Resource inequality and quality of secondary education: a study of uneven policy in rural schools of southwestern Nigeria

Recent Studies have investigated the influence of the resource factor on the quality of secondary education (QSE) in Nigeria. However, the research on the resource factor as a predictor of quality of secondary education in rural communities of Southwestern Nigeria remains scanty. This study, therefore, investigated the contributions of the resource factor (RF: Resource Adequacy-RA and Resource Utilization-RU) to QSE in rural communities of Southwestern Nigeria (RCSN). The study was located within a pragmatic paradigm that incorporated the convergent parallel design in the collection, analysis and interpretation of the qualitative and quantitative data. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates, while total enumeration technique was adopted in selecting 134 teachers. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in southwestern Nigeria. Two research questions were raised, and one hypothesis was formulated for the study. Two research instruments, namely, the Secondary School Graduate Aptitude Test (SSGAT) and Resource Factor Teachers’ Questionnaire (RFTQ), with reliability coefficients of 0.715 and 0.853, respectively, were used for the study. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The resource factor with resource adequacy (x=2.50)  and resource utilization (x=2.77) influenced QSE. The resource factor (r=0.75) had a negative significant relationship with QSE. The study affirmed that addressing resource inequality in rural communities is urgently required to stem the ebbing tide of quality secondary education in Nigeria

The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers

The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new curriculum content to learners, teachers cope with factors which impact upon their collective efficacy (the sum total of the self-perceptions of all the teachers in a particular school regarding the conduciveness of effective teaching, learning and assessment processes) and on the teacher self-efficacy of mathematics teachers (the personal self-perceptions of mathematics teachers to execute their mandates effectively in the teaching, learning and assessment of mathematics ) which consequently lead to mathematics learners developing better concepts in mathematics. This study focuses on the impact of collective efficacy on the implementation of the New Curriculum Statement (NCS) for mathematics teachers, teaching in schools situated in previously disadvantaged communities. It is within the context of the constraints that these schools face, not only the socio-economic barriers, but also the willingness of all the teachers to develop a culture of teaching and learning, and the consequent impact it has on the effective teaching, learning and assessment of mathematics in the classrooms of these schools, that the effect of efficacious/non-efficacious teachers in these schools is investigated. A mixed method approach by using quantitative data (generated from questionnaires) and qualitative data (generated from interviews) probe the primary research question, which aims to investigate the effect of collective efficacy on the introduction of a new curriculum by mathematics teachers. The sub-questions probe the specific efficacy relations relating to the primary research question in terms of the perceptions and perspectives of all the teachers about their respective sample schools, how these perceptions and perspectives influence mathematics teachers in the manner they perceive their control over the teaching, learning and assessment processes in the mathematics classroom, and the consequent impact it has on mathematics learners developing better concepts and ultimately achieving better academic results in mathematics

The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers

The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new curriculum content to learners, teachers cope with factors which impact upon their collective efficacy (the sum total of the self-perceptions of all the teachers in a particular school regarding the conduciveness of effective teaching, learning and assessment processes) and on the teacher self-efficacy of mathematics teachers (the personal self-perceptions of mathematics teachers to execute their mandates effectively in the teaching, learning and assessment of mathematics ) which consequently lead to mathematics learners developing better concepts in mathematics. This study focuses on the impact of collective efficacy on the implementation of the New Curriculum Statement (NCS) for mathematics teachers, teaching in schools situated in previously disadvantaged communities. It is within the context of the constraints that these schools face, not only the socio-economic barriers, but also the willingness of all the teachers to develop a culture of teaching and learning, and the consequent impact it has on the effective teaching, learning and assessment of mathematics in the classrooms of these schools, that the effect of efficacious/non-efficacious teachers in these schools is investigated. A mixed method approach by using quantitative data (generated from questionnaires) and qualitative data (generated from interviews) probe the primary research question, which aims to investigate the effect of collective efficacy on the introduction of a new curriculum by mathematics teachers. The sub-questions probe the specific efficacy relations relating to the primary research question in terms of the perceptions and perspectives of all the teachers about their respective sample schools, how these perceptions and perspectives influence mathematics teachers in the manner they perceive their control over the teaching, learning and assessment processes in the mathematics classroom, and the consequent impact it has on mathematics learners developing better concepts and ultimately achieving better academic results in mathematics

The predictive influence of access factor on quality of secondary education in remote areas of Southwestern Nigeria

The dichotomy in the distribution of educational opportunities across African countries has become a recurring phenomenon between rural and urban communities. However, the remote and rural communities seem to be bearing the brunt of uneven access to quality education than cities. Thus, improving access to quality education in remote areas where educational advantages are scarce or not available remains a great challenge in Nigeria. This study, therefore, investigated the influence of access factor (AF: Physical Access-PA and Economic Access-EA) on Quality of Secondary Education (QSE) in remote areas of Southwestern Nigeria (RASN). The study was located within a post-positivist paradigm that incorporated the convergent parallel design. The multi-level mixed methods sampling technique was adopted in selecting 467 secondary school graduates. Six participants for the Key Informant Interviews comprised three principals and three senior officials from the Teaching Service Commission and Ministry of Education from three selected states in Southwestern Nigeria. Secondary School Graduate Aptitude Test (SSGAT) and Secondary School Graduate Access Questionnaire (SSGAQ) instruments were used for data collection. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, while qualitative data were analyzed with content analysis. The access factor with physical access (67.3percent) and economic access (61.3percent) influenced QSE. The study concluded that enhancing access to QSE should be improved in RASN

Implementing biomarkers to predict motor recovery after stroke

BACKGROUND: There is growing interest in using biomarkers to predict motor recovery and outcomes after stroke. The PREP2 algorithm combines clinical assessment with biomarkers in an algorithm, to predict upper limb functional outcomes for individual patients. To date, PREP2 is the first algorithm to be tested in clinical practice, and other biomarker-based algorithms are likely to follow. PURPOSE: This review considers how algorithms to predict motor recovery and outcomes after stroke might be implemented in clinical practice. FINDINGS: There are two tasks: first the prediction information needs to be obtained, and then it needs to be used. The barriers and facilitators of implementation are likely to differ for these tasks. We identify specific elements of the Consolidated Framework for Implementation Research that are relevant to each of these two tasks, using the PREP2 algorithm as an example. These include the characteristics of the predictors and algorithm, the clinical setting and its staff, and the healthcare environment. CONCLUSIONS: Active, theoretically underpinned implementation strategies are needed to ensure that biomarkers are successfully used in clinical practice for predicting motor outcomes after stroke, and should be considered in parallel with biomarker developmen

Genomic Assessment of Cancer Susceptibility in the Threatened Catalina Island Fox (Urocyon littoralis catalinae)

Small effective population sizes raise the probability of extinction by increasing the frequency of potentially deleterious alleles and reducing fitness. However, the extent to which cancers play a role in the fitness reduction of genetically depauperate wildlife populations is unknown. Santa Catalina island foxes (Urocyon littoralis catalinae) sampled in 2007–2008 have a high prevalence of ceruminous gland tumors, which was not detected in the population prior to a recent bottleneck caused by a canine distemper epidemic. The disease appears to be associated with inflammation from chronic ear mite (Otodectes) infections and secondary elevated levels of Staphyloccus pseudointermedius bacterial infections. However, no other environmental factors to date have been found to be associated with elevated cancer risk in this population. Here, we used whole genome sequencing of the case and control individuals from two islands to identify candidate loci associated with cancer based on genetic divergence, nucleotide diversity, allele frequency spectrum, and runs of homozygosity. We identified several candidate loci based on genomic signatures and putative gene functions, suggesting that cancer susceptibility in this population may be polygenic. Due to the efforts of a recovery program and weak fitness effects of late-onset disease, the population size has increased, which may allow selection to be more effective in removing these presumably slightly deleterious alleles. Long-term monitoring of the disease alleles, as well as overall genetic diversity, will provide crucial information for the long-term persistence of this threatened population