Qualitative views of Nigerian school principals and teachers on the barriers and opportunities for promoting students’ physical activity behaviours within the school settings

Background Insufficient physical activity (PA) is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors which influence the participation of adolescents in school-based physical activity programmes in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model. Methods This was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis. Results Fourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorised as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school-related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programmes for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter-house sports competition exist. However, these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events. Conclusions Factors that contribute to insufficient physical activity among in-school adolescents in the school settings are multi-factorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students’ opportunities for physical activity in schools are recommended.

Factor Structure and Measurement Invariance of the Academic Time Management and Procrastination Measure

Students’ ability to effectively allocate time toward educational tasks and reduction of maladaptive behaviors such as procrastination are important predictors of successful educational outcomes. The Academic Time Management and Procrastination Measure (ATMPM) purports to measure the extent to which students engage in such behaviors; however, the psychometric properties of the ATMPM have only been explored with exploratory techniques. In addition, the extent to which measurement invariance is supported among first-generation college students (FGCS) and non-FGCS is unknown. The purpose of the present study was to (1) examine the factor structure of the ATMPM within a college population by employing confirmatory factor analysis and to (2) investigate measurement invariance through an application of multiple group confirmatory factor analysis (MGCFA). Results supported a three-factor solution (planning time, monitoring time, and procrastination), and invariance analyses supported full configural, metric, and scalar invariance.

An Examination of Distributional Characteristics & Psychometric Properties of Rating Scales Under Different Scale Label Configurations

Rating scales (e.g., Likert scales) have become an indispensable tool in the social sciences for measuring latent constructs. Despite their practicality, it is well known that rating scales are sensitive to design choices made during the scale construction process. In the present study, we investigate the effects of different scale labeling configurations on the distributional characteristics and psychometric properties of rating scales by analyzing data from two 7-point rating scales that were altered with respect to their scale labels. Specifically, we investigate the differences in composite score means, variances, reliability, factor structure, and measurement invariance (i.e., metric, scalar, and strict factorial invariance) of two scales that measure divergent constructs (life satisfaction life; academic time management & procrastination). Results indicate that distributional characteristics of rating scales are affected by differences in labeling configurations to varying degrees, however the psychometric properties of the scales are not influenced by changes in labeling. In particular, it was found that strict factorial invariance held, indicating that the scales, although different with respect to scale labels, maintain equal difficulty, discrimination between groups. Implications and recommendations for scale developers and directions for future research are discussed.

Qualitative views of Nigerian School Principals and Teachers on the barriers and opportunities for promoting students’ physical activity behaviour within the school settings

Background: Insufficient physical activity is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors and its implication on the school-based physical activity participation of adolescents in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model.Methods: This was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis.Results: Fourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorized as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programs for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter house sports competition exists. However; these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events. Conclusions: Factors that contribute to insufficient physical activity among in-school adolescents in the school settings are multifactorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students’ opportunities for physical activity in schools are recommended.

How do we value academic time?

The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.

Qualitative views of Nigerian School Principals and Teachers on the barriers and opportunities for promoting students’ physical activity behaviour within the school settings

Background: Insufficient physical activity is a growing public health challenge among Nigerian adolescents. Significant information gap exists on the school-related factors and its implication on the school-based physical activity participation of adolescents in Nigeria. This study was conducted to document the qualitative views of school principals and teachers on the barriers and opportunities for promoting the physical activity behaviours of adolescents within the school settings in light of the socio-ecological model. Methods: This was a qualitative study conducted in 12 public and private schools in two local government areas of Oyo state, Nigeria. Two key sources and data collection methods (i.e key informant interviews and focus group discussions) were used. Six key informant interviews were held with school principals and six focus group discussions with classroom teachers using pre-tested guides. Data was analysed using thematic analysis. Results: Fourteen sub-themes were identified as barriers to PA and linked to different levels of the socio-ecological model. Three themes were categorized as parental factors, three themes as socio-cultural and religious factors while the school-related factors had eight sub-themes. Specifically, the school related barriers were the declining number of trained physical health education teachers, limited opportunities for continuing education and low prioritisation of physical health education. Other school-related factors such as increasing demand for classroom academic time, negative attitudinal dispositions of other teachers and inadequate funding for schools which hampered the provision of facilities and equipment were identified as factors that limit the effective implementation of policies and programs for physical activity in schools. Opportunities to promote PA within the school settings during assemblies, breaktime, after-school and inter house sports competition exists. However; these opportunities are hampered by competing academic time, security threats, fear of causalities to students due to poor supervision after school, poor funding and brawling associated with competitive school-based sporting events. Conclusions: Factors that contribute to insufficient physical activity among in-school adolescents in the school settings are multifactorial. Implementation of holistic, multi-component interventions which address the social-cultural and school-level factors and enhance students’ opportunities for physical activity in schools are recommended.

Thought, Attitude and Action

The purpose of this narrative study was to explore how an international PhD student-mother, who has a young child, negotiated and coped with the challenges to complete her studies during the COVID-19 pandemic. Multiple semi-structured interviews were adopted to collect narrative data. Anchored in a thematic analysis, qualitative data showed that the participant encountered such challenges as the skills of managing academic time and activities, difficulty in focusing on studying, worries about family conditions in Indonesia and financial needs. We concluded that physical, mental and spiritual strengths of an individual derived from family and community support play a pivotal role in thinking of, managing, and coping with various challenges during the COVID-19 pandemic.

Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

An Autoethnography of Mothering in the Academy

Autoethnographies are an effective methodology for investigating mothering in the academy as they can allow researchers to explore their individual experiences of work/life balance struggles to shed light into wider social issues, such as academia’s accelerated time. This autoethnography includes five vignettes that describe the challenges of mothering in the academy. These vignettes depict some of the issues faced by mothers working on insecure academic contracts, the impact of accelerated academic time on mothering and the value of finding a supportive community of women to find new stories about motherhood in academia. Such windows into female academics struggles for work/life balance can offer insight into new ways to imagine academic time, as well as the need to uncover alternative perspectives to academic work that enables expansive, relational and creative knowledge making approaches. Stories of motherhood can illustrate the equanimity cultivated through balancing mothering with academic work and can reveal the richness of play, flexibility and fluidity acquired as mothers occupy the liminal spaces between their caregiving and academic work. Finally, greater exposure to the stories of mothers in academia can help the broader academic community to imagine alternative temporal orders that accommodate more pleasurable and meaningful work.