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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.
The 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.
Predicting multidimensionality of mathematical creativity among students: Do mathematics self-efficacy, attitude to mathematics and motivation to mathematics matter?
By Ovat, Sylvia Victor
Mathematical creativity is the focus of most curriculum in that students with this ability are prone to solving problems in society from a multidimensional perspective. However, studies of this nature, especially in Africa, are limited, and this poses a challenge to policy development. To cover this gap, the study sought to model the predictive effect of mathematics self-efficacy, motivation for mathematics, and attitude towards mathematics on mathematical creativity from a multidimensional perspective. The study adopted a cross-sectional survey using 654 mathematics students for the study. Two instruments–the mathematics self-efficacy, attitude towards mathematics, and mathematical motivation scales and the mathematical creativity test were used for data analysis after they had undergone a qualitative and quantitatively rigorous validation process. This was done using exploratory and confirmatory factor analysis with the average variance extracted and Fornell-Larcker criterion for convergent and divergent analysis, respectively, while Cronbach’s alpha was used to determine the stability of the scales. Analysis was performed using hierarchical regression and the result showed that mathematics self-efficacy and attitude towards mathematics, when taken individually, are the only strong predictors of mathematics creativity from the perspective of fluency, flexibility, and originality components. Collectively, the three predictors were significant in contributing to the variance in mathematics creatively from the three dimensions assessed. However, mathematics self-efficacy was the strongest predictor, followed by attitude towards mathematics. The implications of the study were discussed for policy and curriculum redesign in mathematics education. © 2024 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/).
Leadership matters: The role of destructive leadership behavior and teachers’ demographic characteristics on teachers’ social engagement with students
By Anteneh, Atalay Mesfin
The study intended to investigate the role of destructive leadership behavior, and teachers’ demographic characteristics on teachers’ social engagement with students in colleges of teacher education in the State of Amhara. A mixed method with an explanatory sequential design was employed. 397 teachers and 366 students participated in the quantitative data collection (questionnaire), whereas the qualitative data were collected with the help of interviews with college deans and teachers. Data collected through a questionnaire was analyzed through descriptive and inferential statistics. On the other hand, narration and interpretation were employed for qualitative data analysis. Findings revealed that deans’ destructive leadership behavior was exhibited significantly. Teachers were socially engaged with students (t (396) = 58.902, d = 0.54, p =.000). Deans’ destructive leadership behavior and demographic characteristics explain teachers’ social engagement with students. However, demographic characteristics only have a minimal contribution in explaining teachers’ social engagement with students. In conclusion, demographic characteristics have no role in teachers’ social engagement with students but destructive leadership behavior plays a role. Finally, recommendations were forwarded to potential stakeholders. © 2024 British Educational Leadership, Management & Administration Society (BELMAS).
Recrafting the accounting curriculum to enhance employability of graduates: A Ghanaian case
By Zotorvie, Justice Stephen Tetteh
This paper examined the need to update the accounting curricula in Ghanaian universities to address the issue of unemployment among accounting graduates, particularly in the context of the fourth industrial revolution (4IR). A qualitative approach involving document analysis and in-depth interviews was employed. Both purposive and snowball sampling methods were used to select a diverse group of participants, comprising government officials, accounting academics, employers, and graduates for the interviews. Data were analyzed using thematic review procedures. The study established the need for substantive changes in the accounting curricula in Ghanaian universities to teach 21st-century multi-disciplinary skills, balance practical and theoretical skills, provide a comprehensive range of financial and management accounting expertise, combine academic and professional credentials, and uphold strong ethical standards and integrity. Substantial modifications must be undertaken to the accounting curriculum to effectively address the issue of unemployment among accounting graduates. The findings require a stronger collaboration among government, academics, employers, graduates, and other interested parties in accounting to create an accounting curriculum that will focus on 21st-century skills and adequately blend theory and practice to reduce unemployment among accounting graduates. © 2024 Conscientia Beam. All Rights Reserved.
The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes
By Mekuria, Asalifew
This research examined the impact of explicit reading strategy training on Ethiopian university students’ reading strategy use and critical reading ability in the English as a Foreign Language (EFL) context. Two intact classes, a control group (n = 35) and an experimental group (n = 45), participated in the study. The experimental group received 12 weeks of reading strategy training integrated into their English reading skills I classes. A mixed-method quasi-experimental design was employed, using a reading strategy questionnaire, a critical reading ability test, and a think-aloud technique for data collection. Students who received reading strategy instruction demonstrated notable improvements in reading strategy use and critical reading ability. The independent sample t-test and a paired sample t-test showed significant differences in both areas. Qualitative data highlighted compensation and memory strategies, which were not captured quantitatively. The think-aloud data revealed the predominant use of cognitive and metacognitive strategies, along with affective, social, memory, and compensation strategies. Cognitive strategies deepen understanding, and metacognitive techniques enhance interpretation in reading. These findings shed light on the responses of Ethiopian university students to explicit reading strategy training, emphasizing its significance in improving reading strategy use and critical reading ability in an EFL context. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
User perspectives on library digitization and its impact on research capabilities
By Elihaki Kanyika, Martin
This study assessed user perspectives on library digitization and its impact on research capabilities. A survey design with both quantitative and qualitative approaches was employed. Simple random sampling was used to select respondents whereas purposive sampling was used to select key informants. Data were collected using online questionnaires and interviews. MS Excel was used to analyze quantitative data while qualitative data was analyzed using thematic method. Findings show that the majority of the respondents utilize library resources frequently with statistical analysis (MS = 0.387998, t = −1.45939, p < 0.146074) indicating there is no significant difference between education level and the frequency of library resources usage. Also, the majority of respondents have positive perceptions towards the use of library resources with t-statistic (6.599663291, is above 1.649982976 for one-tail and 1.967956506 for two-tail) indicating a significant difference between age and perceptions towards the use of library resources. Moreover, findings show capacity of a single document to be used by many users at once and information to be accessed at a fingerprint are major impacts of library digitization. Furthermore, findings reveal issues related to licensing, subscription costs, and copyright and overwhelming volume of information available as the major challenges user face when utilizing digital library resources. This study marks the pioneering exploration into the impacts of library digitization on research capabilities. The study therefore, recommends a continuous training to students to be able to access and critically evaluate the overwhelming amount of online information. Also, users should be trained on how to navigate copyright issues when accessing digital library resources. Additionally, libraries should consider expanding their collections by incorporating more open access resources. Moreover, parent institutions should make sure that they increase the budget to their digital libraries so that libraries can increase the subscriptions of all useful resources. © The Author(s) 2024.
Promotion of spatial visualization with GeoGebra and Qubism 3D software; [Promoção da visualização espacial com os softwares GeoGebra e Qubism 3D]
By Chivai, Cacilda H.
Technology has driven new forms of teaching and learning with applications adapted to the various technological resources. For the discipline of Technical Drawing and Descriptive Geometry, technology has brought computer simulations that allow the visualization of experiences in 2D and 3D environments. In Mozambique, teachers adopt a traditional teaching method, without using technological resources, which can make it difficult to understand the content related to Orthogonal Projection and Cylindrical Section. However, in this study, we employed simulations using the Qubism 3D modeling software, as well as the GeoGebra dynamic geometry software, adapted for smartphones. Computer Simulations allow the construction of geometric elements in a dynamic way. For this reason, the objective of this research was to apply spatial visualization tests to verify whether the two software programs mentioned really facilitate the learning of the topics Orthogonal Projection and Cylindrical Section. This study was motivated by the fact that secondary school students have difficulty in spatially perceiving 3D representations and their transposition to the 2D drawing sheet. It was a quasi-experimental case study, in a mixed qualitative and quantitative approach, whose instruments used were pre-tests, post-tests, the Cube Test and the Santa Barbara Solids Test. A total of 100 students involved, randomly distributed in groups (experimental and control). From the analysis of the results of the application of the spatial visualization tests, the data suggest that the students developed spatial cognitive skills. The data also indicate that the Qubism 3D Modeling applications and the GeoGebra dynamic geometry software promoted spatial visualization skills in the experimental group. The research leaves open future investigations for applicability of technological applications in the study of various other subjects in the disciplines of Technical Drawing and Descriptive Geometry. This content is licensed under a Creative Commons attribution-type BY 4.0.
Do disabled people also vote? Electoral frameworks and voting participation in Nigeria’s 2019 elections
By Shittu, Afeez Kolawole
As voting represents the peak of citizen engagement in politics, this article assessed electoral laws and guidelines, and how they influenced the voting participation of disabled people during Nigeria’s 2019 general elections. It relied on the qualitative and quantitative methods to source data from key participants, including disabled students at the Federal College of Education (Special) Oyo, Nigeria’s main training institution for disabled people. The data were subjected to descriptive statistics and contently analysed. The article revealed that beyond constitutional provisions guaranteeing equal participation of all, legislations such as the 2010 Electoral Act, where well implemented, positively influenced the voting participation of disabled people. However, challenges of braille ballot papers, transportation restriction, and stigmatization adversely affected their voting participation. The article offers recommendations for enhanced inclusion of disabled people and for closing the disability gap in future elections. Points of Interest The Electoral Act (as amended) provides opportunities for enhanced voting participation of disabled people during elections in Nigeria but majority of them are not aware of these provisions. The research found that the electoral officials did not follow all the provisions of the Electoral Act during the 2019 elections, and this affected the voting participation of many disabled people. Non-availability of brail ballot papers and sign language interpreter at the voting centers as well as restriction placed on mobility on the day of election restricted the participation of disabled people in the 2019 general elections in Nigeria. The study recommended an improvement in the implementation of the Electoral Act by the electoral officials to improve voting participation of disabled people in Nigeria. The study recommended that electoral reforms that include electronic voting system and transmission of results should be implemented and strengthened in subsequent elections in Nigeria. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Resilience and sustainability of entrepreneurial mindsets in Ghanaian youth: a five-year impact study of sports training programs
By Nyanyofio, Oscar Cornelius Nyanyo
Introduction: Youth sports programs are recognized as effective tools for fostering entrepreneurial mindsets, resilience, and sustainable personal development. This study evaluates the long-term impact of the Africa Alliance for Partnerships (AAP) program on the academic and professional trajectories of its alumni, with a focus on sustained entrepreneurial skills and personal growth. Methods: A structured survey was conducted among alumni who participated in the AAP program at least five years prior. Data on academic performance, career development, entrepreneurial activities, and personal experiences were collected and analyzed. Quantitative data were subjected to statistical tests, including regression and correlation analyses, while qualitative feedback underwent sentiment analysis. Results: Findings indicate significant academic performance improvements and enhanced entrepreneurial skills among participants. The average skill application scores increased consistently from 2018 to 2023, with a strong positive correlation (r = 0.75) between skill application and academic improvement. Sentiment analysis revealed predominantly positive feedback, underscoring participant satisfaction with the program. Gender analysis showed no significant differences in outcomes, highlighting the program’s inclusivity. Discussion: The AAP program successfully instilled entrepreneurial mindsets and resilience, sustained over five years. Key factors contributing to its success include mentorship, leadership training, and exposure to real-world challenges. These findings demonstrate the potential of sports-based youth development programs as sustainable models for fostering entrepreneurship and personal growth. Future research should explore additional external factors influencing outcomes and assess the scalability of such programs in diverse contexts. Copyright © 2024 Nyanyofio, Musah, Nyawornota, Tay, Adamba, Malete, McCole and Ocansey.
The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda
By Niyomufasha, Theogene
The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple representations is an effective strategy when solving problems. This study aimed to examine engineering students’ use of multiple representations to solve mechanics problems, as well as to identify the challenges they encountered when applying this approach. The study was carried out at a public university in Rwanda. A mixed-methods research design was employed with a study population of 140 engineering students, 20 of whom were selected to be interviewed. The quantitative data were collected through achievement tests and analyzed using SPSS, and the qualitative data were also collected through a guided interview and analyzed thematically. The current study revealed that engineering students prefer to use mathematical representations rather than diagrams and graphics representations when solving mechanics problems. Additionally, the study revealed that students encountered several difficulties when applying this approach, such as difficulties visualizing abstract concepts, a lack of familiarity with different representations, and difficulties drawing free-body diagrams and interpreting them. The study suggests that efforts should be made to boost engineering students’ use of various representations in solving mechanics problems through curriculum reforms, teaching-oriented interventions, and the provision of suitable technological resources. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Economics students’ behavioural intention and usage of ChatGPT in higher education: a hybrid structural equation modelling-artificial neural network approach
By Salifu, Iddrisu
The Chat Generative Pre-Trained Transformer, popularly referred to as ChatGPT, is an AI-based technology with the potential to revolutionise conventional teaching and learning in higher education institutions (HEIs). However, it remains unclear which factors influence the behavioural intentions and the actual usage of ChatGPT among economics students in Ghanaian HEIs. In pursuit of this goal, we employed the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) to gain a better understanding of the antecedents influencing the behavioural intentions and actual usage of ChatGPT among economics students. The study surveyed 306 Ghanaian students enrolled in economics at a public university. These students were aware of the existence of ChatGPT applications. We applied a hybrid analytical approach, combining structural equation modelling and artificial neural network (SEM-ANN), to elucidate the causal relationships between variables believed to impact perceived trust, intentions, and actual usage. The results showed that design and interactivity have a significant impact on perceived trust. Similarly, perceived trust, social influence, performance expectancy, hedonic motivation, and habits drive behavioural intentions. Among the various factors influencing behavioural intentions, hedonic motivation emerged as the most dominant. Moreover, behavioural intentions and facilitating conditions significantly drive students’ actual use of the ChatGPT. Nevertheless, ethics is not a significant factor in perceived trust, and effort expectancy does not affect behavioral intention. These findings, however, offer theoretical and practical contributions that can serve as guide for a thoughtful and responsible integration of AI-based tools as a future strategy to enhance education accessibility and inclusivity opportunities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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