Reading History
Showing your last 9 viewed publications
Impact Assessment of Counselling on Family of Children with Intellectual Disability in Cross River State, Nigeria
Impact Assessment of Counselling on Family of Children with Intellectual Disability in Cross River State, Nigeria
by Akinwumi, Aderibigbe Samson
Keep ReadingAttaining epistemic justice through transformation and decolonisation of education curriculum in Africa
How real has the long-anticipated fast-growing influence of American English on Kenyan English been?: A corpus-backed focus on vocabulary
Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers
Narratives of thermodynamics in Angolan textbooks and the conceptualization of their readers [As narrativas de termodinâmica nos livros didáticos angolanos e a conceptualização dos seus leitores1]
Depressive Symptoms among Medical Students: A Cross-Sectional Study of Prevalence and Sociodemographic Determinants in Ghana
Exploring the role of gamification in motivating students to learn
Exploring entrepreneurial culture and its socio-cultural determinants: in case of Woldia University graduating students
Patients' attitudes towards involvement of medical students in their care at university teaching hospitals of three public universities in Uganda: a cross sectional study
Impact Assessment of Counselling on Family of Children with Intellectual Disability in Cross River State, Nigeria
by Akinwumi, Aderibigbe Samson
This study examined the impact of counseling on the families of children with intellectual disability (ID) in Cross River State, Nigeria. Three research questions were generated to guide the study while the Ex-post-Facto research design was adopted. A purposive sampling technique was used, and 100 parents of children with ID were selected from the Association for Intellectual and Developmental Disabilities of Nigeria (AIDDN), Cross River State Chapter. These parents have been exposed to psychodynamic counseling in the past. The instrument used for data collection was a structured questionnaire titled “Impact of Counseling on Parents of Children with ID (ICPCID)”. The instrument was validated by three experts, two in special education and one in measurement and evaluation. The reliability coefficient of 0.88 was obtained using Cronbach Alpha. The data collected were analyzed using simple percentages, frequencies, and mean scores. The findings revealed, among others, that counseling has a higher impact on the information needs of parents of children with ID. Counseling has a significant positive impact on the emotional stability of parents of children with ID. Counseling has a significant positive impact on stabilizing families of children with ID. Based on the findings, it was recommended, among others, that the Cross River State Government should establish a department of guidance and counseling under the State Ministry of Education that regularly caters for the counseling needs of parents of children with ID in the state. © 2024 Lifescience Global
Attaining epistemic justice through transformation and decolonisation of education curriculum in Africa
by Dennis Masaka
In this paper, I explore the position that the transformation and decolonisation of the education curriculum in Africa constitute a way of attaining epistemic justice. Drawing on Miranda Fricker’s seminal work, epistemic justice is understood as partly residing in the genuine acknowledgement and acceptance of the contribution of the indigenous people of Africa to knowledge generation, and involves the significant presence of their knowledge paradigms in the formal education curriculum presently dominated by Western knowledge paradigms. I present the argument that epistemic justice ought to surpass this parameter and lead to the awakening of the agency of learners, such that they contribute meaningfully to the determination of their own destiny in life. This dimension has been largely neglected, as defenders of decolonisation through transformation are often preoccupied with attaining epistemic justice, that is, recognition and acceptance of the epistemological paradigm of the indigenous people of Africa as one among knowledges that ought to inform the education curriculum in Africa. I propose here that the problem that education suffers in Africa surpasses the problem of exclusion of the indigenous people’s knowledge paradigms, to include, most importantly, how such knowledge paradigms could be of use in responding to their prevailing circumstances. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
How real has the long-anticipated fast-growing influence of American English on Kenyan English been?: A corpus-backed focus on vocabulary
by Buregeya, Alfred
In the 1990s, the existing literature anticipated a fast-growing influence of American English on Kenyan English in the following years. Mazrui and Mazrui (1996) even predicted a “coca-colanization” of Kenyan English. Focusing on vocabulary, the present study investigated whether the anticipated influence has occurred or not. From a sample of 75 fourth-year university students it collected self-reports of which words they used from 93 pairs of American-vs-British English counterparts. These self-reports were then compared with, among others, the frequencies of the same words in two corpora of Kenyan English which were compiled two decades apart. The study found that the respondents’ self-reports indicated a 59 percent use of British English vocabulary, against only a 28 percent use of American English vocabulary. This finding was by and large corroborated by the frequencies of the words concerned in the two corpora. Thus, the anticipated American English influence has not materialized. © John Benjamins Publishing Company.
Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers
by Woldehanna P.T.
Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups. © 2021 University of Pretoria. All rights reserved.
Narratives of thermodynamics in Angolan textbooks and the conceptualization of their readers [As narrativas de termodinâmica nos livros didáticos angolanos e a conceptualização dos seus leitores1]
by Freitas D.A.
The recent Angolan Educational Law assigns textbooks a central role in the learning process. In the current period of peace and prosperity in Angola, the country looks for an education that goes along with the country's social and economic developments. An education that contributes to scientific and technological innovations in Angolan society, and prepares critical and active citizens. Angola is one of the largest exporters of crude oil in the world, and hence, energy is an important subject to be included in science teaching. Since, in Angola, science teaching is mainly based on textbooks, this study aimed at analysing the thermodynamics approaches provided in physics textbooks. From this analysis, we also aim to infer to what extent textbooks' proposals convey a relationship between scientific knowledge and an individual's standpoint in society on energy. The review of the thermodynamics texts, which took into account the socio-cultural context of their production, revealed that they hold a closed discursive structure, with a focus on conceptual content; and that there is an absence of methodological proposals for promoting divergent thinking. Furthermore, the reader is conceptualized as someone belonging to an elite group, “pre-specialist”, with high “scientific capital”, and intrinsically motivated. © 2021. All Rights Reserved.
Depressive Symptoms among Medical Students: A Cross-Sectional Study of Prevalence and Sociodemographic Determinants in Ghana
by Eugene K. Dordoye
Depression is a global public health burden and affects all populations, especially students. Several studies worldwide have indicated depression among medical students as a significant concern, often leading to adverse effects on their quality of life, training and future practice. As part of academic and clinical training, medical students are usually exposed to daily academic and clinical demands significantly associated with depressive symptoms. In Ghana, where mental health is less prioritised and stigmatised, many citizens, including students, suffer without support. This study aimed at identifying the prevalence of depressive symptoms and associated demographic factors among medical students using a public university’s medical school in Ghana. We selected two hundred thirty-two participants and screened them with the Beck Depression Inventory. The participants were across all the six year-levels of the medical school. The results showed that about 30 % of the students experience moderate to severe depressive symptoms. Also, female medical students experienced significantly higher depressive symptoms (M = 18.69) than male medical students (M = 12.82). Furthermore, students under 25 years of age experienced higher levels of depressive symptoms (M = 16.49) than those 25 years and above (M = 9.52). Besides, fee-paying medical students experienced higher depressive symptoms (M = 16.28) than regular students (M = 11.69). In conclusion, the prevalence of depressive symptoms screened among the medical students in our study was quite alarming. Thus, there is an urgent need to implement various mental health promotion interventions, policies, and stakeholder engagements to address depression among medical students in Ghana. Our findings have implications for research, medical training, and policy. © 2023 by Cherkas Global University All rights reserved.
Exploring the role of gamification in motivating students to learn
by Charles Baah
Using an integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and the Self-Determination Theory (SDT). This study explored university students' motivation to learn through the use of gamification. A quantitative approach was used to obtain data from 60 students who participated in a gamified course utilizing a closed-ended questionnaire. The students were chosen using a random sampling method. Structural equation model (SEM) was used to assess the collected quantitative data. It was revealed through the study that the satisfaction attribute of motivation influences students' engagement in learning whereas attention, relevance, confidence and relatedness do not. This research added to the existing discussion on the use of ARCS and SDT to explain why students are motivated to learn when gamification is used in universities.
Exploring entrepreneurial culture and its socio-cultural determinants: in case of Woldia University graduating students
by Ebabu Engidaw A.
The purpose of this study was to explore entrepreneurial intention and its determinants: in the case of Woldia University graduating students. To achieve its objectives, the study employed a descriptive and explanatory research design, and in the study, a cross-sectional study was conducted through a mixed research approach. The target population of the study was 223 regular first-degree 2018 graduating students of Woldia University, Management Department, and their instructors in the study area. The sample size was 143 respondents. The study result showed that majority of the respondents did not plan to start their own knowledge-based business. This was essentially due to the lack of competence in transforming ideas in to practice and commercializing it to create their own business. Correspondingly, prodigious attention should be given to have an entrepreneurial orientation in the contents and methods of teaching at all levels of education systems primary, secondary, and higher educational institutions and use different awareness-raising mechanisms in the country. © 2021, The Author(s).
Patients' attitudes towards involvement of medical students in their care at university teaching hospitals of three public universities in Uganda: a cross sectional study
by Mwaka, Amos Deogratius
Background Comfort of patients with medical students is important and promotes appropriate clinical reasoning and skills development in the students. There is however limited data in this field in Uganda. In this study, we examined the attitudes and comfort of patients attending care at the medical and obstetrics/gynecology specialties in teaching hospitals of three public universities in Uganda. Methods We conducted a cross sectional study among patients attending care at teaching hospitals for three public universities; Makerere University (Mak), Mbarara University of Science and Technology (MUST), and Gulu University (GU). Logistic regression was used to determine the magnitude of associations between independent and dependent variables. Two-sided p < 0.05 was considered statistically significant. Results Eight hundred fifty-five patients participated in the study. Majority were aged 18 - 39 years (54%, n = 460), female (81%, n = 696) and married (67%, n = 567). Seventy percent (n = 599) of participants could recognize and differentiate medical students from qualified physicians, and had ever interacted with medical students (65%, n = 554) during earlier consultations. Regarding attitudes of patients towards presence of medical students during their consultations, most participants (96%; n = 818) considered involvement of medical students in patients' care as essential ingredient of training of future doctors. Most participants prefer that medical students are trained in the tertiary public hospitals (80%; n = 683) where they attend care. Participants who were single/never married were 68% less likely to recognize and differentiate medical students (aOR = 0.32, 95%CI: 0.22 - 0.53) from other members of the healthcare team as compared with married participants. Participants with university education had 55% lower odds of being comfortable with presence of medical students during consultation compared to those with primary education (aOR = 0.45, 95%CI: 0.21 - 0.94). Participants from MUST teaching hospital had twofold higher odds of being comfortable with presence of medical students compared to participants from Mak teaching hospitals (aOR = 2.01; 95%CI: 1.20 - 3.39). Conclusion Patients are generally comfortable with medical students' involvement in their care; they prefer to seek care in hospitals where medical students are trained so that the students may contribute to their care. Medical students need to introduce themselves appropriately so that all patients can know them as doctors in training; this will promote patients' autonomy and informed decisions.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.