Research Article
Improving Remedial Students Group Discussion Skill in Physics Classroom
Issue:
Volume 1, Issue 1, March 2026
Pages:
1-7
Received:
3 June 2025
Accepted:
20 June 2025
Published:
6 February 2026
DOI:
10.11648/j.iedu.20260101.11
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Abstract: This classroom-based action research investigates the effectiveness of structured group discussions in enhancing the academic performance and engagement of remedial physics students at Raya University. Using a mixed-methods approach that combined quantitative data (surveys, test scores) and qualitative insights (observations, student reflections), the study examined the outcomes of targeted interventions such as assigned group roles, facilitator guidance, and curriculum-aligned discussion objectives. The class consisted of 42 students, with a gender distribution of 71.4% male and 28.6% female. Following the intervention, 66.7% of students demonstrated measurable academic improvement, with average test scores rising from 68% to 75%. Additionally, 71.4% of students expressed satisfaction with the group discussion format, and 67.6% reported participating "often" or "sometimes" in discussions. Qualitative findings highlighted improvements in students' communication, collaboration, and critical thinking skills. Despite minor challenges such as unequal participation and off-topic conversations effective facilitation and role rotation strategies helped maintain focus and inclusivity. The study concludes that structured group discussions, supported by both qualitative and quantitative evidence, are a powerful tool to boost comprehension and performance among remedial students, with equitable benefits across gender lines.
Abstract: This classroom-based action research investigates the effectiveness of structured group discussions in enhancing the academic performance and engagement of remedial physics students at Raya University. Using a mixed-methods approach that combined quantitative data (surveys, test scores) and qualitative insights (observations, student reflections), ...
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Research Article
Evaluating Academic Quality Assurance in Private Higher Education Institutions in Sierra Leone: A Comparative Study of UMT, UoL, and CU
Gibrill Amid Sesay*
Issue:
Volume 1, Issue 1, March 2026
Pages:
8-15
Received:
30 July 2025
Accepted:
23 January 2026
Published:
6 February 2026
DOI:
10.11648/j.iedu.20260101.12
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Abstract: This study examines the role and effectiveness of Academic Quality Assurance (AQA) mechanisms in three private higher education institutions in Sierra Leone: the University of Management and Technology (UMT), the University of Lunsar (UoL), and Central University (CU). Adopting a mixed-methods comparative case study design, the research draws on Total Quality Management, Stakeholder Theory, and Institutional Theory to analyze how quality assurance is structured, implemented, and experienced within these institutions. Quantitative data were collected through structured questionnaires administered to students and academic staff, while qualitative insights were obtained from semi-structured interviews with administrators, quality assurance officers, and regulatory stakeholders, complemented by institutional document analysis. The findings indicate that although all three universities have established formal AQA frameworks in line with national accreditation requirements, their effectiveness varies considerably. Common challenges include limited financial and human resources, weak data-driven monitoring systems, inadequate faculty development mechanisms, and low levels of stakeholder participation. Comparative results show that Central University demonstrates relatively stronger implementation of quality assurance practices, particularly in stakeholder engagement and faculty support, whereas UMT and UoL exhibit more compliance-oriented approaches. The study contributes empirical evidence to the limited literature on academic quality assurance in private higher education within post-conflict contexts and provides practical insights for strengthening institutional quality assurance systems in Sierra Leone.
Abstract: This study examines the role and effectiveness of Academic Quality Assurance (AQA) mechanisms in three private higher education institutions in Sierra Leone: the University of Management and Technology (UMT), the University of Lunsar (UoL), and Central University (CU). Adopting a mixed-methods comparative case study design, the research draws on To...
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Research Article
Knowledge, Attitude, and Practice of Primary School Teachers Towards Seizing Children, Jimma Town, South Western Ethiopia, Cross Sectional Study
Issue:
Volume 1, Issue 1, March 2026
Pages:
16-28
Received:
9 September 2025
Accepted:
22 September 2025
Published:
6 February 2026
DOI:
10.11648/j.iedu.20260101.13
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Views:
Abstract: Background: Seizure is one of the most common abnormal neurologic conditions that represent the uncontrolled, abnormal electrical activity of the brain that may cause changes in the level of consciousness, behaviour, memory, or feelings. Seizure is poorly understood by the public and has been associated with numerous misconceptions and beliefs. It can disrupt daily activities, hinder educational progress, and lead to social stigma and discrimination. Since teachers have a key role in society as educators assessing their knowledge, attitude, and practice towards seizing children and knowing their gaps have a significant input in correcting the misconceptions and wrong beliefs in the public and improving the care and future life of children with seizures. Objective: the aim of the study is to assess the knowledge, attitude and practice (KAP) of primary school teachers towards seizing children in Jimma town, south-western Ethiopia. Methods: A facility based cross-sectional study design was conducted among teachers in private and public primary schools found in Jimma town from March to December, 2023. In this study 24 governmental and 26 private primary schools were included which was selected by stratified random sampling technique. Data were collected using pre-tested and structured questionnaire. The data were entered into Epi-data 3.1 and double entry verification was made and then exported to SPSS version 25 for analysis. Logistic regression analysis was done to identify covariates associated with the outcome variable. Results: This finding revealed that, 45.1%, 59.8% and 35.8% of study participants had good knowledge, had positive attitude and had good practice towards seizing children respectively. Factors associated with good knowledge among teachers towards seizing children was age, sex and educational status. Similarly age, genders, level of education, school type, knowledge and attitude were significantly associated with practiceand attitude of the respondents. Conclusion and recommendation: The majority respondents in Jimma town had poor level of knowledge, positive attitude, and poor practice towards seizing children. Generally, the current new findings will initiate further studies to limit the barrier, to disseminate appropriate information, or to improve teacher's knowledge, attitude, and practice towards seizing children because there is still a student with seizure that has been treated with a negative attitude and poor practice of teachers.
Abstract: Background: Seizure is one of the most common abnormal neurologic conditions that represent the uncontrolled, abnormal electrical activity of the brain that may cause changes in the level of consciousness, behaviour, memory, or feelings. Seizure is poorly understood by the public and has been associated with numerous misconceptions and beliefs. It ...
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