Articles

This paper examines the impact of primary level classroom environments on the acquisition of English as a second language (L2) in Bangladesh, comparing English-medium and Bangla-medium schools. The study investigates how different instructional approaches and early exposure to English influence language proficiency among students. Through a mixed-methods approach, including surveys, interviews, and proficiency tests, the research reveals significant differences in language acquisition outcomes between the two educational settings. Findings indicate that students in English-medium schools, who are exposed to Natural approach methods of language learning and immersive English-speaking environments, demonstrate higher proficiency in speaking and listening skills compared to their Bangla-medium counterparts, who primarily receive grammar-focused instruction. The study highlights the critical role of early exposure to English, with students who begin learning the language at a younger age showing better phonological and syntactic development. Additionally, the integration of technology in language teaching emerges as a valuable tool for enhancing language learning, particularly in contexts with limited classroom exposure. The research suggests that Bangla-medium schools could benefit from adopting more interactive, student-centered teaching methods and integrating digital tools to support practical language use. The study's findings have significant implications for educational policy, advocating for a shift towards more immersive and communicative teaching practices to improve English language acquisition in Bangladesh. This research contributes to the broader understanding of SLA and offers practical recommendations for enhancing language education in similar contexts.

<b>Background: </b>Educational attainment is a well-established social determinant of various domains of cognitive function across the lifespan. However, the theory of Minorities' Diminished Returns (MDRs) suggests that the health benefits of educational attainment tend to be weaker for ethnic minorities compared to non-Latino Whites. This phenomenon may reflect the impact of structural inequalities, social stratification, and historical disadvantage. <b>Objective: </b>This study examines whether the association between educational attainment and numeracy score, one domain of cognitive function, is weaker in Latino individuals compared to non-Latino individuals, as predicted by the MDRs framework. <b>Methods: </b>Data were drawn from the 2014 wave of the Understanding America Study (UAS), a national internet-based panel. Numeracy score, a domain of the cognitive function was measured using an 8-item measure. Linear regression models were used to analyze the association between educational attainment and numeracy score, with an interaction term for ethnicity x educational attainment to explore differences between Latino and non-Latino participants. Models were adjusted for age, gender, marital status, immigration, and employment, and results were presented as beta coefficients, p-values, and 95% confidence intervals (CIs). <b>Results: </b>Overall, 5,659 participants entered our analysis.<b> </b>Higher educational attainment was positively associated with higher numeracy score for both Latino and non-Latino participants (p < 0.001). However, the interaction between education and ethnicity was significant (p < 0.05), indicating that Latino individuals experienced smaller numeracy benefits from education compared to non-Latino individuals. These results support the MDRs framework, suggesting that structural barriers may reduce the numeracy returns of education for Latino individuals. <b>Conclusion: </b>This study provides evidence of diminished returns of educational attainment in terms of numeracy scores among Latino individuals. While education is a key determinant of cognitive abilities such as numeracy, its benefits are not equitably distributed across ethnic groups. Structural inequalities particularly in educational opportunities likely contribute to this disparity. Addressing these underlying factors through targeted policy interventions is necessary to promote cognitive equity for Latino populations.

The purpose of this study was to examine the challenges faced by students of Colleges of Education (CoEs) in developing their Information Literacy skills. The study adopted the post-positivism paradigm. Descriptive survey research design used in this study Survey. The population for this study comprised all Level 200 students at Wiawso CoE, Enchi CoE, and Bia Lamplighter CoE in the Western North Region. Purposive, stratified, and convenience sampling techniques were used to select colleges of education and level 200 students. The three (3) colleges of education were stratified and purposively selected while 256 level 200 students were stratified and conveniently sampled. The study employed questionnaires to collect data from the sampled students. Questionnaires (open and closed-ended questions) focused on the challenges faced by the students in developing their<b> </b>Information Literacy (IL) skills. The quantitative data was captured, analysed, and presented in descriptive statistics such as percentages, and frequency tables, to determine the objective of the study. It is recommended that to improve digital literacy and academic pursuits, the college management should improve access to desktop computers and the Internet in the library and computer centre. It is also recommended that Management and librarians of the Colleges of Education ensure that students have access to these devices at the library and can use them to develop their IL skills and help them manage their references more effectively.

Qualitatively, the study adopted a content analysis approach. There were eight State of the Nation addresses that the Ex-President John Kufour delivered during his tenure of office but only two of them are analysed in this study. The purposive sampling approach was used to select two State of the Nation addresses samples. The State of the Nation addresses of two years were picked for the study. The years are: 16<SUP>th</SUP> February 2001, and 14<SUP>th</SUP> February 2008. The qualitative data was analysed by the use of the interpretative technique based on the themes arrived at during the content analysis of the two speeches delivered by ex-president Kufour. Selective coding was used to code the occurrence of the categories of the epistemic modality expressions in the data. The epistemic modal elements as well as the sentences in which they occurred were then manually copied for further verification. These processes made the frequency count faster, more effective and more accurate. The data shows the relevant clauses or sentences containing modal expressions sampled within the contexts of epistemic meanings in the texts. The study has made it apparent that the expression of certainty is predominant. The data also indicates that the Ex-president has a greater tendency to use more modal adjuncts followed by the other modal auxiliary verb categories in expressing certainty in the selected State of the Nation Addresses during his State of the Nation Addresses. One question that arises is, why the Ex-president had a greater tendency to express more certainty in his State of the Nation Addresses. The answer is that Ex-president was fully sure and convinced of the information on the nation’s development and future programmes captured in the addresses. Thus, he appeared a confident, trustworthy and knowledgeable leader. Furthermore, the use of epistemic modality in the State of the Nation Addresses is neither haphazard nor coincidental. Instead, it is informed by reason of specific communicative intent. It is recommended that Public speakers and politicians should take the epistemic markers into consideration when writing the State of the Nation Address or any other texts in order to clarify shared opinion. It is also recommended that the Faculty of Language of the University of Education of Winneba should consider the concept of epistemic modality as a course of study in all various Language Departments including the Department of Communication Skills.

The purpose of the study was to design and develop performance-based tasks to assess laboratory observing skills of biology students in senior high schools. The target population was all students in the nine schools within Sekondi-Takoradi Metropolis reading biology as an elective subject. The accessible population was 753 SHS 2 biology students in six schools. 261 students were randomly selected from each of the six schools. These schools were of three different types, single-sex males, single-sex females, and mixed. Mean, standard deviations, frequencies, and percentages were calculated while independent sample t-tests were performed. No significant difference was noticed in levels of proficiency shown for males and females in the various schools surveyed. It is recommended that students from all types of schools and both sexes must be given an opportunity to engage in more activities at the SHS level to sharpen their observing skills.

A qualitatively, interpretative design was adopted to evaluate type of laboratory practical Teacher Support Materials that could be used to teach practical skills of observation, listening and communication and manipulation of apparatus in titration. The population of the study consisted of three public Senior High Schools (SHS) in Komenda Edina Eguafo Abirem (KEEA) municipality of the Central Region of Ghana. Each school offers chemistry as a subject to students. Convenient, purposive and simple random sampling techniques were used to sample schools, teachers and students for the study. Six (6) teachers were purposively sampled out of a total of 8 chemistry teachers because they had qualification in Science Education in Chemistry. Five (5) students from each school were randomly selected from each of the three SHS for focal group discussion. The main instrument used for data collection were semi structured interview guide and Observation Checklist (OC). Teachers interview schedule was used to solicit information from the chemistry teachers on how they perceived the use of Practical Skills- based TSMs for teaching practical process skills in titration at the SHS levels. The curriculum profile was used to collect data to answer the research question. For each of the four Lesson Profiles (lesson introduction, skill development, application and closure) of the lesson plan, the total number of scores was divided by the maximum possible scores for the profile and expressed as percentage and qualitatively describing the trends of emerging themes. The study concluded that there has been some improvement in the cognitive experience and pedagogical content knowledge of the teachers as well as the students in the use of the PS-based teacher support material in the laboratory. It is recommended that teachers and educators should thoroughly read and assimilate the contents and the processes described in the PS-based TSMs before they are used in teaching titration so as to develop practical process skills of the students.

<b>Background and aim:</b> Developing clinical skills and its assessment is one of the most important components in nursing education which prepares the student for the reality of practice. Objective structured clinical examination (OSCE) is extensively used and widely accepted by nurse educators across the globe to assess the competency skills of nursing students. The present study aimed at identifying the attitude and perceptions of faculty, and exploring their feedback and experience in conducting OSCE as an assessment tool. <b>Methods:</b> A triangulation research approach was used with convenience sampling. Data collection was carried out using questionnaires and semi-structured interviews. Participants were ten faculty members who were involved in conducting OSCE for students. <b>Results and conclusion</b>: Most of the faculty felt that OSCE reflected the skills of delivery of safe patient care, and the structure reflected mastery of knowledge and skills, which are related to course objectives. OSCE was regarded by the faculty as a consistent, reliable, valid, and objective measure to assess students’ performance and to improve students’ confidence in clinical skills. Concerns were raised about a high level of stress in students, the time required for the proper performance of tasks, OSCE scenarios lacking real-life situations in assessment, and the need for repeated practice and intensive mock training sessions. The applicability of OSCE in terms of limitations in human and material resources with a large number of students would necessitate rethinking in developing other assessment strategies to improve the overall process.