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University Science Students’ Reasons for Assigning Truth or Falsity to Conditional Statements
Improving Literacy in Uganda: Why Pedagogical Reforms and Intervention Programs are Underperforming
Improving Literacy in Uganda: Why Pedagogical Reforms and Intervention Programs are Underperforming
by Ssenkande, George Wilson
Keep ReadingFrom text to video with AI: the rise and potential of Sora in education and libraries
From text to video with AI: the rise and potential of Sora in education and libraries
by Adetayo, Adebowale Jeremy
Keep ReadingMicrosoft Copilot and Anthropic Claude AI in education and library service
Microsoft Copilot and Anthropic Claude AI in education and library service
by Adetayo, Adebowale Jeremy
Keep ReadingInformation Seeking Behavior and Use of Library Services by Disabled Students in Federal Universities in South-West, Nigeria
Information Seeking Behavior and Use of Library Services by Disabled Students in Federal Universities in South-West, Nigeria
by Williams-Ilemobola, Olajumoke Bolanle
Keep ReadingLearners' needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students
University Science Students’ Reasons for Assigning Truth or Falsity to Conditional Statements
by Eunice Kolitsoe Moru
The use of logic is an integral part of mathematical reasoning and communication. This exploratory study explored the reasoning by 122 science students from a university in Lesotho about the truth or falsity of conditional statements. Written tasks and interviews were used as methods of data collection to produce qualitative data. The tasks required the students to classify the given conditional statements as either true or false and explain their answers. The word ‘explain’ carried the meaning that students should provide reasons for their choice of answers. The analysis took into account whether students classified the statements correctly and if the reasons they gave resonated with their choice of answers. The findings of the study revealed that the majority of students correctly classified the statements as either true or false. What became of great interest was that most students classified the statements and their converses and their equivalences correctly with appropriate reasoning. Very few students could not give proper mathematical reasoning for their choice of answers. Implications for the findings of the study for teaching and future research are provided. © 2019, © 2019 Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE).
Improving Literacy in Uganda: Why Pedagogical Reforms and Intervention Programs are Underperforming
by Ssenkande, George Wilson
Pedagogical reforms, specifically, the Thematic Curriculum and the Local Language Policy, have failed to improve literacy in Uganda despite a concerted effort from the Government of Uganda and its international development partners. This paper distills the major literacy programs used to scale up the reforms nationwide and summarizes what they did and their effects on the different components of reading. It concludes with a discussion on why the reforms and their intervention programs underperformed. It argues for a reform approach that ensures that the system has sufficient capacity to deliver the new content and pedagogy before implementation. © The Author(s) 2022.
From text to video with AI: the rise and potential of Sora in education and libraries
by Adetayo, Adebowale Jeremy
Purpose: This study investigates the transformative role of Sora in education and libraries. This study aims to explore Sora’s capabilities and potential implications for enhancing learning experiences and enriching library resources. Design/methodology/approach: Using an exploratory approach, this paper analyzes Sora’s functionalities, focusing on its ability to convert textual descriptions into dynamic video content swiftly and accurately. It examines the ways in which Sora can augment learning through interactivity, personalization and accessibility, as well as its capacity to digitize cultural heritage and promote literacy in library settings. Findings: Sora emerges as a potential powerful tool for education and libraries, offering opportunities for diverse learning modalities, creativity and critical thinking. Its capacity to facilitate immersive storytelling and educational gamification holds promise for engaging users and fostering community involvement. However, ethical considerations such as bias mitigation and equitable access must be addressed to maximize Sora’s benefits. Originality/value: This study contributes to the understanding of artificial intelligence’s potential in education and libraries, particularly through the lens of Sora. © 2024, Emerald Publishing Limited.
Microsoft Copilot and Anthropic Claude AI in education and library service
by Adetayo, Adebowale Jeremy
Purpose: This study aims to explore the collaborative potential of Microsoft Copilot and Anthropic Claude AI as an assistive technology in education and library services. The research delves into technical architectures and various use cases for both tools, proposing integration strategies within educational and library environments. The paper also addresses challenges such as algorithmic bias, hallucination and data rights. Design/methodology/approach: The study used a literature review approach combined with the proposal of integration strategies across education and library settings. Findings: The collaborative framework between Copilot and Claude AI offers a comprehensive solution for transforming education and library services. The study identifies the seamless combination of real-time internet access, information retrieval and advanced comprehension features as key findings. In addition, challenges such as algorithmic bias and data rights are addressed, emphasizing the need for responsible AI governance, transparency and continuous improvement. Originality/value: Contribute to the field by exploring the unique collaborative framework of Copilot and Claude AI in a specific context, emphasizing responsible AI governance and addressing existing gaps. © 2024, Emerald Publishing Limited.
Information Seeking Behavior and Use of Library Services by Disabled Students in Federal Universities in South-West, Nigeria
by Williams-Ilemobola, Olajumoke Bolanle
This study examined the influence of information-seeking behavior on library services used by the disabled in Federal universities in South-west, Nigeria. Survey research design was adopted for the study. The population comprises 302 disabled students in Federal universities in South-west, Nigeria. Total enumeration technique was used. A questionnaire was used for data collection. The instrument was tested for reliability, yielding Cronbach’s alpha coefficients ranging from 0.74 to 0.75. Descriptive and Inferential Statistics were used to analyze the data. The findings revealed that advisory, carrel and consultancy services were the most available services. The most used services were user education services and consultancy services. The respondents’ information-seeking behavior mostly involves seeking information on health and retrieving information from the e-library. The study concluded that information-seeking behavior influenced the use of library services of disabled students. The study recommended that library management must provide more resources on health-related subjects, especially in electronic form. Finally, the management should improve their current awareness services tailored to the needs of disabled students and library staff should be trained on how to serve every library user irrespective of their challenges. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
Learners' needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students
by Chemir, Sileshi
This paper discovers the role of learner's needs analysis in English for academic purposes courses in higher education before designing any language curriculum. The research is essential as it can be used to support students to be aware of their motivation to learn and a basis for teachers in helping students improve their learning motivation. Students have either instrumental or integrative or both motivational orientations while studying EAP courses (locally called communicative English skills) for their present and target situation needs. Therefore, 308 first-year students (using systematic sampling) and 41 instructors (using census technique) from the Social Sciences and Humanities College in Wachemo University, Ethiopia, participated in the study. A mixed-methods research design was used to collect the data. Survey questionnaire and interview instruments were employed for data collection, analysis, and interpretation. The findings revealed that the students have instrumental and integrative orientations for learning English. However, instrumental motivation surpassed integrative motivation because most of the study participants thought that the students predominantly need English for practical reasons in the context of the present study than integrative orientations to pursue their academic courses at the university level. When the participants were asked about the students' reasons for learning English, they indicated many aspects related to instrumental and integrative motivation. For reasons related to instrumental motivation, students learn English because it is helpful in getting a good job in the future, studying or working abroad, and passing a test (an exam), while the students who are integratively motivated learn English because they like the language and the culture. Consequently, through thorough needs analysis, course designers and practitioners should identify learners' reasons for learning the EAP course before implementing the material in the EFL classroom.
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