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In the wake of COVID-19, higher education institutions worldwide were forced to continue teaching and learning through online means. However, it was only during the pandemic that institutions in Uganda, such as Kabale University, embraced online learning. Against this background, one could not predict how students drastically adapted to the new normal, especially in mathematics, which requires a lot of practice. Thus, this study sought to establish the relationship between behavioural intention to use technology and the adoption of online mathematics learning among pre-service teachers at Kabale University. We conceptualized behavioural intention to use technology according to the Unified Theory of Acceptance and Use of Technology (UTAUT) as comprising four factors: performance expectancy, effort expectancy, facilitating conditions, and social influence. This mixed methods study followed a cross-sectional correlational survey and hermeneutic phenomenological research designs. We collected data from 140 pre-service mathematics teachers, who were sampled using stratified and simple random sampling techniques, through a self-administered questionnaire. Also, we collected qualitative data through nine face-to-face interviews of pre-service mathematics teachers using criterion sampling, where the most prominent criterion was the participant's experience with the phenomenon under study. Using Pearson’s linear correlation, results showed that all UTAUT constructs were related to the adoption of online learning. Simple linear regression revealed that facilitating conditions were the strongest predictor. Furthermore, the narrative analysis indicated that, among others, a lack of technological knowledge hindered learners’ effective participation in online mathematics lectures. Therefore they barely benefited from online learning. Thus, we recommend government universities enhance teachers’ and learners’ technological knowledge, among other facilitating conditions such as establishing strong on-campus Wi-Fi connections as online learning continues. © The Author(s) 2023.

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Relationship between the development of musculoskeletal disorders, physical activity level, and academic stress among undergraduates students of University of Nigeria

by Ikenna, Uchenwoke Chigozie

BACKGROUND: Academic stress is a common experience among university students. It can affect the body composition of the students through behavioral changes, which further affect their physical activity level (PAL). Musculoskeletal disorders could arise from the interaction of these factors. This study aimed to determine the relationship between PAL, academic stress, selected anthropometric indices, and the development of MSDs among a selected Nigerian population. MATERIALS AND METHODS: This was a cross-sectional study of 256 (129 females and 127 males) undergraduates of the University of Nigeria, Enugu Campus aged 15-30 years using Student's Stress Inventory to evaluate academic stress, the short-form of the International Physical Activity Questionnaire to determine the PAL, and a Standard Nordic Musculoskeletal Questionnaire to assess MSDs. RESULTS: The results showed a high PAL with the male students having more PAL (61.4%) than female students. Secondly, the prevalence of MSDs among the population was high (66.02%) and the students faced moderate academic stress with the prevalence being more among the female students (75.2%). A significant difference was observed between academic stress and the development of MSDs (P = 0.009). CONCLUSION: This study's findings support the hypothesis that increased academic stress and low level of physical activity are linked to increased risks of MSDs among students. Thus, it is warranted that the University curriculum is re-adjusted and incorporate public enlightenment programs on possible causes and prevention of musculoskeletal disorders, stress management, and coping strategies.

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Fostering Active Learning in an International Joint Classroom: A Case Study

by Griebel, Stefanie

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students' perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade.

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Public libraries in danger: an investigation into disaster management readiness among public libraries in North West Nigeria; [Bibliotecas públicas en peligro: una investigación sobre la preparación para la gestión de desastres entre las bibliotecas públicas del noroeste de Nigeria]

by Esse, Ugwunwa Chinyere

Objetive. The destructive activities of man have become obvious in the Northern parts of Nigeria where a terrorist group known as Boko Haram and Fulani herdsmen have engaged in destructive activities like burning down of churches, schools as well as destruction of lives and property in some of the higher institutions in Northern Nigeria. Libraries and their resources have also been affected at some points. Method. Based on the expository nature of this study the use of qualitative and quantitative research methodology was employed. The population of the study consists of all the librarians and library officer categories of personnel of the public libraries in North-west Nigeria. Results. The reliability is as follows: Disaster Incident Experience= .551; Disaster Risk Management=.603; Disaster Management Facilities/equip=.775; Staff opinion= .533. Based on the above mentioned, it is noteworthy to say that it is only Disaster management facility that has higher score of reliability while others are satisfactorily reliable. Conclusions. It will therefore be proper for these libraries to be conscious of the adverse effects of disaster The overall findings have demonstrated that public libraries in the North have experienced disasters at one point in time or the other. However, they are not quite prepared to manage disaster as seen in the responses. © 2022 University of Pittsburgh. All rights reserved.

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