Complexity Leadership Theory (CLT) is a new and revolutionary concept in addressing healthcare crises worldwide. Its relevance and applications were tested during the COVID-19 pandemic. However, no definite and encompassing research was done to apply it to nursing leadership. Thus, this study examines CLT integration into nursing leadership to address the challenges posed by the pandemic. Through a systematic review of literature from PubMed, Scopus, and Web of Science, relevant studies were analyzed to determine how complexity leadership theory was defined, conceptualized, and operationalized within nursing leadership context. The findings reveal that traditional hierarchical leadership models are insufficient in a dynamic crisis environment like the pandemic. Instead, CLT’s framework which encompasses adaptive, administrative, and enabling leadership facilitates innovation, resilience, and effective interprofessional collaboration. Nurse leaders employing these strategies are better positioned to manage resources limitation, foster shared decision-making, and implement technological advancements in rapidly changing healthcare settings. Overall, this study underscores the potential of complexity leadership theory to transform nursing leadership practices by promoting continuous learning and empowerment, thereby enhancing crisis response and preparedness for future pandemics.

Smartphone use among adolescents has surged globally, reshaping communication and learning patterns, especially in developing countries. However, the implications of such digital habits on students in rural or under-resourced areas remain underexplored. This study aims to examine the patterns of smartphone usage and its effects on learning among high school students in Tarutung, a developing region of North Sumatra, Indonesia. Utilizing a quantitative descriptive approach, data were collected from 358 students using structured questionnaires. The results show that 96.05% of students own personal smartphones regardless of socioeconomic background, with an average daily usage of 4 hours and 45 minutes. While 91.81% believe smartphones support their learning, 25.99% report declining academic performance. Alarmingly, 20.62% of students admitted involvement in cyberbullying activities, highlighting a critical digital risk impacting the school environment and student well-being. The study concludes that although smartphones offer educational benefits, their misuse can lead to negative academic, social, and psychological outcomes. This study recommends digital literacy curricula and structured cooperation between parents and educators to prevent risks while optimizing educational opportunities in smartphone use.

The pharmaceutical industry is undergoing a profound transformation driven by advancements in Information Technology (IT), with Enterprise Resource Planning (ERP) systems playing a pivotal role in reshaping operations. These systems offer integrated solutions that streamline key business processes, such as production, inventory management, supply chain optimization, regulatory compliance, and data integration, contributing significantly to operational efficiency and organizational agility. This paper explores the evolution and impact of ERP systems within the pharmaceutical sector, highlighting their contributions to overcoming the industry’s inherent challenges, including complex regulatory requirements, the need for accurate and real-time data, and the demand for supply chain resilience. The integration of cloud-based ERP solutions, the incorporation of emerging technologies like Artificial Intelligence (AI), Machine Learning (ML), and the Internet of Things (IoT), and enhanced data analytics capabilities have revolutionized pharmaceutical IT. These advancements not only reduce operational costs, improve forecasting accuracy, and enhance collaboration but also ensure compliance with stringent global regulations, such as Good Manufacturing Practices (GMP) and FDA guidelines. Moreover, ERP systems have been instrumental in managing the pharmaceutical supply chain, ensuring product traceability, and improving inventory control and order fulfillment processes. This manuscript examines how ERP systems enable pharmaceutical companies to maintain high standards of product quality, improve decision-making, and ensure the safety and efficacy of drugs through robust tracking and auditing mechanisms. A case study of a pharmaceutical company that implemented an ERP system demonstrates the tangible benefits, including increased operational efficiency, improved compliance rates, and enhanced customer satisfaction. However, despite the clear advantages, challenges such as customization complexities, data integration issues, and resistance to change remain. As the pharmaceutical industry continues to evolve, ERP systems will remain a cornerstone of digital transformation, facilitating smarter decision-making, better resource management, and enhanced collaboration across global operations. This paper also identifies future trends, including the potential of AI and blockchain technologies in further strengthening ERP systems and transforming the pharmaceutical landscape.

Preference learning plays a crucial role in AI applications, particularly in recommender systems and personalized services. Traditional pairwise comparisons, while foundational, present scalability challenges in large-scale systems. This study explores alternative elicitation methods such as ranking, numerical ratings, and natural language feedback, alongside a novel hybrid framework that dynamically integrates these approaches. The proposed methods demonstrate improved efficiency, reduced cognitive load, and enhanced accuracy. Results from simulated user studies reveal that hybrid approaches outperform traditional methods, achieving a 40% reduction in user effort while maintaining high predictive accuracy. These findings open pathways for deploying user-centric, scalable preference learning systems in dynamic environments.

Background: The increasing frequency and intensity of extreme heat exposure is a significant consequence of climate change, with broad public health implications. While many health risks associated with heat exposure are well-documented, less research has focused on its impact on children’s cognitive function. Objectives: This study examines the relationship between extreme heat exposure and various domains of cognitive function in children. Methods: Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study. Key variables included race/ethnicity, age, gender, family socioeconomic status (SES), heatwave exposure, and multiple cognitive domains: total composite score, fluid composite score, crystallized intelligence, reading ability, picture vocabulary, pattern recognition, card sorting, and list recall. Structural equation modeling (SEM) was used for data analysis. Results: A total of 11,878 children were included in the analysis. Findings revealed significant associations between extreme heat exposure and lower cognitive performance across multiple domains. The strongest adjusted effects were observed in pattern recognition (B = −0.064, p < 0.001) and reading ability (B = −0.050, p < 0.001), both within the learning domain, as well as total composite cognitive ability (B = −0.067, p < 0.001), fluid composite (B = −0.053, p < 0.001), and crystallized intelligence (B = −0.061, p < 0.001), all within general cognitive ability. Weaker but still significant associations were found for list recall (B = −0.025, p = 0.006) and card sorting (B = −0.043, p < 0.001) within the memory domain, as well as picture vocabulary (B = −0.025, p = 0.008) within general cognitive ability. These associations remained significant after controlling for demographic factors, race/ethnicity, family SES, and neighborhood SES. Conclusions: This study underscores the impact of climate change on cognitive function disparities, particularly in learning and general cognitive ability among children exposed to extreme heat. Findings highlight the need for targeted interventions to mitigate the cognitive risks associated with heat exposure in vulnerable populations.

Digital therapeutics (DTx) are emerging as a pivotal tool in promoting longevity by addressing non-communicable diseases (NCDs) such as diabetes, cardiovascular diseases, and mental health disorders. These software-driven interventions offer personalized, evidence-based treatments that can be accessed via digital devices, making healthcare more accessible and scalable. One of the key advancements in DTx is the integration of artificial intelligence (AI) and machine learning (ML) to tailor interventions based on individual health data. This personalization enhances the effectiveness of treatments and supports preventive care by identifying risk factors early. The need for digital therapeutics is underscored by the rising prevalence of NCDs, which are responsible for a significant portion of global mortality and healthcare costs. Traditional healthcare systems often struggle to provide timely and personalized care, especially in low-resource settings. DTx can bridge this gap by offering cost-effective solutions that are easily scalable. Moreover, digital therapeutics can address health inequities by providing low-cost interventions to underserved populations, thereby reducing the burden of NCDs and improving overall health outcomes. As technology continues to evolve, the potential for DTx to enhance longevity and quality of life becomes increasingly promising. Recent advancements in longevity medicine and technology have focused on extending both lifespan and healthspan, ensuring that people not only live longer but also maintain good health throughout their extended years. This review article highlights these advancements that are contributing to this compelling subject of Longevity.

Recent advancements in the screening, diagnosis, and management of obstructive sleep apnea (OSA) have significantly improved patient outcomes. For screening, the use of home sleep apnea testing (HSAT) has become more prevalent, offering a convenient and cost-effective alternative to traditional in-lab polysomnography. HSAT devices have shown good specificity and sensitivity, particularly in patients with a high pre-test probability of OSA. In terms of diagnosis, advancements in wearable technology and mobile health applications have enabled continuous monitoring of sleep patterns and respiratory parameters. These tools provide valuable data that can be used to identify OSA more accurately and promptly. Additionally, machine learning algorithms are being integrated into diagnostic processes to enhance the accuracy of OSA detection by analyzing large datasets and identifying patterns indicative of the condition. Management of OSA has also seen significant progress. Continuous positive airway pressure (CPAP) therapy remains the gold standard, but new developments include auto-adjusting CPAP devices that optimize pressure settings based on real-time feedback. Mandibular advancement devices and hypoglossal nerve stimulation are emerging as effective alternatives for patients who are CPAP-intolerant. Furthermore, lifestyle interventions such as weight management, positional therapy, and exercise have been shown to complement medical treatments, leading to better overall outcomes. This review article highlights these advancements that collectively contribute to improved patient adherence, reduced symptoms, and enhanced quality of life for individuals with OSA.

Sentiment analysis, a vital aspect of natural language processing, involves the application of machine learning models to discern the emotional tone conveyed in textual data. The use case for this type of problem is where businesses can make informed decisions based on customer feedback, identify the sentiments of their employees, and make decisions on hiring or retention, or for that matter, classify a text based on its topic like whether it is about a particular subject like physics or chemistry as is useful in search engines. The model leverages a sequential architecture, transforms words into dense vectors using an Embedding layer, and captures intricate sequential patterns with two Long Short-Term Memory (LSTM) layers. This model aims to effectively classify sentiments in text data using a 50-dimensional embedding dimension and 20 % dropout layers. The use of rectified linear unit (ReLU) activations enhances non-linearity, while the SoftMax activation in the output layer aligns with the multi-class nature of sentiment analysis. Both training and test accuracy were well over 80%.

The synthesis and optimization of Active Pharmaceutical Ingredients (APIs) is fundamental to pharmaceutical drug development, directly influencing drug efficacy, safety, and cost-effectiveness. Over recent years, significant advancements in synthetic methodologies and manufacturing technologies have transformed API production. This manuscript provides an overview of the latest innovations in API synthesis, focusing on key techniques such as green chemistry, continuous flow chemistry, biocatalysis, and automation. Green chemistry principles, including solvent substitution and catalytic reactions, have enhanced sustainability by reducing waste and energy consumption. Continuous flow chemistry offers improved reaction control, scalability, and safety, while biocatalysis provides an eco-friendly alternative for synthesizing complex and chiral APIs. Additionally, the integration of automation and advanced process control using machine learning and real-time monitoring has optimized production efficiency and consistency. The manuscript also discusses the challenges associated with regulatory compliance and quality assurance, highlighting the role of advanced analytical techniques such as HPLC, NMR, and mass spectrometry in ensuring API purity. Looking ahead, personalized medicine and smart manufacturing technologies, including blockchain for traceability, are expected to drive further innovation in API production. This review concludes by emphasizing the need for continued advancements in sustainability, efficiency, and scalability to meet the evolving demands of the pharmaceutical industry, ultimately enabling the development of safer, more effective, and environmentally responsible medicines.

Background: Nowadays, integrating online and remote instruction into education presents unique challenges, particularly in nursing education, where combining technology with the core value of caring is essential. Nurse educators must address students’ holistic needs, as their circumstances can influence overall learning development. Objectives: This study aims to ascertain the technological caring competence of nurse educators Methodology: A descriptive design using an adapted tool on technological caring competence for nursing education (TCCNE) Results: A total of 243 Filipino nursing educators participated in this study. Overall, the participants’ perceived level of TCCNE was quite high. This sample representative of nursing educators holds strong perceptions of their TCCNE with the values of being considerate, supportive, and respectful to their students as the highest rated competency. This result implies that the educators keep the essence of what nursing is about as they model the importance of caring even in an academic setting considering that these teachers are using remote instruction. Conclusion: The study opens up a discussion on assessing the TCCNE of nursing education in an academic setting. Thus, its advocacy could start from implementing the research training plan. Further, the nurse educators should strengthen in balancing care with appropriate technology is viewed as a necessary step to maintain the essence of nursing, which is on caring that can be modeled out not just in clinical practice alone, but in nursing education.

Digital therapeutics (DTx) play a transformative role in diabetes management by leveraging technology to provide personalized, data-driven medical interventions. These tools enhance self-management by offering continuous monitoring and real-time feedback on glucose levels, diet, and physical activity. This personalized approach helps patients adhere to treatment plans and make informed lifestyle changes, leading to improved clinical outcomes such as reduced HbA1c levels and better overall diabetes control. The importance of DTx lies in their ability to make diabetes care more accessible and convenient. Mobile apps and telemedicine platforms enable patients to receive support and guidance from anywhere, reducing the need for frequent in-person visits. Additionally, DTx often include behavioral support features like reminders, educational content, and motivational tools, which are crucial for maintaining healthy habits and managing stress. Currently, the dynamics of DTx in diabetes are rapidly evolving, with increasing integration of artificial intelligence and machine learning to further personalize and optimize care. As the adoption of these technologies grows, they hold the potential to significantly improve patient outcomes and revolutionize diabetes management on a global scale. This article will focus on the benefits of novel digital therapeutics for prevention and management of type II diabetes that are currently available in the market.

This study aimed to examine students' perceptions of the usefulness of formative feedback in mathematics lessons at Sagnerigu Municipality in the Northern Region of Ghana. Quantitatively, this study employed a descriptive non-experimental survey design. The population comprises all pupils of public Junior High Schools in the Sagnerigu Municipality. A purposive sampling technique was used to select the Junior High School students for the study. The criterion purposive sampling technique was used to select 518 final-year students for the 2022 Basic education certificate examination from 14 schools in Sagnerigu Municipality. The chosen schools comprised 291 students from high-performing schools and 227 students from low-performing schools. The primary tool for the study was the Student Feedback Perception Questionnaire (SFPQ), administered to the student participants. The Descriptive statistical tool was used to analyse the mean and standard deviation of the data. The study's examination of students' perceptions of feedback revealed a moderate level of perceived usefulness. This emphasises the importance of feedback as a tool for student growth and development. However, the findings also suggest the need for further support and guidance to optimise the impact of feedback on student learning outcomes. The findings also suggest that students value feedback that helps them improve their skills and strategies in Mathematics and keeps them on track to succeed. It also highlights the importance of providing different types of feedback to cater to the diverse learning needs of students. Educators can create a conducive environment that promotes student engagement and achievement by equipping teachers with effective feedback techniques, emphasising constructive comments and avoiding grades.

Making students efficiently and flexibly understand and master the knowledge of biological/biomedical sciences by prompting active learning and critical thinking and making biomedical science courses form an integrated system are critical for more successful and effective student education, future and career. However, the current biological/biomedical education system worldwide tends to produce graduates best suited for postdoctoral training, and academic careers, in highly specialized areas. Many institutions worldwide currently favor densely packed curricula with fast-paced instruction focused on detailed subject matter, with little room left for skill training in both active learning and critical thinking, creative problem solving, professional skills, putting what was learned into a larger context that creates meaning, and teaching students with different learning styles, despite their significance. In this article, we will discuss the current defects in biological/biomedical science education and the need to reform biomedical science teaching and education. We will also describe some suggestions and approaches to improve biological/biomedical science learning and education, including the establishment of a more effective learning/teaching repository.

Whereas Physical Education and Sports (PES) have been reported to be crucial to learners, such claims have often been made without empirical support. Given this, this paper reports on a systematic review of the relevance of PES to learners. The review involved 20 empirical studies. Most studies were conducted in the United States, using quantitative research design and focusing on preschool to high school. The studies also demonstrated that PES improves academic performance, motivation, attention, and behaviour. It is recommended that PES be taken seriously at all levels of academics and integrated into the curriculum. While the studies reviewed did not involve higher educational institutions, the benefits can be extended to higher education institutions such as colleges of education and universities.

Access to and the availability of digital infrastructure remains the most significant issue influencing teachers' use of multimedia technology in teaching and learning processes. Qualitatively, the study focused on a case study research design. The study population consisted of five (5) Social Studies teachers at Presbyterian University College of Education Demonstration Junior High School in the Akuapem North Municipality of the Eastern Region of Ghana. A purposive sampling technique was used to select all the Social Studies teachers for the study. The main instruments for data collection were an interview guide and observation protocols. The data was analysed using the interpretative method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by participants. The study indicated that more resources are needed to use multimedia resources effectively in social studies instruction. Limited access to computers and the internet, unreliable power supply, time constraints for teachers, and a lack of necessary competencies all contribute to this challenge. Although multimedia has become crucial to education, teachers often need more training to utilise these resources fully. The government must collaborate with other organisations to procure ICT resources to address these challenges rather than shouldering the sole responsibility for financing education. Establishing a school-based ICT policy framework to guide technology implementation in teaching and learning is essential.

This study aimed to examine the school facility quality on children's social achievement in Kindergarten in the Yendi Municipality of the Northern Region. The study adopted a mixed-method approach. The study population comprised twenty-five (25) teachers and five (5) head teachers from all kindergarten schools in five circuits in the Yendi municipality. A purposive sampling technique was used to select the study participants. The main instruments for data collection were structured questionnaires and observation checklists. The data were statistically analysed using simple frequencies and percentiles presented on a simple frequency table. The study reveals that inadequate access to essential resources, such as textbooks, teaching and learning materials, and proper classroom environments, adversely affects teacher effectiveness and student engagement. The findings indicate that while some facilities, such as restrooms and playgrounds, are available, many need to be updated or more to meet the needs of the children. To enhance the educational experience for young learners, stakeholders, including the government, educational authorities, and the community, must collaborate to improve the infrastructure and resources available in these schools.

The teaching-learning relationship of natural medicine is key to avoid health problems in the population; adulterations and falsifications of frequently used plants are evident. The aim of this study is to raise public awareness and to urge institutions to incorporate contents in the student's curriculum. The curricula of different educational levels are analyzed to check the level of knowledge on the use of medicinal plants, as well as some regulations on quality controls. Of the wide range of species that are consumed by the population, some are detected in which adulterations and falsifications occur, although there is no danger in some cases, such as chamomiles, if a falsification occurs when consuming the whole plant instead of the flowering tops, which is where the properties reside. In other cases, adulteration occurs, generally unintentional, but very dangerous to health, such as horsetail. For a more effective quality control, we need public awareness and highly specialized personnel, with the capacity to inspect crops, markets and companies.

The study examined teachers' perception of inclusive education in the three educational circuits in Tamale Metropolis in the Northern Region of Ghana. Research paradigms underpinning the study are Positivism, Interpretivism, and Pragmatism. The study adopted a cross-sectional survey research design. The study population comprised 81 teachers from the Gumbihini Educational Circuit, 100 from the Hospital Educational Circuit, and 72 from the Salaga Road Educational Circuit. The study population was from a pool of two hundred and fifty-three (253) teachers. The census method was used as a sampling technique for three (3) educational circuits and two hundred and fifty-three (253) teachers. The main instrument for data collection was a questionnaire. The data were analysed with descriptive statistics to determine the frequencies, percentages, mean and standard deviation scores for the response from the questionnaire and hypothesis. On the level of knowledge teachers in Tamale Metropolis have about inclusive education, Even though the study revealed that teachers know how to meet the needs of learners with learning disabilities and use varied learning activities to engage a diverse range of learners, knowledge in meeting the needs of learners who are gifted most teachers do not know to meet the needs of learners with speech and language, or communication disorder. Again, the findings revealed that teachers need to learn about meeting the needs of learners who are seen as having behavioural difficulties. Teachers were also found to not know about meeting the needs of learners who are blind or have low vision. Furthermore, the study revealed that teachers do not know how to assess, test, or evaluate the learning of children with disabilities. In the statistical analysis, special educators were found to possess a higher level of knowledge among primary school teachers who were studied than their general/regular educators' counterparts, even though the difference was not statistically significant. On the level of knowledge teachers in Tamale Metropolis have about inclusive education, regular in-service education and refresher courses will help improve and reorient teachers' knowledge towards performing their duties in inclusive education. The study, therefore, recommends that the Tamale Metropolis Directorate of Ghana Education Service collaborate with bare school heads in assisting teachers through the implementation of professional development/training programmes to employ adaptive instructional strategies to help children with disabilities.

Over the past decades, quality assurance has received significant prominence in higher education management across the world. While the concept is pertinent to all areas of higher education management, nowhere is it considered more crucial than in curriculum development, given the importance of curriculum in supporting students to achieve the needed learning outcomes. In this study, we explored how quality is ensured in curriculum development in Ghana, using a STEM university, University of Mines and Technology (UMaT), as a case study. We specifically examined the procedure for curriculum development in the university, how quality assurance is ensured during the process, and the challenges associated with the process. We explore the case using qualitative techniques, particularly in-depth interviews. Fourteen (14) participants were purposively sampled from four (4) functional levels responsible for curriculum development in the university. The study found that the quality of curriculum in UMaT is largely determined by both national and institutional quality assurance frameworks. The major challenges that hamper quality assurance are the need to design curriculum at a shorter notice to fulfil accreditation requirement, lack of experts to support curriculum development, and less consultation with other relevant stakeholders as required by the regulator, Ghana Tertiary Education Commission (GTEC).

PLCs, or programmable logic controllers, are essential parts of contemporary industrial automation systems and are responsible for managing and keeping an eye on a variety of operations. PLC reliability is critical to maintaining industrial systems' continuous and secure operation. A wide range of reliability strategies were used to improve the reliability of Programmable Logic Controllers, and this article methodically looks at them all. The evaluation classified PLC reliability techniques into Root Cause Analysis (RCA), Reliability Centered Maintenance (RCM), Hazard analysis (HA), Reliability block diagram (RBD), Fault tree analysis (FTA), Physics of failure (PoF) and FMEA/FMECA, after thoroughly reviewing the body of literature. The proportion of reviewed papers using either RCA, RCM, FMEA/FMECA, FTA, RBD, RCM, PoF, or Hazard analysis to increase the reliability of PLCs showed that RCA, which makes up 20% of the publications reviewed, has been used the most to increase the reliability of the PLC, followed by HA, RCM, RBD, FTA, and PoF, which account for 17%, 16%, 16%,13%, 10%, and 8% of the articles reviewed, respectively. The paper discusses new developments and trends in PLC reliability, such as the application of machine learning (ML) and artificial intelligence (AI) to fault detection and predictive maintenance.

This study investigates the relationship between teacher-trainees' academic self-concept and performance in Colleges of Education in Ghana. Utilizing a mixed-methods approach, data were collected from teacher-trainees in Ada and Accra Colleges of Education through surveys and interviews. The study hypothesised that there is no significant relationship between academic self-concept and academic performance among teacher-trainees. Results revealed a statistically significant positive relationship between academic self-concept and performance, indicating that teacher-trainees with higher academic self-concepts tend to perform better academically. Furthermore, gender differences in academic self-concept and performance were explored, with findings suggesting no significant gender disparities in either domain. Institutional factors, such as school climate and resources, were also found to influence academic performance. Recommendations include promoting positive academic self-concept, implementing gender-responsive pedagogy, and creating supportive learning environments in Colleges of Education. By addressing these factors, teacher education programs can better prepare future educators for success in the classroom and contribute to the improvement of educational quality in Ghana.

The purpose of this study was to examine the challenges affecting the teaching and learning of Social Studies in the Colleges of Education in the Ashanti Region. Qualitatively, the study adopted a case study research design. The population of the study comprised fifteen (15) Social Studies teachers in the Ashanti region of Ghana. A purposive sampling technique was used to select the colleges and Social Studies teachers. The main instrument for data collection was an unstructured open-ended interview guide. Four criteria proposed by Lincoln and Guba in 1985 used to measure the trustworthiness of data collected are credibility, transferability, dependability and confirmability. Data obtained from the study were subjected to thematic analysis using themes developed from the data collected based on the research question. The findings of this study indicate that adequate textbooks, availability of teaching and learning materials such as projectors, the ability of tutors to engage in research, and the ability to vary teaching techniques are some factors that affect the teaching and learning of Social Studies in Colleges of Education. Students can remember a greater percentage of what was taught when techniques used by teachers are in their interest. It is recommended that T-TEL and Universities to which Colleges of Education are affiliated should continue to provide seminars and sessions to tutors in areas of material, resource development and research. This will continue to ensure that tutors are competent in their field of specialization. It is also recommended that the government should conduct a nationwide programme evaluation exercise on Social Studies to identify the loopholes needed to ensure the effectiveness of the subject.

Consumer behavior is evolving, demanding a wide range of products with fast shipping and reliable service. The automotive aftermarket industry, worth billions, requires efficient distribution systems to stay competitive. Manufacturers strive to balance growth with product and service excellence. Distributors and retailers face the challenge of maintaining competitive pricing while keeping inventory levels low. An adequate supply chain and accurate product data are crucial for product availability and reducing stock issues. This ultimately increases profits and customer satisfaction.

Failure prediction can be achieved through prognostics, which provides timely warnings before failure. Failure prediction is crucial in an effective prognostic system, allowing preventive maintenance actions to avoid downtime. The prognostics problem involves estimating the remaining useful life (RUL) of a system or component at any given time. The RUL is defined as the time from the current time to the time of failure. The goal is to make accurate predictions close to the failure time to provide early warnings. J S Grewal and J. Grewal provide a comprehensive definition of RUL in their paper "The Kalman Filter approach to RUL estimation." A process is a quadruple (XU f P), where X is the state space, U is the control space, P is the set of possible paths, and f represents the transition between states. The process involves applying control values to change the system's state over time.

Qualitatively, the study focused constructivist research paradigm. A case study research design was adopted for the study. The study population comprised all six (6) Social Studies teachers, the headmaster and the School Improvement Support Officer (SISO). Purposive and convenient sampling techniques were used to select the participants for the study. The main instrument for data collection was a semi-structured interview guide and observation protocol. The data were analysed using the interpretative technique based on the themes arrived at during the data collection from the semi-structured interview. The study revealed that multimedia usage is a quality enhancer in educational settings for teaching Social Studies concepts. It also indicated that teachers perceived their incompetence when using technology as they feel less in control of their classes and are unlikely to explore new possibilities that utilise technology when planning their lessons. They learn the theoretical aspect and practice and perceive the teacher’s role in the classroom changes from an instructor to a facilitator, which changes the teaching method to student-centred (constructive methodology) which aids content absorption by the learner through learning by doing. The study also indicated that teachers perceived their incompetence when using technology as they felt less in control of their classes and were unlikely to explore new possibilities that utilised technology when planning their lessons. It is recommended that the Ministry of Education and National Teaching Council collaborate with Ghana Education Service to set up Social Studies training centres in all the district capitals equipped with competent staff to periodically organise in-service training for teachers to build their capacity on how to pedagogically incorporate multimedia resources in their instructions to improve students learning outcomes.

Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to select the schools and respondents for the study. The main instruments for data collection were a test and a questionnaire. The data from both the control and experimental groups on the challenges learners face in using the flipped classroom model in RME were analysed using means and standard deviations. The study indicates the challenges learners face by employing the flipped classroom model to learn include lack of data to access the internet, frequent light outs, lack of technological devices to access contents, frequent power outages, and difficulty in comprehending some of the materials given to them. Given that learners face frequent power outages during periods that they watch videos assigned to them by their teachers, it is recommended that the government and the Electricity Company of Ghana ensure that there is a constant flow of power to allow learners trying to use the flipped classroom to learn are without any hindrance. It is also recommended that the Ghana education service should organise continuing professional development for RME teachers on effective uses of technology in teaching and learning subject concepts. The government should also supply the basic schools with all the needed technological devices to promote effective teaching, learning and assessment.

The stock market is very volatile and hard to predict accurately due to the uncertainties affecting stock prices. However, investors and stock traders can only benefit from such models by making informed decisions about buying, holding, or investing in stocks. Also, financial institutions can use such models to manage risk and optimize their customers' investment portfolios. In this paper, we use the Long Short-Term Memory (LSTM-RNN) Recurrent Neural Networks (RNN) to predict the daily closing price of the Amazon Inc. stock (ticker symbol: AMZN). We study the influence of various hyperparameters in the model to see what factors the predictive power of the model. The root mean squared error (RMSE) on the training was 2.51 with a mean absolute percentage error (MAPE) of 1.84%.

The extensive globalization of services and rapid technological advancements driven by IT have heightened the competitiveness of organizations in introducing innovative products and services. Among the noteworthy innovations is enterprise resource planning (ERP). An integral field in computer science, known as artificial intelligence (AI), is undergoing a transformative integration into various industries. Grasping the concept of artificial intelligence and its application in diverse business applications is crucial, given its broad and intricate nature. The primary focus of this paper is to delve into the realm of artificial intelligence and its utilization within enterprise resource planning. The study not only explores artificial intelligence but also delves into related concepts such as machine learning, deep learning, and neural networks in greater detail. Drawing upon existing literature, this research examines various books and online resources discussing the intersection of artificial intelligence and ERP. The findings reveal that the impact of AI is evident as businesses attain heightened levels of analytical efficiency across different ERP domains, thanks to remarkable advancements in AI, machine learning, and deep learning. Artificial intelligence is extensively employed in numerous ERP areas, with a particular emphasis on customer support, predictive analysis, operational planning, and sales projections.

This study was conducted to assess the effect of visual aids in teaching science lessons in the Junior High Schools (JHS) in Ghana. The quantitative research method was chosen for this study. A Purposive sampling technique was used to select 245 JHS 2 students and seven (7) science teachers (1 from each selected school) from seven (7) selected JHS in Enchi Municipal under Aowin District in the Western North Region of Ghana. The main instrument for data collection for this study was a questionnaire and a test. The data analysis was done using the SPSS statistical package, where a questionnaire was analysed to determine the frequency and percentages of responses from selected science teachers and test analysis was done using a Pair Sample t-test to determine any significant differences between pre-test and post-test of the respondents. This study found that the use of visual aids in teaching science encouraged learners to develop interest and participate actively in the lessons which resulted in improved student performances and developed interest during the lesson. The study recommended that Ghana Education Service (GES) and headmasters at the JHS should endeavour to provide enough visual aids for their schools to enable the teaching and learning of science better and to be learner-centred, practical learning and for learners to develop interest and positive attitude towards learning science to improve performances and appreciate the need to learn science to the highest level for self-development and the development of the country.

The purpose of this study was to examine the challenges and management supports in teaching and learning of Social Studies in Public Senior High Schools in Akuapem South and North Districts in the Eastern Region of Ghana. Quantitatively, the study adopted a cross-sectional survey using a descriptive correlational research design to assess Challenges and Management Supports Teaching and Learning of Social Studies in Public Senior High Schools of Ghana. The population of the study comprised social studies teachers and students in the Akuapem South and Akuapem North Districts of the Eastern Region of Ghana. Purpose and probabilistic sampling procedures were used to select senior high schools, teachers and students for the study. The main instrument for data collection was a structured questionnaire (SQ). Data was collected from 261 final year students from five Senior High Schools and 33 Social Studies teachers using structured questionnaire. Data was analysed using SPSS Version 24. Descriptive statistics (mean, SD) was conducted to summarise the data and t-test was applied to establish if there is a statistically significant difference in the perceptions of students and teachers on the school-based drivers and effective teaching and learning of social studies. The results of the study revealed that the key school-based drivers influencing the teaching and learning of social studies in the two districts relate to classroom environment; lack of management supports in terms of resource provision for practical lessons, lack of supportive physical environment such as large class size (t = 32.881, mean difference = 6.2422, p<0.05)- thus preventing teachers from engaging students in practical work and individualising their assignments (t-statistics=37.563, mean difference= 3.0920, p<0.05); and teachers inability to use diagnostics assessment tools to unraveled students difficulties and support them. The conclusion is that, the key drivers influencing effective teaching and learning of social studies are school-based and policy driven. The study therefore recommends that the government should support the teaching of Social Studies through provision of adequate resources to help teachers improve their output. Again, the student-teacher ratio should be reduced.

Networking has become more common in recent years because it provides structural support and consistent avenues for contact among experts. The purpose of the study was to examine tutors’ and students’ perceptions and sustenance of networking in Food and Nutrition education in the Colleges of Education of Ghana. Quantitatively the study employed a cross-sectional survey research design. The population of the study comprised tutors and students in the Colleges of Education in Ghana offering Food and Nutrition. Purposive, stratified and simple random sampling techniques were used to select colleges of education, 16 tutors and 256 students for the study. The main instrument used for data collection was a questionnaire. The data collected were processed and analysed with the aid of Statistical Package for Social Sciences (SPSS) version 23.0. All statistical analyses were tested at a 5% level of significance. Levene's Test for Equality of Variances was computed to determine the significant difference in the perception of networking in Food and Nutrition education between tutors and students. It can be concluded that both tutors and students are in favour of networking in Food and Nutrition education. The tutors and students believed networking education can foster collaboration, help implement new ideas to improve the quality of teaching, create an environment conducive to teaching and learning; and help students in sharing vital information. Since there is a positive perception on the use of networking, it is recommended that the tutors should foster collaboration, and create a conducive environment to enhance the positive perception and smooth implementation of networking in Food and Nutrition education at Colleges of Education in Ghana. The study indicated that in order to sustain networking education, teachers need to be more cognizant of their interactions and the influence they have on students. It is therefore recommended that teachers maintain contact with students, and ensure a spirit of unity in diversity among the students.

The emphasis on adapting learner-centric education and inclusive pedagogies to promote learning effectiveness is part of the paradigm shift in teaching. By maximizing variability, differentiated education methodologies ensure individualized instruction and equal academic success for all students. Based on this justification, this study sought to investigate Ghanaian pre-tertiary teachers' adaption of differentiated instruction strategies during the teaching and learning processes. Pre-tertiary teachers within the Kwahu Ridge of the Eastern Region of Ghana were sampled to respond to the close-ended questionnaire. A multi-pronged approach was employed in the data analysis. Respondents possessed knowledge of the differentiated instruction strategies, however, there were some disparities between first and second-cycle teachers. Significant factors influenced the range of diversity in the classroom and knowledge and experience, with the latter showing an unexpected negative influence, possibly due to experienced teachers' preference for traditional methods of teaching. Notwithstanding, a perfect alignment of instructional techniques, activities and assessment practices to accommodate the heterogeneity of students stimulate active participation, interest and readiness to learn. It is recommended that educational stakeholders should recognize the dynamic nature of the learning environment and better provide pre-tertiary teachers with the tools and support needed to employ differentiated instruction techniques successfully to ensure inclusive, individualized and intensive instruction in the classroom.

The purpose of this study was to use an activity-based method to enhance the teaching and learning of Redox reactions among senior high school learners at Christ the King at Obuasi in the Ashanti Region, Ghana. Quantitatively, the study employed an action research design. The population of the study comprised all final-year elective chemistry students of Christ the King Senior High School (CKC) in the Ashanti region of Ghana. A purposive sampling technique was used to select thirty-five (35). The instruments used in the study were tested. Percentages of students who responded correctly to the pre-test items were compared to percentages of students who responded correctly to the post-test items. The pre-test and post-test mean scores were compared to see if there was any difference in their mean scores. The use of an activity-based teaching method in teaching chemistry appears to be used effectively in imparting the content knowledge of chemistry to students to become successful in their learning. Regarding the benefits of the activity-based method. The use of activity-based teaching methods in redox reaction motivates students to be self-learners and improves performance. It is also evident from the findings of this study that the use of the activity-based method of teaching could enhance student performance in a redox reaction. It is recommended that activity-based methods of teaching should be encouraged to be used by chemistry teachers in the Senior High Schools of Ghana in teaching redox reaction concepts to enhance students’ performance in redox reactions. It is also recommended that the Ghana education service should collaborate with the chemistry teachers’ Association of Ghana to organize professional development programs, seminars, and workshops for chemistry teachers on activity-based to improve their knowledge of teaching skills.

The social aspect of education is an important part of the learning process. In this study two research questions were asked to explore this idea. Social network analysis provided multiple measures of AP Physics 1 students’ network centrality. These measures were used to predict physics achievement. Further, survey results measuring extroversion (EPI, alpha=.84-.94), motivation (PGOS, alpha=.64-.83), and self-efficacy (SOSESC, alpha=.94) were used to determine students’ personality characteristics. These personality results were used as moderators for the moderation analysis. The sample consisted of 106 students from a large, Midwestern, suburban high school taking AP Physics 1. Numerous centrality measures significantly correlated with physics achievement. Extroversion and self-efficacy increased the effect of centrality in most cases, whereas motivation did not change the centrality-achievement relationship. In most cases, having many, high quality connections was beneficial to learning physics, but personality characteristics must also be included in pedagogical decisions. Based on the results, teachers are strongly advised to account for personality and student connections when forming groups.

Assessment is a vital aspect of curriculum practice. The study adopted explanatory mixed-method approach and sequential research design. The population for the study comprised all Social Studies teachers in Junior High Schools in the Ayensuano District. Convenient sampling techniques and census method were used to select the district, and all the one hundred and twenty-seven (127) teachers who teach Social Studies in the junior high schools in the district. The main instruments used for data collection and analysis were questionnaire and interview guide. The quantitative data was analysed both descriptive and inferential statistical tools. The qualitative data was transliterated and coded based on themes. Pre-set themes were used to generate the transcript (text) data based upon the research questions and discussed. The study concluded that authentic assessment practices by Social Studies teachers included the occasional guidance they give to their students about how to interpret topics and situations into relevant tasks with a clearly defined goal, and how to relate their knowledge in practical challenges. The study also revealed that refined essays, oral presentations, interviews, case study discussions, and live performances as authentic assessment strategies or tools Social Studies teachers used in assessing their students' learning outcomes in lessons. The study indicated that large class size, traditional assessment (examination) system, insufficient logistics and infrastructure, a paucity of funds to begin various activities and programs, a lack of motivation from school administrators, time constraints and difficulty in developing some authentic assessment tasks coupled with assessing some lessons using authentic assessment method are some of the criteria that influence the effectiveness of authentic assessment execution in teaching Social Studies courses. It is recommended that educational leaders should provide the resources to motivate Social Studies teachers to use authentic assessments for students’ learning in the classroom situation. It is also recommended that, Colleges of Education, Universities and National Teaching Council should organise professional development workshops and seminars to build the capacity of trained Social Studies teachers on the effective uses of authentic assessment practices.

The supervisory role of kindergarten teachers is primarily concerned with supervising and managing the efforts of their learning environment to create safe, positive learning environments for all learners. The purpose of this study was to assess teachers’ supervisory practices of learners in Kindergarten schools in Komenda Edina Eguafo Abirem municipality. (K.E.E.A) Municipality in the Central Region of Ghana. The study employed the qualitative research approach using the interpretivism paradigm. The instrumental case study design was adopted for this study. Population of the study comprised public kindergarten schools in KEEA Municipality. A multi-stage purposeful random sampling technique was used to select sixteen (16) respondents for the study. The semi-structured interview and observation checklist were the main instruments employed in the data collection for this study. The qualitative data was analysed by the use of the interpretative method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by respondents. These were based on question on the semi-structured interview. The study indicated that, kindergarten teachers do not supervise their learners during out-door activities or at playground, thinking it is the available time to relax after learners are out to play. The study also revealed that, kindergarten teachers do not pay close attention to learners and their physical environment to detect danger and threats. Also, in relation to proximity in supervision, the study found that, kindergarten teachers do not maintain physical closeness supervision of their learners to promptly salvage them from occurring danger during supervision. It is recommended that, the Ministry of Education (MoE), Ghana Education Service (GES), and other Agencies in Education (AiE) should strategically and periodically organize workshop trainings and seminars on teacher supervision and safety for kindergarten teachers. It is also recommended that, Tertiary institutions like the teaching universities and colleges of education should mount courses specifically for Teachers Supervision and School Safety for pre-service teachers and school administrators.

This paper investigated the role of informal diglossia on the learning of languages in Seventh Day Adventist (S. D. A) College of Education in the Eastern Region of Ghana. Mixed research approach was adopted for the study. Population of the study comprised one hundred level 300 students in S. D. A. College of Education in Asokore-Koforidua. Purposive, convenient and simple random techniques were to select the college, level 300 students for the study. The main instruments used for data collection for study were questionnaire and interview. Data were analyzed in line with Speech Accommodation Theory, where convergence and divergence were identified. The findings of the study revealed that the S. D. A. College of Education has a multilingual speech community where languages are in contact; students select their language of communication, depending upon their speech partners based on High or Low variety. Predominantly, students code-switch between languages specifically Twi and English language. In the midst of the multilingual environment, students developed the speaking of some Ghanaian languages they could not speak before coming to the college. The study also concluded that there was adult language acquisition in colleges; besides, in a formal academic setting where students were expected to communicate in the formal language, they rather gave were much higher attention to Ghanaian languages.

This paper conceptualizes as well as theorizes how Professional Learning Communities (PLCs) demonstrate democratic principles using John Dewey’s philosophy of education and democracy. The study reviewed the meaning of democracy and its characteristics and highlighted PLCs as social spaces for building democracy in schools. Also, the study explored whether a relationship existed between PLCs and democracy as ideally conceived. The reason behind this exploration was to ascertain whether the environment created in schools and the activities of teachers in their PLC groups serve as core components of establishing PLCs. The study revealed that the formation and implementation of PLCs truly illuminate democratic principles because all teachers take an active part in discussions and deliberations in matters affecting them; members remain committed to the course of the group and the school system because they feel as part; respect and tolerate the views of others, especially minority views and; take part in the decision-making process of the group. The nurturing of these ideals develops informed democratic citizens who would be capable of influencing local, state, and national level decisions and policies. These principles could also be passed on to their students.

The purpose of the study was to examine Colleges of Education students’ attitudes toward the teaching and learning of Social Studies in the Ashanti region. Quantitatively, descriptive survey research design was employed for the study to examine the attitudes of Colleges of Education students toward the teaching and learning of Social Studies in the Ashanti region. The population for the study comprised all the second year (form 2) Social Studies students from the four (4) selected Colleges of Education in the Ashanti Region. Purposive and simple random sampling techniques were used to select four (4) Colleges of Education (St. Louis, Wesley, St. Monica's and Offinso Colleges of Education), and two-hundred seventy-seven (277) second year Social Studies students for the study. The main instrument used for data collection was questionnaire. The quantitative data obtained was coded into Statistical Product for Service Solution (SPSS) (version 26.0) and analyzed using descriptive statistics involving tables, frequencies and percentages for each item. “Strongly Agree”, “Agree”, “Strongly Disagree”, “Disagree” were all used in the analysis for easy presentation and understanding. The study revealed that students were able to dedicate much time to studying the subject in order to acquire relevant knowledge, positive attitudes and skills as well as solve societal problems stems from their ability to have good perception of the subject. The study also concludes that varying techniques of teaching is a key factor in enabling students to develop keen interest in Social Studies. It arouses and sustain students’ interest in the subject, they must not neglect employing methods that are student-centered. It is recommended that teachers should vary their methods of teaching to focus more on the use of child-centered techniques of teaching. It is also recommended that, teaching universities and colleges of education should collaboration with Ministry of Education, T-TEL and other Non-governmental educational organizations to organise workshops, and seminars to help Social Studies teachers on the use of vary teaching techniques in evaluating students learning.

The Adventures of Sasa and Esi is a dance theatre that takes its story reference from two short Ghanaian folktale stories the Adventures of Sasa and Esi, and the Witch of the Forest which were written by Martin Otchere Owusu and directed by Johnson Kwaku Edu and Latipher Amma Osei. The production was staged at the Amu Theatre of the Department of Theatre Arts, University of Education (UEW), Winneba from the 3^rd to the 6^th of November, 2016. Though the play was written for children it appeals to adults due to the lessons embedded in it. Both plays were adapted by the authors to include Ghanaian folk and popular contemporary choreographed dances and theatrical special effects make-up as key theatrical elements to drive the production and to project the element of spectacle. The style of presentation was naturalism and realism. The production also served as a learning platform for the cast and crew who were students in the Department of Theatre Arts, UEW as they participated in it. Through experimentation, experiences, and concept development, the directors’ style and professional background in technical theatre and creative dance heightened the element of naturalism and realism to underscore the theme of the play, understanding, and interpretation of the play.

The purpose of the study was to assess teachers’ use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.

Abstract: The purpose of this study was to examine the perception of Junior High School learners in using flipped classroom model in learning Social Studies in Aowin Municipality in the western north region of Ghana. Qualitatively, descriptive survey design was used for this study. The population of the comprised junior high school students of Enchi Methodist School. Convenient and purposive sampling techniques were used to select both the school and fifty (50) respondents for the study. The main instrument used for data collection was questionnaire. The questionnaire was made up of four-point Likert closed-ended statements that required learners to tick, where appropriate, their responses. The data were analysed using the SPSS software package. The data was edited, coded and analysed into frequencies, percentages with interpretations. The study concluded that, Junior High School Social Studies learners have a generally positive perception regarding the use of the flipped classroom model to learn Social Studies. This implies that, students positively respond to the use of flipped classroom as a teaching method. Since learners have a general positive perception of the use of the flipped classroom, it is recommended that teachers use the flipped classroom as a teaching method while parents are also encouraged to provide their wards with the necessary support such as phones and data to facilitate students’ learning.

The supervisory role of kindergarten teachers is primarily concerned with supervising and managing the efforts of their learning environment to create safe, positive learning environments for all learners, as well as ensuring that no child is left alone or unsupervised by teachers or caregivers while under their supervision. The purpose of this study was to examine the effects of teachers’ supervision on the safety of kindergarten pupils in Komenda Edina Eguafo Abirem (K.E.E.A.) Municipality in the central region of Ghana. Qualitatively, the Instrumental Case Study Design was employed in this study to gather information on the participants. The population consisted of 227 Kindergarten teachers in the KEEA Municipality of Ghana. Convenience sampling technique was used to select sixteen (16) public kindergarten teachers for the study. The main instrument used for data collection was semi-structured interview guide. The data were analyzed thematically. The analysis of the data was done with the help of online qualitative software, Taguette version 1.3, Using the Taguette, the researchers highlighted quotes and phrases from the interviews that were significant to the study. The study supported that, establishing a well-conducive school environment enhance teachers’ supervision which goes a long way to ensures learners’ comfortability and safety; maximize learners’ academic performance; lessen fear in learners; promote teaching and learning; and support learners’ participation in play experiences. It is recommended that, key players in education such as Ministry of Education and Ghana Education Service should investigate the effect of teacher supervision on learners’ safety vis-a-vis with its educational implications. It is also recommended that, kindergarten teachers should be encouraged to supervise their learners to guarantee positive outcomes of promoting learners’ comfortability and safety; maximizing learners’ academic performance; promoting teaching and learning; and contributing to support learners’ participation in play experiences.

Purpose: The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. Findings: Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. Theoretical implications: there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.

The purpose of the study was to examine the use of rewards and punishment to improve discipline in Yiadom Boakye Demonstration Junior High School students (JHS) in Berekum of Ghana. A qualitative approach was adopted for the study. A case study research design was used to analyse the study. The population for the study consisted of all the eight (8) teachers in the Yiadom Boakye Demonstration Junior High School (JHS). A purposive sampling technique was used to select the eight teachers and school for the study. The main instrument used for the study was an interview. The study concluded that rewards and punishment lead to a change in the behaviours of the students affecting their academic performance their courses. The study also concluded that reward policies are needed in teaching to improve student learning by fostering enthusiasm in learning; it arouses students’ interest in learning, and change their personality traits and posture in class. The study revealed that a good punishment minimises bad behaviour, once is not having any bases on the student academic life, then it will not worsen the plight of his or her academic life. It is recommended that the colleges of education in Ghana should collaborate with Ghana Education Service and National Teaching Council to organise workshops and seminars on the use of rewards and punishments in the classroom situation.

The purpose of the study was to examine the impact of instructional materials in teaching and learning biology in the Colleges of Education in the Central Region of Ghana. Qualitatively, a case study research design was selected for the study. The population of the study consists of three Biology tutors in the three Colleges of Education in the Central Region. The purposive sampling technique was chosen to select all the three colleges and three Biology tutors for the study. The interview guide was the main instrument for the data collection. Data were analysed using the interpretative technique based on the themes arrived at during the data collection from the respondents. The study concluded that instructional materials boast students’ cognitive abilities and arouse their interest in the lesson by helping them to reason critically during teaching and learning. The study also revealed that the competencies level of tutors helps them in the assessment of the subject, selecting relevant materials for each concept. Their pedagogical skills depend on their competencies in the classroom instructions. The study also concluded that a good presentation of a lesson has a substantial impact on teaching and learning situations, as well as the vast amount of information available to students, to supplement their instruction and the principles for appropriate use of instructional materials. It is recommended that professional development should be organised for the Biology tutors in their respective colleges to have competencies in using relevant instructional materials in assessing students in Biology lessons. It is also recommended that Ghana Tertiary Education Commission (G-TEC), National Teaching Council (NTC), and universities should collaborate with the colleges to organise workshops and seminars for tutors teaching Biology to update their knowledge in the use of digital instructional materials in lesson presentation.

The purpose of the study was to investigate the causes, effects, and management of science anxiety among Senior High School (SHS) students in the Old Tafo Metropolis of the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. A sample of 337 students were selected from Osei Kyeretwie Senior High School and Al Azhariya Islamic Senior High School using the stratified random sampling procedure. Data were collected by using the Science Anxiety Scale and analysed using descriptive and inferential statistics. The study revealed that the respondents had some level of science anxiety in relation to doing science homework, having a negative attitude toward the science teacher, having fearful when entering the science classroom as well as solving science problems. The study also revealed that the causes of science anxiety involve the content, lack of infrastructure, and inadequate teaching and learning materials to make the subject easy to understand. The study revealed that science anxiety affected students’ academic performance negatively, reduced their interest in science, prevent them from pursuing science programmes in the future, and also affected school attendance. The study recommended that school heads should provide the necessary infrastructure and teaching materials that will make the teaching and learning of science practical and easy to understand.

The purpose of the study was to examine techniques and strategies use in assessing Social Studies concepts in the three senior high schools in Sefwi Wiawso Municipality in the Western North Region of Ghana. Qualitatively, the research design for this study was a Case study. The population for this study consisted of all ten (10) Social Studies teachers in three public Senior High Schools (Wiawso Senior High School, Wiawso Senior/Technical school, and Asawinso senior high school) in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive and convenient sampling techniques were used to select municipalities, schools, and Social Studies teachers for the study. The main instrument used for data collection was interview. The data were edited before being analyzed in themes and pattern. Being a case study design in qualitative research, the researcher read through the data several times so as to familiarize with the data, making notes, referring back to the research question, making decisions whether to focus on individual responses or on topics. The interview data were interpreted to articulate meaning, making decisions on whether to use direct quotes or the summary of respondents’ responses and reporting the data considering the interest of various audiences. The study revealed that teachers used various teaching techniques such as brainstorming, simulation, discovery-learning, role-play discussion, dramatization, problem-solving, and building a community implies that they believed in child-centered method of the teaching and learning of Social Studies. The study also concluded that Social Studies teachers use techniques and strategies like concept attainment, field trips, and debate co-operative learning in motivating and providing learners with the opportunity to interact with their own community or environment. It is recommended that Social Studies teachers should make effort either to go on field trips or make use of available experts that are in their communities by inviting them into the Social Studies classrooms to tap into their rich knowledge to enhance concept learning. It is also recommended that frequent seminars and periodic or regular in-service training should be organised by the Ghana Education Service to help Social Studies teachers to acquaint themselves with the modern teaching techniques and strategies that promote the teaching and learning of Social Studies concepts.

The purpose of this study was to examine chemistry teachers' teaching and learning strategies in double indicator titration in Senior High Schools in Ghana. Action research design using a quantitative approach was used for the study. Purposive and simple random sampling procedures were employed to select one hundred and seventy-five (175) participants (teachers and students) for the study. The classroom observational checklist and questionnaire were the instruments used to collect data in the study. Descriptive statistics tools (frequency, percentage, mean and standard deviation) were used to analyse the quantitative data. The study revealed that Chemistry teachers in the Kwaebibirim and Denkyembuo Districts of the Eastern Region used the lecture method in teaching double indicator titration lessons instead of practical activities and this had negative effects on their academic performance. The study also indicated that the effective model that can be used to improve teaching and learning of double indicator titration is the developed practical teaching model (DEPTEM) as compared to the teachers’ method. It is recommended that in-service training should be organized for chemistry teachers who were already in the field of work to use more of the developed practical model (DEPTEM) in relation to the lecture method. It is also recommended that chemistry teachers should use teaching methods that would allow chemistry students to participate and manipulate equipment/materials using their five senses and other skills instead of teaching in abstract or allowing them to remain less active in their class.

The study objective was to assess the perceptions of Junior High School (JHS) Social Studies teachers in the Yilo Krobo Municipality of the Eastern Region of Ghana on teachers’ Pedagogical Content Knowledge (PCK). The study adopted Shulman's theory of Pedagogical Content Knowledge (PCK) as its theoretical framework. The philosophical approach upon which the study is hinged on is the ideology of interpretivism and positivism, in other words, pragmatism. The study used a mixed methodological approach as well as a descriptive survey design. A random sampling technique was used for the study. The study participants were JHS social studies teachers in Yilo-Krobo Municipality, Ghana. Eighty (80) out of the one hundred and two (102) representing 78.43% JHS Social Studies teachers were selected from the fifty-four JHSs in the Municipality. Both Questionnaire and interview guide were used for data collection. The survey data was analyzed using descriptive statistics and the interview data was analyzed using content analysis. The study indicated that at the heart of the PCK concept is the idea that 'deep knowledge' of content is essential for effective teaching and cannot be taken for granted; that it has a significant bearing on teaching and student learning, and that it is used as a cadre to define professional teaching knowledge. PCK also provides the uniquely necessary knowledge for the transformation of the different types of knowledge required for Social Studies teaching and evolves over time due to the progressive awareness of students' needs, while a wealth of content knowledge is imperative for the development of a comprehensive pedagogical content knowledge. The paper recommends that the Ghana Education Service (GES) should conduct regular in-service training for teachers on the enhancement of their PCK, to enable them select appropriate TLMs and pedagogical approaches that foster meaningful learning for students.

The purpose of this study was to evaluate teachers’ technological pedagogical content knowledge and pupils’ academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South Municipality. Krejcie and Morgan table, cluster sampling technique multi-stage sampling technique, proportional allocation of sample size, and purposive sampling were used to select, 532 respondents (159 basic schools 357 pupils and 175 RME teachers) for the study. The main instruments for data collection were questionnaire, observation guide, standardised-achievement-test. The Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables in the data analysis. The study concluded that it was uncertain as to whether teachers possessed adequate knowledge about the use of technology or instructional resources when it comes to the teaching of RME. The study also indicated teachers did not make effective use of the technology or instructional resources as observed, probably because they do not recognize the important role the use of technology plays in the teaching and learning process, they did not know how to use some of these technologies. Besides, some of these technologies were not available for use in the schools. Although, there was a weak positive correlation between teachers’ technological knowledge and pupils’ academic performance, the important role that technology plays in the teaching and learning process cannot be ruled out. It is therefore recommended that, the Ministry of Education, Ghana Education Service and Curriculum Research and Development Division should organise in-service training for teachers, since it turned out during the observation sections that teachers did not make use of audio-visuals (TV and motion pictures) and audio materials (example radio and tape recorders) in the Ga South Municipality.

This article seeks to relate (trans)generational issues with the phenomenon of sociodromology and education in the COVID-19 pandemic period that began globally in the first months of 2020 and 2021. To make such crossings possible, we will initially present under which aspects we are addressing the term generation, and its respective phenomenological development, transgenerationality. Once these concepts have been properly presented it is also necessary to relate those information with the generations that are currently living within educational environments, especially schools. After such an exposition, we will present the theory that contemplates the vector of acceleration and its respective consequence for humanity. Sociodromology emerges as a theoretical instrument that makes it possible to critically glimpse how the speed of machines has dictated our lives, having a perverse facet of exclusion that determines which groups may be able or unfit at their pace. Finally the text concludes its reflection on the current educational context using the critical tools of socio-pedagogy, which views the subjects who are involved in the educational process as representatives of an even greater order in the world, which transcends schools. In this perspective, education as a pillar of knowledge acquisition should be revised in addition to its pre-determined role in society and should form individuals who could change the world and their communities.

As COVID-19 pandemic spreads worldwide, universities and academic institutions were forced to shift their face-to-face education to online learning since spring 2020. This shift was termed “emergency remote education or learning”, caused many distractions to students, and posed many challenges for both assessment and examination systems and practices at our Zhejiang University-University of Edinburgh (ZJU-UoE) Biomedical Science Institute, like other educational institutions worldwide. This necessitated the development of alternative and effective approaches and procedures to teach students, and several changes and adaptions of assessments and examinations at ZJU-UoE institute. In this article, we described the implications of the COVID-19 pandemic for student assessment systems and practices at ZJU-UoE Institute. The article is particularly reflecting on alternative approaches and strategies that we have developed at ZJU-UoE institute to change and adapt student assessments and examinations during COVID-19 pandemic. These changes involved developing general examination strategies and settings, including online (MCQ-type) test exam settings and online written exam settings, and developing effective procedure and policy to safeguard academic integrity during the COVID-19 pandemic that can help with facing various education and learning challenges in a time of crisis worldwide.

One of the most important applications of data science is the recommendation system. Every organization requires a good recommendation system to express a large range of items. This research focuses on the creation of a book recommender system using collaborative filtering.

The purpose of the study was to assess teachers’ knowledge in integrating affective domain in teaching and learning of Social Studies lessons in the junior high schools in Aowin Municipality. A quantitative approach and survey research design used the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to sample the respondents of the study. The sampling technique was to ensure the representativeness of the sample. The study used structured questionnaires to collect the data. Descriptive statistics in the form of percentages was used in this study. SPSS was used to analyse the data. The study concluded that the Social Studies teachers have some level of knowledge of the principles of developing affective test items. The study also indicated that Social Studies teachers in the study area can define affective objectives in behavioural terms and have some level of knowledge of the principles of developing affective test items, they do not teach the affective domain. It is recommended that, Coordinators for junior high schools and the headmasters (academic) should ensure that affective objectives are inculcated in the general lesson objectives of Social Studies teachers. Intensive in-service training should be ran for Social Studies teachers to equip them on the formulation of affective objectives. It is also recommended that in service training should be organised by the education directorate in the municipality to train teachers in the teaching of lessons involving the affective domain. The headmasters, as well as the coordinators for junior high schools, should monitor whether teacher’s qualification reflect in the teaching of the social studies lessons that involve the affective domain.

The main purpose of this study was to examine Social Studies teachers’ competence in teaching and assessing learning outcomes in affective domain in senior high schools in the Aowin Municipality in Western North Region in Ghana. A quantitative approach was used in this study as it allowed the researchers to carry out an objective analysis and generate factual knowledge through measurement. The survey design was used for the study. The study population constituted Social Studies teachers in the 40 Junior High Schools in the Aowin Municipality of the Western North Region of Ghana. Simple random and convenient sampling techniques were used to select the schools and respondents for the study. The simple random sampling was used to select 20 schools to participate in the study. This was to provide an equal opportunity for each school to participate in the study. From these selected schools, a convenience sampling technique was used in selecting forty (40) teachers (two from each school in the Aowin Municipality where Social Studies is offered as a core subject. The main instrument used for the study was structured questionnaire. Descriptive statistics in the form of percentages was used to analysis the data in this study. The study concluded that Social Studies teachers hardly teach and assess directly in the affective outcome, hence the affective domain is neglected in the teaching and learning of the subject. It is recommended that the universities and other training institutions should strengthen the teaching on the use of the techniques for assessing the affective domain. In-service training courses should also be organised regularly for social studies teachers on the use of the techniques for the assessment of affective domain.

The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of Aboabo Educational Circuit. Convenience, purposive and quota sampling techniques were used to select schools, headteachers and teachers for the study. The main instrument used for data collection was questionnaire. Spearman’s rank order correlation was used to analyse research hypotheses 1 and 2; Wilcoxon test was also used to analyse research hypothesis 3. The study revealed that intrinsic teachers’ motivation is negatively related to Leadership for Learning within the AEC. The study also indicated that extrinsic teachers’ motivation has an insignificant positive association with Leadership for Learning within the AEC. The study also concluded that there is a significant difference between Intrinsic Teacher Motivation (ITM) and Extrinsic Teacher Motivation (ETM) in AEC. Therefore, ITM and ETM plays minimal or no role within AEC. It is recommended that the officers within AEC must not focus only on high pupils’ academic achievement at the detriment of taking appropriate steps to make classroom teaching interesting and attractive. It is also recommended that School Management Committees within AEC must in their small way do their best to boost the extrinsic motivation of teachers within the circuit.

The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools in the Asante Akim North Municipality of the Ashanti Region. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers and students for the study in all, seventeen (17) Social Studies teachers and fifty (50) students were selected from six (6) Senior High Schools. The main instrument for data collection observation, interview and focus group discussion. The study revealed that not lessons presented were in line with the general objective of the subject (Social Studies). This affected the students understanding of concepts in the subject in helping them to right wrong their decision making. The study also indicates that teaching and learning Social Studies should not be one-man affair, with the teacher doing all the talking and the students doing all the listening. It is recommended that Ghana Education Service should organise workshops and in-service training for Social Studies teachers at the Senior High School level on how to present and evaluate social Studies lessons in order to realise the goals and objectives envisaged for national development. It is also recommended that teachers who have the exposure of the subject and are equally qualified to teach it at the Senior High Schools but are found teaching at the basic level, should be allowed by the Ghana Education Service to teach the subjects at the Senior High School level. The Government of Ghana should make it a laid down policy for the recruitment of qualified Social Studies teachers to teach at the Senior High School (SHS) level for effective assessment in the classroom.

The purpose of the study was to investigate the effect of computer-assisted instruction approach to the teaching and learning of photosynthesis on the performance of second year Senior High School (SHS 2) Biology students in science. The design for the study was a quasi-experimental research. This study was carried out in Sefwi Wiawso SHS and Asawinso SHS all at Sefwi Wiawso Municipal Assembly in the Western North Region of Ghana. They are all mixed institution. The purposive sampling techniques was used to schools, classes and students for the study. One-hundred one (101) electives biology participants were purposively selected, they consist of SHS 2 Science of (55) fifty-five students from Sefwi Wiawso SHS and SHS 2 Home economics of (46) forty-six students also from Asawinso SHS. The third years were not selected because they were preparing to write their WASSCE. The main instrument for data collection was questionnaire. The study collected only quantitative data and employed quantitative method of data analysis. Data obtained from participants in both experimental and control groups on the Test 2 were analysed statistically using independent-measures t-test. The independent-measures t-Test was used to investigate whether any differences existed between experimental and control groups’ mean scores on the Test 2. The study further revealed that computer-assisted instructions gives feedback to learners to have the opportunity to master computer-assisted instructional package tool used. It is recommended that, computer-assisted instruction method should be encouraged in many Biology classes in Wiawso Municipal Assembly, since it gives students opportunity to see links between concepts, summarise and organise their works, thoughts logically and sequentially. Both genders must be encouraged to use computer-assisted instruction method to studying Biology.

The purpose of the study was to assess the socioeconomic status and levels of parental involvement on the academic performance of Junior High School Students in the Upper West Akim District in Ghana. The study adopted the quantitative approach and specifically used the descriptive survey design. Simple random sampling and purposive sampling techniques were used for the selection of schools and respondents for the study. The main instrument used for data collection was questionnaire. The Statistical Product and Service Solutions (SPSS) software version 22 was used for analysis of data gathered. The study concluded that, parents’ socioeconomic status specifically; education, occupation and income levels, is an important factor that determines the academic performance of students in the Upper West Akim District. The educational and income statuses have a positive relationship with the academic performance of students. The findings from the study also revealed that, parents who ensure that their children study at home, provide their educational needs, discuss their progress with their teachers and attend PTA meetings regularly have children who perform better academically as compared to children whose parents do not see to it that their children study at home, provide the educational needs of their children, discuss their children’s learning with teachers and attend PTA meeting regularly. It is recommended that, Considering the strong positive relationship between parental involvement and academic performance, it is recommended that government through the National Commission for Civic Education (NCCE) should educate parents, teachers and school managers on the relevance of parental involvement in the education of the child and the need for the school to create an atmosphere that would involve parents in the education of their wards. It is also recommended that, adult literacy should be enhanced by government to improve the level of education of parents in the Upper West Akim District which will go a long way to improve participation of parents in children’s education and hence improve their academic performance.

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

The objective of the study was to examine the school-related factors that contribute to the academic achievements of low- social economic – status of students in the Aboom Circuit of the Cape Coast Metropolis during 2015-2016 academic years. The study adopted descriptive survey research design. Purposive and random sampling techniques were used to select teachers, schools and students. The five junior high schools (St Nicholas, St. Monica, Aboom Methodist B, Aboom Zion A and Aboom Zion C) were randomly selected from the ten schools in the circuit. A proportional allocation was used to determine and allocate the total number of students from the population to each school. The main instrument for data collection was questionnaire. The data were entered in a pre-designed template in the Statistical Package for Social Science (SPSS) software, version 21. The data were analysed using descriptive (frequency and percentages, mean and standard deviation) and inferential statistics (correlation). The research hypothesis was also analysed using Pearson Product Moment Correlation. The hypothesis was tested at 0.05 level of significance. The study indicated that school-related factors such as school time schedule, resources, school climate, guidance and counselling, school-parents’ relationship may significantly contribute to students’ academic achievement. It is also concluded that when the right atmosphere or conditions are created, students can perform well irrespective of their socio-economic statuses or backgrounds. It is recommended that the Ministry of Education (MOE)/Ghana Education Service (GES) in partnership with school administrators should provide adequate teaching and learning resources and facilities for effective teaching and learning at the school. It is also recommended that in other to ensure effective teaching and learning, the Ministry of Education (MOE) and the Ghana Education Service (GES) should collaborate to implement a class size reduction policy effectively as expected. This means that the student-to-teacher ratio should strictly be adhered to.

The task of recommending products to customers based on their interests is important in business. It is possible to accomplish this with machine learning. To reduce human effort by proposing movies based on the user's interests efficiently and effectively without wasting much time in pointless browsing, the movie recommendation system is designed to assist movie aficionados. This work focuses on developing a movie recommender system using a model that incorporates both cosine similarity and sentiment analysis. Cosine similarity is a standard used to determine how similar two items are to one another. An examination of the emotions expressed in a movie review can determine how excellent or negative a review is and, consequently the overall rating for a film. As a result, determining whether a review is favorable or adverse may be automated because the machine learns by training and evaluating the data. Comparing different systems based on content-based approaches will produce results that are increasingly explicit as time passes.

Nowadays, recommendation systems are existing everywhere in the internet world, online people are presented with the required needs not just for actual physical products, but also for several other things such as songs, places, books, friends, movies, and many more requirements. Most of the systems are developed with the basic collaborative and hybrid filtering, where the people or users are recommended items that the choices are based on the right preferences of other people by applying the machine intelligence strategies. In this research, the importance of network modeling is analyzed in solving real-world problems.

The study used qualitative research approach and a case study research design to explore the factors that motivate females to complete formal education in Tolon District. The population for this study comprised all females in the Tolon District who have successfully completed formal education. A purposive sampling technique was to select ten (10) females who have successfully completed formal education and are now working in the Tolon District. The main instrument used for data collection was interview guide. Data were analysed by the use of the Interpretive Method based on the themes arrived at in the data collection. The themes were related to the research questions and interpreted on the number of issues raised by participants. The study concluded that the Girl–Child requires a conducive learning environment free from limitations to successfully acquire formal education. The presence of an impressive teacher-student relationship in schools contributes immensely to the academic accomplishment of the academic goals of the female student. The study also concluded that the female students need self determination to rise above the socio-cultural limitations encountered in formal education. They obviously have to work hard and persevere enough to achieve their desired academic accomplishment. It is recommended that teachers should be encouraged as part of their teaching responsibility to give equal opportunity to both boys and girls, in answering their questions during classes. Thus, the Girl–Child deserves extra attention to ensure their participation and fair inclusion in curricular and other extra-curricular activities whiles in school. It is also recommended that teachers should sensitize and advise the female students to eschew the habit of associating with men, during the early stage of their life.

A domain of practical learning over the theoretical is provided in this work, for this several places of natural interest have been studied (Natural Parks), a quality pedagogical training is obtained, through which the students of Vocational Training and Primary and Secondary Education Teachers obtain competences in the management of natural spaces, which are of interest for conservation, competences in flora, plant communities, habitats and interpretation of the landscape. The learning is eminently practical, which allows trained personnel to enter the labor market. The study of natural spaces has been carried out using direct observation techniques, with the participation of specialist teachers in various fields, because the interpretation of vegetation, habitats and landscape requires multidisciplinary techniques. For this, teaching methodologies in Botany are used, how have the phytosociological sampling techniques been; Geology, Edaphology, and Climatology, in the latter case creating future predictive models that allow the student to make decisions about the management of a territory; this study has made it possible to carry out a comprehensive interpretation of the natural environment, with a notable pedagogical improvement in learning.

Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

The impact of narcissism and self-esteem on academic achievement has long been an important issue in developmental research. The study aimed to explore the students’ narcissism and self-esteem as correlates of academic achievement in Mathematics in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational approach. The population of the study comprised of 21204 SS2 students from which a sample of 630 was drawn. Multi-stage procedure was used to select the sample. Two standardized research instruments namely; Narcissistic Personality Inventory (NPI), and Self-esteem Questionnaire (SQ), as well as score from students’ promotional examination were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. The overall reliability coefficient was 0.75 which shows that the instrument was reliable and good for the study. The Pearson Product Moment Correlation was used to answer research questions 1 to 4 and to test hypotheses 1 to 4, while the research question 5 and hypothesis 5 were answered and tested with multiple correlations. The findings showed that students’ power narcissism recorded a very low positive relationship with academic achievement in mathematics. Findings also revealed that the multiple correlation of these variables is positively non significant with academic achievement in mathematics. Based on these findings, it was recommended that as narcissistic individuals believe strongly that they are better than others, teachers and counsellors should develop a strategy to enhance the confidence and ability in the students as these will help them to become life long learning individuals thereafter.

Digital formative assessments have the features of digital learning environment and can be used by teachers to both empower students’ learning and adapt the next steps in the learning process of their students. They are effective tools that can help lecturers and tutors to both collect and analyze the required information and data for supporting the teaching and learning processes. Importantly, digital formative assessments have been particularly critical during the COVID-19 pandemic due to increased students’ learning outside traditional classrooms, limited face-to-face classes and other students’ learning and assessment difficulties at many educational institutions worldwide. In this article, we describe the essential features and importance of digital formative assessments and their recently developed communication methods. We also discuss the significance of digital formative assessments in measuring students’ learning and skills in times of global crisis such as the COVID-19 pandemic.

Artificial intelligence (AI) based triage and diagnostic systems are increasingly being used in healthcare. Although these online tools can improve patient care, their reliability and accuracy remain variable. We hypothesized that an artificial intelligence (AI) powered triage and diagnostic system (MayaMD) would compare favorably with human doctors with respect to triage and diagnostic accuracy. We performed a prospective validation study of the accuracy and safety of an AI powered triage and diagnostic system. Identical cases were evaluated by an AI system and individual Indian healthcare practitioners (HCPs) to draw comparison for accuracy and safety. The same cases were validated with the help of consensus received from an expert panel of 3 doctors. These cases in the form of clinical vignettes were provided by an expert medical team. Overall, the study showed that the MayaMD AI based platform for virtual triage was able to recommend the most appropriate triage ensuring patient safety. In fact, the accuracy of triage recommendation by MayaMD was significantly better than that provided by individual HCPs (74% vs. 91.67%, p=0.04) with consensus being used as standard.

In this paper, we propose to design an indoor sign detection system for industry 4.0. In order to implement the proposed system, we proposed a lightweight deep learning-based architecture based on MobileNet which can be run on embedded devices used to detect and recognize indoor landmarks signs in order to assist blind and sighted during indoor navigation. We apply various operations in order to minimize the network size as well as computation complexity. Internet of things (IoT) presents a connection between internet and the surroundings objects. IoT is characterized to connect physical objects with their numerical identities and enables them to connect with each other. This technique creates a kind of bridge between the physical world and the virtual world. The paper provides a comprehensive overview of a new method for a set of landmark indoor sign objects based on deep convolutional neural network (DCNN) for internet of things applications.