African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 7 (1), pp. 001-008, January, 2022. © International Scholars Journals

Review

An examination of the relationship of gender, marital status, and prior educational attainment and learner autonomy

M. G. Derrick¹, A. P. Rovai², M. Ponton², G. J. Confessore³ and P. B. Carr⁴

¹School of Education, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464.

²School of Education, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464-9800.

³School of Education, The George Washington University, 2136 G Street, NW, Washington, DC 20052.

⁴School for Leadership Studies, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464.

Accepted 21 October, 2021

Abstract

The development of a conceptual model that provides a theoretical framework for understanding the conative factors of desire, resourcefulness, initiative, and persistence in autonomous learning consi-dered the related variables of gender, education level, age, and marital status. The relevance of these demographic variables is based on prior research in the area of self-directed learning that suggested additional consideration in the development of autonomous learning. The Learner Autonomy Profile (LAP), currently used to assess an individual’s level of personal autonomy, continues to accrue data on the identified demographic variables. This purpose of this paper is to present the finding of an analysis of the demographic data with the factors of autonomous learning (LAP scores) and discuss the implications for future research in adult learning theory.

Key words: Autonomous learning, adult learning, self-directed learning.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (4), pp. 001-004, April, 2021. © International Scholars Journals

Perspective

African Women Leaders in the 21^st Century

Mosugu, Tegan Joseph

University of Pittsburgh, Graduate School of Public & International Affairs 3601 Wesley W. Posvar Hall, Pittsburgh, PA, 15260. E-mail: [email protected]

Accepted 22 March, 2021 

Abstract

This paper provides insight into the various challenges women face, their roles in leadership and how they have advanced over the years in Africa against these odds. It is becoming more apparent than ever that female leadership in Africa is predetermined by the state of women’s affairs in a country. More women seem to be breaking beyond society’s expectations of their potential being limited to the home front. Reports have shown that when women are able to reach their full potential - equal participation in the economy as their male counterparts - global GDP can increase and in sub-Saharan Africa specifically, the GDP can increase by 27%, or $0.7 trillion, when the gap is closed. According to a report by McKinsey, women make up over half the world’s population, but only 37% of them are in the workforce. With that in mind, many initiatives and programs have been established to combat gender inequality, providing more opportunities for women to join the workforce. These initiatives often have a common theme which is to empower women and make them qualified leaders in different sectors through scholarships, skill acquisition, grants, competitions, mentorship, etc. Despite the gains that have been made by African female leaders, there is still more work to be done. Boosting the number of African women in leadership roles - that have power and influence - would require a culture shift in regard to societal expectations and norms.

Keywords: African women, women entrepreneurs, African business, female leaders, African entrepreneurship.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (4), pp. 001-002, April, 2021. © International Scholars Journals

Short Communication

Assessment of the knowledge of preschool children about healthy lifestyle behavior

Vasilis Grammatikopoulos¹, Elisavet Konstantinidou², Nikolaos Tsigilis¹, Evridiki Zachopoulou³, Niki Tsangaridou⁴ and Jarmo Liukkonen⁵

¹University of Thessaly, Department of Physical Education and Sport Science, Greece.

²Democritus University of Thrace, Department of Physical Education & Sport Science, Greece.

³Alexandrio Technological Educational Institute of Thessaloniki, Department of Early Childhood Care and Education, Greece

⁴University of Cyprus, Department of Education, Cyprus.

⁵University of Jyvaskyla, Department of Sport Sciences, Finland.

Accepted 13 November, 2020

Abstract

The aim of this study was to develop an instrument to evaluate the knowledge of preschool children about healthy lifestyle behavior. The innovation was that the instrument was designed to get direct evidence about healthy lifestyle from children aged 4 - 6 years old. Usually, children knowledge is estimated indirectly (parents, teachers), but the current study aspired to provide direct evidence by developing a valid and reliable instrument. To this respect, the initial psychometric properties were encouraging, supporting the appropriateness of the questionnaire. However, further research is needed in order to draw firm conclusions about the reliability and psychometric properties of the instrument.

Key words: Educational evaluation, early education, psychometric properties.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (3), pp. 001-007, March, 2021. © International Scholars Journals

Key words: Multiliteracies, postcolonial education, Africa.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (2), pp. 001-005, February, 2021. © International Scholars Journals

Full Length Research Paper

A study of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions

M. S. C. Kurumeh¹* and E. E. Achor²

¹Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi, Benue State, Nigeria.

²Science and Mathematics Education Unit, Department of Curriculum and Teaching, Benue State University, Makurdi.

Accepted 04 November, 2020

Abstract 

This study determined the effect of Cuisenaire Rods’ approach on some Nigeria primary pupils’ achievement in decimal fractions. Three hypotheses guided the study. A total of 200 Primary six pupils (that is, 6^th grade) from randomly selected schools in Makurdi metropolis of Benue State of Nigeria served as the sample for the study. A Mathematics Achievement Test on Decimal Fractions (MATDF) developed by the researchers and validated by three experts with a reliability coefficient of 0.89 using K-R _21, was used for data collection. Two way Analysis of Covariance was used for analyzing the data. The results revealed that there was a significant difference between pupils taught fractions using Cuisenaire Rods’ approach and those taught fractions using conventional approach with Cuisenaire rod approach being more facilitative (F_{1, 199} = 12.231; p < 0.05). Secondly, there was no significant difference between male and female pupils taught using Cuisenaire Rods approach (F_{1, 199} = 3.453; p >.05). However, there was no significant interaction effect of method and gender on achievement (F_{1, 199} = 1.424; p > 0.05) It was therefore recommended among others that teachers of mathematics should adopt Cuisenaire Rods approach in teaching mathematics in primary schools in the study area to ensure hands-on-activities and thereby contributing to enhanced understanding.

Key words: Cuisenaire Rods, pupils’ achievement in mathematics, manipulative activities, hands-on, concrete materials, abstract materials, decimal fractions.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (1), pp. 001-007, January, 2021. © International Scholars Journals

Full Length Research Paper

Emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria                                                                    

¹Wombo, A.B. and ²Azuaga, C.I.

¹Department of Agricultural Education, Federal University of Agriculture, Makurdi, Nigeria.

²Department of Vocational and Technology Education, Taraba State University, Jalingo, Nigeria.

Abstract

Accepted 30 January, 2021

This study examined emerging gender issues as correlates to sustainable vocational agriculture education in Taraba State, Nigeria. Four specific objectives and research questions guided the study. The study used correlational survey research design. The population was 171 respondents, comprising 17 Agriculture Education Lecturers and 154 undergraduate students of Agricultural Education in Taraba State. The entire population was used as the sample. The instrument for data collection was a 39-item questionnaire which had four point response options. The instrument was validated by three experts and the instrument had a reliability coefficient of 0.87. The researchers and two research assistants administered the instrument. Mean, standard deviation and Pearson Product Moment Correlation Coefficient (r) were used for analyzing the data. Findings indicated the need for mainstreaming gender issues for sustainable vocational agriculture education. It was recommended that, curriculum planners and teachers should prioritize emerging gender issues that could enhance sustainable vocational agriculture education.

Keywords: Gender issues, correlation, vocational agriculture education, sustainability, gender equality.