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Determinants of learning strategies among undergraduate accounting students: a study in an emerging economy
Determinants of learning strategies among undergraduate accounting students: a study in an emerging economy
by Betakan, Maclean Bajimpong
Keep ReadingEnduring the impacts of COVID-19: experiences of the private higher education sector in Ethiopia
Correlates of knowledge of genetic diseases and congenital anomalies among pregnant women attending antenatal clinics in Lagos, South-West Nigeria
Real-life Evaluation of an Interactive Versus Noninteractive e-Learning Module on Chronic Obstructive Pulmonary Disease for Medical Licentiate Students in Zambia: Web-Based, Mixed Methods Randomized Controlled Trial
Relationship between principals' transformational leadership style and secondary school students' academic performance in Kenya Certificate of secondary education in Bomet County, Kenya
Understanding utility essentials of e-learning management systems in higher education: a multi-generational cohort perspective
Social entrepreneurship and SDGs: case studies from northeast Nigeria
Determinants of learning strategies among undergraduate accounting students: a study in an emerging economy
by Betakan, Maclean Bajimpong
This study examines the determinants of learning strategies employed by undergraduate accounting students in an emerging economy. Specifically, it investigates the impact of institution, teacher, and personal determinants on accounting students’ utilisation of a particular learning strategy. In line with Information Process Theory (IPM), a descriptive research design was adopted to conduct a questionnaire-based survey among 246 accounting students from the University of Cape Coast in Ghana, Africa. Multiple regression analysis was employed to analyse the collected data. The study reveals that institutional determinants, including performance assessment and a conducive teaching and learning environment, teacher determinants such as learner-centred teaching methods, and personal determinants like intrinsic motivation and time spent studying, significantly influence accounting students’ adoption of deep learning strategies. Conversely, higher workload and engagement in extracurricular activities reduced the use of deep learning strategies, while adherence to the accounting curriculum guide encouraged surface learning. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Enduring the impacts of COVID-19: experiences of the private higher education sector in Ethiopia
by Tamrat, W.
This study was conducted to assess the impact of COVID-19 on the private higher education (PHE) sector in Ethiopia. The study employed a mixed-methods design and used diary and survey questionnaires as key data generation tools. The results of the study revealed that the pandemic has severely affected the academic and business operations of PHE institutions by dwindling their sources of income, reducing the productivity of their employees, and constraining institutional capacity to cover key costs such as salary and rent. As all higher education institutions prepare for reopening, private institutions expect meaningful assistance in areas such as tax exemptions, long-term loans, rent waiver/reduction, direct financial support, assistance with online platforms, reduced internet costs, student access to cheaper computers, etc. It is anticipated that unless a substantial intervention is made in time the sector which boasts the largest number of students in Africa will be significantly weakened. © 2020 Society for Research into Higher Education.
Correlates of knowledge of genetic diseases and congenital anomalies among pregnant women attending antenatal clinics in Lagos, South-West Nigeria
by Ogamba, CF
Introduction: genetic diseases and congenital anomalies place a significant burden on the health of new-borns and their mothers. Despite the availability of a variety of prenatal screening tests, mothers' knowledge has been documented to determine uptake. This study aims to assess the knowledge of pregnant women about birth defects and the associated correlates with regard to willingness to do prenatal screening. Methods: a cross-sectional descriptive study was conducted among 422 antenatal mothers recruited sequentially as they attended antenatal clinics at the Lagos University Teaching Hospital. An interviewer-administered questionnaire was used to determine their knowledge of birth defects and willingness to do prenatal testing. Results: majority of the participants (92.2%) had at least secondary education. The mean total knowledge score of the respondents was 63%. Age and knowledge scores were not significantly correlated (r=-0.071, p=0.14). Being employed predicted higher knowledge scores (95% CI: 0.09, 2.09, p=0.03). Respondents who had primary school education and those who replied I don't know to willingness to test had significantly lower knowledge scores (95% CI: -15.01, -1.19, p=0.02 and 95% CI: -4.52, -0.68, p=0.01 respectively). Majority (79.1%) of the respondents were willing to undergo testing. Respondents' level of education was significantly associated with willingness to test (p=0.03). Conclusion: the observed knowledge gaps were considerable. There is need for improvement in education, the empowerment of women and access to quality healthcare including prenatal screening.
Real-life Evaluation of an Interactive Versus Noninteractive e-Learning Module on Chronic Obstructive Pulmonary Disease for Medical Licentiate Students in Zambia: Web-Based, Mixed Methods Randomized Controlled Trial
by Schnieders, Elena
Background: e-Learning for health professionals in many low- and middle-income countries (LMICs) is still in its infancy, but with the advent of COVID-19, a significant expansion of digital learning has occurred. Asynchronous e-learning can be grouped into interactive (user-influenceable content) and noninteractive (static material) e-learning. Studies conducted in high-income countries suggest that interactive e-learning is more effective than noninteractive e-learning in increasing learner satisfaction and knowledge; however, there is a gap in our understanding of whether this also holds true in LMICs. Objective: This study aims to validate the hypothesis above in a resource-constrained and real-life setting to understand e-learning quality and delivery by comparing interactive and noninteractive e-learning user satisfaction, usability, and knowledge gain in a new medical university in Zambia. Methods: We conducted a web-based, mixed methods randomized controlled trial at the Levy Mwanawasa Medical University (LMMU) in Lusaka, Zambia, between April and July 2021. We recruited medical licentiate students (second, third, and fourth study years) via email. Participants were randomized to undergo asynchronous e-learning with an interactive or noninteractive module for chronic obstructive pulmonary disease and informally blinded to their group allocation. The interactive module included interactive interfaces, quizzes, and a virtual patient, whereas the noninteractive module consisted of PowerPoint slides. Both modules covered the same content scope. The primary outcome was learner satisfaction. The secondary outcomes were usability, short- and long-term knowledge gain, and barriers to e-learning. The mixed methods study followed an explanatory sequential design in which rating conferences delivered further insights into quantitative findings, which were evaluated through web-based questionnaires. Results: Initially, 94 participants were enrolled in the study, of whom 41 (44%; 18 intervention participants and 23 control participants) remained in the study and were analyzed. There were no significant differences in satisfaction (intervention: median 33.5, first quartile 31.3, second quartile 35; control: median 33, first quartile 30, second quartile 37.5; P=.66), usability, or knowledge gain between the intervention and control groups. Challenges in accessing both e-learning modules led to many dropouts. Qualitative data suggested that the content of the interactive module was more challenging to access because of technical difficulties and individual factors (eg, limited experience with interactive e-learning). Conclusions: We did not observe an increase in user satisfaction with interactive e-learning. However, this finding may not be generalizable to other low-resource settings because the post hoc power was low, and the e-learning system at LMMU has not yet reached its full potential. Consequently, technical and individual barriers to accessing e-learning may have affected the results, mainly because the interactive module was considered more difficult to access and use. Nevertheless, qualitative data showed high motivation and interest in e-learning. Future studies should minimize technical barriers to e-learning to further evaluate interactive e-learning in LMICs.
Relationship between principals' transformational leadership style and secondary school students' academic performance in Kenya Certificate of secondary education in Bomet County, Kenya
by Kipkoech Kitur
Leadership style is an important aspect in students’ academic performance in schools. Transformational leadership style is associated with the students’ academic achievement in KCSE. The study sought to establish the relationship between idealized influence of principals’ transformational leadership style and students’ academic performance in KCSE in Bomet County in Kenya. The descriptive survey design was used for this study whose target population comprised of 130 secondary schools and five Quality Assurance and Standards Officers in Bomet County. Stratified random sampling procedure was adopted to sample out schools as boys’, girls’ and mixed schools; then Slovin’s formula was used to obtain a total of 108 schools. While purposive sampling procedure was applied to choose one Director of Studies from each 108 schools selected and five Quality Assurance and Standards Officers from the five sub-counties in Bomet County. A total sample of 118 respondents from 108 secondary schools and the five sub-counties participated in the study. When collecting the data, instruments used were Director of Studies’ questionnaires, Quality Assurance and Standards Officers’ interview guides, school and Bomet County Director of Education KCSE records. Chi-square test was adopted to establish the relationship between principals’ idealized influence and academic performance and the results showed that principals’ idealized influence had a strong significant relationship with students’ academic performance in KCSE. Thus, idealized influence characteristics are most effective in promoting students’ academic achievement. The study recommends that the idealized influence should be adopted and displayed by principals in order to improve academic performance in KCSE examinations. Copyright©2020 by authors, all rights reserved.
Understanding utility essentials of e-learning management systems in higher education: a multi-generational cohort perspective
by Yawson, D.
This research aimed to explore the nuances of utility in components of e-learning systems by using a multi-generational undergraduate business school cohort programme and an e-learning utility-satisfaction evaluation model. Our empirical research demonstrates differences between the three generations for the utility of all the variables of the e-learning systems components, with varying differences in the relationships between Generations X, Y and Z. Furthermore, we show course development, learner support and user characteristics influence results demonstrability which has a high influence on overall satisfaction. We established nuances in the learning utility essentials in courses on e-learning systems for multi-generational cohorts; revealed the utility of learner support as a key differentiator and developed a model on utility-satisfaction with reasonable explanatory and predictive power. The model possesses the dual advantages of fewer constituent items and the connective capability to link utility to satisfaction to enable e-learning systems evaluation and ease of identifying areas for improvement in e-learning course delivery. © 2020 The Open University.
Social entrepreneurship and SDGs: case studies from northeast Nigeria
by Rajah E.B.
Case synopsis: The use of entrepreneurship to deliver profound social impact is a much-needed but poorly understood concept. Although the authors can generally recognize social enterprises when they see them, they lack a common approach to understanding and measuring the different ways they create social value for them. The authors also lack an appropriate method for reducing the difficulties of starting and expanding them within the difficult conditions of developing countries. In the northeast of Nigeria, for example, the mammoth challenge of rebuilding communities in an unfavorable entrepreneurship environment makes the need for a solution even more urgent. This case study illustrates a model of promoting entrepreneurship that advances the conditions of sustainable development goals (SDGs) in local communities using a configuration of the key theories of social impact entrepreneurship (variants of entrepreneurship with blended value or mission orientation, including social entrepreneurship, sustainable entrepreneurship and institutional entrepreneurship). The extent to which ventures can adjust and improve the extent of their contributions to the SDGs are shown using examples of three entrepreneurs at different stages of growth. From this case study, students will be able to understand how entrepreneurs can identify and exploit social impact opportunities in the venture’s business model, within the network of primary stakeholders as well as in the wider institutional environment with the support of Impact+, a simple impact measurement praxis. Learning objectives: The case study envisions training students how to hardwire social impact focus in the venture’s business model (social entrepreneurship), how to run ventures with minimal harm to the environment and greatest benefit to stakeholders (sustainable entrepreneurship) and how to contribute to improving the institutional environment for social purpose entrepreneurship (institutional entrepreneurship). At the end of learning this case study, students should be able to: 1. discover an effective model for a startup social venture; 2. explore options for managing a venture sustainably and helping stakeholders out of poverty; and 3. identify ways to contribute to improving the institutional environment for social impact entrepreneurs. Social implications: For students, this case will help in educating them on a pragmatic approach to designing social impact ventures – one that calibrates where they are on well-differentiated scales. For business schools, entrepreneurial development institutions and policymakers, this case study can help them learn how to target entrepreneurial development for specific development outcomes. Complexity academic level: The case study is preferably for early-stage postgraduate students (MSc or MBA). Supplementary materials: Teaching notes are available for educators only. Subject code: CSS 3: Entrepreneurship. © 2021, Emerald Publishing Limited.
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