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Using Peer Tutoring to Improve Students' Academic Achievement in Financial Accounting Concepts
Lower academic performance among children with perinatal HIV exposure in Botswana
Academic resilience, emotional intelligence, and academic performance among undergraduate students
Energy Drink Consumption among Adolescents Attending Schools in Lubumbashi, Democratic Republic of Congo
African students’ emigration intentions: case studies in Côte d’Ivoire, Niger, and Senegal
Artificial Intelligence Chatbot – ChatGPT and High-Tech Plagiarism Concerns in a Digital Age: Is Detection Possible?
Number of students in clinical placement and the quality of the clinical learning environment: A cross-sectional study of nursing and midwifery students
Modelling geographic access and school catchment areas across public primary schools to support subnational planning in Kenya
Effectiveness of Pre-and Post-Clinical Conferences in Improving Clinical Learning Among Midwifery Students of Jimma University: Pre-Experimental Study
Self-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio
Perceived organizational support, self-efficacy and work engagement: testing for the interaction effects
Assessment of ict skills relevant for effective learning possessed by undergraduate students at university of nigeria
Sedentary Behaviour Among Male Adolescents in Sagamu, Southwest Nigeria
Decomposing Learning Inequalities in East Africa: How Much Does Sorting Matter?
Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the topic of Safety in Our Environment
Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?
Influence of stress and coping strategies on undergraduate students' performance
Mobile information behaviour of sandwich students towards mobile learning integration at the University of Ghana
Primary school enrolment rate, completion rate and gender balancing in Nigeria; the financial inclusion perspective
Teaching history in ways C21st students learn – A design-based research perspective
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
Assessment of industry’s perception of effective mechanisms to stimulate academia–industry collaboration in Sub-Saharan Africa
Integration of information communication technology in teaching: The underpinning factors among kenya’s primary school teachers
Perceived or real: Reasons accounting for difficulties in the study of public administration in African universities
Suicidal Attempts among Secondary School-Going Adolescents in Kilimanjaro Region, Northern Tanzania
Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration
The impact of perceived safety, weather condition and convenience on motorcycle helmet use: The mediating role of traffic law enforcement and road safety education
EFFECT OF TASK-BASED LEARNING ON STUDENTS' UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS
Effects of a Parental Involvement Intervention to Promote Child Literacy in Tanzania: A Cluster Randomized Controlled Trial
Portfolio vs. summative assessment: impacts on EFL learners' writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy
Is an integrated model of school eye health delivery more cost-effective than a vertical model? An implementation research in Zanzibar
Exploring the impact of Stein et al.’s levels of cognitive demand in supporting students’ mathematics heuristic problem-solving abilities
Dictionary usage in teaching a mother tongue with reference to Sesotho
Dictionary usage in teaching a mother tongue with reference to Sesotho
by Motjope-Mokhali T.
Keep ReadingEducational, psychosocial, and protection outcomes of child- and youth-focused programming with Somali refugees in Dollo Ado, Ethiopia
Impact of Institutional Quality on the Quality of Life in Africa: An Economic Approach
Measuring the quality of sexuality education implementation at the school level in low- and middle-income countries
GeoGebra software in teaching and learning geometry of 3-dimension to improve students’ performance and attitude of secondary school teachers and students
Using Peer Tutoring to Improve Students' Academic Achievement in Financial Accounting Concepts
by Olulowo, T.G.
This study investigated the effectiveness of the peer tutoring instructional strategy in improving students' academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers' Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students' academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students' attainment in the subject. © 2020 Taiwo Grace Olulowo et al.
Lower academic performance among children with perinatal HIV exposure in Botswana
by Powis K.M.
Introduction: Studies have reported a higher risk of suboptimal neurodevelopment among children who are HIV-exposed uninfected (HEU) compared to children HIV-unexposed uninfected (HUU). Actual academic performance among school-aged children by HIV exposure status has not been studied. Methods: Academic performance in Mathematics, Science, English, Setswana and overall among children enrolled in the Botswana-based FLOURISH study who were attending public primary school and ranging in age from 7.1 to 14.6 years were compared by HIV exposure status using a Cochran-Mantel-Haenszel test. Lower academic performance was defined as a grade of “C” or lower (?60%). Unadjusted and adjusted logistic regression models were fit to assess for an association between HIV exposure and lower academic performance. Results: Between April 2021 and December 2022, 398 children attending public primary school enrolled in the FLOURSH study, 307 (77%) were HEU. Median age was 9.4 years (IQR 8.9–10.2). Only 17.9% of children HEU were breastfeed versus 100% of children HUU. Among children HEU, 80.3% had foetal exposure to three-drug antiretroviral treatment, 18.7% to zidovudine only and 1.0% had no antiretroviral exposure. Caregivers of children HEU were older compared to caregivers of children HUU (median 42 vs. 36 years) and more likely to have no or primary education only (15.0% vs. 1.1%). In unadjusted analyses, children HEU were more likely to have lower overall academic performance compared to their children HUU (odds ratio [OR]: 1.96 [95% confidence interval (CI): 1.16, 3.30]), and lower performance in Mathematics, Science and English. The association was attenuated after adjustment for maternal education, caregiver income, breastfeeding, low birth weight and child sex (aOR: 1.86 [95% CI: 0.78, 4.43]). Conclusions: In this Botswana-based cohort, primary school academic performance was lower among children HEU compared to children HUU. Biological and socio-demographic factors, including child sex, appear to contribute to this difference. Further research is needed to identify modifiable contributors, develop screening tools to identify the risk of poor academic performance and design interventions to mitigate risk. © 2023 The Authors. Journal of the International AIDS Society published by John Wiley & Sons Ltd on behalf of International AIDS Society.
Academic resilience, emotional intelligence, and academic performance among undergraduate students
by Ononye, Uzoma
Academic resilience and emotional intelligence are considered important personal resources for furthering students' academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (? = 0.125, p = 0.007), academic resilience (? = 0.231, p = 0.000) and emotional intelligence (? = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (? = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively. © The author(s) 2022
Energy Drink Consumption among Adolescents Attending Schools in Lubumbashi, Democratic Republic of Congo
by Kuhangana, TC
Background: The consumption of energy drinks (EDs) is increasing in the general population, but little is known about the consumption of EDs among pupils in Africa. This study was designed to assess the consumption of EDs among pupils between 10 and 17 years of age and to assess average caffeine concentrations contained in EDs sold in Lubumbashi. Methods: We conducted a cross-sectional survey in five schools using a standardised questionnaire taken face-to-face. Samples of locally purchased EDs were analysed by High Performance Liquid Chromatography with Ultra-Violet spectrometry (HPLC-UV). Results: Of 338 pupils (54% girls), 63% reported having consumed at least one ED in the last week and 34% drank at least one ED a day. The cheapest ED was the most widely consumed. Among pupils having consumed at least one ED in the last week, 79% reported consuming it for refreshment and 15% to get energy. For those who reported not consuming EDs, 40% reported that their parents or teachers forbade them to drink EDs. Some (14%) teenagers, mainly boys, mixed ED with alcohol. The concentrations of caffeine measured in twelve brands of EDs ranged from 7.6 to 29.4 mg/100 mL (median 23.3), giving caffeine contents of 37.5 to 160 mg (median 90 mg) per can or bottle. The estimated daily intake of caffeine through EDs was between 51.3 mg and 441.3 mg among those consuming EDs regularly. Conclusion: Our study convincingly demonstrates that caffeine-containing EDs are not only consumed by youngsters living in affluent societies. We documented widespread regular consumption of EDs among (pre-)adolescent schoolchildren living in Lubumbashi, a large city of the Democratic Republic of Congo (DRC). In view of the global market expansion of caffeinated EDs, it is reasonable to suspect that similar surveys in other urban areas of sub-Saharan Africa would yield similar findings. Pricing and advertising regulations and education on EDs are necessary to limit the regular consumption of EDs among adolescents.
African students’ emigration intentions: case studies in Côte d’Ivoire, Niger, and Senegal
by Nassa, Désiré
This paper addresses the drivers of migration intentions amongst francophone West African university students. We use an original dataset collected from more than 4000 students in Côte d’Ivoire, Niger, and Senegal. Multivariate methods allow us to link the intention to migrate with the characteristics of students, with their opinion regarding mobility as well as with the perceived situation of their country of origin. We analyze intervening factors such as ethnicity, financial resources, past migration history, and social networks, and put the results into perspective with migration theory. Our results show that migration intentions are complex processes: the national context plays a role, but family support and networks are important. Generally, only a minority of students wish to leave and then only temporarily, to improve their human capital upon return. © 2020 The African Specialty Group of the Association of American Geographers.
Artificial Intelligence Chatbot – ChatGPT and High-Tech Plagiarism Concerns in a Digital Age: Is Detection Possible?
by Jacob Sarfo
The digital age of the 21st century has brought an ascent of artificial intelligence technology used in various sectors. The growth and influence of artificial intelligence technology and tools on education and academic publishing have become an important topic recently. With the latest developments in artificial intelligence chatbots, detecting high-tech plagiarism and ensuring academic integrity in scholarly writing has become a worry with the educational and scientific publishing community. In this editorial, I briefly engaged one of the most popular artificial intelligence chatbots, ChatGPT, to write a paragraph with the prompt – “Write an original paragraph introducing High-Tech Plagiarism and add in-text citations and a main reference list in APA.” To this end, it generated a text with 235 words and 1,565 characters. Subsequently, I submitted the text to Turnitin and obtained a Similarity Index of 0 % and an artificial intelligence percentage of--%. Additionally, I solicited ChatGPT to authenticate if the paragraph was produced by itself. It confirmed with the feedback, “Yes, the paragraph introducing “High-Tech Plagiarism” and the associated in-text citations and references were generated by ChatGPT.” This conversation and further checks affirm the findings of previous studies that ChatGPT can produce sophisticated textual outputs that can slip undetected by plagiarism detection tools like Turnitin. Implications are discussed in the paper. © 2023, Centre for Behaviour and Wellness Advocacy. All rights reserved.
Number of students in clinical placement and the quality of the clinical learning environment: A cross-sectional study of nursing and midwifery students
by Abuosi, Aaron Asibi
Background: Clinical placement is an important component of nursing and midwifery education. It exposes students to the real-world healthcare environment, where theoretical knowledge is put into practice. However, the quality of the clinical learning environment in sub-Sahara Africa has not been well explored. Objective: The objectives of this study were to assess trainees' perceptions of the number of students on the ward or clinical unit, and the quality of the clinical learning environment. Design: Cross-sectional survey. Setting: Nursing and midwifery students were recruited from three public hospitals in the Upper East Region, Ghana, between July and August 2019. Participants: 254 nursing and midwifery students were recruited using the convenience sampling technique. Methods: Data were collected with the Clinical Learning Environment and Supervision + Nurse Teacher questionnaire. Data were analysed using univariate, bivariate and multivariable analyses. Results: It was found that the participants rated supervisory relationship; pedagogical atmosphere; role of nurse teacher; leadership style of ward managers; and premises of care on the ward as average. Students' perceptions of the quality of the clinical learning environment were predicted by supervisory relationship (beta = 0.219, 95% CI: 0.016-0.070), leadership style (beta = 0.199, 95% CI: 0.011-0.133) and perception of number of students in clinical placement (beta = 0.224, 95%CI: 0.022-0.093). The trainees indicated that the number of students on the ward did not correspond with the amount of medical equipment and supervisors. Conclusion: The quality of the clinical learning environment was perceived to be suboptimal. Leadership style, supervisory relationship and perception of the number of students on the ward were the salient factors that influenced students' perceptions of the quality of the clinical learning environment. Leaders of nursing and midwifery training institutions must liaise with stakeholders to enhance the quality of the clinical learning environment.
Modelling geographic access and school catchment areas across public primary schools to support subnational planning in Kenya
by Macharia, Peter M.
Understanding the location of schools relative to the population they serve is important to contextualise the time, students must travel and to define school catchment areas (SCAs) for planning. We assembled a spatio-temporal database of public primary schools (PPS), population density of school-going children (SGC), and factors affecting travel in 2009 and 2020 in Kenya. We combined the assembled datasets within cost distance and cost allocation algorithms to compute travel time to the nearest PPS and define SCAs. We elucidated travel time and marginalised SGC living outside 24-minutes, government's threshold at sub-county level (decision-making units). Weassembled 2170 PPS in 2009 and 4682 in 2020, an increase of 115.8%, while the average travel time reduced from 28 to 17 minutes between 2009 and 2020. Nationally, 65% of SGC were within 24-minutes’ catchment in 2009, which increased to 89% in 2020. Subnationally, 19 and 61 out of 62 sub-counties had over 75% of SGC within the same threshold, in 2009 and 2020, respectively. Findings can be used to target the marginalised SGC, and monitor progress towards attainment of national and Sustainable Development Goals. The framework can be applied in other contexts to assemble geocoded school lists, characterise travel time and model SCA. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Effectiveness of Pre-and Post-Clinical Conferences in Improving Clinical Learning Among Midwifery Students of Jimma University: Pre-Experimental Study
by Kitaba, Kebenesa Angasu
Background: Although clinical conferences are promising clinical teaching strategy for ensuring meaningful clinical learning, they were mostly overlooked. Thus, this study aimed to assess the effectiveness of pre-and post-clinical conferences in improving clinical learning among third-year undergraduate midwifery students of Jimma University. Methods: A quantitative institution-based pre-experimental study was performed among consecutively selected thirty-four third-year regular undergraduate midwifery students of Jimma University from February 14 to 25/2021. Data were collected by using both a self-administered questionnaire and an observational checklist. The collected data were entered into Epi_data version 4.6 and exported to SPSS version 23 for analysis. To test the difference in the participants’ clinical learning before and after the pre-and post-clinical conferences, a paired-samples t-test analysis was done at a 95% confidence interval and p-value <0.05. To quantify the magnitude of the intervention’s effect, Eta squared was computed as an effect size statistic. The results were presented by text and tables. Results: There was a statistically significant improvement in the overall clinical learning score from pre-intervention (M = 8.79, SD = 4.1) to post-intervention [M = 15.65, SD = 15.65, t (33)= 8.53, p < 0.0005]. Also, the Eta squared = 0.69 indicated a large effect size. Conclusion: Since pre-and post-clinical conferences resulted in improvement of clinical learning among the respondents, the routine utilization of the pre-and post-clinical conferences as an effective clinical teaching strategy should be encouraged among the midwifery clinical teachers of Jimma University. © 2022 Kitaba.
Self-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio
by Lysenko, Larysa
To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students' capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning -- forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of self-regulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction.
Perceived organizational support, self-efficacy and work engagement: testing for the interaction effects
by Musenze, IA
Purpose The purpose of this paper is to examine the relationship of the interaction effect of perceived organizational support (POS) and self-efficacy (SE) with work engagement (WE) within the primary education industry. Design/methodology/approach The paper relies on structural equation modeling (SEM) with AMOS (V.22) to test and resolve the conditional hypothesis that fusion of POS and SE is necessary for WE. Findings The scale of effect of POS on WE depends on SE; hence, the assumption of nonadditivity is achieved. Precisely, the interaction of POS and SE is necessary for WE. Research limitations/implications The study was based on a single research methodological approach, namely quantitative research methodology, which could have been affected the outcome of this investigation. Future studies could investigate WE interaction model through qualitative lens in order to provide a triangulation opportunity. Moreover, the findings from the current study are cross-sectional, and data were collected at a snapshot. Therefore, future research should consider the multiplicative effects studied in this paper across time. Practical implications Attempts to heighten WE levels, among government primary school teachers in Uganda, would require that management regularly ventures into finding a more practical and feasible fusion of POS with SE in order to provide significant levels of WE among employees of primary education industry. Originality/value This is the first study that tests the interactive effects of POS and SE on WE in Uganda's primary education industry.
Assessment of ict skills relevant for effective learning possessed by undergraduate students at university of nigeria
by Oguguo, B.C.E.
This study examined the information and communication technology (ICT) skills relevant for effective learning possessed by undergraduate students. The study made use of descriptive survey research design. The study participants were 320 undergraduate students of university of Nigeria. The instrument used for data collection was “Relevant ICT Skills for Effective Learning among Undergraduate Students Questionnaire” (RISELUSQ). The reliability of the instrument was determined using Cronbach-Alpha method and a reliability coefficient of 0.84 was obtained. Four research questions and two hypotheses guided the study. The data collected were subjected to analysis, the mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The findings revealed that undergraduate students possessed the relevant ICT skills that will enhance their learning and that the ICT skills of the male students were not different from that of the female. The findings also showed that the ICT skills of undergraduate students differ based on their educational level, particularly, between the 100 level and 500 levels. Equally, the finding reveals that the students face some ICT challenges like non-functional/limited projectors in classrooms, limited e-learning facilities among others. Based on the findings, it was recommended that students be encouraged to continue to improve on their ICT skills as it will enable them strive well academically and that school authorities should ensure adequate and proper infrastructures/ICT facilities be put in place within the university environment. © 2020, Sciedu Press. All rights reserved.
Sedentary Behaviour Among Male Adolescents in Sagamu, Southwest Nigeria
by Odusoga, OB
Background: Sedentary behaviour (SB) is a leading risk factor for development of non-communicable diseases (NCDs) and associated morbidity worldwide. Several studies have reported a high prevalence of sedentary behaviour among adolescents in developing countries with a male preponderance. The Nigerian male adolescent is similarly faced with lifestyle challenges as his counterparts in other countries. Aim: This study determined the pattern, knowledge and factors associated with sedentary behaviour among male adolescents in Sagamu, Nigeria. Method: A cross-sectional study was carried out among 330 in-school male adolescents in Sagamu, selected via multi-stage sampling technique. Data were collected using a semi-structured, self-administered questionnaire and analyzed using IBM SPSS version 20. Relevant descriptive and inferential statistics were calculated, with p <.05. Participation was fully voluntary and strict confidentiality was ensured. Result: The mean age of respondents was 15.9 +/- 1.4 years; 86.9% of respondents were aged 15-19years. About 94.8% of sedentary respondents had poor knowledge. Over 90% of respondents were sedentary. Screen-based behaviour (79%) contributed more to respondents' pattern of SB while using a tablet or a smart phone (23.6%) singularly contributed the largest to sedentariness. SB was associated with motorized transport (p = .038), smoking (p <=.001) and central obesity status (p = .040) but not with socio-demographic characteristics and alcohol intake. Conclusion: Knowledge of SB was poor among respondents. The prevalence of sedentary behaviour was high and associated with central obesity, smoking and motorized transport. School-based interventions including health education, should be initiated to reduce the risk of developing NCDs.
Decomposing Learning Inequalities in East Africa: How Much Does Sorting Matter?
by Sam Jones
Inequalities in learning opportunities arise from both household- and school-related factors. Although these factors are unlikely to be independent, few studies have considered the extent to which sorting between schools and households might aggravate educational inequalities. To fill this gap, this article presents a novel variance decomposition, which is then applied to data from over one million children from East Africa. Results indicate that sorting accounts for around 8 percent of the test-score variance, similar in magnitude to the contribution of differences in school quality. Empirical simulations of steady-state educational inequalities reveal that policies to mitigate sorting could substantially reduce educational inequalities over the long run. © 2022 UNU-WIDER, 2021. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / THE WORLD BANK.
Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the topic of Safety in Our Environment
by Kasuga, Willy
This study aimed to examine the effect of problem-based learning (PBL) in developing science process skills (SPS) and learning achievement on the topic of ‘Safety in Our Environment’ in secondary schools in Tanzania. The study employed a quasi-experimental design. The participants for the study were Form One ‘Stream E’ students in the experimental school and Form One ‘Stream D’ students in the control school. Data were collected using a structured questionnaire and an achievement test. The results showed that the use of the PBL approach increased the mean scores from pre-test to post-test that were statistically significant at p =.00 in developing SPS compared to traditional teaching methods. Also, the use of PBL showed an increase in students’ scores on the achievement test compared to the traditional teaching methods. Traditional teaching methods have the ability to retain achievement at a low level of cognitive ability as compared to PBL. Furthermore, PBL showed that there was no statistically significant difference in achievement based on gender as compared to the traditional teaching methods. The study recommends a continuous use of learner-centered approaches such as PBL in teaching and learning science subjects including Biology © 2022, Journal of Turkish Science Education. All Rights Reserved.
Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?
by Jonathan O Chimakonam
This article investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, amongst others, could accommodate African approaches to philosophy. We contend that African homegrown frameworks, such as Conversational Thinking, can serve as appropriate decolonial strategies for philosophy education in parts of Africa. Our reason is that the proposed approach can train the emerging young generations in Africa, not only to be critical, creative, and innovative, but also to view reality from African epistemic perspectives. This stems from the fact that Conversational Thinking is one strategy amongst others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation. © The Author(s) 2024. Published by Oxford University Press on behalf of Philosophy of Education Society of Great Britain. All rights reserved.
Influence of stress and coping strategies on undergraduate students' performance
by Oyewobi, L.O.
Purpose: This study examined the causes of academic stress amongst undergraduate students in the Department of Quantity Surveying to ascertain whether stress has an influence on their academic performance. Design/methodology/approach: This research explores the relationships between these constructs: academic stress, non-academic stress, coping strategies and academic performance, using a survey questionnaire to collect data from 190 undergraduate students in the Quantity Survey department. Descriptive statistics have been used to analyse the data and a path analytical approach has been adopted to evaluate the relationship between the constructs discussed in the paper. Findings: Significant linear associations have been established between all the proposed paths and the outcome factor (p < 0.00). Coping strategies were an important mediator (p = 0.000), as they explained 32.9% of the association between academic stress and non-academic stress. However, the findings have shown that the stress faced by students is an optimal degree of stress that improves learning capabilities. Practical implications: Explanation and clarification of the effects of academic and non-academic stress and coping mechanisms on the academic performance of university undergraduate students could help to reduce the risk of suicide amongst the teeming youths. It will also afford the university administration the opportunity to engender stress-free environment that is conducive for learning through the formulation of appropriate policies that promote “balanced learning” for the students. The outcome of this study may provide a launch pad for researchers who are interested in knowing how the possible causes of stress may impact on the health of university students. Originality/value: The findings will be of great importance to the academic advisers and university administration in developing a flexible academic calendar and adopt policies that will eliminate academic stress and promote strategies to cope with non-academic stress. The study is the first attempt to examine academic stress, non-academic stress, coping strategies and academic performance in a single research in the Nigerian context due to limited literature found. This study has pedagogical implications to education practice by offering tertiary institutions the opportunity to appraise and device a means of managing students' stress by identifying their needs and increase students' coping skills based on prevailing modalities that give students' opportunities to strengthen the strategies of coping. © 2020, Emerald Publishing Limited.
Mobile information behaviour of sandwich students towards mobile learning integration at the University of Ghana
by Kankam, P.K.
In Ghana, sandwich students are in accelerated programmes and education are offered to them during vacation periods. Like other forms of education, it has been found that the integration of mobile learning with sandwich programmes would be beneficial. However, the need to explore students’ readiness and attitudes towards M-learning before its integration is crucial. This study therefore looked into sandwich students’ mobile information behaviour to ascertain their readiness for M-learning adoption. Through a survey research method, the study used a quantitative approach to look into this phenomenon. Forty (40) sandwich students from the University of Ghana participated in the study and data were collected through the use of the questionnaire. The sandwich students perceived integration of M-learning to be beneficial. The results of the study also show that the participants own mobile devices, but a significant number of them were of the view that their mobile devices would not enable M-learning adoption to be effective. The study recommends training on mobile information retrieval skills to students for effective M-learning adoption. © 2020, © 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Primary school enrolment rate, completion rate and gender balancing in Nigeria; the financial inclusion perspective
by Offiong A.I.
Purpose The bedrock of growth in education is at the primary/basic education level, hence there is need to ensure that the populace not only enrolls but complete their education as well as maintain gender balancing. Financial inclusion is essential in achieving financial development which if properly tailored should result in economic growth and development. Education is an important development parameter, therefore, the purpose of this study is to assess if financial inclusiveness enhances primary school enrolment, completion and gender balancing. Design/methodology/approach In order to ascertain if financial inclusion (financial penetration, access and usage) enhances primary school education (primary school enrolment and completion) and gender balancing (primary school female-to-male ratio), the study employed the vector error correction modeling (VECM) to capture both short- and long-run dynamics of cointegration equations and also, ascertain how the long-run deviations are deemed corrected in the short run. Findings The findings of financial inclusion showed a significant positive effect on primary school enrollment but regarding primary school completion rate and female-to-male ratio, the responses to financial inclusion measures showed a completely negative effect. From the foregoing, it is not just sufficient to enroll school children but that they complete their basic primary education, and equally ensure that the males are not favored over the females so as to achieve gender balance literacy in the country. Originality/value The study focuses on how financial inclusion engenders admission, graduation and gender balancing in primary school education as the bedrock to formal education in Nigeria.
Teaching history in ways C21st students learn – A design-based research perspective
by Sebbowa, D.K.
One of the challenges of teaching current students’ history is how to transform a generally boring subject to appeal to 21st century students. The continued use of traditional methods in teaching history by lecturers emphasizes recitation and narration. This makes student inactive. In this paper, we propose a model for teaching history using emerging technologies in ways that stimulate learners’ interest and draw on historical contexts. Following the four stages of design-based research methodology, two iterations were designed and examined where pre-service teachers (C21st students) used multimodal affordances of emerging technologies (modern tool) to interrogate historical facts (history) in creative and engaging manner. The findings suggest that design principles and guidelines have potential to help students and teachers to restore interest in history teaching and learning while simultaneously guiding and interpreting the human past. A major outcome of this research was the development of five major design principles and guidelines for teaching history in ways that C21st students learn - connecting with the present, appreciating heritage, dialogue in history, doing history and validating history. © 2020 Society for Research and Knowledge Management. All rights reserved.
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
by Tchesa, Gervazio
To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational context. Linguistic and non-linguistic measures of declarative and procedural memory were used. The untimed grammaticality judgement test was used to measure the learners’ grammatical knowledge of nine features considered to have been taught explicitly (Explicitly Taught) and four others that were likely not taught explicitly (Not Explicitly Taught). To control for random variability at item and participant level, we constructed a series of linear mixed-effects models to examine the effects of memory. Overall, declarative memory was associated with both structural types across the educational levels while procedural memory was associated with learners’ performance at lower levels of L2 acquisition, contrary to Ullman’s declarative and procedural memory model. © 2024 Unisa Press.
Assessment of industry’s perception of effective mechanisms to stimulate academia–industry collaboration in Sub-Saharan Africa
by Nsanzumuhire, Silas U
To reach the desired level of university–industry collaboration (UIC) in Sub-Saharan African (SSA) countries, specific strategies and operational mechanisms are needed. For this, an in-depth understanding of the specificities of the context concerning the UIC influencing factors is necessary. Such an understanding is still limited in SSA. This study evaluates industry’s perception regarding UIC and its stimulating mechanisms using unique primary data collected from 125 agro-processing companies operating in Rwanda. Data on companies’ preferences for stimulating mechanisms were collected using a discrete choice experiment (DCE). The findings indicate a low level of perceived value from current UIC activities. The most hampering challenges are related to the fact that students are not well prepared to take part in collaboration activities and to irrelevant research outputs. Companies’ preferences regarding stimulating mechanisms are mainly the provision of financial incentives for instilling commitment, the use of an external independent company as a form of UIC governance and building trust using the provision of high-quality graduates and research. The study draws on industry preferences to make recommendations on the best way to stimulate UIC in developing countries. © The Author(s) 2022.
Integration of information communication technology in teaching: The underpinning factors among kenya’s primary school teachers
by Mutisya, S.M.
This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 = 0.325, P = 0.001) and was statistically significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (? = 0.259, p < 0.05) while performance expectancy (? = 0.148, p > 0.05), effort expectancy (? =-0.185, p > 0.05), social influence (? = 0.029, p > 0.05), facilitating condition (? = 0.194, p > 0.05), self-efficacy (? = 0.195, p > 0.05) and anxiety (? = 0.074, p > 0.05) were not significant predictors. The study recommends training of teachers on subject-specific ICT technologies, that laptops and computers be availed for use by teachers and pupils, that School Heads be trained on how to monitor and support integration of ICT by teachers and that governments provide schools with requisite ICT infrastructure. © 2020, Commonwealth of Learning. All rights reserved.
Perceived or real: Reasons accounting for difficulties in the study of public administration in African universities
by Peter Okebukola
Studies on reasons accounting for the difficulties in learning public administration is relatively new in the public administration literature though many findings exist regarding students' difficulties in the study of different subject areas. This paper examines whether the perceived reasons in other subjects are real in the study of public administration in African universities. Using a quantitative method and sample N = 650, data were gathered from university students studying public administration in Ghana and Nigeria. The data were analysed using descriptive and inferential statistics. This study reveals a correlation between concept difficulty and students lacking opportunity for group studies, syllabus wideness, and textbook/slides not being easy to follow as real reasons accounting for concept difficulty in the study of public administration in African universities. This study concludes that the three reasons outlined are not perceived but real reasons accounting for difficulties in the study of public administration in African universities. Appropriate remediating measures are recommended to bolster the study of the subject in African universities.
Suicidal Attempts among Secondary School-Going Adolescents in Kilimanjaro Region, Northern Tanzania
by Jackline Shirima
Suicide attempts among adolescents are common and can lead to death. The study aimed to determine the prevalence and factors associated with suicide attempts among secondary school-going adolescents in the Kilimanjaro region, northern Tanzania. The study used data from two repeated regional school-based student health surveys (RSHS), conducted in 2019 (Survey 1) and 2022 (Survey 2). Data were analyzed for secondary school students aged 13 to 17 years from four districts of the Kilimanjaro region. The study included 4188 secondary school-going adolescents: 3182 in Survey 1 and 1006 in Survey 2. The mean age in Survey 1 was 14 years and the median age in Survey 2 was 17 years (p < 0.001). The overall prevalence of suicide attempts was 3.3% (3.0% in Survey 1 and 4.2% in Survey 2). Female adolescents had higher odds of suicide attempts (aOR = 3.0, 95% CI 1.2–5.5), as did those who felt lonely (aOR = 2.0, 95% CI 1.0–3.6), had ever been worried (aOR = 1.9, 95% CI 1.0–3.5), or had ever been bullied (aOR = 2.2, 95% CI 1.2–4.1). Suicidal attempts are prevalent among secondary school-going adolescents in the Kilimanjaro region, northern Tanzania. In-school programs should be established to prevent such attempts. © 2023 by the authors.
Effect of Hands-on Laboratory Experiment and Demonstration Teaching Techniques on Rwandan Secondary School Students’ Academic Performance in Solutions and Titration
by Kaneza, Pascal
The main objective of this intervention study was to investigate the effect of three teaching approaches, namely the traditional teaching method (TTM), a teacher-based demonstration experiment (TBDE) and a student hands-on experiment (SHE), on students’ academic performance. A total number of 324 senior five students studying chemistry as one of the main subjects in their combinations were selected from four provinces and Kigali city in Rwanda. The data were collected using a chemistry achievement test comprising 30 multiple-choice questions. This test was administered before and after teaching intervention to measure the effect of the three teaching approaches on students’ academic performance of solutions and titration. The Kruskal–Wallis test indicated that both SHE and TBDE had a higher mean rank after the intervention than the TTM group. The post-hoc test showed a statistically significant difference in the mean score of TTM vs. TBDE, as well as TTM vs. SHE. However, there was no significant statistical difference between the SHE vs TBDE groups. The results indicate that providing laboratory experiments through SHE or TBDE approaches significantly improved students’ academic performance of solutions and titration. Chemistry teachers are advised to use laboratory experiments provided either through SHE or TBDE as an effective remedial tool that could improve students’ performance in solutions and titration. © 2023 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
The impact of perceived safety, weather condition and convenience on motorcycle helmet use: The mediating role of traffic law enforcement and road safety education
by Raymond Akuh
Despite numerous studies on motorcycle safety, especially the compliance of helmet use laws in both developed and developing countries across the globe, little is known about the mediating role of traffic law enforcement and road safety education specifically on the relationship between helmet use influencing factors and helmet usage in general. The aim of this study was to examine the mediating role of traffic law enforcement and road safety education on the relationship between helmet usage influencing factors and motorcycle helmet usage. A total of 358 respondents from a university community that uses a motorcycle on daily bases to and from the community and for other important trip purposes completed a self-reported questionnaire in the Upper West Region of Ghana where motorcycles are predominantly used as a transportation mode. To test for the various hypotheses of this study, we developed a hypothesized single multiple mediated structural equation model and several sub-mediated models using AMOS 26.0. The results showed that the perceived safety of the helmet, weather conditions, and convenience of helmet use have positive significant impacts on helmet use. The study also found a full mediation role of the combined effect of traffic law enforcement and road safety education on the relationship of helmet use influencing factors investigated and helmet use. The study concludes that new traffic law enforcement and road safety education strategies need to be adopted to help improve upon the low prevalence of helmet use within the study area. © 2023 International Association of Traffic and Safety Sciences
EFFECT OF TASK-BASED LEARNING ON STUDENTS' UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS
by Musengimana, Jeannette
This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students' understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of.643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students' understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students' understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.
Effects of a Parental Involvement Intervention to Promote Child Literacy in Tanzania: A Cluster Randomized Controlled Trial
by Kigobe J.
This study reports on the effects of a 1-year parental involvement intervention on reading development of primary school children. The intervention included a teacher and parent training, focusing on teacher-parent communication and parental involvement in homework and reading at home. We used a cluster randomized controlled trial design with pre-, post- and follow-up measurements to evaluate the intervention. Participants were 600 second grade children (n = 264 in the intervention group, n = 336 in the control group), with their parents and teachers from 24 schools in Dar Es Salaam, Tanzania. A hierarchical linear model, which assessed children's reading growth across three time points, demonstrated that compared to children in the control condition, children in the intervention condition made significantly more progress in decoding skills, reading fluency and reading comprehension from pre- to post-intervention, and from pre-intervention to follow-up (8-9 months after the intervention). We discuss the usefulness of this intervention in helping children who are at risk for reading problems in primary school.
Portfolio vs. summative assessment: impacts on EFL learners' writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy
by Negash Hussen
Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners' writing complexity, accuracy, and fluency (CAF); learners' autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners' writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end.
Is an integrated model of school eye health delivery more cost-effective than a vertical model? An implementation research in Zanzibar
by Omar, F
Objective To review and compare the cost-effectiveness of the integrated model (IM) and vertical model (VM) of school eye health programme in Zanzibar. Methods and analysis This 6-month implementation research was conducted in four districts in Zanzibar. Nine and ten schools were recruited into the IM and VM, respectively. In the VM, teachers conducted eye health screening and education only while these eye health components were added to the existing school feeding programme (IM). The number of children aged 6-13 years old screened and identified was collected monthly. A review of project account records was conducted with 19 key informants. The actual costs were calculated for each cost categories, and costs per child screened and cost per child identified were compared between the two models. Results Screening coverage was 96% and 90% in the IM and VM with 297 children (69.5%) from the IM and 130 children (30.5%) from VM failed eye health screening. The 6-month eye health screening cost for VM and IM was US$6 728 and US$7 355. The cost per child screened for IM and VM was US$1.23 and US$1.31, and the cost per child identified was US$24.76 and US$51.75, respectively. Conclusion Both models achieved high coverage of eye health screening with the IM being a more cost-effective school eye health delivery screening compared with VM with great opportunities for cost savings.
Exploring the impact of Stein et al.’s levels of cognitive demand in supporting students’ mathematics heuristic problem-solving abilities
by Robert Wakhata
The present study explored the impact of Stein et al.’s levels of cognitive demand (LCD) on evaluation and instructional methods in applying the knowledge of equations and inequalities to learn the topic of linear programming (LP). The framework provided by Stein et al. was used to map students’ LP cognitive demands. Students’ specific proficiency levels in solving LP tasks using Stein et al.’s LCD hierarchical framework were investigated. A mixed-method approach with a pre-test and post-test pre-intervention pilot study involving a non-equivalent control group design was applied. The participants were 175 grade 11 students from Mbale district, eastern Uganda. Two pre-interventional LP tests (pre-test and post-test) were administered to the students to examine their cognitive demands. This was followed by an intervention involving application of Stein et al.’s LCD in learning LP. The results showed that before pre-intervention, the performance of urban school’s average post-test scores was higher than that of the rural school. Students from the rural secondary school improved greatly relative to their peers from the urban school. Moreover, only 25.1% of students performed at the highest level of Stein et al.’s LCD (doing mathematics). The post-test scores were better relative to the pre-test (M = 56.51 ± 20.88 vs. 42.23 ± 22.49; p < 0.05). Overall, there was a statistically significant difference between students’ average grades in the pre-interventional pre-test and the post-test (Cohen’s d = 0.81 > 0.5), 95% CI [−18.00, −10.56]). Holding other factors constant, the significant differences in students’ scores were mainly due to the application of suitable tasks which were later mediated by the application of Stein et al.’s LCD instructional approach. This study, therefore, recommends that mathematics educators should effectively apply Stein et al.’s LCD to vary mathematics tasks given to students. This approach enhances students’ cognitive levels, supports students’ heuristic problem-solving abilities, critical thinking skills, and application of mathematics in real-life. Copyright © 2023 Wakhata, Mutarutinya and Balimuttajjo.
Dictionary usage in teaching a mother tongue with reference to Sesotho
by Motjope-Mokhali T.
This study investigated the effectiveness of dictionary use in reading and writing Sesotho as a mother tongue. The study was prompted by the fact that some students believe that they do not need dictionaries in a mother tongue class and as a result, Sesotho dictionaries are not used in Lesotho schools. The aim of the study was to determine if there was any significant difference in the students’ performance when reading and writing with or without the assistance of a dictionary. The study employed a communicative-oriented approach. It compared the scores of dictionary users and non-dictionary users for reading comprehension and production of sentences. All 434 (Grade 11) of the participating high school students from the lowlands and the highlands areas of Lesotho were given the same test. The participants were tested on their capability to use the selected words in sentences and on their comprehension of the target words. One group in each of the locations used dictionaries, while the other group answered the questions without the use of dictionaries. Among the dictionary users, some made use of the Sesuto-English Dictionary, which is a bilingual dictionary, while others consulted Sethantšo sa Sesotho, a monolingual dictionary. The study reveals that dictionary usage in a mother tongue language class improved students’ performance significantly as compared to non-dictionary use. © 2020 NISC (Pty) Ltd.
Educational, psychosocial, and protection outcomes of child- and youth-focused programming with Somali refugees in Dollo Ado, Ethiopia
by Mesfin Jonfa
Child- and youth-friendly spaces have become a common feature of emergency humanitarian provision. This study reports on the outcomes of child and youth learning centres (CYLCs) in Ethiopia's Buramino Camp established for those fleeing conflict in Somalia. Eighty-five youths completed baseline assessments shortly after arrival and follow-up assessments three to six months later. Caregivers of 106 younger children completed similar appraisals. 693 children attending the CYLCs completed pre- and post-educational assessments, which indicated major gains—significant at p<0.0001—in both literacy (younger children, t=9.06; youth, t=13.87) and numeracy (younger children, t=13.94; youths, t=17.10). Children's CYLC attendance increased reports of met needs among caregivers (t=2.53, p<0.05) and youths (t=2.57, p<0.05), and, among caregivers but not youths, significantly moderated protection concerns (t=2.39, p<0.05, and t=?1.90, p=0.06, respectively). There was general improvement in psychosocial well-being over time for all children; CYLC attendance predicted greater reductions in reported difficulties only among younger children (t=2.51, p<0.05). © 2019 The Authors Disasters © 2019 Overseas Development Institute
Impact of Institutional Quality on the Quality of Life in Africa: An Economic Approach
by Martins Iyoboyi
This study examines the impact that institutional quality exerts on the quality of life. Using the 2-step system Generalized Method of Moments technique on panel data covering 2006 through 2018 on 47 African countries, the empirical results indicate that institutional quality, proxied by Political Stability and Absence of Violence, Voice and Accountability, and Control of Corruption have a positive impact on the quality of life. While real income, CO2 emissions, internet, education and globalization were found to exert a statistically significant positive impact, government health expenditure, unemployment, urbanization and unemployment negatively affected the quality of life within the period under study. The paper recommends an improvement in the institutional environment. © The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V. 2023.
Measuring the quality of sexuality education implementation at the school level in low- and middle-income countries
by Kofi Awusabo-Asare
Comprehensive sexuality education (CSE) is a key component of efforts to improve sexual and reproductive outcomes for young people. While many governments have established policies and curricula for CSE, there are no quantitative measures of the quality of their implementation in schools. We describe the construction of a school-level index to measure CSE implementation quality using data from Peru, Guatemala, Kenya and Ghana for validation. The composite index represents seven key components of a successful programme: range of topics, values imparted, teaching methods, teacher training, resources available, monitoring and evaluation, and the school environment. These components are combined into two sub-indices (curriculum content and implementation context), which together provide a summary index of implementation quality. We present scores for the seven components, the two sub-indices and the summary index for each country. Ghana scored highest on the summary index, while Guatemala scored lowest, but country rankings varied within the different components. The paper discusses the implications of the findings for improving school-based CSE in these countries. An assessment of the validity and reliability of the index indicates it can be used in other settings and could be a useful tool for educationalists, researchers and programme implementers to measure CSE implementation quality. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
GeoGebra software in teaching and learning geometry of 3-dimension to improve students’ performance and attitude of secondary school teachers and students
by Marie Sagesse Uwurukundo
It has been discovered that incorporating technology into geometry instruction improves students' abilities and attitudes. GeoGebra Software is effective at motivating teachers to use technology as a supplement to enhance students' mathematical learning potential. The current study sought to ascertain the effects of GeoGebra software on secondary school students' performance as well as teachers' and students' attitudes toward 3-dimensional geometry. A sample of 84 Senior Five students in upper secondary school from Kicukiro and Musanze District was chosen purposively. The selected sample was divided into two groups for the quasi-experimental design, with the control group having 44 students and the experimental group having 40 students. Additionally, two teachers were chosen to involve in the study. Students in the experimental group used GeoGebra software to study 3D geometry, whereas students in the control group received traditional geometry instruction. The data was collected quantitatively, with both groups taking pre-and post-tests. The obtained data were analyzed using SPSS v.25. The results revealed a statistically significant difference in students’ performance between the groups in favour of the experimental group. Furthermore, both teachers' and students' attitudes were improved. These findings support GeoGebra's efficacy in increasing student achievement as well as teachers' and students' attitudes toward 3-D geometry. However, there was no statistically significant difference in attitudes between male and female students, according to the study. Therefore, we advise adding GeoGebra to mathematics curricula across all grade levels in Rwanda, with a focus on geometry. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
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