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Business and Economics Students’ Conceptions of and Approaches to Learning
Business and Economics Students’ Conceptions of and Approaches to Learning
by Abate Demissie Gedamu
Keep ReadingOf the akan people: Colour and design education in Ghana
Exploring Perspectives and Challenges of Information Professionals in Accessing Massive Open Online Courses for Professional Development
Employability among statistics graduates: Graduates' attributes, competence, and quality of education
Data mining approach to predicting the performance of first year student in a university using the admission requirements
Parental Time Poverty, Child Work and School Attendance in Ghana
Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education
Zimbabwean Stakeholders’ Perspectives on Causes of and Solutions to Gender-Based Violence in Their Community: Findings From a Focus Group
Library Funding and Sustainable Development of Higher Education
Factors Contributing to Challenges in Accessing Sexual and Reproductive Health Services Among Young People with Disabilities in Ghana
Unveiling the role of entrepreneurship education on green entrepreneurial intentions among business students: gender as a moderator
STIFLED OR LOOSENED COURSE OF INCLUSIVE EDUCATION IN RWANDA: INTERROGATING POLICY AND PRACTICE IN AFRICA
Dataset related to the effect of resource-based instruction on Rwandan pre-service biology teachers' academic achievement, attitude, and motivation
Microbiology education in Nigeria: Common training deficits could be addressed with modern educational tools †
Education elasticities of young women fertility in sub-Saharan Africa: Insights from Ethiopia, Rwanda, and Zimbabwe
Challenges to Indigenous Knowledge Incorporation in Basic Environmental Education in Anglophone Cameroon
Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees' Experiences
Neurodevelopmental assessment at one year of age predicts neuropsychological performance at six years in a cohort of West African Children
Higher Education Policy and Access for South Sudanese Refugees from the Bidi Bidi Settlement, Uganda
Higher Education Policy and Access for South Sudanese Refugees from the Bidi Bidi Settlement, Uganda
by Christine Semambo Sempebwa
Keep ReadingThe influence of workplace relationships and job satisfaction of private universities in Mogadishu: employee performance as a mediator variable
Prevalence, intensity of infection and associated risk factors of soil-transmitted helminth infections among school children at Tachgayint woreda, Northcentral Ethiopia
Perception and willingness of private secondary school students in forestry education and career: A case study from Nigeria
What drives the attainment of goals of ethical education in higher institutions? The perception of professional accountants and accounting educators
Qualitative Insights into School Improvement Practices: Stakeholder Perceptions in Ghanaian Junior High Schools
Predictors of e-publishing adoption in environments of uncertainty
Predictors of e-publishing adoption in environments of uncertainty
by Ifeduba, Emmanuel Chukwunonye
Keep ReadingClinical students’ perception of educational environment in a Nigerian university: a mixed method study
Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students
Simulation-based education to facilitate clinical readiness in nursing and midwifery programmes in sub-Saharan Africa: a meta-synthesis
The effects of leadership behaviours on departmental performance in Ethiopian public research universities
I am Black and I am a girl-child, can I still be a scientist?
Implementation of Social Accountability in Undergraduate Medical Training at a SubSaharan African Medical School: Stakeholders' Perspectives
Evaluating the predictors of mobile health acceptance among Zimbabwean university students during the COVID-19 era: an integrated framework
Business and Economics Students’ Conceptions of and Approaches to Learning
by Abate Demissie Gedamu
How college students perceive and approach learning is important for quality education. This study was then aimed to explore sophomore students’ conceptions of and, approaches to learning and the association between students’ conceptions of and approaches to learning at Arba Minch University in the College of Business and Economics. A cross-sectional descriptive survey design was adopted to describe the phenomenon. Using the systematic random sampling technique of every 7th, 140 students were selected. To collect data on the conceptions of and approaches to learning, the Approaches and Study Skills Inventory for Students (ASSIST) was used. To decide whether there was a difference between transforming and reproducing learning conceptions, an independent sample t-test was applied. To examine and compare the learning approaches, one-way ANOVA and post hoc were applied while Pearson product-moment correlation was employed to scrutinize the association between the students’ conceptions of and approaches to learning. The results revealed that the students had both the transforming/qualitative and the reproducing/quantitative conceptions of learning although they had exceedingly the transforming conception over the reproducing conception. Besides, the students adopted dual learning approaches of the deep and the strategic equally although they practically used to employ the strategic approach. Teachers have been recommended to assist their students to develop the transforming conception, and approach to learning that enhances meaning-making and understanding through inquiry-based experimentation, and problem-solving. As well, on-job seminars should be prepared for the College instructors on the needs and use of the approaches to learning. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.
Of the akan people: Colour and design education in Ghana
by Degraft-Yankson, P.
This article digests some of the general ideas that constitute the concept of colour among the Akan people of Ghana and how their proper understanding and desir-able consideration will enhance effective visual communication in the Ghanaian visual arts curriculum. The investigation, which involved a number of conversa-tions with knowledgeable personalities in the teaching and speaking of the Akan language, sought to bring out the perceptions, beliefs and functions of colour among the people. The outcome of the study pointed to how colour resides deeply within the traditional lives of the Akan people, not only as aesthetical experience but also as an ‘object’ of cultural and spiritual signification. The study therefore recommends a proper understanding of and conscious respect to the perceptions and meanings of colour among contemporary Akan designers and design educators to improve the design experience of teachers, learners and practitioners. © 2020 Intellect Ltd Article. English language.
Exploring Perspectives and Challenges of Information Professionals in Accessing Massive Open Online Courses for Professional Development
by Abbas Mohamed Omar
Background. In recent years, the landscape of professional development has been significantly transformed by the emergence of Massive Open Online Courses (MOOCs) which represent a revolutionary approach to education, offering flexible, accessible, and often cost-effective learning opportunities across a wide range of disciplines, including library and information science. Objectives. This study aims to examine the perspectives and challenges of information professionals in accessing MOOCs for professional development. Methods. The study used a mixed approach whereby an explanatory sequential design was used to collect, analyze and interpret data. Data was collected from public library staff, academic library staff, archivists, museum curators and human resource officers in Zanzibar. Out of 100, a total of 75 (75%) respondents filled out questionnaires and interviews were conducted with 16 key informants. Results. Findings revealed that the majority 50(67%) of information professionals experienced limited exposure to MOOCs and other professional development opportunities to upgrade their careers. Traditional methods such as seminars, workshops and conferences were the preferred methods of staff continuous training, however, the matter was not given the priority it deserves by individual staff. The study found the existence of partial support from management by providing funds for continuous training, however, there was neither direct involvement in the planning process nor serious evaluation made to assess the outcome of continuous staff training to achieve the organization’s objectives. Contribution. The study underlines the potential of MOOCs to revolutionize professional development for information professionals in Tanzania. © 2024, The authors.
Employability among statistics graduates: Graduates' attributes, competence, and quality of education
by Ashenafi Abate Woya
An aspect of quality in higher education is the quality of the outcomes achieved. Higher education adds value by developing job-related skills and competencies. It is also not known to what extent, graduates' competence goes in line with the demands of the employers. This study was to assess the employability and competency of statistics graduates. Data were collected using a structured questionnaire and analysis the using SPSS version 23. This study employed a Kaplan-Meier estimate to compare the duration of unemployed times from two or more groups. To assess whether there is a real difference between groups, we used Log-rank test. From a total of 303 statistics graduates, 17.7% were unemployed and 82.3% were employed. Of employed graduates, 65.8% had a permanent worker and the rest 16.5% of graduates had a temporary worker. The mean duration of unemployed statistics graduate at Bahir Dar University was 12.9 month (95% CI, (9.9, 15.9)). This study revealed that there is a percentage of graduates who are not yet employed and never been employed. Therefore, the department must be a linkage with the different government organization and NGO.This may improve the employability of statistics graduates. © 2019 Ashenafi Abate Woya.
Data mining approach to predicting the performance of first year student in a university using the admission requirements
by Aderibigbe Israel Adekitan
The academic performance of a student in a university is determined by a number of factors, both academic and non-academic. Student that previously excelled at the secondary school level may lose focus due to peer pressure and social lifestyle while those who previously struggled due to family distractions may be able to focus away from home, and as a result excel at the university. University admission in Nigeria is typically based on cognitive entry characteristics of a student which is mostly academic, and may not necessarily translate to excellence once in the university. In this study, the relationship between the cognitive admission entry requirements and the academic performance of students in their first year, using their CGPA and class of degree was examined using six data mining algorithms in KNIME and Orange platforms. Maximum accuracies of 50.23% and 51.9% respectively were observed, and the results were verified using regression models, with R 2 values of 0.207 and 0.232 recorded which indicate that students’ performance in their first year is not fully explained by cognitive entry requirements. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.
Parental Time Poverty, Child Work and School Attendance in Ghana
by Martey, Edward
This study examines the relationship between parental time poverty, child work, and school attendance in Ghana using data from the sixth and seventh rounds of the Ghana Living Standard Survey (GLSS6 and GLSS7). Results of the analysis indicate an increasing decline in child enrolment in public schools (from 9% to 6%) among time poor household heads. In addition, parental time poverty increases children's walking hours to and from school and private school enrolment. We observed heterogeneity of parental time poverty on child work in relation to the location of households and gender disaggregation. Child work and school attendance-reducing effect of parental time poverty is mainly prevalent among male children but mixed for location. Our result is robust to the alternative estimation method of addressing endogeneity and further shows that household income is the primary channel through which time poverty influences child work and school attendance.
Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education
by Essel, Harry Barton
The present study aimed at investigating nomophobia prevalence, thus, recurrence of anxiety without a smartphone, with preservice teachers in the Colleges of Education, Ghana. An actual sample of 345 preservice teachers responded to a 20-item questionnaire on nomophobia (NMP-Q). A one-way MANOVA between different groups statistics was applied in determining the differences in nomophobic behaviours among preservice teachers based on non-technology-related variables (gender, age, specialism, subjective economic status, sleep/rest hours, and religion) and technology-related variables (number of smartphones owned, smartphone ownership duration, active internet services, and daily internet usage time). The results evidenced that the vast majority of preservice teachers had mild to severe nomophobia, and their most significant anxiety was related to access to information and communication. Besides, non-technology-related variables in gender, sleep hours, and subjective economic status significantly impacted the preservice teachers' nomophobia. Technology-related variables that significantly influenced the nomophobic behaviour of preservice teachers included the number of smartphones owned, smartphone ownership duration, and active internet service. A sizable majority of the preservice teachers showed signs of mild to severe nomophobia. The present study provides prefatory support for the prevalence of nomophobia among the Ghanaian preservice teachers.
Zimbabwean Stakeholders’ Perspectives on Causes of and Solutions to Gender-Based Violence in Their Community: Findings From a Focus Group
by Evans Irvine Makoni
Gender-based violence (GBV) rates are high in Zimbabwe. Looking toward a partnership to prevent GBV in the Victoria Falls region, which lacks GBV prevention initiatives, the current study’s aim was to learn about stakeholders’ perceptions of GBV causes and their ideas for GBV prevention, and to gauge potential community reactions to GBV prevention. Focus group participants emphasized lack of women’s empowerment, alcohol, violence normalization, and tourism as GBV causes, and ideas for prevention included school-based curricular, social marketing campaigns, involving men in prevention, and home visiting programs. Consistent with community-based models, participants emphasized involving all community stakeholders in prevention. © The Author(s) 2020.
Library Funding and Sustainable Development of Higher Education
by Clement Ola Adekoya
The curiosity to produce manpower to accelerate the actualization of educational and developmental goals in Sub-Saharan Africa has necessitated the clamor for the sustainable development of higher education. African leaders have realized that higher education stimulates the development of the capabilities of the existing and future generations to accomplish sustainable livelihoods and well-being within peaceful and democratic societies. This study investigated the role of library funding in the sustainable development of higher education, using a descriptive survey research design. A descriptive survey research design was used for the study. A questionnaire was used to obtain data from librarians in tertiary institutions in Ekiti and Ondo States, Nigeria. The study found that library funding is a must in ensuring the sustainability of higher education. The major source of library funding is from the founding bodies (founders). Other sources of funds are not adequately exploited. The frequency of getting funds for major library projects and the extent of budgetary provision for the acquisition of information resources to corroborate sustainable development of higher education are low. It was recommended that higher educational institutions should continually devote a substantial proportion of their budget to the procurement of library information resources and infrastructure that are germane to the current trends in education and industry. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
Unveiling the role of entrepreneurship education on green entrepreneurial intentions among business students: gender as a moderator
by Makuya, Victoria
The research investigates the impact of entrepreneurship education (EE) on green entrepreneurial intentions (GEI) among business students. Additionally, the study conducted a moderation analysis to examine whether gender influences the relationship between EE and GEI among female and male business students. Data were collected from 204 Tanzanian business students who had completed an entrepreneurship course as part of their major, using structured questionnaires. Quantitative data analysis and moderation effect testing were performed using PLS-SEM in SmartPLS 4. The findings reveal a significant positive relationship between EE and GEI. Moreover, gender was found to be significantly related to GEI, with males exhibiting a stronger effect compared to females. However, despite this, the study found that gender does not moderate the relationship between EE and GEI. This study offers unique insights into the influence of EE on GEI and the moderating effect of gender in the Tanzanian context. Furthermore, the study contributes to Sustainable Development Goal 4 by addressing the importance of enhancing education quality and ensuring inclusive and equitable learning opportunities for all individuals. The research also carries policy implications for promoting green business initiatives among future entrepreneurs. While the study provides valuable contributions, it is limited by its sample size, which solely consists of business students from Tanzania. Future research should consider expanding the sample to include students from various academic programs and diverse geographical locations to enhance the generalizability of the findings. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
STIFLED OR LOOSENED COURSE OF INCLUSIVE EDUCATION IN RWANDA: INTERROGATING POLICY AND PRACTICE IN AFRICA
by Evariste Karangwa
Reports and studies conducted in Rwanda and in the region (East Africa) reveal trending impetus in empowerment of marginalized citizens, but expose controversies in policy implementation and outcomes. The present paper thus departs from an overview of the African socio-political landscape, and delves into an investigation of Rwanda’s five year inclusive education policy (2019–2024) strategies. It interrogates its implementation in the country’s 9 Year Basic Education (9YBE) program that worn the Common Wealth award for its accommodation of youths with disabilities and other educationally disadvantaged groups. The study design combines both literature and field surveys by drawing from documented legal frameworks, reports and field data to generate triangulated or reliable findings. Respondents were identified through dependable informants and predetermined criteria. Purposively designed observation check lists and interview protocols were employed to systematically draw data from both central (Ministry of Education) and local levels (schools, communities and families). The study findings reveal little explored research avenues, and a blend of both international and local perspectives that are important to disability and inclusive education orientations in the African sub-region. © 2023 by Emerald Publishing Limited.
Dataset related to the effect of resource-based instruction on Rwandan pre-service biology teachers' academic achievement, attitude, and motivation
by Mukagihana, Josiane
This dataset belongs to a large doctoral research project in Biology education conducted under the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE). The data were collected from students undertaking biology education as their future teaching career [here referred to as pre-service biology teachers]. The data were collected from two higher learning institutions in Rwanda. This data article describes how we collected data and designed the study. We used valid and reliable research instruments to collect data. Thus, this dataset informs university lecturers, education policymakers of the status of academic achievement, attitude, and motivation towards learning biology using resource-based instructions such as animations and small laboratory groups. It allows researchers to reanalyze it, depending on the interest variables. (C) 2022 The Author(s). Published by Elsevier Inc.
Microbiology education in Nigeria: Common training deficits could be addressed with modern educational tools †
by Abdulwaheed Aishat
Microbiology has developed as an important field of scientific training in Nigeria over the years. It is one of the early scientific fields introduced to the country. It has contributed to the development of the scientific identity of the country, through training of personnel and applications aimed at addressing microbial diseases that present a public health concern. Recent diseases, especially of microbial origin, have however exposed the poor state of microbiology in Nigeria. Recurrent but avoidable infectious diseases such as diarrhea and cholera have led to the loss of several lives. Although the situation is complex, at least some of these shortcomings could be compensated for by enhancing the quality of training delivered to future microbiologists and related healthcare professionals and educators. An analysis of microbiology curricula in Nigerian institutions compared with those of developed countries identified several gaps. Although inadequacy in training resources, expert faculty, and funding are well recognized, it is believed that several of these training gaps could be addressed through innovative educational approaches. In this paper, I discuss how key microbiology education weaknesses in the Nigerian context could be overcome using modern, low-cost educational tools that are accessible even in the face of existing institutional challenges. Topics such as molecular cloning and PCR are discussed, together with how specific virtual classroom and related internet-based tools can be applied to teach these topics in resource-limited contexts. This paper should therefore be relevant to microbiology educators in most developing countries. ©2019 Author(s).
Education elasticities of young women fertility in sub-Saharan Africa: Insights from Ethiopia, Rwanda, and Zimbabwe
by Garikayi B. Chemhaka
Although the relationship between education and fertility is well established, an understanding of young women’s fertility responses to education over time is needed to enhance a critical appraisal of education elasticities of fertility. This study thus comparatively investigates education effects on fertility in Ethiopia, Rwanda and Zimbabwe. Multivariate fixed effects logistic regression and direct decomposition methods were applied to Demographic and Health Survey data between 1999 and 2011. Results showed that declines in youth fertility in Ethiopia and Rwanda were driven by decrease in fertility rates of those with primary education but in the Zimbabwe youth fertility changes were driven by those with secondary or higher educational attainment. We conclude that education elasticities of fertility are not constant but vary by country and stage of fertility transition. Countries that are more advanced in fertility transition therefore need to place focus on enhancing post-secondary education to sustain fertility transition. © 2020, © 2020 Government Technical Advisory Centre (GTAC).
Challenges to Indigenous Knowledge Incorporation in Basic Environmental Education in Anglophone Cameroon
by Esongo, Njie M.
The study employed qualitative data to analyse factors influencing efforts to incorporate indigenous knowledge (IK) in basic formal environmental education (EE). Anglophone Cameroon’s education subsystem constitutes the empirical referent; it employed an environmental scanning model (ESM) to identify major historical, economic, social, political, economic, cultural, and technological (HESPECT) factors that influence these efforts. It reveals that the curriculum is devoid of IK. It further found that the factors examined have mixed implications for efforts to institute IK in the curriculum. It concludes that EE in Anglophone Cameroon stands to enormously benefit from the incorporation of IK. © The Author(s) 2022.
Understanding the Motives for Pursuing Postgraduate Studies and Causes of Late Completion: Supervisors and Supervisees' Experiences
by Amani, Jaquiline
This article is a product of a study that deployed a qualitative research approach to examine what motivates students in Tanzania to undertake postgraduate studies, and the causes of late completion of such studies. A total of 47 participants were involved in this study through focused group discussions and semi-structured interviews. The results revealed five distinct reasons why postgraduate students enter a doctoral or master's degree course: employment prospects, better salary, career progression or change, personal development, and prestige or self-actualization. Moreover, it was found that the determinants of late completion were both institutional and personal. Institutional factors included a non-supportive learning and research environment, cumbersome thesis and examination process, heavy supervisors' workload, supervisors' lack of motivation, and low entry qualifications by candidates. On the other hand, personal factors were poor educational background, social and financial problems, lack of good communication skills, research incompetence, low commitment, and partial study leave. The study concludes that efforts to improve the quality of postgraduate training should address the potential systemic, institutional and individual barriers. In the light of this, it is recommended that the institutional conditions and policies should be re-examined to ensure that supervisors and those they supervise are effectively facilitated in fulfilling their roles and responsibilities, so that postgraduate research produces good and timely quality results.
Neurodevelopmental assessment at one year of age predicts neuropsychological performance at six years in a cohort of West African Children
by Achille Massougbodji
Rural children from Benin, west Africa were evaluated with the Mullen Scales of Early Learning (MSEL) at one year of age and then at six years with the Kaufman Assessment Battery for Children (KABC-II), the visual computerized Tests of Variables of Attention (TOVA), and the Bruininks-Oseretsky Test (BOT-2) of motor proficiency (NÂ =Â 568). Although both the MSEL and KABC-II were available to the assessors in French, instructions to the mother/child were in local language of Fon. Mothers were evaluated with the Edinburgh Postpartum Depression Scale (EPDS), Caldwell HOME Scale, educational level and literacy, and a Socio-Economic Scale - also in their local language (Fon). After adjusting for maternal factors, MSEL cognitive composite was correlated with KABC-II with moderate effect sizes, but not with TOVA scores. Overall eta-squared effect for the multivariate models were moderately to strongly correlated (.07 to .37). Neurodevelopmental assessments in early childhood adapted cross-culturally are predictive of school-age neuropsychological cognitive ability.
Higher Education Policy and Access for South Sudanese Refugees from the Bidi Bidi Settlement, Uganda
by Christine Semambo Sempebwa
Globally, refugee-hosting states are required to have a higher education (HE) policy that incorporates refugees, in order to raise refugees’ HE access to 15% by 2030. This paper explores the influence of HE policy formulation and implementation on refugee access and resilience among South Sudanese from the Bidi Bidi settlement in Uganda. The study adopted a qualitative approach, an exploratory case study design, and an advocacy world view. The researcher collected data from 27 participants – 12 undergraduates from two private Ugandan universities, 13 government and non-governmental organization (NGO) officials, two officials from public and private universities – all involved in refugee education. Additionally, the researcher obtained data through a literature review, in-depth interviews with key informants and students, and a focus group discussion. The findings reveal that in principle, HE policy formulation in Uganda is incorporated in the development of the Education Response Plan (ERP) for refugees and host communities, through a multi-stakeholder approach. However, neither students nor higher education institutions (HEIs) were part of the ERP formulation process. The HE policy formulation process in Uganda traverses a value chain with intersecting complexities. These include: supra-state and national policy, refugee demographics, preferences for basic education and emergency interventions, negative perceptions of HE returns, hostility and refugee exclusion, and students’ personal challenges. Relatedly, support for refugees is largely provided by HEIs and NGOs, using silo, independent guidelines. Ultimately, the findings indicate that the HE policy formulation and implementation do not address the intersecting complexities adequately, with implications for student access and resilience. This study identifies areas that could inform HE policy formulation and implementation, and enhance refugee access and resilience, especially in light of the United Nations High Commissioner for Refugees’ (UNHCR) 15by30 Roadmap. © 2023, University of the Western Cape. All rights reserved.
The influence of workplace relationships and job satisfaction of private universities in Mogadishu: employee performance as a mediator variable
by Mohamud Ahmed Mohamed
Drawing on literature and empirical studies, this research examined the relationships between employers and employees, and among employees, and their impact on employee performance and job satisfaction at private universities in Mogadishu. Using a quantitative methodology, 198 academic staff members were selected for representativeness. Data on employee performance, job satisfaction, and workplace relationships were gathered via questionnaires and analyzed using Smart PLS 4 and SPSS version 23. The findings indicated that positive employer-employee relationships significantly enhance job satisfaction and employee performance. Conversely, while connections among academic staff were linked to higher job satisfaction, they negatively impacted performance outcomes, suggesting complex workplace dynamics. The research revealed significant effect sizes, highlighting the practical impact of these relationships, showing that strong employer-employee relationships could notably improve engagement, reduce attrition, and enhance performance in private universities. These relationships accounted for 31.7% of the variability in performance outcomes, underscoring their real-world relevance. The study provides actionable insights for educational institutions to improve job satisfaction and performance by fostering positive employer-employee relationships through structured support programs, regular feedback, and team-building activities. Suggestions for further research were offered to address the identified shortcomings.
Prevalence, intensity of infection and associated risk factors of soil-transmitted helminth infections among school children at Tachgayint woreda, Northcentral Ethiopia
by Eyayu, Tahir
BackgroundSoil-transmitted helminths (STH) are one of the most common infections affecting underprivileged populations in low- and middle-income countries. Ascaris lumbricoides, Trichuris trichiura, and hookworm are the three main species that infect people. School children are the most vulnerable groups for STH infections due to their practice of walking and playing barefoot, poor personal hygiene, and environmental sanitation. However, evidence is limited in the study area. So, this study aimed to assess the current prevalence, infection intensity, and associated risk factors of STHs among school children in Tachgayint woreda, Northcentral Ethiopia. MethodsA cross-sectional study was conducted among school children of Tachgayint woreda from February to May 2021. The study participants were chosen via systematic random sampling. Stool samples were collected from 325 children and examined using the Kato-Katz technique. The data was analyzed using SPSS version 23. Binary and multivariable logistic regression analyses were used to identify the potential associated factors for STHs. An adjusted odds ratio (AOR) with a 95% confidence interval (CI) was used to measure the magnitude of the association. A P-value ResultsThe overall prevalence of STHs in this study was 36.0% (95% CI: 30.5-41.2%). Ascaris lumbricoides are the most prevalent species 89 (27.4%) followed by hookworm 14 (4.3%) and Trichuris trichiura 10 (3.1%). All of the infected school children had light-intensity of infections with the mean of eggs per gram (EPG) being 464.53. Lack of shoe wearing habit (AOR = 4.08, 95% CI: 1.29-12.88) and having untrimmed fingernail (AOR = 1.85, 95% CI: 1.06-3.22) were identified as risk factors for STH infections. ConclusionsMore than one-third of the school children were infected with at least one STH species and this indicates that STHs are still a health problem among school children in the study area. Therefore, periodic deworming, implementation of different prevention strategies, and health education programs should be regularly applied in the area.
Perception and willingness of private secondary school students in forestry education and career: A case study from Nigeria
by Ademola O. Mewase
One of the critical issues confronting forest sustainability is inadequate education about the need and actions to sustain these vital ecosystems. Notwithstanding, forestry education attracts low levels of interest and enrollment in Nigeria and globally. Unlike in public secondary schools, information on the perception and willingness toward forestry education and career among private school students is limited. Therefore, our study assessed the (un)willingness and perception toward forestry education and career through a survey of 160 students across eight private secondary schools in Akure metropolis, Nigeria. Descriptive and chi-square statistics were used to analyze the responses. We found a relatively low interest and willingness in forestry education among the students (20%), despite their positive perceptions toward the profession's lucrativeness (73%), their relevant prior knowledge learnt through school's agriculture subject (88%), and their previous tree planting engagement (55%). None of the students’ demographics had significantly influenced their professional interest and choice besides having family relation(s) in forestry (χ2 = 5.731, p =.017). Likewise, only the availability of scholarships, accessible post-study forestry jobs, and adequate integration of forestry into secondary school education could have significantly attracted the students to pursue forestry education or a career. Therefore, improving these key areas is recommended while also creating public awareness to facilitate more positive perceptions about the profession. © 2022 The Authors. Natural Sciences Education © 2022 American Society of Agronomy.
What drives the attainment of goals of ethical education in higher institutions? The perception of professional accountants and accounting educators
by Regina Mensah Onumah
Purpose: This study examines the impact of ethics education interventions (EEI) on attaining ethical education goals in higher institutions. Design/methodology/approach: The study utilizes a survey method, with questionnaires distributed to accounting instructors from universities and professional accountants in Ghana. The empirical analysis is based on 417 valid responses, and the hypothesized relationships are tested using ordinary least square (OLS) regression. Findings: The results indicate that ethics-related courses (ERC), methods of teaching ethics (MTE) and methods of ethics interventions (MEI) have a positive and significant impact on achieving the objective set for EEI in accounting programs. Research limitations/implications: This study provides valuable insights for accounting educators and professional body managers in developing accounting ethics curricula in universities and professional accounting institutions. Originality/value: This study involves accounting educators and professionals and applies ethical theories of egoism, deontology and utilitarianism to demonstrate the role of ethical interventions in accounting programs in achieving set objectives from a developing country context. © 2023, Emerald Publishing Limited.
Qualitative Insights into School Improvement Practices: Stakeholder Perceptions in Ghanaian Junior High Schools
by Mark Quansah
This study aims to explore diverse perspectives on strategies for enhancing academic performance in Ghanaian Junior High Schools (JHSs). Recognizing the importance of context and stakeholder input, the research investigates the perceptions of teachers, headteachers, and school improvement support officers (SISOs) regarding effective school improvement practices. The study examined two Ghanaian districts using a qualitative case study design within an interpretive paradigm. Purposive sampling with maximum variance was used to target 20 participants, including 10 teachers, five headteachers, and five SISOs. Semi-structured interviews were used for data gathering, and the results were subjected to thematic analysis to find trends and common viewpoints. JHS performance thrives on a four-pronged approach: well-equipped schools, empowered teachers, engaging lessons, and a supportive community. Inadequate funding, limited technology, and community challenges, however, pose hurdles to progress. This study surpasses static analyses of JHS performance by amplifying stakeholder voices and advocating for context-specific solutions. Recognizing the unique needs of individual contexts, it champions tailored interventions – not one-size-fits-all approaches. This study promotes an "ecosystem of action" for sustained growth across different JHS environments by providing school leaders with practical solutions for stakeholder collaboration, parental involvement, and teacher motivation. Copyright 2024: Mark Quansah, Emmanuel Erastus Yamoah, and Nova Southeastern University.
Predictors of e-publishing adoption in environments of uncertainty
by Ifeduba, Emmanuel Chukwunonye
Purpose: Many developing environments are characterised by uncertainties and research on how these uncertainties impact development in different industries is on-going. However, there is hardly any empirical examination of how this phenomenon impacts innovation adoption in the publishing industry, notwithstanding that the education industry largely depends on publishing. This study aims to interrogate this phenomenon with a view to describing clearly the factors that influence e-publishing innovation adoption in environments of uncertainty. Design/methodology/approach: E-publishing data were collected from 79 websites whereas 109 firms filled out a questionnaire both online and offline. Four interviews were conducted and data were analysed using the SPSS to compute frequencies, percentages and correlates of digital publishing innovation adoption. Findings: Book piracy and curriculum uncertainty were found to play greater influential roles in the adoption of e-publishing; and though they both correlated positively with e-publishing adoption, only book piracy has a significant predictive value in the adoption of e-publishing. Originality/value: The results of this study shed light on the predictors of digital publishing adoption and should help interested publishers and scholars in environments of uncertainty to understand why efforts should be intensified to pursue copyright protection and enforcement. © 2021, Emerald Publishing Limited.
Clinical students’ perception of educational environment in a Nigerian university: a mixed method study
by Aderonke O. Akinpelu
Background: Learning environment (LE) research has been given priority in higher education institutions globally because of its influence on learning processes and outcomes. Although studies reporting the perceptions of health science students about LE in Nigeria are available, none have compared the perceptions of students from different health professions. Therefore, this study aimed to assess final-year clinical students’ perceptions of their LE from four programs (dentistry, medicine, nursing, and physiotherapy) and compared their LE perceptions. Methods: This study adopted a cross-sectional study design using a mixed method approach. The quantitative survey involved all the final-year clinical students at the University of Ibadan, and they completed the Dundee Ready Education Environment Measure (DREEM) questionnaire. The qualitative aspect involved 24 consenting students in four focus group discussions. Results: A total of 214 out of 223 copies of the DREEM questionnaire were duly completed and returned, yielding 96.0% response rate. The participants’ mean age was 24 ± 2.3 years (ranged between 22 and 25 years, p = 0.001). The mean DREEM scores of the students from the four programs ranged between 119.68 ± 18.02 and 147.65 ± 15.89 out of a maximum of 200, interpreted as more positive than negative perceptions of LE. Physiotherapy students’ DREEM score was significantly higher than those of medical, dental, and nursing students (p < 0.001). The DREEM scores of other students did not differ significantly (p > 0.05). Dental and medical students had similar positive perceptions. The qualitative aspect revealed that the students had positive perceptions of their teachers’ knowledge base and self-acquisition of knowledge but negative perceptions of their teachers’ communication skills, infrastructural facilities, lecturer-student relationships, and hostel accommodations. Conclusion: Although the survey indicated that these clinical students had more positive than negative perceptions of their learning environment, the qualitative aspect of the study revealed many challenges that the students were confronted with. The clinical students’ perception of their learning environment could be improved if the university authorities would address these challenges. © The Author(s) 2024.
Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students
by Hailay Tesfay Gebremariam
Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided. © The Author(s) 2024.
Simulation-based education to facilitate clinical readiness in nursing and midwifery programmes in sub-Saharan Africa: a meta-synthesis
by Gertrude Mwalabu
Purpose: The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region. Design/methodology/approach: A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality. Findings: The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy. Research limitations/implications: The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation. Practical implications: Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa. Originality/value: The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature. © 2023, Emerald Publishing Limited.
The effects of leadership behaviours on departmental performance in Ethiopian public research universities
by Wakgari Tasisa Duressa
Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching-learning, research and leadership lived experiences in higher education institutions and interviewed using semi-structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t-test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS-23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching-learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Context and implicationsRationale for the studyLeadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.Why the new findings matterThe new findings matter because the transactional leadership dimension of leadership behaviours and the teaching-learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.Implications for practitionersThe findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching-learning process, research and community services in the context of Ethiopian public research universities. This finding further implies that schools and department heads need to use a combination of appropriate leadership behaviours in order to improve departmental performance dimensions. © 2024 The Authors. Review of Education published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
I am Black and I am a girl-child, can I still be a scientist?
by Adekunle I . Oladejo
As the world becomes increasingly rooted in all forms of inequities, so does the need to fight its causatives. This study is concerned with ensuring that science education serves to reinforce gender equity against traditional narratives. We explored the potency of culturo-techno-contextual approach (CTCA) in leveling the playing field while promoting meaningful learning of chemistry among male and female students. Two separate quasi-experimental studies were conducted on two perceived difficult topics in chemistry-nuclear chemistry and electrochemistry using senior secondary school two (equivalent of grade 11 in the United States system) students (NStudy 1 = 221, NStudy 2 = 141). In each study, the experimental groups were taught using CTCA, while the control groups were taught with lecture method. The research design was explanatory and sequential with a quasi-experimental framework. The nuclear chemistry achievement test and the electrochemistry achievement test that were used to collect data had a reliability coefficient of 0.83 and 0.76, respectively. Analysis of covariance was used to analyze the quantitative data, while the qualitative data used a thematic approach. The studies found no significant difference in the achievement (post-posttest) of the male and female students. Within the study limits, we concluded that CTCA is a viable tool for bridging the gender difference in chemistry learning.
Implementation of Social Accountability in Undergraduate Medical Training at a SubSaharan African Medical School: Stakeholders' Perspectives
by Lorraine Oriokot
Background: Social accountability for medical schools is the obligation of the medical school to direct its core activities toward meeting the priority needs of the community. The core activities of medical schools are education, research, and service. Social accountability is a global concept that requires local contextualisation. Stakeholder partnerships are central to the implementation of social accountability, and stakeholders need to work together in planning, implementing, and evaluating social accountability in undergraduate medical education. We aimed to explore stakeholders' perspectives on the implementation of social accountability in undergraduate medical training at Makerere University School of Medicine. Methods: This was an exploratory qualitative study. Data was collected between September 2022 and December 2022. Ethical clearance was obtained from the Makerere University School of Medicine Research Ethics Committee. Fourteen stakeholders in undergraduate medical training at Makerere University School of Medicine were interviewed, including three policymakers, one health administrator, three health professionals, three community representatives, two medical students, and two representatives from the medical school. Transcripts were analysed to generate themes using the six-phase approach to thematic analysis described by Braun and Clarke. Results: Diverse expressions of the implementation of social accountability were present in all three core activities of the medical school. The curriculum and community-based education research and service were key expressions of social accountability in education activities. Research to understand community needs was described within community-based education research and service. The opportunities to improve the implementation of social accountability include involving civil society partners and improving equity in undergraduate medical training. Conclusion: Our study found evidence of the implementation of social accountability in undergraduate medical education. The opportunities to improve the implementation of social accountability in undergraduate medical education include: involving civil society partners in training medical students about the community; working with the community living in the nearby slum; and providing financial support for students.
Evaluating the predictors of mobile health acceptance among Zimbabwean university students during the COVID-19 era: an integrated framework
by Philip Dangaiso
The Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) or popularly the Corona Virus Disease 2019 (COVID-19) pandemic brought significant public health challenges globally. During the crisis, mobile health (m-health) services were implemented to expedite fast, convenient and reliable dissemination of health information to the public. Meanwhile, the adoption of m-health faced high uncertainty alike other COVID-19 regulatory methods. This study examines the antecedents of m-health acceptance among Zimbabwean university students. Whilst research on m-health adoption during the pandemic is still scarce, this study becomes the first to integrate the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Theory of Planned Behavior (TPB) to predict m-health adoption in a developing country. An explanatory design and a quantitative research approach were employed. Based on 271 valid responses, Structural Equation Modelling was used to estimate the proposed model. The findings revealed the positive effect of performance expectancy, effort expectancy, facilitating conditions, attitudes, behavioral norms, perceived behavioral control on behavioral intention to adopt m-health with a higher R square value (80.4%) than the original UTAUT model. The study also confirmed the positive influence of behavioral intention on m-health usage (R square = 41.5%). Health promoters were urged to design messages that stimulate positive attitudes, appeal to social groupings and improve user's self-efficacy. M-health services should also foster use simplicity, ease of use and health value to entice m-health adoption among consumers. The study also provides an important baseline for the integration of behavioral theoretical models to enhance their predictive strength.
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