School Leavers Research Articles

The cognitive gap in the mathematical thinking abilities of high school leavers for college: Are they ready?

After students spend approximately 12 years of formal math learning from high school, they bring a store of enormous “learned” mathematics factual knowledge to face the challenges and prepare for college/tertiary level learning. However, research has shown that early tertiary-level students struggle to learn college mathematics. The ability to think mathematically and use this learned factual knowledge (mathematical thinking) to solve higher-order thinking skills (HOTS) problems is essential to tertiary education. Thus, do these high school leavers have access to previously learned factual knowledge and use it effectively in solving these HOTS problems? This sequential research design study was conducted among 640 high school leavers who received an A in their national examination. In the first phase, the researchers investigated their mathematical thinking ability, followed by interviews with selected students on the difficulties and challenges they faced in solving the underlying problems. The findings showed that these students lack the ability to effectively use the previously learned factual knowledge from school mathematics to solve mathematical thinking problems. Secondly, they lack the habitual mind to check their answers after deriving a solution to a given problem. Thirdly, most rarely used heuristics to devise a strategy to solve fundamental math problems. Although the expectation of the school math curriculum over the last decade has been re-engineered towards “teaching students to think,” this expectation has yet to be fulfilled. Thus, university educators must do more to guarantee that high school leavers can deconstruct their mathematical knowledge and reconnect it with the underpinnings and linkages of college mathematics requirement.

WEKA: A Tool for Shaping Effective Student Learning Strategies for College School Leavers

As college school leavers transition into higher education or the workforce, they face numerous challenges in adapting to new learning environments and expectations. Effective learning strategies are crucial to ensuring their success in these new settings. This paper explores how WEKA, a powerful data mining tool, can be leveraged to shape and enhance student learning strategies for college school leavers. By analysing educational data, WEKA can provide insights into the most effective learning methods, helping educators tailor their approaches to meet the specific needs of these students. The paper discusses the application of WEKA in educational data mining, highlights its capabilities, and presents case studies demonstrating its effectiveness in shaping learning strategies.

Modern farming techniques in enhancing rice production: Insights from the anchor borrowers’ programme in Ebonyi state, Nigeria

This work centres on the contribution of the Nigerian government’s Anchor Borrowers’ Programmes on rice production in the country. This study employs quantitative methodology and with a primary objective to dissect the efficacy of modern farming techniques facilitated by the Anchor Borrowers’ Programmes (ABP), evaluates the advantages and disadvantages inherent in rice production under this programme. Conducted within the agricultural landscape of Ebonyi State, Nigeria, this study adopts a cross-sectional survey approach to gauge the symbiotic relationship between rice production and the ABP. Targeting a cohort of rice smallholder farmers who have directly benefited from the program, the work employs stratified random sampling and purposeful selection techniques to guarantee comprehensive representation within a population of 400 respondents. This study utilizes the mixed-methods approach to data collection, including structured questionnaires administered to rice farmers in Ebonyi State, Nigeria. This research tests hypotheses by utilising statistical tools such as regression analysis. The outcome of this study underscores the imperative for continued support and refinement of the Anchor Borrowers’ Programme. Moreover, it elucidates the pivotal role of financial institutions and agricultural lending agencies in equipping farmers with the requisite skills and resources. Ultimately, this study affirms the crucial role of modern farming methodologies in propelling rice production within Ebonyi State, Nigeria. It recommends that young school leavers, especially those in the rural areas should also be encouraged to venture into agriculture through schemes such as the ABP, bank financing and innovative financing so as to help the Federal Government achieve its economic diversification drive.

The impact of resilience on academic performance with a focus on mature learners

BackgroundResilience is an essential psychological trait that empowers individuals to adapt and thrive in the face of challenges. Although it is acknowledged that health professionals need to possess high levels of resilience, there has been limited research comparing how different groups of health students, particularly school leaver undergraduates and mature age graduate entry students, develop resilience in their coursework.MethodsThis study combines both objective (academic grades with validated survey results) and subjective data (interviews) to compare how resilience is related to academic coursework performance for two groups of pharmacy students: the mature age graduate entry (GE, N = 64) learners and school leaver undergraduate (UG, N = 208) learners. We employed a sequential explanatory mixed methods design using surveys, academic performance data and semi-structured interviews. The survey tapped constructs related to resilience (burnout, stressors and coping methods) while the interviews elicited a more nuanced understanding of individual and environmental factors.ResultsAlthough there was no statistical difference in burnout experience between the two groups, GE students exhibited more positive resilience attitudes than UG when selecting resilience statements on the survey. Both cohorts indicated in the survey that engaging in distraction activities (physical exercise, sleeping, listening to music, anything other than the stressor) was their most preferred method of relieving stress. Within UG student survey responses, those who indicated support from partners, friends and family had better academic performance, while those who did not report coping methods did worse academically. The three key environmental factors we identified that contributed to both undergraduate and graduate entry resilience were workload, feedback provision and psychosocial support.ConclusionsCurrently, there is still a need for resilience programs geared at academic success to be implemented in higher education. This study provides objective evidence of academic success coupled with exploration into the nuances of resilience amongst different student groups. It not only highlights the differing resilience development strategies and burnout coping mechanisms in emerging health professionals, but showcases the juxtaposition of two different learner groups (UG and GE students) within a discipline. The cross-cohort facilitation of learning as in the discipline-specific strategies identified can help both groups develop resilience and inform future innovations. By comparing mature-age graduate students and younger-in-age undergraduate students, we identified a wider range of strategies and more positive attitudes to burnout in mature-age students. Health and clinical educators in university health degrees, clinical placements and clinical workplaces can develop effective training materials based on findings from this study to 1) assist undergraduate younger-age health students with developing resilience and 2) further refine mature-age health students’ and practicing health professionals’ resilience in today’s fast-paced clinical workplaces.

Association of first-line combination antiretroviral therapy with malaria among adult HIV-infected persons in Jos, Nigeria: a pilot cross sectional study

BackgroundMalaria and human immunodeficiency virus (HIV) infection coexist in significant numbers in some geographic areas including sub-Sahara Africa (SSA). HIV-infected patients are a World Health Organization (WHO) recognized high risk group for increased malaria morbidity. Majority of HIV-infected patients undertaking treatment in SSA are on WHO recognized first-line combination antiretroviral therapy (cART). Considering the immunity-enhancing capacity of antiretroviral therapies on people living with HIV, this study aimed to explore the association between first-line combination antiretroviral therapy (cART) with malaria parasitaemia and antigenaemia in adult HIV-infected persons and to determine the predictors of malaria antigenaemia in adult persons living with HIV.MethodsThe study was conducted at the AIDS Prevention Initiative in Nigeria (APIN) Centre, Jos University Teaching Hospital, Jos, Plateau State, from August 2018 to February 2019. Epi Info statistical tool was used to determine the sample size and power of the study. The study population consisted of three groups. The first group comprised first-line cART-experienced adult HIV-seropositive subjects, the second group comprised ARV-naïve HIV-seropositive adults and the third group comprised HIV-seronegative adults. For this pilot study, 60 persons were recruited into each group via convenience sampling. Malaria rapid diagnostic test (RDT) was performed according to manufacturer’s instruction for all the study participants using SD Bioline Malaria Ag P.f (HRP2/pLDH) (Standard Diagnostics, Hagal-Dong, Korea). All the study participants also had thick and thin blood film malaria microscopy. Data collected was processed and analyzed using the Stata statistical software version 15 (StataCorp, College Station, Texas). Chi square was used to test the association between malaria and first-line cART exposure. Univariate and multivariate analysis were also done to identify factors that were independently associated with malaria antigenaemia.ResultsA total of 180 persons participated in the study and involved 60 participants recruited in each of the three study groups. Overall, the predominant study participants were females (56.67%), traders (27.78%), secondary school leavers (43.33%) and urban dwellers (88.89%). Their mean age and standard deviation was 37.07 ± 11.53 years. Using malaria microscopy, the prevalence of malaria parasitaemia in ARV-naïve HIV-infected persons was 5% and 0% in the first-line cART-experienced HIV-infected persons as well as the HIV-negative persons. Malaria RDT result was positive in 7/60 (11.67%) of the first-line cART experienced HIV-infected participants, 6/60 (10%) of the ARV-naïve HIV-infected group and 1/60 (1.67%) of the HIV-negative group. Of the seven positive malaria RDT results in those on first-line cART, five persons were receiving zidovudine/lamivudine/nevirapine (AZT/3TC/NVP) while the remaining two were receiving tenofovir disoproxil fumarate/lamivudine/efavirenz (TDF/3TC/EFV), thus making an antigenaemia proportion of 16.67% and 6.67% respectively. Being an HIV-infected person on first-line cART (OR = 16.20, p = 0.04), having a headache (OR = 6.21, p = 0.03) and non-usage of window nets (OR = 3.74, p = 0.05) were found to be predictors of malaria antigenaemia.ConclusionMalaria parasite burden in HIV-infected persons on first-line cART is lower than that observed in ARV-naïve HIV-infected persons. Our study suggests that TDF/3TC/EFV may be associated with lower malaria antigenaemia when compared with AZT/3TC/NVP and can be considered an alternative first-line antiretroviral regimen in malaria-endemic regions.

Pathways to Belonging: Understanding How University Entry Routes Shape the Sense of Belonging of Undergraduate Computing Students

Sense of belonging, or belongingness in academia, is an individual’s personal conviction as to their acceptance as a valued member of an academic community. The importance of belongingness lies in correlations with motivation, persistence, mental health and well-being. Prior work has shown that belongingness can be lower in students who are minoritised due to their gender, race, nationality, socio-economic status, religion and/or disability. However, there is limited research on how a student’s university entry route impacts their sense of belonging in Computer Science and Other Science disciplines. In Ireland’s higher education system, university entry is primarily managed through the Central Applications Office (CAO) process, which predominantly serves students transitioning directly from secondary school to university. Additionally, alternative access routes are available for students from socio-economically disadvantaged backgrounds, those with disabilities, and mature students. At University College Dublin (UCD), entry is facilitated through both the traditional direct-entry school leaving route and combined access routes, each serving distinct student demographics. To investigate how these varying entry routes influence students’ sense of belonging, we utilised a survey adapted from the validated ‘Math Sense of Belonging Scale’ to examine the belongingness of undergraduate Science students, including Computer Science students. We examined how the belongingness of students varies by university entry route, and how the belongingness of students in Computer Science varies by university entry route compared to Other Science students. Our results reveal a significant difference in belongingness between students entering university through the direct-entry school leaving route, compared to those who entered via combined access routes (e.g. university admissions schemes for school leavers from socio-economically disadvantaged backgrounds, with disabilities, and mature students). Specifically, within Computer Science, students entering university through the direct-entry school leaving route had significantly higher belongingness than combined access route students. These results provide insight that may help others improve the belongingness of undergraduate Computer Science students.

Understanding educational attainment disparities in Northern Ireland: the impact of pupils’ demographic characteristics and health status on post-primary outcomes.

Across the UK, attainment disparities remain at the forefront of education and policy debates. This is particularly evident in Northern Ireland (NI), which although is a jurisdiction of the UK, reflects a different context due to its transition to a post-conflict society and its dually selective education system (academically and religiously). In NI, post-primary attainment disparities have been reported according to pupil characteristics such as gender and socio-economic background. However, due to the lack of available data, there is limited evidence examining the influence of the health status of pupils on their educational outcomes. This study examines the influence of a pupil’s socio-demographic profile, health status, and school-level factors on post-primary attainment, using a linked administrative dataset that combined the household Census (2011), School Census (2010-2014) and School Leavers Survey (2010-2014) for the first time. Multilevel modelling and interactions terms were conducted to consider the relative effects of physical health and mental health on attainment. In addition, the study presents a holistic approach to understanding the association between health status and education outcomes by considering self-reported health status, the presence of an illness that limits daily activities, and the presence of a physical and mental health condition. The findings highlight that poor physical and mental health have negative associations with post-primary attainment in NI. More specifically, pupils reporting bad health, a physical or mental health condition and a limiting illness that affects their daily activities have lower educational attainment outcomes than those with no markers of ill-health (physically or mentally).

Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin

ABSTRACTEarly school leaving (ESL) is considered one of the most serious problems in the functioning of European education systems. In particular, Spain has traditionally exhibited one of the largest ESL rates in Europe. This study aimed to shed light on the role of the month of birth as a factor conditioning the probability of ESL. Using high‐quality census data and a regression discontinuity design, we documented that Spanish males from lower social strata born before the school‐entry cut‐off are substantially more likely to be observed as early school leavers than their counterparts born after that date. We do not find such effect among females or males from other social strata. Overall, educational policy should target more seriously the inequalities associated with the month of birth as they do not vanish before affecting relevant decisions such as leaving education early, at least for males from lower social strata.

A life marked by early school leaving: gendered working life paths linked to health and well-being over 40 years

BackgroundThere is increasing awareness of the need to analyse symptoms of mental ill-health among early school leavers. Dropping out of compulsory education limits access to the labour market and education and could be related to deteriorating mental health over the course of a lifetime. The aim of this longitudinal study is to explore how early school leavers not in education, employment or training (NEET) narrate their working life trajectories linked to health, agency and gender relations.MethodsTwelve early school leavers in the Swedish Northern Cohort (six women and six men) were interviewed over 40 years about their working life and health. Their life stories were analysed using structural narrative analysis to examine the evolution of their working life paths and to identify commonalities, variations and gendered patterns.ResultsAll the participants started in the same position of “an unhealthy gendered working life in youth due to NEET status”. Subsequently, three distinct working life paths evolved: “a precarious gendered working life with negative health implications”, “a stable gendered working life in health challenging jobs” and “a self-realising gendered working life with improved health”. Agency was negotiated through struggle narratives, survival narratives, coping narratives and redemption narratives.ConclusionsEven in a welfare regime like Sweden’s in the early 1980s, early school leavers not in education, employment or training experienced class-related and gendered working and living conditions, which created unequal conditions for health. Despite Sweden’s active labour market policies and their own practices of agency, the participants still ended up NEET and with precarious working life paths. Labour market policies should prioritise reducing unemployment, combating precarious employment, creating job opportunities, providing training and subsidised employment in healthy environments, and offering grants to re-enter further education. Our study highlights the need for further analyses of the contextual and gendered expressions of health among early school leavers throughout their lifetime, and of individual agency in various contexts for overcoming adversities.

Tourists’ Littering Behavior and Feeling of Guilt: Implications for Sustainable Coastal Destination Management

Though tourists have long been acknowledged to litter beaches during their holidays, there is little empirical focus on understanding the characteristics of tourists who litter beaches. Based on data obtained from 843 international tourists who visited two main coastal destinations in Ghana and analyzed with binary logistic regression and chi-square test of independence, it is revealed that close to half of the tourists admitted to littering beaches during their holiday in Ghana. Further, male tourists, younger adults, high school leavers, those who traveled to Ghana in the company of others, as well as those who visited for the purpose of leisure have the highest probability of littering beaches. Among those who littered, females, older adults, bachelors and postgraduate qualification holders, and those who visited for the sake of seeing friends and family and business felt guilty for their littering behavior. The implications of these findings in the context of promoting sustainable tourist behavior at coastal destinations are discussed.

SPM LEAVERS; TO STUDY OR NOT TO STUDY?

This conceptual paper focuses on the issue of students’ motivation in pursuing their education after Sijil Pelajaran Malaysia (SPM) examination. SPM is an examination system that determines students’ path after completing their studies at the secondary level and a starting point of continuing their studies at the higher education level in Malaysia. It is an exam organised by the Malaysian Examinations Board and categorised as the final test of upper secondary education. Students with good SPM results have more choices and can pursue their tertiary education easily. The Ministry of Human Resources (KESUMA) expressed concern when faced with the challenge of producing skilled workers because nowadays many school leavers are more interested in not continuing their studies. Some claim that students can do better in life even without a bachelor's degree. Parents and teachers need to address this issue as soon as possible and remind students of the importance of education to support their future. Parents should ensure that their children understand the importance of education and show appreciation for knowledge. Teachers should also ensure that their students understand the consequences of their actions and the importance of having a quality education because life is more demanding in the future.

Evaluation of Impact of UJ-Math Graphing Tool (UJ-MaGT) on Secondary School Students’ Graphing Ability

In recent years, there has been renewed call and effort by Nigerian government to encourage the enrollment of pupils into science, technology, engineering and mathematics; (STEM) subjects. Graph construction is a veritable and indispensable skill required by anyone that engages in a STEM subject. Yet, data from the West African senior school certificate exams (WASSCE) – physics practical – chief examiner’s annual report has revealed serious deficiency in graph construction by secondary school leavers. In an attempt to solve this problem, an app called UJ-Math Graphing Tool (UJ-MaGT) was developed with the aim of incorporating its algorithm in a scientific calculator. The technology was evaluated among 903 senior secondary school students within Jos. Pre-test and post-test were conducted and achievement scores were obtained by grading the test scripts in accordance with West African Examination Council’s (WAEC) marking scheme. Analysis of variance (ANOVA) was carried out using SPSS software. Results show that there was no statistical difference (P>0.05) amongst the groups before the intervention, the null hypothesis “There is no significant difference in achievement score and gap before intervention of UJ-Math Graphing Tool (UJ-MaGT) in graph plotting” was retained. Furthermore, the null hypothesis “There is no significant difference in achievement score and gap after intervention of UJ-Math Graphing Tool (UJ-MaGT) in graph plotting” was rejected because there exist a statistical significant difference (P<0.05) amongst the groups after the intervention. It is therefore concluded that the technological intervention has significant impact on the performance of the students in graph construction.

CONTRIBUTION OF TECHNICAL AND VOCATIONAL EDUCATION TRAINING SKILLS ACQUISITION ON YOUTHS JOBS CREATION IN RWANDA, A CASE OF GASABO DISTRICT

The goal of this study is to examine the contribution of TVET skills acquisition to youths job creation in Gasabo District, Rwanda. This study employed a cross-sectional research design and a quantitative methodology. The research target population consisted of 262 respondents from three categories. Headteachers, teachers, and school leavers of Gasabo District, Stratified and random sampling were employed to ensure representation from different categories, and the sample size of 158 respondents was calculated using the Yamane formula. The data was analyzed, and the association between skills gained from TVET schools and job creation was looked at using SPSS Version 21. To estimate the extent of the influence between variables, inferential statistics based on correlation and regression coefficients were generated. Statistical findings were analyzed in a descriptive and inferential way, where these findings indicate the correlation and regression results established by the study, which found there was a positive and statistically significant correlation between the contribution of TVET skills acquisition from TVET schools and youths job creation in Gasabo District, Rwanda, with the majority of these correlations being greater than 0.05. Based on the research findings, the researcher recommended that Rwandas technical and vocational educational training (TVET) plays a crucial role in skills acquisition and job creation among youth.

Innovation Approaches to Inclusive Education in Europe – The Impact of Second Chance Schools

This article presents research and findings related to the Second Chance Schools - an innovative approach which is gaining strength and popularity in recent years but is almost unknown in Bulgaria. The documentary research, the analysis of interviews of the various actors and the online surveys during the project revealed a set of characteristics of Second Chance Schools common to most countries in Europe. The study reveals that in the countries where the SCS approach has been applied, early school leavers’ rates are going down.

Aquaponics in schools: Hands-on learning about healthy eating and a healthy planet.

Our food system is giving rise to a growing social, health and environmental crisis. Much of the food consumed in the United Kingdom is cheap, nutrient-poor and highly processed, leading to under-consumption of essential foods such as grains, beans, vegetables and fruit. This has contributed to a rise in diet-related diseases, with approximately 22% of primary school leavers being overweight or obese. Food production is unsustainable with agriculture responsible for 10% of the UK's greenhouse gas emissions and intensive farming practices have led to a significant loss of soil carbon and a decline in biodiversity. COVID-19 increased inequalities in our food system. Therefore, there is an urgent need for interventions to counteract these adverse social, health and environmental impacts. Education can play a crucial role as an intervention to address challenges in the food system. We tested an innovative school initiative using portable aquaponic pods and aligned to the national curriculum, to engage pupils in food production and foster learning about sustainability, climate change and healthy eating. The evaluation, based on teacher surveys, aquapod chart data, student blogs and postcards and feedback from the development team, revealed positive impacts on students' environmental awareness, as well as sustainability and practical food production knowledge. However, the programme encountered logistical challenges and we therefore highlight future improvements to produce a curriculum programme that can be delivered at scale to enhance food education and empower pupils to drive the agenda on tackling food sustainability and climate change.

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Secondary Ethnic Effects in the Transition to Higher Education in Germany and Their Explanations

Given their lower socioeconomic background and achievement, immigrants and their descendants have been shown to make more ambitious decisions regarding educational transitions. While previous research has extensively analysed transitions within and after compulsory education, research on late transitions is scarce. This study focuses on the secondary effect of ethnic origin in the transition after upper secondary education in Germany, where school leavers decide between vocational education and training and higher education. Based on longitudinal data from the National Educational Panel Study, we first analyse differences by ethnic origin (Turkey, former Soviet Union, Poland, other countries) and immigrant generation (first, second, third generation) net of socioeconomic background and achievement. Compared to those of the ethnic majority, we find increased probabilities of enrolment in higher education for most ethnic groups of the first and second immigrant generation, net of differences in socioeconomic background and achievement. Second, we test four explanatory approaches for secondary ethnic effects (immigrant optimism, relative status maintenance, anticipated discrimination, and information deficits). By employing decomposition analyses for nonlinear regression models, we find that, taken together, the four explanations account for up to half of the ethnic differences in educational choice after upper secondary education. Specifically, increased levels of immigrant optimism and information deficits regarding vocational education explain a substantial share of the ethnic differences among all origin groups. For Turkish immigrants, the motive to maintain relative status in the origin country also contributes to increased enrolment rates in higher education.

Predicting Behavioural Intention to Enrol at a TVET Institution

Enrolment into TVET programs is not consistently meeting the desired number at different levels in Malaysia. While much research has examined the attitude and predictors towards various field of studies, not much is known for TVET programs. A survey based on the Theory of Planned Behaviour was developed and administered to secondary school leavers and parents to measure their attitude towards Institut Latihan Kemahiran Belia dan Sukan (ILKBS) as TVET programs provider. The survey reveals almost similar results for school leavers and parents: attitude towards ILKBS is positive and intention to enrol can be predicted by subjective norms and perceived behavioural control. Financial capability is a significant predictor among parents, but not the school leavers. Marketing of TVET programs and institutions could leverage on subjective norms to nudge the intention of school leavers to enrol at TVET institutions.

Equity with equality? Contextualising everyone can widen participation in medical school admissions

Widening participation outcomes in admissions to UK medical schools have not changed 2007–2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions test (UCAT). Widening participation was defined by postcode. We modelled two shortlists for a pre-determined number of 500; one ranked on UCAT total score, and the other on a metric that contextualised applicants’ GCSE grades against their schools’ average GCSE performance. There was a significant difference in the postcode-defined widening participation characteristics of the two shortlists; 46% by contextualisation and 32.2% by UCAT (Chisquare p < 0.00001). As widening participation covers 42% of postcodes, the “contextualise everyone” method achieves equity. Conventionally, contextual admissions identify individuals belonging to under-represented groups and gives them preferential treatment. Changing the rules for everyone, by using a relative attainment instead of simple absolute attainment metric, benefits from treating applicants equally; and could promote equity through widening participation.

Factors Affecting the Awareness of Diabetic Retinopathy: An Observational Cross-Sectional Study.

Diabetes mellitus (DM) is a chronic metabolic disease characterized by elevated blood glucose levels. Over time, it can lead to serious complications in the eyes, heart, blood vessels, kidneys, and nerves, being the leading cause of blindness among working-age patients. This descriptive observational cross-sectional study aims to evaluate the factors affecting the awareness of the general adult diabetic population about their chronic disease and its complications. A survey was distributed anonymously among diabetic patients in different parts of Jordan over four months (January 2023-April 2023), targeting diabetic patients (DMT2 or adults DMT1). The link was sent via WhatsApp to willing candidates. Data collected included age, sex, region, education, home blood sugar (BS) testing, knowledge about cumulative blood sugar test (HbA1c), eye affection by DM, optician role, and doctor and nutritionist follow-up visits. A chi-squared test or Fisher's exact test explored the association between categorical data; a z-test was applied for column proportion differences. An alpha level of 0.05 was deemed statistically significant. IBM SPSS Statistics for Windows, Version 28 (Released 2021; IBM Corp., Armonk, New York) was used for data analysis. The sample comprised 447 diabetic adults aged 18-80 years. The majority were school-educated or school leavers (278; 62.2%); 20 (4.5%) held a master's or PhD degree. The largest group had DM for one to five years. Insulin was the sole treatment for 188 patients (42.1%), while oral hypoglycemic agents (OHA) were used by 170 patients (38%) as the only anti-DM medication. A total of 174 patients (38.9%) had never been seen by an ophthalmologist, and 153 (34.2%) believed an optometrist checkup suffices. Although 381 (85.2%) reported knowing DM affects the eyes, 272 (60.9%) believed they needed to see an ophthalmologist only when experiencing eye symptoms. Less than half (186; 41.6%) had an HbA1c reading of 7% or less. There was a significant correlation between education level and awareness of DM and diabetic retinopathy (DR): HbA1c, regular home BS checkups, early DR symptoms, and optometrist visits. Significant variations in awareness were noted across Jordan's major areas. Diabetics with abnormal HbA1c who visited a nutritionist were almost triple those who did not. The main information source about DM and DR was the treating physician for 298 (66.7%) respondents. Awareness of DM and DR in Jordan is not satisfactory for assisting patients in their long journey with minimal complications. A national awareness campaign utilizing social media and a sustainable screening program prioritizing the north, south, and middle regions of Jordan are needed.