Abstract:

The focus of this study is to examine the effect of labour strikes on patient’s quality of care in health facilities. However, the objective can be achieved by answering the research question which is “does labour strike affects quality of care in health institutions? The study is a cross-sectional descriptive study of 508 respondents from the outpatient, laboratory and pharmacy departments, Ante-Natal, Post-Natal and ART clinics of the 7 secondary health institutions spread across 3 senatorial districts in the state between January and February 2018 using multistage method. Data were collected using a semi structured closed- and open-ended questionnaire divided into different sections. Raw data were entered EpiData™ and exported for analysis using the SPSS software version 20. The data were cleaned and validated for use. Frequency tables were produced and associations between categorical variables were determined using chi squared test at a significance level of P<0.05.

The negative effects of strikes are highly felt generally among all patients with no statistical significant difference whether employed, unemployed or retired (P>0.05). However, the significant effect of health workers’ strike on quality of care is that strikes increases death rates. The result showed that regardless of patient’s education level, patients are fully aware that one of the effects of health worker strikes is increase in death rate with P value >0.05. Labour strike also increases misuse of drugs, expiry and wastages of drugs and laboratory reagents. In conclusion, the higher the level of education, the higher the awareness that labour strikes affect the duty of health workers and have effect on patient’s attendance, poor healthcare indicators and cause patients’ dissatisfaction.

Keywords: Health Workers Strikes, Quality of Care, Patient Satisfaction and Secondary Health Institutions.

References:

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Abstract:

The main aim of the research topic; Job satisfaction and Organizational productivity in the Nigerian civil service is to determine the relationship between employee satisfaction, organizational performance and the effect of reward. The research work made use of research questionnaire to elicit vital information on job satisfaction and organizational productivity; the method of Chi-square and Pearson correlation method were used for the purpose of the analysis; Notably, the growth of an organization is dependent on the level of employee’s satisfaction. The researcher concluded that there is a significantly strong relationship between employee satisfaction and organizational performance. It is pertinent to emphasis that a worker’s reaction at work helps to determine the output level of the organization. This is why the researcher spent time to study the extent of organizational productivity vis-à-vis the satisfaction derived by workers on the Job. When a worker gets satisfied, his effort/input will increase which ordinarily and most likely lead to the increase in the organizational output- Hence the need to concentrate on the motivational factors, which enhances the output of organization. The study revealed those motivational factors analyzed them and made some recommendation which if implemented rightly, will improve the condition of worker and enhance increase in organizational productivity in Nigeria.

Keywords: Employee satisfaction, Organizational performance, employee productivity, reward.

References:

[1].     Abba & Anazodo, (2006). Civil Service and Sustainable Development in Nigerian. European Jouranl of Business and Management.

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Abstract:

The exploratory study focused on the identification of difficult topics in Chemistry in the International General Certificate of Secondary Education (IGCSE) curriculum. A structured questionnaire was used to obtain data from thirty students by simple random sampling technique. Interviews and focus group discussions were carried out to seek clarifications on some of the responses to the questionnaire questions and to elicit detailed explanations of the causes of the perceived difficulties. A multiple-choice test was also administered for the purpose of triangulation. Frequencies and means were used to answer the research question. The findings indicate that the causes of poor performance could be categorised into five groups i.e.: nature of concepts, prior knowledge, access to the language of instruction, teaching processes and mathematical efficacy. The study recommends a more structured form of curriculum mapping of all topics and sequencing of topics over the two-year period of study of IGCSE Chemistry and suggests further research on misconceptions and their origins in the subject matter.

Keywords: chemistry, difficulty, concepts, abstract, igcse, sub-micro.

References:

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Abstract:

Malaria remains a major public health challenge in Abuja. Considerable efforts have been made to reduce the prevalence of the disease; however, the last decade of malaria control has witnessed increased support by government and its partners in the areas of mass distribution of long-lasting insecticidal nets (LLINs) and a massive scale up in malaria case management. Consequently, it has become necessary to provide evidence-based data on the status of progress towards malaria control. A retrospective hospital based study on the uptake of Artemisinin-based Combination Therapy drug for treatment of acute malaria was carried out using a five years hospital records from Wuse District Hospital Abuja. All the records of patients diagnosed with malaria confirmed by Giemsa stained thick and thin peripheral blood films were considered. Data was entered and analyzed using SPSS Chicago version 25. Appropriate tables and mean numbers were displayed. A chi square test was performed to determine the level of significance using 95% confidence interval and p- value. Findings revealed a total of 22,934 patients were diagnosed with acute malaria based on hospital records. Only 48.4% of the patients received Artemisinin Combination Therapy (ACT) drugs. 32.1% of the patients were given non-ACT drugs, 9.3% of patients received Sulfadoxine – Pyrimethamine, 7.59% were given Chloroquine. The study concluded that, The use of Artemisin base Combination Therapy (ACT) as recommended by WHO has a significant influence on malaria treatment outcome.

Keywords: Artemisinin-based Combination Therapy, Malaria, Uptake, Malaria.

References:

[1].     Alexander Dodoo et al (2009) Pattern of drug utilization for treatment of uncomplicated malaria in urban Ghana following national treatment policy change to artemisinin-combination therapy. Malar J. 2009;8 2 Published online 2009 Jan 5. doi: 10.1186/1475-2875-8-2.

[2].     Charles C Ezenduka et al (2014). Drugs use pattern for uncomplicated malaria in medicine retail outlets in Enugu urban, southeast Nigeria: implications for malaria treatment policy Malar J. 2014;13: 243. Published online 2014 Jun 24. doi: 10.1186/1475-2875-13-243.

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[8].     Samuel Chatio, et al (2015) Adherence and Uptake of Artemisinin-Based Combination Treatments for Uncomplicated Malaria: A Qualitative Study in Northern Ghana. PLoS One. 2015; 10(2): e0116856.Published online 201. doi: 10.1371/journal.pone.0116856.

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Abstract:

The study aimed at investigating the education policy with the most impact on primary education in Ghana and the implications for attaining Sustainable Development Goal 4 (SDG4). The variables for the study were chosen from a population comprising of teaching staffs from the seven (7) primary Schools in Dansoman in the Greater Accra Region and other stakeholders of the education sector of Ghana. A sample size of 100 respondents were selected from stakeholder including Ghana Education Service (GES), Ministry of Education (MoE), West African Examination Council (WAEC), the seven primary schools and district offices of education as well as direct beneficiaries of education policies such as students and parents within the Greater Accra region. Questionnaires and structured interview guides were used to garner information from respondents.

The study found out that Free Compulsory Universal Basic Education (FCUBE) is the most effective education policy in Ghana. However, in order for this policy to be effective towards provision of quality education (SDG4), there must be supplementary policies that ensures economic and financial empowerment of parents and households to provide materials, food, transportation and other basic education needs of students.

The study also recommends that staff motivation packages, training and development that seek to achieve universal basic education in a long run is not neglected.

Keywords: Keywords: impact, policy, motivation, training, and development.

References:

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[2].     African Centre for Economic Transformation, ACET (2016) Unemployment in Africa: no job for 50% of graduates. www.acetforafrica.org/highlights/unemployment-in-africa-no-jobs-for-50-of-graduates.

[3].     Adu-Gyemfi S. & Adinkrah A.A (2016) Educational reforms in Ghana: Past and present. Journal of education and human development.

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Abstract:

After relying on ICT for individual tasks, learning institutions realized that integration of ICT in student information database management systems is more effective. The study identifies the various benefits and challenges of integration as well as the role of ICT and Database Management Systems. Also, different departments have been discussed with respect to adoption of ICT in their DBMS. In a global context, developing countries are at the peak of technical advancement while developed nations have begun to include sophisticated innovations as the next phase of ICT. The research mentions how ICT integration influences school’s operations and its impacts on students.

Keywords: students, Database management system (DBMS), web-portal, academic records, departments.

References:

[1].     Avidov-Ungar, O. (2017). Empowerment amongteachers in leadership positions involving ict implementation in schools. Leadership and Policy in Schools, 1-26.

[2].     Harvard Extension School.(n.d.).CSCI E-66 database systems.(2017). Harvard Extension School. Retrieved from https://www.extension.harvard.edu/academics/courses/database-systems/24046

[3].     Matyokurehwa, K. (2013). Challenges Faced in Implementing ICT in Higher Learning Institutions. International Journal for Infonomics, 6(1/2), 708-712.

[4].     The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa. (2010). International Journal of ICT Research and Development in Africa, 1(3), 1-19.

[5].     Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., &Monseur, C. (2013). The Use of ICT in Education: A survey of schools in Europe. European Journal of Education, 48(1), 11-27.

Abstract:

The aim of the study was to at examine the extent to which early childhood teacher education Mathematics programmes prepare early childhood teachers for teaching subitizing to young children in Early Childhood Educations centers in Lusaka urban in Zambia. Using both qualitative and quantitative approach a description study was conducted. Semi-structured Key Informant Interviews (KIIs), Focus Group Discussion (FGD) meetings, questionnaires and documents and records analysis were designed and used to collect data.

The findings from the study revealed that the Zambia National Curriculum Framework and the National Numeracy Framework in Zambia do not state the topic or term subitizing. These national documents start with topic number and notation. Under this topic counting is covered first. All text books and reference materials used at teacher educational level and ECE teachers in ECE centers do not mention the term subitizing. The understanding of the concept of subitizing was found to be poor, insufficient in coverage and inadequate in content. The Key Informant Interviews revealed that both lecturers and ECE teachers thought subitizing and counting were one and the same thing. The questionnaires, focus group discussion meeting and document analysis revealed that the topic was not planned for and had no time allocation.

In order for all colleges of education to improve the performance of ECE students in teaching subitizing in ECE centers, it is recommended that the content of the mathematics curriculum, all text books, reference materials and the National Numeracy Framework should include and start with the concept of subitizing.

Keywords: Subitizing, early childhood teachers, curriculum, mathematics programme, colleges of education, early childhood center.

References:

[1].     Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of mathematics performance from pre-school to Grade 2. Journal of Educational Psychology, 96(4), 699-713.

[2].     Baroody, A. J. (2000). Does Mathematics for Three and Four Year Old Children Really Make Sense? Young Children, 55(4), 61-67.

[3].     Baroody, A. J. Lai, M. L. and Mix, K. S. (2006). The development of young children’s early number and operation sense and its implications for early childhood education. In Handbook of Research on the Education of Young Children 2, edited by B. Spodek, and O. N. Saracho, 187–221. London: Routledge.

[4].     Berch, D. B. (2005). Making sense of number sense: Implication for children with mathematics disability. Journal of learning disabilities vol. 38 issue 4.

[5].     Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.

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[8].     Clements, Douglas H., and Sarama, J. (1999). Building Blocks—Foundations for Mathematics Thinking, Pre-Kindergarten to Grade 2: Research-Based Materials Development. Buffalo, N.Y.: State University of New York at Buffalo, (National Science Foundation, grant number ESI-9730804.)

[9].     Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., Japel, C. (2007). School readiness and later achievement. Developmental Psychology Nov; 43 (6): 1428-1446.

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[15]. Ginsburg, H. P., Klein, A., & Starkey, P. (1998). The development of children’s mathematics knowledge: Connecting research with practice. In I. E. Sigel & K. A. Renninger (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th Ed., pp. 401–476). New York: Wiley & Sons.

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