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Collado-Valero, Joshua, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, and Rocío Lavigne-Cerván. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10 (May 11, 2021): 5336. http://dx.doi.org/10.3390/su13105336.
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Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
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ZIMBA, Miriam M., and Eustard R. TIBATEGEZA. "Communicative Approach Strategies for English Language Teaching." Studies in Linguistics and Literature 5, no. 2 (March 20, 2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.
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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.
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Wamba, Nathalis. "Headteacher Preparation in Mzuzu, Malawi, Africa." Journal of Education and Learning 4, no. 4 (November 8, 2015): 119. http://dx.doi.org/10.5539/jel.v4n4p119.
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<p>The purpose of this researcher was to examine the in-service experiences of seven headteachers in Luwinga ward in Mzuzu, Malawi, and the challenges they encountered in their first year on the job. A modified version of the questionnaire and interview guide developed by the members of the International Study of the Preparation of Principals at the University of Calgary, Canada was used to conduct this study. The collected data were clustered, coded, analyzed and interpreted. The findings suggest that opportunities for pre-service and in-service headteacher training in Mzuzu are almost nonexistent. Training is ad hoc, idiosyncratic and does not seem to follow a specific pattern. Criteria for the selection of headteachers include a successful record of teaching, prior record of leadership in school or outside, religious affiliation, a university certificate or degree and last but not least political influence. In the last section, the author offers recommendations.</p>
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Kamwendo, Gregory. "Is Malawi guilty of spoiling the Queen's language?" English Today 19, no. 2 (April 2003): 30–33. http://dx.doi.org/10.1017/s0266078403002062.
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The present study reports on the history and current circumstances of the English language in Malawi (formerly the British protectorate of Nyasaland), where the standard of English, in terms both of teaching and use, has been in decline since the time of Dr Hastings Banda, the first president (who insisted on high standards in English and education). The study also describes and analyses Malawi's currently rising appetite for English in an environment in which the language is more or less synonymous with education itself.
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Ghirwa, Grames. "Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 19. http://dx.doi.org/10.4102/sajce.v4i1.67.
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<p><span style="font-size: medium;">The Ministry of Education in Malawi introduced a Life Skills Education program</span><span style="font-size: medium;">with the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation including the fight against HIV infections. This study investigated factors affecting the teaching of the Life skills education in four primary schools in the Zomba District, Malawi. Cornbleth’s (1990) notions of the structural and social contexts and Whitaker’s (1993) identification of key role players in curriculum implementation framed the study. </span><span style="font-size: medium;">Findings suggest that the teaching of Life skills is constrained by a variety of social and structural contextual factors such as the poor conditions under which teachers are working; greater attention given to subjects such as Maths and Languages; the cascade model of training teachers and the short duration of training; the language in teachers guides were not accesibile to teachers; hunger and poverty of learners; lack of community support for sexual education; both teachers and learners being infected or affected by the AIDS/HIV pandemic; teachers felt it is inappropriate to teach sexual education to 9 and 10 year old learners.</span><span style="font-size: medium;"> </span><span style="font-size: medium;">These findings indicate structural and social barriers to effective life skills education within the current framework. </span></p>
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Madise, Nyovani Janet, and Mabel Mpoma. "Child Malnutrition and Feeding Practices in Malawi." Food and Nutrition Bulletin 18, no. 2 (January 1997): 1–14. http://dx.doi.org/10.1177/156482659701800205.
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The 1992 Malawi and Demographic Health Survey data are used to assess the association between breast-feeding practices, socio-economic and morbidity variables, and the nutritional status of children under the age of five years using multilevel models. About 27% of under-five children in Malawi are underweight, and nearly 50% are stunted. The results of this study suggest that socio-economicfactors, morbidity, and inappropriate feeding practices are some of the factors associated with malnutrition in Malawi. High socio-economic status, as measured by urban residence, the presence of modern amenities, and some maternal education, is associated with better nutritional status, whereas morbidity within two weeks before the survey is associated with low weight-for-age Z scores. Breast-feeding is almost universal and is carried on for about 21 months, but the introduction of complementary food starts much too early; only 3% of Malawian children under the age of 4 months are exclusively breastfed. Children aged 12 months or older who were still breastfeeding at the time of the survey were of lower nutritional status than those who had stopped breastfeeding. The analysis also showed a significant intra-family correlation of weight-for-age Z scores of children of the same family of about 39%.
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Mdolo, Margaret M., and Fhatuwani J. Mundalamo. "Teacher Knowledge Shaping the Teaching of Genetics: A Case Study of Two Underqualified Teachers in Malawi." African Journal of Research in Mathematics, Science and Technology Education 19, no. 1 (November 25, 2014): 1–11. http://dx.doi.org/10.1080/10288457.2014.985468.
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Ndasauka, Yamikani, Tawina Chisi, and Grivas Kayange. "Attitudes Do Not and Cannot Change Overnight!" Journal of Business Ethics Education 17 (2020): 75–98. http://dx.doi.org/10.5840/jbee2020175.
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The study investigated the difference of attitudes towards business ethics between students who have studied a business ethics course (n=88) and those who have not (n=94) at the University of Malawi in Malawi. It was hypothesised that students who had undergone the course would have more positive attitudes towards business ethics than those who had not. We employed the Attitudes towards Business Ethics Questionnaire (ATBEQ) and used t-test to measure the difference. The results were surprising as most items (23/30) showed no significant difference in attitudes towards business ethics by students who had undergone the course from those who had not. Out of the seven that showed significant difference, five of the items showed more positive attitude towards business ethics by those students who had undergone the course than those students who had not. This shows that there is something positive as regards the methods of teaching business ethics at the University, but requires leveraging. The paper concludes by recommending three leveraging points that the University of Malawi can adopt in teaching a business ethics course.
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Gama, Limbani Chrispin, George T. Chipeta, Austine Phiri, and Winner D. Chawinga. "Information behaviour of prison inmates in Malawi." Journal of Librarianship and Information Science 52, no. 4 (March 10, 2020): 1224–36. http://dx.doi.org/10.1177/0961000620908655.
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The study examined the information behaviour of Mzimba prison inmates focusing on the research themes which are information needs, sources of information, and the barriers to seeking and using information of Mzimba prison inmates. A qualitative approach was used coupled with a case study design. Data were collected through focus group discussions and interviews from 12 inmates and two prison teaching staff respectively. The study found that health information, education information and spiritual information are the major information needs of Mzimba prison inmates. The study also found that the majority of respondents agreed that the six popular sources of information are their friends, teachers, radio, television, books and newspapers. However, the study concludes that Mzimba prison (library) fails to fulfil its role as a source of information and in meeting the information needs of inmates due to challenges of lack of information resources, limited time available for inmates to search for information, poor services and lack of funding for the school and library. The study recommends that the Malawi Prison Service should engage some stakeholders such as the Malawi National Library Services, National Initiative for Civic Education and Mzuzu University Library and Learning Resources Centre to support prison libraries with the provision of information resources to meet the information needs of inmates. The study further recommends that the Malawi Prison Service Command should lobby for financial support in order to hire qualified and capable librarians and teachers to manage prison libraries and schools.
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Soublière, Jean-François, and Charlotte Cloutier. "Coordinating cross-sector partnerships for water provision in Malawi." Emerald Emerging Markets Case Studies 5, no. 1 (February 24, 2015): 1–21. http://dx.doi.org/10.1108/eemcs-01-2014-0014.
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Subject area Public sector management, stakeholder management, collaboration and strategy. Study level/applicability Undergraduate (final-year) or master's-level students (Master in Public Administration, Master in Management). Designed for courses in nonprofit management, public administration and/or international development. Can also be used in any course, such as strategic management, sustainable development or corporate social responsibility, that covers stakeholder theory, or stakeholder management as a topic. Case overview Decentralization has changed the way core services are delivered to local populations in sub-Saharan Africa. This in turn has forced nongovernmental organizations, international aid agencies, corporations and other development partners to change the way they engage with government in their shared efforts to help improve the living conditions of people living under the threshold of poverty in this and other parts of the world. This modular ethnographic teaching case uses the specific example of the water sector in Malawi to help highlight the complexity of multiple stakeholder relations in an international development context. Expected learning outcomes Upon completion of this case, students should be able to: identify and understand the different goals and issues that individual stakeholders in cross-sector partnerships are dealing with; identify and understand the power/control dynamics at play in these relationships; analyse the advantages and disadvantages associated with different ways of coordinating multi-stakeholder partnerships; and develop recommendations for structuring multi-stakeholder relationships in developing and emerging markets that balance efficient service provision with concern for individual stakeholder priorities. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Gondwe, Austrida, Alister Munthali, Per Ashorn, and Ulla Ashorn. "Investigating Preterm Care at the Facility Level: Stakeholder Qualitative Study in Central and Southern Malawi." Maternal and Child Health Journal 20, no. 7 (March 14, 2016): 1441–47. http://dx.doi.org/10.1007/s10995-016-1942-z.
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Bvumbwe, Thokozani, and Ntombifikile Gloria Mtshali. "Transforming Nursing Education to Strengthen Health System in Malawi: An Exploratory Study." Open Nursing Journal 12, no. 1 (May 31, 2018): 93–105. http://dx.doi.org/10.2174/1874434601812010093.
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Background: Malawi made great strides to increase the number of nurses through the Emergency Human Resource for Health Program. However, quantity of health workforce alone is not adequate to strengthen the health system. Malawi still reports skill mix imbalance and geographical mal-distribution of the nursing workforce. Health systems must continuously adapt and evolve according to the health care needs and inform health professionals’ education to accelerate gains in health outcomes. The Lancet Commission reported that health professionals’ education has generally not lived up pace with health care demands. Objectives: The aim of this study was to describe the strategies being implemented in Malawi to improve nursing education. Specifically, the objectives of the study were to explore strategies being implemented, identify stakeholders and their targets in order to share practices with countries experiencing similar nursing education challenges. Methods: This was a cross sectional descriptive study with a concurrent mixed method design. One hundred and sixty participants including nurse practitioners and educators responded to a questionnaire. Fifteen nurse practitioners and eight nurse educators were also engaged in one to one interview. Results: Respondents showed varied opinion on how nursing education is being implemented. Six themes as regards strategies being implemented to improve nursing education emerged namely- capacity building, competency based curriculum, regulation, clinical learning environment, transformative teaching and infrastructure/ resources. Conclusion: Findings of this study show that the strategies being implemented to improve nursing education are relevant to closing the gap between health care needs and nursing education.
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Bvumbwe, Thokozani. "Perceptions of nursing students trained in a new model teaching ward in Malawi." Journal of Educational Evaluation for Health Professions 12 (November 23, 2015): 53. http://dx.doi.org/10.3352/jeehp.2015.12.53.
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This study aimed to investigate the perceptions of nursing students trained in a new model teaching ward in Malawi. A total of 90students from five nursing colleges were randomly assigned to one model ward and two ordinary wards in a single teaching hospital. The students were administered a revised version of the Student Evaluation of Clinical Education Environment questionnaire. Significant differences among the three wards were found in all items in the communication/feedback subscale, with the exception of the item “nursing staff provided constructive feedback” (P=0.162). Within the learning opportunities subscale all items showed significant differences among the three wards, whereas 50% of the items in the learning support/assistance subscale had significantly different responses among the three wards. Within the department atmosphere subscale, no significant differences were found in the items assessing whether an adequate number and variety of patients were present in the ward (P=0.978). The strategies that are being implemented to improve the educational environment showed positive results. Students scored the model teaching ward highly. Students who underwent precepting in the model teaching wards reported having more learning opportunities and a positive learning environment.
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Palanivel, R. V., and S. Michael. "A Study on Impact of Stress towards Work Related Behavior among Secondary School Teachers in Malawi." International Journal of Multidisciplinary: Applied Business and Education Research 1, no. 1 (December 2, 2020): 40–43. http://dx.doi.org/10.11594/ijmaber.01.01.08.
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This investigation conducted on impact of stress towards work behavior among secondary school teachers in Mangochi, Malawi. 200 secondary school teachers were randomly chosen to form as participants for the investigation. Data were collected by using research questionnaire titled “stress management in educational sector”. The purpose of this study was to identify the various impacts of stress towards work related behavior among secondary school teachers. This study reported that teachers were encountered impacts on job related behaviors such as losing interest in teaching, committing a lot of errors in work, Not attending to students’ needs, transferring of aggression to students, increasing Absence. Male teachers encountered more impacts in job related behaviors compared to female teachers. There was positive correlation between age of the respondents and respondents encountered in job behaviors. Master degree holders encountered more job-related impacts compared to all other teachers who are all secured certificate, diploma and Bachelor degree. Teachers who are having experience between 11–15 and 16–20 years encountered more stress impact on job behavior compared to teachers who are having experience in teaching between 0 to 10 years.
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Scheepers, Caren, Lyal White, and Adrian Kitimbo. "Political economy of Malawi: contextual leadership in expanding entrepreneurial businesses." Emerald Emerging Markets Case Studies 7, no. 4 (October 20, 2017): 1–28. http://dx.doi.org/10.1108/eemcs-03-2017-0039.
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Subject area Leadership; Political Economy; Strategy; Entrepreneurship. Study level/applicability Masters in Business Administration (MBA); MPhil in Strategic Leadership. Case overview On 5 February 2016, South African entrepreneur Jannie Van Eeden faced a dilemma about whether to expand his current businesses or not. He had to choose between focusing exclusively on hospitality and tourism or dividing his time and resources between the tourism business and expanding his existing logistics business. Expansions to his logistics business would entail investing in a warehouse and supplying fresh produce to the lodges in the wider area of Lake Malawi where he was based. Van Eeden realised that he needed to take into account the political economy of Malawi in unpacking the contextual variables related to his decision. Various stakeholders’ roles are illustrated in the case, for example the government’s role in enabling entrepreneurial businesses as well as the investments made by foreign organisations and international donors. Expected learning outcomes Development of leaders who can take contextually intelligent decisions. Insights into conducting Political Economy analysis to enable doing business in Africa. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 7: Management Science.
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Ntow, Forster D., and Jill Adler. "Identity resources and mathematics teaching identity: an exploratory study." ZDM 51, no. 3 (January 21, 2019): 419–32. http://dx.doi.org/10.1007/s11858-019-01025-z.
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Nkwinda, Brian, Wanda Jacobs, and Charlene Downing. "Patient Satisfaction With Caring at a District Hospital in Malawi." Global Journal of Health Science 11, no. 1 (December 13, 2018): 15. http://dx.doi.org/10.5539/gjhs.v11n1p15.
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PURPOSE: The purpose of this study was to investigate and understand patient satisfaction with caring at a district hospital in Malawi.
MATERIALS & METHODS: The study used a mixed methods design, employing the sequential explanatory strategy. A total of 120 adult patients completed a survey questionnaire (phase one), and of these, two patients were followed up with individual interviews (phase two).
RESULTS: Data were analyzed using statistical procedures, thematic analysis and an integration process of quantitative and qualitative findings. Highest patient satisfaction (90.6%; M=4.53; SD=0.879) occurred with nurses’ presence; while lowest satisfaction (37.4%; M=1.87; SD=1.710) was seen with patient teaching. Patients’ lived experiences revealed that nurses’ demonstration of presence and professional proficiency were critical to caring.
UNIQUE CONTRIBUTION TO THEORY, PRACTICE AND POLICY: To enhance improved caring, there was a need for nurses to increase personal presence, promote patient involvement in decision-making, and demonstrate competent confidence.
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Rylance, Sarah, Rebecca Nightingale, Andrew Naunje, Frank Mbalume, Chris Jewell, John R. Balmes, Jonathan Grigg, and Kevin Mortimer. "Lung health and exposure to air pollution in Malawian children (CAPS): a cross-sectional study." Thorax 74, no. 11 (August 29, 2019): 1070–77. http://dx.doi.org/10.1136/thoraxjnl-2018-212945.
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BackgroundNon-communicable lung disease and exposure to air pollution are major problems in sub-Saharan Africa. A high burden of chronic respiratory symptoms, spirometric abnormalities and air pollution exposures has been found in Malawian adults; whether the same would be true in children is unknown.MethodsThis cross-sectional study of children aged 6–8 years, in rural Malawi, included households from communities participating in the Cooking and Pneumonia Study (CAPS), a trial of cleaner-burning biomass-fuelled cookstoves. We assessed; chronic respiratory symptoms, anthropometry, spirometric abnormalities (using Global Lung Initiative equations) and personal carbon monoxide (CO) exposure. Prevalence estimates were calculated, and multivariable analyses were done.ResultsWe recruited 804 children (mean age 7.1 years, 51.9% female), including 476 (260 intervention; 216 control) from CAPS households. Chronic respiratory symptoms (mainly cough (8.0%) and wheeze (7.1%)) were reported by 16.6% of children. Average height-for-age and weight-for-age z-scores were −1.04 and −1.10, respectively. Spirometric abnormalities (7.1% low forced vital capacity (FVC); 6.3% obstruction) were seen in 13.0% of children. Maximum CO exposure and carboxyhaemoglobin levels (COHb) exceeded WHO guidelines in 50.1% and 68.5% of children, respectively. Children from CAPS intervention households had lower COHb (median 3.50% vs 4.85%, p=0.006) and higher FVC z-scores (−0.22 vs −0.44, p=0.05) than controls.ConclusionThe substantial burden of chronic respiratory symptoms, abnormal spirometry and air pollution exposures in children in rural Malawi is concerning; effective prevention and control strategies are needed. Our finding of potential benefit in CAPS intervention households calls for further research into clean-air interventions to maximise healthy lung development in children.
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Mameli, Consuelo, and Luisa Molinari. "Teaching interactive practices and burnout: a study on Italian teachers." European Journal of Psychology of Education 32, no. 2 (February 18, 2016): 219–34. http://dx.doi.org/10.1007/s10212-016-0291-z.
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Rylance, Sarah, Chris Jewell, Andrew Naunje, Frank Mbalume, John D. Chetwood, Rebecca Nightingale, Lindsay Zurba, et al. "Non-communicable respiratory disease and air pollution exposure in Malawi: a prospective cohort study." Thorax 75, no. 3 (February 20, 2020): 220–26. http://dx.doi.org/10.1136/thoraxjnl-2019-213941.
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RationaleThere are no population-based studies from sub-Saharan Africa describing longitudinal lung function in adults.ObjectivesTo explore the lung function trajectories and their determinants, including the effects of air pollution exposures and the cleaner-burning biomass-fuelled cookstove intervention of the Cooking and Pneumonia Study (CAPS), in adults living in rural Malawi.MethodsWe assessed respiratory symptoms and exposures, spirometry and measured 48-hour personal exposure to fine particulate matter (PM2.5) and carbon monoxide (CO), on three occasions over 3 years. Longitudinal data were analysed using mixed-effects modelling by maximum likelihood estimation.Measurements and main resultsWe recruited 1481 adults, mean (SD) age 43.8 (17.8) years, including 523 participants from CAPS households (271 intervention; 252 controls), and collected multiple spirometry and air pollution measurements for 654 (44%) and 929 (63%), respectively. Compared with Global Lung Function Initiative African-American reference ranges, mean (SD) FEV1 (forced expiratory volume in 1 s) and FVC (forced vital capacity) z-scores were −0.38 (1.14) and −0.19 (1.09). FEV1 and FVC were determined by age, sex, height, previous TB and body mass index, with FEV1 declining by 30.9 mL/year (95% CI: 21.6 to 40.1) and FVC by 38.3 mL/year (95% CI: 28.5 to 48.1). There was decreased exposure to PM2.5 in those with access to a cookstove but no effect on lung function.ConclusionsWe did not observe accelerated lung function decline in this cohort of Malawian adults, compared with that reported in healthy, non-smoking populations from high-income countries; this suggests that the lung function deficits we measured in adulthood may have origins in early life.
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Planinšec, Jurij, and Črtomir Matejek. "Poučevanje predmeta šport z vidika kompetenc razrednih učiteljev." Revija za elementarno izobraževanje 13, no. 4 (2020): 413–28. http://dx.doi.org/10.18690/rei.13.4.413-428.2020.
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The Physical Education Teaching in Terms of the Elementary Teachers' Competencies. The main aim of this study was to find out how elementary teachers evaluate their competence for teaching Physical Education (PE) regarding seniority and physical activity involvement. The study was conducted on a non-randomized sample of 220 elementary teachers teaching PE. The results show that the highest assessed competences include the ability to plan, organize, implement and evaluate sports lessons. Teachers rated as lowest those competencies related to integrating and working with children with special needs in PE lessons.
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Psaki, Stephanie R., Erica Soler-Hampejsek, Jyotirmoy Saha, Barbara S. Mensch, and Sajeda Amin. "The Effects of Adolescent Childbearing on Literacy and Numeracy in Bangladesh, Malawi, and Zambia." Demography 56, no. 5 (September 9, 2019): 1899–929. http://dx.doi.org/10.1007/s13524-019-00816-z.
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Abstract Global investments in girls’ education have been motivated, in part, by an expectation that more-educated women will have smaller and healthier families. However, in many low- and middle-income countries, the timing of school dropout and first birth coincide, resulting in a rapid transition from the role of student to the role of mother for adolescent girls. Despite growing interest in the effects of pregnancy on levels of school dropout, researchers have largely overlooked the potential effect of adolescent childbearing on literacy and numeracy. We hypothesize that becoming a mother soon after leaving school may cause the deterioration of skills gained in school. Using longitudinal data from Bangladesh, Malawi, and Zambia, we test our hypothesis by estimating fixed-effects linear regression models to address the endogeneity in the relationship between childbearing and academic skills. To our knowledge, this is the first study to examine the effects of adolescent childbearing on academic skills in low- and middle-income countries. Our results indicate that among those with low levels of grade attainment, first birth has a negative effect on English literacy and numeracy. Among those with higher levels of grade attainment, we find little evidence of effects of childbearing on academic skills. Childbearing also has little effect on local language literacy. Beyond the immediate loss of English literacy and numeracy, if these skills lead to better health and more economic productivity, then adolescent childbearing may have longer-term repercussions than previously understood. In addition to ongoing efforts to increase educational attainment and school quality in low- and middle-income countries, investments are needed to strengthen the academic skills of adolescent mothers to secure the demographic and economic promise of expanded education for girls and women.
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Kwanjo Banda, Chimwemwe, Belinda T. Gombachika, Moffat J. Nyirenda, and Adamson Sinjani Muula. "Self-management and its associated factors among people living with diabetes in Blantyre, Malawi: a cross-sectional study." AAS Open Research 2 (September 19, 2019): 161. http://dx.doi.org/10.12688/aasopenres.12992.1.
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Background: Self-management is key to the control of glycaemia and prevention of complications in people living with diabetes. Many people living with diabetes in Malawi have poorly controlled glucose and they experience diabetes-related complications. This study aimed to assess diabetes self-management behaviours and to identify factors associated with it among people living with diabetes at Queen Elizabeth Central Hospital (QECH), Blantyre, Malawi. Methods: This cross-sectional study recruited 510 adults attending a diabetes clinic at a teaching referral hospital in southern Malawi. The social cognitive theory was applied to identify factors associated with following all recommended self-management behaviours. Data on participants’ demographics, clinical history, diabetes knowledge, self-efficacy, outcome expectations, social support, environmental barriers and diabetes self-management were collected. Univariate and multivariate logistic regression analyses were conducted to identify factors associated with following all self-management behaviours. Results: The mean age of participants was 53.6 (SD 13.3) years. Self-reported medication adherence within the last seven days was 88.6% (n=494); 77% reported being physically active for at least 30 minutes on more than three days in the previous seven days; 69% reported checking their feet every day and inspecting inside their shoes; 58% reported following a healthy diet regularly. Overall, only 33% reported following all the self-management behaviours regularly. Multiple logistic regression analysis showed that self-efficacy was the only social cognitive factor associated with following all the self-management practices (p < 0.001). Conclusions: Participants in our study were not consistently achieving all self-management practices with dietary practices being the least adhered to behaviour by many. To improve self-management practices of people living with diabetes, current health education programs should not only aim at improving diabetes related knowledge but also self-efficacy. Adopting interventions that promote self-efficacy in diabetes patients such as exposure to role models, peer education, providing positive feedback, and counselling is recommended.
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Baek, Sun-Geun, and Eun Hye Ham. "An evaluation study on the educational value of teaching practicum in secondary schools." Asia Pacific Education Review 10, no. 2 (May 7, 2009): 271–80. http://dx.doi.org/10.1007/s12564-009-9018-z.
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Lillie, Edwardina Mary Mae Alexandra, Christopher John Holmes, Elizabeth Anne O’Donohoe, Lowri Bowen, Chadwick L. T. Ngwisha, Yusuf Ahmed, David Michael Snell, John Alexander Kinnear, and M. Dylan Bould. "Avoidable perioperative mortality at the University Teaching Hospital, Lusaka, Zambia: a retrospective cohort study." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 62, no. 12 (September 29, 2015): 1259–67. http://dx.doi.org/10.1007/s12630-015-0483-z.
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Tafonao, Talizaro, Sion Saputra, and Rosita Suryaningwidi. "Learning Media and Technology: Generation Z and Alpha." Indonesian Journal of Instructional Media and Model 2, no. 2 (November 30, 2020): 89. http://dx.doi.org/10.32585/ijimm.v2i2.954.
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The purpose of this article is to analyze the learning media and technology in the Z and Alpha generation teaching and learning activities. This study departs from the author's observation of the current condition of teachers, where educators get a difficulty in teaching students of generation Z and Alpha as described in this article. The problems that found by the author are still very diverse, but it should be noted that there is no room for educators to make excuses and do not use technology as a medium of learning. The method that used is a qualitative research method, the author examines Learning Media and Technology: Generation Z and Alpha. The analysis process carried out by the author is to use a variety of reliable literature and electronic sources to support the author's analysis. The results of this study found that this technology media can uniform the perceptions of student learning, smooth interactive, streamline the teaching and learning process, foster positive attitudes in learning and answer the challenges that exist in the digital era. So by finding the answer to this analysis, the gap between educators and students can be resolved properly.
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Painschab, Matthew S., Racquel E. Kohler, Edwards Kasonkanji, Takondwa Zuze, Bongani Kaimila, Richard Nyasosela, Ruth Nyirenda, Robert Krysiak, and Satish Gopal. "Microcosting Analysis of Diffuse Large B-Cell Lymphoma Treatment in Malawi." Journal of Global Oncology, no. 5 (December 2019): 1–10. http://dx.doi.org/10.1200/jgo.19.00059.
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PURPOSE To describe the cost of treating diffuse large B-cell lymphoma (DLBCL) in Malawi under the following circumstances: (1) palliation only, (2) first-line cyclophosphamide, doxorubicin, vincristine, and prednisone (CHOP), (3) salvage etoposide, ifosfamide, and cisplatin (EPIC), and (4) salvage gemcitabine and oxaliplatin (GEMOX). METHODS We conducted a microcosting analysis from the health system perspective in the context of a prospective cohort study at a national teaching hospital in Lilongwe, Malawi. Clinical outcomes data were derived from previously published literature from the cohort. Cost data were collected for treatment and 2-year follow-up, reflecting costs incurred by the research institution or referral hospital for goods and services. Costs were collected in Malawian kwacha, inflated and converted to 2017 US dollars. RESULTS On a per-patient basis, palliative care alone cost $728 per person. Total costs for first-line treatment with CHOP chemotherapy was $1,844, of which chemotherapy drugs made up 15%. Separate salvage EPIC and GEMOX cost $2,597 and $3,176, respectively. Chemotherapy drugs accounted for 30% of EPIC and 47% of GEMOX. CONCLUSION To our knowledge, this is among the first published efforts to characterize detailed costs of cancer treatment in sub-Saharan Africa. The per-patient cost of first-line treatment of DLBCL in Malawi is low relative to high-income countries, suggesting that investments in fixed-duration, curative-intent DLBCL treatment may be attractive in sub-Saharan Africa. Salvage treatment of relapsed/refractory DLBCL costs much more than first-line therapy. Formal cost-effectiveness modeling for CHOP and salvage treatment in the Malawian and other low-resource settings is needed to inform decision makers about optimal use of resources for cancer treatment.
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Khulu, Chris, and Shaun Ramroop. "Determinants of Malnutrition in Under-five Children in Angola, Malawi and Senegal." Open Public Health Journal 13, no. 1 (March 20, 2020): 55–61. http://dx.doi.org/10.2174/1874944502013010055.
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Introduction: Malnutrition is one of the leading causes of under-five mortality globally. With the estimated target of reducing mortality in this age group by 2030, understanding and determining the factors contributing to child mortality are critical. Methods: The current study used Demographic Health Survey (DHS) data from Angola (2016), Malawi (2016) and Senegal (2016). The DHS data for under-five children from these three countries were then combined in this study to create a pooled sample. This method allows for a comparison and generalization of the results across countries and has also been used in previous studies. The dependent variables (severely nourished, moderately nourished and nourished) were developed by using calculated Weight-for-age Z-scores (WAZ) from DHS data. The exploratory analysis was conducted by performing a gamma measure and chi-square test of independence to evaluate the association between malnutrition status and covariates. Results & Discussion: Based on the generalized linear mixed model, the type of residence, sex of the child, age of the child, mother’s level of education, birth interval, wealth index and the birth order are correlated to malnutrition in Angola, Malawi and Senegal. Children who are from rural communities, poor households, with a mother having attained primary education, are female and are between the age of 24 and 59 months are associated with malnutrition. The results of the study suggest that children from these three countries who reside with mothers who have attained only primary education are at the highest risk of being affected by malnutrition. Conclusion: The results show the necessity of collaboration among the three countries in order to achieve the Sustainable Development Goal (SDG) target.
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Jacinto, Everton. "An Analysis of Pre-service Teachers’ Understanding of the Knowledge Needed for Teaching Mathematics." Revista Internacional de Pesquisa em Educação Matemática 11, no. 3 (August 2, 2021): 76–93. http://dx.doi.org/10.37001/ripem.v11i3.2542.
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In contexts of adversity, there is a need to educate pre-service teachers with specialized content knowledge so they can carry out the work of teaching effectively. This article draws upon a study with three pre-service teachers in Malawi that examines the understanding they develop of the knowledge needed to carry out mathematics teaching tasks, in particular, the knowledge needed sequence instructional tasks sequence and use mathematical representations in classrooms. The research was conducted in one teacher education college where the curriculum is under development and has an emergent demand for qualifying teachers in mathematics. The research methodology was based on a questionnaire, interviews, teaching observations, and group discussions. The data were thematically analyzed through two themes reflecting the knowledge pre-service teachers considered necessary for teaching mathematics. While the first theme reveals how pre-service teachers understand this knowledge as a reference for meeting curricular standards and students’ needs, the second captures a form of understanding that attempts to go beyond conceptual knowledge. The findings can help better understand the pre-service teachers’ learning and experience during teacher education and how theoretical constructs are conceived in challenging contexts of teacher education.
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Daniel, Allison I., Mike Bwanali, Eric O. Ohuma, Celine Bourdon, Melissa Gladstone, Isabel Potani, Emmie Mbale, Wieger Voskuijl, Meta van den Heuvel, and Robert H. J. Bandsma. "Pathways between caregiver body mass index, the home environment, child nutritional status, and development in children with severe acute malnutrition in Malawi." PLOS ONE 16, no. 8 (August 23, 2021): e0255967. http://dx.doi.org/10.1371/journal.pone.0255967.
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Children with severe acute malnutrition (SAM) remain vulnerable after treatment at nutritional rehabilitation units (NRUs). The objective was to assess the concurrent pathways in a hypothesized model between caregiver body mass index (BMI), the home environment, and child nutritional status, and development (gross motor, fine motor, language, and social domains) in children with SAM following discharge from inpatient treatment. Structural equation modelling (SEM) was performed with data from a cluster-randomized controlled trial at the Moyo Nutritional Rehabilitation and Research Unit in Blantyre, Malawi. This approach was undertaken to explore simultaneous relationships between caregiver BMI, the home environment (Home Observation for Measurement of the Environment Inventory scores), child nutritional status (anthropometric indicators including weight-for-age z-scores [WAZ]), and child development (Malawi Developmental Assessment Tool (MDAT) z-scores as a latent variable) in children with SAM. These data were collected at participants’ homes six months after discharge from NRU treatment. This analysis included 85 children aged 6–59 months with SAM and their caregivers recruited to the trial at the NRU and followed up successfully six months after discharge. The model with WAZ as the nutritional indicator fit the data according to model fit indices (χ2 = 28.92, p = 0.42). Caregiver BMI was predictive of better home environment scores (β = 0.23, p = 0.03) and child WAZ (β = 0.30, p = 0.005). The home environment scores were positively correlated with MDAT z-scores (β = 0.32, p = 0.001). Child nutritional status based on WAZ was also correlated with MDAT z-scores (β = 0.37, p<0.001). This study demonstrates that caregiver BMI could ultimately relate to child development in children with SAM, through its links to the home environment and child nutritional status.
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Stewart, Christine P., Bess Caswell, Lora Iannotti, Chessa Lutter, Charles D. Arnold, Raphael Chipatala, Elizabeth L. Prado, and Kenneth Maleta. "The effect of eggs on early child growth in rural Malawi: the Mazira Project randomized controlled trial." American Journal of Clinical Nutrition 110, no. 4 (August 6, 2019): 1026–33. http://dx.doi.org/10.1093/ajcn/nqz163.
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ABSTRACT Background Stunted growth is a significant public health problem in many low-income countries. Objective The aim of this study was to evaluate the impact of 1 egg per day on child growth in rural Malawi. Design We conducted an individually randomized controlled trial in which 660 children aged 6–9 mo were equally allocated into an intervention (1 egg/d) or control group. Eggs were provided during twice-weekly home visits for 6 mo. Control households were visited at the same frequency. Assessors blinded to intervention group measured length, weight, head circumference, and midupper arm circumference at baseline and the 6-mo follow-up visit. To assess adherence, multipass 24-h dietary recalls were administered at baseline, 3-mo, and 6-mo visits. Results Between February and July 2018, 660 children were randomly assigned into the intervention (n = 331) and control (n = 329) groups. Losses to follow-up totaled 10%. In the intervention group, egg consumption increased from 3.9% at baseline to 84.5% and 70.3% at the 3-mo and 6-mo visits, whereas in the control group, it remained below 8% at all study visits. The baseline prevalence of stunting was 14%, underweight was 8%, and wasting was 1% and did not differ by group. There was no intervention effect on length-for-age, weight-for-age, or weight-for-length z scores. There was a significantly higher head circumference for age z score of 0.18 (95% CI: 0.01, 0.34) in the egg group compared with the control group. There was a significant interaction with maternal education (P = 0.024), with an effect on length-for-age z score only among children whose mothers had higher education. Conclusions The provision of 1 egg per day to children in rural Malawi had no overall effect on linear growth. A background diet rich in animal source foods and low prevalence of stunting at baseline may have limited the potential impact. This trial was registered at clinicaltrials.gov as NCT03385252.
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Sachs, Gertrude, Terry Fisher, and Joanna Cannon. "Collaboration, Mentoring and Co-Teaching in Teacher Education." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 2011): 70–86. http://dx.doi.org/10.2478/v10099-011-0015-z.
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Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.
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Postareff, Liisa, Sari Lindblom-Ylänne, and Anne Nevgi. "A follow-up study of the effect of pedagogical training on teaching in higher education." Higher Education 56, no. 1 (August 13, 2007): 29–43. http://dx.doi.org/10.1007/s10734-007-9087-z.
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Şengül, Murat, and Yalın Kılıç Türel. "Teaching Turkish as a Foreign Language with Interactive Whiteboards: A Case Study of Multilingual Learners." Technology, Knowledge and Learning 24, no. 1 (December 30, 2017): 101–15. http://dx.doi.org/10.1007/s10758-017-9350-z.
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Thomson, Helen, Maness Mlaviwa, Jamie Rylance, Hannah Jones, Ammoah Reuben, and Marie Stolbrink. "Supplemental oxygen in Queen Elizabeth Central Hospital Malawi: a prospective cohort study of patients admitted to medical wards." Wellcome Open Research 6 (February 10, 2021): 29. http://dx.doi.org/10.12688/wellcomeopenres.16509.1.
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Background: Oxygen is designated an essential drug by the World Health Organisation, and reduces mortality in hypoxic patients. In low-resource settings the provision of oxygen seldom meets its demand. This study describes the predictors and observed time-course of hypoxaemia in order to inform needs assessments for oxygen in hospitals in low and middle income countries. Methods: A prospective cohort study of adults with hypoxaemia admitted to medical wards of a teaching hospital in Malawi between January and March 2020. Vital signs and oxygen therapy were recorded daily. We analysed outcomes (death, discharge from hospital or ongoing inpatient care at 14 days after admission) using Kaplan-Meier and Cox regression time-to-event analysis. Results: 33 patients were recruited with median age 45 years (IQR 33-61), and 13 (39%) female. Median pre-treatment oxygen saturations were 84% (IQR 76-87%). Oxygen delivery devices were often shared with other patients (n=10, 33%) and the flow rate was often unknown (n=14, 47%), mostly because of broken equipment (n=8, 57%). Median duration of oxygen therapy was 3 days (IQR 1-7). Death occurred in 16 (49%). Hazard ratios for short oxygen therapy were reduced in patients who had a chest radiograph performed (HR 0.08, 95% CI 0.02–0.30), in ex-smokers (HR 0.01, 95% CI 0.00-0.22) and in never smokers (HR 0.03, 95% CI 0.00 – 0.78). Conclusions: Delivering oxygen therapy in lower-middle income countries is challenging; broken equipment and shared delivery devices prevented titration of flow rates. Patients were relatively young and at a high risk of death. Patients with a chest radiograph received oxygen for longer than those without. Knowledge of oxygen therapy durations will allow careful assessment of the oxygen supply need at the hospital level.
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Thomson, Helen, Maness Mlaviwa, Jamie Rylance, Hannah Jones, Ammoah Reuben, and Marie Stolbrink. "Supplemental oxygen in Queen Elizabeth Central Hospital Malawi: a prospective cohort study of patients admitted to medical wards." Wellcome Open Research 6 (June 4, 2021): 29. http://dx.doi.org/10.12688/wellcomeopenres.16509.2.
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Background: Oxygen is designated an essential drug by the World Health Organisation, and reduces mortality in hypoxic patients. In low-resource settings the provision of oxygen seldom meets its demand. This study explores predictors and observed time-course of hypoxaemia in order to help inform needs assessments for oxygen in hospitals in low- and middle-income countries. Methods: A prospective cohort study of adults with hypoxaemia admitted to medical wards of a teaching hospital in Malawi between February and March 2020. Vital signs and oxygen therapy were recorded daily. We analysed outcomes (death, discharge from hospital or ongoing inpatient care at 14 days after admission) using Kaplan-Meier and Cox regression time-to-event analysis. Results: 33 patients were recruited with median age 45 years (IQR 33-61). 13 (39%) were female. Median pre-treatment oxygen saturations were 84% (IQR 76-87%). Oxygen delivery devices were often shared with other patients (n=10, 33%) and the flow rate was often unknown (n=14, 47%), mostly because of broken equipment (n=8, 57%). Median duration of oxygen therapy was 3 days (IQR 1-7). Death occurred in 16 (49%). Hazard ratios for short oxygen therapy were reduced in patients who had a chest radiograph performed (HR 0.08, 95% CI 0.02–0.30), in ex-smokers (HR 0.01, 95% CI 0.00-0.22) and in never smokers (HR 0.03, 95% CI 0.00 – 0.78). Conclusions: Delivering oxygen therapy in lower-middle income countries is challenging; broken equipment and shared delivery devices prevented titration of flow rates. Patients were relatively young and at a high risk of death. Patients with a chest radiograph received oxygen for longer than those without. This hypothesis generating study can be used to build a more comprehensive understanding of oxygen supply need at the hospital level.
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Veide, Zoja, and Veronika Strozheva. "CONTEMPORARY NEEDS OF MEDIA LEARNING MATERIALS FOR FUTURE Z-ENGINEERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 681. http://dx.doi.org/10.17770/sie2020vol4.4991.
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Modern students are digital natives: from an early age, they are used the Internet, social networks and mobile systems. Due to the specific brain structure of Generation Z students, the use of traditional teaching tools makes the learning process not effective. Also, an insufficient number of lecture hours in curricula requires from students more independent work. This article presents the experience of creating interactive teaching materials designed to study and master the skills of graphical engineering subjects. Educators of technical universities from five countries took part in the development of the material. These interactive teaching tools are created with the aim of improving the quality of engineering education, the rapid and effective presentation of educational material, which will contribute to the understanding of difficult topics.
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Capobianco, Brenda M. "A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching." Journal of Science Teacher Education 18, no. 2 (April 9, 2007): 271–95. http://dx.doi.org/10.1007/s10972-007-9041-z.
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Chen, Qianyi, and John L. Yeager. "Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education." Frontiers of Education in China 6, no. 2 (May 19, 2011): 200–226. http://dx.doi.org/10.1007/s11516-011-0129-z.
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Bvumbwe, Thokozani. "Student nurses’ preparation for psychiatric nursing practice: Malawian experiences." Journal of Mental Health Training, Education and Practice 11, no. 5 (November 7, 2016): 294–304. http://dx.doi.org/10.1108/jmhtep-09-2015-0043.
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Purpose The purpose of this paper is to explore newly graduated nurses’ experiences of their preparation for psychiatric nursing practice in Malawi. Knowledge of how basic or undergraduate nursing training programs prepare nurses for mental health services will inform educators to maximize the teaching and learning processes. Students are a key stakeholder in professional training hence an understanding of their experiences of training programs is critical. Design/methodology/approach A qualitative exploratory study was undertaken. In total, 16 newly graduated nurses with six months work experience at three psychiatric hospitals in Malawi were purposively sampled and recruited into the study. One to one interviews which lasted almost 45 minutes were conducted. Data were analyzed using content analysis. Findings Findings show that training programs fall short in preparing students for psychiatric nursing practice. Participants reported little attention to the specialty as compared to other specialties by educators. Inadequate academic support during practice sessions was highlighted by the majority of participants. Research limitations/implications The study needed to compare the findings with experiences of students who have been allocated to other nursing specialties. Originality/value Psychiatric nursing specialty remains the least preferred career choice for many nursing students. However, preservice nursing education programs are expected to socialize, motivate and prepare students for psychiatric practice as well. It is therefore critical to understand gaps that exist in student preparation for psychiatric nursing services in order to improve mental health training.
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Bezner Kerr, Rachel, Peter R. Berti, and Lizzie Shumba. "Effects of a participatory agriculture and nutrition education project on child growth in northern Malawi." Public Health Nutrition 14, no. 8 (November 9, 2010): 1466–72. http://dx.doi.org/10.1017/s1368980010002545.
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AbstractObjectiveTo investigate whether children in households involved in a participatory agriculture and nutrition intervention had improved growth compared to children in matched comparable households and whether the level of involvement and length of time in the project had an effect on child growth.DesignA prospective quasi-experimental study comparing baseline and follow-up data in ‘intervention’ villages with matched subjects in ‘comparison’ villages. Mixed model analyses were conducted on standardized child growth scores (weight- and height-for-age Z-scores), controlling for child age and testing for effects of length of time and intensity of village involvement in the intervention.SettingA participatory agriculture and nutrition project (the Soils, Food and Healthy Communities (SFHC) project) was initiated by Ekwendeni Hospital aimed at improving child nutritional status with smallholder farmers in a rural area in northern Malawi. Agricultural interventions involved intercropping legumes and visits from farmer researchers, while nutrition education involved home visits and group meetings.SubjectsParticipants in intervention villages were self-selected, and control participants were matched by age and household food security status of the child. Over a 6-year period, nine surveys were conducted, taking 3838 height and weight measures of children under the age of 3 years.ResultsThere was an improvement over initial conditions of up to 0·6 in weight-for-age Z-score (WAZ; from −0·4 (sd 0·5) to 0·3 (sd 0·4)) for children in the longest involved villages, and an improvement over initial conditions of 0·8 in WAZ for children in the most intensely involved villages (from −0·6 (sd 0·4) to 0·2 (sd 0·4)).ConclusionsLong-term efforts to improve child nutrition through participatory agricultural interventions had a significant effect on child growth.
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Chawinga, Winner Dominic, and Sandy Zinn. "LECTURERS’ USE OF WEB 2.0 IN THE FACULTY OF INFORMATION SCIENCE AND COMMUNICATIONS AT MZUZU UNIVERSITY, MALAWI." Mousaion: South African Journal of Information Studies 33, no. 4 (March 10, 2016): 62–85. http://dx.doi.org/10.25159/0027-2639/699.
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The study reported on in this article investigated the use of Web 2.0 technologies by lecturers in the Faculty of Information Science and Communications at Mzuzu University (MZUNI), Mzuzu, Malawi. By distributing a questionnaire to 19 lecturers, conducting follow-up interviews with seven lecturers and analysing the curricula, the study showed that between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, blogs, Google Apps and Twitter to accomplish various academic activities, such as handing out assignments to students; receiving feedback from students; uploading lecture notes; searching for content; storing lecture notes; and carrying out collaborative educational activities. The study adopted the Decomposed Theory of Planned Behaviour (Taylor and Todd 1995) and the theory’s elements that strongly affected lecturers’ use of the technologies according to the results included attitude and perceived behaviour control. The study also found that poor Internet access remains the key stumbling block towards a successful adoption of Web 2.0 technologies by lecturers at MZUNI. To this end, the study recommends that the newly established Department of ICT Directorate with support from MZUNI management should install campuswide Wi-Fi and improve Internet bandwidth so that lecturers’ access to the Internet is not limited to their offices but rather is available in the teaching rooms across the campus.
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Tergujeff, Elina. "Learner Perspective on English Pronunciation Teaching in an EFL Context." Research in Language 11, no. 1 (March 30, 2013): 81–95. http://dx.doi.org/10.2478/v10015-012-0010-z.
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This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
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Ince-Cushman, Daniel, Teresa Rudkin, and Ellen Rosenberg. "Supervised near-peer clinical teaching in the ambulatory clinic: an exploratory study of family medicine residents’ perspectives." Perspectives on Medical Education 4, no. 1 (January 20, 2015): 8–13. http://dx.doi.org/10.1007/s40037-015-0158-z.
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Cho, Hyunhee. "Carving out a hybrid space: a self-study of contextualizing teaching for social justice in South Korea." Asia Pacific Education Review 22, no. 3 (March 25, 2021): 495–513. http://dx.doi.org/10.1007/s12564-021-09683-z.
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Chirwa, Grames, Francis Lingolwe, and Devika Naidoo. "AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 16–47. http://dx.doi.org/10.47604/ijodl.1316.
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Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district.
Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively.
Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners.
Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.
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Hariadi, Bambang, M. J. Dewiyani Sunarto, and Pantjawati Sudarmaningtyas. "Development of Web-Based Learning Application for Generation Z." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (March 1, 2016): 60. http://dx.doi.org/10.11591/ijere.v5i1.4523.
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<p>This study aims to develop a web-based learning application as a form of learning revolution. The form of learning revolution includes the provision of unlimited teaching materials, real time class organization, and is not limited by time or place. The implementation of this application is in the form of hybrid learning by using Google Apps for Education (GAfE), called Brilian. Steps being taken in the study are: (1) requirements analysis, (2) interface design, (3) construction performance, and (4) testing and implementation. The subjects of this study were students of class 2014 and course lecturers for the student of class 2014. After the system testing that was conducted in the second semester of 2014, the collected data suggest that out of 1153 students who used this application, 79% of them were comfortable in using it. As for the lecturers, the data was obtained from 70 lecturers, 82% of them stated that this application helped their teaching process. From the evaluation results, it requires universities to further improve the network infrastructure, and applications must be developed to be more user friendly, including access to mobile learning.<em></em></p>
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Li, Ying, and Taylor Somlak. "The effects of articulatory gestures on L2 pronunciation learning: A classroom-based study." Language Teaching Research 23, no. 3 (September 30, 2017): 352–71. http://dx.doi.org/10.1177/1362168817730420.
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Research on second-language (L2) speech acquisition suggests that audio-visual aids could be effective in helping learners acquire difficult L2 speech sounds (Li, 2016a). However, most previous studies have been restricted to laboratory settings rather than the classroom environment. The present study, therefore, was designed to fill this knowledge gap by analysing the effectiveness of audio-visual aids, particularly articulatory gestures, in teaching L2 speech sounds in actual classrooms. The participants were students from two classes of non-English majors who had severe difficulties with the differentiation of /θ/–/s/ and /ð/–/z/. ‘Read-aloud’ tasks were employed for pronunciation tests. The baseline data of the students’ pronunciation of the two contrasts was collected with a pre-test, and the intuitive–imitative approach was adopted for teaching. Specifically, the students were exposed to seven audio- or audio-visually recorded poems (one poem per week over the course of seven weeks) containing the target contrasts. The students in Class 1 were taught with the audio-recordings without images of the speaker’s face being displayed; in contrast, students in Class 2 were taught using audio-visual recordings, which allowed them to observe the speakers’ articulatory gestures of /θ/–/s/ and /ð/–/z/. To detect the teaching effect, a post-test was carried out after the teaching programme was completed. A delayed post-test was conducted one month after the post-test. Comparisons with the respective pre-test results indicated that students in Class 2 had a significant improvement in the pronunciation of the target contrasts in the post-test, whereas those in Class 1 did not. In the delayed post-test, neither class showed any significant difference in the pronunciation performance in comparison with the post-test. The findings, therefore, confirmed the effectiveness of exposure to audio-visual aids in teaching L2 pronunciation.
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Chan, Vincent, Nur Iylia Syafiqah Binti Abdul Malik, and Cedric Choong Ee Chun. "Educating Gen-Z: Developing a Teaching and Learning Ecosystem in a 21st Century Learning." Special Issue No.1 1, no. 1 (July 1, 2020): 168–82. http://dx.doi.org/10.33093/ijcm.2020.1.x1.14.
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Fostering a teaching and learning ecosystem is vital in the 21st century teaching and learning process to determine student's positive impact on social academic outcomes. This paper proposed a teaching and learning ecosystem for Gen-Z students and the researchers developed RICES concept and Fish approach to support their ecosystem. This study will investigate and explore the implementation of RICES (Relationship & Role, Introduction, Communication, Educate and Structure) strategy to build and foster the teaching and learning ecosystem. The ecosystem will ensure educating this generation will be more holistic whilst enabling the learning-centred approach to be effectively used. The paper is concluded with the approach and impact of RICES. A descriptive research method was conducted with the tertiary students. The result revealed that RICES strategy shows a significant relationship among of each element.
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Vizcaya-Moreno, M. Flores, and Rosa M. Pérez-Cañaveras. "Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study." International Journal of Environmental Research and Public Health 17, no. 21 (November 9, 2020): 8267. http://dx.doi.org/10.3390/ijerph17218267.
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Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.