School-wide publications

Permanent URI for this collectionhttps://dspace.njala.edu.sl/handle/20.500.144402/135

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    The Perceptions of Indigenous Language and Cultural Synergy in Ghana and Sierra Leone: A Cross-Cultural Study
    (Noyam Publishers, 2024-05-17) Adom, Dickson
    This study examined how young people perceive the revitalization of indigenous languages in multicultural environments. The research team gathered data from a stratified random sample of 200 participants hailing from diverse rural and urban areas in Ghana and Sierra Leone. Employing a convergent parallel mixed-methods design, the study employed questionnaires and interviews to gauge local community perceptions toward indigenous language revitalization in Ghana and Sierra Leone. The team also conducted focus groups to gain qualitative insights. The two data sets were analyzed using both descriptive and inferential statistics, as well as thematic qualitative analysis to reveal the perspectives of study participants on the importance of indigenous language in maintaining cultural legacy. The findings underscored the significance of indigenous languages beyond communication, emphasizing their exposure to external threats such as cultural assimilation and the dominance of foreign languages. The research team calls on the Ministries in charge of culture in Ghana and Sierra Leone to prioritize initiatives aimed at recovering and safeguarding indigenous languages, as a critical step for cultural transmission and preservation. **Keywords:** Native Culture, Linguistic Traditions, Cultural Ecosystems, Language, Indigenous Languages, Cultural Synergy
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    The Impact of School Feeding Programs on Pupil Attendance and Academic Achievement in Sierra Leone
    (Science Publishing Group, 2025-05-19) George, Angella
    This study explores the influence of school feeding programs on pupil attendance and academic performance in Sierra Leone. With on-going challenges such as food insecurity, malnutrition, and widespread poverty, many school-age children across the country face difficulties in accessing consistent education. These socio-economic barriers often lead to irregular attendance, low classroom participation, and poor academic outcomes. The research investigates how structured school feeding initiatives contribute to improving these educational indicators, particularly in underserved rural communities. A desk-based research design was employed, relying on secondary data gathered from government publications, international development agency reports, and peer-reviewed academic studies. This method allowed for an in-depth review of existing evidence and analysis related to the implementation and outcomes of school feeding programs within the Sierra Leonean context. Findings from the study reveal that school feeding programs significantly enhance school attendance and academic achievement, especially in primary schools. The assurance of receiving at least one nutritious meal per day motivates children to attend regularly, while also improving their attention span, classroom engagement, and overall cognitive development. Girls and children from low-income households appear to benefit most, as the meals reduce the economic burden on families and incentivize continued education. Furthermore, school feeding has contributed to a reduction in dropout rates and better performance in core subjects such as English and Mathematics. The study is anchored in Maslow’s Hierarchy of Needs and the Expectancy-Value Theory, highlighting the critical role that basic physiological needs play in shaping students’ academic behaviour and performance. The findings call for the integration of nutrition into national education planning and emphasize the importance of continuous monitoring and evaluation mechanisms. Strengthening Sierra Leone’s Home-Grown School Feeding Program and aligning it with broader educational and agricultural development policies could enhance the sustainability and reach of these interventions.
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    Impact of Late Submissions of Grades on the Mental Health of Exam Officers Across Public Universities in Sierra Leone
    (RSIS International, 2025-12-15) George, Daniel Rince
    Late grade submission is a persistent problem for all the public universities in Sierra Leone and generates significant administrative and psychological workload for Examinations Officers (EOs) and registry staff. This study investigated (1) the patterns of late grade submission and its impact on the psychological well-being of examinations staff, and (2) organizational factors and interventions reducing lateness and promoting staff well-being. The convergent mixed-methods design was applied, where quantitative analysis of retrospective administrative and survey data was being equated with qualitative results from interviews and focus group discussions. The study was conducted in six public universities Njala University, University of Sierra Leone, Ernest Bai Koroma University of Science and Technology, Eastern Technical University, Milton Margai Technical University, and Freetown Polytechnic for the period 2018–2025. The respondents consisted of 150 participants, i.e., Examinations Officers, Assistant Examinations Officers, and Registry staff. Quantitative data were analyzed using descriptive statistics, correlation, and multivariable linear regression. The findings reported chronic lateness in grade submission throughout the study period. The mean lateness in days ranged from 8.2 to 11.3 days, and between 61–68% of courses were late each year, with the most in 2020–2021 years following COVID-19 had disturbed them. Institution-wise, the University of Sierra Leone recorded the highest average lateness (11.2 days; 67.0% late submissions). Mental health indices were noteworthy poor: 80.7% reported greater than the clinical cut-off for stress, 72.0% for anxiety, 65.3% for depression, and 64.7% for burnout (Maslach Emotional Exhaustion subscale). Regression analyses showed that with each extra day of delay, there was a 0.77-point increase in a higher stress score (95% CI: 0.51–1.03, p < 0.001), a 0.58-point rise in anxiety (95% CI: 0.29–0.87, p < 0.001), and positive rises in depression and burnout scores. Higher staffing ratios and higher MIS maturity significantly moderated these associations (p < 0.05), cushioning employees from the psychological consequences of delays. Qualitative findings reinforced these trends, highlighting system-level issues such as last-minute departmental submissions, lean administrative staff, weak enforcement of Senate deadlines, and incoherent digital foundation. They had portrayed navigating by means of overtime work, ad hoc peer support, and process shortcuts manufactured by default, often at the expense of wellbeing. The study confirms that chronic late grade submissions are a structural occupational health risk to examination workers, resulting in excessive stress, anxiety, depression, and burnout levels. Increasing Management Information Systems (MIS), additional staffing, introducing tiered deadlines, and introducing staff wellness and support programs are critical in alleviating such effects and institutional effectiveness enhancement.
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    Digital Readiness, Pedagogical Transformation, and Learning Outcomes in Technical and Vocational Education and Training Institutions in Sierra Leone
    (Science Publishing Group, 2026-03-04) George, Daniel
    The rapid expansion of digital technologies has reshaped educational systems globally, placing new demands on Technical and Vocational Education and Training (TVET) institutions to deliver skills that are responsive to digitally driven labour markets. In Sierra Leone, national policies emphasise digital transformation in education; however, empirical evidence on how institutional digital readiness influences pedagogical practices and learning outcomes within TVET institutions remains limited. This study examined the relationships among digital readiness, pedagogical transformation, and learning outcomes in TVET institutions in Sierra Leone. A mixed descriptive and explanatory research design was employed, drawing on data from 480 respondents (240 students and 240 instructors) across 30 public and private TVET institutions. Data were collected using structured questionnaires and analysed using descriptive statistics and multiple linear regression. The regression model assessed the predictive effects of digital readiness, pedagogical transformation, and institutional characteristics on learning outcomes. Findings revealed that digital readiness and pedagogical transformation levels were generally moderate across institutions. Regression results indicated that digital readiness had a strong and statistically significant positive effect on learning outcomes, while pedagogical transformation played a key mediating role. Institutional characteristics also exerted a significant, though smaller, influence. The study concludes that technology adoption alone is insufficient to improve learning outcomes; rather, meaningful gains occur when digital readiness is supported by pedagogical innovation and enabling institutional conditions. The findings provide evidence to inform policy, institutional planning, and capacity-building strategies aimed at strengthening TVET delivery and workforce preparedness in Sierra Leone’s digital era.