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Rethinking adult education in Ethiopia: the quest for interventions to overcome implementation challenges and foster effectiveness
Willingness of boarding school students in Tanzania to employ point-of-use water treatment: a case study
Invoking “re” Towards Potentialities for African Agency in (Re)search
Who gets to go to school? Exploring the micro-politics of girls’ education in Ghana
Who gets to go to school? Exploring the micro-politics of girls’ education in Ghana
by Aboabea Gertrude Akuffo
Keep ReadingThe psychometric properties of the lifelong learning measurement scale (LLMS): the study of validation in higher education setting
Fostering comfort and inclusivity in library environments: Exploring factors influencing the avoidance of reading within the library
The Fourth Industrial Revolution (4IR) in the Heart of the SDG Agenda: The Role of Education in Zimbabwe
Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry
The Role of Knowledge and Epistemological Beliefs in Chemistry Teachers STEM Professional Development and Instructional Practices: Examination of STEM-Integrated Classrooms
Effect of Teacher-Mediated Discrete-Trial Training in Improving Communication Skills of Children with Autism Spectrum Disorder
Exploring academic staff engagement in depositing locally produced research content in open access institutional repositories in Tanzania
Gender difference in students’ performance in chemistry–can computer simulation bridge the gap?
Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus
Inculcating Community Service-Oriented Values in Higher Education in Ghana
Personality Traits of Administrators and Accountability in Secondary Education: Evidence from Survey in Nigeria
Inquiry-based instructional strategies for effective conceptualization of photosynthesis: The case of elementary school
The provision of adult education in Ethiopia: 'policy initiatives and practice' in focus from qualitative findings - A meta synthesis study
Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies
The Politics of Knowledge Production: Training and Practice of Archaeological Science in Africa
The Politics of Knowledge Production: Training and Practice of Archaeological Science in Africa
by Thomas Panganayi Thondhlana
Keep ReadingStudent perceptions of libraries and librarians: Factors in non-enrollment in LIS programs
Student perceptions of libraries and librarians: Factors in non-enrollment in LIS programs
by Adebowale Jeremy Adetayo
Keep ReadingDeterminants of instructors’ educational ICT use in Ethiopian higher education
Determinants of instructors’ educational ICT use in Ethiopian higher education
by Hunde, Adula Bekele
Keep ReadingANALYSING FIRST GRADE TEACHERS' STRATEGIES FOR ENHANCING ENGLISH READING PROFICIENCY IN MULTILINGUAL CLASSROOM ENVIRONMENTS IN NAMIBIA
Challenges of Learning Postgraduate Class with No Prior Work Experience: A Phenomenological Study
Challenges of Learning Postgraduate Class with No Prior Work Experience: A Phenomenological Study
by Birhanu, Ermiyas Tsehay
Keep ReadingFrom sacrilege to sustainability: the role of indigenous knowledge systems in biodiversity conservation in the Upper West Region of Ghana
The role of university–industry linkages in promoting technology transfer: implementation of triple helix model relations
Sustainable teacher training via distance education: The effect of study centers, gender and economic demographics on academic performance
Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum
Recruiting pupils for a school-based eye study in Nigeria: Trust and informed consent concerns
Recruiting pupils for a school-based eye study in Nigeria: Trust and informed consent concerns
by Maduka-Okafor, Ferdinand Chinedum
Keep ReadingExamining the use, confidence, and barriers to follow Advanced Life Support in Obstetrics (ALSO) course guides in managing obstetric emergencies in Sudan
Rethinking adult education in Ethiopia: the quest for interventions to overcome implementation challenges and foster effectiveness
by Assefa, Yalalem
The introduction of modern education, especially adult education, has a long history in Ethiopia. However, consistent implementation remains a big challenge to reach all adults. Considering this situation in mind,the current study was conducted to scrutinise the fundamental challenges faced by adult education programs and identify promising interventions that need to be taken into account to overcome the exisitng challenges and improve implementation effectiveness. In doing so, the current study employed a qualitative research method with a case study design. Data was collected through interviews with purposefully selected fourteen participants and through document analysis. Thematic analysis was used to analyse the data collected. Accordingly, the study results revealed the following major findings: The presence of traditional attitudes and cultural stigma that devalue adult education limits its reach to broader adults. Additionally, the existence of insufficient political commitment from the government often results in limited support for adult education initiatives. There is also criticism that the current adult education practice has limited adaptability due to its ‘one-size-fits-all’ approach and its inability to meet the dynamic learning needs of adults. Furthermore, the presence of inadequate resources poses a multifaceted challenge. To address these issues and promote success, some actionable interventions are identified that could be prioritised into three thematic areas. These include the centrality of equity and access, the need for a context-specific structure, and the importance of aligning adult education programs with the country’s national development goals. These proposed interventions hold multifaceted promise for improving the practices of adult education programs. At the end, further discussions and conclusions are forwarded. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Willingness of boarding school students in Tanzania to employ point-of-use water treatment: a case study
by Felix, Getrude A.
Access to safe drinking water is a challenge for students in primary and secondary schools in Tanzania. Only 32.7% of primary and secondary schools in Tanzania have access to safe drinking water and the point-of-use water treatment is rarely used. The traditional water disinfection method by boiling is often limited in boarding schools due to cost and time constraints. The objectives were to assess the willingness and attitude of boarding school students toward the use of the alternative water treatment method and determine the quality of drinking water before and after the introduction of the new method. Chlorine tablets were used due to their availability, ease of use, cost, and effectiveness. Weekly evaluations on usage, performance, and acceptability of chlorine tablets were assessed on 42 randomly selected students over a 3-week period in parallel with water sampling and testing before and after using chlorine tablets. Before the introduction of chlorine, only 17% of the students were aware of chlorine tablets, and water sources tested positive for fecal coliform. After introducing the new method, there was a significant increase (p < 0.05) in the attitude of students toward water treatment (100%), water quality (78%), and water consumption (67%). The work demonstrates the need to provide access to cost-effective household water treatment methods, especially in public schools that lack access to safe water. © 2022 The Authors.
Invoking “re” Towards Potentialities for African Agency in (Re)search
by Amuzu, Delali
This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocated in many ways, (re)examining assumptions, biases, and beliefs and (re)considering alternative perspectives and ideas must preoccupy African researchers. Through an onto-epistemic prism that centers on both Afrocentric assumptions and decolonial thought, the paper interrogates how the prefix “re” extends beyond simplistic meanings like “again” or “repeat” to offer potentialities for African agency. The paper seeks to contribute toward critical African thought and education as well as supporting the pathways for the African Renaissance. The aim is to explore how the prefix “re” can help to empower Africans to shape their own futures. © The Author(s) 2024.
Who gets to go to school? Exploring the micro-politics of girls’ education in Ghana
by Aboabea Gertrude Akuffo
Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls’ access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women’s resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The psychometric properties of the lifelong learning measurement scale (LLMS): the study of validation in higher education setting
by Assefa, Yalalem
In the dynamic world of higher education, lifelong learning is important to both individuals and institutions, and measuring it can provide insightful data for both. The purpose of this study is therefore to refine and validate the psychometric qualities of the Lifelong Learning Measurement Scale (LLMS), created to measure academic staff’s engagement with lifelong learning in higher education institutions. Using a cross-sectional study design, the current study validated the scale using rigorous psychometric procedures. The study involved 396 participants, who were selected using a simple random sampling technique. The collected data were analysed using factorial analysis methods. The results provide a theoretically based four-factor structure consisting of 16 items of the LLMS. Strong evidence for the validity of the scale comes from its content validity, construct-related validity, and criterion-related validity. In addition, the scale and its factors demonstrate excellent levels of trustworthiness, according to estimates of composite reliability and internal consistency. The impartial and fair use of the scale is further supported by strong evidence for measurement invariance across gender groups. In conclusion, these results confirm that the LLMS is a legitimate and trustworthy tool that can be used in a variety of research and practices related to lifelong learning in a higher education setting. Furthermore, it is important to note that further research is needed to examine its applicability in different contexts. Subsequent research on its longitudinal stability and sensitivity to different cultural characteristics could also confirm LLMS as a reliable and integrative assessment tool for lifelong learning. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Fostering comfort and inclusivity in library environments: Exploring factors influencing the avoidance of reading within the library
by Adebowale Jeremy Adetayo
The cross-sectional study explores the reasons behind students’ avoidance of library reading. Of the 164 participants, the research uncovers a complex interplay between personal preferences, environmental influences, and social dynamics that shape reading behaviors. Contrary to expectations, students express a preference for classrooms settings and challenge the assumed importance of quiet library environments. The influence of strict regulations on library engagement also emerges as a noteworthy finding, suggesting the need for adaptable and welcoming spaces. The acceptance of digital resources among library avoiders reflects the growing role of online platforms in education. Design recommendations emphasize creating diverse reading spaces, balancing noise zones, and integrating nature-inspired environments. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
The Fourth Industrial Revolution (4IR) in the Heart of the SDG Agenda: The Role of Education in Zimbabwe
by Hlungwani, Promise M.
The world has reached the threshold of an absolute overhaul and reconfiguration of society and workplaces. The transformation is being caused by the Fourth Industrial Revolution (4IR), which is changing every facet of life, including education. The revolution is epitomised by breakthroughs in fields such as artificial intelligence, robotics, biotechnology and quantum computing, among others. This comes at a time when the United Nations has conceived the Sustainable Development Goals (SDGs) under Agenda 2030. The convergence of SDGs and 4IR cannot be overemphasised. The implementation of 4IR technologies, such as artificial intelligence (AI), learning analytics and the Internet of Things, promotes inclusive, equitable and quality education that is in sync with SDG 4. Zimbabwe's updated curriculum for 2015 to 2022 has emphasised ICT and learner-centred learning in the expectation that this transformation in the education sector will create competent, problem-solving and critical thinkers with the zeal to modernise society. © 2022 Copyright 2022 by Koninklijke Brill NV, Leiden, The Netherlands.
Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry
by Adekunle I. Oladejo
Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted. © 2023 by the authors.
The Role of Knowledge and Epistemological Beliefs in Chemistry Teachers STEM Professional Development and Instructional Practices: Examination of STEM-Integrated Classrooms
by Adebusuyi, Olubusayo Foluso
The goal of this study is to examine the role of knowledge and epistemological beliefs in the relationship between STEM (science, technology, engineering, and mathematics) professional development programme (SPDP) and instructional practices in a longitudinal study. To achieve this goal, it first determined the relationship and impact of SPDP on the implementation of instructional practices by comparing two groups (experimental and control group) of chemistry teachers after two years SPDP in Ekiti State, Southwestern, Nigeria. Data were collected from 90 teachers after the programme at two different measurement points through chemistry STEM-integrated knowledge assessment, questionnaires, and classroom observation checklists. Data were analyzed using t-test, bivariate correlation and structural equation modeling (SEM). Results indicated that teachers in the experimental group scored higher than their counterpart in the other group on all measures of instructional practices at both time intervals. However, there was no significant difference on overall instructional practices at time 1 but given the time interval, a significant difference exists. Teachers’ participation in the SPDP was found to be highly correlated with STEM knowledge but weakly correlated with epistemological beliefs at time 1. Most importantly, STEM knowledge and epistemological beliefs mediated the relationship between SPDP and instructional practices at time 2. Implications for educational bodies, researchers, teachers and organizations planning to invest in teachers’ SPDP as well as recommendations for future research directions are discussed. © 2022 by the authors; licensee EJSME.
Effect of Teacher-Mediated Discrete-Trial Training in Improving Communication Skills of Children with Autism Spectrum Disorder
by Dagmawi Alemnh
The main purpose of this study was to investigate the effect of teacher me-diated discrete trial training in improving the communication skills of chil-dren with Autism. The research deployed an ABAB research design, ABAB was divided into 4 phases; A1, B1, A2, and B2. A1 was a baseline, B1 was treatment, A2 was the removal of the treatment, and B2 was the treatment resumed following the break, and at last, a follow-up was conducted. In the study, three children with ASD who fulfilled the inclusionary criteria received Discrete-Trial Training from their teachers. In the study, the instruments used for assessment were social communication questionnaire-Lifetime, Au-tism diagnostic interview-revised, and Vineland-3 Adaptive behavioral scale (communication domain). To examine the intervention effect on each par-ticipant, visual analysis, raw score, v-scale score, and standard score compar-isons were used. The study result indicated that teachers successfully learned the procedures of DTT and significantly improved the communication skills of students with ASD. This research shows that when children with ASD require DTT intervention, their teachers receive intensive training to learn and deliver techniques with fidelity. This training also improves the skills of children with ASD.
Exploring academic staff engagement in depositing locally produced research content in open access institutional repositories in Tanzania
by Anna Shangwe Mbughuni
This study explored academic staff engagement in depositing locally produced content in open access institutional repositories in public universities in Tanzania. The general objective of this study was to establish the extent to which academic staff are engaged in depositing locally produced content in open access institutional repositories. The study employed a cross-sectional research design. Data was collected using a structured questionnaire, which was administered to 292 academic staff selected through systematic random sampling. Purposive sampling was used to select 14 key informants. The results reveal that 92.5% of the respondents were aware of the presence of open access institutional repositories and 46.2% of the respondents had self-archived their academic work in open access institutional repositories. Poor Internet connectivity, low bandwidth, and a time-consuming and unstable power supply were the challenges encountered by the academic staff in the process of uploading their work. Several recommendations are suggested to expedite the process. © The Author(s) 2022.
Gender difference in students’ performance in chemistry–can computer simulation bridge the gap?
by Adekunle I. Oladejo
Background: Science educators around the world have recognised that difference in performance exists between male and female students in chemistry and there have been several efforts and interventions through research and workshops to bridge this gap. Purpose: Owing to the current growth of the effects of the use of computer simulations on students’ performance in science in the literature, this study investigated if the use of computer simulation as an intervention would enhance the performance of female students relative to males in senior school chemistry in Ado-Odo-Ota, Nigeria. Sample: A total of 83 chemistry students in senior secondary year two (SS2) comprising 51 females and 32 males participated in the study. The average age of the students was 14 years. Design and method: The research design was quasi-experimental (a pre-test post-test non-equivalent group) design. The instrument used to gather data was the electrolysis and electroplating achievement test (EEPAT) which had a reliability coefficient of 0.76. The experimental group was taught with the aid of computer simulation while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using ancova since the participants were not randomly assigned to the groups. Results: The study found no statistically significant difference between the performance of the male and female students [F(1,41) = .04; p > .05]. While there was a statistically significant main effect of treatment on the students’ performance, the interaction effect of gender and treatment did not attain statistical significance. Conclusions: Hence, the study concluded that the use of computer simulation can help bridge the gap between male and female students’ performance in chemistry and overall, boost the performance of the students. Recommendations which concern the government, school owners and chemistry teachers for the implementation of the findings of this study and further research were made. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus
by Assefa, Yalalem
Indigenous perspectives hold promising opportunities for education and practice. It is possible to entertain indigenous knowledge into adult education through modelling, guided practice, and application approaches. However, there are several limiting factors to do so. Today, many indigenous knowledge systems and practices are at risk of becoming extinct because of rapidly changing natural environments and fast pacing economic, political, and cultural changes on a global scale. Considering this, therefore, this study is aimed at exploring the integration, existing practical challenges of indigenous based adult education, and forward contextual consideration from the perspectives of learning material development. In doing so, a case study research design was employed. Date was collected from adult education experts, adult literacy centre coordinators and adult learners who were drawn by using purposive sampling technique. Data were obtained through interview and FGD. Thematic analysis was placed as the centre of data analysis method. As a result, the integration of indigenous knowledge into educational programs especially in adult education has been passed with many ups and downs. The inclusion was found at a substandard level due to a lack of gratefulness and value regarding what indigenous knowledge might bring to educational practice and how it might be enacted into learning materials. Although the integration has been challenged with many barriers, fortunately, many opportunities which need to be considered are emerging. Context-based working strategies and guidelines have to be advanced by governments aim at mobilizing community support for indigenous based education development and handover to generations through revitalizing all forms of educational provision within the local and global market context.
Inculcating Community Service-Oriented Values in Higher Education in Ghana
by Amuzu, Delali
Universities in Ghana have been accused of being ideologically Eurocentric institutions located on African soil. They were embodied in European realities and constructs and continue to perpetuate them, usurping Indigenous worldviews and dislodging their inherent values. The prevailing dictates thwart beneficiaries of higher education from nurturing community service-oriented values (CSOVs) to apply to society. Through an anticolonial framework and an exploratory qualitative approach, this paper examines how Ghana’s universities can inculcate CSOVs into higher education. Data was collected through interviews with different stakeholders in Ghana’s higher education system. The study finds that the faulty foundations of higher education, disconnection between universities and society, greed and ignorance by the ‘educated’ are factors constraining the attainment of the CSOVs public cause. However, inculcating CSOVs is achievable through localising universities to subscribe to local realities, embracing the African self, rethinking the functions of universities and initiating curriculum changes. The findings suggest an abandonment of the ivory tower mentality to search into Indigenous knowledge systems to discover community-based values for meaningful higher education. © 2024, Addleton Academic Publishers. All rights reserved.
Personality Traits of Administrators and Accountability in Secondary Education: Evidence from Survey in Nigeria
by Ekpenyong E. Ekanem
Introduction: Accountability etiquette tends to be given less attention in secondary education due to low justification of performance related to schoo0l goal attainment. Hence, this study was undertaken to assess relationship between personality traits of administrators and accountability in secondary education in Cross River State, Nigeria. Method: This study applied descriptive survey research design aimed at the relationship of personality of administrators and accountability in secondary education in terms of school objectives and senior officers' responsiveness. The population included 246 secondary schools in Cross River State, Nigeria. The sample consisted of the entire population of 246 secondary schools selected using census sampling technique. 492 principals and vice principals of secondary schools were used to assess the secondary education in the state. Data collection was done with researchers' constructed instrument validated and with a reliability coefficient of 0.87 using cronbatch alpha method for the competence. Alpha reliabilities average of 0.80 (ranging from 0.17 to 0.88) was obtained using test retest reliability coefficient for adopted Big Five Inventory (BFI). Three research questions guided the study. Data were analyzed using Correlation and Multiple Regression Analysis. Results: The results showed that personality traits of administrators were positive significant predictors of accountability in secondary education. However, neuroticism behaviour dimension was negatively related to accountability in the secondary school system. Discussion and conclusion: Based on the results above, personality traits of administrators guaranteed improvement of accountability. The implication of this finding was that secondary education system could not inspire engagement and high level of performance without desirable natural ability traits of educational administrators. Therefore, innate characteristics of administrators were keystones of accountability in terms of achieving optimality in educational objectives and senior officers' responsiveness in secondary education system. © 2023 Ekanem et al.
Inquiry-based instructional strategies for effective conceptualization of photosynthesis: The case of elementary school
by Desta Mekonnen
This study investigated the effectiveness of student-centered instruction on eighth-grade students’ conceptual understanding of photosynthesis. The study employed a Quasi-experimental research method. The data collection instruments included were multiple-choice tests, observations, and an informal assessment. The pretest and posttest were administered before and after treatment, respectively. An informal assessment was also administered before and after the intervention. Besides, the observation was conducted from the first day up to the last day of the intervention. The pretest and posttest data were analyzed using descriptive statistics and t-tests quantitatively, while data collected through informal assessment and observation were presented using narration. The findings of the pretest revealed that there was no significant difference between the mean scores of the two groups. Post-test results revealed that experimental group students significantly improved their conceptual understanding of the topic of photosynthesis compared to the control group students. The study concluded that the guided inquiry teaching method is more effective than the lecture method in improving students’ conceptual understanding of photosynthesis. Based on the findings of this study, it was recommended that governments encourage biology teachers to apply guided inquiry teaching methods by providing appropriate instructional material. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
The provision of adult education in Ethiopia: 'policy initiatives and practice' in focus from qualitative findings - A meta synthesis study
by Assefa, Yalalem
This study was conducted to build evidence-based research about the provision of Ethiopian adult education. Therefore, the main purpose of this meta-synthesis study was to upsurge understanding from empirical facts and give evidence-based research regarding the provision of adult education in Ethiopia from the standpoint of policy and practice a wide-ranging spotlight. In doing so, sample qualitative studies were searched and selected from databases using search terms. To find all the relevant primary studies on adult education to this investigation, both electronic and manual search strategies were utilised using the PRISMA (2009) guideline. According to this meta-synthesis result, Ethiopia has had three distinct political systems of government since the 1941, when adult education has been habituated into modern education with erratic emphasis. Each was defined by its approach to education policy. Sometimes adult education in all eras of government is used to spread political ideologies, rather than to directly benefit adult learners, who are the primary audience and effect good change. Although many policies and directives have been implemented to support the provission of adult education programs in the country, the actual effort and outcome are still merely symbolic. To conclude, the adult education policies should be revisited and formulated to reflect the creation of holistic development in all adult learners to be competent citizens and critical thinkers, stand for social justice, peace, and unity in diversity.
Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies
by Dramani, Isaac Elijah
The onset of COVID-19 has triggered the mass diffusion of information technology-backed services globally. In Ghana, Universities adopted various e-learning platforms in order to sustain teaching and learning. While this is positive, not much is known about the continuous usage intention of lecturers in these Universities. Therefore, we explored this phenomenon using survey data from teaching staff at the University for Development Studies. Our results using the partial least square structural equation model suggest that facilitating factors, attitude, perceived trust, and perceived usefulness positively influence the continuous usage intention of lecturers. This can shed light on the contribution of COVID-19 as an external facilitating factor to the mass uptake of e-learning systems. Furthermore, this study confirms existing theories on the continuous usage of ICT-powered systems. Consequently, universities should have well-formulated strategic plans in order to ensure the continual usage of these systems post-COVID-19. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
The Politics of Knowledge Production: Training and Practice of Archaeological Science in Africa
by Thomas Panganayi Thondhlana
Numerous doctoral degree holders were trained in African archaeometallurgy in the Global North as well as on the African continent. African archaeometallurgy continues to attract a significant number of researchers from Europe and North America. This paper is based on our lived experiences as resident African archaeometallurgists. We argue that out of frustration because of unequal power relations and lack of access to archaeological science laboratories and funding, most African archaeometallurgists are now pursuing other research areas and careers altogether. We propose some solutions to ensure sustainability in the training and practice of archaeological scientists on the African continent. We conclude that African scholars need to develop home-grown and long-term research capacities and strategies. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Student perceptions of libraries and librarians: Factors in non-enrollment in LIS programs
by Adebowale Jeremy Adetayo
This study aims to investigate the factors influencing non-enrollment in LIS programs among university students. A survey was administered to 537 students to assess their opinions on librarians, reasons for not pursuing library and information science programs, and perspectives on the importance of university libraries. Results indicate highly favorable perceptions of librarians as knowledgeable, approachable professionals who relate well with people. The primary deterrents from enrolling in library science were a lack of personal interest/ambition rather than negative views of the program itself. Students overwhelmingly agreed that libraries are vital resources within universities, strongly supporting increased funding, technological enhancements and that online resources could not fully replace physical libraries. This study provides timely insights into students' multi-faceted perceptions of librarians' roles, the library science discipline, and the evolving position of university libraries amidst technological shifts. The results can inform strategies for optimizing library services and attracting future professionals to the field. © 2024 Elsevier Inc.
Determinants of instructors’ educational ICT use in Ethiopian higher education
by Hunde, Adula Bekele
ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors’ educational use of ICT. First, it presents a conceptual framework of factors that explain instructors’ ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructure-related determinants of the framework are perceived to be relevant in determining instructors’ ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students’ ICT competence and access to ICT infrastructure as new determinants of instructors’ educational ICT use. Implications for theory-building are discussed and follow-up research is proposed. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
ANALYSING FIRST GRADE TEACHERS' STRATEGIES FOR ENHANCING ENGLISH READING PROFICIENCY IN MULTILINGUAL CLASSROOM ENVIRONMENTS IN NAMIBIA
by Annaly Magda Strauss
The study aims to analyse how primary school teachers of Grade 1 develop reading skills in multilingual classroom settings in Namibia. A case study approach was adopted to collect data through interviews and classroom observations. The findings reveal that teachers do not model a structured or systematic approach to scaffold learners during reading lessons. They rather rely on the translation method to foster learners' understanding of reading texts in multilingual contexts and rarely use differentiated activities. This calls for new more learner-centred approaches towards developing reading which would allow for more pronounced learners' perspectives of reading in multilingual contexts. © 2024 The Author(s).
Challenges of Learning Postgraduate Class with No Prior Work Experience: A Phenomenological Study
by Birhanu, Ermiyas Tsehay
The main purpose of this research was to explore the lived experience of students who learn postgraduate classes without having prior work experience. To achieve the intended objective, the team of researchers used a qualitative research approach. The phenomenological research design was used to have the real lived experience of novice scholarship students. Data were collected through in-depth interviews, focus group discussion, and unstructured participant observation. The participants were ten postgraduate students who enrolled in the College of Education and Behavioural Sciences at Bahir Dar University. Data analysis was guided by Smith's Interpretative Phenomenological Analysis, and we construct themes based on data we obtain from participants. The study revealed that postgraduate students with no prior work experience have both good and bad experiences. The good experiences were related to the opportunity they have to learn at a young age, and the bad experiences were the challenges they faced as a result of being novices in the work environment. They faced psychological challenges, economic challenges, language-related challenges, lack of information about the world of work, sexual harassment, and other challenges. At the end of the research, we infer implications based on the findings of the research.
From sacrilege to sustainability: the role of indigenous knowledge systems in biodiversity conservation in the Upper West Region of Ghana
by Enoch Akwasi Kosoe
Analysis of the management and sustainability of natural resources in Ghana reveals that indigenous knowledge systems have played major roles. The aim of this paper was to assess how indigenous knowledge systems used for sacred biological resources have resulted in the sustainability of resources in three selected communities in the Upper West Region. The study used researcher-administered questionnaires, focused group discussions and key informant interviews to collect data from traditional authorities, and community members. The concept of worldview was used to depict the ‘indigenous knowledge makeup’ of the inhabitants in northern Ghana. The study revealed that taboos and totems are the key indigenous knowledge system used in conserving biological resources. Whilst the traditional political institution plays out as custodian of the knowledge systems, sanctions in the form of fines, banishment and punishment by the gods are used to deter local communities from flouting the indigenous knowledge systems. Based on the perceptions of the respondents, indigenous knowledge systems were found to be very effective in conserving biodiversity. However, formal education, Christianity, Islam and modernisation emerged as key challenges which threaten the sustainability of existing indigenous knowledge systems and their potentials for biodiversity conservation in northern Ghana. The study recommends that the Forestry Division of Ghana, Forestry Commission and Ghana Tourism Authority integrate indigenous knowledge systems into modern laws and policies for effective conservation and management of biodiversity in Ghana. © 2019, Springer Nature B.V.
The role of university–industry linkages in promoting technology transfer: implementation of triple helix model relations
by Assefa Tesfaye Hailu
This study recognized the importance of linking higher education institutions with various industries in a given country to promote technology transfer and sustainable development. However, in one or another way, the linkage was not well-practiced in Ethiopia. The study aims to assess the role of university–industry linkages in technology transfer and identify the barriers and opportunities of the linkage. Universities have institutionalized intermediary organizations such as technology transfer offices, collaborative research centers, incubators, and science parks to enhance university–industry collaboration. The collaboration between academia and industry is understood as the transactions between universities and firms that involve the exchange of knowledge, skills, resources, and capabilities. The study uses the concept of the triple helix model and proposes the establishment of the Higher Education Institutions–Industry Resource Integration Center as a way forward to solving the problems that Ethiopian industries are facing. A triple helix of university–industry–government relations is emerging as a common format that transcends national boundaries. The integration of these functions is changing the nature of the university and its role in society. The potential for national development in Ethiopia and elsewhere resides in entrepreneurial universities taking the lead in infusing knowledge, innovation, technology, and enterprise into the entire society. © The Author(s) 2024.
Sustainable teacher training via distance education: The effect of study centers, gender and economic demographics on academic performance
by Apeanti W.O.
We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Chronological Versus Thematic History Teaching Debate: Analysis of the Ghanaian Primary School History Curriculum
by Charles Adabo Oppong
Whether history educators should teach history chronologically or thematically is one of the long-lasting debates in history education. We depended on the content of the Ghanaian primary school history curriculum to conduct a qualitative content analysis to assess the organization of contents in the curriculum in alignment with the chronological and thematic approaches to history teaching. Our analysis revealed that the Ghanaian primary school history curriculum designers adopted a mixed-method approach (chronological and thematic) of history teaching. Thus, they arranged the major themes and topics thematically but largely organized the sub-topics and themes chronologically. In implementing the curriculum, teachers should adopt pedagogical practices that support a mixed approach (thematic and chronological) to history teaching. We recommend that textbook authors design their materials in alignment with the principles of the two approaches of history teaching to promote historical understanding, critical thinking, and understanding of historical events in order of cause and effect. Combining the two approaches helps balance the shortfalls and the strengths of the two approaches to history teaching. © 2024, OpenED Network. All rights reserved.
Recruiting pupils for a school-based eye study in Nigeria: Trust and informed consent concerns
by Maduka-Okafor, Ferdinand Chinedum
School-based research presents ethical challenges, especially with respect to informed consent. The manner in which pupils and their parents respond to an invitation to participate in research is likely to depend on several factors, including the level of trust between them and the researchers. This paper describes our recruitment and consent process for a school-based eye study in Nigeria. In the course of our study, a particular governmental incident helped to fuel public mistrust in governmental programs and posed a potential threat to our recruitment efforts. The recruitment and consent process included series of advocacy visits to stakeholders in the education sector, highly interactive briefing and health talk sessions in schools, use of telephone services as a medium for information dissemination, age-appropriate study information, parental consent, and pupil assent. Of the 6598 pupils provided with study information, 5723 returned parental consent forms. There were 69 cases of pupils who dissented despite having parental consent. The two leading concerns for the parents/guardians were the rumors regarding a military/governmental-sponsored health campaign and the side-effects of the dilating eye-drops. Nevertheless, our high level of recruitment suggests our recruitment and consent process was successful in assuaging fears for the vast majority of pupils and their parents. © The Author(s) 2021.
Examining the use, confidence, and barriers to follow Advanced Life Support in Obstetrics (ALSO) course guides in managing obstetric emergencies in Sudan
by Esra Abdallah Abdalwahed Mahgoub
Background: The Advanced Life Support in Obstetrics (ALSO) course is a globally recognized interprofessional training program designed to assist healthcare professionals in acquiring and sustaining the necessary knowledge and skills to handle obstetric emergencies effectively. This survey aimed to assess the use, barriers, and confidence in using the ALSO course guidelines in managing obstetric emergencies in Sudan. Methods: This descriptive cross-sectional study involved 103 physicians from the Sudan ALSO group in Sudan. A structured, close-ended questionnaire was distributed electronically to the participants. Data analysis was conducted using Statistical Package of Social Sciences Software version 26. Results: More than half of the participants were specialists (54.4%). Although all respondents claimed to adhere to the ALSO guidelines for managing shoulder dystocia, a lower percentage followed them for neonatal resuscitation (75.0%) and maternal venous thrombosis management (68.9%). Only 62.1% of participants felt confident performing neonatal resuscitation. The main barriers to implementing the ALSO course guidelines were the respondents’ preference for other guidelines and their belief that the guidelines were not applicable in their specific settings. Conclusion: The majority of participants displayed a high level of confidence, indicating a positive perception of the guide's effectiveness. However, there is room for improvement, particularly in areas such as neonatal resuscitation and forceps-assisted births, where confidence levels were lower. Addressing barriers, including the preference for other guidelines and the applicability of the guide in specific settings, is crucial to ensure widespread adoption. Refresher training programs, contextual adaptations, and the integration of guidelines may help overcome these barriers and enhance the overall implementation of the ALSO guide in managing obstetric emergencies in Sudan. © The Author(s) 2024.
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