https://hdl.handle.net/13049/8 2026-09-01T07:00:44Z 2026-09-01T07:00:44Z Samohembo, Bright Baliyan, Som Pal https://hdl.handle.net/13049/821 2026-08-28T01:01:47Z 2024-01-01T00:00:00Z

Undergraduates’ challenges as predictors of their readiness for online learning during COVID-19 in Botswana Samohembo, Bright; Baliyan, Som Pal This quantitative study identified challenges undergraduates faced in Botswana and predicted their readiness for online learning during COVID-19. A descriptive and correlational survey research design was adopted using the Technology Acceptance Model (TAM). A questionnaire was constructed for data collection from a randomly sampled 75 agriculture undergraduates (n=75) at the Botswana University of Agriculture and Natural Resources. A one-sample t-test demonstrated that undergraduates needed to prepare for online learning. They faced several significant challenges including slow personal laptops and devices, lack of interaction between students and teachers, lack of social interaction within a class, lack of immediate feedback and interruptions in lessons, disturbances during lessons, limited broadband data and frequent technology failures. A one-way ANOVA and independent t-test revealed no age, gender and study year differences among undergraduates for the readiness and challenges. Regression analysis determined lack of interaction in class, lack of suitable infrastructure and insufficient training to use the system are the challenges that predicted undergraduates’ readiness for online learning. The preparation of undergraduates for online learning can be enhanced by improving the interaction during online lessons, developing the infrastructure required for online teaching and learning and offering training on the use of online teaching and learning systems. Journal article

2024-01-01T00:00:00Z Motaung, Masa V. Bosompem, Martin https://hdl.handle.net/13049/820 2026-08-28T01:05:33Z 2026-01-01T00:00:00Z

Determinants of Women’s Empowerment in Agriculture in Botswana: The Abbreviated Women’s Empowerment in Agriculture Index (A-WEAI) Approach Motaung, Masa V.; Bosompem, Martin Women’s empowerment is recognised as a crucial strategy for the development of societies globally, particularly in agricultural sectors where empowering women can significantly contribute to poverty reduction. This study aimed to diagnose the status of the women empowerment and evaluate the influence of the small-stock package of the Livestock Management and Infrastructure Development (LIMID) programme on women’s empowerment in the Central District of Botswana. A concurrent mixed-methods design was employed, collecting data from 370 women. The study utilised the Abbreviated Women’s Empowerment in Agriculture Index (A-WEAI) to measure empowerment as dependent variable. The regression analysis revealed farming settlement, household type, animal feeding regimes and the observability of the programme’s benefits were predictors of women empowerment in agriculture. The study recommends the adoption of a pluralistic extension system and the integration of gender-transformative approaches by the Ministry of Agriculture to enhance the impact of such programmes and enhance the level of women empowerment in agriculture. Book Chapter

2026-01-01T00:00:00Z Ntumi, Simon Bulala, Tapela Yeboah, Abraham Agbovor, Divine https://hdl.handle.net/13049/810 2026-08-28T01:02:24Z 2026-01-01T00:00:00Z

Measuring the Immeasurable: Designing and Validating Assessments of Spiritual Intelligence as a Core Component of SEL in Faith-Based School Contexts in Ghana and Botswana. Ntumi, Simon; Bulala, Tapela; Yeboah, Abraham; Agbovor, Divine In an era where holistic education is gaining prominence, spiritual intelligence is emerging as a critical yet under-assessed component of students' personal and social development. This study aimed to develop and validate the Spiritual Intelligence Assessment Tool (SIAT) for cross-cultural application in faith-based educational settings across Ghana and Botswana. Grounded in four theoretical dimensions, spiritual awareness, compassion, ethical decision making, and purpose and meaning, the instrument underwent rigorous psychometric evaluation. Exploratory factor analysis (EFA) revealed a clear four-factor structure explaining 75.8% of the cumulative variance, with eigenvalues ranging from 1.75 to 4.21. Confirmatory factor analysis (CFA) demonstrated excellent model fit (χ²/df = 1.91, CFI = 0.957, TLI = 0.942, RMSEA = 0.043), supporting the factorial validity of SIAT. Internal consistency was high across subscales (Cronbach's α = 0.81–0.87), with composite reliability (CR = 0.83–0.89) and average variance extracted (AVE = 0.53–0.61) indicating strong convergent validity. Discriminant validity was established, as AVE values exceeded maximum shared variance (MSV) for all factors. Measurement invariance testing confirmed configural and metric invariance across Ghana and Botswana, indicating a stable factor structure and equivalent factor loadings across contexts. While scalar and strict invariance showed marginal declines in model fit (ΔCFI = −0.016 and −0.011 respectively), partial support suggests cautious interpretation of latent mean differences. Descriptive statistics revealed higher spiritual intelligence scores among students in Botswana (M = 78.2, SD = 9.4) compared to Ghana (M = 75.3, SD = 10.1), with females consistently outperforming males. ANOVA results indicated significant differences by country (p = 0.031), educational level (p = 0.006), and religious affiliation (p = 0.022), with effect sizes ranging from small to moderate. Overall, the SIAT demonstrated robust psychometric properties and cultural relevance, making it a valid tool for assessing spiritual intelligence among students in sub-Saharan African faith-based educational settings. It is recommended that educational policymakers and school leaders in faith-based institutions should consider incorporating spiritual intelligence into their curricula and student development programs.

2026-01-01T00:00:00Z Ntumi, Simon Bulala, Tapela https://hdl.handle.net/13049/808 2026-08-28T01:05:43Z 2026-01-26T00:00:00Z

Academic integrity under scrutiny: a cross-country investigation into examination malpractice and plagiaristic behavior among pre-tertiary students in Ghana and Botswana. Ntumi, Simon; Bulala, Tapela Academic integrity has emerged as a critical concern within global education systems, particularly with the rise of digital technologies that provide students with unprecedented access to information, facilitating academic misconduct. While many Western educational contexts emphasize individual responsibility for academic honesty, educational systems in Sub-Saharan Africa, such as Ghana and Botswana, face unique challenges shaped by cultural values, resource constraints, and institutional practices. This comparative study explored the perspectives and behaviors of pre-tertiary students in Ghana and Botswana regarding academic dishonesty, including cheating and plagiarism, within the context of their respective educational environments. A descriptive-correlational survey design was employed, with data collected from 600 pre-tertiary students (300 from each country) through a structured questionnaire. The study investigated the relationship between pre-tertiary students’ self-reported engagement in academic dishonesty, their awareness of academic integrity policies, and the level of teacher supervision during assessments. Findings suggest that while both countries exhibit concerns related to academic dishonesty, cultural and institutional factors significantly influence pre-tertiary students’ perceptions and behaviors. This study highlights the need for contextually tailored academic integrity frameworks in Sub-Saharan Africa, which consider both the socio-cultural values and institutional capacities of countries like Ghana and Botswana. It also emphasized the importance of raising awareness about academic integrity policies and improving teacher supervision to foster a culture of honesty and fairness in assessments. The study recommended stronger enforcement of integrity policies, increased supervision during assessments, and embedding ethics education in curricula to foster a culture of academic honesty. The article is published under Gold Open Access.

2026-01-26T00:00:00Z