Pub Date : 2023-03-21DOI: 10.9734/jesbs/2023/v36i41219
A. Oyewole
Objectives: This study was designed to investigate clergymen's training, knowledge, perception and experience of mental illness. Methods: The study adopted both quantitative and qualitative study designs conducted among a total of 148 student population of the Nigerian Baptist Theological Seminary Ogbomoso. The stratified random sampling technique was used for the quantitative approach using the (Community Attitudes towards Mental Illness (CAMI) scale and the socio-demographic questionnaire while purposive sampling of the respondents was used for the qualitative approach. Data collated for the quantitative technique was analyzed using the Statistical Packages for the Social Sciences (SPSS) version 21. Results: The Focused Group Discussions (FGDs) and Key Informant Interviews (KII) respondents believe that all mental illnesses are traceable directly or indirectly to spiritual factors, that certain sociocultural discriminations exist and that the local church is a healing community. The Community Attitudes towards Mental Illness (CAMI) benevolence subscale reveals that 76.4% of them want tax money to be spent on treating mental illness although 57.4% view mental hospitals as prisons. The Social restrictiveness subscale showed that 46.6% did not agree to engage women with a previous history of mental illness as babysitters and 37.2% did not agree to have them as neighbours. On the community mental health ideology subscale; about 70.3% have them live in neighbourhoods although 82.4% of them feel the mentally ill are awkward. Conclusions: With improved mental health knowledge; the Baptist clergymen may ensure referral to orthodox medical services, encourage compliance and banish discrimination against the mentally ill crucial for the WHO scale up program in Nigeria.
{"title":"Perception of Clergymen on the Care and Stigmatization of Persons with Mental Illness in Nigeria","authors":"A. Oyewole","doi":"10.9734/jesbs/2023/v36i41219","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i41219","url":null,"abstract":"Objectives: This study was designed to investigate clergymen's training, knowledge, perception and experience of mental illness. \u0000Methods: The study adopted both quantitative and qualitative study designs conducted among a total of 148 student population of the Nigerian Baptist Theological Seminary Ogbomoso. The stratified random sampling technique was used for the quantitative approach using the (Community Attitudes towards Mental Illness (CAMI) scale and the socio-demographic questionnaire while purposive sampling of the respondents was used for the qualitative approach. Data collated for the quantitative technique was analyzed using the Statistical Packages for the Social Sciences (SPSS) version 21. \u0000Results: The Focused Group Discussions (FGDs) and Key Informant Interviews (KII) respondents believe that all mental illnesses are traceable directly or indirectly to spiritual factors, that certain sociocultural discriminations exist and that the local church is a healing community. The Community Attitudes towards Mental Illness (CAMI) benevolence subscale reveals that 76.4% of them want tax money to be spent on treating mental illness although 57.4% view mental hospitals as prisons. The Social restrictiveness subscale showed that 46.6% did not agree to engage women with a previous history of mental illness as babysitters and 37.2% did not agree to have them as neighbours. On the community mental health ideology subscale; about 70.3% have them live in neighbourhoods although 82.4% of them feel the mentally ill are awkward. \u0000Conclusions: With improved mental health knowledge; the Baptist clergymen may ensure referral to orthodox medical services, encourage compliance and banish discrimination against the mentally ill crucial for the WHO scale up program in Nigeria.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114856810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.9734/jesbs/2023/v36i51220
Oyeindiepreye Solomon, J. Cocodia
Mutual distrust, suspicion, hate, fear of domination and marginalization compel in-group members to enhance their marked identities in order to differentiate themselves from others and mobilise against other groups that are viewed as threats. Groups in this sense include ethnic, religious and professional, and are further categorized in terms of demography into minority and majority groups. Groups accentuating the fear of each other are a recipe for violent conflict in any state. When governments contribute to this dichotomy through giving a group undue advantage at the expense of others, or deliberately deny a group of due benefits, group suspicion and conflict are taken to frightening levels that keep society dangling on the precipice of war. This research examines how Nigeria has fared under such state sponsored horizontal inequality, the impact on politics, cohesion and (in) security, and what could be done to reverse the trend. Ex post facto is adopted as the design for this study considering that the events under analysis have occurred and the researcher cannot manipulate the outcomes, and data was collected from secondary sources. This study concludes among others that promoting horizontal equality in society through governance is an effective means in reversing the negative effects of horizontal inequality.
{"title":"Horizontal Inequality and West Africa’s Worsening Security: Case Studies of Mali and Nigeria","authors":"Oyeindiepreye Solomon, J. Cocodia","doi":"10.9734/jesbs/2023/v36i51220","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i51220","url":null,"abstract":"Mutual distrust, suspicion, hate, fear of domination and marginalization compel in-group members to enhance their marked identities in order to differentiate themselves from others and mobilise against other groups that are viewed as threats. Groups in this sense include ethnic, religious and professional, and are further categorized in terms of demography into minority and majority groups. Groups accentuating the fear of each other are a recipe for violent conflict in any state. When governments contribute to this dichotomy through giving a group undue advantage at the expense of others, or deliberately deny a group of due benefits, group suspicion and conflict are taken to frightening levels that keep society dangling on the precipice of war. This research examines how Nigeria has fared under such state sponsored horizontal inequality, the impact on politics, cohesion and (in) security, and what could be done to reverse the trend. Ex post facto is adopted as the design for this study considering that the events under analysis have occurred and the researcher cannot manipulate the outcomes, and data was collected from secondary sources. This study concludes among others that promoting horizontal equality in society through governance is an effective means in reversing the negative effects of horizontal inequality.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115596295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.9734/jesbs/2023/v36i41218
Maunula Minna
Aims: Universities and their doctoral programs open a range of career opportunities for doctoral students and doctors. There is a need to problematize assumptions related to the construction of doctoral careers. This study addresses this need by examining the development of doctoral career paths and the factors influencing them from a qualitative longitudinal perspective. This study focuses on the narrative career stories of doctoral students and doctoral graduates from a temporal perspective and at the individual level. Study Design: The study was conducted as qualitative longitudinal research among Finnish doctoral students and later same persons as doctoral holders (N=9). The aim of the research design was to find out what kind of career paths can be constructed. Place and Duration of Study: The research data was collected in Finland between 2009-2018 and analyzed in 2022-2023. Methodology: This study focuses on the narrative career stories of doctoral students and doctoral graduates from a temporal perspective and at the individual level. For this study, nine doctoral students were interviewed in 2009 and again in 2018, covering the themes of doctoral studies and careers. The data was analyzed using content analysis and a narrative approach. Results: As a result, four narrative doctoral career stories were constructed: Competitive Academic Career, Permanent Lecturer Career, External Proletarian Career and Self-selected Balanced Career. The results suggest that starting points, personal positioning in the doctoral process and structured career opportunities have a significant impact on the dimensions, skills and, ultimately, career prospects of doctoral candidates. This study makes visible the factors involved in the construction of a doctoral career from a holistic and longer-term perspective, allowing for a deeper understanding of the dynamics of the complexity of doctoral careers.
{"title":"Four Career Stories from Doctoral Students to Doctoral Holders: Qualitative Longitudinal Examination","authors":"Maunula Minna","doi":"10.9734/jesbs/2023/v36i41218","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i41218","url":null,"abstract":"Aims: Universities and their doctoral programs open a range of career opportunities for doctoral students and doctors. There is a need to problematize assumptions related to the construction of doctoral careers. This study addresses this need by examining the development of doctoral career paths and the factors influencing them from a qualitative longitudinal perspective. This study focuses on the narrative career stories of doctoral students and doctoral graduates from a temporal perspective and at the individual level. \u0000Study Design: The study was conducted as qualitative longitudinal research among Finnish doctoral students and later same persons as doctoral holders (N=9). The aim of the research design was to find out what kind of career paths can be constructed. \u0000Place and Duration of Study: The research data was collected in Finland between 2009-2018 and analyzed in 2022-2023. \u0000Methodology: This study focuses on the narrative career stories of doctoral students and doctoral graduates from a temporal perspective and at the individual level. For this study, nine doctoral students were interviewed in 2009 and again in 2018, covering the themes of doctoral studies and careers. The data was analyzed using content analysis and a narrative approach. \u0000Results: As a result, four narrative doctoral career stories were constructed: Competitive Academic Career, Permanent Lecturer Career, External Proletarian Career and Self-selected Balanced Career. The results suggest that starting points, personal positioning in the doctoral process and structured career opportunities have a significant impact on the dimensions, skills and, ultimately, career prospects of doctoral candidates. This study makes visible the factors involved in the construction of a doctoral career from a holistic and longer-term perspective, allowing for a deeper understanding of the dynamics of the complexity of doctoral careers.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120900373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-17DOI: 10.9734/jesbs/2023/v36i41217
Joseph Dawson-Ahmoah, Poku Agyeman Emma, J. Adu, Bernard Ogyiri Asare, Francis Britwum
The study examined career choice and academic programmes among senior high school students in the Ashanti Mampong Municipality. The study was guided by three research questions and three hypotheses. The study used the descriptive cross-sectional survey design with a quantitative approach. Multi-stage sampling procedures (purposive, proportionate, and simple random sampling) were used to select a sample of 336 respondents for the study. The instrument used to gather data was the questionnaire. The data was analysed using means and standard deviation while hypotheses were tested using an independent sample t-test. Results revealed that environmental factors, institutional factors, and personal characteristics influenced students' career choices and academic programmes. The study revealed that there was no significant difference in the perception of male and female students regarding the environmental factors that influenced their selection of career choice and academic programme. The study further revealed gender differences in institutional factors when making decisions about their career choice and academic programme. The study again revealed no gender difference in the mean score of students’ perception regarding their personal characteristics that influenced their choice of career and academic programme. Based on these findings, it was recommended that educators and school counsellors should focus on parents’ socio-economic status when counselling students on career choice and academic programmes.
{"title":"Career Choice and Academic Programme among Senior High School Students in the Ashanti Mampong Municipality, Ghana","authors":"Joseph Dawson-Ahmoah, Poku Agyeman Emma, J. Adu, Bernard Ogyiri Asare, Francis Britwum","doi":"10.9734/jesbs/2023/v36i41217","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i41217","url":null,"abstract":"The study examined career choice and academic programmes among senior high school students in the Ashanti Mampong Municipality. The study was guided by three research questions and three hypotheses. The study used the descriptive cross-sectional survey design with a quantitative approach. Multi-stage sampling procedures (purposive, proportionate, and simple random sampling) were used to select a sample of 336 respondents for the study. The instrument used to gather data was the questionnaire. The data was analysed using means and standard deviation while hypotheses were tested using an independent sample t-test. Results revealed that environmental factors, institutional factors, and personal characteristics influenced students' career choices and academic programmes. The study revealed that there was no significant difference in the perception of male and female students regarding the environmental factors that influenced their selection of career choice and academic programme. The study further revealed gender differences in institutional factors when making decisions about their career choice and academic programme. The study again revealed no gender difference in the mean score of students’ perception regarding their personal characteristics that influenced their choice of career and academic programme. Based on these findings, it was recommended that educators and school counsellors should focus on parents’ socio-economic status when counselling students on career choice and academic programmes.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134532602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-14DOI: 10.9734/jesbs/2023/v36i41216
Jin Rabak, Hen Guai Lan
Parental acceptance is a critical factor in the well-being of LGBTQ+ children, with research consistently demonstrating the harmful effects of rejection and discrimination on mental health outcomes. This study examines the difference in acceptance of LGBTQ+ children between left-handed and right-handed mothers. We collected data from a sample of 200 mothers, including 100 left-handed and 100 right-handed mothers, who all have at least one LGBTQ+ child. Our findings suggest that left-handed mothers tend to be more supportive of their LGBTQ+ children, with a significantly higher mean acceptance score (M = 4.28, SD = 0.69) compared to right-handed mothers (M = 2.76, SD = 0.93), t(198) = 7.52, P < .001, d = 0.94. We propose that left-handed mothers may be more empathetic towards their child’s struggles due to their own experiences of rejection based on their handedness. Our study highlights the importance of considering individual differences in parenting and the potential impact on the well-being of LGBTQ+ children.
父母的接纳是LGBTQ+儿童幸福的关键因素，研究不断证明拒绝和歧视对心理健康结果的有害影响。本研究考察了左撇子母亲和右撇子母亲对LGBTQ+孩子接受度的差异。我们收集了200位母亲的样本数据，其中包括100位左撇子和100位右撇子，她们都至少有一个LGBTQ+孩子。研究结果表明，左撇子母亲对LGBTQ+孩子的支持度更高，平均接受得分(M = 4.28, SD = 0.69)显著高于右撇子母亲(M = 2.76, SD = 0.93)， t(198) = 7.52, P < 0.001, d = 0.94。我们认为，左撇子母亲可能对孩子的挣扎更感同身受，因为她们自己也有过因惯用手而被拒绝的经历。我们的研究强调了在育儿方面考虑个体差异的重要性，以及对LGBTQ+儿童福祉的潜在影响。
{"title":"Left-Handed Mothers and LGBTQ+ Child Acceptance in Singapore: Exploring the Link through Early Life Rejection","authors":"Jin Rabak, Hen Guai Lan","doi":"10.9734/jesbs/2023/v36i41216","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i41216","url":null,"abstract":"Parental acceptance is a critical factor in the well-being of LGBTQ+ children, with research consistently demonstrating the harmful effects of rejection and discrimination on mental health outcomes. This study examines the difference in acceptance of LGBTQ+ children between left-handed and right-handed mothers. We collected data from a sample of 200 mothers, including 100 left-handed and 100 right-handed mothers, who all have at least one LGBTQ+ child. Our findings suggest that left-handed mothers tend to be more supportive of their LGBTQ+ children, with a significantly higher mean acceptance score (M = 4.28, SD = 0.69) compared to right-handed mothers (M = 2.76, SD = 0.93), t(198) = 7.52, P < .001, d = 0.94. We propose that left-handed mothers may be more empathetic towards their child’s struggles due to their own experiences of rejection based on their handedness. Our study highlights the importance of considering individual differences in parenting and the potential impact on the well-being of LGBTQ+ children.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125300007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.9734/jesbs/2023/v36i31214
Abdulai Boare Iddrisu, C. S. Bornaa, A. A. Alagbela, Dennis Offei Kwakye, A. Gariba, Eric Teye-Wayo Ahusah, Theophilus Nii Adjei Badger
Many researchers have investigated the causes of students’ poor academic performance in general. However, the extent to which students’ individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students’ academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.
{"title":"Students’ Characteristics and Academic Performance in Mathematics","authors":"Abdulai Boare Iddrisu, C. S. Bornaa, A. A. Alagbela, Dennis Offei Kwakye, A. Gariba, Eric Teye-Wayo Ahusah, Theophilus Nii Adjei Badger","doi":"10.9734/jesbs/2023/v36i31214","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i31214","url":null,"abstract":"Many researchers have investigated the causes of students’ poor academic performance in general. However, the extent to which students’ individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students’ academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124226245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.9734/jesbs/2023/v36i41215
Ngozi Obiejemba, Y. Adeniyi, O. Omigbodun
Aim: This study was a cluster randomized trial, designed to evaluate the effect of a teachers’ training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria. Methodology: A total of 110 preschool teachers participated in the study. Fifty-five were randomly assigned to each of the intervention and the wait-list groups. Participants in the intervention group received two training sessions on child behaviour problems and management. Data was collected in 3 phases; baseline, immediate post-intervention and one-month post-intervention. Results: The proportion of participants in the intervention group who felt frustrated about managing challenging behaviours, reduced significantly (p=0.045) at follow up (14.5%) compared to baseline (32.7%). There was a statistically significant (p<0.001) increase in the proportion of those who documented problem behaviours occurring at school (72.7%) at follow up, compared to baseline (38.2%). Participants in the intervention group reported increased confidence and competence to manage problem behaviours in their classroom settings. Conclusion: This study showed that training interventions can improve the perception, competence and skills of teachers in managing problem behaviours among preschoolers. It is recommended that preschool teachers receive training that will improve their classroom management of children with problem behaviours, even in low-income settings.
{"title":"Towards Positive Behaviours: An Evaluation of a Teachers’ Training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria","authors":"Ngozi Obiejemba, Y. Adeniyi, O. Omigbodun","doi":"10.9734/jesbs/2023/v36i41215","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i41215","url":null,"abstract":"Aim: This study was a cluster randomized trial, designed to evaluate the effect of a teachers’ training on Classroom-based Interventions for Managing Problem Behaviours in Preschoolers in Nigeria. \u0000Methodology: A total of 110 preschool teachers participated in the study. Fifty-five were randomly assigned to each of the intervention and the wait-list groups. Participants in the intervention group received two training sessions on child behaviour problems and management. Data was collected in 3 phases; baseline, immediate post-intervention and one-month post-intervention. \u0000Results: The proportion of participants in the intervention group who felt frustrated about managing challenging behaviours, reduced significantly (p=0.045) at follow up (14.5%) compared to baseline (32.7%). There was a statistically significant (p<0.001) increase in the proportion of those who documented problem behaviours occurring at school (72.7%) at follow up, compared to baseline (38.2%). Participants in the intervention group reported increased confidence and competence to manage problem behaviours in their classroom settings. \u0000Conclusion: This study showed that training interventions can improve the perception, competence and skills of teachers in managing problem behaviours among preschoolers. It is recommended that preschool teachers receive training that will improve their classroom management of children with problem behaviours, even in low-income settings.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129003157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.9734/jesbs/2023/v36i31213
Daniel L. Mpolomoka, Tuke Chulu, N. Mwandila, Moono Muvombo, E. Simwinga, C. J. Kabungo, Peter C. Sampa
This article highlights the findings of a study that explored girls’ issues in weekly boarding. The objectives of this research were twofold: (1) explore the problems that exist among the girls in weekly boarding at Chadiza Day Secondary School; (2) determine how problems among the girls in weekly boarding day secondary schools impede their education. This study used a mixed method research employing a case study. The study sample consisted of 38 participants: 12 girls, 10 boys, 10 teachers (5 female teachers and 5 male teachers), 2 guidance teachers, 2 administrators and 2 parents. Participants were sampled using snowball, purposive and convenience sampling methods. Data were collected through questionnaires, interview guide, observation guide and Focus Group Discussions (FGDs) and were analysed qualitatively using thematic data analysis technique and quantitatively employing descriptive data analysis method. As such, this study established issues that girls, who do weekly boarding at Chadiza Day Secondary Schools, were involved in; and how these issues impeded their education. The findings served as an eye-opener for the School administration, teachers and parents to provide services that would help to provide quality education and reduce existing issues that impede the education of girls. The results of the study were discussed in reference to thematic areas of the findings; related literature on girls’ issues in weekly boarding and the authors drew attention to how these issues impeded their education. The study concludes that weekly boarding in day secondary schools is a good initiative but should be provided under what may be called ‘supervised weekly boarding’ in order to avoid girls’ issues that may affect their education and life at large.
{"title":"Exploring Problems Faced by Female Students in a Weekly Boarding Day Secondary School in Chadiza, Zambia","authors":"Daniel L. Mpolomoka, Tuke Chulu, N. Mwandila, Moono Muvombo, E. Simwinga, C. J. Kabungo, Peter C. Sampa","doi":"10.9734/jesbs/2023/v36i31213","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i31213","url":null,"abstract":"This article highlights the findings of a study that explored girls’ issues in weekly boarding. The objectives of this research were twofold: (1) explore the problems that exist among the girls in weekly boarding at Chadiza Day Secondary School; (2) determine how problems among the girls in weekly boarding day secondary schools impede their education. This study used a mixed method research employing a case study. The study sample consisted of 38 participants: 12 girls, 10 boys, 10 teachers (5 female teachers and 5 male teachers), 2 guidance teachers, 2 administrators and 2 parents. Participants were sampled using snowball, purposive and convenience sampling methods. Data were collected through questionnaires, interview guide, observation guide and Focus Group Discussions (FGDs) and were analysed qualitatively using thematic data analysis technique and quantitatively employing descriptive data analysis method. As such, this study established issues that girls, who do weekly boarding at Chadiza Day Secondary Schools, were involved in; and how these issues impeded their education. The findings served as an eye-opener for the School administration, teachers and parents to provide services that would help to provide quality education and reduce existing issues that impede the education of girls. The results of the study were discussed in reference to thematic areas of the findings; related literature on girls’ issues in weekly boarding and the authors drew attention to how these issues impeded their education. The study concludes that weekly boarding in day secondary schools is a good initiative but should be provided under what may be called ‘supervised weekly boarding’ in order to avoid girls’ issues that may affect their education and life at large.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115959154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.9734/jesbs/2023/v36i31212
Ndagijimana Jean Baptiste, Prudencienne Ugiriwabo
The main objective of this study is to analyze causes of unplanned pregnancies in the secondary school and its impact on the school performance. The researcher distributed questionnaires to students and teachers. Deputy Head teacher of Studies was interviewed the school Dean of the Studies. The direct observation was conducted and reading other existing documents related to the causes of unplanned pregnancies in secondary school and its impact on the school performance. The sample population of 84 people was used in this study, and data analyzed were for years 2016, 2017 and 2018. From research findings, unplanned pregnancies have serious impact on school performance where the female adolescents drop out, fail lessons and to irregularly attend classes due to many responsibilities. The research outcomes will help students, teachers, parents, and educational stakeholders to overcome causes of unplanned pregnancies for the purpose of getting good performance. The research addresses some recommendations to the Government, whereby the Ministry of Education (MINEDUC) should determine and overcome the factors that associated with the unplanned pregnancies, especially for the female adolescents and their impact on the school performance. The research further suggested that training of teachers and other educational stakeholders are helpful when they effectively provided to overcome such issues. Teachers were recommended collaboration with parents on the students’ behaviors and success. Teachers should lastly know and report the number of pregnant girls and encourage them returning back to school after childbirth.
{"title":"Causes of Unplanned Pregnancies in Secondary School and its Impact on the School Performance","authors":"Ndagijimana Jean Baptiste, Prudencienne Ugiriwabo","doi":"10.9734/jesbs/2023/v36i31212","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i31212","url":null,"abstract":"The main objective of this study is to analyze causes of unplanned pregnancies in the secondary school and its impact on the school performance. \u0000The researcher distributed questionnaires to students and teachers. Deputy Head teacher of Studies was interviewed the school Dean of the Studies. The direct observation was conducted and reading other existing documents related to the causes of unplanned pregnancies in secondary school and its impact on the school performance. The sample population of 84 people was used in this study, and data analyzed were for years 2016, 2017 and 2018. \u0000From research findings, unplanned pregnancies have serious impact on school performance where the female adolescents drop out, fail lessons and to irregularly attend classes due to many responsibilities. \u0000The research outcomes will help students, teachers, parents, and educational stakeholders to overcome causes of unplanned pregnancies for the purpose of getting good performance. The research addresses some recommendations to the Government, whereby the Ministry of Education (MINEDUC) should determine and overcome the factors that associated with the unplanned pregnancies, especially for the female adolescents and their impact on the school performance. The research further suggested that training of teachers and other educational stakeholders are helpful when they effectively provided to overcome such issues. Teachers were recommended collaboration with parents on the students’ behaviors and success. Teachers should lastly know and report the number of pregnant girls and encourage them returning back to school after childbirth.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122426938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.9734/jesbs/2023/v36i31211
Mohammed Al Alfi, C. S. Kalevaru, U. Rabbani, Abdullah Alsaigul, Omer Al Yahia, A. Almutairi, A. Al-Harbi, Azza Abdulmajeed Ahmed
Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS. Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10. Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.
{"title":"Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia","authors":"Mohammed Al Alfi, C. S. Kalevaru, U. Rabbani, Abdullah Alsaigul, Omer Al Yahia, A. Almutairi, A. Al-Harbi, Azza Abdulmajeed Ahmed","doi":"10.9734/jesbs/2023/v36i31211","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i31211","url":null,"abstract":"Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. \u0000Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS. \u0000Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10. \u0000Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"776 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116414266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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