“…As manufacturers of smartphones continuously integrate advanced functionalities, the use of smartphones become more pervasive and an integral part of our daily lives [2][3][4][5]. The ease of portability [6], its high performance [7], and the extended possibilities smartphones offer [8,9] are influencing higher education students to engage in online activities such as social networking, online shopping [10], and gaming (online and offline) among others [11]. Besides, smartphones significantly influence humans in several aspects of life; initiate novel methods of executing tasks; and proffer innovative modes of sharing, garnering and processing data into information [1,12].…”
There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.
“…As manufacturers of smartphones continuously integrate advanced functionalities, the use of smartphones become more pervasive and an integral part of our daily lives [2][3][4][5]. The ease of portability [6], its high performance [7], and the extended possibilities smartphones offer [8,9] are influencing higher education students to engage in online activities such as social networking, online shopping [10], and gaming (online and offline) among others [11]. Besides, smartphones significantly influence humans in several aspects of life; initiate novel methods of executing tasks; and proffer innovative modes of sharing, garnering and processing data into information [1,12].…”
There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.
“…For many students (61%), who do not have laptop or 3 G/4 G enabled mobile phones, the cost is even greater. These extra costs could prevent some learners having access to OE at all, as Debrah et al, (2021) study indicated higher cost affected e-learning. Fig.…”
“…Educators have had to adapt their practices and deal with new challenges as a result of the COVID-19 virus, and these findings have been recorded in a number of studies (Adedoyin & Soykan, 2020;Debrah et al, 2021;Donitsa-Schmidt & Ramot, 2020;Tarrayo & Anudin, 2021). Various difficulties arose for HEIs as a result of the complete closure and urgency in shifting to a virtual class environment during the pandemic (Lobo, 2022a(Lobo, , 2022b.…”
Based on various published scholarly works, teaching internship is an essential component of professional development in the field of teacher education. Additionally, relevant literature have accentuated the importance of students conducting reflective assessments of the internships they participate in so that educational practices can be refined. In this regard, this present study was conducted to examine the implementation of the teaching internship program of the Institute of Education, Arts, and Sciences at City College of Angeles, specifically, students from the Bachelor of Physical Education and Bachelor of Performing Arts programs. Additionally, it assessed the association and direct influence of Institutional (IE) and Company Evaluation (CE) on Program Effectiveness (PE). After obtaining data from 84 pre-service teachers (NMale = 38, NFemale = 46), it was unraveled that the perception of pre-service teachers based on Institutional Evaluation and Company Evaluation are fully implemented. Concerning PE, it was perceived by the pre-service teachers as very effective. Results revealed that the internship program of the Teacher Education department is very effective since it is responsive to the needs of the stakeholders, and at the same time effective in helping students develop the skills needed for their teaching career. Lastly, a significant association and direct influence were observed between IE, CE, and PE. In the following, recommendations and potential next steps for further research related to this topic are discussed.
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