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The effect of blended learning on mathematics cognitive demand and cognitive load in learning calculus of several variables at universities in Tigray, Ethiopia
Bullying in schools: prevalence, bystanders' reaction and associations with sex and relationships
Dialogue and subject positioning in pedagogical practice: the academic literacies classroom in a Ghanaian University
Effects of using a video-clip instructional strategy on students’ performance in a computer networking course
Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana
Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana
by Adarkwah, Michael Agyemang
Keep ReadingEffects of peer-editing on L2 writing achievement among secondary school students in Ethiopia
Knowledge, Attitude, and Practice of Teachers and Laboratory Technicians toward Chemistry Laboratory Safety in Secondary Schools
Perceptions of technology integration in algebra instruction among pre-service mathematics teachers: a case study in the Upper East region of Ghana
Water Management Education in the East African Region: A Review of the Challenges to Be Addressed
Covid-19 and the virtual classroom conundrum in Zimbabwean universities
Covid-19 and the virtual classroom conundrum in Zimbabwean universities
by Muchabaiwa, Wonder
Keep ReadingEfficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia
Cultural beliefs versus professional health training: implications for healthcare delivery to persons living with intellectual disabilities in Ghana
Fostering formative assessment: teachers’ perception, practice and challenges of implementation in four Sudanese medical schools, a mixed-method study
Student engagement in public universities in Ethiopia: University students’, instructors’, and officials’ perspectives
Entrepreneurial intent among prospective graduates of higher education institution: an exploratory investigation in Kafa, Sheka, and Bench-Maji Zones, SNNPR, Ethiopia
The first francophone africa online master degree course in health promotion: Key features and perspectives
The Role of Development Oriented Non-Governmental Organizations in Creating Shared Value in the Educational Sector of Ghana: The Mediating Role of Basic Needs
The influence of course experience, satisfaction, and loyalty on students’ word-of-mouth and re-enrolment intentions
The Efficacy of the Development Studies Programme in Zimbabwe’s Development Work
The Efficacy of the Development Studies Programme in Zimbabwe’s Development Work
by Muzorewa, Terence Tapiwa
Keep ReadingAn assessment of factors underlying adaptive behavior in adolescents at private schools in Omdurman locality
An assessment of factors underlying adaptive behavior in adolescents at private schools in Omdurman locality
by Ibrahim Abdelrahim Ibrahim Humaida
Keep ReadingCreating eco-consciousness from the perspective of students: an assessment of the level of environmental literacy among students in Kumasi
Inclusive values and pedagogies needed by business studies’ teachers for effective inclusive education in secondary schools
COVID-19 AND LEARNERS WITH DISABILITIES: TOWARDS DIVERGENT PRAXIS IN TEACHER PREPARATION FOR EQUITY AND EPISTEMIC JUSTICE
The influence of differentiated instruction on the academic performance of mathematics students in universities
Public Relations Management in Higher Education Institutions: A Case Study of Ghana
Public Relations Management in Higher Education Institutions: A Case Study of Ghana
by Anani-Bossman, Albert
Keep ReadingThe effect of blended learning on mathematics cognitive demand and cognitive load in learning calculus of several variables at universities in Tigray, Ethiopia
by Geberkidan, Esayas Weldetinsae
The overall objective of this study was to examine the effect of blended learning on improving students’ mathematical cognitive demand and their extraneous and germane cognitive load in learning calculus of several variables. Guided by constructivist and cognitive load theories, a quasi-experimental design was conducted in three public universities. A total of 67 second-year undergraduate mathematics students participated for 4 months. The study used a mixed research method with social constructivism augmented by pragmatism. Data were analysed using analysis of co-variance procedure and thematic analysis and discussed using both quantitative and qualitative methods. The findings revealed that the treatment group students’ mathematical cognitive demand (treatment (TG1) (M = 70.9, SD = 10.8) and treatment (TG2) (M = 69.3, SD = 20.5) were significantly higher than the posttest scores of students in the comparison group in CG (M = 58.8, SD = 13.5), (p = 0.00)) with effect size of 0.25. Moreover, their germane cognitive load had improved and extraneous cognitive load reduced significantly compared to the comparison group. To conclude, mathematics cognitive demand can be improved with blended learning. These findings imply that blending mathematics instruction in higher education institutions is useful to policymakers. The finding also revealed that cognitive load was found a negative and significant predictor of mathematics cognitive demand. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Bullying in schools: prevalence, bystanders' reaction and associations with sex and relationships
by Eijigu, TD
Background Bullying and peer victimization are the most pressing social problems affecting the wellbeing of children and adolescents. This study attempts to estimate the prevalence and examine the association of bystander's sex, her/his relationship with the victim and with the bully, and bystander's reaction to school bullying in East Gojjam Administrative Zone, Ethiopia. Methods This study followed an explanatory mixed-method study design. For the quantitative phase, 612 participants were selected using multistage cluster sampling techniques and for qualitative phase, 18 participants were selected using purposive sampling technique. We used self-reported questionnaires and semi-structured interviews to collect data from students attending grades 7, 8, 9, and 10. Results This study revealed that 55% of bystanders remained passive while 38% of them defended the victim upon witnessing bullying incidents. Pearson Chi-Square test for independence indicated a significant association between bystanders' relationship with the victim and/or bully, and bystanders' reaction. In contrast, sex has no significant association with bystanders' reaction. The semi-structured interview data also suggested that large number of bystanders most often stood by passively while some of them defended the victim. Conclusion The practice of defending among students attending their education in governmental primary and secondary schools in East Gojjam Administrative Zone was low. Close social relationships (being close friends, relatives, and classmates) with the victim and bully were significantly associated with the practice of defending.
Dialogue and subject positioning in pedagogical practice: the academic literacies classroom in a Ghanaian University
by Alimsiwen Elijah Ayaawan
The importance of academic literacy acquisition through enculturation in higher education is self-evident. Important within the processes of enculturation is how interactants are positioned. This study examines how interactants within the writing classroom of a higher education institution in Ghana are positioned through dialogue. Data for this study are recordings of lectures of a mandatory undergraduate programme. The study indicates that though there are attempts to position the student as an active and equal participant within the writing classroom, the instructor still emerges as dominant participant. It also establishes that the pedagogical practices of the classroom adopt strategies such as peer deliberations, and epistemic discovery to help foster personal agency development in the student. It concludes that the academic literacies model has not informed what goes on in the literacies classroom of the institution. The study recommends that the enculturation processes will have to adopt a more critical approach. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Effects of using a video-clip instructional strategy on students’ performance in a computer networking course
by Chijioke Jonathan Olelewe
This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students’ performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of.79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study’s findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners. © 2023 Technology, Pedagogy and Education Association.
Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana
by Adarkwah, Michael Agyemang
Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments. © The Author(s) 2024.
Effects of peer-editing on L2 writing achievement among secondary school students in Ethiopia
by Sirak Sahle
Although the effects of peer-editing techniques have been studied from a variety of perspectives, the results when applied to second- or foreign-language students’ writing performance are rarely favorable. The current study looked into the effect of peer-editing on the writing achievement of L2 learners. To achieve the goal, data were collected using a quasi-experimental design. The study’s 11th grade participants were divided into two groups using simple random sampling. One of the participant groups was an experimental group that attended L2 writing lessons with peer-editing, while the other group was a control group that was allowed to continue the lesson as usual. Over the course of five weeks, two very different groups received sixteen hours of instruction. A pre- and post-test was given to both groups. The data collected through the writing test was analyzed using the independent sampling t-test and MANOVA. Although there were no statistically significant differences between the two groups in the pre-test results, the post-test results revealed a statistically significant difference at α = 0.05 level. The findings of this study indicated that, when compared to high school students who received writing instruction in a controlled group, those who learned writing achievements through the peer-editing pedagogical strategy improved their writing achievement. These findings add to our understanding of how peer-editing affects the outcomes of L2 writers. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Knowledge, Attitude, and Practice of Teachers and Laboratory Technicians toward Chemistry Laboratory Safety in Secondary Schools
by Hussein, Beshir A.
Accidents occur in laboratories due to a lack of proper knowledge regarding laboratory safety measures, perilous attitudes, and unacceptable laboratory practices. This study assessed the chemistry laboratory safety knowledge, attitude, and practice (KAP) of teachers and laboratory technicians in secondary schools of South Wollo, Ethiopia. The sample included 300 chemistry teachers and 76 laboratory technicians selected using stratified random sampling technique. Data were collected using academic achievement test, questionnaires, observational checklists, and document analysis. The findings revealed that knowledge of teachers and laboratory technicians was scored as moderate (57.08%) and good (60.28%), respectively. The attitude of teachers was good (62.59%) and that laboratory technicians was excellent (71.55%). However, the practices of laboratory safety among teachers and laboratory technicians were inadequate. The cumulative percentage of teachers (45.37%) and laboratory technicians (48.59%) indicated that the practice of chemistry laboratory safety in respective schools was very poor and below the standard level. The practice of personal protective equipment and waste management was not properly implemented in the schools, and no adequate individual safety training was arranged for teachers and laboratory technicians. Safety equipment was not sufficiently available, and emergency exits were not clearly marked. The statistical t test indicated that teachers' KAP was not significantly different from laboratory technicians. Finally, the study recommended possible remediating strategies such as cooperative lab work, audio-visual based interventions, prepare standardized laboratory manual, formulating chemical inventory and inspection groups, updated chemical safety education and training, and fulfillment of safety equipment to promoting a stronger laboratory safety culture in secondary schools.
Perceptions of technology integration in algebra instruction among pre-service mathematics teachers: a case study in the Upper East region of Ghana
by Essuman, Stanley Appiah
The study examines pre-service mathematics teachers’ perceptions of the integration of technology into algebra education. With the growing emphasis on technology in education, it is crucial to understand how pre-education teachers see technology and engage in it when teaching mathematics. The research aims to gain a view of their beliefs, attitudes, and experiences regarding the integration of technology into algebraic teaching, and the advantages and challenges they experience in implementing them. The study adopted the quantitative approach to research and a descriptive survey design. The purposive sampling technique was used to sample 73 respondents for the study. Descriptive and inferential statistics were used to analyze the data. The findings highlight that preservice mathematics teachers in the Upper East Region of Ghana have a strong and positive perception about technology integration and this perception does not differ by age. The study further revealed that the factors that strongly influence their perception are teacher education programs, self-efficacy, prior experience and their attitude. The results of this research can inform teacher training programs and professional development initiatives and provide valuable insights into the preparation and support required for pre-education teachers to effectively integrate technology into algebraic instruction. By understanding and addressing the views of pre-service teachers, educational stakeholders can improve their ability to use technology as a teaching tool, which will encourage more interactive and effective algebra education in the digital age. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Water Management Education in the East African Region: A Review of the Challenges to Be Addressed
by Hilary Bakamwesiga
Increased urbanisation coupled with inadequate awareness of the public on the issue of freshwater resource management has affected the use and the availability of freshwater resources in urban areas of Uganda, Kenya, and Tanzania. Lake Victoria has been the clearest example, with the water level decreasing 0.005 m/year from 1993 to 2016 causing an overall drop of 0.115 m. In order to develop sustainable methods for addressing these issues, this paper critically reviews the different legal frameworks used in each country (Uganda, Kenya, and Tanzania) adopted to manage the water resources and identifies the challenges faced by each legal framework applied. It also analyses the education systems implemented within these three nations to educate students at various levels about water resources and identifies the challenges involved in each system. Finally, suggestions are made for future research to be conducted to obtain specific benefits for better management of water resources in East Africa. © 2023 by the authors.
Covid-19 and the virtual classroom conundrum in Zimbabwean universities
by Muchabaiwa, Wonder
Whilst the virtual classroom has become the most tenable alternative to address educational needs under the circumstances of the Covid-19 crisis, most universities in Zimbabwe have been found wanting-lacking responsive information communication technology (ICT) infrastructures and techno-savvy human capital. This exploratory study employed in-depth telephone interviews with five purposively sampled deans, lecturers, and disadvantaged students-one each from each of five universities (three state, and two private). Forty more students for five focus group discussions were selected through stratified random sampling. Our study adopted a qualitative approach to collect, present, and analyse data. The key finding was that Covid-19 has certainly amplified the digital divide and preexisting inequalities in institutions of higher education, particularly in developing nations like Zimbabwe. Further, the study revealed that a techno-based curriculum delivery approach becomes discriminatory and intensifies social exclusion because some students living in poverty struggle to access the e-learning resource materials. In Zimbabwe, the situation has become dire and complicated because of the economic meltdown prevailing in the country. Universities as service institutions are thus encouraged to invest heavily in ICT infrastructure, and the government to subsidise the cost of internet bandwidth and data
Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia
by Mwinsa, Grant M.
Background: The most effective indigenous games well known to pre-schoolers must be used in schools, given the significance of literacy and numeracy abilities in children’s future educational prospects and successes. Aim: The goal of this article was to determine the efficacy of indigenous games in promoting literacy and numeracy skills among preschool children. Setting: Ten teachers were selected from the four rural selected schools in Zambia with Early Child Education (ECE) centres. Methods: The article used a participatory action research design with a purposive sampling technique. The researchers used interviews and participatory observations to collect data. Results: The study found that indigenous games, when used effectively, can have the potential to promote the child’s literacy and numeracy skills, even though some teachers found them challenging to execute. The study adopted a thematic analysis approach to analyse a set of data and search for patterns in its interpretation to identify themes. Conclusion: The study has shown that indigenous games have many benefits for pre-schoolers’ learning. The study recommends that teachers should attend intensive continuing professional development (CPD) workshops and seminars to gain the knowledge and abilities necessary to effectively and suitably teach ECE learners pertinent skills through traditional games. Parents should be involved in teaching traditional games. Besides, the curricula of universities and colleges of education should include instructions in indigenous games for teacher preparation. Contribution: Research on the use of indigenous games in promoting the acquisition of literacy and numeracy skills in Zambia is limited, hence this enquiry. © 2024. The Authors.
Cultural beliefs versus professional health training: implications for healthcare delivery to persons living with intellectual disabilities in Ghana
by Odongo Attoh, Douglas
Background: In most African countries, disability is explained by cultural beliefs. This has implications for healthcare delivery for persons with intellectual disabilities. Methods: With the aid of a qualitative approach, we explore the interplay between cultural beliefs and the training of health professionals and their implications for the healthcare delivery to persons living with intellectual disabilities in the Asokwa and Oforikrom Municipalities. Findings: Findings revealed that cultural beliefs about intellectually disabled people include the idea that their facilities are forbidden and that pregnant women who pass by them may have a child with a disability. Further, health professionals received little intellectual disability training. As a result, healthcare professionals lack knowledge of the needs and care of this group. Conclusion: This study recommends that professionals should take comprehensive intellectual disability courses in training schools. Also, health professionals should attend periodic workshops on the range of intellectual disabilities to raise awareness of their needs and care. © 2023 Australasian Society for Intellectual Disability, Inc.
Fostering formative assessment: teachers’ perception, practice and challenges of implementation in four Sudanese medical schools, a mixed-method study
by Almahal, Elaf Abdulla
Formative assessment (assessment for learning) enhances learning (especially deep learning) by using feedback as a central tool. However, implementing it properly faces many challenges. We aimed to describe the perception of medical teachers towards FA, their practice, challenges of implementing FA and present applicable solutions. A mixed-method, explanatory approach study was applied by administering a validated questionnaire to 190 medical teachers in four medical schools in Sudan. The obtained results were further studied using the Delphi method. Quantitative analysis revealed that medical teachers perceived their grasping of the concept of FAs and their ability to differentiate formative from summative assessments as very well (83.7%) and (77.4%), respectively. However, in contradiction to the former results, it was noteworthy that (41%) of them mistakenly perceived FA as an approach conducted for purposes of grading and certification. The qualitative study defined the challenges into two main themes: lack of understanding of formative assessment and lack of resources. Medical teachers’ development and resource allocation were the main recommendations. We conclude that there is misunderstanding and malpractice in implementing formative assessment attributed to the lack of understanding of FA as well as the lack of resources. We as well present suggested solutions derived from the perception of the medical teachers in the study and evolved around three approaches: faculty development, managing the curriculum by allocating time and resources for FA, and advocacy among stakeholders. © 2023, The Author(s).
Student engagement in public universities in Ethiopia: University students’, instructors’, and officials’ perspectives
by Minaye, Abebaw
Student engagement is conceptualized differently in different contexts and educational levels. The conception of student engagement in the Ethiopian context is not well established. To examine conceptions and practical experiences related to student engagement, we conducted a qualitative study of university students, instructors, and officials. Using topic guides prepared for this purpose, we carried out focus group discussions with 84 students (8 FGDs). In addition, 40 instructors and 20 officials were interviewed using a semi structured questionnaire. Perspectives of participants were analyzed using a codebook approach to thematic analysis. The findings indicated that conceptions of engagement span from studying for examination to involvement on non-academic activities such as participating in clubs. In terms of the level of engagement, participants believe that the overall status of student engagement is not satisfactory. In connection with this, the facilitators of and barriers to student engagement were identified. Among the facilitators, good laboratory and library resources, instructional methods, tutorials and friendly university environments and policies are worth mentioning. The major barriers to student engagement are grouped under macro, meso and micro levels, such as the political and economic situation of the country, the declining value for education, placement in universities and excessive social media use. The study contributes to policymakers, researchers, and practitioners working on higher education, specifically on ways of improving the engagement levels of public university students. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Entrepreneurial intent among prospective graduates of higher education institution: an exploratory investigation in Kafa, Sheka, and Bench-Maji Zones, SNNPR, Ethiopia
by Edomgenet Hiba Issa
The purpose of this paper is to present results of an exploratory study conducted on entrepreneurial intent among graduating class students of higher education institutions in Kafa, Sheka, and Bench-Maji Zones, Southern Nation Nationalities Peoples’ Region (SNNPR), Ethiopia. The research design of the study was a cross-sectional survey design where relevant data were collected through questionnaires from a sample of 347 University and Technical and Vocational Education and Training (TVET) College graduating class students. The data were analyzed using both descriptive statistics (bar graph and pie chart) and inferential statistics (chi-square goodness-of-fit test, independent samples t test, and one-way between-group analysis of variance). The study found out that among prospective graduates of higher education institutions in the study area, only 45.4–50.6% had low, 24–33.7% had moderate, and 18–25% had a high level of entrepreneurial intent. The study also showed that the level of higher education, prior experience of self-employment, and the chance of taking extracurricular entrepreneurship courses were the three demographic and other distal variables that explained the difference in entrepreneurial intent among the study population. The study, however, showed gender, the chance of taking entrepreneurship courses as part of curriculum, college, department, parent’s occupation, and level of education had no statistically significant association with entrepreneurial intent of the study population. The study is expected to hold relevant inputs to politicians and national policy-makers, the Ministry of Science and Higher Education, entrepreneurial intent researchers, and model developers. © 2020, The Author(s).
The first francophone africa online master degree course in health promotion: Key features and perspectives
by David Houéto
Africa faces particular challenges in delivering health promotion interventions that will make a difference to people's lives and address huge health challenges of communicable and noncommunicable disease. In that region, there is a lack of an established human resource for health promotion with a lack of training and career progression institutions in that field. Francophone countries are more affected by this lack of competent human resources in health promotion. This chapter describes an online Master degree course in Francophone Africa started in collaboration with some other training institutions and professional associations in health promotion. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.
The Role of Development Oriented Non-Governmental Organizations in Creating Shared Value in the Educational Sector of Ghana: The Mediating Role of Basic Needs
by Abdul-Aziz Ibn Musah
This paper employed a structural equation modeling technique to investigate how Development Oriented Non-Governmental Organizations (DONGOs) could complement government efforts through the concept of shared value creation in the educational sector of Ghana. To address this objective, we analyzed whether DONGOs could create shared value by pursuing both social and economic objectives and also how the growing basic needs of education could influence these relationships. The study concluded that basic needs fully mediate social value to shared value and partially mediate economic value to shared value. Moreover, the study revealed that economic value to shared value creation is statistically significant and also demonstrated a positive and significant relationship between social value and shared value. The results further indicate that basic needs have a positive and significant relationship with shared value. © 2019, International Society for Third-Sector Research.
The influence of course experience, satisfaction, and loyalty on students’ word-of-mouth and re-enrolment intentions
by Rehman, M.A.
Universities, particularly cash-strapped, expect their students to re-enrol for postgraduate studies after the successful completion of their undergraduate studies. For two decades, Zimbabwean universities have been operating in resource-constrained settings. The current research examines the effect of course experience, satisfaction, and loyalty on word-of-mouth and re-enrolment intentions of students in the higher education context. Data were collected through a survey questionnaire from a conveniently selected sample of 299 final year bachelor students at five reputable Zimbabwean universities. Partial Least Squares Structural Equation Modelling was employed for data analysis. The results were all supported by the hypothesised interrelationships of latent variables. In predicting the sending of word-of-mouth communication and re-enrolment intentions for postgraduate studies, course experiences, satisfaction and loyalty were considered significant. The results of this study are crucial in the development of strategies designed to attract and retain students for postgraduate studies. The pathway to student re-enrolment intentions through satisfaction, course experiences, loyalty and word-of-mouth communication, stands out as this study’s contribution. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
The Efficacy of the Development Studies Programme in Zimbabwe’s Development Work
by Muzorewa, Terence Tapiwa
The article analyses the impact of the development studies (ds) programme at Zimbabwean higher education institutions on development work in Zimbabwe. It describes how development studies became one of the most popular subjects in the humanities, offered by more than 10 universities and colleges in Zimbabwe. More than two decades later, there is convincing evidence that the programme’s influence on the development sector in Zimbabwe is diminishing. The article contends that the programme has been essential in sparking policy debates and incubating development theory among students and academics. However, the discipline has provided little in terms of actual practice and expertise in development work and community implementation. Therefore, development studies in Zimbabwe is an academic discipline with limited relevance to community development on the ground. This research is qualitative in nature. Qualitative data collected using purposive sampling is used to illustrate the rise of the discipline and its disparate effects on development activities in Zimbabwe. The article recommends a revision of the ds curriculum so that it fits the practical requirements for development work in Zimbabwe. © Terence Tapiwa Muzorewa et al., 2024.
An assessment of factors underlying adaptive behavior in adolescents at private schools in Omdurman locality
by Ibrahim Abdelrahim Ibrahim Humaida
This research aimed at assessing factors affecting the level of adaptive behavior among adolescents at private secondary schools in Omdurman locality. To achieve that aim, the descriptive qualitative approach was adopted, the sample consisted of (100) males were selected purposively from private secondary schools at El fatehab area. The instrument was a questionnaire measuring adaptive behavior designed by the researcher, and it was both reliable and valid. Statistical tests from (SPSS) were accordingly employed such as: one-sample t-test, qui-square, and Alpha Cronbach formula. The results yielded that adolescents at private secondary schools in Omdurman were characterized with high level of adaptive behavior, in addition to there was significant relationship found between stable home and adaptive behavior of adolescents. These results were discussed, and this research was concluded by recommendations and suggestions for further studies.
Creating eco-consciousness from the perspective of students: an assessment of the level of environmental literacy among students in Kumasi
by Stephen Appiah Takyi
Environmental problems such as climate change, biodiversity loss, water pollution, and land degradation resulting from human activities, continue to intensify in Ghanaian cities. Some schools of thought have attributed this to the low level of environmental literacy among people; thus, calling for environmentally literate citizens, particularly students, who would understand their interactions with the environment, have positive environmental behaviour and can make informed decisions to resolve current and future environmental problems. This paper sought to assess the level of environmental literacy, based on four components - environmental behaviour, environmental affect (attitudes and sensitivity), and cognitive skills - among 354 Junior and Senior High School students in Kumasi. The results of the paper showed that students generally have a moderate level of environmental literacy on environmental issues, with males displaying significantly higher knowledge, environmental affect and cognitive skills than the female students. Younger students had higher pro-environmental environmental behaviour than older students. Several challenges were further outlined to impede efforts in promoting environmental literacy among students. Notable among them were inability of students to appreciate nature by visiting natural areas, and inadequate resources and logistics, among others. The study concludes that schools’ curricula alone cannot promote environmental literacy, but requires other extra-curricular activities such as television programmes as a complementary teaching method. Again, in order to develop environmentally literate students, authorities should implement a comprehensive, well supervised environmental literacy programmes in schools and challenge students to embark on environmental projects to make them agents of sustainable environment. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Inclusive values and pedagogies needed by business studies’ teachers for effective inclusive education in secondary schools
by Onyesom M.
Inclusive education as a global phenomenon in the 21st century is becoming an acceptable approach for the training of children with less ability. Programs for teachers’ education all over the world are seeking innovative values and pedagogies to ingrain teachers with for its implementation. It is on this premise that this research was conducted to determine the inclusive values and pedagogical strategies needed by business studies’ teachers for effective practice of inclusiveness in secondary schools. The study utilized survey design for data collection and it was guided by two research questions and two null hypotheses. The study’s population consisted of 54 lecturers of special education in tertiary institutions in Delta State, Nigeria. Data for the study were generated with a questionnaire and the questionnaire was scrutinized by three professional experts to enhance its validity. Data obtained from the field were analyzed with mean statistic and standard deviation in respect of the research questions while t-test was used to test the null hypotheses. The results of the study showed that business studies teachers need inclusive values such as patience, tolerance, fairness, equality, empathy, affection, confidence, trust, passion and respect as well as pedagogies such as encouraging peer-assisted learning, providing individualized attention and approach for effective inclusive education in the class rooms. No significant differences were found in the mean responses of participants based on their academic attainment and years of work experience on the inclusive values and pedagogies needed by business teachers for effective practice of inclusion. The study therefore concluded that inclusive values and pedagogies were strongly needed and should be acquired by business studies teachers for effective inclusive education in secondary schools. © 2021 Conscientia Beam. All Rights Reserved.
COVID-19 AND LEARNERS WITH DISABILITIES: TOWARDS DIVERGENT PRAXIS IN TEACHER PREPARATION FOR EQUITY AND EPISTEMIC JUSTICE
by Adigun, O. T.
Emergence of COVID-19 further exposed educational inequalities and epistemic injustices experienced by learners with disabilities (LwDs). COVID-19 presents additional challenges for teachers and LwDs whose life and active learning engagements depends largely on social interaction. While the lockdown persisted, teachers of LwDs became anxious about potential relapse of previously gained learning outcomes and aggravated disabling condition. Unfortunately, there seem to be less teachers' capacities to continually foster learning among their LwDs during the lockdown because there exist low teachers' morale and pedagogical gaps for digital teaching. Based on current realities, it is evident that there is need for a paradigm shift in teacher preparation and training towards equity and epistemic justice for LwDs. Hence, this intellectual piece advanced the need to modify the existing teacher education curriculum to extensively build on teachers' morale while it consciously infuses technological pedagogies in preparation programmes of teachers of LwDs in Africa.
The influence of differentiated instruction on the academic performance of mathematics students in universities
by Rudhumbu, Norman
Differentiated instruction (DI) is a teaching approach which seeks to ensure that lecturers in universities understand and respond to the different learning needs, interests and abilities of each of their students to be able to come up with teaching experiences and tasks that improve and make learning effective. The purpose of the study therefore was to establish whether there were differences in the academic performance of students taught using DI and those taught using traditional methods at a selected open university in Zimbabwe. The results showed significant differences in the academic performance of students taught using DI and those taught using traditional methods, with those students taught using DI performing much better academically. The results further showed that there was no significant academic performance differences between male and female students taught using DI. These results have implications on theory and practice with regards to the teaching of academically diverse mathematics students in universities. Copyright © 2023 Inderscience Enterprises Ltd.
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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