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Design of a personalised adaptive ubiquitous learning system
Assessing strategies for enhancing the integration of cultural practices in teaching and learning of chemistry in secondary schools
Research trends and output among information studies postgraduate students in Tanzania, 2000–2017: A reflection of the University of Dar es Salaam
An examination of differences between the mean indicator ratings by different stakeholders in distance education programme
Perception of medical students at public universities in Uganda on their education environment: a cross-sectional study
Development of a Project-Based Arduino Learning App: Fostering Robotics Programming Competence among Preservice Teachers of Computer and Robotics Education
Incorporating “Religion and National Values” (RNV) into the Nigerian University Curriculum for Peace and Development
Design of a personalised adaptive ubiquitous learning system
by Adewale, O. S.
With the advent of technological advancement in learning, such as context-awareness, ubiquity and personalisation, various innovations in teaching and learning have led to improved learning. This research paper aims to develop a system that supports personalised learning through adaptive content, adaptive learning path and context awareness to meet individual learner's requirements and promote the effectiveness and performance of the learning process. Furthermore, the study used an experimental control group to ascertain the significance of learners' learning styles and preferences in improving learning performance. The model considers different modules such as personalisation, location support, learning plan and context awareness while relying on the proper classification of learners' learning styles. The system was experimented using 127 learners of a Computer Science Course. The result obtained using 10-fold cross-validation on various algorithms shows better performance in ROC, Kappa and Accuracy, which were all used to evaluate the quality of classification outcome and compared with learners' performances in assessments. During classification, Naive Bayes Model has the highest average ROC value of 0.979, TP Rate of 0.951 and FP Rate of 0.045. The results obtained show an improvement in learning.
Assessing strategies for enhancing the integration of cultural practices in teaching and learning of chemistry in secondary schools
by Lawrence Achimugu
The purpose of the study was to assess strategies for enhancing the integration of cultural practices into the teaching and learning of chemistry in secondary schools. The study adopted a descriptive survey research design and the population of the study comprised 19,920 respondents. Two research questions and two hypotheses guided the study. The instrument used for data collection was "Strategies Enhancing Integrating Cultural Practices Questionnaire (SEICPQ)"developed by the researchers. Mean and standard deviation were used to answer the research questions and t-test statistic was used to test the null hypotheses at 0.05 significance. The result revealed that incorporation of cultural practices into the chemistry curriculum content and adequate training of teachers on the integration of cultural practices in teaching chemistry and among others were identified as strategies that could enhance the integration of cultural practices. Non-incorporation of cultural practices into the chemistry curriculum content among others were identified as factors affecting the integration of cultural practices. The results also revealed that teachers and students do not significantly differ on their responses on strategies enhancing as well as the factors militating against the integration of cultural knowledge and practices into teaching of chemistry. Necessary conclusions were made. © 2023 the author(s), published by De Gruyter, Berlin/Boston.
Research trends and output among information studies postgraduate students in Tanzania, 2000–2017: A reflection of the University of Dar es Salaam
by Elia, Emmanuel F.
The study assessed the research pattern of postgraduate students in the field of Library and Information Science (LIS) in Tanzania. Covering a span of 17 years, the study used content analysis to study and identify research areas postgraduate students studied. In all, 269 dissertations were evaluated for the 2000–2017 period. Most of the dissertations (n = 247; 92%) were for the Master's degree and the least (n = 22; 8%) for doctoral studies, with the majority of LIS graduates being male. The study findings show that user studies accounted for the most researched upon (n = 67; 24.9%) area by postgraduate students in Tanzania followed by information industry economics and management (n = 45;16.7%), information/learning society (n = 37;13.7%), diffusion studies (n = 36;13.3%) and finally, information technology (n = 32; 11.9%). The least covered research areas were methodology, information ethics and law. Implicitly, the students preferred user-studies centred research followed by technology. The study concludes no direct association between gender, level of education, year of study and students’ choice of research themes except for information technology. It is recommended that students ought to be exposed to new LIS global research trends for enhanced and broadened research areas to materialise. © The Author(s) 2022.
An examination of differences between the mean indicator ratings by different stakeholders in distance education programme
by Ernest Adu-Gyamfi
The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students’ highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction. © 2019, Sciedu Press. All rights reserved.
Perception of medical students at public universities in Uganda on their education environment: a cross-sectional study
by David Jolly Muganzi
Background: The healthcare workforce is one of the six core components of a well-functioning and sufficient health system. The WHO highlights that improving education and training of the health workforce is critical to improving health systems. Medical education is a pillar of the healthcare workforce. The educational environment - the physical circumstances or conditions under which learning takes place - is an important factor determining medical education’s effectiveness. Its academic and clinical effects significantly determine medical students’ attitudes, knowledge, skills, progression, and behaviors. To ensure strong health systems, there is a need for improvement in medical education. Improvement must be contextual and informed by locally relevant data. This study, which assessed Ugandan medical students’ perception of their learning environment, provides crucial context-specific data highly relevant to the current state of medical education in Uganda. Methods: This quantitative cross-sectional study was conducted among medical students across five medical schools in Uganda between December 2021 and February 2022. Participants completed an online questionnaire with a demographics section and the Dundee Ready Education Environment Measure (DREEM) tool. The data was analyzed using R in R Studio version 2021.09.0 + 351. The average score for each DREEM sub-scale and the total DREEM score were calculated, and their relationship with demographic characteristics was examined. Results: The average total DREEM score of the 335 participants was 112.27/200 (56.12%). We found that 69% (231/335) of the students had a positive perception. The sub-scale mean scores were as follows: Perception of Atmosphere – 25.14/48, Social Self-perception − 14.94/28, Perception of Teachers − 24.86/44, Perception of Learning − 28.8/48, and Academic Self-perceptions – 19.04/32. “There is a good support system for students who get stressed” was the item with the lowest mean score (1.41/5). Conclusions: The study’s findings indicate that medical students’ perceptions of their learning environment are just above average. This suggests a need for improvement, particularly in the atmosphere and social support, to ensure the training of a robust health workforce. The results of this study should motivate stakeholders to initiate changes that will enhance the quality of medical education in Uganda. © The Author(s) 2024.
Development of a Project-Based Arduino Learning App: Fostering Robotics Programming Competence among Preservice Teachers of Computer and Robotics Education
by Nnenna Ekpereka Ibezim
The integration of digital technology into various sectors has transformed education globally, yet its adoption in Nigeria remains constrained by a lack of adequately trained personnel. This study addresses this gap by developing a Project-Based Arduino Robot Application (PARA) for teaching Robotics Programming to preservice teachers. A Research and Development (R&D) design was employed, and data were collected from 35 participants drawn from the Department of Computer and Robotics Education and the ICT Centre at the University of Nigeria, Nsukka, using a total sampling technique. Three validated instruments were used: the Robotics Programming Needs Assessment Questionnaire (RPNEQ), PARA Expert Validation Questionnaire (PEVQ), and PARA User Satisfaction Scale (PUSC), with reliability coefficients of 0.87, 0.84, and 0.88, respectively. Data were analyzed using mean, standard deviation, and one-sample t-test. The results showed that effective strategies for teaching and learning programming include hands-on approaches, programming with tangible robotics kits that make learning engaging, using instructional videos, employing simple robotics projects that clarify control structures, and fostering teamwork in programming classes. Based on these findings, PARA was developed as a practical solution. Both experts and users expressed high levels of satisfaction with its design, usability, and educational impact. It is recommended that the Ministry of Education collaborates with schools to adopt project-based Arduino robot applications like PARA to enhance programming education, leveraging its benefits to improve learning outcomes.
Incorporating “Religion and National Values” (RNV) into the Nigerian University Curriculum for Peace and Development
by Favour Chukwuemeka Uroko
This article examines the opportunities for “religion and national values” (RNV) in the national context of shaping Nigerian students through university curriculum. University students are often radicalized by religious fundamentalists and are usually used in the destruction of lives and property. This makes the inclusion of RNV as a course in university curriculum a necessary endeavor for sustaining peace and development in Nigeria, looking at its impact on secondary education. The curriculum of Nigeria’s secondary schools includes the subject “Religion and National Values” which has resulted in widespread religious tolerance, peace, and development. Scholars are yet to look at how these results were achieved and the need for RNV to be included in university curriculum. In this study, the literature was extended to look at how the curriculum can promote national unity, peace, and development at the secondary school level, as well as the need for RNV in the university curriculum. This study utilized documentary analysis, with data gotten from secondary sources. In this study, it was discovered that the Nigerian university curriculum is designed to cater to university students’ economic and political needs at the neglect of religion, which has taken more lives and property in Nigeria. Also, the contents of Nigeria’s educational curriculum increase the dichotomy between Christians and Muslims because of the neglect of a course that touches on religion and national values (RNV). In conclusion, the inclusion of RNV as a course in university curriculum increases unity among students and also reduces the chances of youth being radicalized by terrorist groups. Recommendations are discussed. © 2023 Taylor & Francis Group, LLC.
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