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Value of contracting as an active purchasing mechanism of healthcare services : a South African case study by Pillay, Ravi
Published 2015“…This dissertation aims to address the gaps identified in the contracting literature by providing empirical evidence from an evaluation of a contractual agreement between a healthcare financing agency, medical scheme, and a managed care organisation in the private health sector in South Africa for the provision of a back rehabilitation programme to reduce the cost of back surgeries. The dissertation also attempts to formulate key learnings that will inform future policies regarding contracting for healthcare services within the private and public health sector in South Africa.…”
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Die sosiale impak van groepsklavieronderrig op die leerders van die d-Piano Lab. by Coetzer, Johannes Stephanus
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Page will reload when a filter is selected or excluded.- Adult learners 1 results 1
- After school programme 1 results 1
- Animation and video-based flipped classroom strategies 1 results 1
- Attention Deficit Hyperactivity Disorder 1 results 1
- Biology is a compulsory subject for pre-degree science students in Nigerian universities; however, a decline in students’ performance in practical biology has been observed. Previous studies focused on strategies of teaching practical biology with little attention on animation and video-based flipped strategies. This study, therefore, determined the effects of Animation-based Flipped Classroom Strategy (AFCS) and Video-based Flipped Classroom Strategy (VFCS) on pre-degree students learning outcomes (achievement in, attitude to and practical skills) in practical biology in Southwestern Nigeria. The moderating effects of gender and computer self-efficacy were also examined. Constructivist social learning theory provided the framework, while the pretest-posttest control group quasi-experimental of 3x3x2 factorial matrix was adopted. Purposive sampling technique was used to select 174 pre-degree students (69 males, 105 females) from three state universities (Adekunle Ajasin,Tai Solarin and Osun State) offering pre-degree programme. The universities were selected based on availability of functional Science laboratories. Participants were assigned into AFCS (71), VFCS (51) and control (52) groups, while treatment lasted eight weeks. Instruments used were Biology Practical Achievement Test (r=0.82), Students Attitude to Biology Questionnaire (r=0.73), Biology Practical Rating Skill Scale (r=0.81), Computer Self-efficacy Questionnaire (r=0.88) and instructional guides. Data were analysed using Analysis of covariance and Scheffe post-hoc test at 0.05 level of significance. There were significant main effect of treatments on achievement (F(2,155) =4.08, partial η2 = 0.05), attitude (F(2,155) = 2.93,partial η2 = 0.04) and practical skills (F(2,155) = 23.90, partial η2 = 0.24) in practical Biology. Students in the AFCS had the highest achievement mean score (23.48) followed by VFCS (21.05) and the control (19.11) groups. There was a significant main effect of gender on students’ Achievement (F(1,155) = 4.08, partial η2 = .03). While the female participants scored the higher mean score (22.60) than their male (19.83) counterparts. There was a significant two-way interaction effects of treatment and gender on students’ practical skills in Biology (F(2,155) = 4.10, partial η2 = 0.05), in favour of female students in the animation-based group. There were no three-way interaction effects of treatment, gender and computer self-efficacy on students’ learning outcomes in practical Biology. Animation and video-based flipped strategies were effective in improving pre-degree students’ achievement, practical skills and attitude to practical Biology in Southwestern Nigeria. There is the need to adopt these strategies for teaching pre-degree Biology students. 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
- Clinical examination is crucial to assess competencies of nursing students in the delivery of quality nursing care. Globally, Traditional Practical Examination (TPE) and Objective Structured Clinical Examination (OSCE) are the methods of clinical assessments in Nursing. The Nursing and Midwifery Council of Nigeria (NMCN) had always used TPE for clinical examinations. The NMCN adopted OSCE for midwifery two decades ago while the examination in general nursing remains TPE. There is dearth of information on the effectiveness of OSCE and TPE in assessing students in general nursing. The goal of this study was to compare the effectiveness of OSCE and TPE in the assessment of clinical competencies of nursing students in Southwestern Nigeria. The study utilised quasi-experimental design among nursing students. Using a ballot system, two out of the sixteen hospital-based and two out of the five university-based nursing programmes were selected. The four schools participated in OSCE and TPE. The two programmes have similar curricula for nursing clinical procedures. Out of the 186 nursing students selected, 100 were second year hospital-based (51 students in Wesley Guild School of Nursing, Ilesa and 49 students in School of Nursing, Akure) while 86 were 300 level university-based (36 students in the Department of Nursing, University of Ibadan and 50 students in the Department of Nursing, Ladoke Akintola University of Technology, Osogbo). Data were obtained using adapted and validated instruments: Traditional Practical Examination Instrument (TPEI), Objective Structured Clinical Examination Instruments (OSCEIs) and Students’ Demographic and Perception Questionnaires (SDPQ). Pre-test was administered to the students to obtain the baseline data after which clinical teaching of selected nursing procedures were taught to all students for four weeks. The TPE (post-test I) was conducted at fifth week while OSCE (post-test II) was conducted at sixth week. The means of the performance scores in OSCE and TPE were computed while competency data were obtained by grouping performance scores into two levels of competencies: fairly competent (50.0%-59.9%) and very competent (60.0% and above). The SDPQ was used to collect data on students’ preference and perception of the two examination formats. Data were analysed using descriptive statistics, Students t-test, Chi-square test and ANOVA at α0.05. Age of respondents was 21.5±3.8 years. At baseline, the mean of students’ performance score was 53.3±3.7. There was a significant difference between the mean scores obtained at baseline and the two practical examination formats: pre-test 53.3±3.7, OSCE(post-test II) 64.6±5.2, TPE (post-test I) 59.3±2.9. More respondents were very competent in OSCE (80.1%) compared to TPE (45.7%). Perception of Objective Structured Clinical Examination and Traditional Practical Examination revealed: consumed less time (53.0% versus 48.0%); more objective (52.1% versus 47.9%); assessed wider range of learned materials (54.4% versus 45.6%); less destabilizing during practical sessions (53.5% versus 46.5%) less stressful (56.1% versus 44.0%). Lastly, 56.8% of respondents preferred OSCE while 43.2% preferred TPE. Objective Structured Clinical Examination was more effective in assessing competency of nursing students. 1 results 1
- Clinical teaching 1 results 1
- Co-operative learning strategy 1 results 1
- Computer literacy 1 results 1
- Computers enhance the process of understanding when used for teaching and learning. This made the Nigerian Government to introduce computer studies into the basic education curriculum. However, the content and activities in the computer basic curriculum are centred mostly around browsing and clicking and not on programming as many believed that programming is for adults. This study, therefore, developed a Language of Graphics Orientation (LOGO) instructional package and investigated its impact on primary school pupils’ competence in LOGO. It also examined the influence of age, gender, computer literacy and school type on competence in the programme. The study adopted one group pretest-posttest quasi-experimental design. A 20-module instructional package was developed based on Kerr’s model of curriculum development. Three hundred and forty-nine pupils aged 5, 6, 7 and 8years and eight computer studies teachers purposively drawn from two private and two public primary schools participated in the study. Five instruments were used: Achievement Test in LOGO (r =0.70), Teachers’ Perception Scale on LOGO, (r = 0.89), Challenges of Package Usage Scale (r =0.72), Utilization Scale for Package (r = 0.75) and Computer Literacy Scale (r = 0.75). Five research questions were answered and five hypotheses tested at 0.05 level of significance. Data were analysed using descriptive statistics, t-test and analysis of variance. The LOGO instructional package was validated in a pilot study; results showed that the package had a good face and content validity which was measured in terms of coverage, sequence and appropriateness for the pupils as perceived by their teachers. Teachers’ perception during the process of development in terms of conceptualisation was 0.8, identification of basic objectives 0.7, designing of package 0.7, try-out 0.7, revision 0.7 and teacher training 0.7. The instructional package was appropriate for pupils’ age 1.0, presentation of illustrations 0.9 and content sequence 1.0. The difference in the pupils’ pretest (x = 4.10) and posttest (x = 27.88) competence mean scores in LOGO was significant (t = 53.56; df = 348; p <0.05). There was significant effect of age on pupils competence in LOGO (F(3,345) = 45.94 p 0.05). Pupils aged 8years had highest mean competence score (x = 34.20) followed by those of age 7 (x =29.71), 6 (x = 26.96) and 5 (x = 20.53). There was no significant effect of gender on pupils’ competence. Furthermore, there was significant effect of computer literacy on pupils’ competence (t=8.26 df= 347 p 0.05) in favour of pupils with high level of computer literacy (x = 31.54). There was significant effect of school type on pupils’ competence (t = 8.13 df = 347 p 0.05) with private school pupils obtaining higher mean score (x = 31.56) than public school pupils (x = 24.38). The developed Language of Graphics Orientation instructional package enhanced the competence of primary school pupils in computer programming irrespective of age, computer literacy level and school type. It is therefore recommended that LOGO should be included in computer studies curriculum for primary schools as from age six. 1 results 1
- Concrete-Representational-Abstract Instruction 1 results 1
- Contingency contracting technique 1 results 1
- Development and Utilization of LOGO 1 results 1
- Diagnostic assessment 1 results 1
- Dialectical behaviour therapy 1 results 1
- Explicit Instruction 1 results 1
- Exposure therapy 1 results 1
- Importance of mathematics in technological development of any nation requires that more attention be given to students with consistent failure in the subject. This study established the effectiveness of an after school programme among low learners in mathematics. Pre- and post-test, control group quasi-experimental design was used for the study. Participants (grade 10. ages 14-15 students) who scored 40% and below in the diagnostic assessment were selected across the four schools far the experiment. Two schools each were randomly assigned to control (conventional) and treatment (use of diagnostic assessment followed by the after school programme) groups. A total of 95 participants (49 males and 46 females) formed the sample far the study. Four research instruments were used. A t-test was used for the analysis. No significant difference in students ' achievement and attitude was evident before treatment; however, there was significant effect of treatment on students’ posttest mathematics achievement t(9S)=9.22, p<0.05 but not on attitude. Teachers are encouraged to use diagnostic assessment to identify students with learning needs and use after school programme to enhance their performance 1 results 1
- Instructional Programme 1 results 1
- Intervention programme 1 results 1
- Learning disabilities 1 results 1
- Low learners 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
- Nursing students’ perception 1 results 1
- Nursing students’ performance 1 results 1
- Participatory moral education programme 1 results 1
- Practical examination formats 1 results 1
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