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Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program
Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program
by Habiyaremye, Hashituky Telesphore
Keep ReadingOnline learning and COVID-19 outbreak in Mozambique - academics’ experience during suspension of face-to-face classes
Perceptions of Nigerian medical students regarding their preparedness for precision medicine: a cross-sectional survey in Lagos, Nigeria
Leadership matters: The role of destructive leadership behavior and teachers’ demographic characteristics on teachers’ social engagement with students
An Investigation of Organizational Culture of Higher Education: The Case of Hawassa University
Transformative study abroad programs in emerging nations: Moving toward equitable Global North-South partnerships
Journalism Education and Sustainable Journalism in Ghana
Assessment of food safety awareness and practices among university students in Ghana: Using University of Cape Coast (UCC) students as a case study
An Investigation Into the Practices and Challenges of Students’ Use of ICTs in English: Selected Ethiopian Public Universities in Focus
Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students' composition writing achievements
Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions Narratives from Northern Central Nigeria
Prevalence and determinants of overweight and obesity among school-aged children and adolescents
Anesthesia students' perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study
Readiness for Interprofessional Education Among Health Profession Students at a Nigerian University: A Cross-sectional Study
Students' learning approaches as a factor of academic achievement at selected public universities: A cross-sectional study
Interrogating Issues in Nigerian Dance Education
Flipping the Classroom in Senior High School Textile Education to Enhance Students' Learning Achievement and Self-Efficacy
What Makes an Ideal Partner? African Libraries and Neoliberal Discourses in International Development
What Makes an Ideal Partner? African Libraries and Neoliberal Discourses in International Development
by Boakye-Achampong, Stanley
Keep ReadingTrends, patterns and determinants of research productivity at the Technical University of Kenya
Promotion and Knowledge of Online Patent Literature Search to Enhance Scientific Output in Tanzania: Case of Two Universities in Zanzibar
Determinants of child schooling in Kwara State, North Central Nigeria
Determinants of child schooling in Kwara State, North Central Nigeria
by Adebayo Mohammed Ojuolape
Keep ReadingLeadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland
Co-Constructing Knowledge in Uganda: Host Community Conceptions of Relationships in International Service-Learning
Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes
Student Ethnic Diversity Management in Ethiopian Universities: Practices, Challenges, and Way Forward
A call to strengthen medication therapy management training in the Kenyan pharmacy undergraduate curriculum: Feedback from a snapshot of the knowledge and practices among pharmacists in diverse disciplines
Library leadership in Nigeria and COVID-19 pandemic
CHALLENGES IN DEVELOPING AND VALIDATING RESEARCH INSTRUMENTS IN THE AREA OF EDUCATION IN MOZAMBIQUE
CHALLENGES IN DEVELOPING AND VALIDATING RESEARCH INSTRUMENTS IN THE AREA OF EDUCATION IN MOZAMBIQUE
by Vital de Melo Lopes Napapacha
Keep ReadingTransforming Rural Teaching: Teacher Educators and Pre-service Teachers’ Perspectives on Transformative Curriculum and Pedagogy
Investigating teachers’ technological pedagogical content knowledge in teaching mathematics in Rwanda secondary schools
STUDENTS’ CHARACTERISTICS AND ACADEMIC PERFORMANCE OF MARKETING MAJORS: Evidence from Ghana
STUDENTS’ CHARACTERISTICS AND ACADEMIC PERFORMANCE OF MARKETING MAJORS: Evidence from Ghana
by Gyepi-Garbrah, Theophilus Francis
Keep ReadingLecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms
Bridging gender disparities in the teaching profession in tertiary institutions for globalisation
Socially responsible leadership and employee's work passion in public universities in Uganda: the mediating effect of psychological safety
Mathematical knowledge for teaching among Rwandan Teacher Training Colleges: data collected for a doctoral program
by Habiyaremye, Hashituky Telesphore
This dataset was collected for the fulfillment of the first author’s PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors’ mathematical knowledge for teaching. A lesson planning intervention framed within the technological and pedagogical content knowledge framework was provided to an experimental group of tutors. Then, after-intervention data were collected in the form of improved lesson plans, classroom observation, and student performance. This dataset is important for tutors, researchers, and policymakers to gain insights into the effectiveness of the implemented intervention, inform future educational strategies, and enhance the overall quality of mathematical teaching. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Online learning and COVID-19 outbreak in Mozambique - academics’ experience during suspension of face-to-face classes
by Rogerio Martins
The COVID-19 outbreak had a significant impact on social life and the education system, leading to the suspension of face-to-face classes and the adoption of online learning as a strategy to continue the teaching and learning process in many countries around the world, including Mozambique. Thus, we conducted the present study to analyze the teaching and learning process using digital platforms during a state of emergency due to COVID-19. We inquired 417 academics who responded to an online survey open between the 4th and 12th of May 2020 and released via WhatsApp and email. For data analysis, we used descriptive statistics to present the results in simple tables. 263 (61.3%) were male, and the average age was 39.7 years. Seventy-one percent (71%) of the academics received guidance to proceed with the teaching and learning process during the emergency, and several platforms were used for this purpose, where WhatsApp and email (49.2%) were the most used. About 67% of the academics faced some difficulty with the digital learning platforms, and half managed to teach all classes. This process challenged the academic staff, who had to rely on several learning platforms and adopt different teaching strategies in conditions never experienced before. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Perceptions of Nigerian medical students regarding their preparedness for precision medicine: a cross-sectional survey in Lagos, Nigeria
by Ogamba, Chibuzor F.
Background: Advances in precision medicine in Nigeria suggest improving genomics education and competency among healthcare practitioners to facilitate clinical translation. Due to the scarcity of research in this area, this study aimed to assess Nigerian medical students’ perceptions about their preparedness to integrate precision medicine into their future clinical practice. Methods: This was an institution-based cross-sectional study of medicine and surgery students in their clinical years attending the two fully accredited colleges of medicine in Lagos, Nigeria, between April and October 2022 using an adapted tool administered via Google Forms. The survey assessed their awareness, perceptions about knowledge, ability, and attitudes toward precision medicine, ethical concerns, and perceptions about their education in precision medicine. Multivariate linear regression models were used to assess factors associated with students’ perceptions of their knowledge, ability, and attitudes. Results: A total of 300 students completed the questionnaires with a response rate of 40%. Awareness of genomic medicine terminology was high (92.0%). Responses to knowledge and ability questions revealed notable gaps, however, respondents had positive attitude scores overall. Higher medical school year was independently associated with lower knowledge (ptrend = 0.003) and ability (ptrend = 0.005) scores, and knowledge score was independently associated with a higher ability score (β: 0.76 95%CI: 0.67, 0.84; p < 0.001). Attitude scores significantly increased with increasing medical school year (ptrend = 0.04). The respondents mostly indicated concerns about government and corporate bodies’ misuse of genomic data (35.7%) and the widening of socioeconomic disparities (34.0%). Although 65.0% of the respondents thought it important to learn about precision medicine, only 11.3% felt that their education had adequately prepared them for precision medicine, knew who to ask questions regarding genomic testing (10.7%), and felt their professors had encouraged the use of precision medicine (10.3%). Conclusion: Despite high awareness of precision medicine terminology and overall positive attitudes, our findings highlight gaps in knowledge and ability to integrate genomics into the care of patients and a need to improve precision medicine education among Nigerian medical students. © 2023, The Author(s).
Leadership matters: The role of destructive leadership behavior and teachers’ demographic characteristics on teachers’ social engagement with students
by Anteneh, Atalay Mesfin
The study intended to investigate the role of destructive leadership behavior, and teachers’ demographic characteristics on teachers’ social engagement with students in colleges of teacher education in the State of Amhara. A mixed method with an explanatory sequential design was employed. 397 teachers and 366 students participated in the quantitative data collection (questionnaire), whereas the qualitative data were collected with the help of interviews with college deans and teachers. Data collected through a questionnaire was analyzed through descriptive and inferential statistics. On the other hand, narration and interpretation were employed for qualitative data analysis. Findings revealed that deans’ destructive leadership behavior was exhibited significantly. Teachers were socially engaged with students (t (396) = 58.902, d = 0.54, p =.000). Deans’ destructive leadership behavior and demographic characteristics explain teachers’ social engagement with students. However, demographic characteristics only have a minimal contribution in explaining teachers’ social engagement with students. In conclusion, demographic characteristics have no role in teachers’ social engagement with students but destructive leadership behavior plays a role. Finally, recommendations were forwarded to potential stakeholders. © 2024 British Educational Leadership, Management & Administration Society (BELMAS).
An Investigation of Organizational Culture of Higher Education: The Case of Hawassa University
by Demissie, Dereje
With an emphasis on Hawassa University, the study was set out to examine the organizational cultures of HEIs in Ethiopia in both existing and preferred situations. The study used a mixed methods approach and an explanatory research design. Respondents from the four colleges and institutes of Hawassa University selected using purposive sampling included academic personnel, administrative employees, and students. Out of the 436 surveys issued, 396 respondents, 60 were members of the academic staff, 120 were members of the administrative staff, and 216 were students, completed and returned the questionnaires correctly. The respondents were chosen using a simple random sampling procedure. Additionally, two student councils, three college deans, and two administrative staff directorates were purposely chosen to participate in the interview. Through surveys and interviews, both qualitative and quantitative data were gathered. Both descriptive statistics (percentage and mean) and inferential statistics (ANOVA) were applied to the data in order to analyze it. Even though Hawassa University's staff and students prefer a clan culture, the study's findings revealed that hierarchy culture is the institution's predominant organizational culture. In addition, it is discovered that the hierarchy in the present and the clan in the favored contexts are a little stronger and more prominent than the other cultural types. However, out of the six cultural dimensions, the clan culture type is based on the dominant traits, organizational leadership, strategic emphasis, and success criteria, whereas in the preferred situation, management of employees and organizational glue are perceived as being adhocracy and market culture, respectively. In general, an organization's culture influences not only the performance of its employees but also the effectiveness of the organization as a whole. Therefore, higher education officials must seek to change the current organizational culture of their institutions in order to serve the requirements and interests of stakeholders and to improve the overall performance of their organizations.
Transformative study abroad programs in emerging nations: Moving toward equitable Global North-South partnerships
by Agreement L. Jotia
This work explores how short-term study abroad programs in emerging nations might be redesigned to become more beneficial to host institutions and communities, while providing more responsive, transformative learning experiences for students, and analyze how study abroad programs, as well as follow-on grant and research programs, can also be the tools that develop a sustainable and equitable partnership between universities in the Global North and South. This research is focused on the challenges of developing equitable north-south partnerships, as well as research focused on improving the quality of student experiences in emerging nations. Based on multiple study abroad programs from North America to Botswana, we examine the development of more collaborative study abroad programs in developing countries. This research, focused on the development and execution of study abroad programs with the propensity to positively impact their host community, or at least to do no harm, particularly in developing nations–includes analyses of programs that emphasize connecting and coping skills for all participants, community engagement and the avoidance of missionary zeal, and effective service-learning projects. © 2020, © 2020 The College of Education and Human Ecology, The Ohio State University.
Journalism Education and Sustainable Journalism in Ghana
by Appiah-Adjei, Gifty
Despite a decentralised planning system for a multi-stakeholder approach in implementing the SDGs and numerous efforts towards attaining Agenda 2030, Ghana's progress is not at the rate required to achieve the SDGs targets by 2030. One of the reasons for slow progress is because less consideration is given to the role of professional journalism in sustainable development. This study is on the premise that education in sustainable journalism is central to attaining Agenda 2030. As a result, it seeks to investigate how journalism education in Ghana equips students with education for sustainable journalism. Using a qualitative approach and case study design, multiple methods (document analysis, FGD and interviews) are used to gather data to establish how sustainable journalism is integrated into the Ghanaian journalism curriculum. Thematic analysis of data through the lens of the curriculum framework for SDGs established that, to an extent, sustainable journalism is part of the curriculum even though it is not expressly taught as a stand-alone course. Therefore, there was unanimous support for the modification and inclusion of sustainable journalism into the existing curriculum. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Assessment of food safety awareness and practices among university students in Ghana: Using University of Cape Coast (UCC) students as a case study
by Adjei, Gloria Akyaa
The purpose of this study was to explore food safety practices among university students in Ghana using University of Cape Coast (UCC) students as a case study. Three research objectives guided the study which sought to examine the awareness, perceptions, and practices of food safety among the students. Ko's (2013) KAP model was used as the conceptual framework for this study. The cross-sectional descriptive survey method with a quantitative approach for data collection and analysis was employed. All 2020/2021 final year students (n = 88) of the Department of Hospitality and Tourism Management in UCC were used for the study. Primary data on the students’ food safety awareness, perceptions, and application of food safety practices were collected electronically through the use of questionnaires transformed into Google form surveys. Findings revealed that students demonstrated high levels of awareness of proper food safety measures. The students had positive perceptions about food safety measures outlined and adopted to prevent cross-contamination of diseases associated with food. Some students demonstrated appropriate and adequate application of food safety practices, while others were not unbreast with them. It was therefore recommended that food safety measures should be intensified so that those students who reported low levels of food safety awareness can be made aware of the dangers that come with contamination. © 2022 The Authors
An Investigation Into the Practices and Challenges of Students’ Use of ICTs in English: Selected Ethiopian Public Universities in Focus
by Ayele, Zeleke Arficho
This study was intended to examine whether or not students use ICTs in English, know that one’s use of it improves his/her English language skills, and if there is significant difference among students’ English language, information technology and other departments/programs students’ use of it in English and their knowledge that one’s use of it improves his/her English language skills, and to investigate challenges students face not to use ICTs in English with reference to Hawassa, Wolaita Sodo and Wachemo universities. To this end, a descriptive design with a mixed approach was employed. A questionnaire with two-point and five-point scales was used to collect data from 1500 students (500 students from each university). A semi-structured interview was also conducted with 39 students (13 students from each university) randomly selected from among those students who had filled in the questionnaire. Data gathered by the questionnaire were analyzed quantitatively; data collected by the interview were analyzed qualitatively. The study disclosed that t he vast majority of university students do not use ICTs in English; they do not know that one’s use of it in English improves his/her English language skills. It is also found that there is no statistically significant difference among students of English language, information technology and other departments/programs use of ICTs in English and their knowledge that one’s use of that improves his/her English language ability. There are challenges that students face not to use ICTs in English. Accordingly, recommendations have been forwarded. © 2022 ACADEMY PUBLICATION.
Effects of concept mapping strategy on sentence construction, paragraphing and editing in junior secondary schools students' composition writing achievements
by Gowon, Rahila P.
This study investigated the effects of concept mapping on sentence construction, paragraphing, and editing in composition writing achievement of secondary school students in Kafanchan Education Zone, Kaduna State Nigeria. The study answered three research questions and tested three hypotheses. Quasi-experimental (non-equivalent pre-test-post-test control group design) research design was employed for the study. The population of the study included all the 1,242 Junior Secondary School two (JS II) students in 35 public secondary schools in Kafanchan Education Zone of Kaduna State. Sample of 66 students from two intact classes (experimental group = 36, control group = 30) participated in the study. Students in the experimental group received 8-weeks of training on concept mapping instruction, while those in the control group were exposed to normal conventional teaching. Students' composition writing achievement test (SCWAT, test-retest reliability = 0.78) was developed by the researcher to obtain baseline information and after-intervention information. Data were analyzed using descriptive statistics [means and standard deviation (SD)] and analysis of covariance (ANCOVA). Results indicated that students have the very low ability in sentence construction, paragraphing, and editing in composition writing achievement at baseline. Also, concept mapping instruction significantly improved students' ability to construct a cohesive sentence, develop a paragraph, and edit composition writing. The study concluded that concept mapping strategy has significant effects on sentence construction, paragraphing, and editing in composition writing achievement skills of junior secondary school students. The study strongly recommended the use of a concept mapping strategy by teachers, students, and school administrators in Nigeria.
Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions Narratives from Northern Central Nigeria
by Durowaiye Babatunde Emmanuel
Access to basic education in developing countries poses a major challenge due to a host of cultural and economic factors. Cultural factors that are passed on inter-generationally prescribe and proscribe the extent to which men and women are provided an opportunity to pursue their education. The differentiation between genders often means that the female is provided with a lesser opportunity to advance her education. Underlying these cultural prescriptions is an economic dimension, which determines the extent to which students from rich and poor households are afforded an opportunity to pursue their education. In households that are more affluent, the female is more than likely to pursue her education at a higher educational institution and beyond as compared to those originating from poor households. This study interrogates the interplay of gender and cultural factors underwritten by economic factors that militates against females having full access to education. The study adopts a qualitative approach drawn from a wider study of 60 respondents through in-depth interviews and two focus group discussions (FGD) comprising equal number of males and females in higher institutions of learning in the North-Central Region of Nigeria. It is concluded that cultural and economic factors influence the extent to which females and males are being provided with an opportunity to pursue their studies at a higher educational institution.
Prevalence and determinants of overweight and obesity among school-aged children and adolescents
by Guy Ikambo Wanghi
Obesity is a significant public health crisis affecting millions of children globally. The objective of this study was to identify the prevalence and associated factors of overweight/obesity among school children in Kinshasa, Democratic Republic of Congo (DRC). This was a descriptive cross-sectional study among school children and adolescents (n= 1442) from Kinshasa selected using multistage sampling method. A structured questionnaire was used to collect behavioral data. The WHO AnthroPlus was used to calculate BMI (body mass index). SPSS version 21 was used for data analysis. Potential covariates were examined using chi-square tests followed by multivariate logistic regression analyzes The study found that out of 1442 students, 72% of the sample was at a healthy weight, 15% were underweight and nearly 13% were overweight or obese. The prevalence of overweight and obesity was higher in girls as compared with boys. The results of multivariate logistic regressions showed that the gender of children, category of age, percent body fat, eating fruits and vegetables, and physical activity levels were significantly associated with childhood overweight/obesity. One in eight children and adolescents (12.8%) aged 6 to 18 years in Kinshasa going to primary and secondary schools were either overweight or obese. © 2020, Universitas Ahmad Dahlan - Faculty of Publich Health. All rights reserved.
Anesthesia students' perception of the educational environment and academic achievement at Debre Tabor University and University of Gondar, Ethiopia: a comparative cross-sectional study
by Negash, Tadese Tamire
Background Excellence in Anesthesia education has been advocated to meet the current and future needs of the society. Educational environment plays significant role in determining students' learning and academic achievement. This study assessed the perception of Anesthesia students on their educational environment and it association with their academic achievement at Debre Tabor University and University of Gondar. Methods A comparative cross-sectional study design was employed on 3(rd) and 4(th) year students. Dundee Ready Educational Environment Measure (DREEM) was used to assess students' perception on their educational environment. Perceived performance, Cumulative Grade Point Average (CGPA) and 100 MCQ items were used to assess the academic achievement of the students. An independent t-test was used to assess the differences in the perception of educational environment and academic achievements. Bivariate and multivariable linear regressions were fitted to assess the relationship between perception on educational environment and academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. Result A total of 123 students (91 from University of Gondar and 32 from Debre Tabor University) were participated on this study. The study showed no statistically significant differences between the groups on the perception of students on the educational environment on DREEM total and subscale scores, and academic achievements. However, there were statistically significant differences in some items of the educational environment measures. On multivariable linear regression; entrance exam result, students' perception of teachers, students' academic self -perception and students' social self-perception showed positive correlation with students' academic achievement (ss = 0.003 & P = 0.04, ss = 0.009 & P = 0.9, ss = 0.06 & P = 0.42, ss = 0.06 & P = 0.39, ss = 0.14 & P = 0.015 and ss = 0.13 & P = 0.023) respectively. Conclusion The perception of students on the educational environment was found to be more positive and there was no statistically significant differences in total and domains of DREEM scores and academic achievement of students between the two institutions. Entrance exam result and more positive perception of the educational environment were positively associated with academic achievement of students.
Readiness for Interprofessional Education Among Health Profession Students at a Nigerian University: A Cross-sectional Study
by Ibrahim, Umar Idris
The implementation and sustainability of interprofessional education (IPE) depends substantially on the readiness of healthcare students. This study assessed the readiness of undergraduate healthcare students in Nigeria with regard to interprofessional practice. A cross-sectional survey of a convenience sample of 300 students from a public university was conducted using a 19-item tool. Data were summarised using descriptive statistics, while differences in readiness based on students’ gender, year of study and course of study were identified using inferential statistics. The majority of the students who responded to the questionnaires (55%) were from the fifth year and had a mean age of 24.5 years old. Most of them were from Faculties of Medicine and Pharmacy (33% each). The overall median score of 80 (out of 95) showed a high readiness score among the students. A significant difference was observed in the case of the gender of the respondents as to the roles and responsibilities score (p = 0.001). Furthermore, a significant difference was observed with regard to the course of study of the respondents and their professional identity score (p = 0.012). A post hoc analysis showed a p-value of 0.007 between medicine and pharmacy students, indicating that the respondents’ professional identity had a strong influence on their readiness to practice IPE. The total score was not significantly different in all the other scenarios. Healthcare students in Nigeria are ready to undertake and showed positive attitudes towards IPE; therefore, IPE should be integrated into undergraduate healthcare professions curricula to help improve attitudes towards interprofessional practice. © Malaysian Association of Education in Medicine and Health Sciences and Penerbit Universiti Sains Malaysia. 2024.
Students' learning approaches as a factor of academic achievement at selected public universities: A cross-sectional study
by Negash, Tadese Tamire
IntroductionExcellence in anesthesia education has been advocated to meet the current and future needs of society. Universities play a key role in creating a conducive climate for learning and facilitating the development of expected competencies among graduates. This study assessed students' learning approaches and their relationship with their academic achievement at two selected public universities in Ethiopia. Materials and methodsA cross-sectional study was conducted on 123 anesthesia students. All 3rd- and 4th-year students were recruited for the study. Study Skills Inventory for Students (ASSIST) was used to assess students' learning approaches. Perceived performance, cumulative grade point average (cGPA), and 100 MCQ items were used to assess academic achievement. Data were entered into Epi-data and exported to SPSS for statistical analysis. An independent t-test was used to determine the presence of a difference in academic achievement across learning approaches. Bivariate and multivariable linear regressions were fitted to assess the association of students' characteristics and learning approaches with their academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. ResultThere were no statistically significant differences between the groups on most of the learning approaches and academic achievement measures. In multivariable linear regression, university entrance exam results, students' perception of the definition of learning, and a deep approach to learning were found to be the predictors of students' academic achievement (beta = 0.004 and P = 0.03, beta = 0.14 and P = 0.015, and beta = 0.13 and P = 0.023), respectively. ConclusionIn this study, students mainly follow deep approaches to learning, and there were no statistically significant differences between the groups on most of the learning approach measures and academic achievements. Entrance exam results, positive perception of the definition of learning, and a deep approach to learning were found to be positive predictors of academic achievement. Emphasis has to be given to improving students' learning approaches for better academic achievement and success.
Interrogating Issues in Nigerian Dance Education
by Awuawuer Tijime Justin
Experientially, this article explores issues and problems vis-à-vis the teaching and learning of dance in Nigeria. The article finds that the relegation of dance education in Nigerian higher schools of learning is linked to many factors which include: lack of manpower, lack of infrastructure and knowledge of the numerous values of dance education to a developing country like Nigeria. The article concludes that there should be a Technical Core/Exchange Training for Nigerian universities and colleges for dance teachers with resourceful and integrated teaching and learning. In the same vein, course contents for Theater Arts Departments and other allied departments in universities and other tertiary institutions ought to facilitate a dance curriculum that will equip students with knowledge and skills of dance and choreography using a dance-centered methodology. © 2020, © 2020 National Dance Education Organization.
Flipping the Classroom in Senior High School Textile Education to Enhance Students' Learning Achievement and Self-Efficacy
by Boateng, Annette Akuamoah
The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students' learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.
What Makes an Ideal Partner? African Libraries and Neoliberal Discourses in International Development
by Boakye-Achampong, Stanley
This study investigates 'partnership' as a key discursive tool for extending neoliberalism in the field of international development. As a case study, it examines the language-in-use among development organizations when discussing public libraries as potential partners in Africa. Critical discourse analysis of 20 interviews with development practitioners via Fairclough's three-part framework and keyword analysis illuminates how libraries are discursively constructed as partners. Findings reveal discourses centered around competition, visibility, and growth which uphold market logic and responsibilize potential partners, reproducing colonial power imbalances between Global North and South. As other institutions such as universities and NGOs grapple with similar dynamics, we must be attendant to the power asymmetries that are obscured by discourses of partnership in order to navigate the tension between increasing access to funding and advancing economic justice. We suggest measures for organizations to resist neoliberalism through self-conscious effort and investment toward more equitable partnerships. © 2022 The Author(s). Published by Oxford University Press.
Trends, patterns and determinants of research productivity at the Technical University of Kenya
by Atieno, Abok Villary
This paper explores the trends, patterns and determinants of research productivity at the Technical University of Kenya (TU-K). It analyses the research output of full-time academic staff collected from Google Scholar using Harzing’s “Publish or Perish” software. Further information was obtained from the top ten researchers based on productivity from the analysed research output. Additional information was obtained from purposively sampled officers of the university, including the Deputy Vice-Chancellor in charge of Academics, Research and Students; three executive deans of faculties; and the Director of Research and Knowledge Exchange. The study revealed gradual growth in research productivity at TU-K. The study also revealed that insufficient funding, lack of motivation, limited time and lack of equipment are some of the factors affecting research productivity at TU-K. Full implementation of performance contracting targets and establishment of the Directorate of Research and Knowledge Exchange are some of the strategies being implemented to increase research output, visibility and impact. The authors recommend that the university should nurture interest in, as well as enhance capability for inquiry and investigation to increase research productivity. The university should also create mechanisms for building intrinsic motivation and address the extrinsic factors in order to catapult research productivity. © The Author(s) 2021.
Promotion and Knowledge of Online Patent Literature Search to Enhance Scientific Output in Tanzania: Case of Two Universities in Zanzibar
by Abbas Mohamed Omar
This study examines the promotion and knowledge of online patent literature search among students, librarians, and instructors to enhance university scientific output in Zanzibar. The study was guided by four key questions: What is the level of awareness of students, instructors and library staff about patent documents as source of information? To what extent do students and instructors access online patent databases? What is the library experience in training students about online patent literature searching?, and what are the challenges facing library and instructors in promoting patent literature search? The study used survey approach whereby questionnaire and interview were used to collect data. The recent literatures regarding online patent literature searching were also critically reviewed. A survey was conducted at two Universities in Zanzibar namely the State University of Zanzibar and Zanzibar University, whereby 20 library staff, 10 instructors and 140 undergraduate students from the School of Computing and the Faculty of Engineering were involved in this study. The findings show that more than three quarters of respondents were either partially aware or not aware at all about the existence of free online patent databases. Likewise, the majority of students had no enough skills of patent literature searching. However, usually the library organizes training on general online literature searching skills but patent literature searching was not effectively taught and a big challenge observed in this study regarding promotion of patent literature searching is inadequate patent searching skills among library and instructors. Based on the findings, the study proposed several recommendations to rectify the existing problem. © 2019, Published with license by Taylor & Francis © 2019 Abbas Mohamed Omar, Haji Ali Haji, Juliana James Manyerere.
Determinants of child schooling in Kwara State, North Central Nigeria
by Adebayo Mohammed Ojuolape
Nigeria has one of the largest out-of-school populations in the world and the largest in Africa. This study analyses the determinants of socioeconomic issue of out-of-school children. This issue is a key component of the UNSDG4. Multinomial logistic regression was used to analyse child schooling enrolment. 1120 questionnaires were administered to household heads across Kwara State, Nigeria. This study highlights the importance of access and cost in improving child schooling and how parents with low educational attainment tend to pay less attention to their child’s schooling. The study recommends the increased provision of schools within or near rural communities, tuition-free education, and sensitizing parents with low levels of education on the importance of education in their child’s development. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Leadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland
by Fonsén, Elina
Background: This study explores the experiences of early childhood education (ECE) leaders during the coronavirus disease 2019 (COVID-19) pandemic, drawing insights from case studies in Finland and South Africa. Theoretical frameworks of contextual and pedagogical leadership inform the understanding of ECE leadership. Aim: The aim is to analyse and compare the experiences of ECE leaders in two diverse contexts, Finland and South Africa, during the pandemic. Setting: The study involves two case studies conducted in Finland and South Africa, focussing on the experiences of ECE leaders amid the COVID-19 pandemic. Methods: Discursive analysis of interviews was conducted to uncover the experiences of ECE leaders. The study compared the discourses from Finland and South Africa. Results: In Finland, the discourses revealed the persistence of pedagogical leadership’s importance, challenges to distributed pedagogical leadership and deepening difficulties in maintaining leadership quality. In South Africa, discourses included reconfigured pedagogical leadership, acceptance of new experiences driven by fear of uncertainty and changes in leadership practices and teachers’ roles. Despite national diversity, both cases emphasised the resilience of pedagogical aims. Conclusion: The study underscores the significance of pedagogical leadership in ECE, even in times of crisis. The contextual leadership model offers valuable insights into ECE leadership across diverse contexts, highlighting the need for adaptive leadership strategies. Contribution: This research contributes to understanding ECE leadership dynamics during the pandemic, providing insights into the challenges faced by leaders and the resilience of pedagogical goals across different national contexts. It also emphasises the importance of contextual leadership models in developing effective leadership practices in ECE. © 2024. The Authors.
Co-Constructing Knowledge in Uganda: Host Community Conceptions of Relationships in International Service-Learning
by Tonny Katumba
Background: The social justice goals of service-learning programs are often contingent upon strong relationships with host community members. Given this common narrative, it is necessary to extend our understanding of relationships in international service-learning (ISL), particularly as they are conceptualized by host community members. Purpose: This study engaged seven Ugandan coresearchers in a participatory project to examine the community impacts of a long-term ISL program facilitated by the University of British Columbia (UBC) and based in Kitengesa, Uganda. Methodology/Approach: Thematic analysis of photovoice data from photos, interviews, and focus groups reveals key impacts that are premised on friendships, educational relationships, and relationships for social change. Findings/Conclusions: The article illustrates a host community conceptualization of ISL that positions relationships not as a precursor to ISL done well, but as the success in itself. Extending from this study is a critical discussion of the nuanced, social justice–oriented tensions that arise in the participatory research and co-analysis process. Implications: Institutions often assess the impact of ISL and other experiential education programs in terms of student learning, but findings suggest that social justice goals may be better achieved through an emphasis on relationships and knowledge as conceptualized by host community members. © The Authors 2019.
Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes
by Abraha, Asfaw
This study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors.
Student Ethnic Diversity Management in Ethiopian Universities: Practices, Challenges, and Way Forward
by Adamu, Abebaw Yirga
Ethnic-related issues have been the historic and prevalent questions of Ethiopian society. Student ethnic diversity management is one of the major challenges facing public universities in Ethiopia. I interviewed 48 deans to examine the practice, challenges, and way forward of student ethnic diversity management. The study revealed that the practice of student ethnic diversity management is low and there are different internal and external factors that affect diversity management in higher education. Above all, the politicization of ethnicity is found to be the mother of all challenges associated with student ethnic diversity management in Ethiopia. This implies that addressing issues related to the ethnic political and administrative system at a national level is the highest priority, but is a long-term plan, and universities need to take different measures that help them to at least avoid or minimize the negative impacts of diversity.
A call to strengthen medication therapy management training in the Kenyan pharmacy undergraduate curriculum: Feedback from a snapshot of the knowledge and practices among pharmacists in diverse disciplines
by Michael Obiero Masero
Background: The role of the pharmacist has continued to evolve, placing the profession at the fulcrum of holistic patient care, including offering medication therapy management (MTM), a critical component of any effective pharmaceutical care plan. Objective: This study was conducted to assess the knowledge, attitudes, and practices of Kenyan pharmacists regarding MTM. Methods: A cross-sectional study was performed whereby Google Form questionnaires were distributed among pharmacists working at hospitals and community pharmacies between 1st October 2022 and 30th November 2022. Results: Slightly over half (62, 52.5%) of the pharmacists rated themselves as knowledgeable about MTM, with most participants (55, 46.6%) stating that the undergraduate pharmacy curriculum was insufficient to prepare one to offer MTM services competently. Notably, online courses and workshops were the most popular channels (72%) for accessing MTM-related continuous professional development among the respondents. Conclusion: This study revealed some gaps in the knowledge and competence of undergraduate-level Kenyan pharmacists in their quest to offer MTM services. Therefore, embedding MTM in the undergraduate curriculum can bridge this gap and empower Kenyan pharmacists to provide holistic pharmaceutical care. © 2024 FIP.
Library leadership in Nigeria and COVID-19 pandemic
by Arapasopo, Esther Arinola
Purpose: The current scourge of COVID-19 in educational enterprise requires that libraries tame the wave of the pandemic through effective leadership. This paper aims to investigate library leadership in Nigeria and COVID-19 pandemic. Design/methodology/approach: Descriptive research design was used for the study. A structured questionnaire designed with Google Form and administered online was used to elicit data from 137 heads of academic and public libraries and their deputies in South West, Nigeria. Findings: It was found that transformational and transactional leadership styles were more effective than laissez-faire style in managing libraries during crisis. Library operations were reduced during the COVID-19 era, and communication and meetings were conducted via social media. The spread of the pandemic was curtailed through enforcement of the use of face mask and nose covers and awareness campaign through posters and handbills. Practical implications: It is the library heads with effective leadership styles that will be productive in the face of the COVID-19 pandemic. Originality/value: This study is novel, as it approaches the handling of COVID-19 in libraries from the perspective of the leadership styles of the library leaders. No studies have emanated from Africa in this area. The few available narratives are centred around the Western countries. Meanwhile, managers of libraries in Nigeria are not immune to leadership crisis in the handling of the COVID-19 in their respective libraries. © 2021, Emerald Publishing Limited.
CHALLENGES IN DEVELOPING AND VALIDATING RESEARCH INSTRUMENTS IN THE AREA OF EDUCATION IN MOZAMBIQUE
by Vital de Melo Lopes Napapacha
The quality of a research is determined by the rigor of its methods. Successful data collection depends on the robustness of the instruments used to obtain them, according to their validity, objectivity and reliability. Thus, this qualitative literature review aims to analyze the models of elaboration and validation of data collection instruments in educational research of Mozambican Higher Education institutions. To this end, 30 undergraduate and 30 master's degree final projects were reviewed, with analysis focusing on the methodological part, namely regarding the procedures for developing the instruments and their validation. The results revealed that the instruments are created by the students and reviewed by their supervisors and co-supervisors. Methodologically, the works analyzed make limited mention (three dissertations) of the adoption of some process that can be recognized as an effort to validate research instruments; however, they do not strictly adopt the technical criteria for this purpose. Therefore, for the research findings to be even more qualified, it is suggested that the final projects in Mozambique, both undergraduate and postgraduate, begin to adopt greater methodological rigor regarding the procedures for developing and validating the instruments for obtaining data.
Transforming Rural Teaching: Teacher Educators and Pre-service Teachers’ Perspectives on Transformative Curriculum and Pedagogy
by Blandina Daniel Mazzuki
This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers’ openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy. © 2024 Society for the Provision of Education in Rural Education. All rights reserved.
Investigating teachers’ technological pedagogical content knowledge in teaching mathematics in Rwanda secondary schools
by Etienne Nzaramyimana
Technology-based teaching and learning has been one way to improve students’ achievement. However, some teachers are still unaware of how technology can be used to enhance teaching and learning, and they are also hesitant to use technology. This paper investigates how secondary school teachers understand and integrate technology to teach mathematics in the Musanze district of Rwanda. The paper takes a further look at the demographic factors associated teachers’ use of technology. Using questionnaires composed of closed, open, and rating scale questions, 118 mathematics teachers were requested to express their understanding of using technology, how many times they use it, and their beliefs towards it. The collected data were analyzed using SPSS 23. Results revealed that teachers sometimes use “a computer, Internet Explorer, Microsoft Word, a spreadsheet, or a text message,” but never use tools such as digital cameras, interactive whiteboards, dynamic software packages, or student response systems. The findings also revealed a significant relationship between demographic factors such as gender, level of education, and use of technology in mathematics teaching. This study suggests that teachers be trained in the use of technology in the classroom. They should be aware that there is no single method of teaching mathematics but a variety of approaches. It further recommends that teachers should be cognizant of various forms of technology and know how to use them in the classroom. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.
STUDENTS’ CHARACTERISTICS AND ACADEMIC PERFORMANCE OF MARKETING MAJORS: Evidence from Ghana
by Gyepi-Garbrah, Theophilus Francis
While there has been a significant amount of work involving marketing education, it is unclear as to which demographic and psychographic characteristics of marketing majors drive their behavior toward academic performance (AP). The core premise of this study is that a set of students’ demographic and psychographic characteristics underlie marketing majors’ behavior toward academic learning, and this could be explained through the lens of self-determination theory. The study relied on quantitative data gleaned through structured questionnaires, from marketing majors in higher education in a developing country context. The findings affirm that student motives, thoughts and perspectives, expectations, and ‘preparedness,’ are highly significant situational factors that explain the variation in overall marketing students’ AP. In addition, the income level of parents was significant in explaining AP. The authors envisage that the findings will help researchers to direct their studies toward experiential and emotional learning in other contexts, and thereby provide insights into other situational factors that predict marketing students’ AP. Moreover, the findings highlight key situational factors that will help educators to adapt pedagogical practices in marketing education to enhance AP, in context. © 2022 Society for Marketing Advances.
Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms
by Mohamed Ali Osman
Considering the post-COVID-19 pandemic, this study investigates how faculty members in higher education in Somalia are handling the shift from traditional classroom instruction to e-learning. The study looks at how factors like perceived usefulness (PU), attitude (ATT), behavioural intention (BI), and actual usage (AU) impact lecturers' acceptance of e-learning through the Technology Acceptance Model (TAM). A descriptive and cross-sectional design was used in the investigation. The information was gathered by surveying three hundred and seventy-five (375) lecturers from seven different Mogadishu universities. The study used a non-random, purposive sample. The results of the study showed that most of the factors influencing lecturers' adaptation to e-learning were significant, except for three exogenous variables: Perceived Teaching Self-Efficacy (PTSE), institutional support for lecturers (ISL), and digital tool access (DTA). These variables did not significantly impact perceived usefulness (PU), as their p-values were higher than 0.05.On the other hand, all the other hypotheses had p-values lower than 0.05, which means that the lecturers in the Benadir region, Somalia, were satisfied with the e-learning adaptation. To investigate the hypotheses of e-learning and digital resource adoption, the study used SPSS 26.0 and SmartPLS-4's Structural Equation Modeling (SEM). Based on the findings, the researchers advised instructors to receive technology and pedagogy training and institutions to fund infrastructure development. © 2024, Shaheed Benazir Bhutto Women University. All rights reserved.
Bridging gender disparities in the teaching profession in tertiary institutions for globalisation
by Patricia A. O. Etejere
Globally, female teachers have established careers in teaching. In Nigeria, there are more females in the teaching profession at lower levels of education than at tertiary institutions. This study examined the gender distribution rate of teachers in secondary and tertiary institutions and the factors that caused differences in gender balance at tertiary institutions using mixed method research. A proforma form was used to collect quantitative secondary data, while the interview guide was used to collect qualitative data. Descriptive statistics of frequency and percentage were used to analyse the quantitative data collected to establish the rate of male and female teachers. The qualitative data were analysed thematically with the aid of Atlas ti. The results showed that the rate of female teachers outweighed their male counterparts by 4.35% at secondary schools, while male lecturers outnumbered female lecturers by 54.67% at the tertiary level. Lack of ambition to aspire higher, as well as societal perspective and marriage, among others, were factors responsible for the low rate of female lecturers in tertiary institutions. In order to address the gender gap identified at tertiary institutions for globalisation, educational policy makers were advised to ensure that tertiary institutions increase the percentage of women in their academic recruitment. © 2023 University of Pretoria. All rights reserved.
Socially responsible leadership and employee's work passion in public universities in Uganda: the mediating effect of psychological safety
by Mahadih Kyambade
The major purpose of this study was to find out the impact of Socially Responsible Leadership on employee's work passion with mediating role of psychological safety among a sample of 214 permanent faculty members and administrative staff of Public Universities in Uganda. A self-administered questionnaire was distributed among the participants for data collection. Data analysis was done by using SPSS software program, version 23.0. Pearson correlation coefficient and Mediation analysis by using 'PROCESS' were applied to find out the association between Socially Responsible Leadership, psychological safety and employee's work passion as well as the mediating effect of psychological safety between Socially Responsible Leadership and employee's work passion. The study clearly signified the positive link of Socially Responsible Leadership with psychological safety and work passion. Moreover, the mediation analysis showed that psychological safety partially mediated this link. These findings incite the importance of Socially Responsible Leadership in the organizations by exhibiting that employee's feeling about psychologically safety which makes them more passionate about work. This study guides the leaders, managers and supervisors that need to pay more attention to behavior at the workplace. Moreover, this study indicates that psychological safety of the employees is strongly affected by the ethical behavior of leader which in return increases the work passion of the employees.
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