Reading History
Showing your last 8 viewed publications
What drives the quality of schools in Africa? Disentangling social capital and ethnic divisions
Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries
Effects of including refugees in local government schools on pupils' learning achievement: Evidence from West Nile, Uganda
Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism
Digital librarianship practice and open access technology use for sustainable development in Nigeria
Effect of GeoGebra Software on Secondary School Students' Achievement in 3-D Geometry
Effect of GeoGebra Software on Secondary School Students' Achievement in 3-D Geometry
by Uwurukundo, Marie Sagesse
Keep ReadingDo illiterate mothers learn from their literate kids? Evidence from maternal nutritional knowledge
Perceptions of Teaching Approach and Academic Performance among Senior Two Students in Musanze: Mediating Role of Mathematics Anxiety and Career Aspiration
What drives the quality of schools in Africa? Disentangling social capital and ethnic divisions
by Omar Sene
Two important lines of research have shaped our understanding of the ability of communities to engage in collective action. The first proposes ethnic division as a key determinant, with more ethnically-heterogeneous countries having worse economic performance and fewer public goods. The second focuses on social capital as a major determinant of the ability to engage in collective action. We expect trust among community members, a widely-used measure of social capital, to be an important and positive determinant of school quality. Our work here aims to disentangle the relative effects of ethnic fractionalization and social capital on school quality. We instrument both social capital and ethnic fractionalization by using historical information on the settlement patterns of ethnic groups in Sub-Saharan Africa. Our empirical strategy is implemented by combining four datasets, including district-level Afrobarometer data, covering 16 Sub-Saharan countries. We find a large positive effect of trust on practical aspects of schooling, such as maintaining buildings or providing textbooks. In sharp contrast, ethnic fractionalization is found to have a very limited effect, if any. We propose a simple model of public-good provision that explores a channel by which social capital and ethnic division may (or may not) affect the provision of local public goods such as schools. © 2019 Elsevier Ltd
Discharge of pedagogic duties: a bootstrapped structural equation modelling of teachers’ use of research materials in school libraries
by Owan, Valentine Joseph
A large body of literature focuses on teachers’ service delivery and other related concepts. However, most of them have been judged to be generic. Measuring teachers’ service delivery generally does not picture events in specific areas. This study used a bootstrapped structural equation modelling to analyse how teachers’ use of library research materials (ULRMs) predicts teachers’ discharge of pedagogic duties across seven areas. A structured questionnaire collected primary data from 2,406 teachers and 7,218 students who consented and participated voluntarily. Exploratory and confirmatory factor analyses were used for dimensionality and goodness of fit tests. Convergent and discriminant validities were achieved based on average variance extracted (AVE) and squared correlation. The internal consistency measures were Cronbach’s alpha, McDonald’s Omega, and composite reliability. Results of the study showed among others that the teachers’ ULRMs is a significant direct predictor of teachers’ lesson preparation (? =.48, p <.001), use of instructional materials (? =.53, p <.001) and instructional delivery (? =.20, p <.001). Teachers’ lesson preparation had a significant direct effect on their use of instructional materials (? =.39, p <.001), classroom management (? =.19, p <.001), instructional delivery (? =.45, p <.001) and lesson evaluation (? =.29, p <.001). Significant mediation effects were recorded on the link between the ULRMs and teachers’ pedagogic duties. This study has empirically proven that teachers’ use of library research materials is crucial for the instructional process. It serves as the information bank in schools and as a source of instructional materials to enabling educational practitioners to plan and deliver practical lessons. © 2022. Valentine Joseph Owan, Mercy Valentine Owan, Neha Lata.
Effects of including refugees in local government schools on pupils' learning achievement: Evidence from West Nile, Uganda
by Sakaue, Katsuki
The paper analyses the effect of government school attendance on refugee pupils' learning achievement and the effect of refugee concentration in schools on the learning achievement of native pupils in government schools. The study uses learning assessment data collected in refugee settlements and host communities in West Nile, Uganda. The results show that refugee pupils attending government schools do not perform differently in English but score lower in math than those in non-government schools, while native pupils attending government schools with higher refugee concentrations score lower in both English and math under the context where massive refugee influx continues.
Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism
by Uzodinma, Uchenna E.
Background/Objectives The negative impacts of Job-related burnout on job performance have been widely documented in the literature. Burnout accounts for both physical and mental health outcomes that increase work turnover in teachers, especially those who teach special needs children, like those with Autism Spectrum Disorders (ASD). The current study assessed the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job burnout amongst autistic children teachers in Anambra state, Nigeria. Method The study used a group-randomized waitlist control trial design. teachers who teach ASD children in private and public special and inclusive schools participated in the study. All participants were randomly allocated to REOHC and waitlist group (WLG). REOHC group were exposed to a single session 120 min REOHC programme every week for 12 weeks. Data were collected using Maslach Burnout Inventory for Educators (MBI-ES), at baseline; post-intervention as well as follow-up evaluations 1 and 2 evaluations. All the data gathered for the study were analysed using mean, Standard Deviation (SD), t-test statistics, repeated measures ANOVA, and charts. Results Results indicated a significant decrease in teachers' burnout, following REOHC intervention, which was sustained through follow-ups 1 and 2. Conclusion In conclusion, we stated that REOHC is valuable in treating burnout symptoms in teachers of children with ASDs.
Digital librarianship practice and open access technology use for sustainable development in Nigeria
by Okuonghae, Omorodion
Purpose: The continuous advancement in technology has disrupted practices in many sectors, including education. Thus, this study aims to examine digital librarianship practice and open access technology use for sustainable development in Nigeria. Design/methodology/approach: The survey type of descriptive research design was adopted in this study while the population of the study comprised librarians in universities in Delta State. A total of 38 randomly selected librarians from four universities in Delta State were used for this study, and the data collected were analysed using descriptive statistics. Findings: This study revealed that the level of digital librarianship practice in university libraries in Delta State for sustainable development is low; just as social media tools, open source integrated library systems and Google Cloud Platforms are the most commonly used open access technologies in the libraries. Furthermore, this study showed that perennial factors such as poor funding of education, inadequate quality educational infrastructure, mismanagement of education fund among others are hindrance to sustainable development in the country’s educational sector. Research limitations/implications: This study is limited in its use of only one state (out of 36 states and the Federal Capital Territory, Abuja) in Nigeria for this research. Also, social desirability bias on the part of the respondents could have influenced the pattern in which the respondents reacted to items in section D. Practical implications: This study has practical implications for the sensitization and training of librarians towards leveraging on the various open access technologies in delivering effective library and information services required in the Fourth Industrial revolution. Originality/value: This study seeks to pioneer a new area of focus by examining digital librarianship practice and open access technology use as enablers of sustainable development. © 2021, Emerald Publishing Limited.
Effect of GeoGebra Software on Secondary School Students' Achievement in 3-D Geometry
by Uwurukundo, Marie Sagesse
We implemented GeoGebra software in Rwandan secondary schools to check its effectiveness during teaching and learning geometry concepts. The quasi-experimental design was used, and four schools were purposefully selected. Two schools were from Northern Province, while the other two were selected from Kigali city. A geometry-based test composed of 15 open questions was designed to assess the teaching effect before and after learning geometry.The study was conducted from December 2020 through June 2021 with 87 students. Two schools were assigned as control while the other two as experimental groups. Each group comprised one school from Kigali and one from Northern Province. We analyzed data using SPSS and computed multivariate analysis of variance. We found that students who learned with GeoGebra outperformed those who learned without GeoGebra (M = 77.68% and SD = 14.13 versus M = 56.78% and SD = 15.77, with p < .001 and d = .254). We also found that the number of students who were able to perform each of the 15 questions increased drastically due to the potential of GeoGebra. The study recommends the use of GeoGebra in all teaching and learning activities of mathematics.
Do illiterate mothers learn from their literate kids? Evidence from maternal nutritional knowledge
by Seid Y.
This study provides empirical evidence on whether literate kids augment the nutritional knowledge of their illiterate mothers. A mother's ability to correctly diagnose her child's height and weight for age is used to measure maternal nutritional knowledge. To mitigate the potential endogeneity of living with literate kids, we use an instrumental variable (IV) approach and estimate unobserved effect probit IV models using longitudinal data from the 2002 and 2006 Young Lives Ethiopian household survey. The results from our preferred specification suggest that an illiterate mother who lives with a literate kid is 6.2 and 4.4 percentage points more likely to correctly diagnose her child's height and weight for age, respectively, relative to an illiterate mother who lives with no literate household member. Falsification tests suggest that our results are not confounded by other factors. © 2020 John Wiley & Sons Ltd
Perceptions of Teaching Approach and Academic Performance among Senior Two Students in Musanze: Mediating Role of Mathematics Anxiety and Career Aspiration
by Iyamuremye, Emmanuel
This empirical study sought to examine gender differences and the relationships between students’ perceptions of mathematics teaching, mathematics anxiety, career aspirations, and academic performance. The study utilized the descriptive-correlational research design coupled with the quantitative data collection process, i.e., a survey questionnaire. We deliberately sampled six lower secondary schools in Musanze district to participate in the study. A total of 415 (60 % males) senior two students (grade 8) were involved in the study. Data were analyzed using an independent sample t-test and structural equation modeling. Students’ perceptions of the teaching approach significantly influenced career aspirations, mathematics anxiety, and performances. In addition, mathematics anxiety affected the relationship between students’ perceptions of the teaching approach and performance and career aspirations. Although girls’ mathematics anxiety, mathematics performance, and perceptions of the teaching approach were higher than boys’, the differences were not statistically significant. The findings of this study revealed that students’ perceptions of the teaching approach influence their mathematics performance, mathematics anxiety, and career aspirations. Therefore, any intervention aimed at reducing mathematics anxiety and improving academic performance and career aspirations in Mathematics should consider students’ perceptions of the teaching approach. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.