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Psychometric properties of the Ethiopian national licensing exam in medicine: an analysis of multiple-choice questions using classical test theory
Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial
Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial
by Augustina Chinyere Nzeadibe
Keep ReadingNigerian Law Students’ Perception of Online Teaching: Appraisal of COVID-19-imposed Online Classes
Psychosocial determinants of parents’ intention to support reproductive health education in Ghana
Psychosocial determinants of parents’ intention to support reproductive health education in Ghana
by Augustina Dechegme Achigibah
Keep ReadingStakeholders' Perception of Multimedia Technologies and Online Learning in Early Childhood Care and Education during the COVID-19 Era
Psychometric properties of the Ethiopian national licensing exam in medicine: an analysis of multiple-choice questions using classical test theory
by Gedamu Wonde, Shewatatek
Background: The Ethiopian Ministry of Health introduced medical licensure examinations to maintain high standards in medical practice and build public trust in healthcare professionals. Studies also suggested significant issues in clinical competence among Ethiopian junior doctors as well concerns regarding unlicensed practice. Given the need to ensure safe health care, we investigated the psychometric properties of the multiple-choice items comprising the Ethiopian national licensing exam (NLE). These analyses help to provide an argument for the validity and reliability of the test scores. Method: We used a cross-sectional study design to analyze data from three cohorts of undergraduate medicine licensing examinations in Ethiopia (2020-2022, N = 2,213). Using Classical Test Theory, we assessed the psychometric properties of 600 MCQ items with 2400 single best answer choices, specifically item difficulty, item discrimination, and the number of nonfunctional distractors, and scale reliability. We provide results regarding the overall test and its sub-domains. Results: Ethiopia’s undergraduate medical licensure examination demonstrated acceptable reliability (Alpha > 0.80), with significant variability in item difficulty and examinee performance. Although these results indicate a sufficiently defensible exam, our results point to issues regarding item statistics, especially a high number of nonfunctional distractors. Conclusions: This study provides first evidence regarding the psychometric soundness of the Ethiopian NLE. However, a significant number of items should be carefully reviewed and possibly revised. As the examination is relatively new, ongoing refinement to item-development and review processes is essential to improve and ensure its quality. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
Mindfulness-based cognitive therapy for mathematics anxiety among school adolescents: A randomised trial
by Augustina Chinyere Nzeadibe
This study investigated the effect of mindfulness-based cognitive therapy (MBCT) on mathematics anxiety among students in Nigerian secondary schools. Eighty-six senior secondary class one students (aged 15–16 years) participated, comprising 43 students allocated to the experimental group and 43 students allocated to the control group. Mathematics anxiety was measured using the Mathematics Anxiety Rating Scale (MARS). The experimental group participated in a MBCT intervention, whereas the control group underwent conventional counselling. Both conditions lasted 6 weeks and included 12 sessions, 90 min each. Results revealed that MBCT reduced students’ mathematics anxiety from pre- to post-test, and the effect remained consistent at follow-up, compared to the control group. One of the recommendations was that teachers should be trained in applying MBCT to anxious mathematics students to remove the fear response of mathematics. © The Author(s) 2023.
Nigerian Law Students’ Perception of Online Teaching: Appraisal of COVID-19-imposed Online Classes
by Adewumi, Afolasade A.
The Council of Legal Education, which is the regulatory body for the legal profession in Nigeria, has made it clear over the years that the training of lawyers cannot be adequately carried out through correspondence or distance learning, which can be interpreted as online learning or remote learning. As a response to the COVID-19 pandemic lockdown, various online teaching and learning methods were adopted by educational institutions all over the world, to ensure the continuity of the learning process, truncated by the pandemic. This study, carried out through a multidisciplinary approach, is an assessment of the perception of students on the level of effectiveness of COVID-19-imposed online teaching and learning, especially, in comparison with the traditional classroom setting among legal education students in Nigeria. From the study, it was observed that students perceived the online learning method to be more effective than the traditional face-to-face method of delivery but were less focused during the online classes as compared to physical classes. Furthermore, many of the students opined that online classes should be discontinued after the lockdown. Despite students’ distractions during online learning, there is a need to recognize that online learning is a panacea for the crisis at hand (the COVID-19 pandemic), and for as long as it lasts, there may not be a complete return to the physical classroom setting. The study suggests ways of minimizing the challenges that students who do not find online learning effective face with its use, while also calling on the Council of Legal Education to revisit its stance towards the adoption of online learning as a suitable teaching method to be incorporated into legal education. © 2022 The West Bengal National University of Juridical Sciences.
Psychosocial determinants of parents’ intention to support reproductive health education in Ghana
by Augustina Dechegme Achigibah
Promoting sex education is key to addressing the adverse sexual health outcomes among adolescents. The successful adoption and implementation of Reproductive Health Education (RHE) in schools depends on the support of curriculum owners and other stakeholders such as parents. The study explored socio-demographic and psychosocial factors influencing parents’ intentions to support the adoption and implementation of RHE in primary and high schools in Ghana. A cross-sectional survey was conducted with 387 (Mean age = 43.6 years) parents in the Upper East region of Ghana. Pearson’s correlation and regression analyses were used to examine socio-demographic and psychosocial factors influencing the stated intention to support the adoption and implementation of RHE in schools. Parent’s intention was best predicted by descriptive norms (β =.24, p <.001), and injunctive norms (β =.20, p <.001) towards supporting RHE. Other factors that predicted intention to support were beliefs about the outcomes of teaching both abstinence-only education and RHE. The findings point to the need to involve and gain support from religious leaders in the development and roll-out processes of RHE programmes. Moreover, they highlight the need for effective RHE programmes with the potential to yield positive sexual and reproductive health outcomes among adolescents and young people. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Stakeholders' Perception of Multimedia Technologies and Online Learning in Early Childhood Care and Education during the COVID-19 Era
by Emmanuel Chukwunweik Nwangwu
The study investigated stakeholders' perception of multimedia technologies and online learning in early childhood care and education (ECCE) during the COVID-19 era. The study surveyed respondents from two African countries: Nigeria and Tunisia. The sample size for the study was 187 respondents, comprising 36 administrators, 120 teachers, and 31 parents. The study employed a mixed research design that involved the use of questionnaire and interview for data collection, which were analyzed descriptively. The findings of the study revealed that the stakeholders were positive about the use of multimedia in ECCE. Although the stakeholders were somewhat satisfied with the online learning provided to children during the COVID-19 era, majority of the Tunisian parents were not satisfied with the quality of internet services, teachers' dedication to online teaching, and assessment of learning, among other things, during the pandemic era. Also, Nigerian administrators and teachers were not satisfied with the feedback provided by teachers on the children's academic performance and the quality of teaching and learning materials provided for children during the pandemic, respectively. The topmost challenges identified with online learning during the pandemic included internet and electricity issues and inadequate computer technology. The study, therefore, recommends quality planning for effective implementation of multimedia-based online learning in ECCE in order to prepare schools for any future global challenges. There is an urgent need for adequate provision of ICT infrastructure in ECCE schools as well as regular training and retraining programs for teachers on courseware development and implementation in schools. © 2024 Common Ground Research Networks. All rights reserved.
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