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Assessment of Ethiopian Integrated Functional Adult Education (IFAE) planning practice: what lessons can be learned for future Adult Education programmes?
From “4Rs and 2Ss” to “Amaka Amasanyufu” (Happy Families): Adapting a U.S.-based Evidence-Based Intervention to the Uganda Context
Academic Self-concept among Students with Special Needs Education in Inclusive Education Settings: A Literature Review
Destructive leadership behavior and organizational effectiveness in college of teacher education
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Design and implementation of postgraduate programs in health in a resource-limited setting in mozambique (The lúrio university)
MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA
Investigating the effect of virtual laboratories on students’ academic performance and attitudes towards learning biology
Evaluation of the Demand-Driven Agricultural Extension Curricula among Alumni from Selected Universities in Nigeria
Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment
Online architectural education: Reflections on COVID-19 emergency remote learning in East Africa
Digitizing distance learning materials: Measuring students’ readiness and intended challenges
Digitizing distance learning materials: Measuring students’ readiness and intended challenges
by Emmanuel Arthur-Nyarko
Keep ReadingCognitive and non-cognitive skills effect on labour market outcomes: a systematic review with implications for the African labour market
INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS' DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS
Generative AI in education and research: A systematic mapping review
Generative AI in education and research: A systematic mapping review
by Abdullahi Yusuf
Keep ReadingAssessment of Ethiopian Integrated Functional Adult Education (IFAE) planning practice: what lessons can be learned for future Adult Education programmes?
by Assefa, Yalalem
The study’s main purpose is to evaluate the planning practices of the Ethiopian Integrated Functional Adult Education (IFAE) programme and to draw lessons that can be learned for future adult education programmes. The study used an explanatory sequential mixed methods research design and involved 224 participants. Data were collected using questionnaires and interviews and analysed by descriptive statistics and thematic analysis. The study found that IFAE’s planning practices are characterised by four shortcomings: insufficient consideration of learner needs assessment; insufficient consideration in defining the roles and responsibilities of each stakeholder throughout the programme; inability to determine what actions should be carried out when and how; and inadequate allocation of resources required for the programme. In addition to these limitations, the study identified factors that hinder IFAE planning, including inadequate stakeholder participation, lack of qualified personnel, social and cultural sensitivities, adaptability and scalability problems, and budget constraints. Therefore, addressing these deterrents through the active participation of stakeholders such as educators, adult learners, and government representatives is critical to designing effective adult education programmes. By incorporating these insights, future initiatives can reach more learners and create a better future for all. Finally, a detailed discussion and conclusions are provided. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
From “4Rs and 2Ss” to “Amaka Amasanyufu” (Happy Families): Adapting a U.S.-based Evidence-Based Intervention to the Uganda Context
by Apollo Kivumbi
In Uganda, one in five children presents mental health challenges, including disruptive behavior disorders (DBDs). DBDs can persist through adulthood and result in negative outcomes. Effective interventions for DBDs have been developed and tested in high?poverty communities in developed countries. Yet, most African countries, such as Uganda, lack such interventions. This paper describes the adaptation process of an evidence?based intervention of U.S. origin to optimize fit to context with intervention fidelity, as part of a randomized trial conducted with youth that exhibit behavioral challenges and their caregivers in 30 schools in Uganda. The process involved: initial meetings with headteachers and teachers to introduce the study and the main concepts of the intervention; initial manual review focusing on 4Rs and 2Ss content by the Uganda team; engagement of community stakeholders for additional feedback on content and cultural relevance; final revision of the manual; and collection of children’s drawings for the illustration of the manual. This paper describes both similarities and differences between the original and adapted intervention content and methods of delivery. The findings also highlight the importance of involving community stakeholders in the adaptation process
Academic Self-concept among Students with Special Needs Education in Inclusive Education Settings: A Literature Review
by Bindu D.
Academic self-concept (ASC) gears quality learning in education. It is fundamental for acquiring skills, knowledge, experiences, and attitudes for future adulthood socioeconomic responsibilities. This literature review highlights the status of ASC among students in inclusive educational settings. Three sub-areas of academic selfconcept among special educational needs (SEN) students, challenges facing ASC in inclusive education and strategies for enhancing the students' ASC guided the study. The study used Google Scholar, ScienceDirect, Education Resources Information Centre (ERIC), Journal Storage (JSTOR) and Semantic Scholar to search reports and recent articles published in peer-reviewed journals. The surveyed studies indicated low ASC among SEN students. The collaborative effort is essential for promoting an inclusive learning environment and developing a positive academic self-concept among students. Enhancing ASC among students with SEN promotes academic responsibility and belongingness. The mechanisms for enhancing academic self-concept among students in inclusive settings and areas for further research have been suggested.
Destructive leadership behavior and organizational effectiveness in college of teacher education
by Atalay Mesfin
The study persuades to examine the effects of destructive leadership behavior and teachers on organizational effectiveness in colleges of teacher education in the State of Amhara, Ethiopia. A quantitative method with correlational design was employed. A quantitative data was collected from 401 teachers through questionnaire. Data were analyzed using mean, standard deviation, one way-ANOVA, and multiple linear regressio analysis. Findings revealed that all destructive leadership elements, Darkside of personalities, hostility and negative trait affectivity, personal charisma and demand for power and negative mindset were statistically prevalent (p =.000). Destructive leadership explained organizational effectiveness by 79.7% (r = 0.797). Status of organizational effectiveness and exhibition of destructive leadership behavior were significantly different among colleges of teachers’ education. There was a significant relationship among destructive leadership behavior elements. The findings indicated that the effectiveness of colleges of teachers’ education is high hangs on the leadership behavior. Therefore, every leader who assigned to lead colleges should look at back of his/her leadership behavior. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
by Jahara, Syed Farhat
While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.
Design and implementation of postgraduate programs in health in a resource-limited setting in mozambique (The lúrio university)
by Noormahomed E.V.
Purpose: To describe the strategies used to design and implement three postgraduate programs at Lúrio University (UniLúrio), a resource-limited setting, in northern Mozambique. Methods: We conducted a longitudinal, descriptive case study from 2011 to 2018 in two phases: 1) needs assessment (2011–2012), 2) implementation strategies (2013–2018), taking into account innovations whenever necessary. Results: Several obstacles and barriers to the establishment of postgraduate programs were identified. These included a lack of a core curricula aimed at postgraduate programs, shortage of human resources for teaching and mentorship, limited teaching and research infrastructures, limited financial resources, and lack of administrative capacity. With the support of the Medical Education Partnership Initiative (MEPI), three Master degree programs were designed and implemented. During the period of 2013–2018, UniLúrio enrolled 202 students, distributed as follows: Master degree in Tropical Medicine and Global Health (55), Master degree in Health Professional Education (99), and Master degree in Nutrition and Food Security (48). Of those, 152 (75.2%) obtained a Postgraduate Diploma as they did not present a master dissertation, 89 (44.0%) obtained their Master degree, 30 (14.8%) dropped out, and 20 (9.9%) are awaiting decision. UniLurio’s staff trained a Master’s degree or a Postgraduate Diploma in 34 (16.8%) and 15 (7.4%), respectively. Our strategies allowed us to improve research capacity building, and set the basis for long-term sustainability by allowing for the establishment of other postgraduate programs, and offered UniLurio a strong role in its internationalization. Conclusion: By sharing multiple resources, long-lasting partnerships were established with multiple institutions, and competency-based training and postgraduate studies management were developed. Research and eLearning were leveraged, retention and faculty development was enhanced, and some inequalities within the country were reduced. These strategies and innovations can be applied to other resource-limited settings, allowing the scaleup of health professional’s training and research capacity building. © 2021 Noormahomed et al. terms.php and incorporate the.
MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA
by Abdou L Jammeh
The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students’ misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students’ responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing. © 2023, Scientia Socialis Ltd. All rights reserved.
Investigating the effect of virtual laboratories on students’ academic performance and attitudes towards learning biology
by Byukusenge, Céline
Research has revealed that learning, especially in the field of science, is strongly affected by various factors. These factors include students’ attitudes towards the subject matter, and the manner in which the subject is taught. Given their close linkage to students’ achievement, attitudes are relevant component in science learning. However, researchers have noticed a decline in students’ attitudes in pursuing science. Thus, the aim of this research was to delve into the impact of virtual laboratories on students’ attitudes toward biology and their performance in biology topics perceived as difficult. The research involved 168 Rwandan upper secondary school students. The study used a survey research combined with a quasi-experimental research design. The control group comprised 83 students and was taught with the conventional teaching method, while the experimental group comprised 85 and was treated under technology-based instruction using virtual laboratories. Furthermore, a focus group interview was used to get qualitative data about attitudinal change before and after the intervention. Concepts of nerve cells and identification of food nutrients, and enzyme activities were the focus of this study. The results indicated an important effect of an intervention to improve students’ attitudes toward the learned topics (p value < 0.05) and performance in favor of the experimental group. The focus group interviews revealed that prion to teaching interventions nerve cells topic was abstract and daunting to students and the visualization exercises helped them to understand while increasing their interest and engagement. However, a significant effect of the treatment on gender was not identified. The study recommends the use virtual laboratories for teaching difficult and abstract concepts to encourage positive attitudes toward learning biology. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Evaluation of the Demand-Driven Agricultural Extension Curricula among Alumni from Selected Universities in Nigeria
by Idowu O.O.
The study assessed demand-driven agricultural extension curricula by alumni from universities in Nigeria partnering with Sasakawa Africa Fund for Extension Education (SAFE) on such curriculum for at least seven years. Using a cross-sectional research design and cluster sampling technique, 227 alumni were randomly selected from a population of 520. Data were collected through structured questionnaire on socio-economic characteristics, mode of study, areas of specialization operationalized as close-ended questions and rating of programme components on a 5 -point Likert type scale of poor (1) fair (2) good (3) very good (4) excellent (5) with 70 items. Data entry and analysis were done with SPSS 25 using percentages, mean score and multiple regression analysis. Adult education approaches, supervised enterprise projects, students’ supervision, academic advice, information sharing, and participation in research projects had highest positive rating; while fund raising, scholarship, opportunity for enrolling and be part of a professional scientific network, linkage & involvement with Sasakawa Africa Association (SAA) field activities, laboratories and variety of subjects offered had highest negative rating. Socio-economic characteristics of alumni were significantly correlated and explained 49 percent of the variation in programme rating. The study recommends that there is need to review the curricula covered in this study and mechanisms for compliance with the Sasakawa methodology should be reinvigorated. © 2021. All Rights Reserved
Senior High School Mathematics Teachers’ Perceptions and Use of Continuous Assessment
by Ernest Kofi Davis
This study sought to ascertain how Senior High School mathematics teachers perceived Continuous Assessment (CA) and used CA scores. It also explored relationships between teachers’ perceptions of CA and their use of CA scores as well as the difficulties mathematics teachers faced administering CA. One hundred sixty (160) Senior High School mathematics teachers from two districts in the Central Region of Ghana participated in the study. Questionnaires were administered to the research participants in 16 Senior High Schools (SHSs) across the two districts. The data collected was analyzed, using both descriptive and inferential statistics. The results from the study revealed that the participants perceived CA primarily as a means of generating grades and providing feedback. The majority of the participants used their students’ CA scores for the purpose of generating end-of-term grades. Teachers’ teaching experience and professional status were found to have effect on their perception of CA and the use of CA scores. A strong positive correlation was found to exist between teachers’ perception and their use of CA as well as their teaching experience and the use of CA scores. The implications of the findings for policy and continuous professional development of mathematics teachers have been provided. © The Author(s) 2023.
Online architectural education: Reflections on COVID-19 emergency remote learning in East Africa
by Alex Ndibwami
This paper investigates how students in two schools of architecture in East Africa, engaged with educational activities during the early phase of the COVID-19 lockdown. The COVID-19 lockdown and shift to emergency remote teaching and learning raised a number of questions for architectural education. These relate to access, equity and pedagogical approaches, which emerged through this study. The paper presents the findings of the study carried out in the University of Rwanda, and Uganda Martyrs University, along with the implications of the findings for architectural education. Making use of an online questionnaire distributed via QualtricsXM, the study attracted 70 student participants. The paper concludes with some suggestions for architectural educators as they rethink the embedded pedagogical traditions of architectural education, and how these must adapt for the future in order to cope with future shocks and disruptions. © The Author(s) 2022.
Digitizing distance learning materials: Measuring students’ readiness and intended challenges
by Emmanuel Arthur-Nyarko
This study sought to explore distance education students’ readiness to use digital learning materials from a College of Distance Education programme which was in the process of transforming the face to face approach of delivery to a more digitized one in Ghana. Using a descriptive survey design, 400 distance learning students were randomly sampled to respond to a 14-item questionnaire. However, 306 students duly responded and completed the questionnaire on their readiness to use digital tools, their access to digital technologies and the internet as well as challenges they envisage to confront in using digitized learning materials. The results revealed that majority of the students affirmed their readiness to use digital learning materials for learning. While respondents of the study did not report high access levels of some digital technologies such as tablets/iPad, desktop computers and laptops, majority of the students had personal access to smartphones with internet capabilities. Thus, the study highlights the potential of mobile phone device usage in distance learning and contends that in the midst of challenges bothering on access levels and high cost of internet, distance education institutions can operate the policy on bring-your-own-device (BYOD) in which distance learners make use of their personally owned devices to access digital content to support their learning. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.
Cognitive and non-cognitive skills effect on labour market outcomes: a systematic review with implications for the African labour market
by Jacob Nunoo
The persistent skills gap in Africa poses a significant barrier to both economic growth and individual career advancement. While cognitive skills (CS) are well-recognized for their crucial role in enhancing employability, non-cognitive skills (NCS) have received less attention, especially in African labour markets. This systematic review examines the combined impact of CS and NCS on labour market outcomes in Africa, offering recommendations for aligning educational systems with labour market demands. Following PRISMA 2020 guidelines, the review incorporates 52 peer-reviewed studies published between 2014 and 2024, identified through the Scopus database. The findings highlight that both CS and NCS are crucial for success in Africa's labour market. While foundational cognitive skills, such as literacy and numeracy, remain essential, employers are placing growing importance on non-cognitive skills. NCS significantly enhance job performance, boost wages, and promote career advancement. Furthermore, targeted interventions in NCS development was found to be effective for women, reducing gender wage disparities. Additionally, a significant gap has emerged between the skills cultivated by educational systems and those sought by employers, highlighting the urgent need for reforms. This review offers a unique perspective on the combined effect of CS and NCS on labour market outcomes in Africa.
INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS' DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS
by Adu-Gyamfi, Kenneth
Chemical tests (qualitative analysis) on functional groups may improve students' understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2% males and 49.8% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independentsamples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students' development of experimental reasoning on organic qualitative analysis.
Generative AI in education and research: A systematic mapping review
by Abdullahi Yusuf
Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on 'application, impact and potential', 'ethical implication and risks', 'perspectives and experiences', 'institutional and individual adoption', and 'performance and intelligence'. GenAI was conceptualised as a tool for 'pedagogical enhancement', 'specialised training and practices', 'writing assistance and productivity', 'professional skills and development', and as an 'interdisciplinary learning tool'. Key gaps highlighted include a paucity of research and discussions on GenAI in K-12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.
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