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An assessment of attitudes and perceptions of international university students on climate change
Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia
Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia
Potentials and limitations of GeoGebra in teaching and learning limits and continuity of functions at selected senior four Rwandan secondary schools
Grade-3 Learners' Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software
Impact of School Facilities Grant on Access and Learning Achievements in Public Primary Schools in Uganda: A Randomised Experiment
Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa
Evaluation of Users’ Satisfaction of Information Resources in University Libraries in Nigeria: A Case Study
After retirement what next? A survey of post-retirement resolutions of retiring university teachers in Ghana
Evolving from physical to electronic classrooms: Implications for quality assurance in a selected technical university
Between theory and praxis: Reply to Thaddeus Metz
Assessment of university students’ level of financial literacy: the voices of the National University of Development Studies education students
Biblical foundations of short-term missions (STMS) and its implications for Christian higher learning
Instructional goal structure, gender, and second language motivation affecting English language achievement
A National Development Simulation Online to Teach Experiential Problem-Solving
Are graduates from the arts-related academic disciplines more productive than those from the science-related disciplines?
Socio-Economic Challenges of Parents of Children with Intellectual Disability: A Community-Based Study in Lagos, Nigeria
Assessing the sustainability content of the Nigerian engineering curriculum
Battling academic corruption in higher education: Does external quality assurance offer a ray of hope?
An assessment of attitudes and perceptions of international university students on climate change
by Desalegn Yayeh Ayal
Universities have an unrivaled potential to educate students on climate change issues and to actively engage them in climate affairs, both as citizens and influencers of future professions. Despite this potential and the many advantages of university student engagement in climate change, less emphasis has been given to understanding their attitude and perceptions towards climate change, in a way that may guide changes in the curriculum and teaching practices. Based on the need to address the existing literature gap, this article assesses university students’ attitudes and perceptions toward climate change at the international level. This study comprises a survey of a sample of universities across the world and uses statistical analysis to identify the most important trends across geographical locations of the universities. The study revealed that university students are aware of climate change and associated risks. The university students believe that climate change education is a means to shape their attitude and equip them with relevant skills and knowledge so as to influent others. The awareness of university students is inextricably linked to their field of study and participation in various climate change events. Furthermore, the student's knowledge of climate change risks varies across gender, age, and academic education. The study provides recommended universities to include climate change issues in their curricular and extracurricular programs so as to prepare future professionals to cope with the far reaching challenges of a climate change. © 2023
Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia
by Christian Chinyere Ezeala
Purpose: This study was conducted to determine whether a computer simulation of practical exercises in undergraduate medical pharmacology led to the realization of the intended learning outcomes. Methods: The study was a descriptive analysis of laboratory classes carried out using computer simulation programs. Five programs were used to teach practical pharmacology to undergraduate medical students at the Mulungushi University School of Medicine and Health Sciences. The study period was January 2018 to December 2019. The computer programs included a pharmacokinetics simulator (CyberPatient), organ bath simulator (OBSim), AutonomiCAL for simulating autonomic pharmacology, and Virtual Cat and Virtual Rat (RatCVS) for simulating cardiovascular pharmacology. Students utilized these programs during their pharmacology laboratory classes, wrote reports, and answered relevant clinical questions. Results: The 5 programs provided easy and precise platforms for students to explore concepts and demonstrate knowledge of pharmacokinetics, pharmacodynamics, autonomic and cardiovascular pharmacology, and their clinical applications. Conclusion: The programs were effective learning tools. Students' learning was easily assessed based on their laboratory reports. Although the computer programs met medical students' learning needs, wet laboratory exercises are also needed to meet the needs of students who require practical laboratory skills. © 2020 Korea Health Personnel Licensing Examination Institute.
Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia
by Tembo G.
We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa. © 2023 American Institutes for Research. Published with license by Taylor & Francis Group, LLC.
Potentials and limitations of GeoGebra in teaching and learning limits and continuity of functions at selected senior four Rwandan secondary schools
by Jean Pierre Alpha Munyaruhengeri
With the use of a variety of digital tools, services, and applications to enhance the learning environment, technology is now deeply interwoven within the educational process. Technological, pedagogical, and content knowledge (TPACK) model was used as a lens to evaluate GeoGebra’s potential and limitations in the teaching and learning of Limits and Continuity of Functions. Intact classes were assigned as experimental and control groups purposively. The study subjects were 252 students and 78 mathematics teachers. The Limits and Continuity of Functions Achievement Test and the Advanced Mathematics Teachers’ Survey were the two data collection instruments. The findings revealed significant differences in conceptual knowledge (t [df] = -11.46, p (Formula presented.).05) and procedural knowledge (t [df] = -11.027, p (Formula presented.).05) between control and experimental group. The output lacks detailed instructions, drawing out some functions requires other content knowledge which is not covered by packages of GeoGebra like the graph of discontinuous functions is not automatically represented in a correct manner are some limitations heighted in this study. Results show the necessity of including GeoGebra in the teaching of Limits and Continuity of Functions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Grade-3 Learners' Performance and Conceptual Understanding Development in Technology-Enhanced Teaching With Interactive Mathematics Software
by Uwineza I.
This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners' test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a.05 p-value, the effect size of significance, and learning gains. The analysis of learners' workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes. © 2023 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/)
Impact of School Facilities Grant on Access and Learning Achievements in Public Primary Schools in Uganda: A Randomised Experiment
by Wokadala J.
The study explored the impact of the availability of school facilities on the access and learning achievements in primary education in Uganda. It employed a randomised phase-in design by randomly assigning surveyed schools into phase I (treatment) and phase II (control). Of the 301 schools, 160 were randomly selected to receive a facilities grant (SFG) in FY2016/17 and FY2017/18 (phase I) while the remaining 141 were to receive the grant after 2019 (phase II). The results revealed a statistically significant impact on access and attendance in the lower grades of primary education. Schools that received SFG support in FY2017/18 and FY2016/17 significantly increased enrolment by 23.61 and 23.33 pupils, respectively, relative to the control group. The impacts in FY2016/17 and FY2017/18 on school attendance were 16.2 per cent and 13.2 per cent, respectively. Further, schools that received the grant in FY2017/18 recorded a significant increase in numeracy and literacy test scores by 1.28 and 1.05 percentage points, respectively, more than the control group. The study demonstrates that adequate school infrastructure remains a key component of learning support as it promotes access to education as well as students’ learning engagement. Further analysis is recommended to examine the appropriate and effective model of investment in school infrastructure. © 2023 Unisa Press.
Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa
by Oluyomi Susan Pitan
This study examined the extent to which experiential learning and career guidance activities, as strategies for equipping students with transferable skills, are used by Higher Education (HE) in two African countries, Nigeria and South Africa to prepare students for the volatile labour market. The contributions of the two strategies to students' preparedness for work, after controlling for the possible effects of gender and type of university, were also determined. Perceptions of students (n=865) from six universities in the two countries, on their level of exposure to the two strategies, were analysed. Hierarchical regression was used to control for the influence of gender and type of university, while findings from the two countries were compared using Mann-Whitney U tests. Students from both countries agreed that the two strategies jointly and individually have significant positive influences on their preparedness for work. However, the students alleged that their universities are not exposing them adequately to these strategies. Students from Nigeria believed they are exposed adequately only to experiential learning, while those from South Africa demonstrated inadequate exposure to both strategies. The effects of gender and type of university on students' responses were significant only among South African students. This study has highlighted the extent to which sampled universities adopt the two strategies in preparing their students for work and has offered suggestions on how to address the identified inadequacies in students' exposure to the strategies. Also, results of the differences in students' perceptions have established the role of dominant contextual differences in employability development, which should be acknowledged when making quantitative comparisons in Higher Education between countries. © 2023 Deakin University. All rights reserved.
Evaluation of Users’ Satisfaction of Information Resources in University Libraries in Nigeria: A Case Study
by Rachael Agina-Obu
This study examined postgraduate students’ satisfaction of information resources at Ignatius Ajuru University of Education Library, Rivers State, Nigeria. A descriptive survey research design was adopted. Three research questions guided the study. The population of the study comprised 414 registered postgraduate students. A simple random sampling technique was used to determine the sample size, which is 120 students, representing 30% of the total population. The questionnaire was the instrument used for data collection. Data were analyzed with frequency counts, simple percentages, and Statistical Product and Service Solutions (SPSS) version 23 was used to generate the mean and standard deviation. The findings revealed that the majority of the postgraduate students used the library information resources occasionally and that the students mostly used e-books, theses/dissertations projects, government publications, and print and e-journals. Lastly, the study established that the majority of the postgraduate students are not satisfied with the available library information resources provided by the Ignatius Ajuru University of Education. Based on the findings, the researchers recommended that the library management should provide current and relevant information resources in the library to encourage users to effectively use the library resources and services. The library should also implement strategic policies that will enhance effective service delivery. © The Research Publication.
After retirement what next? A survey of post-retirement resolutions of retiring university teachers in Ghana
by Inusah Salifu
This research examined the decisions of retiring university teachers to continue work after retirement in the same profession or leave for other employment or non-paid activities. The study used a questionnaire to collect data from 231 respondents purposively drawn from 20 Ghanaian public universities. Analyses of the data revealed that most respondents resolved to leave their current profession when they retired because they preferred to engage in either part-time self-employment or part-time non-paid social activities. The minority stayers were motivated to mentor inexperienced others, keep an active life, and maintain income earnings but mainly on a part-time basis. The research is impactful because workforce aging has become a global higher education issue, particularly for managers who reflect on how to fill vacancies with competent replacements. © 2022 Taylor & Francis Group, LLC.
Evolving from physical to electronic classrooms: Implications for quality assurance in a selected technical university
by Maame Afua Nkrumah
This exploratory case study focused on students’ perceptions on how the physical classroom environment compares to the electronic classroom environment and the implications for quality assurance in Technical and Vocational Education and Training (TVET). To include the views of all pure TVET faculties, a stratified random sampling technique was used to draw 453 continuing students who had experienced both physical and electronic eLearning classrooms (excluding Business Studies) using a structured survey questionnaire from the Takoradi Technical University (TTU). Descriptive analysis, mainly frequencies were employed to compare the two modes of teaching. Generally, the students had misgivings about how electronic classrooms (e-classrooms) effectively contribute to their learning compared to physical classrooms. Technical challenges related to internet connectivity and learner support made the physical classroom environment which had positive interaction norms, supportive emotional climate and quality content delivery a better option. Hence, while the e-classroom environment is being promoted worldwide, the context of institutions and the resources available in terms of the suitability of the approach should be seriously considered by policymakers. For university managers, improving internet connectivity, student support and offering regular refresher e-learning trainings for both students and lecturers are indispensable to e-learning. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Between theory and praxis: Reply to Thaddeus Metz
by Oladele Abiodun Balogun
In a Guest Lecture delivered by Professor Thaddeus Metz at a Colloquium organized in honour of my 50th birthday, he critically interrogated various aspects of my African philosophical scholarship with a particular focus on what I consider as the task of an African philosopher in the twenty-first century. Drawing on the existential and social problems in contemporary Africa (such as poverty, corruption, leadership problem, ethno-religious crisis, terrorism, refugee crisis, women's right, amongst others), I have argued that African philosophy should be tailored towards ameliorating these problems as a way of making life meaningful. Metz's striking criticism is that doing philosophy that does not necessary address existential and socio-political problems in Africa is worth taking seriously in African philosophy. He adds that the very idea of "meaningfulness constitutes a strong, competing reason," to do philosophy for its own sake. In this article, I reply Metz, contending that his critique only differs in degree from the position I earlier defended but not in kind regarding the connection between theory and praxis. While we both agree on the imperativeness of theorizing in African philosophy, I argue further that African philosophy should go beyond this to solve the practical issues relevant to the advancement of humanity and the society. © 2019 Calabar School of Philosophy.
Assessment of university students’ level of financial literacy: the voices of the National University of Development Studies education students
by Malimpho Elsie Seotsanyana
The study on which this article is based, intended to assess the level of financial literacy among the Government of Lesotho sponsored university students studying at the National University of Lesotho. The study was carried out during the academic year 2016/17. The objectives of the study were; first, to determine Development Studies education students’ level of financial literacy. Second, to identify if there is a change in Development Studies students’ attitude and behaviour towards handling National Manpower Development Secretariat financial support. Last, to identify strategies that could help students improve knowledge and skills in handling finances. The study adopted both a quantitative and qualitative approaches. It is a qualitative approach because it provided participants responses non-statistically, while quantitative approach descriptive statistics, frequency counts and percentages in order to hear the voices of the student teachers on how they handle their finances. A financial literacy survey questionnaire of four parts was developed to collect data from Development Studies education students/student teachers in the third year of study. The survey questionnaire was self–administered to a purposefully sampled group of 60 students. Data was analysed with the use of descriptive statistics, frequency counts and inclusion of participants’ verbatim excerpts. The study revealed that student teachers lack financial literacy. It concludes with the recommendation that student teachers require financial education that can assist them to understand the use of money. © 2018, © 2018 African Studies Association of India, New Delhi.
Biblical foundations of short-term missions (STMS) and its implications for Christian higher learning
by Rosemary Wahu Mbogo
The practice of Short Term Missions (STM) has been on the rise for the last three decades. The trend in short term missions has been growing over time both locally and globally. However, there are questions as to whether STM is authentically biblical especially in comparison to Long Term Missions (LTM). Moreover, the academia has not engaged on the discussions and it also seems to be lagging behind in the use of the STM model to accomplish her vision and mission. There is therefore need to provide a clearer understanding of the phenomenon. In this paper, the author discusses the concept of Short Term Missions demonstrating its biblical foundations and the globalization effects of STM with a focus on Christian higher learning. Further, a model for STM is proposed for institutions of higher learning to adopt. © 2019 by authors, all rights reserved.
Instructional goal structure, gender, and second language motivation affecting English language achievement
by Lemecha Geleto Wariyo
The study opted to: 1) Investigate differences between cooperative and competitive learning modes in the extent to which they affect English language achievement; 2) Find gender, intra-gender, and inter-gender differences in English language achievement within and across the cooperative, competitive, and control group learning conditions; and 3) Study the relationship between students’ motivation to learn the English language and English language achievement. The cooperative and competitive learning groups were used as treatment groups while the control group was the individualized learning group. An English language test was administered to 120 secondary school grade nine students. The 12-item mini-Attitude/Motivation Test Battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test data analysis results revealed that cooperative learners significantly outperformed both competitive learners and the control group, but the control group significantly outperformed competitive learners. The gender difference in English language achievement was not significant. The cooperative learning (CL) mode was favored by both male and female students but more favored by males. The five aggregate measures of the mini-AMTB (Integrativeness, Motivational Intensity, Attitudes towards the Learning Situation, Instrumental Orientation, and Parental Encouragement) produced significant positive correlations with English language achievement; however, Language Anxiety negatively and significantly correlated with English language achievement. The CL mode, with its effective CL technique, was recommended to be researched and applied by trained teachers to improve student achievement. Its implications for teacher training were also given. Treatment of second language motivation was recommended as an important issue in second language learning. © 2020 National Research University Higher School of Economics. All rights reserved.
A National Development Simulation Online to Teach Experiential Problem-Solving
by Laine Munir
This teaching note outlines an innovative simulation game realized in response to post-pandemic experiential learning needs. The game introduces a fictional African country experiencing a series of political and financial shocks. Students are assigned membership in social groups and must implement the national policies that would improve outcomes for their group and the country. During weekly online interactive sessions, students debate these proposed policies before voting on a collective decision. In turn, that decision leads to the following week’s scenario. The game’s educational goal is to offer students a platform for analytical and engaged decision-making about real-world challenges through inclusive andragogy. The course is designed to empower self-learning and augment leadership potential for students from developing countries and serves as a meaningful step forward for decolonizing engaged political science education for students globally. Moreover, it transforms distance from a learning barrier to a valuable opportunity for collaborative problem-solving, with contemporary political and economic realities constituting the curriculum. © 2022 Taylor & Francis Group, LLC.
Are graduates from the arts-related academic disciplines more productive than those from the science-related disciplines?
by Victoria Kakooza
The experiences of employees from developed countries affirm that those from science/ technology-related disciplines benefit more through more technological inventions, than those from the Arts/ Humanities-related disciplines. The study utilizes statistical data of higher education graduates to determine a causal link between graduates from the two fore mentioned academic disciplines, and labour productivity in the developing country of Uganda. The data from 1985 to 2017 were analysed using the Vector Error Correction model, and revealed that arts graduates were as productive as the science graduates. The findings also show the existence of long-term relationship between academic discipline and labour productivity, as well as a bi-causality between the variables under study. © 2019, Sciedu Press. All rights reserved.
Socio-Economic Challenges of Parents of Children with Intellectual Disability: A Community-Based Study in Lagos, Nigeria
by Nkechi Mojisola Manuel
This study investigated the challenges facing parents of children with Intellectual disabilities (ID) in Lagos, Nigeria. The study adopted a descriptive research design with a purposive sampling technique to select available thirty (30) parents of children with ID drawn from the Association for Intellectual and Developmental Disabilities of Nigeria as the study sample. Four research questions were raised to guide the study. A validated self-designed questionnaire titled ‘Questionnaire on Challenges Facing Parents of Children with ID (QCFPCID r=067)‘ was used for data collection. Data were analyzed using mean, frequency count, and simple percentages. Results revealed that family members with ID negatively affect the family economy, family living standard, and all children's education. Based on the findings of the study, it was recommended that government should make provisions for social welfare that will help reduce the challenges facing parents of children with ID. © 2023 Lifescience Global. All Rights Reserved.
Assessing the sustainability content of the Nigerian engineering curriculum
by Usman Umar Akeel
Purpose: The purpose of this study is to present an assessment of the sustainability content of the Nigerian engineering curriculum in universities. Design/methodology/approach: Content analysis is used to generate and analyse data from three engineering documents, namely, the Benchmark Minimum Academic Standards for Engineering Programmes in Nigeria and the engineering handbooks of two Nigerian higher education institutions. Findings: The Nigerian engineering curriculum is revealed to have a low sustainability content, with environmental concepts being the most cited themes and social topics as the least stated issues. Research limitations/implications: The sustainability assessment approach adopted in the study is constrained by the question of what constitutes a sustainability syllabus. Expert-derived sustainability themes used in the study are unavoidably incomplete and may limit the conduct of an exhaustive sustainability content assessment. Practical implications: Based on the research outcome, the Council for the Regulation of Engineering in Nigeria and other stakeholders can consider ways to adequately incorporate sustainability themes in the Nigerian engineering curriculum. Originality/value: The research is an effort to determine the presence of sustainability issues in the Nigerian engineering education, which has hitherto been scarcely documented. This study provides a baseline and a rationale for sustainability education interventions in the Nigerian engineering curriculum. It also presents a methodology for analysing sustainability content in university curriculum and contributes to the continuing sustainability education discourse, especially in relation to sub-Saharan Africa. © 2019, Emerald Publishing Limited.
Battling academic corruption in higher education: Does external quality assurance offer a ray of hope?
by Lazarus Nabaho
The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, the United Nations Educational, Scientific, and Cultural Organization (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption in view of the massive societal risks associated with the vice. However, there is a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption. This conceptual article, using the crime-punishment model as an analytical lens, discusses how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The article advances the setting of academic integrity standards, institutional and program accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies to exercise their leadership role in combating academic corruption. These approaches are likely to create both incentives and disincentives for the higher education institutions and staff in connection with engaging in academic corruption. Nevertheless, the article takes cognizance of the idea that external quality assurance is necessary but not sufficient in combating corruption at the academy level. © 2019, Laureate Education. All Rights Reserved.
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