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Leaving the job half done? An analysis of mid-term withdrawals by facilitators in some adult literacy learning programmes
Towards developing a 21st century curriculum through the perspective of the community of inquiry (CoI) framework
An exploratory study of the prevalence and correlates of student maltreatment by teachers in Cameroon
Students’ perceptions of the user education programmes at a South African university
Medical Students' Perceptions of the Implemented Curriculum at Sinnar Medical School: A Cross- Sectional Study from Sudan
Outdoor school activities strategy for enhancing student's academic achievement and retention in science in delta south senatorial district
Knowledge of reproductive health rights and its associated factors among Wolkite University undergraduate students, Wolkite, southern Ethiopia
School leadership training transfer in Ghana: Views of successful basic school leaders
School leadership training transfer in Ghana: Views of successful basic school leaders
by Alfred K Ampah- Mensah
Keep ReadingExploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria
Leaving the job half done? An analysis of mid-term withdrawals by facilitators in some adult literacy learning programmes
by Abiy Menkir Gizaw
It is widely recognised that the instructors (facilitators) are key to the success of adult literacy learning programmes; yet in many programmes, a considerable number of facilitators withdraw from teaching mid-term. Although this issue has been noticed, no substantial research has been conducted into the reasons for such withdrawals. Based on interviews with adult literacy organisers and facilitators in a range of contexts in Ethiopia, this paper explores this issue and throws light on the distinctive roles of the adult literacy facilitator, significantly different from the roles of primary school teachers. © 2018 Elsevier Ltd
Towards developing a 21st century curriculum through the perspective of the community of inquiry (CoI) framework
by Yidana, Mumuni Baba
Even though previous literature points to the significance of establishing the cognitive, social and teaching presences of students, there is still scanty research in relation to how the higher education curriculum could assist the 21st century student develop 21st century skills through the establishment of the cognitive, social and teaching presences through the perspective of the Community of Inquiry Framework. Also, such research is complex, limited and highly contested within the higher education landscape in the sense that there are dissenting views about establishing these presences. In order to address this literature gap, the partial least squares structural equation modelling (PLS-SEM) was used to unveil how the cognitive presence, social presence and teaching presence inform the development of a holistic curriculum in the 21st century. The instrument used as the research tool was adapted from the original CoI framework survey. Using the descriptive correlational research design, survey data was elicited from 807 students who were proportionately stratified into male and female. It emanated from the study that there is a statistically significant relationship between the cognitive, social and teaching presences of students and the development of 21st century skills in the higher education curriculum. It is therefore recommended that curriculum developers should ensure a holistic development of the higher education curriculum by ensuring that all the presences are duly established. Lecturers should also endeavor to ensure that each of these presences is established in their lessons to promote lifelong learning by way of enhancing the 21st century curriculum. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
An exploratory study of the prevalence and correlates of student maltreatment by teachers in Cameroon
by Daru, Etta Roland
Maltreatment of children takes place in many contexts and places around the world. Based on the model of Bullying, School Violence and Climate in Evolving Contexts, this study describes the prevalence and characteristics of maltreatment of students by their teachers in Cameroon. It examined the bivariate and multivariate correlations between victimization by educational staff with victimization by peers, school climate, and the students’ perpetration of violence against their own teachers. The sample consisted of 601 students in three schools. Of these, 62% were females, 63.3% were 13?16 years old, and 28.8% 17?20 years old. The study is based on self-report questionnaires administered to the students. The findings show high levels of student maltreatment—physical, emotional, and sexual. Prevalence was higher among males. These reports were highly correlated with both victimization by peers and student perpetration against teachers. School climate perceptions were negatively associated with staff maltreatment. The discussion notes that the high prevalence of staff maltreatment in this study is similar to findings in developing countries and is higher than in other contexts. Implications and recommendations for policy changes, training, and intervention are presented. © 2021 Akademikerförbundet SSR (ASSR) and John Wiley & Sons Ltd.
Students’ perceptions of the user education programmes at a South African university
by Ezema, Ifeanyi J
First-time university students lack the practical and complex skills to harness, evaluate, use and create information to achieve their educational, occupational, social and personal information goals. The purpose of this study was to explore students’ perceptions of user education programmes at the North-West University, South Africa. A structured questionnaire was used to collect data from 320 students across two faculties. The study’s findings reveal that the majority of first-year students had participated in different user education programmes, with 80.7% of the students indicating that they were satisfied with the content and quality of the programmes. Over 90% of the students who participated in the programmes affirmed that they had enhanced their capacity to make effective searches for information and improved their skills in correctly citating and referencing information sources for their assignments. The majority of the students searched for information and resources independently of librarians. This article draws several conclusions and makes recommendations based on the findings. © The Author(s) 2022.
Medical Students' Perceptions of the Implemented Curriculum at Sinnar Medical School: A Cross- Sectional Study from Sudan
by Ahmed, Fadi M. Toum
Introduction: Medical school curriculum evaluation is necessary to document outcomes, determine the effectiveness of educational programs, and meet accreditation requirements. This has become more difficult over the last decade, and it is critical to carefully assess the conclusion. The purpose of this research was to gather information from Sinnar medical students regarding their perceptions of the curriculum, learning, teachers, and academic self-perception. Methodology: A cross-sectional analytic quantitative study including under and freshly graduated students was conducted in the Faculty of Medicine, University of Sinnar, Sudan, between the 18th of January 2021 and the 2nd of February 2022. Data was collected using a validated questionnaire including student perception of learning, student perception of teachers, academic self-perception, and student self-perception.Results: A total of 705 students participated in this study. Of them, 443 (63.1%) were females, with the majority from second years (35.8%) followed by fourth-year (21.6%). A 433 (64.5%) agreed that the teaching is students centred, and teaching helped them in their development (68.0%). In addition, nearly half of the participants (58.1%) stated that the teacher communicated clearly and understandably. Unfortunately, 44.6% said that the exam did not achieve all the course objectives. The most tension-induced places were the dissection room (DR) accounting (70.3%) followed by lecture halls (55.6%). The most common reason for not enhancing research skills is the unavailability of the research department (72.8%), along with the stress associated with the curriculum due to a lack of enough time for different activities (63.8%). Significant differences between males and females were found when answering questions regarding research skills and students' involvement in curriculum time management.Conclusion: Most students have a positive impression towards the local curriculum, learning, and engaged teachers. More studies with more standardization and specification regarding curriculum content, Curriculum structure and strategies, should be conducted in the future.
Outdoor school activities strategy for enhancing student's academic achievement and retention in science in delta south senatorial district
by Edarho Oghenevwede Oyovwi
The study examined the effects of outdoor science activities on student's academic achievement and retention in science in Delta South Senatorial District. The quasi-experimental design was used specifically, the non-equivalent pre-test, post-test control group design. Four research questions and hypotheses were raised and formulated to guide the study. The population consists of all senior secondary school two (SSII) science students in all the Government-owned public schools in the Senatorial District with an estimation of fifteen thousand, two hundred and seventy-five students (15,275). A sample of two hundred and fifty (250) SSII science student's randomly selected from four (4) public mixed secondary schools in the Senatorial District was used for the study. The instrument used for data collection was the Science Achievement Test (SAT) which was validated by experts in the field of Science, Measurement and Evaluation. The reliability of the instrument was established using Kuder-Richardson formula 21 which yielded coefficient of internal consistency of 0.82. Data were collected by administering the Science Achievement Test (SAT) as a pre-test. Post-test and post-post-test (follow up test). The data obtained were analysed using mean, standard deviation, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The results showed that there was a significant difference in the mean achievement and retention scores between students taught using outdoor science activities and those taught without outdoor science activities. There was no significant difference in the mean achievement scores between male and female students taught science with outdoor science activities and there was a significant difference in the mean retention scores between male and female students taught science with outdoor science activities in favour of male students. Based on the findings, it was concluded that outdoor science activities may be an option in promoting students' academic achievement and retention in science students. Based on this, it was recommended that science teachers should adopt outdoor science activities in teaching science at the secondary school levels and that Government should provide an essential outdoor learning environment in schools to facilitate outdoor science activities. © 2020 Edarho Oghenevwede Oyovwi.
Knowledge of reproductive health rights and its associated factors among Wolkite University undergraduate students, Wolkite, southern Ethiopia
by Seid Jemal Mohammed
Objective: Reproductive health (RH) rights are the rights of all persons, regardless of age, sex, or other traits, and they have the freedom to make decisions about their sexuality and RH. However, there is limited information about Ethiopians' understanding of RH rights. Because little is known about the degree of knowledge and relevant predictors in the study area, this study was carried out to fill in the gaps. Methods: An institution-based cross-sectional study was conducted from 3 January to 25 January 2021 G.C to determine the knowledge level of RH rights and its associated factors among Wolkite University undergraduate medical students. The minimum estimated sample size was computed by using the simple population proportion formula of 95% confidence interval (CI), with 5% of marginal error, which was 318 students. The students were stratified based on their academic year and department. Each student was selected from each department by using the simple random sampling method based on their ID numbers. Data were collected by using a pre-tested, structured self-administered questionnaire. Epi Info version 3.5.1 was used for data coding, entering, and cleaning, and then the data were exported to Statistical Package for Social Sciences (SPSS) version 23 for advanced analysis. The associated factors were identified by performing analysis for bivariate and multivariate logistic regression analyses. Results: More than half (56.33%) of the participants were knowledgeable about reproductive and sexual rights and participated in RH clubs (adjusted odds ratio [AOR]: 2.94, 95% CI: 1.46, 5.91). The paternal educational level (AOR: 2.89, 95% CI: 1.34, 5.65) had an association with the knowledge of reproductive health rights. Conclusions: The students' knowledge regarding reproductive and sexual rights was found to be little. The Ethiopia Ministry of Education has to include reproductive and sexual rights in the curriculum of high school and higher institution studies. © 2022 Seid Jemal Mohammed et al., published by Sciendo.
School leadership training transfer in Ghana: Views of successful basic school leaders
by Alfred K Ampah- Mensah
Various professional development activities including training workshops are organised annually for school leaders. However, there have been questions as to whether participants in training workshops do necessarily implement lessons learnt from such workshops in their schools. This study reports lessons from school leaders who were adjudged to have been successful in implementing lessons from a British Council Connecting Classrooms training workshops for school leaders in Ghana. Adopting a qualitative phenomenological case study research approach using interviews, the study explored what school leaders perceived to be the factors that contributed to their successful implementation of lessons from the training workshops. The study found that when the focus of the workshop met participants needs, engagement of workshop participants in action planning, attending the workshop together with teachers and School Improvement Support Officers, follow-up visits by workshop trainers and organisers, creating of a platform for workshop participants to share experiences, and the organisation of a post-workshop reflective experience and successful stories sharing conference got them to commit to implementing lessons from the workshops. It is therefore recommended that organisers of training workshops for school leaders should incorporate these activities in their organisation of training workshop to achieve the intended impact.
Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria
by Ayodapo Oluwadare Jegede
Background: The failure and success rate of students in pharmacy school has been shown to be dependent on some courses that predict academic performance. The study identified factors that could impact failure and academic performances of pharmacy students at Obafemi Awolowo University. Methods: The study was a cross-sectional study of 219 undergraduate pharmacy students from third, fourth and fifth years of a school of pharmacy in Nigeria. A pre-tested questionnaire gathered data on demographics, course perceptions and academic factors. Descriptive and inferential statistics such as percentages, weighted averages, and Chi squared tests were used to analyse the data obtained at p < 0.05. Results: Financial constraints, family challenges, and a lack of peer interaction were significantly associated with repeating a year. Specific courses perceived as difficult included Pharmaceutical organic chemistry (PHC 202), Practical pharmaceutics I (PHA 201) and Medicinal chemistry II (PHC 402). Courses perceived as difficult, particularly in the fourth year, were notably linked to academic stress. Conclusion: The study identified specific factors and courses that affect pharmacy students' performance in the Nigerian context. Policy makers and faculty can take vital feedback to adjust the training content, methods and assessment system to possibly deliver a holistic education to pharmacy students.
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