Tertiary School Students Research Articles

Correlates and Modalities of Tackling Substance Abuse Among Tertiary and Secondary School Students in Bayelsa State

Correlates and Modalities of Tackling Substance Abuse Among Tertiary and Secondary School Students in Bayelsa State

Influence of Social Media and Parental Upbringing on Drug Abuse among Students in Tertiary Institution in Delta State

This study investigated, social media and parental upbringing on drug abuse among Tertiary institution students in Delta State. Two (2) research questions and two (2) null hypothesis was raised to guide the study. The study adopted the correlational research design. The population of this study comprised the entire students in the three colleges of education in Delta State. federal college of Education Asaba, College of Education Warri and College of Education mosogar. sample size was six hundred (600), that is to say 200 students from each college of education, this was done through simple random sampling techniques giving a total sample of 600, Instruments use for this study was, social media, parental upbringing and drug abuse scale (SMPUDAS). The total number of all the variables are 76.29%, content validity while its construct validity ranged between 0.52 to 0.99. The reliability index for, social media scale has alpha=0.89 P ? 0.5 level of significance, parental upbringing scale has alpha =0.96, and drug abuse scale has alpha =0.97 P ? 0.5 level of significance. correlation and coefficient was use to answer research questions while correlation , and Regression analysis were employed to test the hypotheses at .05 level of significance. The result showed that all the variables has a relationship with drug abuse among the tertiary school students in colleges of education in Delta State. Based on the findings, recommendations were made that, Parental upbringing and monitoring should be done both in school and at home, Parent should monitor the type of things their children watches or type of information their children asses at the social media, Students should always seek the help of a professional counsellor and a therapist for modification of behavior

Environmental Attitudes among Youth: How Much Do the Educational Characteristics of Parents and Young People Matter?

Research shows that education increases environmental attitudes, yet there is a lack of studies examining young people’s attitudes and the role of various educational characteristics in youth’s environmental engagement. The main aim of our study was to examine how several educational characteristics of young people and their parents impact youth’s environmental attitudes. We employed a survey sample of 14–34-year-olds (N = 1508; Mage = 19.25 years) collected in January 2020. The impact of five educational variables was tested: maternal and paternal educational level; students’ educational stage (primary, secondary and tertiary school students); educational track of secondary students (vocational, professional and general); and youth’s educational status (currently in education vs. not in education). We controlled for several demographic and economic confounding factors in multivariate analyses. These indicate significant between-track differences in environmental attitudes among secondary school students, while educational status and educational stage have no significant impact on environmental attitudes. In addition, the father’s (but not the mother’s) education increases Slovenian youngsters’ environmental attitudes. As findings indicate significant differences between educational tracks of secondary students independent of their parental education and other personal and family characteristics, educators may want to revise vocational and professional secondary school syllabuses to include an increased number of environmental, climate change and sustainability topics.

Reported substance abuse among tertiary and secondary school students in Bayelsa State: Types of substances and reasons for substance abuse

Reported substance abuse among tertiary and secondary school students in Bayelsa State: Types of substances and reasons for substance abuse

Reported substance abuse among tertiary and secondary school students in Bayelsa State: Types of substances and reasons for substance abuse

Reported substance abuse among tertiary and secondary school students in Bayelsa State: Types of substances and reasons for substance abuse

Prevalence and patterns of substance abuse among tertiary and secondary school students in Bayelsa State

Prevalence and patterns of substance abuse among tertiary and secondary school students in Bayelsa State

НАВЧАННЯ Й ОЦІНЮВАННЯ ІНТЕГРОВАНОГО АУДІЮВАННЯ ТА ПИСЬМА В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: АНАЛІЗ КОГНІТИВНИХ ПРОЦЕСІВ

Background. With the internationalization of educational settings as well as the labour market, there is an increasing need for tertiary school students to acquire academic English writing skills. English is the dominant language spoken by many learners and professionals worldwide, but, gaining proficiency in academic writing can be challenging due to the range of specific cognitive processes involved in this type of writing. In the context of Ukrainian education, creative writing is prevalent in secondary education institutions, which may result in poor performance in universities because of a lack of knowledge and skills among students regarding how to highlight the main information and what to write. As a result, there is a need for introducing effective techniques of teaching and assessing integrated listening-into-writing in a higher institution classroom. Objective. The goal of the article is to provide a concise and organized overview of the cognitive aspects related to integrated listening and writing skills in a university setting. This will be achieved by analyzing the processes involved in both integrated listening-into-writing as well as non-integrated listening and writing. Results and discussion. The study involved a comprehensive analysis of relevant literature addressing core distinctions between integrated and independent writing in terms of cognitive processes and characteristics. Building on existing research on integrated listening-into-writing, as well as independent listening and writing, the paper presents a synthesis of current models encompassing the cognitive processes underlying integrated tasks. It examined cognitive strategies and executive control, as well as the challenges of implementing integrated writing in the modern system of higher education, highlighting the ways of overcoming the difficulties. Additionally, the article explains the roles assumed by both teachers and students in overcoming difficulties associated with integrated listening-into-writing. Further steps are to be taken to create a manual for teachers and assessors of integrated listening-into-writing.

Pandemic-Induced Online Learning and its Impact on Mental Health of High School and Tertiary Students

Background: The Coronavirus Disease 2019 (Covid-19) pandemic in 2020 led to schools shutting down worldwide. Indefinite lockdowns forced many educational institutions to transition to online instruction. Learning, not only in isolation but also in some form of quarantine and fear of contracting a killer disease with limited to no social activities for many students in many countries, must have been a huge undertaking. This study explored the impact of online learning in isolation on students’ mental health.
 Methods: A literature review was conducted using peer-reviewed journal articles published between 2020 and 2021 that provided full access. Initially, a search was conducted with the Google search engine using the words “mental health, Covid-19, and mental health.” This was done to explore the literature available on the subject under review.
 Results: The Covid-19 pandemic has adversely affected the mental health of both tertiary and high school students. Although the sources vary, online learning has been identified as a significant contributing factor.
 Conclusion: As much as technology provides platforms for socialization, face-to-face interactions provide opportunities for shared moments and interactions coupled with emotional contagion. Recommendations for students’ mental wellness/care during a pandemic and remote learning are provided.

A questionnaire based study on knowledge, awareness, and willingness towards corneal donation among the paramedical staff, public and students from Southern district of Tamil Nadu, India

Background: To determine the knowledge, awareness, and willingness towards eye donation among paramedical health care providers, public and students from schools and colleges around Tirunelveli district, Tamil Nadu, Southern India.Methods: It was a cross-sectional, observational study conducted from November 2019 to January 2020. A structured questionnaire regarding knowledge (K), awareness (A), willingness (W) for eye donation was used to elicit responses in the age group of more than 16 years. Participants were paramedical health care providers working in tertiary eye care hospital, school and college students, and attenders accompanying patients (addressed as public). Responses were collected from 1803 participants and analyzed statistically.Results: Most of the participants had knowledge about the facts of eye donation, such as 96.8% knew that it could be donated after death, and 55% knew that eyes were enucleated within 6 hours after death. 56.2% admitted that lack of awareness is the reason for not donating eyes; 23.8% said that the family members are objecting to eye donation. Social media was proposed as the best source of information about eye donation. Subjects with an age of fewer than 30 years were willing to donate (the odds ratio was 1.90). However, they had less knowledge (p value=0.105) and awareness (p value=0.02) about eye donation than more than 30 years.Conclusions: Even though awareness and knowledge about eye donation and willingness to pledge eyes are there, self-conscience regarding the need for donor corneas to meet the requirement of corneal blindness plays a pivotal role.

Toward equitable education in the context of a pandemic: supporting linguistic minority students during remote learning

PurposeWithout universal access to a Covid-19 vaccine, many countries seek to prevent coronavirus outbreaks by closing schools and having students learn remotely. This study aims to examine its challenges for linguistic minority (LM) students and some practical strategies – both generally for all students and specifically for LM students.Design/methodology/approachThis study synthesises the research literature and practices across countries on equity and remote learning. It helps (1) understand the differential difficulties during an epidemic across primary, secondary and tertiary school students, especially LM students from low socioeconomic status (SES) families who lack economic, human, cultural or social capital in family or school contexts, based on Bourdieu's theory, and (2) identify additional resources and flexible, creative solutions for improving access and learning conditions for LM students. The authors discuss examples from 13 countries and territories (including developed and developing economies) of transformations of in-class learning to online learning in part or whole.FindingsThe limited economic, cultural and social capital of LM students, especially from low SES families, and their schools, along with communication barriers hinder their remote learning. Crisis-induced school budget shortfalls require creative ways to transition teachers, students and parents to remote learning and to provide customised support for LM students. Schools can (1) partner with non-governmental organisations, religious organisations, businesses and government services to access/share remote learning resources for LM students; (2) help teachers, students and parents develop needed skills (via online systems, peer support groups and hotlines); (3) restructure teacher lessons and duties for remote teaching; and (4) capitalise on technology (e.g. texts, chats, whiteboards) to support LM students' remote learning – some of which can exceed their traditional face-to-face learning experiences.Originality/valueThis article is among the first to examine how the Covid-19 crisis disproportionately affects the remote learning of LM students, to specify effective, practical remedies and to inform suitable education and social policies across countries.

ROLE OF DICTION ON THE PRACTICALITY OF THE EDUCATION MODULE ISLAMIC RELIGION WITH ANTI-RADICALISM AND TERRORISM NUANCES

Modules can be used independently in learning by students. The Antiradicalism and Terrorism Islamic Religious Education Module is a module intended for PGRI West Sumatra teacher and tertiary high school students, specifically and specifically for students throughout Indonesia who need learning resources in Islamic Religious Education lectures at General Higher Education. This module is expected to assist students in studying Islamic Religious Education courses, according to the material needed in the module so that it can be used in real life in the midst of society. The module is a module that is easily made by students because the module is a learning tool that students can use independently in learning. This module is well equipped to meet Indonesian grammar, in this case the choice of words or diction used is important to support the practicality of student understanding. Based on the results of using the usage module, this module has been approved practically. This is inseparable from the important role of grammar and data choices or diction used.

Waterpipe smoking, internet addiction and depression: A public health problem trio?

Waterpipe smoking and Internet addiction may result in a new public health problem globally. This study aimed to explore waterpipe use among a large group of adolescents and its association with Internet use, mental health, primarily depression and their demographic characteristics. Using a stratified random sampling method, 2054 tertiary school students aged 14-18years were recruited in 2019. Demographical information and use of tobacco products (eg, waterpipe) were explored and compared with severity of Internet addiction and mental status. A total of 288 (14.0%) adolescents had ever used waterpipe. Multivariate logistic regression analyses suggested that being male (OR=2.55 and 95% CI=1.98-3.30; P=.0001), being depressed (OR=1.62 and 95% CI=1.24-2.11) and excessive Internet use (OR=1.94 and 95% CI=1.50-2.52; P=.0001) were significantly associated with waterpipe use. Family income and parents' educational status showed no relationship with waterpipe smoking. We suggest that adolescents who are depressed and who use the Internet excessively are at an increased risk for waterpipe use, independent of income and parenteral education.

HOW THE RESEARCH SKILLS DEVELOPMENT FRAMEWORK MAY BE USEFUL FOR INDONESIAN HIGHER EDUCATION LEARNING PRACTICE

This qualitative research aimed to review the usefulness of Research Skills Development framework (RSD) among higher education students in Indonesia. The RSD concept has contributed to research-based learning models among students in Australia, both among elementary and tertiary school students. Due to this research framework's success in Australia, we plan to review and see the usefulness of the RSD framework to university students in Indonesia. To facilitate this introduction, we have tried to review several important documents related to this RDS concept, application, evaluation together with rubric assessment. Furthermore, we reported it as a document to the introduction to the research development framework. The results of this document review will be published in one of the higher education academic journals in Indonesia. With the hope that this document will be the forerunner of introduction and development among students, especially those who are completing academic assignments involving research skills for publication purposes to assess academic communication skills. However, many things will challenge this kind of study, something new to the concept of confirmative studies in Indonesia, including several new terms in the research framework that require new understanding notations.

Can reading too much make me run mad? Exploring students’ assumptions and academic performance

Objectives To determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance. Methods This study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test. Results The mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents. Conclusion Assumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

DIALOGIC INTERACTIVE SPEAKING SKILLS ASSESSMENT IN THE EXPERIENTIAL TEACHING OF TECHNICAL ENGLISH TO TERTIARY SCHOOL STUDENTS

The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction and an alternative assessment tool. Theoretically, the study relies on the assumption that Technical English speaking skills acquisition is carried out through different types of communicative interaction and collaborative dialogic interaction in particular. The procedure proposed for speaking skills assessment has been primarily targeted at sustaining oral collaborative interaction along with assessing students’ communicative competence. The research represented relies on the experimental teaching English speaking skills to the 1st year Bachelor’s students (n=84) at Igor Sikorsky Kyiv Polytechnic Institute. The assessment criteria include conformity of utterances to the topic; speaking tempo; relative grammatical, lexical and phonetic accuracy; cohesion and coherence; compliance with the stylistic and etiquette conventions of English; diversity of grammatical and lexical devices for reaching mutual understanding between the dialogue participants; the interlocutor’s speaking initialisation; reaching consensus; and background knowledge deduction. The results of the research confirm that the assessment procedure introduced contributes to boosting oral production if the techniques of supporting collaborative dialogic interaction are applied by the interlocutors. Collaborative dialogue positively affects the development of students’ communicative competence and acquisition of such skills as perceiving, understanding and decoding the content of oral texts, identifying the communicative purpose of interlocutor’s utterances through analysing verbal and non-verbal means; defining the style and genre of utterances and aligning them with stylistic registers in English.

Can reading too much make me run mad? Exploring students’ assumptions and academic performance

Abstract Objectives To determine the prevalence of the assumption that ‘reading too much’ could cause madness (i.e., severe mental illness) among medical, nursing, and community health students, and also explore the relationship between these students’ status on this assumption and their academic performance. Methods This study was a cross-sectional study conducted among a convenient sample of medical, nursing, and community health students (n = 122) studying within the Usmanu Danfodiyo University Teaching Hospital campus, Sokoto, Nigeria. Study tool was a paper questionnaire, which obtained information on the demographic profile, awareness of ‘madness’, assumption that ‘reading too much’ is a cause of madness, and self-rating of the participants’ academic performance in their current course of study. Data collected was analysed using the SPSS version 20 software. Test of associations between variables were done using Chi square test. Results The mean age of the 122 respondents was 27.3 years, majority (61.5%) of them were males, and 53.3% were medical students. More than half of the surveyed nursing students (54.2%) and community health students (55.6%), unlike the surveyed medical students (24.6%), had the assumption that reading too much could make them run mad. There was no statistically significant relationship between the assumption that ‘reading too much’ is a cause of mental illness and academic performance of the respondents. Conclusion Assumption that reading too much could cause madness is a fairly common phenomenon among the surveyed tertiary school students, irrespective of their level of academic performance. There exists the need to disabuse the minds of tertiary school students from the assumption that reading too much could make one run mad.

Comparative Assessment of Knowledge, Attitudes, and Practice of Breast Self-Examination among Female Secondary and Tertiary School Students in Ghana.

Background Breast cancer remains a serious public health problem globally. It is particularly increasing among adolescents and premenopausal women. Breast self-examination (BSE) is the most effective and feasible means of detecting breast cancer early in developing countries. This study aimed at evaluating and comparing knowledge of BSE among secondary and tertiary school students and at revealing their attitudes and practices about BSE. Method This cross-sectional study was conducted among 1036 female secondary and tertiary school students of Kwame Nkrumah University of Science and Technology and Technology Senior High School. Data was obtained using a pretested questionnaire to access sociodemography, knowledge, attitudes, and practice of BSE among the students. Result Most students were within the age of 15–24 years; 90.9% were aware of BSE. A high level of knowledge on BSE was found in 54.5% of the students. Knowledge was significantly higher in tertiary than secondary school students (p=0.002). 24.1% of the students thought BSE could be performed anytime; however only 8.1% of the students performed BSE monthly as recommended, whilst 41.8% had never practiced. Of these, more secondary students had never practiced BSE as compared to the tertiary students. 22.3% indicated they would wait for a change in a detected breast lump before seeking medical attention. 96.3% of the participants agree BSE is a good practice which must be encouraged. Conclusion Teaching of BSE should be intensified beginning at the high school level, emphasizing practice and its benefits for early detection of breast cancer.

The review of monograph by Zoia Kornieva “Intercultural professionally oriented English competence formation of tertiary school students majoring in technology”

The publication contains the review of monograph by Zoia Kornieva “Intercultural professionally oriented English competence formation of tertiary school students majoring in technology”. The content of each chapter is analyzed, its scientific significance, practical role for the development of foreign language teaching methodology as well as the possibility of applying the obtained results to pre-service teachers’ professional and methodological training are emphasized.

The Determination of Reading Habits among Students: A Concept

Reading habits are calculated as how much a person read, how often do they read, when do they read and what do they read. Reading can be summarized as a habit that involves books, printed articles and electronic materials. It varies differently of how each material can affect their reading habits. This paper aims to look in depth and compare the reading materials of secondary and tertiary school students in a few countries including Malaysia, United Stated of America, India, Vietnam, Sri Lanka and Nigeria. Their preference in terms of the types of books they read will differ throughout the whole article. While approaching the reading materials that they are interested in, the authors look deeply in their reading attitudes and the students’ environment on how they perceive reading. The reading habit gives a possibility to determine the relationship between their reading attitudes and how the surroundings might affect them especially in school and universities. In order to find out the students’ reading habits, it is essential to understand their attitudes towards reading, the environment and the reading materials that they prefer.

Impact of divorce and loss of parental contact on health complaints among adolescents

Mental health consequences related to divorce have been documented, but might be caused by concomitant factors such as conflicts and loss of parental contact (PC). We investigated these relationships and mental health among adolescents. The study was based on data from four cross-sectional surveys carried out between 1997 and 2009 among tertiary school students in Førde, Norway. We established two groups according to divorce experience (DE) with or without loss of PC. Frequencies of DEs were calculated with 95% confidence intervals. The group with no DE was used as reference group in all the analyses. The divorce rate increased by 34% (6.8% absolute increase) between 1997 and 2009, but no sign of attenuated effects on emotional health was observed. Mental complaints were not attenuated as time since divorce increased. A majority of those losing contact with parents had no contact with their fathers. The study revealed only a modest increase of health complaints if PC was preserved, but a marked increase when the adolescents experienced loss of PC following the divorce. Interaction analyses showed no gender differences, and parental support and confidence in parent(s) did not mediate the associations between divorce and distress. Emotional distress after divorce is not attenuated as divorce prevalence increases, but the deleterious effects of divorce on the well-being of adolescents seem to be confined to those experiencing a concomitant loss of PC. Efforts aiming at reducing parental hostility and improving mutual parental responsibility and care therefore seem important.