Relationship of Body Image, Self Esteem, Socio-economic Status and Peer Influence with Teenage Pregnancy in Ibadan, Oyo State, Nigeria

Abstract: Teenage pregnancy has been identified as a social issue that requires attention. Given the negative impact on teenage mothers, the people who care for them, and the children they give birth to. This study examined the pattern of relationship between body image, self-esteem, socio-economic status, peer influence, and teenage pregnancy. This study employed a correlational design, and a multistage sampling procedure was utilized. Adolescents in Ibadan constitutes the population (N = 150; 12.0% below 14 years, 58.7% 14 – 16 years, while 29.3% were 17 – 19 years). Participants completed standardized instruments: (Body Image Acceptance Survey α = 0.85; Rosenberg Self-Esteem Scale α = 0.78; Socio-economic Status Scale α = 0.79; Peer Influence Scale α = 0.81; and Teenage Pregnancy Scale α = 0.87). The results showed that body image (r = 0.327; p\u3c0.05), self-esteem (r = 0.376; p\u3c0.05), socio-economic status (r = 0.306; p\u3c0.05), and peer influence (r = 0.201, p\u3c0.05) all had a significant relationship with teenage pregnancy. A multiple regression coefficient (R = 0.484) and multiple regression adjusted (R2 = 0.234) were obtained. Also, self-esteem recorded the most effective relative contribution to teenage pregnancy, followed by body image, parental socio-economic status, and peer influence, respectively. This emphasizes the necessity of broad and all-encompassing strategies to stop teenage pregnancy because it is unlikely that a single element will be adequate to deal with the problem successfully

Risky sexual behavior and associated factors among in-school adolescents: a school-based, cross-sectional study

Despite increased sexual education, secondary school students in Nigeria are still engaging in risky sexual behavior. This may be due to various social, psychological, and physical factors. The study looked at how family structure, peer pressure, and self-esteem affected the likelihood that adolescents in Ibadan, Oyo State, Nigeria, would engage in risky sexual behavior. For this study, a descriptive research design using correlational data was adopted. The study adopted the purposive sampling method in selecting 200 in-school adolescents. Valid and standardized instruments including risky sexual behavior rating scale (α=0.758), peer pressure scale (α=0.714), self-esteem scale (α=0.826) and family structure scale (α=0.827) were used for information gathering. Three research questions were raised and answered. Data collected was analyzed using simple percentages, Pearson product-moment correlation, and multiple regression statistical method at the 0.05 level of significance. Findings revealed that risky sexual behavior of secondary school students is significantly correlated with peer pressure (r=.594; p<.05), self-esteem (r=.605; p<.05), and family structure (r=.521; p<.05). The value of R=.783 and adjusted R2=.613 were observed. The analysis of variance, performed on the multiple regressions, yielded an F-ratio value of 98.056. In terms of the magnitude of contribution, self-esteem made the most significant contribution (β=.509; t=8.647; p<0.05) to the prediction, followed by peer pressure (β=.342; t=3.545; p<0.05) and family structure (β=.223; t=1.348; p<0.05). Based on these findings, it was concluded, that peer pressure, self-esteem, and family structure influence risky sexual behavior of adolescents. It is therefore recommended, that students’ sense of self is very important and should be improved and also that students should be guided, particularly in meeting different categories of people in the school setting, such as peers, teachers, and others with varying degrees of sexual attitudes because it affects the students’ sexual behaviors

Influence of Teacher Attributes on the Use of Resources in Teaching English Grammar

English is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers

Learning through radio and television during COVID-19: perspectives of K-12 stakeholders

The COVID-19 pandemic has disrupted traditional education, leading to the adoption of alternative methods, such as learning through radio and television for K-12 students. Television and radio became popularly adopted platforms to disseminate educational resources during the pandemic in developing countries, such as Nigeria. This study gathers the perspective of K-12 teachers and students during the crisis to find out the effectiveness of the utilized platforms, examine the challenges encountered, and suggest the way forward in case of future occurrence. The concerns-Based Adoption Model (CBAM) guided the study. A qualitative methodology of interpretivism was employed using 20 participants that comprise students and teachers across the five south-western states in Nigeria. Findings show that teachers adapted their lessons to be delivered through broadcasts, while school administrators have worked closely with broadcasters to develop and implement educational content. Students have had mixed experiences, with some finding radio and television engaging, while others face challenges with engagement and adaptability. In essence, the result shows that most of the respondents though acknowledged the effectiveness of the radio and television approach to learning but opined that the lessons are not detailed enough. Furthermore, educational television broadcast is preferable to radio lessons as the visual effect contributes significantly to learning. The study concludes that broadcasters have played a critical role in delivering educational content, partnering with schools, and developing programs that align with the curriculum during the pandemic. The study discussed its implication, followed by limitations, and gave direction for future studies

Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa

IntroductionThe implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation.MethodsThe ‘qualitative research’ approach was adopted. Autoethnography was employed as the study’s design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner’s Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy.Results and discussionThe findings suggest that the SIAS policy is ineffective in its screening process. Also, learners’ perceptions indicate a gap in teachers’ readiness to address learning barriers associated with the characteristics of dyslexia. Lastly, there is a need for continuous monitoring of the SIAS implementation

Knowledge of senior secondary school students in Nigeria about Head and Neck Cancer:Implications on prevention strategies

BACKGROUND: The high prevalence of the risk factors of head and neck cancer (HNC) amongst senior secondary (high) school students in Nigeria is an issue of serious public health concern. Therefore, this study aimed to assess the knowledge of HNC among them. METHODS: This cross-sectional study surveyed 2,530 senior secondary school students in Nigeria, assessed their knowledge of HNC, using a self-administered questionnaire. Data collected were analyzed using the SPSS version 25 software. RESULTS: The mean (±SD) age of the respondents was 16.34 (±2.0) years. More than half (1418; 56.6%) of them were males, 530 (20.9%) were schooling in the north-central geopolitical zone of Nigeria, 1,860 (73.5%) were in public schools, 554 (21.9%) were boarding students, and 817 (33.5%) were in Senior Secondary (SS) 3 class. Only 789 (31.2%) respondents were aware of HNC, out of which: 69.2% of them had below-average scores in their overall assessment on HNC; 256 (32.4%) had ever received education on HNC and 81.2% indicated a positive interest in knowing more about HNC. The factors predicting above-average score on knowledge about HNC among the respondents were: being in SS3 class (OR=1.73; 95% CI=1.17 – 2.56), having been educated about HNC (OR=1.69; 95%CI=1.21 – 2.35) and having the interest to know more about HNC (OR=1.88; 95%CI=1.21 – 2.92). Bivariate analysis showed that these factors had statistically significant association (or relationship) with above-average score on knowledge about HNC (pvalues<0.05). CONCLUSION: Majority of the surveyed students were willing to know more about HNC. The use of a properly planned massive school-based HNC education programs may go a long way in educating this population group on HNC

Global incidence, prevalence, years lived with disability (YLDs), disability-adjusted life-years (DALYs), and healthy life expectancy (HALE) for 371 diseases and injuries in 204 countries and territories and 811 subnational locations, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

Background: Detailed, comprehensive, and timely reporting on population health by underlying causes of disability and premature death is crucial to understanding and responding to complex patterns of disease and injury burden over time and across age groups, sexes, and locations. The availability of disease burden estimates can promote evidence-based interventions that enable public health researchers, policy makers, and other professionals to implement strategies that can mitigate diseases. It can also facilitate more rigorous monitoring of progress towards national and international health targets, such as the Sustainable Development Goals. For three decades, the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) has filled that need. A global network of collaborators contributed to the production of GBD 2021 by providing, reviewing, and analysing all available data. GBD estimates are updated routinely with additional data and refined analytical methods. GBD 2021 presents, for the first time, estimates of health loss due to the COVID-19 pandemic. Methods: The GBD 2021 disease and injury burden analysis estimated years lived with disability (YLDs), years of life lost (YLLs), disability-adjusted life-years (DALYs), and healthy life expectancy (HALE) for 371 diseases and injuries using 100 983 data sources. Data were extracted from vital registration systems, verbal autopsies, censuses, household surveys, disease-specific registries, health service contact data, and other sources. YLDs were calculated by multiplying cause-age-sex-location-year-specific prevalence of sequelae by their respective disability weights, for each disease and injury. YLLs were calculated by multiplying cause-age-sex-location-year-specific deaths by the standard life expectancy at the age that death occurred. DALYs were calculated by summing YLDs and YLLs. HALE estimates were produced using YLDs per capita and age-specific mortality rates by location, age, sex, year, and cause. 95% uncertainty intervals (UIs) were generated for all final estimates as the 2·5th and 97·5th percentiles values of 500 draws. Uncertainty was propagated at each step of the estimation process. Counts and age-standardised rates were calculated globally, for seven super-regions, 21 regions, 204 countries and territories (including 21 countries with subnational locations), and 811 subnational locations, from 1990 to 2021. Here we report data for 2010 to 2021 to highlight trends in disease burden over the past decade and through the first 2 years of the COVID-19 pandemic. Findings: Global DALYs increased from 2·63 billion (95% UI 2·44–2·85) in 2010 to 2·88 billion (2·64–3·15) in 2021 for all causes combined. Much of this increase in the number of DALYs was due to population growth and ageing, as indicated by a decrease in global age-standardised all-cause DALY rates of 14·2% (95% UI 10·7–17·3) between 2010 and 2019. Notably, however, this decrease in rates reversed during the first 2 years of the COVID-19 pandemic, with increases in global age-standardised all-cause DALY rates since 2019 of 4·1% (1·8–6·3) in 2020 and 7·2% (4·7–10·0) in 2021. In 2021, COVID-19 was the leading cause of DALYs globally (212·0 million [198·0–234·5] DALYs), followed by ischaemic heart disease (188·3 million [176·7–198·3]), neonatal disorders (186·3 million [162·3–214·9]), and stroke (160·4 million [148·0–171·7]). However, notable health gains were seen among other leading communicable, maternal, neonatal, and nutritional (CMNN) diseases. Globally between 2010 and 2021, the age-standardised DALY rates for HIV/AIDS decreased by 47·8% (43·3–51·7) and for diarrhoeal diseases decreased by 47·0% (39·9–52·9). Non-communicable diseases contributed 1·73 billion (95% UI 1·54–1·94) DALYs in 2021, with a decrease in age-standardised DALY rates since 2010 of 6·4% (95% UI 3·5–9·5). Between 2010 and 2021, among the 25 leading Level 3 causes, age-standardised DALY rates increased most substantially for anxiety disorders (16·7% [14·0–19·8]), depressive disorders (16·4% [11·9–21·3]), and diabetes (14·0% [10·0–17·4]). Age-standardised DALY rates due to injuries decreased globally by 24·0% (20·7–27·2) between 2010 and 2021, although improvements were not uniform across locations, ages, and sexes. Globally, HALE at birth improved slightly, from 61·3 years (58·6–63·6) in 2010 to 62·2 years (59·4–64·7) in 2021. However, despite this overall increase, HALE decreased by 2·2% (1·6–2·9) between 2019 and 2021. Interpretation: Putting the COVID-19 pandemic in the context of a mutually exclusive and collectively exhaustive list of causes of health loss is crucial to understanding its impact and ensuring that health funding and policy address needs at both local and global levels through cost-effective and evidence-based interventions. A global epidemiological transition remains underway. Our findings suggest that prioritising non-communicable disease prevention and treatment policies, as well as strengthening health systems, continues to be crucially important. The progress on reducing the burden of CMNN diseases must not stall; although global trends are improving, the burden of CMNN diseases remains unacceptably high. Evidence-based interventions will help save the lives of young children and mothers and improve the overall health and economic conditions of societies across the world. Governments and multilateral organisations should prioritise pandemic preparedness planning alongside efforts to reduce the burden of diseases and injuries that will strain resources in the coming decades. Funding: Bill &amp; Melinda Gates Foundation

Social Adjustment, a Necessity among Students with Negative Body-Image: The Roles of Parenting Processes and Self Esteem

The social adjustment strategy in interacting with others determines an individual's success. This study examined the influence of parenting processes and self-esteem as correlates of social adjustment of students with negative body-image. The descriptive research design of the correlational type was used in this study. A total of 96 adolescents with negative body image participated in the study (42.7% male, 57.3% female). The data for this study were gathered using three reliable and standardized instruments: The Parenting Behavior and Dimension Questionnaire (α = .87), the Self-Esteem Inventory (α = .85), and the Social adjustment scale (α = .83). The results demonstrated a strong correlation between parenting processes (r = .201; p<.05), self-esteem (r = .211; p<.05) and social adjustment of students with negative body-image. The strongest predictor of social adjustment was self-esteem (β = .153; t = 1.377; p<0.05), followed by parenting process (β = .136; t = 1.228; p<0.05). It was recommended that educators, counselors, and all other helping professionals be alert and sensitive to the social dispositions of adolescents

A Quantitative Study Examining the Relationship Between Parental Socioeconomic Status, Body Image, Peer Influence, and Self-esteem Among Adolescents

People with high self-esteem are better able to take delight in life's little pleasures, handle difficult situations, overcome challenges, establish lasting relationships, and strengthen their weaknesses. This study examined socioeconomic status, body image, and peer influence on self-esteem among in-school adolescents in Ibadan, Nigeria. The descriptive survey design of the correlational type was used during the investigation. This study employed a multi-stage sampling technique. Three hundred and forty-five in-school adolescents made the study sample. Data was collected using reliable instruments: (Peer Influence Scale α = .78; Body image scale α =0.83; Parental Socioeconomic Status Scale α =0.89; Self-Esteem Inventory α=.71). From the results, socioeconomic status (r = .533; p.&lt;05), body image (r =. 577; p.&lt;05), and peer influence (r = .331; p.&lt;05) had a significant relationship with (self-esteem). Body Image made the most significant contribution (β = .371; t = 7.555; p&lt;0.05) followed by Peer influence (β = .316; t = 8.112; p&lt;0.05) and Socioeconomic status (β = .312; t = 6.374; p&lt;0.05). The study underscores the need for counseling and orientation programs for adolescents in all ramifications; this will help ease the psychological strain that could hamper their self-esteem

Exploring pre-service teachers’ intention to use virtual reality: A mixed method approach

Despite the increasing integration of virtual reality (VR) into classrooms globally, there is a dearth of empirical evidence concerning perceptions and behavioural intentions of pre-service teachers to employ the technology in Nigerian classrooms, particularly within the Technology Acceptance Model (TAM) framework. Consequently, this study examines pre-service perceptions and behavioural intentions to use VR. To accomplish this objective, we engaged pre-service teachers who voluntarily participated in this study by filling out an online survey for data collection. Quantitative and qualitative data were collected and analyzed using variance-based structural equation modelling, SmartPLS, and Atlas.ti, respectively. This data triangulation provided a comprehensive understanding of pre-service teachers' perceptions and behavioural intentions to use VR. Our findings, among others, reveal that perceived usefulness strongly predicts pre-service teachers' readiness and behavioural intention to use VR. This finding contributes to the ongoing discourse on how teachers, particularly trainee teachers, make decisions to integrate emerging technologies like VR in their classrooms, thereby offering valuable insights for policy formulation to enhance teacher training programs, especially regarding technology integration in Nigerian classrooms. It also emphasizes the importance of equipping teachers to address challenges related to adopting innovative technologies