Opinions of Key Stakeholders on Support for Pregnant School Learners in North West Province | Chapter 2 | An Overview of Literature, Language and Education Research Vol. 10

Aim: The aim of the study is to explore the opinions of key stakeholders such as school learners, parents, and community nurses regarding learner pregnancy support in schools. The study was conducted at a municipality in North West province, South Africa.

Background: Many girls in schools across the globe are at risk of becoming pregnant before they complete their secondary education. It is considered taboo in many communities for a school-aged girl to become pregnant while still a learner. Pregnant learners are often subjected to challenges such as discrimination by other learners and teachers, lack of academic support, and access to medical help while in school. Coupled with pregnancy-related adversities, pregnant learners require continuous support because they are at risk of dropping out of school.

Methodology: An exploratory, descriptive, qualitative study was conducted using in-depth interviews with learners and community nurses and focus group interviews for parents. The population was sampled purposively, and the sample size was 52 participants, determined by data saturation. 17 interviews were conducted for learners, 4 focus group interviews with 25 participants were conducted for parents, and 10 in-depth interviews were conducted for community nurses. Data were analyzed using thematic analysis.

Results: Four themes were identified: essential parents’ support, support from local community clinics, nurses’ school visits, and lack of support from other stakeholders. Parents were identified as the inevitable main source of support for pregnant learners. Moreover, nurses in community clinics were not engaging learners in schools; however, youth-friendly services were available at the community clinics. Parents, nurses, teachers, social workers, and the Departments of Health and Education were identified as major stakeholders.

Conclusion: The effectiveness of the learner pregnancy policy has gaps, which might be attributed to the difficulty in involving all essential stakeholders. Stakeholders should all play an important role in supporting pregnant learners. Despite the need for a collaborative effort, community nurses should play a prominent role in school-based sexual and reproductive education, support, and other learner pregnancy prevention activities in clinics and schools.

Recommendations: Parents must identify and guide sexually active learners and direct them to the clinic for sexual and reproductive health services like contraception and family planning. It is expected of community nurses to support pregnant learners facing pregnancy-related difficulties and offer pertinent coping mechanisms.

 

Author (s) Details

Tshiamo N Ramalepa
Department of Nursing Science, School of Healthcare Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa.

 

Lucky Letswalo
Department of Nursing Science, School of Healthcare Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v10/4010

Navigating the Free Basic Education Landscape, Southern Africa | Chapter 5 | An Overview of Literature, Language and Education Research Vol. 1

The universal education agenda is to make education accessible, affordable, inclusive, and equitable to the destitute. Sedulous efforts are diligently carried out to the realization of this vision to ameliorate individuals academically and socially while meliorating emotional developmental needs. As need be, without exception, it is exigent for everyone to be erudite. For this to happen, it had to start from the ground up, achievable with the exordium of free basic education (FBE) with no child left behind policy maugre socio-economic background. This will be a paradigm shift against educational discrimination and inequalities, serving as a means for all to acquire knowledgeable skills and break the cycle of the underprivileged not having admittance. The study ferrets out insights on FBE from 17 Eswatini public primary educational communities, the study identified its benefits, trammels, impact on education, and panaceas. The empirical pragmatic procedure utilized the mixed method to present factual outcomes that can be generalized. Data was gathered from 70 educators (principals, in-service, and pre-service) and 15 learners by convenience, purposive, and referral approaches through surveys, distributed in person and virtually. Educators got the drift and thus had synchronized responses on the merits of free education as a benefact to the marginalized. The proem of FBE is menaced by innumerable impediments, a variety of topics are indexed from the visited schools, ranging from a population explosion of learners disproportionate to teaching-learning facilities/resources, educators’ deficit in attending to individualized learner needs, inadequate educational coaches, declined learner discipline, and English lingo as a barrier to education. Educators’ and learners’ perceptions of automatic promotional policy detrimental to quality education and the new curriculum are sought. FBE is a noble vision, worthy of achieving its goals, it is anticipated that the research would highlight and elucidate patterns of educational disadvantage in FBE for all relevant stakeholders to necessitate reformations to ensure its sustainable success.

 

Author(s)details:-

 

Epilogue Jedishkem
Ngwani Teachers’ College, Eswatini.

 

Jesfaith Jedishkem
C/O 474, Nhlangano, Eswatini.

 

Please See the book here :- https://doi.org/10.9734/bpi/aoller/v1/499

Creating an Interactive Model for Simulation-Based Learning Environments | Chapter 5 | Progress in Language, Literature and Education Research Vol. 6

The purposes of this paper are to explore some of the important characteristics of the key elements of simulation and debriefing learning and expand our understanding of the critical interactions between these elements by introducing an Active Engagement Model to be used as a framework for creating a simulation learning environment (SLE) that fosters learner active engagement.

A major learning methodology in healthcare education that is quickly gaining traction is simulation. The special qualities of simulation learning assist students strengthen their clinical reasoning abilities and, more significantly, provide a bridge between the classroom and real patient care. Learner active engagement is a critical requirement for effective learning during simulation and debriefing, which tasks educators to design simulation learning environments that foster learner active engagement. To foster learner active engagement, the educator and the learner must develop a dyadic relationship of trust, openness, sharing, and safety. The formation of this dyadic relationship implies that the learner has engaged in the learning environment. Educators should also understand the difference between a challenging environment and one that is perceived as threatening. A challenging environment is one where the learner has multiple opportunities to make critical decisions. The simulation literature lacks significant discussion of how the elements of the simulation learning environment can be used to create a learning environment that encourages active engagement in the learning process. From the information gathered through a literature search in CINHAHL, PubMed, and Psychology and Behavioral Sciences databases, this article describes the critical elements of effective simulation learning. The educator/learner dyad is the functional entity of the paradigm, and it is made up of three components: the learner, the educator, and the environment. These components must work together effectively. After the teacher-student pair is established, every component of the model works together to create a productive virtual learning environment.

Author(s) Details:

Rodney Fisher,
College of Health Sciences, Nurse Anesthesia Program, Midwestern University, Glendale, Arizona, United States.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13600

Learning Metaverse Powered by Artificial Intelligence| Chapter 8 | Recent Progress in Science and Technology Vol. 4

 The Metaverse plank allows users to communicate with 3D virtual rooms and objects using natural language commands. This allows the creation of highly mutual educational applications that are two together engaging and informative. The aim concerning this research proposal is to survey how the Metaverse platform maybe applied in education backgrounds and determine its potential benefits for coaches and learners alike. Specifically, this research will identify opportunities place AI could further improve upon existent solutions in the education area. In addition, the paper will discuss how AI-stimulate Metaverse applications can be used to constitute a smart education ecosystem in addition to evaluate whether combining artificial intelligence into metaverses would result in revised student learning effects.

Author(s) Details:

Alex Mathew,
Department of Cybersecurity, Bethany College, USA.

Please see the link here: https://stm.bookpi.org/RPST-V4/article/view/9446

Keywords: Metaverse, artificial intelligence, student, teachers, learners, and education settings

Evaluating the Influence of Written Feedback in Elementary Mathematics | Chapter 02 | Current Research in Language, Literature and Education Vol. 3

 The goal of this study was to determine the quality of written feedback in mathematics that is appropriate for and understandable by primary school students. Written feedback promotes progress in learning primary arithmetic, according to the research, and written feedback is an instructional method that accelerates the rate and amount of learning to improve learners' mathematical proficiency. Written feedback has also been shown to bridge the gap between a learner's current comprehension of a concept and desired performance on the same concept. Although written feedback is thought to be important in learning primary school mathematics, there is less agreement on whether it is feasible in the real world of the classroom due to the obstacles faced by both instructors and students in understanding this type of feedback. There is little research on how students respond to or use written feedback from their teachers to improve their performance in the literature. A questionnaire was given to a group of Year 5 students at an English school to gauge their awareness of the value of written feedback and the obstacles that might be encountered in interpreting and implementing it. The learners completed a pre-test to assess the influence of written feedback on their performance, and their recommendations from the questionnaire were integrated into the feedback. Two days later, a similar test was administered. After that, the two sets of scores were compared. It was shown that learners find written feedback difficult to grasp at times, primarily due to foreign vocabulary used in the feedback, and that even when they do understand the language, they often find it useless in reaching their learning objectives. Some people don't even bother to read the written feedback. It is suggested that teachers simplify and provide more depth to feedback, making it as instructive as possible about what was done well and suggesting possible improvements.

Author(S) Details

Miedzo Mutendi
Paston Ridings Primary School, Paston Ridings, PE4 7XG, Peterborough, England.

Chipo Makamure
Department of Mathematics Education, University of South Africa (UNISA), South Africa.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5662

Psychological Factors Influencing Academic Achievement among Secondary School Students in Shamva District of Mashonaland Central Province in Zimbabwe: A Recent Study| Chapter 4 | Modern Perspectives in Language, Literature and Education Vol. 7

 In the Shamva district, the study looked into the psychological aspects that influence secondary school adolescents' academic achievement. The study's design is ex-post-facto. The present study sample is made up of 300 people who were chosen at random and on their own. Two standardised measures were used to collect data: the "Psychological Factors Assessment Questionnaire" and the "Economic Achievement Test." The dependability of the instruments was 0.91 and 0.86, respectively. Two hypotheses were developed for the inquiry. The acquired data was analysed using an independent t-test. The findings of the data analysis revealed that school fear has a genetic component. Achievement motivation, on the other hand, had no effect on children's academic development. Based on the findings of this study, the researchers recommended that teachers, parents, counsellors, and school authorities be made aware of the existing link between self-concept, anxiety, achievement motivation, and focus of control and academic accomplishment. This would enable them to provide secondary school students, teachers, parents, school officials, and the community with better, more useful, and relevant educational, vocational, personal, and social services, as well as recognise and appreciate the presence of individual differences among students and how to best reinforce them.

Author (S) Details

Dr. Rittah Kasowe
Educational Studies, Zimbabwe Open University 209 Hay road Bindura, Zimbabwe.

View Book :- https://stm.bookpi.org/MPLLE-V7/article/view/2869