The influence of a song on school children’s knowledge growth for sustainable malaria prevention

Music as a potential prevention strategy can play a pivotal role in developing behavioural changes and creating awareness about malaria and malaria prevention. The study was conducted in a moderate-risk malaria district in sub-Saharan Africa. A comparative analysis and pre-and post-intervention evaluation of three teaching intervention methods to teach and educate young children about malaria, e.g., song intervention, drama intervention, and song-and-drama combination, was evaluated. Data were collected by means of pre-and post-intervention interviews with Grade 3 primary school children and teachers, as well as a post-intervention questionnaire with teachers, parents, guardians, and caregivers. The purpose of the study was to investigate knowledge gains on malaria in relation to malaria awareness interventions. The results revealed that the songonly intervention was the most effective learning intervention strategy in this population and that behavioural changes and knowledge growth occurred regarding malaria and malaria prevention in this population. Independent of the teaching styles of each teacher in teaching the song to the children, the findings established that culturally and age-appropriate songs contributed to increasing children’s knowledge growth regarding sustainable malaria prevention.https://www.mdpi.com/journal/sustainabilityam2023Educational PsychologySchool of Health Systems and Public Health (SHSPH

Could a culturally and age-appropriate song contribute towards malaria prevention in primary school learners?

BACKGROUND : Although it is a preventable disease, malaria continues to present one of the major global health challenges. The disease is especially deadly to children under the age of 5 years. This is partly due to the fact that they have yet to build up an immune system to help protect them against malaria. As a prevention strategy, music is one way of communicating knowledge to young children and could therefore potentially be used to change children’s behaviour in order to avoid getting sick from malaria. This exploratory study aimed to compare intervention strategies designed to educate and improve knowledge growth about malaria and its prevention in Grade 3 learners in a high-risk malaria region in Vhembe District, Limpopo Province, South Africa. METHODS : Various intervention strategies were employed and evaluated to determine the most effective intervention method. The study was split into two Phases. Phase 1 used a culturally and age-appropriate song as an intervention, along with a drama piece, a song and drama piece combination, and a control group. The most effective intervention strategy determined during Phase 1 was then subjected to Phase 2, against a control group to validate its efficacy. Questionnaires were used during pre-intervention and post-intervention interviews to evaluate the knowledge growth, if any, of the learners of selected primary schools in two different areas in Vhembe District. Pre-intervention interviews were followed by a specific intervention, based on the respective study groups. After 6 weeks, the post-intervention interviews were done to determine how much learners managed to learn and retain from the intervention received. RESULTS : The study found that the group that had only the song as intervention was the most effective learning intervention method in both Phases 1 and 2. Both phases showed that there was statistical significance in almost all of the nine questions asked on the questionnaires. CONCLUSIONS : The study concluded that a culturally and age-appropriate song can play a significant role in developing behavioural changes and spreading awareness against disease in a high-risk malaria region.The University of Pretoria Institute for Sustainable Malaria Control and MRC Collaborating Centre of Malaria Research provided a small amount of funding for the data collection trips. Financial assistance from Rotary International District 6460 was also provided.https://malariajournal.biomedcentral.comhj2023Educational PsychologySchool of Health Systems and Public Health (SHSPH)UP Centre for Sustainable Malaria Control (UP CSMC

Mobilising Knowledge through Global Partnerships to Support Research-informed Teaching: Five Models for Translational Research

Education Futures Collaboration Charity The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Improving the quality of teaching is of global concern: UNESCO’s Sustainable Development Goal (SDG) 4c in the Education 2030: Framework for Action calls for high quality teaching for all. The OECD challenges the education system to improve Knowledge Management. JET’s (2015) special issue: Translational Research (TR) and Knowledge Mobilisation in Teacher Education introduced the concept of ‘translational’ or ‘theory to practice’ research - well-established in medicine but not in education. Five TR models were subsequently developed by the MESH charity’s international network with organisations in South Africa, Bangladesh, Australia, Pakistan, UK. These distinct models engage 1) university staff and teachers 2) subject associations, 3) research units, 4) an international NGO working in crisis settings, 5) PhD tutors and students. Each model shares common features forming the MESH Translational Research methodology introduced in this article. A TR repository is part of the MESH knowledge mobilisation strategy giving teachers access to research summaries which, overtime, accumulate knowledge. TR publications called MESHGuides (www.meshguides.org) complement existing forms of publication. This article proposes the MESH TR methodology as one affordable and scalable solution to OECD and UNESCO’s challenges of keeping teachers up-to-date and making new knowledge accessible to teachers regardless of location

Comparing mental health, wellbeing and flourishing in undergraduate students pre- and during the COVID-19 pandemic

There has been a preponderance of studies on student mental health, wellbeing and flourishing during the COVID-19 pandemic. Few studies have compared data on student mental health and wellbeing before and during the pandemic. The purpose of the current study was to compare mental health and wellbeing in undergraduate students before and during the COVID-19 pandemic. Survey research was conducted with three groups of undergraduate students (n = 905) from diverse scientific fields at a large, urban university in South Africa. Data was collected by means of electronic surveys, combining full-scale items from three instruments, the Mental Health Continuum Short Form, the Flourishing Scale and the Fragility of Happiness Scale. Data was analysed by the Statistical Package for the Social Sciences (SPSS), the Analysis of Moment Structures (AMOS) and R software. The results indicate that while the mental health and wellbeing of students declined during the pandemic concerning their perceived ability to contribute to society, having supportive and rewarding social relationships and them being engaged and interested in their daily activities, it also improved in terms of their perceived ability to manage their daily lives (environmental mastery), being challenged to grow (personal growth) and in terms of their views that society was becoming better (social growth/actualisation).The University of Pretoriahttp://www.mdpi.com/journal/ijerphhj2022Educational PsychologyScience, Mathematics and Technology Educatio