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- Violence against men is not popular, yet men are mistreated in intimate relationships. The study investigated the causes of violence against men in an intimate relationship in the province of KwaZulu-Natal. The theoretical basis of the study was informed by Social Learning Theory developed by Albert Bandura in 1963. This paper used a post-positivist research paradigm which enabled the researcher to yield multiple perspectives rather than a single reality from participants. In that light, this paper used both quantitative and qualitative research methods for data collection. The study sampled 60 men who once experienced abuse from their intimate partners. The study managed to get responses from all sampled men. Collected qualitative data were analysed through the use of content analysis. The study acknowledged how well the participants understood the participants understood the concept subjugation. Findings showed that men abuse is not a new thing in the province but is experienced by a large number of them.
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- It had been observed that new technologies are of growing importance and in many facets of everyday lives and livelihoods around the world. These information and communications technologies (ICTs), especially mobile devices, have special benefits for learning, both in and out of schools. The larger percentage of adults in Nigeria use smartphones which, by observation outsmarts and outnumbers sets of television available in the country. The study reported in this paper sheds light on the attitude, challenges and lesson learnt using mobile technology for learners in adult literacy programmes. The study adopted a quasi-experiment method where Twenty (20) participants were purposively selected in advanced literacy class. The learning model was designed around the context of curriculum being offered by learners. The challenges of ambiguity of mobile technology are the major constraints and the cost of data for learners. The feeling of being too old to use mobile technology to learn makes adults to see it as a sheer waste of time. The study recommended that the government should provide infrastructures specifically in the area of technology for proper integration in adult literacy programme and the provider should sensitize the learning community regarding the benefits of technology for integration.
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- For learners with complex communication needs (CCN), teachers in special schools are encouraged to use a variety of communication techniques to help them participate in various classroom activities. Studies show limited data on the use of effective augmentative and alternative communication (AAC) strategies in special schools. The primary purpose of this study was to describe teacher perspectives on the use of AAC devices that they use in their classrooms in rural areas. We employed a qualitative methodology that included in-person interviews and focus groups. The focus group and face-to-face sessions each had 3 and 8 participants, respectively. Three main themes, namely modes of communication, training, and challenges and 12 subthemes were identified. We found that teachers employed pictures to improve communication of learners with CCN. We also discovered that since teachers didn’t use speech generating devices (SGD) frequently, they had trouble using them. The use of SGDs, one of the assistive technology tools that could be used to improve communication of learners with CCN, requires extensive teacher training, according to research. Further research is required to establish the efficacy on the use of AAC devices in special schools in rural areas.
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- This study aimed at determining the role that Life Orientation(LO) teachers play in preparing Further Education and Training (FET) phase learners for Post Schooling Education (PSE) in Filidi Circuit, Kwa-Zulu Natal Province, South Africa. The objectives of the study were to (a) establish the role that LO teachers play in preparing FET phase learners for post schooling education, (b) find out whether there are support programmes available to enable LO teachers support their learners for their post schooling education, (c) establish the type of challenges that LO teachers face which hinder them from supporting and preparing FET learners for post schooling education. This study was qualitative in its approach using thematic content analysis for the data from 15 teachers, who were interviews using focus group interviews. Research findings showed that schools received minimal career guidance programmes and these programmes target mainly the science learners. The study therefore recommends that; the Provincial Department should train all LO teachers using accredited service providers to enable teachers to provide CG to learners in a meaningful way.
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- Deaf learners have strived to enroll in science-related subjects but barriers towards effective teaching and learning have contributed to low performances in science-related subjects. Although previous studies have affirmed that learners’ attitude towards scientific instructions and pedagogical strategies used by science teachers creates barriers to effective learning and expected learning outcomes, but gaps still exist in the use of digital components in learning outcomes of deaf learners. Therefore, this study, determined the moderating effects of onset of deafness on the attitudes of deaf learners towards Biology in Ibadan, Nigeria. Twenty-seven deaf learners were exposed to an 8-week digitalized and interpreted Biology instructions. Data were collected using the Biology Achievement Test before and after the treatment sessions. The data generated were analysed using the Analysis of Variance at p < 0.05. The results revealed that deaf learners in the digital Biology class performed better than their peers in the interpreted Biology instructions. Variations in the attitude toward Biology based on onset of hearing loss were observed. Based on the findings, recommendations were made to adequately prepare the deaf for a technologically-driven inclusive society.
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- Perceived stress of special education teachers in the context of the person environment relationship2021| Bentham Science Publ...Background: The teachers of learners with special needs are confronted with higher demands, enormous challenges and low reward or motivation. Hence, stress among the teachers is inevitable with a resultant effect on behavioural and learning outcomes of learners with special needs. Unfortunately, factors that contribute to perceived stress among teachers of learners with special needs, particularly in Southwest Nigeria, are yet to be established. Objective: To establish the relationship of some personal and environment-related factors as determinants of stress among teachers of learners with special needs. Methods: A total of 118 participants were randomly selected from special schools in South west Nigeria. A descriptive survey of both a quantitative and qualitative research design was adopted. Based on the person-environment fit theory, four research questions were raised and answered. A structured questionnaire and semi-structured interview were used for data collection. Quantitative data were analysed with descriptive statistics and inferential statistics at a 0.05 level of significance, while qualitative data were thematically analysed. Results: The study found a significant positive relationship between the student-teacher relationship and perceived stress and an inverse relationship of work experience and work motivation with perceived stress among the participants. An unfavourable working environment and lack of motivation were identified by the participants as major sources of stress. Conclusion: The study concluded that work environment-related factors triggered stress among teachers of learners with special needs.
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