Reading History

System dynamics models are powerful tools, but it can take months to learn modeling at an advanced level. Gaining even advanced beginner systems modeling skills may be useful for many researchers, and may require less time. We tested this premise through a 1-week field course in Bamako, Mali. The course included an introduction to systems thinking and modeling, a field trip to involve local stakeholders in defining a modeling problem, and 3 days of constructing a system dynamics model for simulation. After the workshop, participants expressed satisfaction with the systems thinking tools they had acquired, and saw the power of system dynamics modeling for addressing complex problems. The largest barriers to their continued use of system dynamics tools were other commitments, and the lack of a designated time and context to practice their skills further. We conclude that system dynamics modeling can be taught to an advanced beginner level (with some students reaching competence) in 1 week—but participants should be organized to continue their learning beyond the workshop. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society.

General Keep Reading

ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA

by Tweni, Fredrick Mwanyumba

In recent times, the Kenyan education sector has experienced increased cases of students' indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don't think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory's input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children's academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term's performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.

General Keep Reading

Effect of project-based Arduino robot application on trainee teachers computational thinking in robotics programming course

by Fadip Audu Nannim

This study investigated the effect of project-based Arduino robot application on students’ computational thinking skills development in robotics programming course using the quasi-experimental research design. The participants consist of 73 students in tertiary institutions in South-East Nigeria that offer Computer and Robotics Education programme. There was no sampling as the entire second-year trainee teachers of computer and robotics education in the selected institutions participated in the study. The instrument used for data collection was the Robotics Programming Computational Thinking Scale (RPCTS). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at an alpha level of 0.05. The result of the study showed that students who were taught using Project-based Arduino Robot Application (PARA) had higher mean computational thinking scores than those taught using the conventional lecture method, and there was a significant difference in the mean computational thinking scores of students based on method of instruction. Also, the male students taught robotics programming using PARA had higher mean computational thinking scores compared to their female counterparts, and there was a significant difference in the mean computational thinking scores of male and female students taught robotics programming using PARA. Schools and other stakeholders in education should support the training of teachers on how to develop and used project-based approaches in teaching/learning robotics programming-related courses. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.

General Keep Reading

Embracing Diversity in the Educational Landscape: Resource Supply and Inclusive Education in Secondary Schools

by Usen F. Mbon

Several studies have examined the challenges affecting the smooth implementation of inclusive education; focusing on resource inadequacies. However, these studies primarily relied on descriptive statistics: describing resource availability but not assessing their impact on policy implementation. The current study addresses this gap by analysing the extent of critical resource supply for implementing inclusive education and its influence on policy implementation. A descriptive survey design was adopted, targeting 281 principals from public secondary schools across three educational zones in Cross River State. Stratified proportionate sampling was used in selecting 120 principals as the sample. Data collection involved a structured questionnaire with an acceptable validity and a reliability indices. Descriptive statistics were used to answer the research questions, and Simple and multiple linear regression were used to test the hypotheses at the .05 level of significance. The findings of the study revealed low supply levels of physical, human, and financial resources for implementing inclusive education in secondary schools. The extent of inclusive education implementation was also found to be low. The study further indicated that the supply of physical, human, and financial resources collectively affected policy implementation, with physical resources having a greater impact. These results have practical implications for the government and stakeholders; emphasising the need for adequate physical, human, and financial resources to implement inclusive education in secondary schools. © 2023 Mbon et al.

General Keep Reading

Electronic media learning technologies and environmental education pedagogy in tertiary institutions in Nigeria

by Ambe, Benjamin Ayua

Previous research on applying electronic media learning tools to learning has focused on a diversity of other subjects rather than environmental education. One of the first studies to evaluate the use of electronic media learning tools for environmental education pedagogy in Nigerian tertiary institutions is the one that is currently underway. We anchored the study on constructivist learning theory and e-learning methodology. We adopted the descriptive survey research design. We employed a convenience sampling technique to sample all 35 environmental educators from the University of Calabar and the College of Education in Akamkpa, where they run environmental education programs. We raised three research questions to guide the study. We employed a 31-question survey utilizing a 4-point Likert scale with distinct response options for each section. Through this, we observed a high level of internal consistency, as indicated by a Cronbach alpha coefficient of 0.88. we conducted thorough statistical assessments to confirm its reliability and validity, including face and content validity evaluations. Therefore, we can confidently assert that this questionnaire is a reliable and valid tool for our research investigation. Frequency counts and straightforward percentages were used to examine the data, which was then displayed in bar charts. The significant findings from the study include the following: only some electronic media learning facilities were available to lecturers and owned mainly by them. Considerable utilization is made of available electronic media learning technologies. Several constraints bedevil the availability and utilization status of electronic media learning technologies. Based on the study's findings, we recommended that the federal, state governments and tertiary institution proprietors make adequate budgetary allocations to provide robust electronic media learning technologies in tertiary institutions in Nigeria. Compensate lecturers who own and utilize these technologies for classes. In contrast, environmental education lecturers should, as a matter of necessity, update their knowledge of electronic media learning technologies and apply them in their classes for curriculum effectiveness. © 2023 The Authors

General Keep Reading

Examining Course Facilitators' Perspectives on Online Facilitation for Distance Education

by Moses Segbenya

The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators' perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu. © 2023 Moses Segbenya et al.

General Keep Reading

Pre-service teachers' WhatsApp preferences in a mathematics methodology course during the COVID-19 pandemic

by Sunzuma, Gladys

The study comprised thirteen pre-service teachers who were purposely sampled. Even though there are different online platforms that the pre-service teachers could have used, they all delivered their lessons through WhatsApp because of the several benefits attached to it such as ease and flexibility to use, low cost of WhatsApp bundles, various functions and the fact that it can be used anywhere at any time. The pre-service teachers faced several challenges during peer teaching using WhatsApp such as lack of smartphones, a flood of messages, human interruption, unavailability of electricity and internet and the nature of mathematics concepts. Difficulty in maintaining discipline, assessing learners' progress was also difficult and it was time-consuming to prepare and deliver lessons using WhatsApp. The pre-service teachers suggested that the prices of online devices such as smartphones and WIFI should be subsidized. In addition, they suggested that lessons should be recorded for the learners and that parents should be involved in their children's learning by encouraging them to provide online tools and educating them on online teaching and learning. The study recommends that pre-service teachers need to be trained on the use of online platforms so that they are equipped for any eventuality such as the COVID- 19 pandemic. © 2022 Gladys Sunzuma et al., published by De Gruyter.

General Keep Reading

Effects of using educational technology tools to enhance EFL students' speaking performance

by Mekuriaw Genanew Asratie

Educational speaking technology is a digital expertise used to enhance speaking performance. This research examined the effects of using educational speaking technology tools: FORVO, YouGlish, and OALD 8th ed. to enhance students' speaking performance. A quasi-experimental pretest-posttest two groups design was used. Test, questionnaire, interview, and teacher-log were used to gather the data from 82 first-year Information communication and Technology (IT) students selected through comprehensive sampling. The experimental group students had learned speaking skills through educational speaking technology tools while the control group students learned using the conventional method. When the quantitative data were analyzed through independent samples T-test, the qualitative data were analyzed through thematic analysis. The findings of the study uncovered that there was a statistical difference between the experimental and control group students in their speaking performance. Accordingly, the learners who had learned through educational speaking technology have enhanced their speaking performance compared to the students that learned conventionally. Predominantly, students who learned through educational speaking technology were fluent, coherent, and accurate in their speech, rich in lexical resources, used a variety of grammatical ranges, and better in pronunciation. Besides, the students' have positive perceptions towards using educational speaking technology tools. Consequently, this study recommends researchers, teachers, and students to make the use of educational technology and to go in line with the state of the art.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading

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.

General Keep Reading