Browsing Faculty of Education by Title
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Physically active lifestyle and the development and sustenance of healthy human and economic sourcesOnyewadume, I.U. (Boleswa, http://bera.co.bw, NaN, 2002)[more][less]
Abstract: Dedicated participation in leisure/recreational and competitive physical activities have been known to develop the physical fitness and the physical working capacity (PWC) of the individuals concerned. In the same vein, improved physical fitness and PWC lead to improved productivity in any group of people in their various professions. The ultimate goal of any profession is the provision of abundant economic and material benefits through the development of fit and capable human resouces. Thus, this paper aims at bringing to the fore the modalities through which a countyr's human resource can be galvanized into a fit and physically empowered factor of production for the achievement of material and economic prosperity. URI: http://hdl.handle.net/10311/721 Files in this item: 1
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Kamwendo, G. (Taylor & Francis, http://www.tandf.co.uk/journals, December NaN, 2010)[more][less]
Abstract: Finex Ndhlovu’s The politics of language and nation building in Zimbabwe is a product of his doctoral research project. The book, which is a welcome contribution to scholarly debates on nation building in multilingual and multicultural contexts, comprises seven chapters: Chapter one (Introduction), Chapter two (The history of language politics in Zimbabwe), Chapter three (The languages of Zimbabwe), Chapter four (Language and ethnicity in Zimbabwean polilitics), Chapter five (The politics of language: Nation building or empire building?), Chapter six (Language policy, hegemony and internal colonization) and Chapter seven (The Zimbabwean case study in global perspective). The book is supported by two informative appendices, i.e. Appendix A (list of interviewees arranged by category of participants) and Appendix B (guiding questions for oral interviews). URI: http://hdl.handle.net/10311/1050 Files in this item: 1
Kamwendo_LM_2010.pdf (281.0Kb) -
Paschalis, V.; Nikolaidis, M.G.; Giakas, G.; Jamurtas, A.J.; Owolabi, E.O.; Koutedakis, Y. (Springer Verlag, http://www.springerlink.com, January 3, 2008)[more][less]
Abstract: The purpose of the present investigation was to examine the effects of a repeated eccentric exercise on position sense and muscle reaction angle. Fourteen healthy women underwent an isokinetic exercise session on their knee flexors, which was repeated after 4 weeks. Muscle damage indices, position sense and joint reaction angle of the knee were examined before, immediately after, as well as at 1,2,3,4 and 7 days after exercise. The second exercise bout induced significantly lesser effects in all muscle damage indices as well as lesser disturbances in position sense and reaction angle when compared to the first one. The main finding of this study is that position sense and joint reaction angle to release of the lower limbs may adapt in response to a repeated bout of eccentric exercise, leading to less disturbances in position sense and reaction angle after the second bout of exercise. URI: http://hdl.handle.net/10311/877 Files in this item: 1
Owalabi_EJAP_2008.pdf (2.748Mb) -
Clausen, T.; Charlton, K.E.; Gobotswang, K.S.M.; Holmboe-Ottesen, G. (Elsevier; www.elsevier.com/locate/nut, NaN, 2005)[more][less]
Abstract: Objective: We investigated whether food variety and diversity are associated with physical and cognitive functioning in older adults in Botswana and designed a simple set of screening questions that predict food variety in this population. Methods: Data were collected (1998) as a national household survey of 1085 subjects 60 y and older. A food variety score, based on a food frequency checklist, was calculated by summing the frequency of weekly intakes of 16 food items (0 to 66). A dietary diversity score was calculated as the number of food groups consumed weekly (0 to 5). A representative subsample (n = 393) was randomly selected for the clinical component of the survey, and measurements on dependency and cognitive function were conducted. Results: Low food variety was found: 35.2%, 59.3%, and 22.4% of subjects consumed no dairy products, fruits, and vegetables, respectively. A higher food variety score was associated with urban residence, ownership of cattle, higher education, and more frequent meals, and these indicators were used to construct a nutritional risk indicator. Higher food variety score was associated with better self-reported health and better cognitive function. Similarly, a higher score on the nutritional risk indicator screening tool was associated with desirable health outcomes. Conclusion: A limited number of foods is consumed, leading to an overall pattern of poor food variety. Higher food variety was associated with improved physical and cognitive functions. A screening tool that predicts food variety in this population has been developed and is recommended to be incorporated at a primary care level to identify older adults most at risk of a poor quality diet. URI: http://hdl.handle.net/10311/212 Files in this item: 2
Gobotswang_N_2005.pdf (2.476Mb)license.txt (1.998Kb) -
Nenty, H.J.; Adedoyin, O.O.; Odili, J.N.; Major, T.E. (Academic Journals. http://www.academicjournals.org, April NaN, 2007)[more][less]
Abstract: More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom’s cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom’s level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices. URI: http://hdl.handle.net/10311/589 Files in this item: 1
Nenty_ERR_2007.pdf (973.0Kb) -
Mahgoub, S.E.O. (Kluwer Academic Publishers; Springer Netherlands http://www.springerlink.com/content/t218k71qq13p5476/, March NaN, 1999)[more][less]
Abstract: Five weaning formulations (F1-F5) based on sorghum, groundnuts, sesame seeds, chickpeas, and skim milk powder were processed by a twin-roller drum dryer and evaluated for composition, functional properties (bulk density, water absorption capacity, and apparent viscosity), in vitro indices (protein digestibility and available lysine), protein quality (PER, NPR, and NPU) and effects of feeding on rat livers. Composition and properties of the five formulations were compared to those of Cerelac. The results indicated that F3 (60% sorghum, 20% chickpeas, 5% sesame, 8.5% skim milk powder, 5% sugar, and 1.5% vitamins and minerals) and F2 (55% sorghum, 15% chickpeas, 5% groundnuts, 10% sesame, 8.5% skim milk powder, 5% sugar, and 1.5% vitamins and minerals) formulations had compositions and properties comparable to those of Cerelac and hence have a good potential for use as weaning foods. URI: http://hdl.handle.net/10311/213 Files in this item: 3
license.txt (1.998Kb)license.txt (1.998Kb)Mahgoub_PFHN_1999.pdf (371.8Kb) -
Shehu, J. (Routledge. http://www.informaworld.com, August NaN, 2009)[more][less]
Abstract: Studies conducted outside Africa show that professional development experiences of physical education (PE) teachers are shaped by the manner in which PE is situated (and stereotyped) in the school system. Given the contested nature of teacher development, it is important to continually explore the phenomenon in different national contexts. Accordingly, this study examines the contextual issues impinging on the professional development experiences of PE teachers in Botswana, and how the teachers interpret these experiences in relation to their professional identity. Data were generated through focus groups and semi-structured interviews with 35 secondary school PE teachers and 12 college lecturers. Findings reveal a number of themes connected to inequities in teacher development. The paper concludes by highlighting the importance of epistemology in shaping teacher development interventions. URI: http://hdl.handle.net/10311/533 Files in this item: 1
Shehu_TD_2009.pdf (1.550Mb) -
Ramatlapana, K.A. (Springer Netherlands. http://www.springerlink.com, April NaN, 2009)[more][less]
Abstract: Teaching is a field that is dynamic, with innovations necessitating upgrading of skills and education of teachers for the successful implementation of reforms. The behaviour and attitudes of teachers towards teaching and learning and their knowledge banks are the result of the impact of in-service training. This study investigated the perceptions of mathematics and science teachers in Botswana towards in-service provision by the Department of Mathematics and Science Education In-service Training unit (DMSE-INSET), whose mandate is to improve the quality of teaching by supporting teachers through training programmes that enable them to take ownership of their professional development. Data were collected from a sample of 42 senior Mathematics and Science secondary school teachers, using structured interviews with open-ended questions, which were analyzed qualitatively. The findings show that teachers’ concerns included the lack of impact of current in-service training programmes on the education system, no regular follow-up activities to support the one-off workshops and insufficient skills acquired to sustain the implementation of the strategies solicited by the workshops. URI: http://hdl.handle.net/10311/561 Files in this item: 1
Ramatlapana_JMTE_2009.pdf (647.0Kb) -
Mahgoub Salah, E.O.; Elbashir Hayat Z.E. (Informa Healthcare http://www.informaworld.com, May NaN, 2009)[more][less]
Abstract: Seeds of an inbred line (B-11-90) of Karkadeh (Hibiscus sabdariffa) were investigated for their proximate composition (AOAC methods), nitrogen solubility and protein isolate (Karkadeh seed protein isolates [KSPI]) functional properties (standard methods). The fat and protein contents of the seeds were 22.43% and 32.46%, respectively. Nitrogen solubility was good in both water and 1.0 M NaCl at alkaline pH rather than at acidic pH, with better solubility at higher pH levels in water than in 1.0 M NaCl. The functional properties of the KSPI were as follows: water absorption capacity, 181 ml/100 g; fat absorption capacity, 110 ml/100 g; bulk density, 0.77 g/ml; and apparent viscosity (at 208C), 13.42 cps. KSPI showed a maximum foaming capacity at pH 12 and 1.6 M NaCl, a maximum emulsification capacity at pH 11 and 1.8 M NaCl, and a weaker foam stability at neutral pH than at acidic or alkaline pH, with a better foam stability at alkaline pH. The foam stability was considerably improved by treatment with 1.6 M NaCl. URI: http://hdl.handle.net/10311/726 Files in this item: 1
Mahgoub_IJFSN_2009.pdf (900.3Kb) -
Mokgothu, C.J.; Adegbesan, O.A. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: This study provides information on the psychological and sociocultural correlates of motor skill development of athletes in Botswana. Seventy-three (73) student athletes were sampled on a psycho-sociocultural and motor skills development questionnaire. Results indicated a positive and moderate relationship of the psychological and sociocultural variables on the athletes' motor skill development. Also, significant gender differences were not (P>.05) apparent in mean rating with the psychological and sociocultural variables as they influenced the athlets' motor skill development. URI: http://hdl.handle.net/10311/976 Files in this item: 1
Mokgothu_2009.pdf (540.6Kb) -
Adeyemi, D.A. (IJSRE, http://www.ijsre.com, March NaN, 2011)[more][less]
Abstract: Recently, the reading-writing connection has come into focus as an area that can be exploited to address English as a second language (ESL) writing skills development. This is because various studies have identified ESL writing as being grossly inadequate both at the junior secondary, senior secondary and college levels in Botswana and elsewhere in Africa where English is learned as a second language (L2). Even in situations where English is taught as the first language (L1), the problem of writing persists. This paper discusses ESL composition teaching and learning issues by looking at the integration of reader-response based pedagogy with process writing as a way of improving the learning and teaching of composition writing skills at the junior secondary school level in Botswana. The paper also discusses the implications of this strategy in writing pedagogy and the procedure for its use in composition writing skills development. URI: http://hdl.handle.net/10311/1013 Files in this item: 1
Adeyemi_IJSE_2011.pdf (688.4Kb) -
Nleya, P.T. (Athabasca University Press, http://www.aupress.ca/index.php, NaN, 2009)[more][less]
Abstract: The rapid growth and modernization of economies in developing countries like Botswana creates new and unmet demands for certain kinds of educated and skilled labour. The expansion of secondary and tertiary school systems has also created a problem of unemployed school leavers. The growth of Information and Communication Technologies (ICTs), globalization and the digital divide likewise, have together put new pressures on developing countries to accelerate their development to meet these demands. This paper reports the results of a survey that sought to assess levels of eLearning readiness, applications and trainee requirements in Botswana’s private sector. Such baseline data can inform policymakers and researchers and promote the transformation required of private sector companies to become learning organizations. The findings suggested that eLearning readiness (eReadiness) levels were moderate to low, and that archaic technology (i.e., overhead projection) was used by more than half of the private sector organizations for training (with far less than half using digital eLearning applications). While the overall findings suggested low levels of eLearning readiness, applications and trainee requirements in Botswana’s private sector, seventy percent of trainers reported that their organizations encouraged them to acquire basic computer skills to facilitate eLearning. The current eLearning situation in Botswana, and the literature reviewed, demonstrates that the integration of ICTs in both developing and developed countries was a gradual process. Public-Private Partnerships (PPPs) have expedited the change process in developed countries. However, several limitations are associated with such partnerships and this renders lessons for developing countries to emulate. URI: http://hdl.handle.net/10311/1046 Files in this item: 1
Nleya_CJLT_2009.pdf (2.629Mb) -
Oduaran, A.; Modise, O.M. (Washington State University, http://www.wsu.edu/~wjbs, NaN, 2009)[more][less]
Abstract: The Department of Out of School Education and Training, Ministry of Education and Skills Development, Republic of Botswana has been engaged in a rigorous exercise to reform the adult basic education program. In this paper, we discuss briefly how the issues of relevance, equivalence and progression have been applied to the planning process built into the adult basic education program. We argue that a suitable progression scheme is required to enable adult learners to move on to an adult relevant post-basic education program which would enable them to acquire a recognisable certificate that can help them fit into the learning society and knowledge economy being created in Botswana. URI: http://hdl.handle.net/10311/638 Files in this item: 1
ODUARAN_WJBS_2009.pdf (2.972Mb) -
Nenty, H.J. (Kamla-Raj Enterprises http://www.krepublishers.com, April NaN, 2009)[more][less]
Abstract: At the students’ level, researchers’ orientation tends to be undefined and hence students easily fall prey to having their orientation determined by factors other than those related to the nature of their research problems. The difficulties they experience especially in quantitative methods, biased supervisory advice, research orientations and motivational factors constitute some level of impediment to content learning, choice of research problem and to students’ views of the importance of research skills for their future work. The tendency is for them to narrow their choice of problem to only that which will suit their non-crystallized orientation. This exploratory study tried to look at such interconnected web and to determine the influence of research orientation on some research-related affective and cognitive behviour of UB graduate education students. To test the six research hypotheses posited to guide the study, data were collected from 78 UB graduate education students who registered for education research courses in 2006. These hypotheses were tested by carrying out z-test of independent proportion, chi-square analyses and one-way ANOVA statistical analyses. The results showed that a significantly higher proportion of the students prefer qualitative to quantitative research and gender has a significant influence on such preference. Research orientation was found to have significant influence on attitude towards research, research motivation, and perceived level of intellectual demand by research; but not on intention to enroll in a doctoral programme; willingness to be involved in research study; and their self-reported academic performance in research course. Problem with numbers was found to be a significant determinant of students’ research orientation. These results were discussed and recommendations made. URI: http://hdl.handle.net/10311/732 Files in this item: 1
Nenty_JSS_2009.pdf (637.8Kb) -
Chilisa, B.; Ntseane, G. (GE, http://www.tandfonline.com/loi/cgee20, November NaN, 2010)[more][less]
Abstract: In this paper we explore tensions between Western gender theory and research, and post‐colonial and indigenous feminist standpoints, which challenge us to re-define our roles as feminist-activist educators and researchers working with formerly colonised and historically marginalised communities. We discuss how African and Black feminist approaches can enable the construction of context-specific knowledge of African women’s power via relational world views of motherhood, family, sisterhood and friendship. In contrast, the application of Western gender theory and policy in Botswana has tended to reduce women and girls’ experiences to the categories of ‘victim’ and ‘other’. We illustrate how Western male hegemony enters the school through subjects such as religion and can be typically reinforced through Tswana culture, embodied in language and rituals, generating multiple centres of oppression for girls/women in the education system and the public space. The paper explores ethical and transformative ways of approaching this complexity that can account for how girls and women negotiate and resist patriarchal power. Through analysis of empirical research narratives from several gender‐ and education-focused studies, we explore strategies for decolonising Euro-Western archival knowledge and challenging dominant, patriarchal, colonial research methodologies. Finally, we outline the role of the activist feminist researcher as transformative healer, who resists dominant research discourses in order to develop processes of social justice and healing in the community. URI: http://hdl.handle.net/10311/1074 Files in this item: 1
Chilisa_GE_2010.pdf (4.065Mb) -
Nnyepi, M.S. (Medpharm Publications (Pty) Ltd., http://www.medpharm.co.za, NaN, 2009)[more][less]
Abstract: Objectives: The objectives of this study were to 1)to determine the proportion of people living with HIV/AIDS (PLWHA) at risk of developing malnutrition, 2) to determine the prevalence of malnutrition (BMI < 18.5 kg/m2, and 3)to describe the dietary intake and other nutrition parameters of PLWHA with membership in support groups. Design: Descriptive cross-sectionals study. Setting: Six support groups in Gaborone and neighboring locations. Subjects: Consenting, free- living HIV-positive adults 20-50 years of age with membership in support groups PLWHA. Outcome measures: The subjects' risk of developing malnutrition was established using a modified subjective global assessment (SGA)screening tool. Subjects with an SGA score ≥ 4 were classified as being at high risk of developing malnutrition. Results: From 145 PLWHA screened, 47.5% (n=69)were found to be at high risk of developing malnutrition (SGA score ≥ 4) and 28.5%(n=41) were malnourished (BMI <18.5 kg/m2). In the sample with SGA scores ≥ 4, 52.2% (n=35) presented with BMI <18.5 kg/m2. These two groups also reported more unintentional weight loss, gastrointestinal symptoms, and other conditions commonly associated with a high risk of developing malnutrition. PLWHA with membership in support groups also had low educational attainment and high unemployment rates. A total of 47% of subjects with an SGA score ≥ 4 needed food assistance. Conclusions: Almost 50% of PLWHA with membership in support groups for PLWHA are at risk of developing malnutrition, while about 30% have a BMI <18.5 kg/m2. Nutrition screening can also help to identify those PLWHA with BMI>18.5 kg/m2 who are still at high risk of developing malnutrition. Timely nutrition interventions can therefore be instituted in order to prevent deterioration in nutritional status. Description: Some symbols in the abstract may not be the same as in the original abstract. URI: http://hdl.handle.net/10311/966 Files in this item: 1
Nnyepi_SAJCN_2009.pdf (495.9Kb) -
Mosothwane, M. (IJSRE, http://www.ijsre.com, June NaN, 2012)[more][less]
Abstract: This study examines the role played by secondary school mathematics teachers in the development of mathematics curriculum. It was conducted using a sample of sixty senior secondary school mathematics teachers. The findings of the study suggest that the majority of senior secondary school teachers’ play only a minor role in the development of the mathematics curriculum, but are active in the implementation and production stages. Subjects of the study reported that full participation in the development of the curriculum would help them to better implement the material because they would feel they ‘own’ it. Teachers use a variety of teaching methods and materials to promote effective learning. A stronger mathematics curriculum for senior secondary schools would emerge if teachers were encouraged to participate in the development process. A lack of teacher participation in the development of senior secondary school mathematics curriculum has implications for mathematics teaching, particularly now as Botswana build’s its first university of science and technology. One such implication is the possibility of weaker students finding their way into the university and thus lowering the overall quality of mathematics performance. The paper concludes with suggestions and recommendations in the hope that these will help curriculum development officers to involve more senior secondary school teachers in the development of mathematics curriculum so as to strengthen mathematics education in Botswana. URI: http://hdl.handle.net/10311/1081 Files in this item: 1
Motsothwane_IJSRE_2012.pdf (1.608Mb) -
Pheko, B.C. (SAGE Publications. http://ema.sagepub.com, January NaN, 2008)[more][less]
Abstract: This article analyses the views of selected headteachers on the impact of the 10-year basic education policy on the leadership skills of secondary school headteachers in Botswana. Research literature on school leadership and management in Botswana is sparse. Despite this, demands for effective leadership in schools have continued as the education system changes. In 1996, the Botswana Government started to implement a 10-year basic education programme, which rapidly increased student numbers at both community junior and senior secondary schools and building projects for school expansion became the order of the day. Secondary school headteachers have to manage these changes. A central focus of this article is their perceptions of the practice used to appoint them, leadership skills required for the post, their leadership training, and how training for leadership can be improved to meet the educational changes. Using results of the interview data collected from eight selected secondary school headteachers, this article exposes the limitations of the practice and procedures that are used in appointing headteachers to school leadership position and the established procedures intended to develop a skilled leadership force in secondary education to ensure quality education. The article highlights the need for Botswana to establish a leadership training policy to guide the training of headteachers and ensure that schools become effective. URI: http://hdl.handle.net/10311/536 Files in this item: 1
Pheko_EMAL_2008.pdf (990.7Kb) -
Maruapula, S.D.; Jackson, J.C.; Holsten, J.; Shaibu, S.; Malete, L.; Wrotniak, B.; Ratcliffe, S.J.; Mokone, G.G.; Stettler, N.; Compher, C. (PHN, http://journals.cambridge.org/action/displayJournal?jid=phn, August NaN, 2011)[more][less]
Abstract: Objective: To describe patterns of food consumption associated with overweight\obesity (OW/OB) and their links to socio-economic status (SES) and urbanization. Design: A nationwide cross-sectional survey. Setting: Secondary schools in cities, towns and villages in Botswana, Africa. Subjects: A total of 746 adolescent schoolchildren. Results: OW/OB is associated with greater SES, city residence and a snack-food diet pattern. Students belonging to higher SES compared with those from a lower SES background reported significantly (P,0?01) more daily servings of snack foods (1?55 v. 0?76) and fewer servings of traditional diet foods (0?99 v. 1?68) and also reported that they ate meals outside the home more often (90% v. 72 %). Students in cities ate significantly (P,0?01) more servings of snacks (1?69 v. 1?05 v. 0?51) and fewer servings of traditional foods (0?67 v. 1?52 v. 1?61) compared with those in urban and rural villages. The odds of OW/OB were increased 1?16-fold with a snack-food diet, a result that was diminished when controlled for SES. Conclusions: These data suggest that nutritional transition occurs at different rates across urbanization and SES levels in Botswana. In cities, increasing the availability of fruit while reducing access to or portion sizes of snack items is important. Emphasis on continued intake of traditional foods may also be helpful as rural areas undergo economic and infrastructural development. URI: http://hdl.handle.net/10311/1137 Files in this item: 1
Maruapula_PHN_2011.pdf (112.3Kb) -
Cheng, C.; Jose, P.E.; Sheldon, K.M.; Singelis, T.M.; Cheung, M.W.L.; Tiliouine, H.; Alao, A.A.; Chio, J.H.M.; Lui, J.Y.M.; Chun, W.Y.; De Zavala, A.G.; Hukuzimana, A.; Hertel, J.; Liu, J.T.; Onyewadume, M.; Sims, C. (JCCP, http://jcc.sagepub.com, July NaN, 2011)[more][less]
Abstract: In this study, the authors tested four cultural models—independence, interdependence, conflict, and integration—that describe the hypothesized relationships between dimensions of self-construal and components of subjective well-being among individualistic and collectivistic countries. Collectivistic countries that have undergone rapid socioeconomic changes (i.e., East Asian countries) and those with limited changes (i.e., African countries) were differentiated. Participants were 791 university students from four Western countries, 749 university students from three East Asian countries, and 443 university students from three African countries. Findings provided some support for the applicability of (a) the independence model to individuals from Western countries and (b) the integration model to individuals from East Asian countries. Mixed results were found among the African countries. The interdependence model is more applicable to African participants from the sub-Saharan region, but the integration model is more applicable to those from the North African region. URI: http://hdl.handle.net/10311/1110 Files in this item: 1
Onyewadume_JCCP_2011.pdf (5.837Mb)