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DISSERTATION SUBMITTED IN FINAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE MASTERS OF TECHNOLOGIAE IN NURSING IN THE FACULTY OF HEALTH AND WELLNESS SCIENCES AT THE CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2015 / Beliefs and awareness towards prostate cancer screening among men is very crucial for early detection and management of the condition. From various literatures reviewed, prostate cancer is the second leading cause of death amongst men. In Nigeria, it is the most common male cancer and may be as high as that seen in African Americans in the United State. In most developing countries e.g Benin Republic, Gambia, Senegal, Ghana, and Nigeria, access to health care and prostate cancer screening methods for early detection is limited. AIM: The aim of the study is to assess the knowledge, belief and attitude of male students in the Benson Idahosa University, Benin City, Nigeria towards prostate cancer screening in order to curb the high incidence and death rate resulting from this disease. POPULATION: The study populations will be Faculty of Social and management Science students of range 18-35 years at Benson Idahosa University, Benin-City, Nigeria. SAMPLE: All students will be selected from the number of male students that are registered in the Faculty of Social Science. METHODOLOGY: This design selected for this study is qualitative cross-sectional. METHOD OF DATA COLLECTION: Interviews and questionnaires will be used as tool for data collection. KEY FINDINGS: The students had never received information from their health care provider about prostate cancer. Very few were able to identify the possible symptoms of prostate cancer. There is low level of knowledge about prostate cancer screening and they do not know what abnormal prostate specific antigen (PSA) is. Majority of the participants gained informed knowledge about prostate cancer screening for the first time from this study. The students have a pronounced negative attitude towards prostate cancer screening. Lack of awareness about cancer screening programs is also identified as a major barrier why many Nigerian men do not go for screening. The level of education has a positive influence to prostate cancer and screening. Prostate cancer screening is not a taboo to Bini culture. CONCLUSIONS: The findings of this study revealed that there is low level of knowledge about prostate cancer among male university students in Benin-City, Nigeria. RECOMMENDATIONS: Initiation of cancer teachings in schools, churches, and traditional gatherings. Demonstrations with the use posters in public places about prostate cancer menace and screening should be 3 encouraged. There should be implementation of policy that every male student from age 30 be involved in health education and promotion programs for prostate cancer. KEYWORDS: male, University students, knowledge of prostate cancer, beliefs and attitude towards screening for prostate cancer, Prostate cancer screening

This study concerns the difficulties encountered by Nigerian students in pursuing graduate degrees in the North Texas area of the United States. The purposes of this study were: (a) to determine the extent to which the perceived difficulties are a result of financial difficulties, (b) to determine the extent to which language is perceived as an inhibiting factor during their period of study, (c) to determine the extent to which family problems contributed to the difficulties, (d) to determine the extent to which normal pressures in graduate school contributed to the difficulties, (e) to determine the extent to which time management contributed to the difficulties, (f) to determine the extent to which changes of schools/colleges within the United States contributed to the difficulties, (g) to determine the extent to which lack of advisement contributed to the difficulties, (h) to determine the extent to which health problems contributed to the difficulties, and (i) to determine the extent to which employment contributed to the difficulties.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Introduction: Self-directed learning (SDL) is the essential mechanism of lifelong learning which, in turn, is required for medical professionals to maintain competency due to advancing technology and constantly evolving disease care and contexts. Yet, Nigerian medical schools do not actively strive to develop self-directed learning skills in medical students, neither is it implemented in the College of Health Sciences, University of Uyo (COHUU). - Aim of study : The aim of this study was to evaluate the status of self-directed learning behaviour amongst final year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. - Methodology: A mixed method research method was used for the study. A survey design, in which students completed a self-rating scale for self-directed learning as a means of quantitatively assessing their self-directed learning behaviour, was employed. A focus group discussion involving selected faculty leaders provided the qualitative data for this study. - Results: The medical students displayed moderate self-directed learning behaviour, based on the score on the Self-rating Scale for Self-Directed Learning (SRSSDL). Thematic analysis of the qualitative data revealed that the faculty leadership perceived SDL as essentially self-motivated learning by students in a task-sharing partnership with and guided by, their teachers. Faculty expressed concerns over a possible misunderstanding of what SDL implies for students. They furthermore considered their students’ SDL behaviour to be low. Faculty was willing to implement a COHUU model for achieving SDL. - Conclusion: This study suggests the baseline SDL behaviour of medical students at University of Uyo to be low to moderate, based on both the perceptions of Faculty leadership and the SRSSDL. Faculty are willing to implement a COHUU model for achieving SDL.

This study was conducted to determine the impact of student-faculty informal interpersonal relationships on the intellectual development and personal achievement of students attending the University of Lagos, Lagos, Nigeria. Specifically, the work of Pascarella and Terenzini was generalized with respect to the positive influence of student-faculty interactions on academic outcomes. Additionally, the work of Pascarella and Terenzini was extended with a sample of students at the University of Lagos, Lagos, Nigeria. Eight hundred subjects were selected for the study; 621 subjects responded. One survey instrument was used. Frequencies and multiple regression analyses were used. A series of studies on student-faculty interaction has shown a significant relationship between student-faculty informal contact and student outcomes. A large number of studies have also indicated that student outcomes are not independent of students' background. Therefore, pre-enrollment characteristics were controlled for this study.

Abstract in English, Afrikaans and Zulu / This study explored how location and gender influence the performance of students in Physics in Akure South Local Government, Ondo State, Nigeria. The sample consisted of four schools randomly selected from the co-educational schools in the public schools. Data were collected through interviews, classroom observation, focus group interviews of the students and documents obtained from the school principals on students’ academic performance in the West African Senior Secondary Certificate Examination (WASSCE) from 2011-2015. The validity and the reliability of all these instruments were established. The data obtained through interviews were interpreted qualitatively. The documents obtained from the selected schools were also analyzed. The results of the study revealed that the urban students perform better in Physics than the rural students. The study also revealed that the gender of the students affects their performance in Physics with male students performing better than female students. Frantic efforts should be made to ensure conducive learning environment and equivalent learning opportunities to both male and female students. / Hierdie studie ondersoek hoe plek en geslag die prestasie van studente in Fisika in die Akure Suid-plaaslike regering, Ondo-staat, Nigerië, beïnvloed. Die steekproef het bestaan uit vier skole wat lukraak gekies is uit die mede-opvoedkundige skole in die openbare skole. Data is ingesamel deur onderhoude, klaskamerwaarnemings, fokusgroeponderhoude van die studente en dokumente wat van die skoolhoofde verkry is oor studente se akademiese prestasie in die Wes-Afrikaanse Senior Sekondêre Sertifikaat-eksamen (WASSCE) vanaf 2011-2015. Die geldigheid en betroubaarheid van al hierdie instrumente is vasgestel. Die data wat deur onderhoude verkry is, is kwalitatief geïnterpreteer. Die dokumente wat van die geselekteerde skole verkry is, is ook ontleed. Die resultate van die studie het getoon dat die stedelike studente beter in Fisika verrig as die landelike studente. Die studie het ook onthul dat die geslag van die studente hul prestasie in Fisika beïnvloed, met manlike studente wat beter presteer as vroulike studente. Vreemde pogings moet aangewend word om bevorderlike leeromgewing en gelykwaardige leergeleenthede vir beide manlike en vroulike studente te verseker. / Lolu cwaningo luhlolisise ukuthi indawo kanye nobulili bathonya kanjani ukusebenza kwabafundi e-Physics e-Akure South Local Government, e-Ondo State, eNigeria. Isampula lalinabashumayeli izikole ezine ngezikhathi ezikhethiwe kusukela izikole co-ezemfundo ezikoleni zikahulumeni. Idatha abangu eziqoqiwe ngokusebenzisa izingxoxo, ekilasini observation, izingxoxo somnqopho sokufundisa isiqhema lwabafundi futhi imibhalo etholakala othishanhloko esikoleni ekusebenzeni abafundi 'academic eNtshonalanga Afrika Senior Secondary Certificate Examination (WASSCE) kusuka 2011 kuya ku-2015. De geldigheid en de betrouwbaarheid van alle deze instrumenten efen-widegesteldeld. Imibuzo yezintambo ze-data verkregen yesikhala esiphezulu se-geïnterpreteerd. De dokumenter fra de udvalgte skoler blev også analysisret. Imiphumela cwaningo lwembula ukuthi abafundi ezisemadolobheni basebente kancono Physics ngaphandle abafundi basezindaweni zasemakhaya. Lolu cwaningo lwembula nokuthi ubulili abafundi Ithinta hun ukusebenza Physics ne abafundi besilisa kokwenza Ukuze ungcono abafundi besilisa nabesifazane. Imizamo eqondile kufanele kwenziwe ukuze kuqinisekiswe imvelo yokufunda kanye namathuba okufunda okulinganayo kokubili abafundi besilisa nabesifazane / Science and Technology Education / M. Ed. (Specialization in Natural Sciences)

For the past few years, the West African Examination Council (WAEC) Chief Examiners’ reports on students’ performance in mathematics have indicated that some topics (e.g. concepts of latitude and longitude) have posed a major problem for students at the senior secondary school level. This poor achievement of students in understanding the topic may be associated with the traditional “chalk and talk” method that teachers use in teaching the concept. Education reforms in recent years, have advocated for a student-centred method of teaching; a method that allows individualstudent towork at his own pace or in groups. Various researchers have encouraged the use of different forms of ICT, such as computer-assisted instruction (CAI), in the teaching of mathematics to improve students’ learning of topics in mathematics perceived to be difficult. With all the efforts concentrated on improving students’ performance in mathematics, no research studies have been conducted on the effectiveness of CAI on students’ achievement and attitude towards the learning of the concepts of latitude and longitude in Nigerian secondary schools. The study employed pre-test, post-test non-equivalent control group, quasi-experimental design involving two groups: experimental group (162) and control group (158) research design to investigate the effect of the CAI method of teaching on 2nd year senior secondary school students’ achievement and attitude to latitude and longitude.Instruments for the research study were Achievement test in latitude and longitude (ATLL); questionnaire on students’ attitude to latitude and longitude (QSALL); semi-structured interview and class observations protocol. The instruments were validated, and found reliable via a pilot study before they were employed for the main study. Datacollectedwere analysed using both the descriptive and inferential statistics to answer the research questions and to test the stated null hypotheses. Results showed a statistically significant difference in the post-test mean scores of the experimental and the control groups, whereas there was no statistally significant difference in the pre-test mean scores of these two groups. In addition, the results revealed non- significant difference between the mean scores of girls and boys in the post-test. Furthermore, there was no significant difference between science students’ post-test mean scores and their counterparts in the arts and commercial classes, and there was no interactive effect related to treatment, gender and students’ subject area in the post-test. Specifically, the knowledge in this study has added another dimension to everyday experiences of students in mathematics when the software was used to teach the perceived difficult topics, and they were actively involved in the learning process through the use of CAI techniques. The study concludes with recommendations for future research, because even though it is limited to Ogun State, it has potential for future research to be undertaken by expanding its scope to cover many other states in Nigeria. This study also recommends that efforts be made to integrate the philosophy of CAI to the teaching curriculum in Nigeiran secondary schools. Furthermore, applications of the recommendations would be appropriate for the improvement to the teaching methodology of mathematics and other science-related subjects in Nigerian secondary schools / Mathematics Education / Ph. D. (MSTE)