Reading History
Showing your last 20 viewed publications
Parent Psychological Distress and Beliefs About Nurturing Care: Associations With Parent Investments and Early Child Development in Ethiopia
Acceptance and hesitancy of COVID-19 vaccine among university community members of Otukpo, Nigeria: a cross-sectional study
Achieving a Professorship with Proper Academic Merit Discouraging Questionable Publishing
Achieving a Professorship with Proper Academic Merit Discouraging Questionable Publishing
by richard bruce lamptey
Keep ReadingEmployers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers
Primary school leaders' practice of making schools as learning organisations: in Guagusa Shikudad Woreda, Awi Zone, Ethiopia
Assessment of the Livelihood Empowerment Against Poverty programme in Karaga district, Ghana
The Implementation of Andragogy in the Adult Education Program in Ethiopia
The Implementation of Andragogy in the Adult Education Program in Ethiopia
by Desta, Samuel Zinabu
Keep ReadingThe awareness and practice of testicular self-examination among male undergraduates in Nigeria: a descriptive cross-sectional study
Factors influencing committee effectiveness in public higher education institutions: evidence from Ghana
Collaborative learning and student engagement in practical skills acquisition
Collaborative learning and student engagement in practical skills acquisition
by Okolie, Ugochukwu Chinonso
Keep ReadingManagerial behaviour and corporate social responsibilities of private education providers in Nigeria: a case of private primary education
THE CHALLENGES OF ADVANCING INCLUSIVE EDUCATION: THE CASE OF SOMALIA'S HIGHER EDUCATION
THE CHALLENGES OF ADVANCING INCLUSIVE EDUCATION: THE CASE OF SOMALIA'S HIGHER EDUCATION
by Abdulkadir Mohamed Abdullahi
Keep ReadingProviding for a brighter future: explaining the lessons learnt from the implementation and evaluation of a program targeting adolescents in Nairobi, Kenya
Depression and associated factors among in-school adolescents in Nigeria
Depression and associated factors among in-school adolescents in Nigeria
by Ezioma Anne Alinnor
Keep ReadingFamily Structure and Child Educational Attainment in the Slums of Nairobi, Kenya
Mental distress and associated factors among college students in Kemisie district, Ethiopia
Students' switching intentions for graduate education services: examining the influence of service quality, price, and attractiveness of alternative
Key performance indicators (KPIs) in Ghanaian university libraries: developing outcome-based metrics for staff performance
Boosting learning achievement in physics among Ugandan form-2 students: effect of problem-based learning
Challenges and Training Needs for Integrating Social Media into Agricultural Extension Services in Enugu State, Nigeria
Parent Psychological Distress and Beliefs About Nurturing Care: Associations With Parent Investments and Early Child Development in Ethiopia
by Suntheimer, Noelle M.
Parental engagement in stimulating activities and support in both formal and informal learning environments are important for early childhood development. However, little is known about how parental mental health and beliefs about early childhood development shape such investments. We draw on a sample of young children and their primary caregiver from Addis Ababa, Ethiopia (N = 3,000; Mage = 34.1 months; 48.5% girls) and examine how parental distress and beliefs predict investments in learning at home and how these, in turn, predict children’s development across multiple domains. We examine these associations separately for infants/toddlers (0–35 months) and preschool-aged children (36–72 months), for whom enrollment in preprimary school is also included as an additional form of parent investment. Results showed different patterns of associations between the two age groups. Specifically, for infants and toddlers, parental distress and beliefs did not predict parent investments or child outcomes, but both access to learning materials and cognitive stimulation at home positively predicted child development in every domain. For preschool-aged children, parental beliefs positively predicted hours in preschool, and parental distress negatively predicted the availability of learning materials and cognitive stimulation at home; these three forms of parent investments each positively predicted children’s outcomes across all developmental domains. Collectively, these findings deepen our understanding of parent factors that shape children’s formal and informal learning experiences and point to several important areas for future research to more fully understand early childhood development in low-resource contexts. © 2024 American Psychological Association
Acceptance and hesitancy of COVID-19 vaccine among university community members of Otukpo, Nigeria: a cross-sectional study
by Zakari, Suleiman
Coronavirus disease (COVID-19) is a global public health problem that has had a detrimental influence on the economy of countries of the world, including Nigeria: (1) Background: The study aimed to assess COVID-19 vaccine acceptance and hesitancy among staff and students at Federal University of Health Sciences Otukpo, Benue State, Nigeria, while exploring the factors influencing these attitudes; (2) Methods: A web-based cross-sectional survey was conducted between November 2021 and April 2022, with data analyzed using descriptive and inferential statistics; (3) Results: Of the hundred and fifty (150) completed and analysed questionnaires the mean age of the respondents was 34.8 ± 8.64 years, of which majority of them 80.0% (122) ranging between 16 and 45 years. The majority of the respondents 77.3% (116) have been tested for the virus to know their status. In total, 51.2% of trial participants indicated hesitancy to get the COVID-19 vaccine. The two most frequent reasons for hesitation were scepticism about the vaccination due to fast production and rollout (32.2%) and fear of vaccine side effects due to social media movements (23.3%). The most often cited reasons for not receiving the COVID-19 vaccination included uncertainty about its efficacy, a lack of knowledge about the vaccine, a preference for another kind of protection, and unreliability of the vaccine (due to its rapid development). Staff category (Academics, non-academics, students, and health workers), age, and religion were the significant associated factors influencing vaccine acceptance and hesitancy (P < 0.05); (4) Conclusions: The university community has a high level of awareness of COVID-19 pandemic but vaccine acceptance is low resulting high levels of vaccine hesitancy. These findings suggest that there is a need for further information and education on the COVID-19 vaccine, particularly in communities where vaccine hesitancy is prevalent. This can be achieved through targeted outreach programs, community engagement initiatives, and effective communication strategies that address the concerns and questions of individuals who are hesitant about receiving the vaccine. © The Author(s) 2023.
Achieving a Professorship with Proper Academic Merit Discouraging Questionable Publishing
by richard bruce lamptey
There are frequent discussions in many research communities about publishing in predatory and questionable outlets. It is necessary to address the researchers who publish in these publications, since this problem could be resolved if researchers stopped engaging with them. One of the factors contributing to an author’s decision to engage with these journals is the advantage of having more publications and editorial board involvement when they apply for a faculty position or a promotion. Fast-tracking promotions using questionable publications is an increasing problem, as scholars see the strategy working well for their colleagues. Universities are increasingly being called upon to take action. Promotion guidelines are vital for setting expectations, and more specifically pressures and incentives, when addressing the issue of questionable journals. In the case study presented in this article, new promotion guidelines have been developed at Kwame Nkrumah University of Science and Technology in Ghana to discourage faculty members from publishing in questionable journals. A verification process for all publications listed in promotion applications has been implemented. Since the implementation of this scheme in October 2019, 221 researchers have applied for promotion. Our analysis shows that one fifth of submitted publications do not meet the new criteria. Furthermore, we find no correlation between the proportion of verified publications and an applicant’s college or total number of listed publications. The implications of these findings are discussed. © 2022 University of Toronto Press. All rights reserved.
Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers
by Dalton Hebert Kisanga
Purpose: This paper aims to explore the employers’ perceptions of graduates with on-line degrees. Design/methodology/approach: The Ajzen and Fishbein’s (1980) theory of attitude formation and change informed the study. This Web-based study used self-administered open-ended questionnaires to collect data. It used purposive sampling to select 15 employers from nine employment sectors in Tanzania and used thematic analysis to analyse the data. Findings: Findings indicate that employers prefer graduates with traditional to those with on-line degrees. However, the increasing number of organisations transforming from analogue to digital operations has opened the door for blended learning graduates to compete in the job market as factors associated with practical skills, relevant post-graduation job experience, reputation of the virtual university, course content and duration can work in their favour. These are factors on-line students need to consider when choosing an on-line degree programme. Similarly, institutions offering on-line degrees should strengthen their programmes by making these features an integral part of their education to boost the acceptability of their graduates in the job market and undermine negative perceptions associated with such degrees. Research limitations/implications: The research findings have implication to higher education institutions which need to structure their on-line programmes as recommended by employers who emphasised on increasing physical learners–instructor and learner–learner interactions as well as reducing on-line programme cost to increase students’ enrolment. Practical implications: The research findings have practical implication to prospective on-line students that they should focus on reputable virtual university that integrates its on-line programme with hands-on skills. Social implications: To eliminate the negative perceptions and enhance integrity of on-line education, institutions providing on-line education need to be accredited by relevant bodies to offer on-line courses. Consequently, this will improve quality and strengthen students as well as societal satisfaction and confidence on on-line education. Originality/value: The present study explored employers’ perceptions of graduates with on-line degrees versus those with traditional degrees in Tanzania. This study has yet to be conducted in Tanzania and thus produces a significant contribution to the literature, as it will help to inform prospective on-line programme students on relevant factors looked upon by employers in favour of or against graduates with on-line degrees. © 2020, Emerald Publishing Limited.
Primary school leaders' practice of making schools as learning organisations: in Guagusa Shikudad Woreda, Awi Zone, Ethiopia
by Alene, Abebaw Ayana
The study aimed to see primary school leaders' practice of making schools as learning organisations. A qualitative approach with a phenomenological design was employed. Data was collected from 2 supervisors, 2 principals, 2 teachers, and 1 Education Office team leader via interview. The findings show (1) teachers and school leaders conceptualise schools as learning organisations as a place where knowledge can be acquired, created, and transferred, (2) continuous learning, dialogue and inquiry, empowerment, and leaders' strategic leadership practiced inadequately, but schools external connection (classroom construction), collaboration and team learning and embedded system are somewhat practiced (3) lack of training and supervision, teaching without profession, lack accountability, uneven school attendances, teach walking long distances, heads low commitment, students low interest were challenges. Hence, the practice of schools as learning organisations in the study area is inadequate.
Assessment of the Livelihood Empowerment Against Poverty programme in Karaga district, Ghana
by Mohammed Sulemana
This article assesses the contribution of the Livelihood Empowerment Against Poverty (LEAP) programme in reducing rural poverty in the Karaga district of Northern Ghana, using a mixed research design to compare the livelihoods of beneficiaries and non-beneficiaries. It concludes that the programme is contributing to poverty reduction among the poor and vulnerable, and recommends that school children benefiting from LEAP should be exempted from paying extra expenses such as examination and PTA fees. There should also be a system to provide subsidies for agriculture inputs to enable beneficiaries to engage in agriculture to promote longer term poverty alleviation. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
The Implementation of Andragogy in the Adult Education Program in Ethiopia
by Desta, Samuel Zinabu
Although there are multiple studies about the application of andragogy in multiple disciplines, studies on the implementation of andragogy in basic adult education/literacy programs are too limited in the Ethiopian context. The overarching purpose of this study was to scrutinize the implementation of andragogy in the Integrated Functional Adult Education [IFAE] program in Ethiopia. A qualitative case study design was employed to guide this research. Through in-depth interviews and observations, the data were collected from purposively selected five facilitators and five learners. The findings of this research revealed that andragogy was not implemented satisfactorily as expected. The facilitators did not communicate the objectives of the session before each session and their effort in making adults self-directed learners is limited. The adult learners' experience is not considered as a resource in the facilitation process. The learning content is determined by curriculum developers, and the facilitators teach the learners as it appears in the textbook without contextualizing it with the adult learners' lives. The extrinsic motivational strategies are mostly employed to sustain adult learners in the IFAE program. The results of this study also revealed that the needs assessment of adult learners has never been done so far. The adult learners did not participate in the facilitation process. In general, the facilitation process seems dominated by prescriptions and pedagogy dependent, which is incongruent with andragogy.
The awareness and practice of testicular self-examination among male undergraduates in Nigeria: a descriptive cross-sectional study
by Ibitoye, Bukola Mary
Background Testicular cancer is a relatively rare form of cancer but curable. In Nigeria, late presentation hinders treatment due to limited resources for diagnosis and treatment. Testicular self-examination enables men to identify the presence of lumps and any abnormality in their testes. This can facilitate early detection and presentation at hospitals. The purpose of this study was to examine the awareness and practice of testicular self-examination by students at a College of Health Sciences in a Nigerian university. Methods A cross-sectional study was conducted. The target population were second-sixth year students in the College of Health Sciences. The respondents were conveniently selected to complete a 38-item, self-administered questionnaire. The paper-based questionnaire was distributed to 280 respondents in classrooms and dormitories. Descriptive statistics (such as percentages and frequencies) were used to summarize the frequency of categorical data. Results Of the 277 respondents, only 53.4% (n = 148) have heard about testicular self-examination. The mean age was 20.6 (+/- 4.51) years. Out of the 148 respondents, only 11.6% practiced it regularly. For majority of the respondents, the barriers mitigating the practice of testicular self-examination are the fear of discovering a lump and lack of knowledge. Conclusion It is necessary for the importance of testicular self-examination to be emphasized in the training of nurses, medical doctors, and other healthcare professionals and its practice should be encouraged among health science students. This will equip these students with the knowledge and skills for their health and to educate their patients and the society on the relevance of testicular self-examination.
Factors influencing committee effectiveness in public higher education institutions: evidence from Ghana
by Daniel Okofo - Darteh
Purpose: With the spate of growth in public and private institutions, higher education systems are also getting more complex, so the task of managing and monitoring the sector is becoming more specialized and demanding. Public higher education institutions (HEIs) operate through committees, and the effectiveness of the committees will determine whether the institutions will achieve their vision and mission. This study aims to identify the critical factors that contribute to committee effectiveness in HEIs in Ghana as well as the factors that constrain committee effectiveness in HEIs in Ghana. The present study sought to measure the contribution of trust, communication, roles, goals, relationships and mutual respect to committee effectiveness in HEIs. Design/methodology/approach: In total, 805 respondents were sampled from ten public universities in Ghana. All the respondents are part of statutory committees in their institutions. Team effectiveness survey by Azmy with Kwofie et al.’s survey for measuring effectiveness in teams was used for data collection and was analyzed using multiple linear regression analysis. Findings: The study found that mutual trust and effective communication significantly contribute to committee effectiveness in HEIs. It also exposed that committee roles, committee goals, committee relationship and committee leadership constrained committee effectiveness in HEIs. Research limitations/implications: This research is limited by the fact that only six team effectiveness factors were considered for the study when many others could have been considered. It also does not measure probable moderators or mediators that might have had some effect on the influence of the factors under consideration on committee effectiveness. Practical implications: This study will help managers of public universities to strengthen the factors considered in the committee to build solid, creative and productive committees and universities through team-building seminars and training workshops. It provides practical knowledge of factors that promote and those that hinder team effectiveness so that appropriate preventive measures can be taken to ensure team effectiveness in all committees. Originality/value: The study departs from research in the private sector corporate entities into a unique area of HEI governance. It should be of great value to the higher education governance discourse in Ghana and Africa. © 2020, Emerald Publishing Limited.
Collaborative learning and student engagement in practical skills acquisition
by Okolie, Ugochukwu Chinonso
This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Managerial behaviour and corporate social responsibilities of private education providers in Nigeria: a case of private primary education
by Ikemba-Efughi, I
Purpose This study aims to examine managerial behaviour and corporate social responsibilities of private education providers at the primary education level with a view to establishing the fact that it is indeed the obligatory adoption of ethical policies and socially responsible behaviour that accounts for the positive impact some private education operators have made in the educational sector. The study also examines the areas where the private education providers have not been accountable in their business models, decision-making and operations and thus suggests ways that the private education providers can collaborate with other stakeholders to bring about transformation and better educational outcomes. Design/methodology/approach The positive image of the corporate, social and environmental performance of any organisation to a very large extent is critical to the success of the organization. To underscore the need for managers to be more responsive to the effect their business policies and operations have on the society, this study examined the managerial behaviour and corporate social responsibility (CSR) of private education providers in Nigeria, especially at the primary level - the foundation of the educational system all over the world. The study adopted a mixed method for data collection, involving a survey and focus group discussion. Simple random sampling and purposive sampling were used, respectively, to select the final sample size of respondents made up of stakeholders of private schools - parents, teachers, school proprietors and officials of the Ministry of Education. The multiple regression procedure on Statistical Package for Social Sciences, version 20 was used to analyse data from the survey, whereas ethnographic content analysis was used to analyse data from focus group discussion. While it is evident that most parents and guardian in the global community are choosing the private schools over the public schools because of their perceived accountability or social responsibility that ensures academic success, findings from the study of private schools, especially in the developing countries show that some private education providers fall short in responsible managerial behaviour and corporate responsibility. Socially responsible managerial behaviour has been found to be a deliberate choice which business-savvy managers make and use to gain competitive advantage and secure their businesses. Findings Based on the hypothesis testing, the calculated value of the independent variable on the dependent variable is significant because the probability is less than 0.05 (p< 0.05). The variables under consideration - the obligation to deliver quality education (independent variable) correlated significantly with the dependent variable, the establishment of private schools. Thus, the finding shows that the obligation to deliver quality education and services led to the establishment of private schools. Also, results from the focus group discussion show that the motivation for establishing a school for some private school operators is basically borne out of the need to make a positive impact on society by bringing about positive changes in the educational system. Research limitations/implications A major limitation of the study is the dearth of literature in this area of study - corporate social responsibility in private school. There is a dearth of research in this area because of the perception that private schools or educational entrepreneurs are exploitative (Mars and Ginter, 2012;Paul, 2012). Hence, the study adopted an exploratory approach. Practical implications The practical implication of the study borders on the need for private school managers and operators to collaborate with stakeholder groups - parents, teachers, the government and its regulatory body - the Ministry of Education for better educational outcomes. Social implications The social implication of the study is the need for managers and operators of private schools to deliver cost-effective education so that it can be fairly accessible to a higher percentage of the populace of pupils rather than just a privileged few. This will go a long a to reducing the social inequality among pupils, as a greater population of pupils in Nigeria and many other developing countries are in dilapidated public schools where little or no teaching and learning activities take place. Originality/value This study makes an original contribution to the literature on managerial behaviour and CSR as a strategy for making a positive impact on the stakeholders of an organization/institution as the case may be, increasing business performance and having a competitive advantage. Managerial behaviour and CSR in educational institutions, especially private educational institutions is an area that is scarcely studied and thus, there is a dearth of literature in this area (Mars and Ginter, 2012;Paul, 2012). The present study focuses on managerial behaviour of private primary education providers and operators and this because all over the world, the primary education is the basic and the most vulnerable of all the levels in the educational system.
THE CHALLENGES OF ADVANCING INCLUSIVE EDUCATION: THE CASE OF SOMALIA'S HIGHER EDUCATION
by Abdulkadir Mohamed Abdullahi
Purpose: Higher education in emerging countries, particularly in Africa, has been observed as a privilege for those with the ability. Disabled persons cannot access it. Only 2% of disabled people in developing countries have access to inclusive education, impeding their growth. Somalia's disability rate is unknown due to its long history of violence and healthcare breakdown. It may exceed the UN's 15% worldwide standard. However, this paper will explain the challenges of advancing inclusive education (Colleges and Universities) in the case of Somalia's higher education. Methodology: This study uses secondary literature to examine how higher education supports inclusive education in Africa, with a focus on Somalia. Findings: This study indicated that barriers inside and outside institutions prohibit disabled students from attending higher education. Limitation: Lack of appropriate disability legislation, financial support, a narrowly defined set of legibility criteria, pessimistic attitudes, discriminative practices, and inaccessible locations are such barriers. Recommendation: To overcome these obstacles and make higher education accessible to Somali students with disabilities, an inclusive education strategy may be the best course of action. Original Value: By conducting a comprehensive study, this research contributes to the existing body of knowledge by providing a detailed understanding of the specific obstacles hindering inclusive education in Somalia. © 2023 The Author(s).
Providing for a brighter future: explaining the lessons learnt from the implementation and evaluation of a program targeting adolescents in Nairobi, Kenya
by Benta A. Abuya
This paper documents the endline findings and lessons learned from the Advancing Learning Outcomes and Transformational Change (ALOT Change) program whose goal was to secure the future of adolescent girls and boys aged 12-19 in two urban informal settlements in urban Nairobi. The purpose of the paper was to explore what were the key endline findings and lessons learned from the ALOT Change program, which was a community-based intervention targeting girls and boys in urban informal settlements of Nairobi. Data were from the endline evaluation of the program conducted in July-August 2018, and program implementation documents between 2013 and 2018. The impact of the program was on life skills, learning outcomes, and leadership skills. One of the key lessons learned was that there is value in the implementation of integrated approaches, which systematically bring together multifaceted components of interventions. This reduces inefficiencies and enhances the impact.
Depression and associated factors among in-school adolescents in Nigeria
by Ezioma Anne Alinnor
Introduction: Depression is projected to become the leading cause of disability as well as the leading contributor to the global burden of disease by 2030. Depression in adolescents is a public health concern as it increases the risk of substance abuse, relationship difficulties, suicide, and poor academic performance. This study aimed to determine the prevalence of depression and its associated risk factors among adolescents. Methods: This was a school-based cross-sectional study involving 1428 adolescents aged 10-19 years in secondary schools in the Port Harcourt metropolis, Rivers State, Nigeria. Adolescents were selected using multistage sampling technique. Data on sociodemographic and family structure were obtained using a self-administered pretested semi-structured questionnaire. The presence of depression was determined using the Beck Depression Inventory (BDI). Adolescents with BDI scores of ≥18 were categorized as depressed. Bivariate and multivariate analyses were performed at P < 0.05. Results: Of the 1428 adolescents recruited, 563 (39.4%) were males. The mean age was 14.30 ± 2.04 years. The prevalence of depression was 21.9% (n = 313). Significantly higher odds of depression were reported among females (adjusted odds ratio (AOR): 1.447; 95% confidence interval (CI): 1.107-1.891; P = 0.007), low socioeconomic status (AOR: 1.409; 95% CI: 1.064-1.865; P = 0.017), and family structures that were not monogamous (AOR: 1.586;95% CI: 1.152-2.183; P = 0.005). Conclusion: Depression is not uncommon among in-school adolescents in Nigeria. In addition to the inclusion of screening for depression in the school health program, measures to reduce the burden are advocated, especially among female adolescents and adolescents from low socioeconomic backgrounds. © 2022 Heart and Mind | Published by Wolters Kluwer - Medknow.
Family Structure and Child Educational Attainment in the Slums of Nairobi, Kenya
by Benta A. Abuya
Research shows that children living with two biological parents outperform those raised in other family structures. A growing number of children do not live with two biological parents in sub-Saharan Africa, but few studies have examined the consequences. In this article, data from the African Population and Health Research Center collected in the slums of Nairobi are fitted to a logistic regression model to test the hypothesis that two-parent families are most favorable to schooling outcomes in Kenya. After controlling for socioeconomic variables, the effect of family structure on educational attainment of children persists. Children in two-parent households were 40% (unadjusted odds ratio [UOR] = 1.40, p =.01) and 16% (adjusted odds ratio [AOR] = 1.16, p =.1) more likely to be in the right age for grade compared with children in one-parent households. The study calls for strengthening single-parent households to achieve better educational outcomes for the children. © The Author(s) 2019.
Mental distress and associated factors among college students in Kemisie district, Ethiopia
by Siraji, Aziza
Mental health problems such as distress affect society in a non-differential fashion. In recent decades, mental distress is becoming a common health problem among students. In this regard, there is limited information about the problem available in Ethiopia. Therefore, this study aimed to determine the prevalence and associated factors of mental distress among college students in Kemisie district, Ethiopia. An institution-based cross-sectional study was conducted among 408 students from February 11 to 14 2020. A stratified sampling technique was used to select the study participants. Data were collected using a structured self-administered questionnaire. Self-reporting questionnaire (referred to as the SRQ-20) is a standardized questionnaire having 20-item questions and was used as a tool for mental distress. Appropriate descriptive statistics was done. A binary logistic regression model was used to identify factors associated with mental distress. An adjusted odds ratio with a 95% confidence interval was computed to determine the level of significance. A p value < 0.05 was used to declare the statistical significance of the variables. Prevalence of mental distress among students was 17.6% (95% CI 13.8-21.4%). Not having close friends (AOR = 3.61; 95% CI 1.61-8.14), attend religious programs (AOR = 0.23; 95% CI 0.14-0.53), conflict with friend (AOR = 3.07; 95% CI 1.44-6.33), not having pocket money (AOR = 2.72; 95% CI 1.27-25.80), ever use of Chat (AOR = 5.06; 95% CI 2.12-11.80), current use of Chat (AOR = 3.12; 95% CI 1.04-9.82), decreased grade than anticipated (AOR = 3.20; 95% CI 1.436-7.16), and low and moderate social support (AOR = 3.34; 95% CI 1.41-7.92) and (AOR = 1.47; 95% CI 1.08-5.68), respectively were statistically significantly associated factors of mental distress. The overall prevalence of mental distress among students in Kemisie district, Ethiopia was high. In Ethiopia, along with the current economic crisis and the absence of social support, the problem could be increased. Therefore, the mental health needs of the college students require attention with special emphasis on not having close friends, never attending religious programs, conflict with friends, absence of pocket money, students who use Khat, and those who have low social support.
Students' switching intentions for graduate education services: examining the influence of service quality, price, and attractiveness of alternative
by Agu, Agu Godswill
Although service customers' switching intention has gained scholars' attention, research focusing on higher education institutions (HEIs), which examines other antecedents beyond service quality, seems to be missing in the literature. The present study integrates relevant theories and concepts from both marketing and higher education literature to explore the influence of service quality, price, and attractiveness of alternative on students' switching intention. Based on the Nigeria-centric ICEQ service quality model for HEIs, a quantitative study involving final year students of a university in Nigeria was conducted. Data analysis was based on the SmartPLS structural equation modeling. Findings indicate that attractiveness of alternative and price have overtaken service quality in predicting switching intention among prospective graduate students. In the ICEQ model, only the quality of institutional infrastructure could influence switching intention positively and significantly. The study proposes a model that can guide HEIs in developing countries to craft effective marketing strategies.
Key performance indicators (KPIs) in Ghanaian university libraries: developing outcome-based metrics for staff performance
by Gloria Bosomtwi Amoah
Purpose: This study aims to audit the key performance indicators (KPIs) in Ghanaian university libraries. It aimed at finding out the KPIs used by Ghanaian university libraries and how effective they have been in correcting lapses in staff performance. Design/methodology/approach: Employing a quantitative research approach, the views of 218 librarians were elicited from nine universities in Ghana. Due to the manageable size of staff population in the libraries, the census sampling technique was adopted. Findings: Results indicated even though staff members were unaware of KPIs in their libraries, most of the respondents understood the concept and perceived is to be measuring the success and tracking performance in libraries. It was also revealed that most of the libraries did not have clear and measurable KPIs. Close to 80% of the libraries under study did not have clearly stated KPIs of which members of staff were aware. The study revealed that KPIs may differ from one library to the other, depending on the mission and vision statement of the library. For increased staff performance in Ghanaian university libraries the study recommends management to develop clear and measurable outcome-based metrics that will lead to high performance. This will not only address the needs of clients but also improve the libraries' efficiency in terms of information provision. Management should also have clear and measurable KPIs and make them available to library staff. Practical implications: For increased staff performance in Ghanaian university libraries the study recommends management to develop clear and measurable outcome-based metrics that will lead to high performance. This will not only address the needs of clients but also improve the libraries' efficiency in terms of information provision. Management should also have clear and measurable KPIs and make them available to library staff. Originality/value: The study provides information on KPIs in Ghanaian university libraries and how to effectively deal with the challenges associated with its usage. © 2022, Emerald Publishing Limited.
Boosting learning achievement in physics among Ugandan form-2 students: effect of problem-based learning
by Gumisirizah, Nicholus
Enabling students to learn smoothly at an early stage of learning is a paramount effort that African education should takeoff. This study established the effect of problem-based learning (PBL) on students’ learning achievement. The participants were selected from form-2 of lower secondary schools in Sheema District, Western Uganda. Participants were randomly assigned to the treatment class with PBL instruction and the control class with content-based learning (CBL). A quantitative approach and a quasi-experimental design were used. Thus, the pretest-posttest non-equivalent quasi-experimental design was applied. A learning achievement test in simple machines was used as a data collection tool. The test was validated by experts and piloted with a split-half reliability (r = 0.87). Data was analysed in MS Excel and SPSS. A repeated measures analysis of variance revealed a very high statistically significant difference (p < .001) after learning in both classes. The same significance was found between PBL and CBL in favour of PBL. Classical test theory was used to present item difficulty and discrimination index. Teachers were recommended to adopt these methods with more practical hands-on activities to boost their skills and conceptual understanding. © 2023 The Author(s). Published by IOP Publishing Ltd.
Challenges and Training Needs for Integrating Social Media into Agricultural Extension Services in Enugu State, Nigeria
by Iwuchukwu, Julina Chinasa
This research examined the challenges, and training needs for the integration of social media into extension in Enugu State, Nigeria. Ninety-seven agricultural extension workers were proportionately selected from six agricultural zones in Enugu State. Data were generated through a questionnaire and results were presented with percentages and mean scores. The major challenge to the use of social media was the lack of access to social media by some target audiences (x? =1.55) and the complexity of the devices (phone and media). Some areas of training needs of the extension workers were how to place advertisements using Youtube (89.5%), how to transform images on Instagram (89%), how to post a link on Twitter (83.6%) and how to update WhatsApp application (79.4%). The government and extension organization should provide internet and internet-enabled devices as part of tools for extension work and the use of social media should be incorporated as part of continuous professional development (CPD) for extension agents by extension organizations in Enugu State © This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.