Journal of Education, Society and Behavioural Science

This study utilized self-report survey data to explore formal, intentional interactions measurably impacting an individual’s identity among three groups in the mid-western United States. Data were collected across three levels: individual college-aged students in late-adolescence or early-adulthood, parents of college students, and adult community citizens. The mean scores of all three groups were compared using ANOVA and revealed no significant difference between the three groups, thus suggesting that students, parents, and community members agree that their direct words influence the actions of others. The results of the study illustrate both the impact and influence of parents on children, that it is difficult to measure inter-relationship between parent and child, and the interactions between these groups can be difficult to measure, suggesting a complicated relationship. However, the study does underscore the profound impact that people around children have on identity development and ultimately student actions.

Supply of health services in teaching hospital usually provides confidence among users and this explains high patronage. Yet the bureaucratic characteristic of the hospital is a major concern. This study was designed to explore in-patients’ knowledge of healthy services in a tertiary bound hospital and how this shaped patronage among users. Cross sectional design and multi stage sampling (purposive, random, systematic and accidental) was adopted. Some 420 sample, respondents were determined and used. Data were collected and analysed at quantitative and qualitative level, using statistics and text. Mean age of respondents was 42 years and 69.8% were married, while 44.0% were self employed. Respondents (98.8%) reported knowledge that patients had power to report health problems to medical officers which provide clear path for treatment. Similarly, 98.1% adequately know that medical doctors ultimately recommended treatment investigation or regimen. Although 96.1% abundantly distinguished the role of nurses and other paramedics in the teaching hospital, yet availability of equipment (97.1%), access to pharmacy (94.0%), clean hospital environment (95.0%), patients’ knowledge of treatment (79.0%) and confidence in quality of service contributed to unbroken patronage. Knowledge was rated high (55.7%), moderate (27.6%) and low (16.7%) and this was strongly because the hospital operated patient oriented goal and flexible communication system which incorporated patients’ inclusion. Desire to discontinue patronage and consultation was strongly reported by patients with low knowledge who perceived that vital information of their health investigation was concealed from them. Tertiary hospital must operate inclusive information system to improve health seeking behavior among users.

This study consists of a secondary analysis of the qualitative data of interviews carried out with mentoring teachers (MT) in order to present their conceptions on the quality of appropriation of the professional competence of communication. In particularly on the components of the communication competence of students interns during the preparation course for professional life at the end of the initial training.

To carry out this study, we developed a specific interview for this study. The content of the interview guide was the six components of communication skills drawn from the professional skills reference guide for teachers in Quebec.

 Interview data was collected based on audio recordings provided using a Dictaphone. The content of each interview has been completely rewritten as verbatim. Interview processing consists first of transcribing the verbatim interviews and then analyzing them using the general inductive analysis procedure.

The data collected from the interview intended for mentoring teachers (MT) revealed that they have the same vision with regard to the importance of the professional communication skills  of future physical education teachers and emphasize their weakness during educational interventions.

Aims: This online survey was done to explore parents’ perspectives on education of their children affected by the stay-at-home measures still ongoing in the country.

Study Design:  Cross-sectional study design.

Place and Duration of Study: Sample: All six Geopolitical Zones in Nigeria, from May 9 to June 8, 2020 among parents residing in Nigeria.

Methodology: A non-probability sampling technique was used in the recruitment of participants. The study questionnaire on a Google Doc Form was administered through WhatsApp instant messaging. Chi-square was used to test for differences, and statistical significance was set at p-value less than 0.05.

Results: The 260 respondents who participated in the survey, had a median age of 38 years (IQR=9); including 40.4% (105) males, and 64.2% (167) with tertiary education, 77.7% (202)  possess a computer device, 93.2% (234) have internet services and 55.0% (143) spend between N5,000 – N9,999 (13.1 – 26.2 USD) per month for internet services. Only 35.4% (92) had their children participate in the ongoing radio/TV learning sessions, 46.1% (120) educate their children with their computer devices at home, however, 40.0% (104) preferred an online based method of homeschooling. Overall, 70.0% (182) were dissatisfied with the level of homeschooling their children received. Respondents with higher education and income level were significantly more likely to possess a computer device, have internet access at home and prefer online classes when compared to low-income earning parents with secondary education and below.

Conclusion: There is a considerable lack of ongoing learning activities among children in Nigerian homes during the COVID-19 lockdown. Strategic context-specific blended learning approaches (including the provision of infrastructure for remote teaching and learning) are needed to mitigate the negative effect of school closures on the education of children.

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

The present study explores how graduate students in an educational leadership program in the United States constructed reflections during an internship. An archival review of students’ assignments for a class was conducted. A constant comparison analysis which used grounded theory was carried out. Findings suggest there were two major typologies of reflections. For one group, reflections were centered around summarizing, showing appreciation, and offering buzzwords for improvement; a small group centered on capacity for change, showed discontent, and offered an alternative to current practices. Findings suggest reflections in education are of questionable value, and students would be better served by developing reflective capabilities using research methods. A review of the literature compares findings with previous research and theoretical perspectives. There is a discussion and recommendations to improve the reflective process for teachers and educational leaders.

Unique in the Western world, the Court Challenges Program was an undertaking funded entirely by the Federal Government of Canada, without regard to jurisdiction, to subsidize legal test cases of national importance regarding the clarification and interpretation of language and equality rights guaranteed under Canada’s Constitution. This paper reviews the literature on the cancellation of the Court Challenges Program of Canada. Except from 1992 to 1994, when Brian Mulroney’s Conservative government withdrew all financial support for the program, it existed in its various institutional forms from 1978 to 2006, until Stephen Harper’s Conservative government cancelled it on September 25, 2006. In June 2008, the program was somewhat resurrected under the name of the Language Rights Support Program. This program, despite its questionable aspects, helped change the landscape of Canadian law in regards to access to services for Aboriginals, differently-abled people, the rights of women and sexual minorities, and access to education, health and the courts for those speaking minority languages. This paper examines the stormy history of the Court Challenges Program, explores criticisms of its administration, and considers the political motivations that led to the program’s demise in 2006 and subsequent resurrection in 2019.