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Teachers' perspectives on the implementation of teenage mothers' school re-entry policy in Eswatini Kingdom: Implication for educational evaluators
By Ugwuanyi, CS
Introduction In the global context, there have been high records of teenage girls drop out in schools than teenage boys. This ugly occurrence is attributed to teenage pregnancy and little or no concerns have been given to the school re-entry policy for such category of students especially in the Eswatini Kingdom, Swaziland. Thus, this study explored the perceptions of teachers regarding the implementation of the teenage mothers' school re-entry policy in the Manzini region of Eswatini. Method A qualitative research approach was adopted for the study using a sample of 15 participants. Data collection instrument a semistructured interview guide. Qualitative data were thematically analyzed. Results The findings indicated a lack of awareness and understanding of both the policy and its guidelines among participants. The results further showed that the implementation of the re-entry policy is crucial if a teenage pregnant girl child's education is to be realized in Eswatini. Conclusion Without proper implementation of such a policy, the affected girls could end up, uneducated and poor. Thus, educational evaluators should come up with appropriate policy documents for girl child.
Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching
By Ugwu, GC
Owing to the prevalence of mental health issues among Nigerian in-school children, the effect of Rational Emotive Behavior Therapy's (REBT) efficacy on depression management among children with learning disabilities (LD) in inclusive classrooms in Nigeria was explored. Using a sample of 48 children with LD, the researchers conducted true experimental research. The participants were randomised into experimental (n = 24) and control (n = 24) groups. The Wide Range Achievement Test and Children's Depression Inventory were used as instruments for the study. The intervention program lasted for approximately 3 months. Data were quantitatively analyzed using analysis of variance of a special case. Hypotheses were tested at a 0.05 level of significance. It was therefore revealed that the level of depression of the participants who were exposed to CBT decreased significantly at posttest and follow-up measures than those who were not so exposed. Thus, REBT is very effective in reducing the level of depression among children with learning disabilities.
Factorial validation of sense of community scale using Nigerian mathematics, science, and social science education students: Implication for educational administrators and evaluators
By Ugwuanyi, CC
The ugly occurrences of security breaches have made the Nigerian populace to be leaving in fear. The most affected are the teaming adolescents of the school-age who may not have a good sense of their community. Thus, this study carried out the factorial validation of a 36-item sense of community scale (SoCS) developed by Cicognani et al. since no such study exists in Nigeria. The instrument was adopted and validated. A sample of 357 students in South East Federal Universities, Nigeria, was used for this study using a simple random sampling technique. The instrument's factorial validation was conducted by subjecting the data obtained to factor analysis to determine its validity and reliability. Besides, the principal component matrix with varimax rotation was used to carry out the exploratory and confirmatory factors analyses, while the root mean square error of approximation (RMSEA) and confirmatory factor index (CFI) were used to determine the data model fit. Findings of the study showed that SoCS demonstrated good reliability (0.89) and model fit (RMSEA = 0.041, CFI = 0.951) in the Nigerian context. SoCS is a reliable scale for measuring the in-school adolescents' sense of community.
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