Abstract: This study examined the use of diagrams and models in biology instruction and their influence on learners’ academic performance in selected secondary schools in Kitwe, Zambia. The research focused on how these visual tools support comprehension of complex biological structures and abstract processes. Guided by its main objective, the study assessed the frequency and manner in which teachers integrate diagrams and models, investigated learners’ attitudes toward them, and evaluated their impact on academic outcomes. Using a descriptive research design, data were collected through questionnaires and interviews with biology teachers and learners. The findings revealed that although diagrams and models are widely recognized as valuable instructional tools, their actual use varies considerably among teachers due to differences in resource availability, pedagogical training, and classroom conditions. Learners expressed highly positive attitudes, noting that these aids simplify complex topics, enhance memory retention, and increase engagement. Analysis of performance data showed notable academic improvement when lessons incorporated well-designed diagrams and models. The study concludes that diagrams and models play a critical role in strengthening learners’ understanding of biological concepts and improving academic performance. Strengthening teachers’ capacity to integrate visual materials, expanding access to teaching resources, and promoting learner-centered strategies could further enhance biology education in Kitwe District. These findings offer valuable insights for educators, curriculum developers, and policymakers seeking to improve science education through effective pedagogical approaches.

Petro Maziku – College of Business Education, Department of Business Administration, Mwanza, Tanzania

Robert G. Mashenene – College of Business Education, Department of Marketing, Dar es salaam, Tanzania

Email: lilianomendaoti@gmail.com

Abstract: Work-Integrated Learning (WIL) fundamentally is a pillar for improving employability among graduates. Nonetheless, evidence concerning engagement of employers in WIL in institutions under the Technical and Vocational Education and Training (TVET) in Tanzania is minimally established. The research closed the gap that existed by examining engagement of employers in WIL among institutions in Tanzania under TVET. A mixed method comprising quantitative surveys and qualitative interviews was adopted. Based on students’ enrolment status and graduate outputs, four institutions under TVET were chosen purposively. Descriptive statistics, Pearson correlation, and multiple linear regression were adopted for quantitative data analysis while thematic analysis was adopted for analysing qualitative data. The results disclose that levels of employers’ engagement, motivation and skills development at p < 0.05 were significant and positive in predicting employability of graduates. The research presents conclusion that engagement of employers in WIL programmes boost TVET employability of graduates. Formalizing and sustaining partnerships between institutions under TVET, policymakers, and employers through development of curricula, students’ review, funding, and training placements were recommended for strengthening quality of WIL and employability of graduates.

Abstract: The general objective of this study was to examine influence of corporate risk management practices on commercial bank financial performance in Rwanda. The study sought to achieve the following specific objectives: to evaluate the influence of Risk Identification, Risk Assessment and Measurement, Risk Monitoring and Control and Risk Mitigation Strategies on bank performance at Bank of Kigali. The data were analyzed using statistical methods, primarily through the calculation of frequencies and percentages, to identify patterns and effectively summarize the findings. For this study, the sample comprised 133 employees from Bank of Kigali. The study relied on secondary data for measurements and scaling, which were applied during the data analysis process. The researcher employed quantitative methods for this study, specifically utilizing a questionnaire to collect data. The collected data were systematically analyzed using the Statistical Package for the Social Sciences (SPSS) software. The ANOVA results assessed the overall significance of the regression model in explaining variability in bank performance. The resulting F-statistic of 91.136 tests whether the model fits significantly better than one without predictors. The p-value of .000, well below the 0.05 threshold, indicates the model is highly statistically significant. Overall, the findings confirm a statistically robust, cohesive risk management system that critically supports operational efficiency and financial stability, with Risk Identification and Risk Mitigation Strategies identified as the most impactful factors.

Abstract: This study aimed to assess the influence of gender policy on women’s empowerment, focusing on Estuaire Province in Gabon. It examined the effects of inclusive governance, legal frameworks, and resource equity on women’s empowerment. The target population consists of 489 individuals directly involved with gender policy and women’s empowerment in Estuaire Province, Gabon, including members from the Gender Unit, local leaders, Women Forum representatives, women entrepreneurs, and community-based organizations (CBOs). Using a sample size of 220, determined through Slovin’s formula, the study employed cluster sampling, with the population divided into distinct groups based on their involvement in different gender policy sectors. A randomized sample was drawn from each sector to ensure representation. Data collected through structured questionnaires, interviews, and documents. Data analysis was conducted using SPSS version 25. The unstandardized coefficient for inclusive governance is 0.420, indicating that a unit increase in inclusive governance results in a 0.420 improvement in women’s empowerment (B = 0.420, t = 6.865, Sig. = 0.000). Similarly, legal frameworks have an unstandardized coefficient of 0.246, meaning that each unit increase in legal frameworks contributes to a 0.246 improvement in women’s empowerment (B = 0.246, t = 3.775, Sig. = 0.000). Resource
equity exhibits an unstandardized coefficient of 0.342, demonstrating that enhanced resource equity leads to a 0.342 improvement in women’s empowerment (B = 0.342, t = 5.897, Sig. = 0.000). The study recommended that local authorities prioritize gender-responsive governance, strengthen legal frameworks, and ensure equitable resource distribution to enhance women’s empowerment.

Abstract: This study examined influence of headteachers on resource mobilization for implementation of Competency-Based Education (CBE) in Chepalungu Sub-County, in Bomet County, Kenya. The study employed a mixed methods descriptive survey research design to investigate influence of leadership practices on availability of resources for CBE implementation. The study population included headteachers, teachers, and learners, with a sample size of 175. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was employed to analyze the qualitative data. Based on the Resource-Based Theory, the results suggest that headteachers select and apply customary resource allocation strategies to address needs-based resource challenges, leverage social capital, but do not exploit innovative resource allocation strategies and entrepreneurial initiatives related to school-based resource mobilization. The study concludes that low levels of entrepreneurial literacy among administrators and a reliance on the state budget are major barriers to building sustainable CBE practices. The study recommends that school leadership adopt an entrepreneurial stewardship approach and institutionalize curriculum specialists in the budgeting process to align pedagogical ideals and resource allocation. Additionally, it recommends professional development workshops for headteachers focused on educational entrepreneurship and the management of endowment funds, as a way to diversify income beyond government-supplied capitation grants

Vencie Allida – Northern Caribbean University, Jamaica

Petronilla Mwangi – University of Eastern Africa, Baraton

Email: magaletai@mau.adventist.org

Abstract: The study focused on the lecturer’s perspective in the use of smartphones in educational settings, how smartphones are being used by lecturers in performing their duties and how smartphones can be utilized to enhance the teaching and learning process in the university. The purpose for this study was to investigate the utilization of smartphones in classroom instruction among lecturers in Malawi Adventist University, Central Malawi. Participants were 15 lecturers at Malawi Adventist University, Lakeview Campus who were purposely sampled. The findings revealed that smart phones have an enormous ability as a teaching and learning tool in the classroom. In light of the findings, the study concluded that there is a strong inclination in the perceptions of lecturers on utilization of smart phones in the teaching and learning process at MAU, Lakeview Campus.

Abstract: This study investigated how ethical leadership affects employee performance at the TANESCO Tabora office. The study adopted positivism philosophy with the aid of a quantitative research approach and an explanatory research design. A sample size of 175 respondents was selected using simple random sampling from the population of 312 workers within the TANESCO Tabora Office. A systematic questionnaire was used for collecting the data, and descriptive, correlation, and regression analyses were used to analyze the results. The results showed that leadership dimensions like job fairness had a significant positive impact on employee performance. Moreover, the study recommends that management of the TANESCO Tabora office should involve employees in decision-making and delegate tasks to employees more to enhance their productivity. At the TANESCO Tabora office, participatory decision-making is necessary. This might be accomplished by allowing lower-level staff to participate in the process of making decisions. Moreover, senior leaders at the TANESCO Tabora office should continuously provide role clarification for employees to maintain and improve their performance.

Abstract: The integration of machine learning–based personalized learning systems in secondary education offers significant potential to enhance instructional differentiation, learner monitoring, and academic support. However, adoption depends not only on technological capability but also on institutional readiness across infrastructure, human capacity, and leadership dimensions. This study evaluated institutional readiness and barriers to implementing ML-based personalized learning in secondary schools in Rwanda using a mixed-methods design. Data were collected from 200 institutional staff members across ten secondary schools representing all five provinces. Findings indicate moderate but uneven readiness. Infrastructure indicators show that 55% of schools reported functional ICT laboratories, yet only 42% reported reliable internet connectivity and 36% adequate technical maintenance support. Human capacity gaps were pronounced: while 84% of respondents rated staff digital literacy as high or moderate, only 18% reported high understanding of ML concepts and 22% expressed high confidence in using AI tools. Governance readiness was limited, with 61% reporting data protection policies but only 29% indicating the presence of an institutional AI or digital strategy, and 63% lacking regular data quality audits. Leadership openness to innovation was relatively strong (52%), yet only 33% reported strong ICT budget allocation. The most significant barriers identified were limited technical expertise (64%), insufficient funding (58%), and data privacy concerns (52%), whereas resistance to change was lower (29%). The study concludes that ML-based personalization adoption is constrained primarily by structural capacity and governance gaps rather than institutional resistance, highlighting the need for coordinated readiness strengthening across schools.

Abstract: The transition from primary to boarding secondary school is a critical developmental period for adolescents and is often accompanied by heightened anxiety due to academic, social, and environmental adjustments. In boarding schools, this transition is further complicated by separation from support systems, limited guidance and counselling services, and increased academic and social demands. Understanding how adolescents cope with transition-induced anxiety is essential for informing school-based psychosocial interventions. Guided by the Transactional Model of Stress and Coping, the study used a convergent mixed-methods design. Quantitative data were collected using structured questionnaires administered to boarding secondary school students in Ainamoi Sub-County, Kericho County, Kenya, while qualitative data were obtained through structured interviews. Quantitative data were analysed using statistics, including means and standard deviations, whereas qualitative data were analysed thematically. Findings showed that although guidance and counselling departments existed in all sampled schools, they were understaffed and lacked professional capacity, and most schools had no structured transition programmes. Students reported moderate use of coping strategies (M = 3.78, SD = 1.26). Adaptive strategies, such as problem-focused planning, emotion-focused coping, social support, and spirituality, were predominant. However, maladaptive strategies, including denial, behavioural disengagement, self-blame, and substance use, were also evident, especially among students with limited psychosocial support. The study concludes that although adolescents show resilience through adaptive coping, inadequate institutional support heightens vulnerability to anxiety and maladaptive coping. Strengthening guidance and counselling services, implementing structured transition programmes, and promoting adaptive coping skills are essential for improving students’ emotional well-being and adjustment during the transition.

Abstract: This qualitative study applies a syndemic theoretical framework to examine the complex relationship between drug and substance abuse and academic performance among secondary school pupils in Zimbabwe. Drawing from Bronfenbrenner’s Social Ecological Model, the research investigates how substance abuse, economic instability, and educational disruptions collectively influence academic achievement in the country. Thirty participants aged 15-19 from schools in Gweru and Masvingo were purposefully selected using criterion sampling. Data was generated through semi-structured interviews and focus group discussions. The analysis revealed intricate syndemic interactions across individual, interpersonal, and societal levels, involving economic challenges, substance use as a coping mechanism, cognitive decline, HIV-related stigma, depression, and classroom disengagement. The study highlighted the lack of institutional support for students facing these issues and gaps in policy implementation despite the presence of the National Drug Policy 2022 in Zimbabwe. The study underscored the adverse effects of drug and substance abuse on academic performance and dropout rates among students. Recommendations focus on interventions tailored to combat drug and substance abuse, including school-based programmes integrating opioid agonist therapy, peer-led education on drug substance use, conditional economic support tied to school attendance, and policy reforms addressing the root causes of substance abuse. By applying these strategies within the context of the syndemic framework, the research offers practical solutions for schools to tackle the challenges posed by drug and substance abuse, ultimately leading to enhanced academic outcomes for youth.