Academic Burnout and Academic Achievement among Secondary School Students in KenyaRead the full article
Education Research International considers scholarly, research-based articles on all aspects of education, aimed at facilitating the global exchange of education theory.
Education Research International maintains an Editorial Board of practicing researchers from around the world, to ensure manuscripts are handled by editors who are experts in the field of study.
Latest ArticlesMore articles
Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training
A mindset training aims to strengthen the belief that abilities are malleable (growth mindset), which has proven to be beneficial for learning. Teachers can support the effects of such a training by establishing a classroom culture in line with the growth mindset idea. Yet, previous training programs have mostly been detached from regular lessons. In this study, a physics teacher implemented a mindset training that consisted of explicit training sessions and implicit training phases. In these implicit phases, the teacher enriched ordinary lessons with growth mindset feedback. We investigated the overall effect of this lesson-integrated training on students’ beliefs and motivation. Students from two seventh-grade courses participated in the quasi-experimental study (N = 59). One course received the mindset training; the other course served as control. We measured growth mindsets about physics abilities, self-beliefs, and motivation before and after the training and six months later. The results indicate that there was a positive and stable training effect on growth mindsets, but no effect on self-beliefs. Regarding motivation, the training buffered the demotivation that occurred without training. We conclude that a mindset training is important when introducing a new and difficult school subject. Furthermore, we consider teachers’ involvement as a promising approach to optimize mindset interventions and to encourage a sustained change of instructional practices.
Adult Literacy and Skill Acquisition Programmes as Correlates of Women Empowerment and Self-Reliance in The Gambia
Self-reliance and empowerment for women have been at the centre of the agitations for gender balance in Africa. Women are largely marginalised, and obvious gender disparity exists in school enrolment and completion rates in most African countries, particularly in The Gambia. Efforts to address this shortfall led to the adoption of adult literacy and skill acquisition programmes to build the capacity of women and out-of-school adults. Training contents were developed and centres set up across the six educational regions in the country, but most graduates of the programme are neither financially empowered nor self-reliant. Therefore, the study examined the relationship between these capacity-building programmes and women empowerment and self-reliance. The research employed a descriptive design of survey type with 250 participants from two educational regions in The Gambia. Four null hypotheses were raised and data collected through a questionnaire were analysed using t-test, mean, and simple frequency. The result showed that adult literacy and skill acquisition programmes correlate significantly with women empowerment and self-reliance in The Gambia. Recommendations were made on how to improve on the existing training structure.
Cognitive Styles and Gender as Predictors of Students’ Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria
Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.
Family Factors Associated with Consumption of Spirits: A Comparative Gender-Based Study of Ugandan Students in Public Secondary Schools
This study aims at investigating family factors associated with consumption of spirits across gender of students in public secondary schools in Uganda. A cross-sectional survey using self-administered questionnaires was used to collect data on consumption of sprits in the past 12 months prior to the study. Of the 1,591 students recruited, the overall prevalence of consumption of spirits was found to be 17.3% (n = 275) with higher consumption of spirits among males (20.3%). Results indicate that unemployed heads of families (aOR = 2.5, 95% CI: 1.30–4.76, ), fairly religious (aOR = 2.7, 95% CI: 1.08–6.49, ), and not religious families (aOR = 2.9, 95% CI: 1.17–7.11, ) were factors associated with consumption of spirits. Early prevention of consumption of spirits could be focused on male students, fathers’ occupation, and family religiosity. In addition, school administrators and authorities could consider these factors during routine school inspections to guard discipline among students in Uganda.
Using Precourse Formative Written Testing in a Pharmacology Class Greatly Increases Medical Students’ Performance in Final Written Summative Tests
We wanted to test the progress of medical students at our university in a pharmacology course. The formal teaching was given as lectures to the full class of students. We gave the very same written test of multiple-choice (MC) questions (single best choice) to third-year medical students before and after a one semester course of basic pharmacology. The initial voluntary test (containing 30 MC questions) was taken by 79% of the eligible students (n = 147), a week before pharmacology lectures had started. Defining a passing grade of 60% of right answers, only 2% of the students passed the test. The range was between 5 and 21 points. The final, now obligatory, written test at the end of the course (one week after the last lecture in pharmacology) was taken by all students in the semester (n = 179) and was passed by 95%, of students, again defined by the same passing score. Here, the points obtained ranged from 12 to 29. Over the time of the semester, the attendance in the lectures dropped dramatically to less than 10% of the students. Hence, progress tests are useful, but they hardly measure the gain in knowledge through attendance in the pharmacology lecture (the intervention); they also measure other sources of knowledge, such as textbook reading or memorizing only the initial questions and looking up the answers.
Online Learning Resources Enhanced Teaching and Learning of Medical Mycology among Medical Students in Gulu University, Uganda
Background. The burden of serious fungal diseases has significantly increased in the past few decades; however, the number of health-care workers with expertise in the management of fungal diseases remains low, especially in low- and middle-income countries (LMICs). This study aimed to evaluate the use of freely available online teaching material to enhance teaching and learning of medical mycology among medical students in Gulu University Medical School, Uganda. Methods. We conducted a cross-sectional study among second year medical students undertaking Medical Mycology course on antifungal agents in the department of Medical Microbiology and Immunology in the academic year 2017-2018. The materials were synthesized and peer-reviewed by experts in fungal diseases and were made freely available on the Leading International Fungal Education website (http://www.LIFE-Worldwide.org). A local faculty in the department delivered the lectures, and pre- and posttest scores were evaluated statistically. Results. Sixty medical students participated in the study of which 78% were male. The average score was 41% for the pretest and 52% for the posttest (). There was no significant difference in the scores of males and females. Majority of the students gave an above-average rating for the course material; however, 54% preferred prerecorded videos. Conclusion. Using freely available online materials on medical mycology can enhance teaching and learning of medical mycology. Because of this, there is need to incorporate up-to-date information about the subject into the curriculums of medical schools especially in LMICs.