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Learning Wagogo (Nindo) Music: Pathway Through World Music Pedagogy
By Mapana, Kedmon
In East Africa, Tanzania’s musical expressions are rich and varied, and typically a combination of music and dance. A description of Nindo, a multipart vocal music form of the central Tanzanian Wagogo community, is provided, and a tribute is offered to the legacy of an important village artist, Mchoya, of the musical form that is begin continued by his progeny. A learning pathway, following the dimensions of World Music Pedagogy, is outlined for experiencing Nindo, and resources and references are recommended for teachers to facilitate listening, viewing, singing and dancing, and developing intercultural understanding. © National Association for Music Education 2023.
Prevalence and determinants of sickness absenteeism among healthcare workers in a tertiary hospital in southwestern Nigeria
By Ajayi, P.O.
Introduction: Sickness absenteeism is a global problem that affects almost all forms of workers, especially healthcare workers. This study assessed the prevalence and determinants of sickness absenteeism among healthcare workers in a tertiary hospital in Southwest, Nigeria. Methods: An institutional-based, cross-sectional study was conducted among 360 healthcare workers in a Tertiary Hospital in Southwest, Nigeria from October to December 2022. A pre-tested interviewer-administered, semi-structured questionnaire was used to elicit information from the respondents who were selected using a stratified sampling technique. Bivariate analysis and binary logistic regression analysis were performed to identify the predictors of sickness absenteeism using SPSS version 25.0. The significance of associations was determined at p-value < 0.05. Results: The mean age ± SD of the respondents was 34 ± 7.15 years. The prevalence of sickness absenteeism among the health workers was 21.0%, while the causes of sickness absenteeism were malaria (51%), body pain (18%), and diarrhea (5%). Family obligation (AOR: 2.1, 95% CI: (1.20, 3.53), P=0.009) and the job type (AOR: 2.7, 95% CI: (1.05, 6.83), P=0.038) were the only predictors of sickness absenteeism. Conclusion: About one-fifth of the respondents had one spell of sickness keeping them away from work due to illnesses such as malaria, diarrhea, and body pain. Preventive interventions should be instituted by stakeholders based on the identified factors to reduce the prevalence of sickness absenteeism among these populations. Copyright: © 2024 Wang et al.
Addressing sexual health concerns in Tanzania: perceived barriers among healthcare professionals and students in the “training for health professionals” study
By Massae, Agnes F.
Little is known about the factors that may prevent healthcare professionals as key stakeholders from exploring sexual health issues in Tanzania. This study examined healthcare professionals’ perspectives on the barriers to addressing sexual health concerns in practice. In June 2019, we conducted an exploratory qualitative study involving 18 focus group discussions among healthcare professionals (n = 60) and students (n = 61) in the health professions (midwifery, nursing, medicine) in Dar es Salaam, Tanzania. Study participants and design were purposively selected and stratified. We used a focus group discussion guide in Kiswahili. Data were transcribed in Kiswahili and translated into English. A thematic analysis approach was used for data analysis. Two themes were developed: (1) differences between health care professional and patient socio-demographic characteristics; (2) health care system and patients’ backgrounds, such as communication barriers, lack of confidentiality and privacy within health facilities, type of clinical presentation and complaint, patient behaviours, and their clinical background. Several key barriers prevented sexual health communication between healthcare professionals and patients, affecting the quality of sexual health service delivery. Additional sexual health clinical training is warranted for health professions students and professionals to optimise sexual health care delivery in a culturally conservative country like Tanzania. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
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 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.
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.
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.
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.
Prompt Response, Cues-Pause-Point Therapies and Gender on Management of Echolalia among Children with Autism Spectrum Disorder
By Jacob, Udeme Samuel
The repetitive and delayed nature of echolalia can hinder the development of adaptive behaviors and impact the ability to establish rapport with others. This study investigated the effects of prompt response and cues-pause-point therapies on the management of echolalia among children with autism spectrum disorder. A pre-test, post-test, and control group of a 3x2 factorial matrix of quasi-experimental research design was used to assess the effect of the therapies on children with autism spectrum disorder in Ibadan, Nigeria. 90children with autism spectrum disorder were purposively selected using Diagnostic Statistical Manual- V (DSM-V) for ASD (0.70), Gilliam Autism Rating Scale/Third Edition (GARS-3) (in terms of sensitivity= 0.97, ROU/AUC= 0.93). In contrast, the Autism Treatment Evaluation Checklist (ATEC) (0.90) was used for the pretest and posttest to ascertain the presence of echolalia. Participants were assigned to one of three groups: prompt response, cues-pause-point therapies, or control (N = 90, male = 44, female = 46, age range = 3 –5 years old). Twenty-four prompt response and cues-pause-point therapy were held for each experimental group. The findings showed that the main effect of treatment (prompt response and cues-pause-point therapies) (F (2; 72) = 45.519, p<.05, ƞ2 =.558) on the management of echolalia among children with autism was significant, premised on this, the null hypothesis was rejected. The post hoc estimated marginal mean indicates that prompt response treatment was higher than cues-pause-point therapy; however, this difference was statistically significant. The study findings indicated that the impact of gender on managing echolalia in individuals with ASD was not statistically significant. Based on the findings, it is recommended that speech therapists, caregivers, and parents of children with autism spectrum disorder should seek alternative therapy that will take into cognizance other underlying factors associated with the presence of echolalia. © 2024 Jacob et al. This is an open-access article licensed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the work is properly cited.
Psychometric properties of the Ethiopian national licensing exam in medicine: an analysis of multiple-choice questions using classical test theory
By Gedamu Wonde, Shewatatek
Background: The Ethiopian Ministry of Health introduced medical licensure examinations to maintain high standards in medical practice and build public trust in healthcare professionals. Studies also suggested significant issues in clinical competence among Ethiopian junior doctors as well concerns regarding unlicensed practice. Given the need to ensure safe health care, we investigated the psychometric properties of the multiple-choice items comprising the Ethiopian national licensing exam (NLE). These analyses help to provide an argument for the validity and reliability of the test scores. Method: We used a cross-sectional study design to analyze data from three cohorts of undergraduate medicine licensing examinations in Ethiopia (2020-2022, N = 2,213). Using Classical Test Theory, we assessed the psychometric properties of 600 MCQ items with 2400 single best answer choices, specifically item difficulty, item discrimination, and the number of nonfunctional distractors, and scale reliability. We provide results regarding the overall test and its sub-domains. Results: Ethiopia’s undergraduate medical licensure examination demonstrated acceptable reliability (Alpha > 0.80), with significant variability in item difficulty and examinee performance. Although these results indicate a sufficiently defensible exam, our results point to issues regarding item statistics, especially a high number of nonfunctional distractors. Conclusions: This study provides first evidence regarding the psychometric soundness of the Ethiopian NLE. However, a significant number of items should be carefully reviewed and possibly revised. As the examination is relatively new, ongoing refinement to item-development and review processes is essential to improve and ensure its quality. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.
Undergraduates’ challenges as predictors of their readiness for online learning during COVID-19 in Botswana
By Samohembo, Bright
This quantitative study identified challenges undergraduates faced in Botswana and predicted their readiness for online learning during COVID-19. A descriptive and correlational survey research design was adopted using the Technology Acceptance Model (TAM). A questionnaire was constructed for data collection from a randomly sampled 75 agriculture undergraduates (n=75) at the Botswana University of Agriculture and Natural Resources. A one-sample t-test demonstrated that undergraduates needed to prepare for online learning. They faced several significant challenges including slow personal laptops and devices, lack of interaction between students and teachers, lack of social interaction within a class, lack of immediate feedback and interruptions in lessons, disturbances during lessons, limited broadband data and frequent technology failures. A one-way ANOVA and independent t-test revealed no age, gender and study year differences among undergraduates for the readiness and challenges. Regression analysis determined lack of interaction in class, lack of suitable infrastructure and insufficient training to use the system are the challenges that predicted undergraduates’ readiness for online learning. The preparation of undergraduates for online learning can be enhanced by improving the interaction during online lessons, developing the infrastructure required for online teaching and learning and offering training on the use of online teaching and learning systems. © 2024 by the Authors.
Social support, computer self-efficacy, online learning engagement and satisfaction among undergraduate hospitality students
By Mensah, Christopher
Following the outbreak of COVID-19, the adoption of online teaching and learning in universities has witnessed phenomenal growth. Importantly, online learning engagement and satisfaction have consequences on student learning outcomes and behavioural intentions. However, a model that integrates social support, computer/internet self-efficacy and students’ behavioral and cognitive outcomes in a virtual learning context has received limited scholarly attention. Consequently, this article examined the effect of social support and computer self-efficacy beliefs on students’ online learning engagement and satisfaction. Data were solicited from a convenient sample of 260 hospitality students at a Ghanaian technical university. The research model was verified with partial least square structural equation modeling. Findings indicate that family support had a strong positive effect on students’ computer/internet self-efficacy and their online communication self-efficacy. Friend support also had a positive effect on students’ computer/internet self-efficacy but not on their online communication self-efficacy. Additionally, student-teacher interaction is positively related to students’ online learning engagement and satisfaction. This finding emphasises the importance of quality interaction between students and their teachers in the latter’s online learning engagement. The implications of these results are that management of universities needs to enhance the online interactive competencies and skills of lecturers. In addition, managers of universities need to enhance the online teaching and learning pedagogy of faculty. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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