3306 papers
Using Stufflebeam's CIPP model and a convergent mixed-methods design, this study evaluates the Ghanaian high school organic chemistry curriculum, finding it moderately effective but highlighting weaknesses in input and process components alongside significant gender and school type disparities in student performance.
This experimental study demonstrates that integrating religious semiotics into Chinese higher education through a validated eight-module folk art guidebook significantly enhances students' knowledge, practical skills, and cultural identity, thereby transforming technical training into effective cultural heritage preservation.
This qualitative document analysis reveals that while Ethiopian teachers generally associate competency-based teaching with active learning, their implementation remains inconsistent and superficial due to limited conceptual understanding, inadequate training, resource constraints, and systemic reliance on examination-driven instruction, necessitating coordinated reforms in teacher education, assessment, and resource allocation.
This study validates the "Most Advanced, Yet Acceptable" (MAYA) principle for both open-category (dresses) and closed-category (jackets) apparel while challenging the assumption that typicality is the primary driver of aesthetic preference for closed-category products by demonstrating how product categorization influences the relative impact of typicality and novelty.
This quantitative study of 280 respondents in Mogadishu, Somalia, reveals that while environmental and social sustainability planning significantly drive positive urban outcomes, strengthening weak institutional governance remains critical for achieving sustainable development in this rapidly growing post-conflict city.
This study argues that Indonesia's extractive sector remains trapped in the resource curse because State Reinforced Self Governance (SRSG) creates a performative form of decentralization and participation that preserves elite power and weakens accountability, thereby rendering governance reforms insufficient without substantive structural changes.
Guided by the Job Demands–Resources theory, a mixed-methods study of 93 teachers in Iringa Municipality, Tanzania, reveals that organizational support and work flexibility are critical predictors that collectively explain over half of the variance in job satisfaction, underscoring the need for strengthened leadership, welfare programs, and flexible administrative arrangements.
This study investigates how the shift to video streaming platforms impacts the digital leisure, social inclusion, and psychological well-being of ageing Tamil cinema audiences by identifying barriers to access and proposing inclusive design strategies grounded in cultural gerontology and digital justice frameworks.
This observational study of public secondary school students in Enugu Metropolis, Nigeria, reveals that over half of the participants have experienced or engaged in bullying—primarily verbal abuse and physical assault—with significant associations found between bullying behaviors and factors such as age, school level, family setting, and parental education, highlighting an urgent need for stronger anti-bullying policies and increased supervision.
This study demonstrates that implementing a gamified, team-based social accountability strategy featuring quizzes, public league tables, and prizes significantly improves and sustains undergraduate tutorial attendance in an Anatomy & Physiology module by mitigating the typical mid-term decline.