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The interactive classroom: Integration of SMART notebook software in chemistry education
Context-based problem-posing and solving instructional approach and students’ engagement in learning data handling
Ugandan health libraries in the 21st century: key initiatives and challenges
Ugandan health libraries in the 21st century: key initiatives and challenges
by Alison Annet Kinengyere
Keep ReadingThe impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education
Impact of flipped classroom model in increasing the achievement for medical students
Impact of flipped classroom model in increasing the achievement for medical students
by Sourg, Hanadi Abdelgadir Ahmed
Keep ReadingMapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation
Mothers’ education and childhood anaemia in Uganda
A critical examination of factors influencing international students' choice to study in Ghanaian higher educational institutions
Evaluating Engagement and Learning Based on a Student Categorization using STACK, Exam Data, Key Informant Interviews, and Focus Group Discussions
What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach
The interactive classroom: Integration of SMART notebook software in chemistry education
by Abdou L. J. Jammeh
The integration of SMART notebook software was one of the modifications to the teaching and learning environment since the post-coronavirus. Despite the extent of literature about the importance of this software to teaching and learning, there have been conflicting views and an overall lack of intervention in the Gambia regarding its importance in chemistry teaching and learning. Nevertheless, studies conducted about the impact of this software in the Gambia traditionally focused on evaluating regional examination results, where conceptual understanding of qualitative determination and quantitative study of acid-base reactions in the secondary school curriculum are continuous challenging for students. Further, these bodies of evaluation could not present support for the software on chemistry teaching, moreover, on the three domains namely recall, knowledge and application. On this basis, the purpose of the study was to investigate how interactive classrooms could support students’ learning the topics. Through quasi-experimental design and systematic random sampling technique, 314 students were selected and split into two independent groups, the treatment, and the control. The treatment group were taught using interactive learning objects in SMART notebook in conjunction with laboratory experimentation, while the control group mainly conventional teaching methods, including laboratory experimentations. After 24 days of parallel interventions, a non-parametric (Mann-Whitney U test mean rank) statistical test was conducted at a.05 level of significance. The results revealed that students in the treatment group had better knowledge retention and application than their peers in the control group as indicated by a significant difference (p=.001). These results align with the experimental literature and were particularly effective for developing alternate strategies for educating secondary students in chemistry class. © 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Context-based problem-posing and solving instructional approach and students’ engagement in learning data handling
by Tesfaw, Bimerew Kerie
The poor level of engagement in learning mathematics is primarily caused by ineffective methods of instruction. Therefore, the purpose of this study was to investigate how context-based problem-posing and solving instructional approaches influence students’ engagement in learning data handling using a concurrent embedded quasi-experimental non-equivalent pre-test-post-test control group mixed method design. A total of 138 fifth-grade students participated in the study. The data were collected using the Students’ Engagement in Learning Data Handling Scale, interviews, and lesson observation. Quantitative data were analyzed using mean, standard deviation, percentage, paired sample t-test, and ANCOVA. Qualitative data were analyzed thematically. The study found that context-based problem-posing and solving instructional approaches have brought a significant increment in students overall engagement and its entire component’s in learning data handling. Besides, it has been observed that there is a large effect size on overall engagement and cognitive, behavioral, and medium treatment effects on emotional engagement when the context-based problem-posing and solving instructional approaches group is compared to the comparison group. Context-based problem-posing and solving instructional approaches also encouraged students to pay attention, to think in different ways, to create and solve problems, to ask, share, reflect, and work through problems more diligently than before. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Ugandan health libraries in the 21st century: key initiatives and challenges
by Alison Annet Kinengyere
This article is part of a series in this regular feature which looks at new directions in health science libraries. This paper highlights new initiatives aimed at ensuring health libraries can contribute to the development of Uganda in the 21st century and the challenges facing libraries. It stresses that for libraries to be successful they need to form networks and collaborations for resource sharing; take advantage of the benefits of information technology; computerise their library systems; as well as invest in the development of staff. The paper highlights the main challenge facing the library service as inadequate funding both from government for public-funded health libraries and the private sector (for privately funded health libraries). The paper concludes that, despite the bottlenecks brought about by inadequate funding, Ugandan health libraries have taken positive steps to support health research and education, as well as patient care, not just for Uganda, but for the whole of the East African region. J.M. © 2019 Health Libraries Group
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education
by Essel, Harry Barton
Chatbot usage is evolving rapidly in various fields, including higher education. The present study's purpose is to discuss the effect of a virtual teaching assistant (chatbot) that automatically responds to a student's question. A pretest-posttest design was implemented, with the 68 participating undergraduate students being randomly allocated to scenarios representing a 2 x 2 design (experimental and control cohorts). Data was garnered utilizing an academic achievement test and focus groups, which allowed more in depth analysis of the students' experience with the chatbot. The results of the study demonstrated that the students who interacted with the chatbot performed better academically comparing to those who interacted with the course instructor. Besides, the focus group data garnered from the experimental cohort illustrated that they were confident about the chatbot's integration into the course. The present study essentially focused on the learning of the experimental cohort and their view regarding interaction with the chatbot. This study contributes the emerging artificial intelligence (AI) chatbot literature to improve student academic performance. To our knowledge, this is the first study in Ghana to integrate a chatbot to engage undergraduate students. This study provides critical information on the use and development of virtual teaching assistants using a zero-coding technique, which is the most suitable approach for organizations with limited financial and human resources.
Impact of flipped classroom model in increasing the achievement for medical students
by Sourg, Hanadi Abdelgadir Ahmed
Background: Over the past few years, there has been a parallel development in the use of the internet and technology for teaching purposes. The Flipped classroom model (FCM) used by the instructor aims at spending more time interacting with students rather than lecturing them. There are very few studies about the effectiveness of FCM on student performance and perception as compared to the traditional lecture in colleges of medicine. This study evaluates the effectiveness of the FCM on the academic achievement of students in terms of increased performance and perception as compared to the traditional lecture the medical students in Al-Neelain University-Sudan. Method: This case-control study compares using (FCM) in the medical students at Al-Neelain University and the traditional lecture and its effect on students’ academic achievement. The students were randomly assigned into two groups (A & B), flipped classroom group A (30 students as a test), and traditional classroom group B (33students as control). Major outcome indexes were pretest and posttest results used for students’ academic achievement performance assessment and a questionnaire used for student perception evaluation about the FCM. Finally, statistical analysis was performed using SPSS programs. Results: Although the pretest and posttest scores showed highly statistically differences within each group (A&B) with P<.000, when comparing the pretest and posttest scores of the studied groups showed that, there were no statistically significant differences between the pretest and posttest scores between them with P=0.912 and 0.100 respectively. However, more than 80% of participants were satisfied with using a flipped classroom. While more than 90% of students were more motivated to learn in flipped classrooms meeting learning targets when they used FCM. Conclusion: There was a positive student perception towards using the FCM, despite no significant effect of FCM on medical students’ academic achievement. © 2023, The Author(s).
Mapping SS1-3 chemistry teachers’ interest, self-efficacy, and literacy in teaching for creativity using simulation
by Cecilia Obi Nja
The purpose of this article was to analyze chemistry teachers’ interest, literacy, self-efficacy, teamwork, and creativity in the use of simulation teaching of concepts in chemistry to enhance students’ creativity skills. A descriptive and exploratory quantitative design was used in the study. The study used 150 serving chemistry teachers from the Calabar education zone public education system. A 29-item questionnaire was employed to gather data from respondents. Independent t-test, regression, and a 2-way analysis of variance were used for data analysis. Results obtained indicated high levels of teachers’ interest, literacy, self-efficacy, and teamwork in the utilization of simulation strategy in teaching chemistry concepts. Results of a 2-way analysis indicated that teachers’ age and years of experience influence teachers’ self-efficacy, teamwork, and creativity. It was recommended among others that serving teachers’ interest in the use of simulation is encouraged to support their learners’ instructional activities in a simulated classroom. Copyright © 2022 Nja, Ukwetang, Orim, Cornelius-Ukpepi and Ndifon.
Mothers’ education and childhood anaemia in Uganda
by Buyinza, Faisal
This article employs ordered probit to examine the effect mother’s education and other socio-economic and community factors on the prevalence of childhood anaemia in urban and rural areas and severity of anaemia in Uganda using the Uganda Demographic and Health Survey. In Uganda, 53% of children aged 6–59 months suffered from some degree of anaemia, with 24% being mildly anaemic, 27% moderately anaemic, and 2% severely anaemic (UDHS, 2016). Anaemia has substantial negative effects on the health and economic wellbeing of nations and communities. The study findings indicate that mother’s education attainment and the partner’s schooling and socio-economic factors are important in explaining the prevalence of childhood anaemia in Uganda. The major implication of these results is that raising women’s education improves their economic opportunities, and the behavioural responses and this can greatly improve children’s health outcomes in terms of low prevalence of childhood anaemia. © 2024 Government Technical Advisory Centre (GTAC).
A critical examination of factors influencing international students' choice to study in Ghanaian higher educational institutions
by Gifty Oforiwaa Gyamera
Recently, many Ghanaian universities have made considerable efforts to reposition themselves in the global space to attract international students. Although there have been some gains, the universities continue to attract a relatively lower number of students. We argue the need to critically examine the factors which motivate international students' choice of study destinations to enhance the relevant approach and experience for them. Utilising a postcolonial approach and drawing on data from two Ghanaian institutions, this paper critically examines international students' motivation to study in Ghana. The findings indicate that colonial legacies continue to characterise international students' motivations. There is a need for institutions to create their niche and also provide relevant socio-cultural space to enhance students' experiences. Global universities should cast off their negative perceptions of African universities and should provide greater and broader opportunities for their students to engage with these universities in their study-abroad programmes.
Evaluating Engagement and Learning Based on a Student Categorization using STACK, Exam Data, Key Informant Interviews, and Focus Group Discussions
by Juma, Zevick Otieno
Systems for Teaching and Assessment using Computer Algebra Kernel (STACK) is a computer-aided assessment plug-in for the Moodle learning management system that provides sophisticated tools for student assessment in mathematics and related disciplines, with emphasis on formative assessment. In the last four years, IDEMS international has supported the School of Mathematics at Maseno to integrate STACK and use it in the teaching, learning, and assessment of undergraduate students in nine courses. One of the courses was “Introduction to Complex Analysis’’, a third-year course shared by students taking mathematics-related programs from different faculties within Maseno. This paper reports on an evaluation of learner behavior in the Complex Analysis course using data from the STACK weekly quizzes done in that course, the final exam, 20 key informant interviews, and 4 focus group discussions © 2022,International Journal of Emerging Technologies in Learning. All Rights Reserved.
What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach
by Chinyere Augusta Nwajiuba
The purpose of this study is twofold. First, it identifies the extent to which Nigerian higher education institutions (HEIs) enable the development of graduate skills and employability. Second, it outlines the roles of the major stakeholders in higher education and suggests ways to improve graduates’ knowledge, employability and skills. The study is based on a qualitative design incorporating interviews with representatives of public and private organizations, education agencies and members of non-governmental organizations in Nigeria. The data were analysed thematically to ascertain the perceptions of key stakeholders. The findings reveal that there is a minimal collaboration between HEIs and industry and many HEIs in Nigeria lack the necessary pedagogy, funding and infrastructure to carry out the teaching of employability skills. Several practical and policy implications arise from the study regarding improving graduate employability in Nigeria – in particular, the need to create a culture and environment that are conducive to HEI–industry–government collaboration and the need to design the curriculum to enable the teaching of employability skills. © The Author(s) 2020.
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