Responsive Pedagogy and Functional Literacy: Enhancing Numeracy Outcomes for Internally Displaced Children (Published)
The study addressed how the use of responsive and functional literacy pedagogy to enhance numeracy outcome for internally displaced children in Benue and Plateau States, Nigeria. Employing quasi experimental designs, the target population for this study consisted of approximately 713 internally displaced children residing in selected IDP camps in Benue and Plateau States, Nigeria. The available sample for the study was 488 pupils (male = 274 and female = 214). To ensure a representative sample, the researchers employed both purposive and stratified random sampling, accounting for variations in gender, and level in primary school (grades 4 and 5). However, all pupils in the 3 schools and 6 schools from Plateau and Benue States were respectively used as intact classes being a characteristic of quasi experimental study where full randomisation was not possible. Numeracy Ability Tests (NAT) with reliability index of 0.84 was deployed in data collection. Results show that there is significant difference in the mean numeracy outcome of internally displaced children taught numeracy using responsive and functional literacy pedagogy and those taught using conventional strategy; F(1,485) = 39.786; p = 0.000 < 0.05]; there is significant difference in the mean numeracy outcome of internally displaced male and female children taught numeracy using responsive and functional literacy pedagogy; F(1,212) = 4.607; p = 0.033 < 0.05]. It was recommended among others that teachers, school administrators, curriculum designers should integrate responsive and functional literacy pedagogy that focus on the functional application of literacy skills in real-world contexts in the curriculum for the displaced children. Education policymakers should provide emergency education curriculum with a clear framework on the use of responsive and functional literacy pedagogy to tailor their approaches to meet the pedagogic needs of the displaced populations
Keywords: Functional literacy, Mathematics, internally displaced children, mathematics achievement, numeracy outcomes, responsive pedagogy
Functional Health Literacy among People Living With HIV/AIDS: Research Findings and Directions for Future Research in Sub-Saharan Africa (Published)
The aim of this review is to provide a synoptic view of functional health literacy among people living with HIV/AIDS (PLWHA) across the globe, so as to suggest directions for future research in sub-Saharan Africa. Thirteen published empirical studies from hard copy and on-line journals on the subject matter are reviewed. However, all the studies were conducted in other regions other than sub-Saharan Africa, which points up to the fact that research on the subject matter is seriously desired in the region. Based on the studies’ findings, directions for future research are outlined. These include that: 1) further research is needed to examine the role of treatment programmes in mediating relationships between individual predisposing factors and health literacy and the linkages between health literacy, and subsequent health status in at-risk populations, and 2) further research needs to be conducted in order to learn more about the relationships between HIV infection and rural living and the needs of people who live in such situations. With this knowledge, appropriate healthcare services can be developed and implemented to enhance the well-being and quality of life for individuals, families, and communities in this age of HIV/AIDS pandemic.
Keywords: Functional literacy, future research, people living with HIV/AIDS (PLWHA)