UNAM Gā-aisib Repository
The UNAM Gā-aisib Repository serves as a central platform to preserve and showcase the university's scholarly output.
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Recent Submissions
A comparative analysis of GNSS-inferred precipitable water vapour at the potential sites for the Africa Millimetre Telescope
(Monthly Notices of the Royal Astronomical Society, 2025) Frans, Lott; Backes, Michael; Falcke, Heino; Venturi, Tiziana
The Event Horizon Telescope (EHT) is a network of antennas across the globe currently used to image supermassive black holes (SMBHs) at a frequency of 230 GHz. Since the release of the image of M87
in 2019 and, subsequently, that of Sgr A
in 2022 by the EHT collaboration, the focus has shifted to dynamically imaging SMBHs. This has led to a search for potential sites to extend and fill in the gaps within the EHT network. The Gamsberg Mountain and the High-Energy Stereoscopic System (H.E.S.S.) site are both located within the Khomas highlands and have been identified as potential sites for the Africa Millimetre Telescope (AMT). Precipitable water vapour (PWV) in the atmosphere is the main source of opacity and noise from atmospheric emissions when observing at millimetre to sub-millimetre wavelengths. This study aims to establish the PWV content and the atmospheric transmission at 86, 230, and 345 GHz at the AMT potential sites using Global Navigation Satellite System derived PWV data. Results show both sites have potential for observations at 86 and 230 GHz, with 345 GHz possible at the Gamsberg Mountain during winter. The overall median PWV of 14.27 and 9.25 mm was calculated at the H.E.S.S. site and the Gamsberg Mountain, respectively. The EHT window had PWV medians of 16.62 and 11.20 mm at the H.E.S.S. site and Gamsberg Mountain, respectively. Among the two sites, the Gamsberg Mountain had the lowest PWV conditions, therefore making it the most suitable site for the AMT
Predicting the feasibility of data collection for disability-related research in Sub-Saharan Africa
(ScienceDirect, 2024) Adigun, Olufemi Timothy
This study presents the findings of an investigation into the feasibility of data collection for disability-related research in sub-Saharan Africa. Three research questions were raised and answered in the study. Data were collected from 164 respondents from 8 countries within the sub-Saharan African region. Five respondents were also purposively selected for a semi-structured interview. The qualitative data collected was thematically analysed while the quantitative data was descriptively and inferentially analysed. Findings in the study revealed the possibility of conducting disability-related research seamlessly within sub-Saharan African countries. However, there are a myriad of challenges that face the conducting of disability-related research in the region. Attitude towards disability had the highest likelihood of predicting the availability and accessibility of data for disability research. The study concluded that societal attitude had a strong influence on the conducting and productivity of disability-related research in sub-Saharan Africa. Valuable recommendations were offered based on the findings
Hearing health in Lesotho: An investigation into knowledge, understanding and attitude towards hearing loss
(Universal Journal of Public Health, 2024) Adigun, Olufemi Timothy; Otekalu, Olumide; Oluji, Chidi Topaz; Tijani, Faisat Adekilekun
This study investigated hearing health in
Lesotho based on the knowledge, understanding and
attitudes of Basotho people in tertiary institutions towards
hearing loss and hearing aid users. The Health Belief
Model framed the study. Data generation in the study was
achieved through a mixed method approach using both a
closed-ended structured questionnaire administered to 272
participants and a semi-structured interview with 6
respondents who were randomly selected from the 272
participants who responded to the closed-ended
questionnaire. Data generated were analysed using
descriptive (frequency count, simple percentage, mean and
standard deviation), and inferential statistics (Chi-square)
at p < 0.05. Also, a thematic analysis was used to analyse
the transcribed semi-structured interviews. The findings
showed that participants had a good understanding and
knowledge of hearing health in relation to the implications
of excessive noise and wax in the ear which may lead to
hearing difficulties, as well as the need for ear checks at
accredited ear clinics/centres; however, they still engage in
risky hearing healthcare behaviours. Participants also had a
higher negative attitude towards hearing loss as a condition
but necessarily towards individuals with hearing loss. An
association was identified between knowledge about
hearing health and hearing in the study. Another
association was recorded between gender and attitude
towards persons with hearing loss and hearing aid users.
Appropriate recommendations were made with respect to
the findings
The role of K-12 educational leadership practices to promote effective teaching and learning
(American Scholars Press, 2025) Mbangula, Daniel K.
One of the main pillars of society is education, and the quality of education is impacted by the quality of educational leadership. Principals and other school administrators are examples of educational leaders who impact and change learning environments. This study aims to clarify how effective leadership can improve teaching and learning, encourage student engagement and well-being, and eventually result in better learning outcomes. This study employed a systematic review of the secondary data on educational leadership practices. The findings demonstrated that improved teaching performance was significantly predictable given a transformational leadership and a positive school culture. The findings also provide insight into ways to enhance school culture and educational leadership to put policies into place that will improve student outcomes. These results give school administrators important new information about how important school culture is to attaining teaching excellence
Fostering self-directed learning in blended learning environments: A constructivist perspective in higher education
(Wiley, 2024) Adigun, Olufemi Timothy; Mpofu, Nhlanhla; Maphalala, Mncedisi Christian
Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self-motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self-directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three-ring-drag-in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three-ring-drag-in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces
Research 4.0 and the ontological turn: Implications for researching the radical alterity of witches’ familiars in the twenty-first century
(Brill, 2025) Nhemachena, Artwell
Drawing on the term ‘Research 4.0’ to describe research that relies on twenty-firstcentury convergent technologies that are defining industry 4.0, including human
sensory enhancements, this paper interrogates the ontological turn to interface spirituality and technology. Drawing on fieldwork in Zimbabwe, this paper contends that
Research 4.0 enhances relational fieldwork, which is an aspect of the ontological turn,
but it cautions that African ontologies should not be mistaken for relational ontologies that presuppose that humans and nonhumans are on the same ontological plane.
The paper contends that with the human enhancements that come with Research 4.0
it would be possible to consider research on both human subjectivities and nonhuman umwelts, including those of animal familiars. And when humans begin to share
genomes of nonhuman witches’ familiars, in chimera-hood, it becomes possible to
study the visible and invisible of quantum anthropology in ways that obviate the pitfalls of the speculative turn
Learning mathematics through parental support during COVID-19 pandemic: Teaching of Junior primary learners in Namibia
(University of Western Cape, 2024) Shikwaya, Renate Olga; Khuzwayo, Bhekumusa
The COVID-19 pandemic has caused unexpected and sudden educational changes for
everyone involved, including learners, students, teachers, education officers, policymakers,
guardians and parents. Global associations have focused on their reactions in emergencies by
using elective methods of instruction. The usual face-to-face teaching and learning techniques
were supplanted by homeschooling and e-learning. Everyone involved in education had to
adjust to creative strategies. Most studies focused on teachers' and students' difficulties,
barriers and new challenges. However, parents were also given a new role, especially in the
junior primary phase (Pre-primary to Grade 3), as they were expected to assist by supporting
their children's school subjects, including mathematics. The critical problem explored was
the backlog in learners' understanding of mathematics concepts caused by learning
inequalities during the COVID-19 lockdown. During the COVID-19 lockdown, parents had
to support their children throughout the learning process—the current study aimed to
investigate how parents have been crucial in supporting their children's mathematics learning
at home.
The study was guided by the central question of how junior primary learners learnt
mathematics during the COVID-19 lockdown when supported by parents. The study used a
qualitative exploratory case study design. A purposive convenient sampling was used to
identify research participants. Participants were eighteen (18) Junior Primary teachers and
thirty (30) parents in the Khomas Region. Questionnaires were constructed and administered
to eighteen (18) teachers from three (3) schools in the Khomas region to explore how learners
learnt mathematics at home during the lockdown. Furthermore, individual semi-structured
interviews were conducted with thirty (30) parents about their experiences supporting their
children with mathematics at home. Thirty (30) learners' mathematics workbooks were
reviewed to analyse their progress in learning mathematics as their parents supported them at
home. The anticipated contribution of the study is to identify and document effective
strategies parents use to support their children’s mathematics learning at home, offering
recommendations for Namibian policymakers and educational practitioners to better support
parents as co-educators, especially during crises. It contributes to curriculum development by
incorporating parental involvement as a critical component in early mathematics education
and informs teacher training programs on engaging and collaborating with parents.
Additionally, the study adds to the existing body of research on the impact of parental
involvement in education, particularly in emergency remote learning.
Risky sexual behaviors and associated factors among university young adults in Zambezi, Namibia
(Health SA Gesondheid, 2025) Mahoto, Sylvia K.; Mitonga, Honoré K.; Likando, Eddy S.
This study investigates the prevalence of RSBs, associated factors and the need for
targeted interventions among university students in the Zambezi region, it emphasises the importance of developing culturally sensitive
interventions that promote consistent condom use and improve sexual health education to
reduce STI risk and adverse sexual health outcome
Dissemination of health information by public libraries in the Khomas region, Namibia
(Sage Journal, 2025) Ashilungu, Maria; Shuumbili, Teopolina N.
This study investigated the dissemination of health information by public libraries in the Khomas region of Namibia. The objectives of the study were to determine if public libraries in the Khomas region are disseminating health information to their communities; identify the types of health information being disseminated; explore the challenges and opportunities faced by public libraries in the dissemination of health information; and investigate possible solutions to the challenges. The study targeted library staff working in public libraries in the Khomas region. A qualitative research approach with purposive sampling was used to obtain data through semi-structured interviews. The data was analysed using thematic and content qualitative data analysis. The study found that public libraries play a major role in the dissemination of health information, as library staff showed that they understood their responsibilities of distributing health information to members of the public. The study further revealed that public libraries use various sources such as pamphlets, brochures, leaflets, magazines, newspapers and books to disseminate health information to community members. In addition, it was found that one of the major challenges in disseminating health information is a lack of collaboration between public libraries and other organisations to provide health information to users. A further challenge is the insufficient availability of health books in public libraries with content suitable for the intended audience. The study recommends that all the raised challenges be resolved to facilitate health information dissemination to community members
Issues influencing inclusive curriculum management in selected secondary schools in South Africa
(Sabinet, 2024) Maphalala, Mncedisi Christian; Adigun, Olufemi Timothy
The 2001 White Paper 6 on Special Education commits to ensuring that all learnershave equal opportunities to be educated and welcomed in all schools, irrespective oftheir abilities. Consequently, the inputs and contributions of educational leaders suchas principals and school management teams (SMTs) are critical in leading andmanaging schools that accommodate and provide for learners with diverseeducational needs. It is important to note that when managing the curriculum forinclusion, leadership is not confined to the principal but is also delegated to theSMTs and teachers tasked with the academic programme of the school. This studysought to examine the nature of curriculum management for inclusion in secondaryschools. A qualitative research design was adopted for the study and a purposivesampling technique was used to draw a sample of ten SMT members and 10teachers from 10 secondary schools in Limpopo Province, South Africa. The mainresearch instrument for data collection was a focus group discussion with the studyparticipants. Thematic analysis was subsequently applied to analyse the qualitativedata gleaned from the transcribed focus group discussion. The findings revealed thatbarriers to implementing inclusive education included inadequate teacherpreparation, curriculum inflexibility, unfavourable classroom learning environmentsand weak support structures. Based on the findings, some recommendations were made