EANSO East African Nature and Science Organization Journals
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Assessment of Heavy Metals in Flowing Water at Ogun State, Southwestern Nigeria Using Water Quality Index Approach
Get PDFHuman health and socioeconomic development depend on access to clean water. The ecosystem is threatened and the environment is harmed by water bodies in horrible conditions. Health problems affect the ecosystem (animals, people, and crop productivity) due to the increasing rate of water shortages brought on by inadequate management and a lack of government enforcement. This inspired the study to determine the quality of water used, including drinking for a healthy lifestyle. The Ijebu-North Local Government Area of Ogun State in Nigeria was the area of interest for the study test on the quality of the running water. Water samples were taken from ten different flowing water sources and examined with an ultraviolet-visible spectrometer. The analysis of the water quality parameters was compared with industry standards set by the World Health Organization and the National Agency for Food and Drug Administration and Control. The quality of residential water supply was also assessed using a weighted arithmetic water quality index approach. The weighted arithmetic water quality index findings indicated that the water in the study area was not safe for consumption due to its high turbidity. This study found that water in Ijebu North is unsuitable for drinking due to high turbidity and contaminants like iron. Industrial waste and poor waste management are major contributors to contamination, posing serious health risks. Stronger regulations, water treatment, and monitoring programs are needed to protect water quality and public health
Effect of Green Economy Practices on Flood Risk Reduction in the City of Kigali
Get PDFClimate change remains a pressing global challenge, exacerbated by unsustainable economic activities, rapid urbanization, and resource depletion. This study explores the effect of green economy practices on flood risk reduction in the City of Kigali, Rwanda. Recognizing the global urgency of climate change and environmental degradation, the research focuses on sustainable practices such as electric mobility, green urban planning, plastic recycling, and wetland conservation. Using a mixed-methods approach, both qualitative and quantitative data were collected from 210 respondents, including green economy practitioners and policymakers. Descriptive statistics revealed strong public support for green practices, particularly the adoption of electric vehicles, restoration of wetlands, implementation of green infrastructure, and circular economy efforts like plastic recycling. Regression analysis showed a strong positive relationship between green economy practices and flood risk reduction with correlation coefficients (R = 0.875, R2 = 0.786), indicating that 78.6% of the variance in flood risk reduction could be explained by these practices. Regression analysis further identifies wetland conservation (B = 0.804, p < 0.001) as the strongest contributor, followed by green urban planning (B = 0.713, p < 0.001). Plastic recycling (B = 0.521, p = 0.002) also shows a significant positive effect, while e-mobility (B = 0.278, p = 0.028 contributed positively, though to a slightly lesser degree. The findings emphasize the necessity of integrated, sustainable urban planning strategies to enhance climate resilience. The study draws a conclusion that scaling up green economy practices is vital for Kigali’s climate adaptation strategy and recommends stronger policy support, public awareness, and investment in green technologies to further strengthen urban resilience against climate-induced flood disasters
Social Media Activism in Tanzania: Exploring @MariaSTsehai and @fatma_karume Use of X to Influence Socio-political Change
Get PDFThis article examines how Tanzanian activists utilize the affordances of X (formerly Twitter) to drive socio-political change in the country. Social media has emerged as a powerful tool for activism, fostering dialogue, enhancing visibility, facilitating communication, and mobilizing support. While significant research has explored the role of social media in activism globally, there is limited scholarly focus on its impact and mechanisms within the Tanzanian socio-political context. To address this gap, we analyzed 6,384 tweets from two Tanzanian activists' X accounts using Twitonomy for descriptive analysis and Qualitative Data Analysis Miner Lite for thematic analysis. The conceptual frameworks of online listening and digital citizenship informed our analysis and interpretation of the findings. The results reveal that Tanzanian activists leveraged X to advocate for democracy and human rights, discuss national political and economic issues, and disseminate information. Their online activism has been instrumental in achieving key objectives, including overturning the ban on public political meetings, securing the release of political prisoners, and advancing the agenda for a new constitution. The conversational nature of their discourse highlights the practice of mutual listening among activists. We conclude that while social media offers significant potential to foster socio-political change, its effectiveness depends on its responsible and strategic use. To strengthen this impact, we recommend integrating digital citizenship into Tanzania's civic education policies and providing targeted training on content creation for activism and political engagemen
Investigating the Precursors of Instructional Delivery Competence among Kyambogo University Teaching Staff
Get PDFInstructional delivery is one of the critical measures of productivity of an academic teaching staff. Universities need to invest in developing the teaching capacities of their academic workforce to deliver effective teaching and learning processes to the students. This study investigated the influence of pedagogical competencies (PC) on instructional delivery among the teaching staff at Kyambogo University (KyU). The study sample was 51 teaching staff members from the Faculty of Education and the Faculty of Arts, who comprised the Heads of Department and the lecturers. Using random and purposive sampling, they were chosen for sampling. Survey questionnaires and interview guides were used to get data later analysed in frequencies and percentages. The qualitative data analysis was done, and the findings revealed that pedagogical competencies influence the quality of lecture delivery. Based on this evidence, it was concluded that pedagogical competencies influence instructional delivery. Although most of the results were encouraging and showed notable improvements in how lessons were delivered, some shortcomings were also noted. It was recommended that the management of KyU designs and implements continuous professional development programs to improve the pedagogical skills of the teaching staff. Similar research will be carried out at faculties within KyU other than the Faculty of Education and Faculty of Art
Admission of Non-Traditional Students in the 21st Century Universities: A Tradition of Transformations
Get PDFThis article analyzes the transformations in the organization and governance of admissions for older adults (non-traditional students – NTSs) in higher education at one of the public universities in Uganda. Adulthood demands acquiring new coping strategies and skills to adapt to the requirements of new and emerging roles. This demand goes beyond depending on introductory training and informal experiences based on cultural wisdom. A growing belief underscores HE as a critical tool in responding to these demands. To champion this belief, many universities are contextually defining and implementing admission decisions to select deserving adults to enrol for university education. We collected qualitative data from university managers (some of whom doubled as academics), mature age coaches, and graduate and continuing non-traditional students. The purpose of this article was to analyze how institutional decisions on the admission of non-traditional students have evolved and their implications on the future development of the HE sector. This article illustrates and concludes by raising awareness among current and future sector managers and scholars who might be new to NTSs on how institutional decisions leading to their enrolment emerged and their implications for future practic
Mathematical Symbolization in Relation to Arts and Culture
Get PDFThis paper stems from an analysis of a larger study that explored proficiency in mathematical symbolization and presents students’ representational fluency in using mathematical symbols concerning arts and culture. The research had the potential of revealing the conception of symbols by students, the thick line interconnection between mathematics and arts and underscoring mathematics symbols in the perspective of arts. The study objectives comprised finding out whether culture has mathematical concepts and how students conceive mathematical symbols concerning culture and traditions. The analysis made use of constructivist learning and ecological system theory as conceptual frameworks in lensing the study. The qualitative case study research design examined multiple representations of symbols among students in secondary schools and reported in light of symbols’ interconnections to the perspective of the arts. The findings of the study show that students are aware of mathematics concepts and their origin in the communities’ culture and prior knowledge of symbols contributes to challenges and tenacity in multiple representations of symbols in aspects of supportive and problematic conception. Discussion of these findings concerning performance in mathematics in the Kenya Certificate of Secondary Education (KCSE) may be owed to long-term negative effects on students’ understanding of mathematical symbolizations which in turn could impact achievement in mathematics. The study may be useful in recommending that emphasis could be put on better ways of integrating diverse cultures in the mathematics curriculum through curriculum documentation such as textbooks to enhance mathematical symbols’ conceptual understanding among students and reduce symbol cognitive load through proper pedagogical desig
Enhancing STEM Instruction through Indigenous Materials and ICT Integration: A Critical Assessment of Teachers’ Knowledge, Experiences, Attitudes, and Readiness
Get PDFThis article addresses the gap in understanding the integration of Indigenous materials and ICT tools in STEM teaching by secondary school teachers. Conducted within the Rwenzori region, the study assessed teachers' knowledge, experiences, attitudes, and readiness for integration using a mixed-methods approach involving quantitative data from 138 teachers combined with qualitative insights from focus group discussions. The results indicate moderate levels of knowledge (mean=3.2,SD=0.75) and attitudes (mean=3.4,SD=0.85) among teachers, with slightly higher practical experience (mean=3.5,SD=0.80). Knowledge, practical experience, and attitudes significantly correlated with readiness; (r=0.538,p<0.001), (r=0.423,p<0.001), and (r=0.385,p<0.001), respectively. Teachers' knowledge (β=0.419,p<0.001) and practical experiences (β=0.192,p=0.027) were found to be significant predictors of readiness, while attitudes were not significant predictors (β=0.128,p=0.136). This study proposes the RIIMIT-STEM Model (Readiness for Integration of Indigenous Materials and ICT Tools in STEM Instruction), a comprehensive framework designed to assess and strengthen teachers’ preparedness for blending culturally relevant resources and digital technologies in STEM education. The model responds to persistent challenges such as limited ICT proficiency, high costs of equipment, and infrastructural limitations while promoting innovative and context-sensitive teaching practice
Exploring Student Engagement in Large Undergraduate Classes from Student Perspectives: A Case Study of Makerere University
Get PDFIn the context of massification and globalisation, student engagement in large classrooms at public universities in Uganda has become a significant challenge. This study aims to explore university students' perceptions of their engagement with classroom activities, focusing on how lecturer planning, teaching methods, and evaluation practices influence their involvement and academic success. Using qualitative methods, data were collected through semi-structured interviews and focus group discussions with students at a public university. The findings revealed that students face significant barriers to engagement, primarily due to passive teaching methods, overcrowded classrooms, and limited interaction with lecturers. Students perceived that traditional lecture-based approaches and insufficient formative assessments hindered their participation, while infrastructural constraints worsened disengagement. The study recommends that lecturers adopt more student-centred, active learning strategies, while university management should invest in infrastructure and technological tools to support interactive learning. The Ministry of Education and the National Council for Higher Education should implement policies that foster innovative teaching practices and provide adequate support systems for students. Future research should investigate the long-term impact of these interventions and explore how technology may shape student engagement in large classroom
An Assessment of the Availability and Accessibility of Teaching and Learning Resources in Kindergartens in Ghana
Get PDFUsing the resource dependency theory, the study assessed the availability and accessibility of teaching and learning resources (TLRs) in kindergarten classrooms in Ghana. The participants included 191 public school kindergarten (KG) teachers from two regions of Ghana. The researchers developed the Teaching and Learning Resources Questionnaire specifically for the study. The questionnaire comprised two subscales: availability and accessibility. Each subscale comprised six categories: literacy, language, and numeracy development, gross motor development, fine motor development, creative and artistic expression, ICT and digital learning, and play and exploration. The highest percentage of teachers indicated they always or most of the time had classroom displays, flashcards, and reading books available. The lowest percentage of TLRs that were most of the time or always accessible were toys appropriate for the age group and electronic devices as ICT tools. Regarding the categories of TLRs, the highest mean scores for both the availability and accessibility subscales were in the creative and artistic expression category, followed by literacy, language, and numeracy development. Alternatively, the lowest mean scores for availability and accessibility were in the ICT and digital learning tools category. The study contributes to the broader efforts of offering equitable and effective educational experiences for all childre
Achieving Sustainable Inclusive and Equitable Education: A Practical Approach Among the Pastoralist Communities in Kenya
Get PDFEducation is an indispensable tool that drives development and transforms societies for sustainable development. Policy frameworks at global and national levels dispense legal and uniform discourses on strategies to enable equity in the provision of education. Despite the frameworks, children and youths are still out of school, which indicates that the sustainable development agenda could be unattainable within the anticipated timeframe. This study was designed to critically examine and evaluate the practicability of intervention strategies for inclusive education and suggest ways of improving intervention measures for up-scaling the strategies for sustainable learning among Pastoralists. The key questions include; what are the practicability of the intervention strategies for inclusive education within the pastoralist communities? How can the intervention measures be improved for the effectiveness and success of inclusive education? The focus on inclusive education is dwindling, mainly managing those already enrolled in schools, with lags to tap those not in school. The study utilized a multi-method approach of descriptive and correlational designs through a quantitative and qualitative approach, addressing macro and micro-level issues in inclusive education. Findings show that about 50% of the schools had between 1 to 3 teachers thus majority of the classes were unattended during every given lesson. Also, distance to school had some influence on learner enrolment where the findings show an R square of .067. and a standard error of .51. Strategies applied such as mobile schools to tap learners and enable learning among the pastoralist communities, worked but collapsed due to lack of funds for the needed resources. Beneficiaries from mobile schools are for its reintroduction and up-scaling to enable equitable access to education and sustainable inclusion. This research details effective strategies for enabling inclusive education and widens our understanding of how inclusive education would be implemented, blending with local sociocultural praxis