scholarly journals Readiness of Human Capital in Implementation of E-Marking of National Examinations in Malawi

2021 ◽  
Vol 8 (1) ◽  
pp. 220-230
Author(s):  
Kinsman Kondwani Kumwenda ◽  
Martin Bright Msendema
Keyword(s):  
Mixed Methods Research ◽  
Group Discussion ◽  
Proficiency Level ◽  
Use Of Technology ◽  
Sequential Mixed Methods ◽  
Computer Proficiency ◽  
National Examinations ◽  
Proficiency Assessment ◽  
And Gender ◽  
Very High

The aim of this study was to investigate readiness of the Malawi National Examinations Board (MANEB) examiners’ in e-marking of national examinations and general use of technology with focus on their computer proficiency and perception. The study followed an explanatory sequential mixed methods research design and data was collected from sampled examiners through a questionnaire, a focus group discussion (FGD) and a computer proficiency assessment test. The findings show that over 90% of the participants had moderate to very high computer proficiency levels. The findings also show that both age and gender did not have any effect on the technology readiness index (TRI) of Primary School Leaving Certificate of Education (PSLCE) examiners but on Malawi School Certificate of Education (MSCE) examiners. The findings also indicate no effect of the examiners’ years of marking experience on their TRI. The distribution of examiners across TRI segments shows that the number of examiners increases with the increasing order of adoption propensity. In line with this, most examiners showed positive perception of e-marking of national examinations as well as moderate to very high computer proficiency level.

scholarly journals EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS

2019 ◽  
Vol 77 (6) ◽  
pp. 745-757 ◽  
Author(s):  
Angel Mukuka ◽  
Vedaste Mutarutinya ◽  
Sudi Balimuttajjo
Keyword(s):  
Mixed Methods ◽  
Cooperative Learning ◽  
Mixed Methods Research ◽  
Group Discussion ◽  
School Mathematics ◽  
Teacher Resistance ◽  
Mathematics Classrooms ◽  
Sequential Mixed Methods ◽  
Class Environment ◽  
Expository Teaching

Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.

Vocabulary learning strategies of South African English First Additional Language learners

2021 ◽  
Vol 54 (2) ◽  
pp. 53-69
Author(s):  
Kufakunesu Zano ◽  
Nkidi Caroline Phatudi
Keyword(s):  
Learning Strategies ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Vocabulary Learning ◽  
Group Discussion ◽  
Doctoral Degree ◽  
Sequential Mixed Methods ◽  
Vocabulary Learning Strategies ◽  
Teacher Needs ◽  
Grade 11

This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were analysed using content analysis. The findings revealed that it is important to explore and broaden learners’ VLS knowledge. Also, the results showed that learners can take control of their vocabulary learning as long as their teachers are trained to offer them opportunities to learn and practise those strategies. It is recommended that stakeholders become conscious of the VLSs which learners in the EFAL environment use, so that the former can design and deliver vocabulary instruction and training accordingly. The teacher needs to assist learners in becoming independent learners during EFAL vocabulary learning. This can be done by exposing them to different VLSs.

scholarly journals “Running myself ragged”: stressors faced by peer workers in overdose response settings

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Zahra Mamdani ◽  
Sophie McKenzie ◽  
Bernadette Pauly ◽  
Fred Cameron ◽  
Jennifer Conway-Brown ◽  
...  
Keyword(s):  
Drug Use ◽  
Focus Groups ◽  
Mixed Methods Research ◽  
Financial Burden ◽  
People Who Use Drugs ◽  
Frequency Distributions ◽  
Sequential Mixed Methods ◽  
Health Quality ◽  
Mental Health Effects ◽  
Perception Of Health

Abstract Background Peer workers or “peers” (workers with past or present drug use experience) are at the forefront of overdose response initiatives, and their role is essential in creating safe spaces for people who use drugs (PWUD). Working in overdose response settings has benefits for peer workers but is also stressful, with lasting emotional and mental health effects. Yet, little is known about the stressors peer workers face and what interventions can be implemented to support them in their roles. Methods This project used a community-based sequential mixed-methods research design. Eight peer researcher-led focus groups (n = 31) were conducted between November 2018 and March 2019 to assess needs of peer workers. The transcripts were thematically coded and analysed using interpretative description. These results informed a survey, which was conducted (n = 50) in September 2019 to acquire quantitative data on peer workers’ perception of health, quality of life, working conditions and stressors. Frequency distributions were used to describe characteristics of participants. X2 distribution values with Yates correction were conducted to check for association between variables. Results Five themes emerged from the focus groups that point to stressors felt by peer workers: (1) financial insecurity; (2) lack of respect and recognition at work; (3) housing challenges; (4) inability to access and/or refer individuals to resources; and (5) constant exposure to death and trauma. Consistent with this, the factors that survey participants picked as one of their “top three stressors” included financial situation, work situation, and housing challenges. Conclusion Peer workers are faced with a diversity of stressors in their lives which often reflect societal stigmatization of drug use. Recognition of these systemic stressors is critical in designing interventions to ease the emotional, physical and financial burden faced by peer workers.

A Generative Sequential Mixed Methods Approach Using Quantitative Measures to Enhance Social Constructionist Inquiry

2021 ◽  
pp. 155868982098627
Author(s):  
Diego Romaioli
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Quantitative Methods ◽  
Maslach Burnout Inventory ◽  
Well Being ◽  
Social Constructionist ◽  
Social Scientists ◽  
Mixed Methods Approach ◽  
Qualitative And Quantitative Methods ◽  
Sequential Mixed Methods

In order to enhance core mixed methods research designs, social scientists need an approach that incorporates developments in the social constructionist perspective. This work describes a study that aimed to promote occupational well-being in hospital departments where employees are at risk of burnout, based on a constructionist inquiry developed starting from the Maslach Burnout Inventory. Taking this study as an example, we define a “generative sequential mixed methods approach” as a process that involves consulting quantitative studies to identify criticalities on which to conduct focused, transformative investigations. The article contributes by envisaging ways to mix qualitative and quantitative methods that consider a “generative” and “future-forming” orientation to research, in line with recent shifts in social psychology.

scholarly journals Overall burden of under-nutrition measured by a Composite Index in rural pre-school children in Purba Medinipur, West Bengal, India

2013 ◽  
Vol 76 (1) ◽  
pp. 109-116 ◽  
Author(s):  
Atanu Acharya ◽  
Gopal Chandra Mandal ◽  
Kaushik Bose
Keyword(s):  
Child Development ◽  
School Children ◽  
West Bengal ◽  
Composite Index ◽  
Total Sample ◽  
Under Nutrition ◽  
Nutrition Supplementation ◽  
And Gender ◽  
Very High ◽  
Development Service

Abstract Malnutrition is a leading cause of child mortality in India. To counteract this problem, a nutrition supplementation programme has been operating under the Integrated Child Development Service (ICDS) scheme in India since 1975. Recently, the Composite Index of Anthropometric Failure (CIAF) has been implemented to measure the seriousness and severity of overall under-nutrition in a population. Since this index presents a more complete picture than the previous three conventional measures. CIAF is utililized in this study which focuses on the overall burden of under-nutrition determination in pre-school children in Purba Medinipur, West Bengal, India. Our study was conducted in 10 Integrated Child Development Service (ICDS) centres, commonly known as “Anganwadi”, in the villages of the Argoal Gram Panchayat at Patashpur - II block. The total sample of 225 Bengalee ethnic children aged between 3 and 6 years was composed of 115 girls and 110 boys. The overall age and gender-combined prevalence of stunting, underweight and wasting recorded was 30.7%, 42.7% and 12.0%, respectively, and these rates were considered high (30-39%), very high (≥ 40%) and high (10-14%), respectively. CIAF results revealed the same trend, with 50.2% of these children affected by anthropometric failure, with the prevalence of underweight, wasting and CIAF higher in boys than in girls. This 50.2% CIAF result highlighted that approximately half the study children were undernourished. Since this figure is much higher than that estimated by any of the three conventional indicators,, CIAF has thus proven a far better indicator in assessing the overall burden of under-nutrition in a population. The nutritional status of the children in this study requires serious remedial action.

scholarly journals Prospective Teachers’ Perceptions of Oral Presentations: An Exploration of Challenges Involved

2019 ◽  
Vol 36 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Effat Alvi ◽  
Farhat Shafi
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Early Years ◽  
Personal Traits ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Gender ◽  
Oral Presentations

Presentation skills are considered as one of the most important proficiencies needed for higher education and future careers for teachers. The present study identifies the challenges faced by prospective teachers during classroom oral presentations while studying at a teacher training institute, Institute of Education and Research, (IER). The participants of the study were 400 prospective teachers enrolled in different programs of teacher education at IER. Independent variables were measured, number of semesters already completed at the institute, gender and GPA in the completed semesters. A questionnaire was developed comprising three main sections: personal traits, oral presentation skills and peers and teachers. The statements were developed on a five-point Likert Scale to know the opinion of prospective teachers regarding challenges involved in oral presentations. In addition, a semi-structured interview was conducted from thirty prospective teachers to probe results obtained from quantitative analysis and investigate reasons behind emerging challenges. The findings revealed that prospective teachers experienced medium level of difficulties in oral presentations with mild tendency towards high rank.  There was no significant difference found in the results regarding the number of semester students already completed, GPA and gender in general, whereas, statistically significant difference was found on factor peer and teachers with respect to variable gender only. Analysis of qualitative data revealed tangible reasons behind the challenges of oral presentations such as second language, personal traits and use of technology. There is a need to encourage sharing of ideas, discussions and presentations in the classrooms right from the early years of school through higher education in order to enable learners to become confident, vocal and effective teachers.

scholarly journals The Role of Medicinal Plants in Traditional Medicine in Adwa District, Tigray, Northern Ethiopia

2020 ◽  
pp. 1-11
Author(s):  
Temesgen Assefa ◽  
Netsanet Nigussie ◽  
Destaw Mullualem ◽  
Gebiru Sinshaw ◽  
Yeshaneh Adimasu
Keyword(s):  
Medicinal Plants ◽  
Traditional Medicine ◽  
Indigenous Knowledge ◽  
Group Discussion ◽  
Structured Interview ◽  
Northern Ethiopia ◽  
Ethnobotanical Survey ◽  
Plant Parts ◽  
And Gender

In Ethiopia, medicinal plants had been used since ancient time and became an important source of health care. Though majority of the people in the study area depend on ethnomedicine to manage different ailments, the indigenous knowledge largely is not documented. As a result, an ethnobotanical survey was conducted with the objective of assessing the role of medicinal plants in traditional medicine. Data was collected by using semi-structured interview and group discussion. Twenty informants were purposefully selected based on indigenous knowledge and gender. Ethnobotanical data was analyzed with descriptive statistics and expressed in tables and flow charts. A total of 25 medicinal plants (22 families) recorded to treat human and livestock ailments. Medicinal plant habit analysis indicates that shrubs occupy the highest proportion (36%), followed by trees and herbs (28% for each) and climbers (8%). The most commonly used plant parts in the study area were leaves and roots. Although medicinal plants play a great role in the society, their  sustainability is declining through time in the study area due to the increasing number of users, improper uses of the plants and poor conservation. Therefore, the conservation of these medicinal plants would be important.

scholarly journals The Social Construction of Giftedness

2018 ◽  
Vol 7 (2) ◽  
pp. 1-32 ◽  
Author(s):  
Gillian Parekh ◽  
Robert S. Brown ◽  
Karen Robson
Keyword(s):  
East Asian ◽  
White Male ◽  
High Achievers ◽  
Asian Students ◽  
High Achievement ◽  
Parental Occupation ◽  
East Asian Students ◽  
And Gender ◽  
Using Data ◽  
Very High

Wide socio-demographic disparities exist between students identified as gifted and their peers (De Valenzuela, Copeland, Qi, & Park, 2006; Leonardo & Broderick, 2011). In this paper, we examine the intersectional construction of giftedness and the academic achievement of students identified as gifted. Using data from the Toronto District School Board (TDSB), the largest and one of the most diverse public education systems in Canada, we consider racial, class, and gender characteristics of students identified as gifted in comparison to those who have very high achievement. Results demonstrated that there was almost no relationship between students identified as gifted and students who had very high achievement (Pearson’s correlation of 0.18). White, male students whose parents had high occupation statuses had the highest probability of being identified as gifted. Female students were more likely to be high achievers. Compared to White students, it was only East Asian students who were more likely to be identified as gifted; yet South, Southeast and East Asian students were more likely to be very high achievers. Parental occupation was strongly related to both giftedness and very high achievement. Results point to the socially constructed nature of giftedness and challenge its usage in defining and organizing students in schools.

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