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Does financial sector development have a sustainable level of effects on inclusive growth in Sub-Saharan African countries? Evidence from dynamic panel threshold analysis
Get PDFThis study examines the threshold level of financial sector development on inclusive growth in sub-Saharan Africa (SSA) between 2000 and 2020 with the view to ascertain the level of sustainability in the relationship between financial sector development and inclusive growth in SSA countries. Data extracted from the World Development Indicator (WDI) and International Financial Statistics (IFS) were analysed using dynamic panel threshold (DPT) techniques. Findings revealed that there exists a positive and significant sustainable level of financial sector development of 0.098 (out of a scale of 0-1.0) that can stimulate inclusive growth in SSA. Likewise, findings at the sub-regional level showed that three out of four (Western, Eastern, and Central African sub-region) except the Southern African region, indicated the existence of a threshold level of financial sector development that can effectively impact inclusive growth. Therefore, this study concludes that the relationship between inclusive growth and financial sector development in most SSA countries is nonlinear and conditional on certain macroeconomic policies. It is recommended that policymakers in respective SSA sub-regions and countries implement policies that will promote relevant financial innovations, reforms, and efficiency in financial inclusion in other to promote financial development above the minimum threshold level in SSA countries
Undergraduate students’ differential performance in introductory course to guidance and counselling at Delta State University, Abraka
Get PDFThe study examined the differential performance of guidance and counselling and non-guidance and counselling students. The two categories of students received tuition in EDUCATION 402, an introductory course in guidance and counselling. Additionally, guidance and counselling students took other counselling courses in pursuance of their bachelor’s degree. The counterparts from the departments of Educational Management and Foundations as well as Library and Information Science, relied on the knowledge of the introductory course in guidance and counselling. Descriptive survey design was employed in the study. A sample size of 121 students (50 from guidance and counselling department, 32 from Educational Management and Foundations, 39 from Library and Information Science) was drawn from the population of final year students (2020/2021 session) Faculty of Education, Delta State University, Abraka, A 3-item essay test items was the instrument the students responded to. The statistical tool was the independent samples t-test. The data analysed showed statistical significance in favour of guidance and counselling students. This is attributable to their knowledge of other courses in guidance and counselling. It is hereby recommended that students from other departments should be encouraged to take more courses in counselling to enhance their academic performances
South Africa’s interest rate behaviour: Investigating the influence of the indicators of financial openness
Get PDFThis study seeks to investigate the influence of financial openness variables on South Africa’s interest rate during the period between1980-2020. The study used both Augmented Dickey-Fuller (ADF) and Philip-Perron (PP) tests to determine the order of integration of the variables, while the autoregressive distributed lag (ARDL) bounds test was used to investigate both the short and long-run impact of the independent variables on the dependent variable. The findings of the study revealed that in the short-run both foreign direct investment (FDI) inflows and FDI outflows impacted the interest rate positively. However, portfolio investment, exchange rate and capital account openness did not have any significant impact on interest rate within the duration of this research. The long-run results revealed that FDI inflows had a positive and significant impact on interest rate. Also, while capital account openness had a significant and positive impact on the interest rate, FDI outflows, portfolio investment, and the exchange rate had no significant impact on interest rate. The study concludes that apart from portfolio investment which did not exert significant impact on interest rate, other financial openness indicators used in the study had a significant impact on South Africa’s domestic interest rate. The paper argues that, appropriate monetary policy measures targeted to lessen the monetary impact of excess capital inflows should be considered. Additionally, capital account liberalization policy should be encouraged, but it needs to be regulated if it places an excessive amount of liquidity pressure on the economy
Importance of participatory narrative inquiry in sensitive research
Get PDFThis paper engages and persuades social researchers to use Participatory Narrative Inquiry (PNI) in their sensitive social research. PNI is a pertinent approach which situates effective communication at the heart of social inquiry – it includes a form of personal interaction based on language, thought, and action which produced an appropriate climate that allows people to clarify their situation and generate personal solutions. Yet, PNI is rarely used in sensitive research. This study provides a window into its use in sensitive research from a perspective of a social researcher who has used it in exploring lived experience of young rural women who sell sex for livelihood in the suburbs of Mwanza town, in Tanzania. PNI afforded a space for a group of six young rural women who are in sex industry to tell stories so as to make sense of their complex situations and redefine themselves. PNI significantly helped the participants to speak about things that they would never have had a chance to speak about, reflect upon issues that would belong to the realm of taboo, and talk about subjects that they would not have been willing or able to speak about directly without the process of narrative inquiry
Data-driven decision making as a model to improve in primary education
Get PDFThe digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end
Enhancing mathematical literacy ability through guided inquiry learning with augmented reality
Get PDFMathematical literacy is important for students to formulate, use and interpret mathematics in various contexts. The aim of this research is to determine the effectiveness of Guided Inquiry Learning-Augmented Reality (GILAR) on mathematical literacy ability. This research method used a quasi-experimental pretest and posttest design with a non-equivalent control group. The pretest and posttest questions are in the form of a description of the material in the geometry. The subjects of this study were 30 experimental class students and 30 control class students i.e. 15 males and 15 females. In the experimental class, GILAR is used while in the control class direct instruction learning is used. The results showed that GILAR was more able to improve students' mathematical literacy skills than direct instruction learning. The results of the N-gain show that the experimental class produced 58.88% while the control class was 45.77%. Based on these results, learning by using GILAR can improve mathematical literacy skills in junior high school students. This study recommended using augmented reality in the school mathematics curriculum to address the students’ mathematical literacy. Furthermore, it needs to conduct a similar study at the university level. Then, to respond to the COVID -19 outbreaks, it is necessary to implement augmented reality
Development of outcomes-based instructional materials in professional teacher education courses for a flexible set-up
Get PDFThis study developed outcomes-based instructional materials in three professional teacher education courses based on an assessment of the different kinds of instructional materials used, their availability and frequency, challenges faced by faculty members and students in using the instructional materials and the perceived need to develop instructional materials. A descriptive research design was used to collect data while a developmental research design was applied for the development of outcomes-based instructional materials. The researchers constructed a questionnaire using a 4-point Likert scale. The online questionnaire was completed by 38 faculty members and 655 pre-service teachers from Batangas State University, Philippines. The data collected were analyzed using descriptive statistics and the Mann-Whitney U Test. The results showed that there are various instructional materials used in the three professional courses and they are used based on appropriateness and suitability. Both faculty members and pre-service teachers faced similar challenges in the utilization of these instructional materials as revealed by the Mann-Whitney U Test. These findings served as the basis for the development of three outcomes-based instructional materials that followed the sequence of activity, analysis, abstraction, and application. The instructional materials were subjected to evaluation and found satisfactory in content and format. Recommendations given were incorporated in the final copy
Deep learning for the detection of acquired and non-acquired skills in students' algorithmic assessments
Get PDFThis research is part of the Artificial Intelligence Virtual Trainer (AI-VT) project which aims to create a system that can identify the user's skills from a text by means of machine learning. AI-VT is a case-based reasoning learning support system can generate customized exercise lists that are specially adapted to user needs. To attain this outcome, the relevance of the first proposed exercise must be optimized to assist the system in creating personalized user profiles. To solve this problem, this project was designed to include a preliminary testing phase. As a generic tool, AI-VT was designed to be adapted to any field of learning. The most recent application of AI-VT was in the field of computer science specifically in the context of the fundamentals of algorithmic learning. AI-VT can and will also be useful in other disciplines. Developed in Python with the Keras API and the Tensorflow framework, this artificial intelligence-based tool encompasses a supervised learning environment, multi-label text classification techniques and deep neural networks. This paper presents and compares the performance levels of the different models tested on two different data sets in the context of computer programming and algorithms
Teachers’ role in online learning: Perspectives of prospective Indonesian EFL teachers
Get PDFThis study investigated how prospective English as a foreign language teachers perceived the role of their teachers in online learning and how those roles contributed to their experiences in a low-tech online learning context. This study surveyed 285 prospective teachers at seven universities across provinces with English Language Education programs in Indonesia (East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara and Bali) and interviewed 10 prospective teachers to provide a deeper understanding of their experiences. The results showed that the cognitive role is the most important teacher role perceived by prospective teachers in a low-tech online learning context. Three themes emerged from the results: the teacher’s cognitive sub-roles in providing learning assistance and recommendation, managerial sub-roles in leading, controlling and organizing the learning process and affective sub-roles in creating an enjoyable, relaxing learning environment and catching students’ attention in online learning. The discussion focuses on the different effects of the roles on creating a positive online learning environment for students. In conclusion, teaching skills related to the three roles of teachers in online learning must be taught explicitly in a teacher-training program through scenario-based learning activities. The implications of teacher-training programs are discussed further in this paper
An outline of the professional quality of teachers who teach children with special needs
Get PDFThe term "professional quality of life," sometimes abbreviated as "ProQOL," refers to an individual's evaluation of the positive aspects of his or her working life. This frame may be categorized in two different ways. Compassion Fatigue (CF) is undesirable, yet Compassion Satisfaction (CS) motivates people to feel good about their job and, as a consequence, assist other people. Compassionate fulfillment is one of the most admirable qualities (CS). This study's goal is to get a thorough understanding of ProQOL in the teaching profession for kids with special needs because the great majority of prior research on ProQOL was conducted on health professionals. This quantitative study did not use any type of experimental approach, yet it included the participation of 171 students with special needs educators. The obtained data indicate that teachers of students with special needs have a generally favorable perception regarding the environment in which they work. To provide one illustration: To mention one specific example, this does not always indicate that there are low incidences of STS or burnout. The majority of students with special needs teachers (77%) were operating at a level of burnout that was classified as Medium-High, and the majority of those instructors (72%) also had an STS level that was classified as Medium-High. The study recommended using the appropriate programs that raise the teachers’ professional levels to match the requirements of teaching students with special needs