Sequential Mixed Methods Research Articles

“Only some can succeed Here”: A mixed methods study of how faculty unproductive mindsets relate to Gender, Racial, and First-Gen representation in higher education

Gender, racial/ethnic, and socioeconomic disparities pervade academia. Though there are a wealth of established reasons for these gaps, recent research has begun to examine how faculty beliefs contribute to representation outcomes for groups stereotyped as lacking intelligence. Extending prior research and using a sequential explanatory mixed methods approach, the present study investigates how field-specific ability beliefs (beliefs about the importance of brilliance) and fixed mindsets (beliefs about the immutability of intelligence) relate to the representation of women, racial/ethnic minorities, and first-generation students at various levels of academia. In a quantitative study of 1,025 faculty from 83 departments, self-reported beliefs exhibited negative correlations with representation outcomes in the small to very large range (−.16 > r’s > -0.44). Qualitative findings, however, suggest a more complicated relationship. Focus group data from undergraduate and graduate students in two departments differing in faculty beliefs (N = 32), suggested that both explicit and implicit messages from professors, peers, and the learning environment are important contributors to students’ experiences, beliefs, and decisions. The results call for more intentional considerations, both in research and in practice, of the messages students receive from the environments in which they learn.

Evaluation of childbirth readiness and its associated factors and consequences in pregnant women referring to health centers in Tabriz, Iran and providing strategies to promote childbirth readiness: a sequential explanatory mixed method study protocol.

Childbirth readiness encompasses interventions conducted during pregnancy that encourage pregnant women, their families and communities to plan for a healthy pregnancy, childbirth and postpartum period. It enhances women's childbirth experience and diminishes maternal mortality rates. This study seeks to assess the level of childbirth readiness, relevant factors and outcomes among pregnant women who have completed 37 or more weeks of gestational age and are attending health centres in Tabriz, Iran. The objective is to offer strategies for enhancing childbirth readiness. This sequential explanatory mixed-method study comprises three phases. The initial quantitative phase involves a descriptive-analytical longitudinal study focusing on pregnant women at 37 weeks of gestation or beyond. The quantitative data will be gathered by the sociodemographic and obstetric information questionnaire, the childbirth readiness scale, the pregnancy experience scale, the Wijma delivery expectancy/experience questionnaire (version A) (W-DEQ-Version A), the childbirth experience questionnaire-2, the childbirth outcome checklist, the Edinburgh's postnatal depression scale (EPDS), the postpartum specific anxiety scale research short-form, the next pregnancy desire questionnaire and the exclusive breastfeeding checklist. In the subsequent qualitative phase, purposive sampling will be employed, and data will be collected through individual, in-depth and semi-structured interviews featuring open-ended questions. Data analysis will be conducted using conventional content analysis techniques. In the final mixed-method phase, strategies to enhance childbirth readiness will be formulated by integrating findings from the quantitative and qualitative studies, a comprehensive literature review, and employing the Delphi method. This study has received approval from the Ethics Committee of Tabriz University of Medical Sciences in Tabriz, Iran (code number: IR.TBZMED.REC.1401.557). All participants will provide written informed consent before taking part in the study. The outcomes will be shared through articles published in journals, presentations at medical conferences, the validation of a reliable scale for assessing the level of childbirth readiness in pregnant women and the development of a policy brief outlining supportive strategies to improve childbirth readiness. These resources will be valuable for healthcare providers.

Development and testing of a videogame intervention for symptom management among 8–18 years old children with cancer: a study protocol

IntroductionEvidence shows that cancer treatment-related symptoms could be managed effectively in 8–18 years old children through Digital Health Interventions (DHIs), consequently improving their health-related quality of life (HRQOL). However, limited...

Drought Adaptation Strategies Among Smallholder Cereal Farmers In Makueni County, Kenya

Increasing frequency and severity of drought increase vulnerability of smallholder cereal farmers globally. Arid and Semi-Arid Lands cover 80% of Kenya and location around the equator are major factors in drought development in the country. Frequent droughts result in fluctuations in cereal yields hence food insecurity in Makueni County. This study evaluated community-based and indigenous knowledge drought adaptations practiced by smallholder cereal farmers in Makueni County, Kenya. This study adopted explanatory sequential mixed methods research design. Household surveys (N=225) and key informant interviews (N=16) were used. Descriptive techniques were used in data analysis. The study found that frequent droughts in Makueni County resulted in adoption of small farm sizes for production of maize, sorghum and finger millet. Majority of the farmers produced between 1 and 10 bags of cereals. Majority (50.2%) of the smallholder cereal farmers who adopted community-based adaptations and indigenous knowledge-based drought adaptations strategies recorded an in increase in cereal yields in Makueni County. Early planting (66.7%), timely weeding (61.4%), manure application (57.0%), improving land tillage (56.1%), seed spacing (55.3%) and planting droughtresilient seeds (44.7%) led to the high annual cereal yields ranging between 1 and 10 bags in Makueni County. The drought adaptation strategies are commendable for upscaling in agro-ecological zones with similar climatic conditions in order to improve food production in the country. Information and data generated by this study is expected to result in improvement in drought adaptation policy formulation and adaptive capacity of smallholder cereal farmers hence, improvement in food production and security.

Are clinical decision support systems seen as helpful to First Contact Practitioners (FCPs) working in musculoskeletal health?

BackgroundThere is increasing burden on musculoskeletal (MSK) First Contact Practitioners (FCPs) working in primary care. One possible solution is to use digital technologies such as clinical decision support systems (CDSS). The primary objective of this study was to understand the potential for MSK FCPs to use a CDSS to support their practice in the United Kingdom. DesignAn exploratory sequential mixed methods design, using a cross sectional survey questionnaire and a subsequent focus group.Following ethical approval responders were recruited via professional networks to complete an online survey. A subsequent focus group enabled an in-depth exploration of survey results. Descriptive statistics were used to summarise survey data and thematic analysis with normalisation process theory used to describe findings. MethodsA snowball sampling method was used to invite MSK FCPs to complete the survey, using email, adverts and social media. The questionnaire captured responders’ demographic and professional practice characteristics, their knowledge and use of CDSS and their views and experiences regarding CDSS in MSK practice. ResultsThere were 75 responders to the survey and six participants in the focus group. The majority of responders 67% (n = 50/75) reported to be in favour of integrating a CDSS into their practice. Three themes were: 1) ensuring CDSS address efficiency concerns, 2) using CDSS to reduce unwarranted variation in practice, and 3) ensuring CDSS sustainability. ConclusionsCDSSs have potential value for FCPs working in MSK primary care settings. Eight summary recommendations advise future developments of CDSS for FCPs working in MSK primary care practice. Contribution of the Paper•This is the first known study evaluating the usefulness of clinical decision support systems (CDSS) for musculoskeletal (MSK) First Contact Practitioners (FCPs).•CDSS have potential value for MSK FCPs providing they are integrated into existing digital note systems and save clinic consultation time.•Eight recommendations advise future integration of CDSS into MSK FCP practice.

Synergizing Generative Pre-Trained Transformer (GPT) Chatbots in a Process-Based Writing Paradigm to Enhance University Students’ Writing Skills

Background: The combination of the process-based writing framework and GPT-based chatbots establishes a dynamic and interactive environment, leading students through the stages of planning, drafting, revising, and editing. This collaborative approach not only elevates writing skills but also cultivates critical thinking and self-reflection, thereby transforming the writing process into a more effective and engaging learning experience. Despite the potential synergy to revolutionize the writing process, there exists a surprising lack of research within the educational domain exploring the impact of this innovative approach. Purpose: This study investigates the influence of a GPT-based chatbot within a process-based writing framework on university EFL students’ writing skills, specifically focusing on components such as organization, content, coherence-cohesion, logical connection, and argumentation. Method: Employing a sequential mixed methods type of research with a pre- and post-test design, 30 university EFL students were selected via purposive sampling technique. They engaged in 10 sessions that incorporated GPT-based chatbots within a process-based writing framework. Data collections were through pre-and post- writing tests, writing quizzes, and semi-structured interviews. Results: The results highlighted substantial improvements in participants’ writing performance, evident through a noteworthy increase in post-writing test scores (x̄=17.03) in comparison to pre-writing test scores (x̄=9.13). The study identified a progressive enhancement in four out of five writing components - organization, content, coherence-cohesion, and argumentation - across the 1st to 4th quizzes. However, the ‘logical connection’ component experienced a temporary decline during the 2nd and 3rd writing quizzes, rebounding significantly in the 4th quiz. Notably, the most improved writing components were ‘content’ and ‘argumentation,’ while the component related to ‘logical connection’ exhibited the least improved one. Qualitative findings further underscored participants’ acknowledgment of the effectiveness of the strategy in facilitating their writing tasks. Conclusion: The integration of chatbots within a writing framework was concluded as a facilitative pedagogical approach, fostering a dynamic, personalized, and effective learning experience, contributing to the multifaceted improvement of their writing skills. As educators and practitioners consider innovative approaches, this study provides a compelling case for the effective utilization of GPT-based chatbots in fostering language proficiency and a more engaging learning experience.

Is there a mental health wake following the COVID-19 pandemic on adolescents in a male juvenile prison?

Lingering effects of the COVID-19 pandemic loom large in the United States but are particularly of concern in prison settings. In the current study, we examine the ongoing mental health consequences of the pandemic among young people incarcerated in a male juvenile prison. Sequential mixed methods data were obtained-78 young people assigned male at birth completed surveys and 19 completed individual interviews. Seven staff were also interviewed about youth experiences during and following the pandemic. Youth survey results indicated racial and ethnic identity exploration, feeling less safe at night, and experiencing staff harassment were significantly associated with some negative mental health concerns, yet lingering COVID-19 policies were not. Triangulation with interviews underscored these findings by highlighting more specific concerns related to COVID-19, such as social isolation, loneliness, and concerns about the indirect effects the pandemic might have on court outcomes and educational goals. Overall, results of the current analysis provide evidence that incarceration continues to be traumatizing and harmful to youth mental health even following the pandemic. To a lesser extent, these results also imply that lingering effects of the pandemic and concurrent cultural and racial tensions have delayed impacts on the mental health of incarcerated youth during this tumultuous time. Taken together, study findings suggests juvenile prisons must implement readiness plans to mitigate these and other harmful effects of juvenile incarceration in the future.

An Investigation of the Effects of Dialogic Reading Program Applied in Children s Homes on Children s Language Development

The aim of this study is to investigate the effect of dialogic reading education given to care staff working in children's homes on the language development of children in need of protection and the views of care staff on dialogic reading. The study was designed using the explanatory sequential mixed method in which quantitative and qualitative research methods were used together. The study group consisted of 9 children aged 5-8 years living in children's homes and 6 care staff responsible for their care. Girls and boys live in separate homes, and the average age of the children is 6 years and 7 months. One of the participating care staff members is male, and the remaining five are female. The ages of the participating staff range between 35 and 40. First, dialogic reading training was given to a total of six care staff members working in two different care homes. The training was completed in two sessions. After the training, the Peabody Picture Vocabulary Test was administered to the children in the children’s homes as a pre-test. The care staff who completed the training were asked to read books to the children for four weeks using the dialogic reading technique. After the application, the same test was administered as a post-test. Following the quantitative data collection, qualitative data were gathered through semi-structured interviews with the care staff. As a result of the study, a significant difference was found between the pre-test and post-tests of the children who received dialogic reading. In addition, the participant staff stated that dialogic reading increased children's interest in book, developed various skills in children, and contributed to their professional development. This study recommends that care staff in children's homes receive training on dialogic reading and that this method be integrated into daily practice. Additionally, future studies with larger sample sizes and control groups should be conducted, and early interventions for language development in early childhood should be prioritized.

Mabrouk's Measure of Adolescent Optimism: Development and Validation of a New Scale of Adolescent Optimism.

Several measures of adolescent optimism exist. However, none of these measures have been developed in the African setting, and only a few of the available measures have been validated for use in this setting. We aimed to develop and validate a culturally appropriate measure for this context. We employed an exploratory sequential mixed methods design using a five-step approach to tool development, comprising literature reviews, construct clarification, item development, piloting, and scale evaluation. We constructed a six-item scale, the Mabrouk's Measure of Adolescent Optimism (MMAO). In a sample of 1616 adolescents from Kenya, the MMAO demonstrated adequate internal consistency (both Cronbach's alpha and McDonald's Omega > 0.80) and test-retest reliability (ICC = 0.46). Factor analysis supported a unidimensional scale with adequate criterion and divergent validity as well as measurement invariance across sex, age (younger vs. older adolescents), residence (rural vs. urban), schooling status (in-school vs. out-of-school adolescents), and language of administration (Swahili vs. English). We report on the development and validation of a new scale of adolescent optimism that can be used to assess optimism among adolescents in Kenya and similar contexts. Preliminary evidence shows support for this new measure's reliability and validity, although additional tests are needed.

Future Role of Digital Platform of Community Policing in Malawi

Internet evolution and digital platform popularity have revolutionized citizens participation in public security administration. However, digital platform ecosystem and functionality remains underexplored. Study examines the future role of digital platform for citizens participation in community policing in Malawi. Within frame work of exploratory sequential mixed methods, focus group discussion interviews purposively selected four groups of 10 respondents each, and used interview guide for data collection. Survey randomly sampled 432 households using Yamene (1969) formular to distribute structured questionnaires for data collection. Interviews were written on script then coded, later grouped into sub themes and finally into themes which corresponded to research questions aided by NVivo application. The survey was analyzed through SPSS version 20 to come up with descriptive statistics. Using pragmatics philosophical paradigm, broken window, democratic participation and social-disorganization theories, the study revealed that citizens may be encouraged to participate on digital platform in community policing by; (a) providing training to citizens on digital crime prevention and safety measures, (b) offering incentives or rewards to citizens who participate in neighborhood safety and security digital initiatives, (c) using social media and other digital platforms to raise awareness and encourage citizen participation, (d) creating more opportunities for citizen-police collaboration and dialogue through social media. Multinominal logistic regression shows gender may have impact on the future role of digital platform of community policing; (i) gain communications between police and community, (ii) detect a wider variety of insecurities (Transparency), (iii) promote the effective use of limited resources, (iv) move beyond the customary bureaucratic procedures at p=.017, (v) gain participation of women, minorities, and vulnerable population at p=.459, (vi) contribute to empowerment of the community at p=.003. Solutions to challenges of digital platform of community policing use are; (1) awareness (Sensitization) Campaign, (2) capacity building on the usage of ICT tools, (3) make available ICT merchant selling and maintenance points, (4) usage of Solar Powered ICT and (5) Place coordinated governance mechanisms. While previous scholars have argued that digital platform has allowed formal and non-formal wide participation, as well as increase transparency and accountability to police officers in handling policing issues and empowering citizens to take part in security of their times. Current revelation points that harnessing and promotion of digital platform gives chance to revolution for transformation that may influence accountability of public security administration to provide quality public services for better life to the challenges of the time.

Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

Fear of progression after cancer recurrence: a mixed methods study.

The recurrence of cancer will significantly impact an individual's quality of life (QoL) as they adjust to living with a condition that is often incurable. Patients remain at risk of further progression following recurrence, but fear of cancer progression (FOP) at this time is not commonly examined. Importantly, these fears are known to reach levels in which there are consequences for QoL. This study sought to explore levels of FOP, health-related QoL, anxiety, and depression in patients after a recurrence of their cancer in a longitudinal manner. With the study taking place throughout the COVID-19 pandemic, an assessment of fears related to cancer and the pandemic was included. A sequential mixed method approach was employed for complementarity and expansion purposes. A questionnaire was administered to 44 participants on three different occasions one month apart. A sub-sample of 10 participants then took part in semi-structured interviews. FOP was present at moderate levels in patients with a cancer recurrence, with over a third of the sample reaching levels considered dysfunctional. Levels of fear were stable over three months and were not predicted by select demographic or clinical factors. On average, depression was low, but anxiety reached mild levels. Challenges to health-related QoL were evident. Low levels of concern about COVID-19 in relation to cancer were reported. Integrated findings provided more nuanced answers to the research questions, including more specific worries about cancer progression. Findings support the development of psychosocial interventions to manage FOP, and future recommendations are provided. Identifying the presence of fears not commonly screened for after cancer recurrence adds to the existing knowledge in this area. Through acknowledging and attending to the psychosocial impact of FOP, healthcare professionals can provide tailored support to enhance the well-being of those with a recurrence of their cancer.

Integrating Social Determinants of Health in Machine Learning-Driven Decision Support for Diabetes Case Management: Protocol for a Sequential Mixed Methods Study.

The use of both clinical factors and social determinants of health (SDoH) in referral decision-making for case management may improve optimal use of resources and reduce outcome disparities among patients with diabetes. This study proposes the development of a data-driven decision-support system incorporating interactions between clinical factors and SDoH into an algorithm for prioritizing who receives case management services. The paper presents a design for prediction validation and preimplementation assessment that uses a mixed methods approach to guide the implementation of the system. Our study setting is a large, tertiary care academic medical center in the Deep South of the United States, where SDoH contribute to disparities in diabetes-specific hospitalizations and emergency department (ED) visits. This project will develop an interpretable artificial intelligence model for a population with diabetes using SDoH and clinical data to identify which posthospitalization cases have a higher likelihood of subsequent ED use. The electronic health record data collected for the study include demographics, SDoH, comorbidities, hospitalization-related factors, laboratory test results, and medication use to predict posthospitalization ED visits. Subsequently, a mixed methods approach will be used to validate prediction outcomes and develop an implementation strategy from insights into patient outcomes from case managers, clinicians, and quality and patient safety experts. As of December 2023, we had abstracted data on 174,871 inpatient encounters between January 2018 and September 2023, involving 89,355 unique inpatients meeting inclusion criteria. Both clinical and SDoH data items were included for these patient encounters. In total, 85% of the inpatient visits (N=148,640) will be used for training (learning from the data) and the remaining 26,231 inpatient visits will be used for mixed-methods validation (testing). By integrating a critical suite of SDoH with clinical data related to diabetes, the proposed data-driven risk stratification model can enable individualized risk estimation and inform health professionals (eg, case managers) about the risk of patients' upcoming ED use. The prediction outcome could potentially automate case management referrals, helping to better prioritize services. By taking a mixed methods approach, we aim to align the model with the hospital's specific quality and patient safety considerations for the quality of patient care and the optimization of case management resource allocation. DERR1-10.2196/56049.

Schoolwork With Purpose: A Mixed Methods Study on Youths’ Perspective on What Makes Learning Meaningful

Making school meaningful is a widely accepted goal in education, yet what is considered meaningful, meaningful to whom, and why, leaves room for interrogation. This sequential explanatory mixed methods study aims to understand: (1) The extent to which students experience meaningful education at EL Education schools compared to comparison schools, and (2) How adolescents describe meaningful schoolwork. Survey responses were gathered from 258 students at nine middle schools (five EL Education, four comparison). Participants self-identified as 49% male, 47% female, 2% gender non-binary, 41% Black, 40% Latina/o, 33% White, 16% Multiracial, 1% Asian, and 31% low-income. Controlling for demographic characteristics, EL Education students reported statistically significantly more meaningful school experiences than comparison school students. Subsample analyses showed substantially greater meaningfulness at EL Education than comparison schools for Black ( n = 107; p < .01) and Latina/o students ( n = 40; p < .001). Interviews from 32 students and grounded theory analysis revealed that meaningful schoolwork focuses on: (a) Learning about and addressing “real-world problems” (e.g., racism, environmentalism, sociopolitical development), (b) Engaging content that was personally relevant, hands-on, and socially interactive, and (c) Future-oriented academic or social skills. Findings point to promising practices at EL Education schools and implications are discussed.

A Global Study of Debate Extension Service Organizations (DESOs): Challenges and Opportunities

Debating is often seen as an extra-curricular activity, with debate clubs in secondary and tertiary level institutions being the main organizational unit. However, some organizations operate beyond individual schools and offer broader support to debate activities. This includes organizing tournaments, training coaches and adjudicators, executing debate workshops/camps, managing national debate teams, and promoting debate in non-school environments. These can be called Debate Extension Service Organisations (DESOs), are typically non-governmental organizations that vary in terms of structure, services, staffing, and funding. Generally, they aim to create positive change in the lives of their programme participants and to promote debate as a useful tool for society. Conducted in the Caribbean, this study uses a sequential mixed method approach consisting of a survey and a focus group discussion to explore the challenges confronting such organizations, and examines the extent to which they are similar across places, in addition to considering various solutions to such challenges. From this, it is noted that the strategies to overcome the challenges may be at least somewhat transferable, though contextual nuances remain relevant. It was found that the challenge of greatest concern to the organizations was funding, while participant buy-in was of least concern. Other concerns of staff turnover, public support, and organization capacity were moderate. Despite the concerns, the organizations remained optimistic in achieving their goals and believed that they would remain in existence.

Effects of Foreign Language Learning Mobile Applications on the Success of Fourth-Grade Students

The purpose of this research is to investigate the effect of mobile applications on fourth grade English language learners' academic achievement. This explanatory sequential mixed methods research includes quantitative and qualitative research methods. Quantitative data were collected from 208 students and qualitative data were collected from 24 teachers, students, and parents. The results of this research show a significant positive relationship between the frequency of app use and academic performance in English class. Findings from qualitative interviews with students, parents, and teachers shed light on the ways in which these applications facilitate vocabulary acquisition, pronunciation improvement, exam preparation, and exposure to illustrative cases. The findings underscore the importance of incorporating technology into language learning to enhance skills and achieve better outcomes, and encourage further research into the effectiveness of language learning applications in different settings.

Global perspective and willingness to communicate in the Saudi EFL context: A correlational study

This study examines the relationship between global perspective (GP) and willingness to communicate (WTC) among Saudi EFL learners, with a particular focus on the influence of gender. An explanatory sequential mixed methods approach was employed in this research. The study involved administering questionnaires to a sample of 150 undergraduates (96 males, 54 females) and conducting semi-structured interviews with 8 participants (4 males, 4 females) to gain deeper insights. The quantitative results revealed an insignificant difference between GP and WTC in English overall. However, a moderate positive correlation was found between WTC and specific GP domains (cognitive, intrapersonal, and interpersonal). The qualitative interview analysis further highlighted that learners with a higher GP demonstrated greater WTC and were driven by factors such as intercultural awareness and openness to multiculturalism. This study contributes to the understanding of the complex interplay between GP and WTC in English, an area previously underexplored in the context of Saudi EFL learners. The results emphasize the nuanced role that GP plays in influencing learners' willingness to communicate. The findings suggest that educational strategies aimed at enhancing global perspectives among learners could foster a greater willingness to communicate in English. This highlights the importance of integrating elements of intercultural awareness and multicultural openness into EFL curricula to better support student engagement and communication.

Family Structure and Female Enrollment into Engineering and Technology Programmes in English Speaking State Universities of Cameroon

This study seeks to find out the influence of family structure composition and gender beliefs on female enrolment in to Engineering and Technology programmes in the English speaking state universities in Cameroon. The methodology used in this study was an explanatory sequential mixed method design where data were collected from 276 students from the two universities and an interview administered to 10 parents whose children are enrolled in any engineering or technology department within the two English speaking state universities in Cameroon. The data collection instrument was a structured questionnaire administered to the students and an interview guide administered to the parents. The data collected were analyzed descriptively and Point Biserial Correlation Analysis was also used to find the relationship between Family Structure Composition and Female Enrolment in Engineering and Technology Programmes. Paired Sample T-Test was also used to find out if gender within the family has an impact on enrolment in engineering and technology programmes and finally a Binary Logit Regression was used to show the impact of family structure on Female Enrolment in Engineering and technology Programmes. Findings from this study indicates that there is a weak relationship between family structure composition and female enrolment in engineering and technology. Indicating that performance in sciences and subsequent enrolment in engineering and technology by female students are supported by other factors other than the family structure. Paired sample T-Test and Binary logit regression analysis indicates a strong family belief system that female children should pursue the art discipline and this beliefs had a significant impact on female enrolment in engineering and technology fields. Parents should be encouraged to devote the same amount of their resources in educating their girl child as they do for the male children. House chaos and other constrains should be adequately managed within the family during school periods and negative family beliefs that have an impact on the schooling of the girl child should be avoided.

Abstract B120: Understanding Barriers and Facilitators Affecting Participation in Cancer Clinical Research Studies for Racially and Ethnically Diverse Populations in Rural North Carolina

Abstract Increasing representation of minoritized racial and ethnic populations in cancer clinical research studies has been declared a priority in the US for many years. Additionally, it is widely recognized that people living in rural areas of the US have limited access to cancer clinical research studies, and solutions are needed to extend participation opportunities to rural cancer patients. Underrepresentation of minoritized racial and ethnic populations and rural communities perpetuates health inequities, and solutions are needed to remove barriers and implement facilitators for participation. However, a review of existing literature found a lack of attention on the intersection of race and rurality and the needs and values of these populations as it pertains to cancer research. To address this concern, we used a sequential mixed method, community-engaged approach to explore the barriers and facilitators affecting participation in cancer clinical research from the perspectives of cancer survivors and their caregivers, as well as cancer healthcare professionals in rural North Carolina (NC). We used existing publicly available data to identify and characterize four of the most rural, racially and ethnically diverse, and medically underserved counties in NC. The principal investigator collaborated with cancer centers, churches, and American Indian tribal leaders in NC to administer surveys to cancer survivors and caregivers to assess their beliefs and experiences regarding cancer clinical research. Eligible participants included persons who had been diagnosed with cancer or a caregiver of someone diagnosed with cancer. In addition, we conducted key informant interviews with cancer health care professionals providing cancer care in the selected rural NC counties. We analyzed surveys and interview responses with descriptive statistics. Forty-three cancer survivors/caregivers completed surveys and twenty-two cancer healthcare professionals completed semi-structured interviews. Cancer survivors and caregivers indicated that the lack of invitation to participate in cancer clinical research was their greatest barrier to participation, whereas cancer healthcare professionals cited the lack of transportation as the perceived greatest barrier for patients. Cancer survivors, caregivers and healthcare professionals agreed that having support from clinical research personnel would be amongst the most helpful facilitators, along with opportunities to participate in clinical research studies close to home. Cancer healthcare professionals suggested the lack of trust in clinical research was a barrier for their patients; however, cancer survivors and caregivers in this study indicated lack of trust was not a significant barrier to their participation. Recommendations to address barriers and promote facilitators to participation in cancer clinical research include the importance of engaging the community, addressing unconscious bias, decentralizing clinical trials, and providing recruitment materials in culturally responsive formats. Citation Format: Amy Garrett, Karine Dubé, Lisa Spees, Ronny Bell, Marjory Charlot, Sandra Greene. Understanding Barriers and Facilitators Affecting Participation in Cancer Clinical Research Studies for Racially and Ethnically Diverse Populations in Rural North Carolina [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B120.

Artificial intelligence: An empirical survey of student and staff perspectives

There has been a recent upsurge in debates about the role and potential of artificial intelligence (AI) in transforming traditional learning environments globally, and more recently, these discussions have expanded to include developing countries. While proponents of AI praise it as a new normal that educators must embrace or risk falling behind, sceptics caution that AI poses significant risks to academic endeavours, often citing ethical dilemmas and widely reported misuse of these technologies. This study employed an explanatory sequential mixed methods design to explore student and staff perspectives on AI in teaching and learning. Data were collected from 375 students and 187 staff via a quantitative questionnaire, as well as from 30 students and 18 staff through follow-up semi-structured interviews. The findings revealed that although students and staff largely agreed on AI's potential to transform university teaching, learning, and research, there were significant differences regarding feedback enhancement, personalisation of learning, critical thinking, and the efficiency and accuracy of data analysis in research. The study recommends that stakeholders engage in ongoing dialogue, research, and professional development to navigate the opportunities and challenges presented by AI in education.