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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

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English as a foreign language instructors’ questioning behaviors and strategy uses for reflective learning facilitation

by Woreta Haile, Kefyalew

ABSTRACTS: The objective of this study is to examine the questioning behaviours and strategies used by EFL instructors to enhance reflective learning in the communicative English language skills course at Hawassa University, Ethiopia. The descriptive qualitative case study was designed in line with the principles of the interpretivists’ research paradigm, which required qualitative data. To this effect, ten instructors were purposely selected to collect data through classroom observations and semi-structured interviews. Both data were audio-recorded. Then, the researchers transcribed the collected data verbatim. After transcribing, researchers thematically analysed the data. The findings showed that instructors frequently used convergent, divergent, and procedural questions, with probing, redirecting, and repeating as common strategies. Paraphrasing, prompting, and waiting time were less frequently used. Probing, redirecting, and waiting time were mainly used to enhance reflective learning. The study also revealed that many instructors were hesitant to use divergent questions during activities aimed at developing students’ language skills. Another limitation was the insufficient time for students to think and reflect on questions. This study suggests that instructors of the course should plan a variety of divergent questions before classes and allow adequate time for students’ reflection to encourage critical thinking and more idea generation. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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The attributes senior high school mathematics teachers and their students value in mathematics learning

by Ernest Kofi Davis

Valuing in mathematics is one of the areas in mathematics education that has attracted the attention of mathematics education researchers in recent times. While efforts have been made to research the attributes students value in their mathematics learning, the same cannot be said about attributes teachers and their students value in mathematics learning, and value alignment in mathematics learning between teachers and students. This paper reports on a study that sought to explore what teachers and their students value and the alignment between attributes teachers and their students value in learners’ mathematics learning. A survey of what students and their teachers value in learners’ mathematics learning was conducted with 690 senior high school students and 66 teachers from nine schools, using adapted What I Find Important in my mathematics learning questionnaires. A multistage sampling procedure involving the use of stratified random sampling and purposive sampling procedures was used to select the research participants. The data obtained from the study were then analysed, using frequency counts, mean and standard deviation and principal component analysis. The results from the study revealed that the senior high school mathematics teachers valued Authority, Engagement, Strategy and Communication in students’ mathematics learning, while the students valued Authority, Relevance, Understanding, Engagement, Strategies, ICT and Achievement in their own mathematics learning; an indication of a gap in valuing among the two groups of research participants. Implications of the findings for mathematics teaching and learning as well as in-service and pre-service education programmes are provided. © The Author(s) 2023.

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The impact of an academic development programme on students’ academic outcomes at a South African university: an empirical analysis

by Bengesai, Annah Vimbai

Academic Development Programmes (ADPs) are a distinct category of South African Higher Education that aims to provide alternative access to students who meet the minimum entry requirements for university but not necessarily for the particular academic programme of their choice. Although these programmes have existed for over 30 years, limited rigorous and systematic evaluations of their impact have been conducted. This study examines the effect of one such programme on graduation outcomes at a South African university using logistic regression (LR) and propensity score weighting methods (IPTW). Our sample was restricted to 1852 students who began their studies in 2014, 2015 and 2016. These students were tracked for six years to ensure a realistic graduation period. The results indicate that ADP students had a higher first to second-year progression rate than their regular entry counterparts. Moreover, the results from the descriptive analysis, LR and IPTW collectively suggest a graduation advantage for the ADP students compared to their regular entry counterparts. In other words, the educational interventions provided by the ADP in the first year of university study positively influenced the alternative access students’ academic performance, particularly their graduation rates after four or five years, relative to their mainstream peers. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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An exploration of primary caregivers' knowledge of dyslexia, awareness of the problems, and supports for elementary school children in Nigeria

by Anthony Obinna Iwuagwu

Dyslexia is a lifelong disability that affects learning and social interaction in people of all ages, genders, and races all over the world. Yet, little is known about this condition in low- and middle-income countries. This study aims to investigate primary caregivers' knowledge of dyslexia, their awareness of problems, and their support for elementary school children in Owerri Municipal, Nigeria. A qualitative descriptive design was utilized in this investigation, and 18 participants were invited to a single in-depth semi-structured interview. Thematic analysis was utilized in analyzing the data. Three themes and nine sub-themes emerged from the study. The result shows that participants lacked adequate knowledge of dyslexia, were aware of the effects of the condition and had adopted a variety of management and coping strategies. Participants' support for children with dyslexia was found to be inadequate. The findings of this study have the potential to influence special education policy and programs in Nigeria, especially in the aspects of promoting social inclusion and the protection of the rights of students with special needs. The study recommends relooking at the National policy for special needs education in Nigeria to establish a more equitable and inclusive educational system.

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An examination of youth developmental assets in Ethiopian universities and their influence with students’ academic achievement

by Dessalegn, Mengesha Shumet

This study was carried out using strength-based approach to examine the interwoven influences of youth developmental assets in thriving students’ academic achievement. Data were collected from 375 (146 females& 229 males) students in three universities using multi-stage and stratified sampling. College asset measurement profile for undergraduate students and academic record of students were used to collect data. Students scored statistically significant higher mean than the expected mean in their internal developmental assets while they scored significantly below the expected mean in their external developmental assets. The MANOVA result indicated that males scored a statistically significant higher mean in accessing external developmental assets than females. The standard regression result showed that components of developmental assets explained 28.9% of the variation in students’ academic achievement. Creating supportive university environment, enhancing students’ commitment of learning and strategies to empower females in accessing developmental assets were recommended to promote students’ academic achievement. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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A survey of virtual instructional competence among tourism teachers in secondary schools, Calabar South local Government Area, Nigeria

by Ephraim, Idongesit Emmanuel

This single variable research was carried out to survey virtual instructional competence among tourism teachers in secondary schools in Calabar South Local Government Area, Nigeria. Five research questions and one hypothesis were posed to assess virtual instructional competence variables. Descriptive Survey design was adopted for the study. Stratified Simple random and purposive sampling techniques were used to select sixty (60) tourism teachers in both public and private secondary schools. The instrument for data collection was a well-structured questionnaire. Mean, simple percentage and independent t-test analysis were considered most appropriate for data analysis. The result of the analysis showed that professional competence has the highest status, followed by knowledge of subject matter and interpersonal skills. Male teachers were more competent with virtual instructional competence than their female tourism counterparts. The teachers with 1-5 years teaching experience and those with above 15 years of teaching experience readily embraced virtual competence. One challenge of virtual instruction is that tourism teachers found it difficult to cope with virtual instructional delivery but prefer the traditional face to face interaction. It was recommended that tourism teachers in secondary schools in Calabar South Local Government Area should be encouraged to adapt to the trending issue of virtual instruction delivery.

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Enhancing nursing student presentation competences using Facilitatory Pecha kucha presentation pedagogy: a quasi-experimental study protocol in Tanzania

by Haramba, Setberth Jonas

Introduction: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising approach that can improve students’ speaking skills, learning process, creativity, and students’ engagement in learning. It involves the use of 20 slides where each covers 20 s, thus making a total of 6 min and 40 s. The current study will assess the effect of Pecha Kucha’s presentation on presentation knowledge, skills, and learning satisfaction among nursing students in Tanzania. Objectives: The objectives of this study aimed to determine the baseline and end-line of Pecha Kucha Presentation knowledge, skills, and learning satisfaction among nursing students. Methods: This study protocol proposes to employ an uncontrolled quasi-experimental study design with a quantitative approach among 230 university nursing students in Dodoma Region using simple and stratified sampling techniques. It proposes to employ the researcher-administered questionnaire to assess study variables that arise as students use the Pecha Kucha presentation format to prepare and present their assignments. The study will involve training of research assistants, pre-assessment of study variables, and training, and demonstration of Pecha Kucha presentations format among study participants. It will also involve assigning topics to study participants, submission and evaluation of the prepared assignments, participants’ presentations in the classroom, post-intervention assessment, data analysis, reporting and dissemination of the study findings. Conclusion: This study will address and complement the global need to invest in nursing in an attempt to prepare competent nurses who are capable of solving complex health challenges through critical thinking, analysis, collaboration, and effective communication. The study will inform policymakers, health training institutions, and educators about a new engaging, and innovative nursing student presentation approach that enhances students’ creativity, critical thinking skills, and meaningful learning. The referred nursing students’ presentation approach intends to equip the students with survival and life skills in the 21st century in an attempt to meet the global economy and job opportunities. Trial registration: It is not applicable as this is not a trial. © 2023, BioMed Central Ltd., part of Springer Nature.

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Examining stakeholders’ perception of sixty-six years of guidance service delivery in Ghana: the explanatory sequential mixed method perspectives

by Dankyi, Lydia Aframea

This study investigated stakeholder perception of sixty-six years of guidance service delivery in Ghana. An explanatory sequential mixed method was used. A total of 413 respondents were sampled from a study population of 17, 743 for the quantitative and twelve (12) participants were also sampled for the qualitative perspectives of the study. The numeric data were analysed using descriptive and inferential statistical methods, while the qualitative data were analysed using thematic content analysis and pattern matching. The study revealed that there were significantly negative stakeholder opinions regarding basic school guidance services (GS). Responsible factors included a lack of adequate and competent guidance service coordinators, a lack of remuneration for guidance service delivery, and failure to capture GS on the teaching timetable, among other factors. Therefore, it is recommended that the Ghana Education Service, representing the Government of Ghana, should employ adequate and competent guidance service coordinators to ensure effective and satisfactory service delivery. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Integrating digital libraries into distance education: A review of models, roles, and strategies

by Christopher M. OWUSU-ANSAH

This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning. © 2019, Anadolu Universitesi.

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The association between emotional symptoms and daily life stressors is not moderated by intergroup behaviours among school-going adolescents in Zambia

by Hapunda G.

The aim of this study was to investigate the main effect and moderating effect of intergroup behaviours on the relationship between daily life stressors and emotional symptoms. Data was collected from 628 school going adolescents using the Daily Life Stressor Scale, emotional symptom subscale of the Strengths and Difficulties Questionnaire and the Behaviours from Intergroup Affect and Stereotypes - Treatment scale. Data showed that emotional symptoms and daily life stressors were common especially among girls. Daily life stressors, active harm and passive facilitation predicted increased emotional symptoms. However, contrary to the study hypothesis, active and passive harm, and active and passive facilitation did not moderate the relationship between daily life stressors and emotional symptoms. School based interventions focusing on reducing academic and interpersonal related daily life stressors should be considered in order to reduce emotional symptoms and improved wellbeing among school going adolescents. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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Evaluation of a competency based medical curriculum in a Sub-Saharan African medical school

by McKenzie-White, Jane

Background Medical schools in Sub-Saharan Africa have adopted competency based medical education (CBME) to improve the quality of graduates trained. In 2015, Makerere University College of Health Sciences (MaKCHS) implemented CBME for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme in order to produce doctors with the required attributes to address community health needs. However, no formal evaluation of the curriculum has been conducted to determine whether all established competencies are being assessed. Objective To evaluate whether assessment methods within the MBChB curriculum address the stated competencies. Methods The evaluation adopted a cross-sectional study design in which the MBChB curriculum was evaluated using an Essential Course Evidence Form (ECEF) that was developed to collect information about each assessment used for each course. Information was collected on: (1) Assessment title, (2) Description, (3) Competency domain (4) Sub-competency addressed, (5) Student instructions, and (6) Grading method/details. Data were entered into a structured Access data base. In addition, face-to-face interviews were conducted with faculty course coordinators. Results The MBChB curriculum consisted of 62 courses over 5 years, focusing on preclinical skills in years 1-2 and clinical skills in years 3-5. Fifty-nine competencies were identified and aggregated into 9 domains. Fifty-eight competencies were assessed at least one time in the curriculum. Faculty cited limited training in assessment as well as large student numbers as hindrances to designing robust assessments for the competencies. Conclusion CBME was successfully implemented evidenced by all but one of the 59 competencies within the nine domains established being assessed within the MBChB curriculum at MaKCHS. Faculty interviewed were largely aware of it, however indicated the need for more training in competency-based assessment to improve the implementation of CBME.

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The role of teacher support in students' academic performance in low- and high-stakes assessments

by Ansong, David

Teachers' impact on learning outcomes is well supported, but more robust evidence is needed on the complex indirect pathways through which teacher support impacts performance in low-versus high-stakes examinations. This study sought to understand the divergent mechanisms through which teachers' support for students affects their performance on low- and high-stakes assessments. Bayesian structural equation modeling with the Markov Chain Monte Carlo algorithm and data from Ghana were used to test mediated, unmediated, and moderated-mediated relationships. The results show that a typical student's high-stakes exam performance increases by approximately 13 % for each one-unit increase in teacher support. A chain mediation effect also exists through student homework behavior and low-stakes everyday performance. Student gender is also a moderator. These results could aid in identifying the malleable leverage points associated with low- and high-stakes assessments. Such empirical clarity would help education administrators to develop appropriate professional development programs that enhance teachers' support roles, enabling them to respond better to learning disparities and related challenges. © 2023 Elsevier Inc.

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Artificial intelligence in education: Effects of using integrative automated writing evaluation programs on honing academic writing instruction

by Bantalem Derseh Wale

Automated writing evaluation (AWE), which is the result of educational artificial intelligence technology, is a process of scoring and evaluating learners’ written texts automatically. The current study examined the effects of using integrative AWE programs on honing academic writing instruction. It also assessed students’ perceptions towards using these programs. A quasi-experimental pretest-posttest two-group design was used. Test, questionnaire, focus group discussion, and teacher diary were used to collect data from 92 randomly selected participants. The experimental group students learned writing skills with Writerly and Google Docs in integration, but the control group students learned through the conventional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The findings revealed that using the integrated AWE programs honed academic writing instruction because there was a statistical difference between the experimental and control groups in their academic writing performance. Hence, students who learned using the integrated AWE programs honed their academic writing performance because they were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. However, students who learned through the conventional method were less effective in producing quality essays. Besides, the findings also discovered that the experimental group students had positive perceptions towards using the AWE as mentioned above programs because they found the programs interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, instructional material designers, teachers, and students pay due attention to integrated AWE programs. © 2024, author.

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Factors affecting the innovation ecosystem in public universities in Ethiopia

by Abibo, Abebaw

Universities are now at the centre of the knowledge economy, and they do innovate, but Ethiopian universities have not done much of it. The overall goal of this paper is thus to investigate the innovative behaviour of Ethiopian public universities, with a particular focus on determining the driving forces of innovation and research output in Ethiopian public universities. The determinant factors of innovation activities were analyzed by using panel data analytical frames, with innovation and research output measured in patents and publications, respectively. The data were gathered from Ethiopian public universities between the years 2016 and 2020, with a sample of 24 universities chosen purposely. The result reveals that research output is affected by age of university, number of collaborations with international universities, research funding, number of PhD programmes, and number of research projects done. Innovation is also affected by the number of programmes and the number of MSc/MA staff. To improve research output and innovation in Ethiopian public universities, the study recommends increasing research budgets, strengthening collaboration with international universities, and expanding PhD programmes.

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Predictive Abilities of Curiosity, Creativity, and Motivation on Academic Performance of High School Students in Ghana

by Inuusah Mahama

The study looked at how learners innate possessions (motivation, curiosity, curiosity) affect their performance (science and mathematics). A total of 568 high school students were surveyed through a quantitative-correlational research design. Data for the study were gathered using an adapted curiosity measure, an adapted creativity measure, an adapted motivation measure, and an expert-developed academic performance measure. Multiple multivariate was used to test the hypothesis. The study revealed that students' motivated behaviors, curious abilities, creative potentials jointly explained 15.5% change or variance in science score and 33.1% change or variance in mathematics score. In this sense, it is evident that students' who become curious, creative, and motivated in their learning situation could improve upon their academic performance and achieve their academic goals. Therefore, school managers of high schools should call for intersubject workshops, as it is evident that science and mathematics are related. Furthermore, the Ghana Education Service should revise the way and manner in which it organizes professional development programs for practitioners in order to make them cross-curricular. © 2023 Inuusah Mahama et al.

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Lecture method recoil: Effect of formative assessment and simulation activities on the learning outcomes of social studies students

by Obro, Sunday

Traditionally, teachers use the face-to-face method, but with the improvement of high technology, such as Internet and video technology, there is the necessity to embrace innovative and student-centred instructional methods. Furthermore, in every formal learning, achieving enduring quality in students' learning outcome depends on well-conceived approaches to assessment that have both simulation and formative functions. For active learning to occur, the teaching style needs to be innovative. The study explored formative assessment and simulation activities effect on Social Studies students' learning outcome. Quasi-experimental as a qualitative research method was employed. The Social Studies Learning Outcome Test (SSLOT) with 25 test items was the tool/instrument for data gathering with Upper Basic 8 students. The study results established that formative assessment had a significant statistical effect on learning outcome of students; simulation activities had a significant statistical effect on learning outcome of students. The study conclusion was that formative assessment/evaluation and simulation activities would advance students' learning outcomes if used for social studies instructions/classrooms; if embraced, formative assessment and simulation activities can be successfully utilized within the regular class period to boost the students learning.

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Public Relations Management in Higher Education Institutions: A Case Study of Ghana

by Anani-Bossman, Albert

This article reports on a study that examined the nature of public relations (PR) management in Ghanaian higher education institutions (HEIs), specifically public and private universities. The study aimed to determine the degree to which PR practitioners in Ghanaian HEIs practise excellent PR. The study adopted a qualitative approach in gathering data from 14 PR practitioners purposively sampled from public and private universities. The findings demonstrated that PR practice in Ghanaian HEIs is premised on the technician role with a minimal managerial role. PR practice is also based on one-way communication and PR practitioners do not have much influence on the decision-making process. The implication is that PR practice cannot be highly valued in HEIs unless it fulfils its dual role. © 2022 Unisa Press.

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Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture'

by Schendel, R.

While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the successful development of critical thinking amongst undergraduate students. A two-stage critical thinking assessment was conducted with students in 15 sites, showing that only some of the institutions were ensuring significant gains in students’ critical thinking, even when endorsing learner-centred methods. The study points to the central importance of teaching orientations amongst lecturers, involving a deep shift in approaches to knowledge, and a facilitation rather than a transmission approach. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

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Degrees vs Skills: The Way Forward to Developing Rural Societies in Africa

by Euriel Momah

Lack of development in different societies of the world has been attributed to university education in recent times. Degrees are envisaged to be synonymous to skill acquisitions which are expected to be reflected in the society. Meanwhile, it remains controversial whether university education is actually responsible for development of skills and societies or not. Thus the reason for this study which adopts a review method. Relevant literatures were reviewed with regards to the subject matter. The findings show that university education can aid skills acquisition, promotion, amongst others. However, the findings also show that acquirement of degrees is not necessarily synonymous to skills acquisition and may not be a determinant to development in the society in some instances. Meanwhile, the relevance of degrees in skills acquisition is largely dependent on the type of designed education provided. The study recommends that focus and due attention should be given to education that enhances skills acquisition and promotes glocalization where students are trained to acquire and put to use skills that are needed in their society while using global standard. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

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Assessment of Students' Data Literacy Skills in Southern Nigerian Universities

by Oguguo, B.C.E.

The data literacy skills of students in Southern Nigeria institutions of higher learning were evaluated in this study using descriptive survey method. A total of five (5) universities were selected for this study. These comprised of 150,055 students of which 2550 constituted sample for the study. Multi-stage sampling procedure was employed. The instrument used for data collection for the study was Data Literacy Questionnaire (DLQ). The reliability of DLQ was established using Cronbach-Alpha method and it yielded a reliability coefficient of 0.901. The data collected was statistical analyzed using mean and standard deviation for the research questions while t-Test and Analysis of variance were used to analyze the hypotheses. Findings revealed that the students possessed moderate level of data literacy skills. The students had their lowest rating in data analysis skills. The findings also revealed that Ph.D. students had better data literacy skills compared to M.Sc. and B.Sc. students, while M.Sc students' had better data skills compared to B.Sc. students. The study recommends that programs and workshops should be designed to help improve data skills for teachers and students in order to meet global standards. © 2020 Horizon Research Publishing. All rights reserved.

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