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Designing the concept for a mobile health solution to educate female scholars residing in a low-to-middle income socio economic setting in Cape Town about HPV and its vaccine by Oliver, Kedebone
Published 2023“…The learners prefer to learn interactively, and from their teachers and tutors, which is an element that can be introduced to the mHealth platform through a chatting function and educational video.…”
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Geskrewetaalmoeilikhede met Afrikaans (eerste taal) by hoerskoolleerlinge : fouteanalise en remedierende strategiee by Menkveld, Hendrikje
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Page will reload when a filter is selected or excluded.- Academic achievement 2 results 2
- Literacy 2 results 2
- Niger Delta Development Commission 2 results 2
- Non-Formal education 2 results 2
- Numeracy 2 results 2
- Odi 2 results 2
- Peace and conflict impact assessment 2 results 2
- intervention programme 2 results 2
- Attention Deficit Hyperactivity Disorder 1 results 1
- Children with Attention Deficit Hyperactivity Disorder (ADHD) and accompanying learning difficulties in mathematics experience considerable degree of helplessness as a result of their inability to successfully solve mathematical problems. The effects of ADHD on learning difficulties may become overwhelming on these pupils. This is probably caused by some personal, psycho-social and environmental factors distractive enough to negatively affect their concentration in class and achievement in mathematics. Literature substantiates the impact of utilising intervention plans to effectively manage ADHD pupils with specific learning difficulties in order to enhance their academic performance. However, there is dearth of studies that combine co-operative learning strategy and contingency contracting technique to improve the mathematics achievement of pupils with ADHD and accompanying learning difficulties in mathematics. This study, therefore investigated the effects of Co-operative Learning Strategy and Contingency Contracting Technique on mathematics achievement of pupils with ADHD in Warri, Nigeria. The study adopted pretest, posttest, control group quasi-experimental research design with a 3x2x2 factorial matrix. Multi-stage sampling technique was used to select 90 participants from three randomly selected public primary schools in the three local government areas in Warri. The participants were randomly assigned to treatment and control groups. Participants in the two treatment groups were exposed to eight weeks of Co-operative Learning Strategy and Contingency Contracting Technique. Two instruments used were: Vanderbilt ADHD Diagnostic Teacher Rating Scale (α= 0.93) and Woodcock-Johnson III Mathematics Fluency Achievement Tests Scale (α= 0.84). Seven hypotheses were tested at 0.05 level of significance and data analysed using Analysis of Covariance and Duncan post hoc. There was a significant main effect of treatment on mathematics achievement of pupils with ADHD (F (2, 87) = 127.29, p<0.05). Co-operative learning strategy was more effective in improving mathematics competence skills (= 96.6) of pupils with ADHD than contingency contracting technique. Also, age had significant main effect on mathematics achievement of pupils with ADHD (F (1, 88) = 4.65, p<0.05). However, gender had no significant main effect on mathematics achievement of pupils with ADHD. Likewise, there was no significant interaction effect of age and gender on mathematics achievement of pupils with ADHD. Furthermore, there was no significant interaction effect of treatment, age and gender on mathematics achievement of pupils with ADHD in the study. Co-operative learning strategy and contingency contracting technique were effective in improving mathematics achievement of pupils with attention deficit hyperactivity disorder. Hence, the study enlightened teachers, school authorities, parents and government of the fact that mathematics achievement of pupils with ADHD could be fostered to enhance better academic accomplishment with the use of these intervention programmes. Therefore, it is recommended that teachers of pupils with ADHD and accompanying learning difficulties in mathematics should adopt the two strategies to reinforce positive attitude to teaching learning situation of these children 1 results 1
- Co-operative learning strategy 1 results 1
- Collaboration 1 results 1
- Concrete-Representational-Abstract Instruction 1 results 1
- Contingency contracting technique 1 results 1
- Development interventions are aimed at promoting positive change, but they can equally have negative impact, especially in conflict-prone contexts. Whereas existing studies on Odi and the Niger Delta at large mainly focused on the history, environ-ment, culture, conflict and security situations, the peace and conflict impact of Nige-rian government‘s socio-economic interventions in the area have not been fully ex-plored. This study, therefore, assessed the Niger Delta Development Commission‘s (NDDC) interventions, to determine their relationship with the Commission‘s man-date, strategies, and community needs; their interactions with the community; and their impact on the dynamics of peace and conflict in Odi, a community that has at-tracted many interventions after the 1999 massacre. The study adopted the grounded theory and case study research designs. Primary and secondary data were collected through key informant and in-depth interviews, official documents and non-participant observation. Fifty-four key informant interviews were conducted with seven members of the Traditional Ruling Council and the Community Development Committee, six religious leaders, five women leaders, five Youth Coun-cil executives, 24 project beneficiaries, 12 NDDC staff, and five NDDC consultants. Forty-seven in-depth interviews were also held with six school teachers, ten politi-cians, and two law enforcement agents in Odi, five international/non-governmental organisations staff, six activists, and eight academics and professionals. The Niger Delta Regional Development Master Plan, the NDDC Act, and website contents were consulted. Non-participant observations were carried out at NDDC project sites in Odi. The data gathered were content analysed. The NDDC integrated development strategy correlated with NDDC‘s mandate and people‘s needs. However, the Commission, in implementing its interventions, contra-vened some of its articulated guiding principles and policies like promoting good gov-ernance, transparency, participatory decision-making, and impact assessment. Also, inadequate community consultation caused dissonance in NDDC‘s and community‘s prioritisation of needs. Moreover, due to inadequate consideration for peace and con-flict sensitivity, the interventions produced series of positive and negative impact on peace and conflict dynamics in Odi. Construction of roads and educational facilities, rural electrification and training in modern agricultural practices impacted positively on the structural causes of conflict. They brought federal government‘s presence to Odi; provided income for male youths employed as labourers and for construction ma-terials‘ suppliers as well as capacity building in modern agricultural practices. How-ever, the community perceived the NDDC interventions as resources and competed for in a socio-political environment characterised by pervasive corruption and bad gov-ernance. This provided sufficient conditions for spirals of negative consequences that ultimately reduced the overall effectiveness of the interventions. The negative impact included entrenching corruption in intervention cycle, power disequilibrium between NDDC and Odi community, oppression and division, and gender inequality, commu-nal conflicts, and apathy. The Niger Delta Development Commission‘s interventions, intended for positive change, also had many negative consequences in Odi because the Commission failed to mainstream peace and conflict sensitivity in the interventions. The NDDC should therefore adhere strictly to its guiding principles and policies as well as international best practices in intervention programming in order to maximise the positive and minimise the negative impacts of its interventions. 1 results 1
- Development interventions are aimed at promoting positive change, but they can equally have negative impact, especially in conflict-prone contexts. Whereas existing studies on Odi and the Niger Delta at large mainly focused on the history, environ-ment, culture, conflict and security situations, the peace and conflict impact of Nige-rian government’s socio-economic interventions in the area have not been fully ex-plored. This study, therefore, assessed the Niger Delta Development Commission’s (NDDC) interventions, to determine their relationship with the Commission’s man-date, strategies, and community needs; their interactions with the community; and their impact on the dynamics of peace and conflict in Odi, a community that has at-tracted many interventions after the 1999 massacre. The study adopted the grounded theory and case study research designs. Primary and secondary data were collected through key informant and in-depth interviews, official documents and non-participant observation. Fifty-four key informant interviews were conducted with seven members of the Traditional Ruling Council and the Community Development Committee, six religious leaders, five women leaders, five Youth Coun-cil executives, 24 project beneficiaries, 12 NDDC staff, and five NDDC consultants. Forty-seven in-depth interviews were also held with six school teachers, ten politicians, and two law enforcement agents in Odi, five international/non-governmental organisations staff, six activists, and eight academics and professionals. The Niger Delta Regional Development Master Plan, the NDDC Act, and website contents were consulted. Non-participant observations were carried out at NDDC project sites in Odi. The data gathered were content analysed. The NDDC integrated development strategy correlated with NDDC’s mandate and people’s needs. However, the Commission, in implementing its interventions, contra-vened some of its articulated guiding principles and policies like promoting good gov-ernance, transparency, participatory decision-making, and impact assessment. Also, inadequate community consultation caused dissonance in NDDC’s and community’s prioritisation of needs. Moreover, due to inadequate consideration for peace and con-flict sensitivity, the interventions produced series of positive and negative impact on peace and conflict dynamics in Odi. Construction of roads and educational facilities, rural electrification and training in modern agricultural practices impacted positively on the structural causes of conflict. They brought federal government’s presence to Odi; provided income for male youths employed as labourers and for construction ma-terials’ suppliers as well as capacity building in modern agricultural practices. How-ever, the community perceived the NDDC interventions as resources and competed for in a socio-political environment characterised by pervasive corruption and bad gov-ernance. This provided sufficient conditions for spirals of negative consequences that ultimately reduced the overall effectiveness of the interventions. The negative impact included entrenching corruption in intervention cycle, power disequilibrium between NDDC and Odi community, oppression and division, and gender inequality, commu-nal conflicts, and apathy. The Niger Delta Development Commission’s interventions, intended for positive change, also had many negative consequences in Odi because the Commission failed to mainstream peace and conflict sensitivity in the interventions. The NDDC should therefore adhere strictly to its guiding principles and policies as well as international best practices in intervention programming in order to maximise the positive and minimise the negative impacts of its interventions. 1 results 1
- Distance learning programme 1 results 1
- Education 1 results 1
- Explicit Instruction 1 results 1
- ICT Satisfaction 1 results 1
- ICT Utilization 1 results 1
- In compliance with the realities of an Information and Communication Technology (ICT)-driven society and global indexes in terms of quality assurance in university education, the use of ICT has been integrated into the Nigerian university system. In Nigeria, university education has received the most attention in terms of funding, technical support and policy reengineering. With the inevitable rise in ICT-based instruction globally, National Universities Commission (NUC) emphasized the use of ICT in Nigerian universities. Thus, ICT was integrated into teacher-training programmes in most Nigerian universities with huge investments made in staff training, internet connectivity, interactive smart boards, multimedia projectors and other e-learning channels. In spite of these, the use of ICT resources by university lecturers has been inconsistent or nonexistent largely due to lecturer-related variables such as age, gender and exposure. This has dire implications for pre-service teachers' satisfaction on the use of ICT in teacher-training. Therefore, this study examines pre-service teachers' satisfaction on the frequency and mode of ICT use in teacher-training in University of Ibadan. Seven research questions are raised and data were collected with ICT using online survey comprisingl40 participants. The results shows that pre-service teachers are not satisfied with frequency and mode of ICT use in teacher education. The study also found that younger lecturers make use of ICT-resources more than the older colleagues in Nigerian Universities. Regular training of lecturers on the use of ICT and improved power supply are recommended for optimal gains in the integration of ICT in teacher education. 1 results 1
- In-service 1 results 1
- Mathematics achievement 1 results 1
- Mathematics is viewed as the basis for science and technology as well as a tool for achieving scientific and technological development. Despite the importance to human activities and development, students generally view Mathematics as being an abstract subject. This has resulted in poor performance in the subject arising from the poor instructional strategies adopted in its teaching. Many studies attempting to find a solution to this problem but only a few had focused on such strategies that involve active participation of students in learning through cutting and modeling of the concepts and mastery at every step. This study, therefore, examined the effect of Concrete-Representational-Abstract Instructional Strategy (CRAIS) and Explicit Instructional Strategy (EIS) on students‟ achievement in and attitude to Mathematics. It also investigated the moderating effects of Mathematics learning difficulty and gender on dependent variables. The study adopted the pretest-posttest, control group, quasi experimental design with a 3x3x2 factorial matrix. Two hundred and seventy-nine senior secondary II students from six public schools purposively selected from three local government areas in Ibadan municipality were randomly grouped into two experimental groups and a control group. The experimental groups were exposed to CRAIS and EIS while the control group was exposed to Modified Conventional Teaching strategy for six weeks. Instruments used were: Test on Students Mathematics Learning Difficulties (r = 0.85); Students Mathematics Achievement Test (r = 0.83) and Students Mathematics Attitude Questionnaire (r = 0.79). Three instructional guides on Concrete-Representational– Abstract Instructional Strategy, Explicit Instructional Strategy and Modified Conventional Teaching Strategy were also used. Seven hypotheses were tested at 0.05 significance level. Data were subjected to Analysis of Covariance and Scheffe Post hoc test. Treatment had significant main effect on students achievement in Mathematics (F(2, 260) = 86.4; p<.05). Students taught with the CRAIS had higher achievement (x= 25.1) than those in the control group (x= 19.8) and EIS group ( x = 18.4). There was a significant effect of treatment on students‟ attitude to Mathematics (F (2, 260) = 11.6; p<.05). The CRAIS group had higher attitude (x = 99.0) than the EIS group ( x = 96.6) and control group ( x = 93.5). This shows that CRAIS was effective in enhancing the achievement while CRAIS and EIS were found to be more effective at improving students attitude towards Mathematics. Mathematics Learning Difficulty (MLD) has significant effect on students‟ achievement in Mathematics. (F(2, 260) = 139.1; p<.05). Students with low MLD had higher achievement ( x = 25.8) than their moderate ( x = 17.8) and high MLD ( x = 14.3) counterparts. Also, there was a significant effect of MLD on attitudes to Mathematics (F(2, 260) = 20.2; p<.05). Students with low MLD had higher attitude ( x = 99.5) than their moderate ( x = 95.2) and the high MLD group ( x = 89.3). Gender has no significant effect on students‟ achievement and attitude to Mathematics. Further, there was significant interaction effect of treatment and MLD on achievement in Mathematics (F(4, 260) = 9.3; p<.05). Among students in the CRAIS group, those with low MLD had higher achievement ( x = 31.9) than the moderate ( x = 21.3) and the high MLD ( x = 12.4) respectively.Concrete-Representational-Abstract Instructional Strategy enhanced students‟ achievement in Mathematics whereas both CRAIS and EIS improved their attitude to the subject. Therefore, CRAIS and EIS should be adopted for the teaching of Mathematics. Senior secondary school students should be screened for Mathematics learning difficulties while training programmes on the use of CRAIS and EIS should be organised for Mathematics teachers. 1 results 1
- Mathematics learning difficulty 1 results 1
- NTI NCE Programme 1 results 1
- Pre-service 1 results 1
- Pre-service Teachers 1 results 1
- Primary school pupils 1 results 1
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