A Latent profile analysis of the Science teacher-trainees’ self-regulated learning strategies

Paper presented at the 4th Strathmore International Mathematics Conference (SIMC 2017), 19 - 23 June 2017, Strathmore University, Nairobi, Kenya.In the present study, we conducted a latent profile analysis to identify three clusters of Science teacher-trainees based on their self-regulated learning strategies. The sample comprised of 527 undergraduate teacher-trainees (Mean age = 22 years; SD = 2.20) randomly selected from seven universities in Uganda. Data was collected using the modified Motivated Strategies for Learning Questionnaire (MSLQ). These profiles including the (a) competent/expert self-regulated learners (259 students; 49.2%), (b) average self-regulated learners (193 students; 36.6%), and (c) novice self-regulated learners (75 students; 14.2%) differed significantly with respect to their motivational beliefs and academic performance, with the expert and average self-regulated learning profiles having better grade point average (GPA) scores and higher motivation compared to students in the novice self regulated learning profile. All profiles were similar with respect to age, gender and year of study. Additionally, task value and self-efficacy (but not demographic characteristics) significantly predicted latent profile membership. It is therefore important to understand such individual differences among science teacher-trainees in order to improve on their self regulated learning skills. Further implications are discussed in the paper.Mbarara University of Science and Technology, Mbarara, Ugand

Mediation Effect of Research Skills Proficiency on the Core Self-Evaluations – Research Engagement Relationship among Master of Education Students in Uganda

This study investigated the mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement among Master of Education students in Uganda.  Questionnaire surveys including closed ended questions were administered to two cohorts of the students, 2011/2012 and 2012/2013, (N = 102). Results indicated total mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement.  Implications for educational practice include careful selection and training of adult learners at master’s level on the basis of their core self-evaluations levels; individuals with positive core self-evaluations should be accorded priority entry into the programme. Implications for future research include carrying out intervention studies on how to effectively impart 21st century skills in the adult learners. Keywords: Core self-evaluations, Research skills proficiency, Research engagement, Mediation effect, Master of Education, Uganda, 21st century skill

Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): study protocol for a cluster randomized controlled trial in Southwestern Uganda

Ssenyonga J, Hermenau K, Nkuba M, Hecker T. Reducing violence against children by implementing the preventative intervention Interaction Competencies with Children for Teachers (ICC-T): study protocol for a cluster randomized controlled trial in Southwestern Uganda. Trials. 2018;19(1): 435

Modeling the relationship between motivational beliefs, cognitive learning strategies and academic performance of Mathematics teacher-trainees

Paper presented at the 4th Strathmore International Mathematics Conference (SIMC 2017), 19 - 23 June 2017, Strathmore University, Nairobi, Kenya.Self-regulated learning refers to the conscious planning, monitoring, and evaluation of one’s own learning through use of appropriate behavioral, meta-cognitive and cognitive strategies to enhance academic performance. Self-regulated learners are highly motivated, use a variety of learning strategies in achieving their academic goals and as such are high achievers. Although self-regulated learning has received much attention over the past decades, research on how teacher-trainees regulate their own learning has been scarce and especially in third world countries. Lack of research in this aspect has not only created a knowledge gap but also compromised efforts to tackle to challenge of poor academic performance among teacher trainees. In this study, we examined the relationship between motivational beliefs, cognitive learning strategies and academic performance among Mathematics teacher-trainees in Uganda. The sample comprised of 689 undergraduate students randomly selected from eight universities across Uganda. Data was collected using the Motivated Strategies for Learning Questionnaire (MSLQ) and analysed using structural equation modeling. A structural equation model indicated that cognitive learning strategies mediated the relationship between motivational beliefs and academic performance of these undergraduate teacher-trainees. Motivational beliefs influenced student’s performance through enhancing their critical thinking and organization learning strategies. Therefore, there is need to enhance leaner’s ability to adopt adaptive learning strategies in-order to enhance their academic achievement at the university.Mbarara University of Science and Technology, Mbarara, Uganda Univesity of Potsdam, Potsdam, Germany Kyambogo University, Kampala, Uganda – [email protected]

Tobacco smoking and associated factors among people living with HIV in Uganda

Introduction: This study aimed to assess smoking patterns, behaviours and associated factors among people living with HIV (PLWH) in Uganda. Methods: A cross-sectional survey was conducted among adults in HIV care in Uganda. Descriptive statistics were used to describe smoking patterns and behaviours. Logistic regression was used to identify factors associated with current smoking status. Results: We recruited 777 participants between October and November 2019: 387 (49.8%) current smokers and 390 (50.2%) non-smokers. 60.9% were males, and the mean age was 40.5 (SD 10.7) years. In multivariate logistic regression, the following increased the odds of being a current smoker: being male (OR 6.60 (95%CI= 4.34 to 10.04)), having at least two smokers among five closest friends (OR 3.97 (95%CI=2.08 to 7.59)), living in smoking-permitted households (OR 5.83 (95%CI= 3.32 to 10.23)), alcohol use (OR 3.96 (95%CI= 2.34 to 6.71)), a higher perceived stress score (OR 2.23 (95%CI= 1.50 to 3.34)), and higher health-related quality of life (OR 5.25 (95%CI= 1.18 to 23.35)). Among smokers, the mean Fagerstrom Test for Nicotine Dependence score was 3.0 (SD 1.9), and 52.5% were making plans to quit. Self-efficacy to resist smoking and knowledge of the impact of smoking on PLWH’s health were low. Conclusions: Being male, having at least two smokers among five closest friends, living in smoking-permitted households, alcohol use, higher perceived stress scores and higher health-related quality of life were associated with being a current smoker. Smokers had low to moderate nicotine dependence, high willingness to quit, and low self-efficacy

The Bacterial and Viral Complexity of Postinfectious Hydrocephalus in Uganda

Postinfectious hydrocephalus (PIH), often following neonatal sepsis, is the most common cause of pediatric hydrocephalus world-wide, yet the microbial pathogens remain uncharacterized. Characterization of the microbial agents causing PIH would lead to an emphasis shift from surgical palliation of cerebrospinal fluid (CSF) accumulation to prevention. We examined blood and CSF from 100 consecutive cases of PIH and control cases of non-postinfectious hydrocephalus (NPIH) in infants in Uganda. Genomic testing was undertaken for bacterial, fungal, and parasitic DNA, DNA and RNA sequencing for viral identification, and extensive bacterial culture recovery. We uncovered a major contribution to PIH from Paenibacillus , upon a background of frequent cytomegalovirus (CMV) infection. CMV was only found in CSF in PIH cases. A facultatively anaerobic isolate was recovered. Assembly of the genome revealed a strain of P. thiaminolyticus . In mice, this isolate designated strain Mbale , was lethal in contrast with the benign reference strain. These findings point to the value of an unbiased pan-microbial approach to characterize PIH in settings where the organisms remain unknown, and enables a pathway towards more optimal treatment and prevention of the proximate neonatal infections. One Sentence Summary We have discovered a novel strain of bacteria upon a frequent viral background underlying postinfectious hydrocephalus in Uganda

Paenibacillus infection with frequent viral coinfection contributes to postinfectious hydrocephalus in Ugandan infants

Postinfectious hydrocephalus (PIH), which often follows neonatal sepsis, is the most common cause of pediatric hydrocephalus worldwide, yet the microbial pathogens underlying this disease remain to be elucidated. Characterization of the microbial agents causing PIH would enable a shift from surgical palliation of cerebrospinal fluid (CSF) accumulation to prevention of the disease. Here, we examined blood and CSF samples collected from 100 consecutive infant cases of PIH and control cases comprising infants with non-postinfectious hydrocephalus in Uganda. Genomic sequencing of samples was undertaken to test for bacterial, fungal, and parasitic DNA; DNA and RNA sequencing was used to identify viruses; and bacterial culture recovery was used to identify potential causative organisms. We found that infection with the bacterium Paenibacillus, together with frequent cytomegalovirus (CMV) coinfection, was associated with PIH in our infant cohort. Assembly of the genome of a facultative anaerobic bacterial isolate recovered from cultures of CSF samples from PIH cases identified a strain of Paenibacillus thiaminolyticus. This strain, designated Mbale, was lethal when injected into mice in contrast to the benign reference Paenibacillus strain. These findings show that an unbiased pan-microbial approach enabled characterization of Paenibacillus in CSF samples from PIH cases, and point toward a pathway of more optimal treatment and prevention for PIH and other proximate neonatal infections

ACADEMIC STRESS: ITS CAUSES AND RESULTS AT A UGANDAN UNIVERSITY

The study examined academic stress, study habits and academic performance of 196 (113 males and 83 females) undergraduates of Mbarara University of Science and Technology in Uganda using a cross-sectional survey research design. Findings showed that daily academic hassles were found to be the most stressful (M = 3.11; SD = 0.96) while personal problems were reported as the least stressful (M = 2.27; SD = 0.86). First year students experienced greater academic stress from financial hardships (χ2 = 10.71; p = .03), academic overload/time (χ2 = 10.23; p = .04) and social expectations (χ2 = 10.79; p = .01) than the continuing students. Motivation was the most used study habit (M = 6.52; SD = 1.18) among the respondent, while studying a chapter was the least common study habit (M = 3.86; SD = 1.35) among the students. Faculty of Development Studies students had better study habits (χ2 = 8.75; p = .03) than other faculties/institute based on grade performance. The GPA/CGPA 4.40 - 5.00 category had superior study habits (χ2 = 11.47; p = .01) than the other GPA/CGPA categories. Age (OR =. 88) was a significant predictor of having supplementary exams. Our results highlight the need for strategic interventions focusing on reducing academic stressors and improving the study habits of the undergraduates considering the uniqueness of the different faculties and year of study for improved academic performance

Prevalence and Drivers of Violence against Children: Findings from a Representative Sample of Adolescent Students in Southwestern Uganda

Ssenyonga J, Hecker T. Prevalence and Drivers of Violence against Children: Findings from a Representative Sample of Adolescent Students in Southwestern Uganda. In: EUROPEAN JOURNAL OF PSYCHOTRAUMATOLOGY. Vol 10. Abingdon: Taylor & Francis Ltd; 2019

Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda

Ssenyonga J, Hecker T. Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda. International Journal of Environmental Research and Public Health. 2021;18(5): 2315.(1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers’ stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers’ stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers’ stress. Furthermore, stress did not vary with teachers’ sociodemographic variables. (4) Conclusions: Teachers’ perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stres