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Exploring factors shaping library engagement and satisfaction: A study of students with visual impairment in South-Eastern Nigeria
By Ibenne, Samuel Kelechukwu
Libraries in Nigeria have long struggled to adequately serve the information needs of visually impaired individuals, particularly those who are literate. Despite this, scholarly research addressing these issues in South-Eastern Nigeria is lacking, highlighting the urgency of investigating predictors of user satisfaction among visually impaired students in SLMCs. The research design utilizes a survey methodology across four states in South-Eastern Nigeria, encompassing a total population of 95 individuals. Data collection involves administering questionnaires to visually impaired students and SLMC personnel, followed by comprehensive data analysis using descriptive and inferential statistical techniques. Findings reveal a positive correlation between information needs, library accessibility, and user satisfaction, while library services and media-format availability did not significantly influence user satisfaction. Impediments to user satisfaction include inadequacy of media formats, contents, outdated materials, lack of equipment, and recording studios. Addressing these challenges is crucial to improving library engagement and user satisfaction among visually impaired students in South-Eastern Nigeria, ultimately fostering more inclusive and supportive educational environments. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
Effects of Blended Instruction on students’ paragraph writing performances: the case of first year Health science pharmacy students at Pharma College Hawassa Campus, Ethiopia
By Bekele Sime, Teshome
This study focused on paragraph writing abilities as it is a fundamental skill for academic and professional success. Improving paragraph writing lays the groundwork for addressing advanced writing tasks and is vital for effective global communication in English. The objective of this study was, therefore, to examine effects of blended instruction on students’ paragraph writing performance at Pharma College Hawassa Campus, Ethiopia. A quasi-experimental design was used to attain this objective. A sample of 54 first-year pharmacy department (26 control and 28 experimental) students was taken purposefully. The control group attended conventional, face-to-face approach; whereas experimental group received instruction using blended learning approach via Google Classroom, which incorporated collaborative writing that allowed for peer interaction and scaffolding, extensive online resources for independent learning, face-to-face support, and feedback. Pre-test and post-test paragraph writing were conducted to test effects of blended instruction, and effect size was computed to measure the magnitude of intervention. Furthermore, students’ questionnaire was used to collect data on participants’ backgrounds and experiences. Results revealed improvements in both groups; however, overall, the experimental group in post-test demonstrated significantly better paragraph writing with a large effect size. Regression analysis highlighted flexibility, collaborative tasks, and instant feedback as key contributors to improvement, whereas impact of authentic materials and face-to-face interactions was comparatively less. Finally, the researchers recommended EFL teachers should benefit from applying blended instruction, which may in turn improve students’ paragraph writing performance in English language in the Ethiopian context. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms
By Herut, Adane Hailu
Streamlining the trajectory of postgraduate students' educational experience is critically important to facilitate their success and contribute to attaining national developmental aims. With this principle as the guiding premise, this study aimed to evaluate the prevalence of academic procrastination among PhD students in Ethiopian universities. Additionally, the study explored the factors contributing to academic procrastination and the strategies employed to mitigate its effects. Employing a mixed-methods approach, the study utilized a concurrent parallel design. The McCloskey scale, adapted to the Ethiopian context, formed the basis of a survey incorporating both closed- and open-ended inquiries, administered to 324 randomly selected PhD students, yielding 294 valid responses. The pilot test demonstrated a commendable Cronbach's alpha reliability of 0.95. The prevalence was elucidated through descriptive analysis, and the scale was tailored to discern factors contributing to academic procrastination. Additionally, a narrative approach was employed to delve into coping mechanisms outlined in the open-ended responses. The findings unveiled a discernible prevalence of academic procrastination in Ethiopia. Factor analysis underscored psychological beliefs concerning abilities, attention diversion, inertia, and external influences as predominant contributors. Furthermore, the study shed light on student strategies in combating procrastination, notably emphasizing self-regulation, adept time management, conducive learning environments, and prioritization throughout their academic journeys. Ultimately, the study advocates for institutional-level interventions in support systems for students, alongside policy-level initiatives aimed at refining the academic trajectory within the nation. © 2024 The Authors
Effects of Declarative and Procedural Memory in the Development of Grammatical Structures
By Tchesa, Gervazio
To investigate how the interplay between the declarative and procedural memory systems and learning conditions influences second language acquisition, we conducted a cross-sectional study involving 102 primary, secondary, and university English learners in a real-world English-medium educational context. Linguistic and non-linguistic measures of declarative and procedural memory were used. The untimed grammaticality judgement test was used to measure the learners’ grammatical knowledge of nine features considered to have been taught explicitly (Explicitly Taught) and four others that were likely not taught explicitly (Not Explicitly Taught). To control for random variability at item and participant level, we constructed a series of linear mixed-effects models to examine the effects of memory. Overall, declarative memory was associated with both structural types across the educational levels while procedural memory was associated with learners’ performance at lower levels of L2 acquisition, contrary to Ullman’s declarative and procedural memory model. © 2024 Unisa Press.
Effect of problem-based learning on students’ problem-solving ability to learn physics
By Gumisirizah, Nicholus
Video Abstract: Effect of problem-based learning on students' problem-solving ability to learn physics © 2023 The Author(s). Published by IOP Publishing Ltd
Multiple Correspondence Analysis for Assessment of the Socioeconomic and Social Impact of the COVID-19 Pandemic in Gezira State, Sudan
By Mohammed, Mohammed Omar Musa
Background: COVID-19 spread in Sudan like other countries in the world. The first COVID-19 case in Sudan was confirmed on 13 March 2020. It has been shown that Sudan's economy was affected before the COVID-19 pandemic because of currency increases, high inflation, and the incapability of the authorities to propose support. Methods: The study aimed to assess the economic and social influence of COVID-19 in Al Gazira State, Sudan. This study used the primary data collected from Gezira state in Sudan. A structured questionnaire was used for data collection in 2020-2021, and the sample size was 800 participants. An analysis of multiple correspondences was used to analyze the data concerning COVID-19. The study was validated by ensuring that the survey follows sound research methodologies. This includes clearly defining research questions, using appropriate data collection methods, and applying rigorous analytical techniques. Besides that, it is important to explore the impact of the socioeconomic, demographic, and geographic variables. Results: The educational level distribution shows that 36.7% of urban and 26.6% of rural residents have completed secondary education. Furthermore, all participants, 100% in urban regions and 99% in rural areas, were aware of the COVID-19 epidemic. Likewise, all participants in urban areas and 99.5% in rural areas were informed about the lockdowns and measures to curb the spread of COVID-19. Concerning the decision to refrain from attending social gatherings amid COVID-19, 87.6% of participants in urban areas and 75.3% in rural regions opted to cancel such events. Similarly, 86.2% in urban areas and 73.4% in rural areas believe avoiding handshakes is necessary to mitigate the spread of COVID-19. Regarding concerns about job loss during the COVID-19 lockdown period, 52.4% of rural participants did not express anxiety about potential job loss. Conversely, 55.3% of respondents in rural areas were indeed anxious about possibly losing their jobs. The results obtained from the multiple correspondence analysis revealed a relationship between the socioeconomic and demographic variables concerning COVID-19 epidemics. Conclusion: This study concluded that socioeconomic, demographic, and geographic variables have a combined influence on the COVID-19 epidemic. One potential technical contribution to the assessment of the economic and social impact of the COVID-19 pandemic could be the application of sophisticated data analysis and modeling techniques to comprehend the complex interrelationships among the numerous components impacted by the pathogen. Predictive models, machine learning, data analytics, simulation studies, and geographic analysis are a few examples of similar techniques. © 2024 The Author(s). Published by Bentham Open.
An Assessment of the Relevance of the Mincerian Equation: The Case of Mauritius
By Ramessur, Taruna Shalini
This paper assesses the relevance of the Mincerian Equation in Mauritius. Using CMPHS data, the basic equation is augmented to cater for wage responsiveness to changes across different schooling levels. However, the use of the standard linear regression method does not take into consideration the endogeneity of the variable years of schooling and sample selection bias. The IV2SLS Method is adopted, using region as an instrument. The Heckit model is further adopted to address the problem of sample selection bias. This study also employs pseudo panel models as an alternative to IV2SLS as a weak instrument may significantly impact results. © 2024 The Author(s)
Student adoption of e-learning at makerere university during COVID-19: A structural equation modelling based on the unified theory of acceptance and use of technology
By Namatovu, Hasifah Kasujja
The onset of COVID-19 dealt a severe blow to the education sector in Uganda, leading to the mandatory closure of all learning institutions to mitigate the spread of the virus. Makerere University, a venerable institution in the region, was not exempt from this directive. The initial uptake of e-learning was sluggish due to various factors, including inadequate infrastructure, digital illiteracy among both students and some faculty members, and, most notably, a lack of preparedness in utilizing digital eLearning technologies. The objective of this study was to examine the factors that impacted students’ embrace of eLearning at Makerere University during the COVID-19 pandemic. Employing a quantitative approach, the study utilized questionnaires structured based on the nine constructs of the Unified Theory of Acceptance and Use of Technology model. Between August and December 2021, a questionnaire was distributed to 374 students from two colleges. Structured equation modelling was employed to assess 16 factors that were hypothesized to have an impact on adoption. Effort expectancy emerged as the most robust predictor. Likewise, the behaviour of utilizing eLearning technologies was predominantly impacted by facilitating conditions. Utilizing the UTAUT methodology, this study’s theoretical significance arises from our effort to broaden the existing literature on the utilization of video conferencing software (Zoom) in conjunction with a learning management system (MUELE) during the challenging period of COVID-19, an area that has not been extensively explored. The results offer insights into the embrace and approval of both systems within the framework of a developing nation. This study delivers valuable perspectives for developers of eLearning systems, emphasizing the importance of creating user-friendly platforms that enhance the learner experience. This includes the incorporation of intuitive designs and intelligent features such as chatbots and AI-driven tutoring systems, which adapt to the unique needs of students. © The Author(s) 2024.
Enhancing authentic learning in a rural university: exploring student perceptions of Moodle as a technology-enabled platform
By Maphosa, Vusumuzi
This study explores students' perceptions of the authentic learning opportunities provided by Moodle at a rural university, aiming to link their lived experiences with their educational journeys through technology-enabled environments that foster active participation, collaboration, and co-creation of knowledge. Employing a descriptive and explanatory research design, the study merges e-learning and authentic learning principles. Questionnaires were distributed to 300 undergraduate students, achieving a 64% response rate. Findings show that while many students possess adequate computer skills, challenges such as poor internet access and reliance on small mobile devices hinder their full engagement with Moodle. Despite these issues, high usage frequency suggests students are capable of evaluating Moodle's effectiveness in supporting authentic learning. Moodle facilitated the acquisition of practical knowledge and skills. Project-based learning within Moodle emerged as a significant driver of collaborative learning, particularly in regions with limited access to subject matter experts. Additionally, Moodle offered diverse assessment options that enabled students to consolidate ideas and produce relevant artifacts. The study recommends comprehensive training for designing authentic assignments and addressing internet and device accessibility challenges, suggesting that these actions can enhance authentic learning and better prepare students to address real-world problems. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Awareness of building sustainability: A case of architectural students of Kaduna state university
By Ibiyeye, Aminat Idowu
Sustainability has gained increasing significance within the field of architecture due to the growing urgency caused by climate change. However, despite its paramount importance, many architecture students often lack the necessary preparation to fully integrate sustainable practices into their architectural projects. Consequently, this research aims to investigate the extent of sustainability awareness among architectural students in Nigeria and how effectively they incorporate sustainability principles into their building design projects. To gather data from the university's architectural students, a questionnaire survey was conducted. The assessment of awareness encompassed inquiries about the definition of sustainable building and its potential benefits, while the evaluation of application focused on the utilization of building sustainability principles which are: energy usage, water usage, material usage, occupants' health and environmental impact. 169 filled questionnaires were collected and analysed. The results indicated that higher-level students possess a good understanding of the term “building sustainability” and are well-informed about the characteristics and benefits of sustainable buildings. Regarding the application of sustainable principles, these students frequently incorporate natural ventilation and lighting into their building designs as methods to save energy. However, they tend to overlook factors such as using sustainable materials and generating renewable energy to reduce cooling loads. In terms of water and material usage, most students rarely give consideration to these aspects in their designs. On the other hand, students display a high level of awareness about how their building designs impact both the health of occupants and the environment. The majority consistently take into account occupants' health and environmental effects when designing. The findings from this study highlight the importance of integrating sustainability into architectural education early on, ensuring that graduates are well-prepared to incorporate sustainable practices into their future architectural designs. © 2024
Redesigning Library and Information Science Curriculum for Sustainable Environmental Transformation Among Students of the Department of Library and Information Science, Lead City University
By Bakare, Oluwabunmi Dorcas
The core tool for measuring the sustainability of the Library and Information Science (LIS) discipline is the curriculum which has always been a source of concern within the Nigerian space. It was on this premise that the study systematically investigated the redesigning of LIS curriculum for sustainable environmental transformation among students of the Department of LIS, Lead City University (LCU). Findings of the study showed that the majority of students opined that the redesigned curriculum is promoting sustainable environmental transformation as it is equipping the ideal 21st-century librarian with the requisite skill set (70%); redefined curriculum promotes a socially oriented librarian (53.2%); curriculum emphasizes the economic implications of the library for sustainable environmental transformation (43.3%); curriculum broadens the horizon of students further into meeting the information needs of the present clienteles without compromising the future generations (55.7%). The outcome of the study is expected to inform policy in adopting the redefined LIS LCU curriculum in Nigeria. © Association for Library and Information Science Education, 2024.
Satisfaction and academic performance of undergraduate economics students
By Maniriho, Aristide
This study delves into the multifaceted relationship between student satisfaction and academic performance in undergraduate economics. While prior research often overlooks the complex interplay of these factors with cognitive potential, prior knowledge, and gender, this investigation sheds light on their combined influence on student success. Data collected from 115 economics students at the University of Rwanda were analyzed using an econometric approach [both maximum likelihood estimator (MLE) and ordinary least squares (OLS)] and t-test. The findings reveal interesting gender differences: female students reported higher satisfaction, suggesting stronger self-efficacy and intrinsic motivation, while male students showed superior academic performance. Additionally, factors like level of study and personal laptop access impacted satisfaction, while higher cognitive abilities, deeper engagement with the field, and prior math background positively predicted academic achievement. Intriguingly, the study found that female students performed lower despite higher satisfaction levels, prompting further research into potential explanations. Additionally, older students exhibited lower performance, highlighting the need for understanding age-related factors influencing academic success. These findings advocate for a multifaceted approach to supporting student success in economics. By prioritizing student satisfaction, fostering individual cognitive potential, and delivering tailored support based on diverse needs (including gender and age), educational institutions can create the optimal conditions for all economics students to flourish. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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