among the in-school adolescents. A multivariable binary logistic regression analysis was later used to determine the association between suicidal ideation and the explanatory variables and covariates using Stata v16. Four models were tested using the regression analysis. We presented the regression results using adjusted odds ratios (aOR), with their respective 95% confidence intervals (CIs). Results Overall, the past year prevalence of loneliness, peer support, one or more close friends, and suicidal ideation were 10%, 33.4%, 90.1%, and 14.5%, respectively. In-school adolescents who felt lonely (aOR = 1.88, 95% CI = 1.69, 2.09) were more likely to experience suicidal ideation. However, those who received peer support (aOR = 0.89, 95% CI = 0.82, 0.97) and had one or more close friends (aOR = 0.77, 95% CI = 0.68, 0.86) were less likely to experience suicidal ideation. Conclusion These results point to the significant roles of loneliness, and lack of social support, in understanding suicidal ideations. Countries in sub-Saharan Africa need to improve child and adolescent mental health policies and programmes to respond to these risk factors and mental health challenges. Programmes with a differential focus on the needs of males and females, younger and older adolescents will be important in the future.
Determinants of Sexual Violence at Sexual Debut against in-School Adolescents in Ghana
by Amo-Adjei J.
Very few studies examine sexual violence perpetrated on adolescents in Ghana or in sub-Saharan Africa more generally. Using data collected in 2015 as part of a multi-country initiative, we employed multinomial logit models to examine violence experienced by Ghanaian adolescents at sexual debut. Results of our gender-specific models showed violence at sexual debut is gendered. While adolescent girls reported higher levels of forced sex (rape) at sexual debut, boys reported higher levels of coercion. Compared to those who had sex at relatively older ages, girls who had sex at younger ages were significantly more likely to say they were raped, were coerced or that sex ‘just happened’ than to report sex was wanted. Both male and female adolescents were significantly more likely to report sex was forced than wanted if the sexual partner was older. Female respondents who lived with family members other than their parents were significantly more likely to report forced sex (rape). We recommend government and interested stakeholders to promote social norms that discourage violence against adolescents. School-based programs, such as Ghana’s comprehensive sexuality education, must focus on equipping adolescents with the confidence and skills required to handle cultural pressures and the power differences that characterize sexual relationships. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest
by Arthur, Yarhands Dissou
In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions. This notwithstanding, students’ performance in mathematics in a cause for concern. For example, the mathematics performance of Ghanaian students in 2021 West Africa Senior Secondary Certificate Examination (WASSCE), was lower than that of 2020. This indicates that the percentage of students to gain admission into the tertiary has reduced. This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics. The study design was a survey, with structured questionnaire being used for data collection. The population comprised of students pursuing their undergraduate degree at a public university in Ghana. Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus. Data was gathered during lecture hours, after permissions were sought from the lecturers handling the classes at the time of data collection. The path analysis was by Structural Equation Modelling, by using Amos (v.23) software. It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics. The effect of peer assisted mathematics learning on performance in mathematics was however fully mediated by students learning interest in mathematics. © 2022 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis
by Ageru Shume Nadew
History teaching in secondary school is intended to be a source of knowledge, hastening the nation-building process and enhancing the critical thinking and analytical skills of youth. It can serve as a tool for promoting peace and social cohesion within a nation. However, in Ethiopia, it has become a source of controversy, suspicion, hostility, and disharmony. This study investigates why history teaching in Ethiopia has not achieved its intended results, specifically its failure to prepare secondary school students to be critical thinkers and interpret the significance of the past. The study utilizes descriptive and historical research designs to explore this issue. Data were collected from primary and secondary sources, and the researchers employed the document analysis method to analyze them thematically and chronologically. The finding reveals that two main sets of ‘conundrums’, both external and internal, have prevented history from playing its desired role. These factors are interdependent: the internal issues stem from the external ones, and the external ones create fertile ground for the internal ones. Externally, factors such as foreign influences, foreign authors, and teachers played a role. Internally, factors like curriculum-based factors, disciplinary issues, ethnocentrism, the existence of competing narratives, and the state ideology of various regimes have impacted the direction of history teaching. Therefore, the combined influence of these internal and external dynamics has generally hindered the secondary school history teaching of the country from fulfilling its intended roles. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Assessment of School Assessors’ Knowledge and Competence on Diagnostic Overshadowing for Appropriate Placement of Children with Intellectual Disability in Cross River State, Nigeria
by Orim, Samuel Orim
This study assessed the knowledge and competence of special teachers and psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disability in Cross River State, Nigeria. A descriptive research design was adopted. Sixty (60) respondents comprising teachers and school psychologists were purposively selected from three main special schools in Cross River State. Two research questions were raised to guide the study. A rating scale titled ‘Mental Health Diagnosis Competency Scale (r=0.91)’ was used for data collection. The instrument was used to assess the knowledge and competence of special teachers and school psychologists in diagnostic overshadowing and differential diagnosis in children with intellectual disabilities. The data collected were statistically analyzed using percentages, frequency count, and bar chart. The findings revealed that most teachers and school psychologists have no knowledge of psychiatric symptomatology in children with intellectual disabilities. Respondents also lack adequate competence in differential diagnosis, leading to wrong special education placement and inadequate intervention plans for such children. It was recommended, among others, that the government provide in-service training for teachers and psychologists to equip them on current issues and practices in special education, such as differential diagnosis and collaborative partnership within a transdisciplinary approach. © 2022. Lifescience Global
Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates
by Felicia O. Mbagwu
Learning is not static but dynamic and it is not restricted to an externally imposed direction of learning. Thus, helping an individual to actualize self-direction in learning is a potential model for enhancing information literacy skills and learning outcomes. This study, therefore, employed the theoretical framework of self-directed learning skills to foster students’ lifelong learning tendencies and intentions for vocational skills upgrading via an enhanced information literacy self-efficacy. We employed a quasi-experimental design, with a three-wave survey. The participants were 163 students of Adult and Vocational Education programmes from two universities in Nigeria. The repeated measure MANCOVA results revealed that our intervention increased the participants’ self-directed learning skills, lifelong learning tendencies, and intentions to participate in skills upgrading upon graduation. The mediation tests showed information literacy self-efficacy as a mediator of the relationship between our intervention and the students’ lifelong learning tendencies, as well as with intentions for skills upgrading. © 2020, Springer Nature B.V.
Practices and challenges of school financial resource management implementation in Bahir Dar City administration of Ethiopia: A comparative study between government and private secondary schools
by Yizengaw J.Y.
The ultimate purpose of this study was to investigate the practice and challenges of school financial resource management implementation in Bahir Dar city administration. The study employed mixed methods with descriptive survey research design from a comparative perspective. Simple random sampling method was employed to draw 126 teachers. Besides, seven principals, seven vice principals and seven finance heads were taken through purposive sampling technique. Questionnaires, interviews and document analysis were data collection tools. To analyze the collected data, frequency, percentages, one sample t-test, independent t- test, one-way ANOVA and post-hoc multiple comparisons were applied. Findings showed that there is a statistically significant mean score difference between government and private secondary schools in financial resource management. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Opportunities and challenges in clinical learning of midwifery students in public Universities of Tigray Region, Ethiopia, 2020: a qualitative study
by Tomas Amare Abraha
Background: Clinical learning focuses on real problems in the context of professional practice in which learners are motivated by its relevance and active participation. Studies showed that midwifery students were challenged by the absence of a variety of cases in non-teaching hospitals, overcrowded teaching hospitals, absence of objective-based evaluation methods, and lack of supervision from clinical instructors. If the theory learned in class was applied in practice, it is helpful to produce skillful and competent midwifery professionals. The aim of this study was exploring opportunities and challenges for midwifery students in the clinical learning environment. Methods: the study was conducted in public Universities of Tigray, Ethiopia. Phenomenology study design and purposive sampling technique were employed; four focused group discussions and five key informant interviews were conducted. Data were collected using an open-ended guide, transcribed verbatim, entered into ATLAS ti7 software, and translated. Then codes and themes were derived from the transcribed data, and finally analyzed thematically. Results: a total of 33 participants in which 28 in four focused group discussions and five key informant interviews participated in this study. Based on the result, midwifery students were getting opportunities to practice when they were assigned to non-teaching hospitals, working with close supervision, having smooth relationships with staff, receiving constructive feedback, and evaluated based on their skills. Whereas, they were challenged by aggressive staff, poor follow up, overcrowded teaching hospitals, low usage of skills lab, and short time for clinical practice. Conclusion: Midwifery students have positive attitude, and were getting opportunities to practice while they were assigned to a very conducive clinical learning environment with supportive and skillful clinical instructors/ preceptors. However, they have negative attitude, and were challenged to work due to the poor attention given to midwifery students’ clinical learning. It is recommended that midwifery students have to practice well in skills lab before they assigned for clinical practice so that the skills lab have to be strengthen with all necessary materials for clinical practice and clinical instructors have to be integrated to teaching hospitals so as to educate students while their hands-on. © 2023, The Author(s).
Availability of print resources as a factor affecting reading culture of secondary school students in Edo State, Nigeria
by Christopher Osaretin Ukpebor
Studies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10% to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11% was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students' responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (? = 0.141; p < 0.05) in predicting students' reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources. © 2020 Walter de Gruyter GmbH, Berlin/Boston 2020.
Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching
by Ugwu, GC
Owing to the prevalence of mental health issues among Nigerian in-school children, the effect of Rational Emotive Behavior Therapy's (REBT) efficacy on depression management among children with learning disabilities (LD) in inclusive classrooms in Nigeria was explored. Using a sample of 48 children with LD, the researchers conducted true experimental research. The participants were randomised into experimental (n = 24) and control (n = 24) groups. The Wide Range Achievement Test and Children's Depression Inventory were used as instruments for the study. The intervention program lasted for approximately 3 months. Data were quantitatively analyzed using analysis of variance of a special case. Hypotheses were tested at a 0.05 level of significance. It was therefore revealed that the level of depression of the participants who were exposed to CBT decreased significantly at posttest and follow-up measures than those who were not so exposed. Thus, REBT is very effective in reducing the level of depression among children with learning disabilities.
Emerging perspectives and challenges for virtual collaborative learning in an institution of higher education: a case of Lesotho
by Gloria Lihotetso Matee
Purpose: This study aims to investigate emerging perspectives and challenges which teaching staff and students in the Faculties of Business and Accounting, Health and Education as well as Computing encountered in using Virtual Collaborative Learning during their classes in one accredited institution of higher education in Maseru district Lesotho. Previously conducted studies reveal that although similar studies to the current one have been conducted in different countries across the globe, conducting them in another different country such as Lesotho and in a different context might provide new information. Design/methodology/approach: The study draws on Lev Vygotsky’s social constructivism as the theoretical framework because it is relevant and appropriate. The study was buttressed by constructivism paradigm, qualitative design as well as a qualitative case study. A purposive sampling technique was used in this study. A sample of 35 students and 11 teaching staff from the 3 respective faculties were used as participants of the study. This qualitative case study was based on online questionnaires issued to the participants using emails for data collection. Data were generated based on the themes which emerged. Findings: The findings of the study suggest that majority of students found Virtual Collaborative Learning helpful and a user-friendly tool. However, lack of resources, clear instructions from the teaching staff and cooperation, internet connectivity issues, as well as data expenses have been identified as stumbling blocks that discourage students’ satisfactory engagement in Virtual Collaborative Learning. The findings further revealed various strategies including encouraging students to cooperate, grading students’ participation on online platforms and consultations could be used to overcome the challenges encountered in using Virtual Collaborative Learning. For generalisability and understanding of the breadth of the students and teaching staff experiences and challenges of Virtual Collaborative Learning, the authors recommend further study to be conducted on a larger representative sample, using the established themes of the current study. Research limitations/implications: Using face-to-face interviews and classroom observations for data collection would have been more suitable for a qualitative methodology. However, due to COVID-19 regulations that restrict contact and limit lessons on online platforms, an online questionnaire was used for data collection. Originality/value: This research reveals emerging perspectives and challenges which are encountered by teaching staff and students while using Virtual Collaborative Learning in one institution of higher education in Maseru Lesotho. © 2022, Emerald Publishing Limited.
Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia
by Gizachew Yilak
Mastering clinical practice is one of the hardest tasks of nursing school. It is necessary to combine professional theoretical courses with clinical nursing practice in order to qualify competent and qualified nurses. The connection between the theoretical training and clinical nursing practice, however, has not been the subject of any research. Therefore, the aim of this study was to ascertain the connection between obstetrics and gynecology theoretical courses and obstetrics and gynecology clinical practice. To assess theoretical and Clinical Practice Correlations of Comprehensive nursing students’ performance in an Obstetrics and Gynecology Nursing Course at Woldia University, Ethiopia. A retrospective cross-sectional study employing a quantitative data collection method was carried out. The data was obtained using a data extraction checklist between September 01/2022 and September 20/2022. A total of 252 people were involved in the study, including 136 regular nursing students, 93 summer nursing students, and 23 post-basic students. Data was gathered by three nursing department academic staff members. EPI data was used to enter the obtained data, which was then exported to SPSS version 22 for analysis. Bivariate and multivariable analyses were performed, and the Spearman’s rho correlation (rs) and coefficient of determination (coef) were declared significant at a p-value of.05 and a 95% confidence interval (CI). A total of 252 study participants comprised 174 (69.1%) male and 74 (30.9%) female nursing students included in the current study Clinical success in obstetrics and gynecology was strongly and favorably correlated with academic success in obstetrics and gynecology theoretical courses (rs = 0.7–0.89), p <.05. moreover, linear regression results revealed 37.45% to coefficient determination for regular students, 38.2% to 47.3% for summer nursing students and 18.1% to 33% post-basic nursing students. To sum up, a significant positive association existed between students’ achievements in theoretical and clinical practice of obstetrics and gynecology nursing courses. Improving students’ academic performance in obstetrics and gynecology can also enhance their performance in clinical obstetrics and gynecology. However, the variance in performance in obstetrics and gynecology clinical practice was explained by academic achievement in obstetrics and gynecology theoretical courses by 22.35%. © The Author(s) 2023.
Oncology Education in Angola: Current Status and Recommendations for Improvement
by Joao Wilson Da Rocha
Angola, a country grappling with prevalent tropical diseases such as malaria, is witnessing an alarming rise in cancer-related deaths. Despite the escalating significance of cancer globally and in Angola, the nation's medical schools lack compulsory oncology disciplines in their curricula. This absence compromises the comprehensive training of medical students, preventing the development of integrated perspectives and skills crucial for addressing the growing cancer burden. This article, authored by the Angolan Oncology Research Group (AORG), proposes an oncology program for undergraduate medical students in Angola, aiming to bridge the educational gap. The program outlines discipline objectives, topics to be covered, class formats, and workload considerations.
Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana
by Agormedah, Edmond Kwesi
The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.
Student Teachers’ Critical Thinking Beliefs and Abilities in South and East Africa: Transitioning From Quantitative Description to Qualitative Implications for Social Change7
by Proscovia Namubiru
This study examines student teachers' beliefs, self-efficacy, and abilities in teaching and learning critical thinking. Data from 3,877 participants, gathered through questionnaires and modified critical thinking and self-efficacy tests, were analysed to transition from quantitative to qualitative insights. The findings reveal that while student teachers support the value of critical thinking, many struggle to identify effective methods for its development, and most exhibit below-average or average critical thinking skills. The study suggests that teacher education programmes should intentionally teach critical thinking strategies, address gaps between beliefs and practices, and enhance self-efficacy—all within the broader context of education for social change. © 2016 Webb, Moellendorff, Speck, Namubiru, Chang’ach, Kurgat, Kafanabo, Khau & Eastwood.
Service Learning Influenced by Learner-Centred Education
by Daniel Manyasi Katira Otunga
In this chapter, the author shows how service learning is a typical practical pedagogy that can fit individuals' and a community's needs. The author opens the discourse by relating learner-centred education to behavioural-change through service learning and how such shift influences society. Thereafter, the author specifically looks at the newly established unconventional relationships between learners and lecturers and that of institutions of higher learning with the communities engaged. The chapter is closed by probing the significance of impacts created by learning skills gotten through self-pace distance-learning in service learning and active citizenry. In a nutshell, this chapter demystifies learning from being necessarily institutionalised, instructor-oriented, and static.
Research productivity and citation impact of Nigerian academic pharmacists: A cross-sectional study
by Ezinwanne Oguchukwu
Background: Research productivity is vital for academic growth and is measured using bibliometrics globally. However, the bibliometric evaluation of academic pharmacy literature in Africa is still developing. This study aimed to evaluate the number and citation impact of publications among Nigerian academic pharmacists and explore their association with sociodemographic characteristics. Methods: A bibliometric analysis was conducted on publications of all academic pharmacists at 21 Faculties of Pharmacy from 2000 to 2019 using Scopus, PubMed, and Google Scholar. Descriptive and inferential statistics were conducted. Results: Among academic pharmacists, 30.5% were female, 24.3% held professorial ranks, and 72% had at least one publication, with 15 authors contributing 25% of all publications. The H-index was higher in Scopus than in Google Scholar, increasing with academic rank (p p < 0.05). Both genders produced equal mquotients in Scopus and Google Scholar. Academics in pharmaceutics had significantly higher productivity and impact in Google Scholar (p p < 0.05). South-Eastern pharmacists had the highest mean number of publications, while the North-Eastern region had the lowest percentage (14.3%) of publication-active faculty. Conclusion: Many Nigerian academic pharmacists were not publication-active and had low citation impacts. Research productivity and citation impact were influenced by academic rank, location, and speciality, but not by gender.
Patterns of cognitive and social-emotional parental stimulation practices among Ghanaian kindergarteners
by Esinam Ami Avornyo
Across geographically diverse samples, engagement in stimulating activities with young children is considered an important element of parenting that promotes cognitive, behavioral, and social-emotional development. Indicators of stimulation activities are often summed, based on the assumption that more stimulation is better and that different stimulating activities are equivalent. Instead, this study takes a household-centered analytic approach, applying latent class analysis to detect patterns of parental stimulation practices across six activities. We then examine predictors of the resultant latent classes and their implications for children's school readiness among a sample of Ghanaian kindergarteners (N = 2,117; Mage = 5.2 years; 51% male). Results support a 4-class solution that represents (i) Highly Stimulating; (ii) Social-emotionally Stimulating; (iii) Playful; and (iv) Playful and Academically Stimulating households. Multiple child and family characteristics differentially predict latent class membership, although class membership did not differentially predict children's literacy, numeracy, executive function, or social-emotional skills. Findings suggest that all combinations of parental stimulation are equivalently promotive of children's school-related skills and help reify a strengths-based perspective. The results deepen our understanding of the different configurations of parental stimulation and suggest that a tailored approach to parenting programs may be beneficial. Programs can build on activities that parents already do (e.g., social-emotional) to encourage increased stimulation in other areas (e.g., academic). © 2024
Positioning higher education institutions as work-based ICT-integrated learning theatres for employee mid-career development; a strategy for HR capacity building
by Auf Tumwebaze Alicon
Purpose: Despite the sporadic evolution of artificial intelligence, the most valuable asset of any organization in the modern world is human resources. This study aims to reveal that partnerships between higher education institutions (HEIs) and employers will ease the process of employee mid-career development in Uganda's corporate employment sector by promoting work-based postgraduate training, and this additionally promotes human resources (HR) capacity-building for organizations. Design/methodology/approach: The hypothesis is that contemporary employees seek out an academic mid-career development postgraduate programme that is blended to fit into the employees' work schedule. The study was a descriptive quantitative study, and a closed-ended questionnaire was sent out to groups of corporate employees online (N = 70) and 41 responded, giving a response rate of 58.5%. Findings: Findings indicate a need for a flexible program for mid-career development and transition, the low standard deviation of (Neutral = 0.95, Disagreed = 2.64 and Agreed = 3.3) implies an insignificant deviation from the mean of responses. Indeed, over 95% agree that pursue further studies is needed but in a more flexible way. Research limitations/implications: The study design was limited by the sample selection process and study design. In the future, the authors recommend a mixed study for both quantitative and qualitative dimensions of such studies. Practical implications: Irrespective of gender, hierarchy and experience, employees want flexible study modes for their postgraduate. This implies that institutions of higher learning should work with the labour industry and position themselves as work-based information and communication technology (ICT)-Integrated learning theatres. Originality/value: The move towards a collaborative strategy between academia and the employment industry is very evident in this study. © 2023, Emerald Publishing Limited.
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