Pub Date : 2021-11-02DOI: 10.1080/18146627.2022.2158351
Christopher Mensah, Collins R. Nunyonameh, Sampson Wireko-Gyebi, Gloria Sabbah
Abstract Bullying in basic and secondary schools has received considerable research attention; empirical investigation of the phenomenon among university students has, however, been overlooked. There is a paucity of such studies in African universities. This study examined the prevalence and forms of bullying in a Ghanaian technical university, as well as victims’ characteristics. Four hundred and eighty-eight students completed self-administered questionnaires. Data were analysed using descriptive statistics and the Mann Whitney and Kruskal-Wallis tests. The prevalence of bullying was high. Verbal and sexual harassment were commonly reported. Vulnerability to bullying was high among female students. This study adds to the scanty literature on the phenomenon in university settings. University administrators must confront bullying by instituting and subjecting faculty to disciplinary procedures and must punish culprits to create a congenial and non-threatening environment for academic work in universities.
{"title":"Faculty Bullying Tendencies: Evidence from a Ghanaian Technical University","authors":"Christopher Mensah, Collins R. Nunyonameh, Sampson Wireko-Gyebi, Gloria Sabbah","doi":"10.1080/18146627.2022.2158351","DOIUrl":"https://doi.org/10.1080/18146627.2022.2158351","url":null,"abstract":"Abstract Bullying in basic and secondary schools has received considerable research attention; empirical investigation of the phenomenon among university students has, however, been overlooked. There is a paucity of such studies in African universities. This study examined the prevalence and forms of bullying in a Ghanaian technical university, as well as victims’ characteristics. Four hundred and eighty-eight students completed self-administered questionnaires. Data were analysed using descriptive statistics and the Mann Whitney and Kruskal-Wallis tests. The prevalence of bullying was high. Verbal and sexual harassment were commonly reported. Vulnerability to bullying was high among female students. This study adds to the scanty literature on the phenomenon in university settings. University administrators must confront bullying by instituting and subjecting faculty to disciplinary procedures and must punish culprits to create a congenial and non-threatening environment for academic work in universities.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"71 - 90"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47185071","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 : 2021-11-02DOI: 10.1080/18146627.2022.2153067
Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo
Abstract Diversity influences students’ learning experience and their ability to learn. Gender is one of the characteristics of student diversity that could affect students’ attitudes. The purpose of this study was to determine whether differences manifest in men and women students’ experience of collaborative learning. An existing questionnaire was used to collect data from 186 Hospitality Financial Management 1 students (2016) who participated in collaborative learning classes. Data were analysed using the chi-squared test for independence to determine the relationship between gender and the components of collaborative learning. The results indicated that the majority of men and women students were satisfied with the collaborative learning experience. There was a statistically significant difference between men and women students on the statements “Collaborative learning activities made an important contribution to my learning” and “It is easy to organise and distribute tasks and responsibilities among collaborative learning members.” Significantly more women students (17.65%) disagreed that it had contributed to their learning than men students (4.29%). The findings can be interpreted as meaning that although there were differences in how men students experienced collaborative learning compared with women students, these differences were limited and the general tendency between these groups were similar.
{"title":"The Relationship between Gender and the Collaborative Learning Experience of University of Technology Students","authors":"Carina Kleynhans, J. Roberson, A. Nesamvuni, Prince Masondo","doi":"10.1080/18146627.2022.2153067","DOIUrl":"https://doi.org/10.1080/18146627.2022.2153067","url":null,"abstract":"Abstract Diversity influences students’ learning experience and their ability to learn. Gender is one of the characteristics of student diversity that could affect students’ attitudes. The purpose of this study was to determine whether differences manifest in men and women students’ experience of collaborative learning. An existing questionnaire was used to collect data from 186 Hospitality Financial Management 1 students (2016) who participated in collaborative learning classes. Data were analysed using the chi-squared test for independence to determine the relationship between gender and the components of collaborative learning. The results indicated that the majority of men and women students were satisfied with the collaborative learning experience. There was a statistically significant difference between men and women students on the statements “Collaborative learning activities made an important contribution to my learning” and “It is easy to organise and distribute tasks and responsibilities among collaborative learning members.” Significantly more women students (17.65%) disagreed that it had contributed to their learning than men students (4.29%). The findings can be interpreted as meaning that although there were differences in how men students experienced collaborative learning compared with women students, these differences were limited and the general tendency between these groups were similar.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"36 - 54"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989102","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 : 2021-11-02DOI: 10.1080/18146627.2022.2150243
E. Adedeji, I. Mabawonku
Abstract Effective use of information resources by lecturers is one of the determinants of university education outcomes. To function optimally, lecturers utilise digitised information resources in their duties. University libraries are saddled with the responsibility of organising and providing lecturers’ needed information resources. This study, therefore, investigated the influence of digitised library information resources availability on the use of information resources by lecturers in six federal universities in Southern Nigeria. Instruments used for data collection were the DLIRA (r = 0.73) and UIR (r = 0.64) scales. Data were analysed using descriptive statistics, the Pearson product moment correlation, and multiple regressions at .05 level of significance. The results showed that digitised library information resources availability on the use of information resources influenced the use of information resources by lecturers in the federal universities in Southern Nigeria. Thus, there is a need for the management of university libraries to intensify efforts at converting most of the paper-based resources to digitised formats for increased use of library resources by lecturers.
{"title":"Availability and Use of Digitised Library Information Resources by Lecturers in Federal University Libraries in Southern Nigeria","authors":"E. Adedeji, I. Mabawonku","doi":"10.1080/18146627.2022.2150243","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150243","url":null,"abstract":"Abstract Effective use of information resources by lecturers is one of the determinants of university education outcomes. To function optimally, lecturers utilise digitised information resources in their duties. University libraries are saddled with the responsibility of organising and providing lecturers’ needed information resources. This study, therefore, investigated the influence of digitised library information resources availability on the use of information resources by lecturers in six federal universities in Southern Nigeria. Instruments used for data collection were the DLIRA (r = 0.73) and UIR (r = 0.64) scales. Data were analysed using descriptive statistics, the Pearson product moment correlation, and multiple regressions at .05 level of significance. The results showed that digitised library information resources availability on the use of information resources influenced the use of information resources by lecturers in the federal universities in Southern Nigeria. Thus, there is a need for the management of university libraries to intensify efforts at converting most of the paper-based resources to digitised formats for increased use of library resources by lecturers.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"1 - 20"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41799341","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 : 2021-11-02DOI: 10.1080/18146627.2022.2157741
Veronica Ochonogor, J. Seroto
Abstract Many youths complain about mistaken career choices even at the point of graduating from higher education institutions in spite of career advice provided by the school and the government. This article investigated the impact that home factors and parental characteristics have on learners’ career choices in a secondary school in Mamelodi East, Tshwane District, South Africa. The study made use of a qualitative design. Data were collected from a purposive sample of eight black grade 11 learners and five parents by means of focus group and individual semi-structured interviews. The data collected were analysed using Atlas-ti with appropriate coding that gave rise to five themes. Two of the themes, home factors and parental characteristics, are discussed. The findings show that, irrespective of parental socio-economic status and educational levels, parents derived satisfaction from motivating and assisting their children with the view to improving their future career options. Many learners, however, were ill-informed of the range of career choices available when they made decisions about their educational and occupational future since their parents lacked appropriate information necessary to advise them.
{"title":"The Influence of Home Factors and Parental Characteristics on Learners’ Career Choices in a South African Secondary School","authors":"Veronica Ochonogor, J. Seroto","doi":"10.1080/18146627.2022.2157741","DOIUrl":"https://doi.org/10.1080/18146627.2022.2157741","url":null,"abstract":"Abstract Many youths complain about mistaken career choices even at the point of graduating from higher education institutions in spite of career advice provided by the school and the government. This article investigated the impact that home factors and parental characteristics have on learners’ career choices in a secondary school in Mamelodi East, Tshwane District, South Africa. The study made use of a qualitative design. Data were collected from a purposive sample of eight black grade 11 learners and five parents by means of focus group and individual semi-structured interviews. The data collected were analysed using Atlas-ti with appropriate coding that gave rise to five themes. Two of the themes, home factors and parental characteristics, are discussed. The findings show that, irrespective of parental socio-economic status and educational levels, parents derived satisfaction from motivating and assisting their children with the view to improving their future career options. Many learners, however, were ill-informed of the range of career choices available when they made decisions about their educational and occupational future since their parents lacked appropriate information necessary to advise them.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"113 - 130"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912559","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 : 2021-11-02DOI: 10.1080/18146627.2022.2157742
Julian Moodliar, Deepa Gopal
Abstract Responding constructively to unexpected events during a lesson is a particularly challenging facet of teaching. This study aimed to investigate how a secondary school mathematics teacher responded to learners’ unexpected or unplanned offers in the teaching of algebra. A total of three sequential lessons were video recorded and the quality of the teacher’s responses to unexpected learner questions was analysed. The first author then conducted a video-stimulated recall (VSR) interview with the teacher to understand her rationale and decision making in response to the contingent incidents identified within her lessons. The results indicate that the teacher did acknowledge unexpected learners’ offers but failed to probe or interrogate the learners’ thinking “in the moment.” Another key finding was that the reflection-oriented questions during the VSR interview proved fruitful in assisting the teacher to reflect on how she responded to unexpected learners’ offers. We note that the teacher was able to articulate a justification for her actions associated with “deliberate reflection” and that she was able to envisage alternatives to how she responded to unplanned moments related to “critical reflection.” The teacher acknowledged the lesson’s potential limitations after responding to reflection-orientated questions during the VSR interview.
{"title":"Failing to Capitalise on Contingent Events: An Investigation into a Secondary Mathematics Teacher’s Responses to Triggers of Contingency During the Teaching of Algebra","authors":"Julian Moodliar, Deepa Gopal","doi":"10.1080/18146627.2022.2157742","DOIUrl":"https://doi.org/10.1080/18146627.2022.2157742","url":null,"abstract":"Abstract Responding constructively to unexpected events during a lesson is a particularly challenging facet of teaching. This study aimed to investigate how a secondary school mathematics teacher responded to learners’ unexpected or unplanned offers in the teaching of algebra. A total of three sequential lessons were video recorded and the quality of the teacher’s responses to unexpected learner questions was analysed. The first author then conducted a video-stimulated recall (VSR) interview with the teacher to understand her rationale and decision making in response to the contingent incidents identified within her lessons. The results indicate that the teacher did acknowledge unexpected learners’ offers but failed to probe or interrogate the learners’ thinking “in the moment.” Another key finding was that the reflection-oriented questions during the VSR interview proved fruitful in assisting the teacher to reflect on how she responded to unexpected learners’ offers. We note that the teacher was able to articulate a justification for her actions associated with “deliberate reflection” and that she was able to envisage alternatives to how she responded to unplanned moments related to “critical reflection.” The teacher acknowledged the lesson’s potential limitations after responding to reflection-orientated questions during the VSR interview.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"91 - 112"},"PeriodicalIF":0.4,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46055935","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 : 2021-07-04DOI: 10.1080/18146627.2022.2147559
D. Orwenjo
Abstract While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in Africa continue to experience and even propagate a paradoxical situation in which a single foreign language is allowed to dominate in the education sector. For most African countries and other previously colonised countries all over the world, this has always been blamed on the colonial legacy. Ridiculously, because some of these countries detached themselves from their colonial masters more than half a century ago, yet have done little to correct the situation. In Kenya, for instance, the newly independent nation asserted the hegemony of English over local languages in its first post-independence education commission (Republic of Kenya 1964, 24). This paper argues the case for a paradigm shift in Kenya’s language in education policy through the introduction of multi/bilingual instruction in the school system. By deconstructing and interrogating the current policy that places English at the hegemonic pedagogical pedestal, the paper concludes that such a policy has been hinged on the perceived future benefits of English medium of instruction. Grounding its arguments on the notions of linguistic human rights and linguistic pluralism, the paper advocates for a radical shift in Kenya’s current language in education policy to an inclusion of other Kenyan languages including Sheng as one of the languages of instruction and communication within Kenyan school classrooms.
{"title":"Beyond English: Multilingualism and Education in Kenya","authors":"D. Orwenjo","doi":"10.1080/18146627.2022.2147559","DOIUrl":"https://doi.org/10.1080/18146627.2022.2147559","url":null,"abstract":"Abstract While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. It is also a linguistic and societal reality that many developing countries are characterised by individual as well as societal multilingualism, yet a majority of multilingual societies in Africa continue to experience and even propagate a paradoxical situation in which a single foreign language is allowed to dominate in the education sector. For most African countries and other previously colonised countries all over the world, this has always been blamed on the colonial legacy. Ridiculously, because some of these countries detached themselves from their colonial masters more than half a century ago, yet have done little to correct the situation. In Kenya, for instance, the newly independent nation asserted the hegemony of English over local languages in its first post-independence education commission (Republic of Kenya 1964, 24). This paper argues the case for a paradigm shift in Kenya’s language in education policy through the introduction of multi/bilingual instruction in the school system. By deconstructing and interrogating the current policy that places English at the hegemonic pedagogical pedestal, the paper concludes that such a policy has been hinged on the perceived future benefits of English medium of instruction. Grounding its arguments on the notions of linguistic human rights and linguistic pluralism, the paper advocates for a radical shift in Kenya’s current language in education policy to an inclusion of other Kenyan languages including Sheng as one of the languages of instruction and communication within Kenyan school classrooms.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"112 - 141"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46106193","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 : 2021-07-04DOI: 10.1080/18146627.2022.2151925
Jennifer Sewall, Julie A. Tippens, Helen M. Miamidian, D. Nyaoro
Abstract Urban refugees’ educational access and achievement is shaped by structural and social factors at the macro-, meso-, and micro-levels. We draw on data from structured questionnaires, focus group discussions, and brief interviews in Nairobi, Kenya with refugee learners, caregivers, schoolteachers and administrators, and nongovernmental organisation (NGO) staff who work in refugee education to identify factors related to “learning out-of-place.” Determinants of education for refugees included structural and systems-level factors (e.g., national refugee-hosting policies, education system differences between countries of origin and Kenya), school and community factors (e.g., school types and resources, experiences of discrimination), and household and individual factors (e.g., living conditions, parental involvement in education, exposure to trauma, language proficiency). Education is a key strategy to integrate refugees into the social and economic fabric of host communities; as such, it is crucial to identify and address the various factors that affect refugees’ ability to obtain an education in countries of first asylum.
{"title":"Social and Structural Determinants of Urban Refugee Education in a Kenyan Context","authors":"Jennifer Sewall, Julie A. Tippens, Helen M. Miamidian, D. Nyaoro","doi":"10.1080/18146627.2022.2151925","DOIUrl":"https://doi.org/10.1080/18146627.2022.2151925","url":null,"abstract":"Abstract Urban refugees’ educational access and achievement is shaped by structural and social factors at the macro-, meso-, and micro-levels. We draw on data from structured questionnaires, focus group discussions, and brief interviews in Nairobi, Kenya with refugee learners, caregivers, schoolteachers and administrators, and nongovernmental organisation (NGO) staff who work in refugee education to identify factors related to “learning out-of-place.” Determinants of education for refugees included structural and systems-level factors (e.g., national refugee-hosting policies, education system differences between countries of origin and Kenya), school and community factors (e.g., school types and resources, experiences of discrimination), and household and individual factors (e.g., living conditions, parental involvement in education, exposure to trauma, language proficiency). Education is a key strategy to integrate refugees into the social and economic fabric of host communities; as such, it is crucial to identify and address the various factors that affect refugees’ ability to obtain an education in countries of first asylum.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"142 - 163"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839555","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 : 2021-07-04DOI: 10.1080/18146627.2022.2150869
M. Opoku
Abstract It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.
{"title":"The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study","authors":"M. Opoku","doi":"10.1080/18146627.2022.2150869","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150869","url":null,"abstract":"Abstract It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"93 - 111"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48082316","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 : 2021-07-04DOI: 10.1080/18146627.2022.2150978
Geberew Tulu Mekonnen, S. Kilpatrick, J. Kenny, D. Kember
Abstract This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.
{"title":"Students’ Voices Receive More Attention than Academics’ Voices: A Paradox in Ethiopian Public Universities","authors":"Geberew Tulu Mekonnen, S. Kilpatrick, J. Kenny, D. Kember","doi":"10.1080/18146627.2022.2150978","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150978","url":null,"abstract":"Abstract This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"59 - 74"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42453015","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 : 2021-07-04DOI: 10.1080/18146627.2022.2150245
Derek Ballantyne, C. Livingston, J. Garraway
Abstract The purpose of this study was to examine pre-service teachers’ perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers’ perceptions were analysed using Engeström’s second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study’s findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning.
{"title":"Cultural-Historical Activity Theory as a Framework for Exploring Pre-service Teachers’ Use of an Intelligent Tutoring System for English Language Proficiency","authors":"Derek Ballantyne, C. Livingston, J. Garraway","doi":"10.1080/18146627.2022.2150245","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150245","url":null,"abstract":"Abstract The purpose of this study was to examine pre-service teachers’ perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers’ perceptions were analysed using Engeström’s second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study’s findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"1 - 24"},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290041","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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