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Awareness of abortion legality and safe abortion uptake in Ghana: assessing the moderating role of education in a cross‐sectional study
(John Wiley and Sons Inc, 2026) Somefun, Oluwaseyi Dolapo; Banchani, Emmanuel; Gwebu, Hengliwe
Background and Aims: Although awareness of abortion legality has been associated with reproductive health service utilization, little is known about whether legal awareness influences safe abortion uptake in Ghana or whether educational attainment modifies this relationship. This study examined the association between awareness of abortion legality and safe abortion uptake and assessed the moderating role of education among women in Ghana. Methods: Data were drawn from 1282 women aged 15–49 years who reported an induced abortion in the 5 years preceding the 2017 Ghana Maternal Health Survey. Abortions were classified as safe if they involved a recommended abortion method, were performed by a trained provider, and occurred in a recognized health facility. Awareness of abortion legality was assessed by asking respondents whether they knew abortion was legally permitted in Ghana under specific circumstances. Responses were categorized as aware or unaware. Covariates were selected based on existing literature relevant to abortion care-seeking behavior. Multivariable logistic regression models were used to estimate adjusted associations between legal awareness, education, and safe abortion uptake. Results: Overall, 39.39% of abortions were classified as safe, while only 12.09% of women were aware of Ghana's abortion law. Legal awareness was strongly associated with safe abortion uptake (aOR = 2.09; 95% CI: 1.42–3.08; p < 0.001). Educational attainment was also positively associated with safety, with women with secondary (aOR = 1.98; 95% CI: 1.22–3.22; p = 0.006) and higher education (aOR = 3.06; 95% CI: 1.57–5.96; p = 0.001) more likely to obtain safe abortions compared with those with no education. However, education did not significantly moderate the association between legal awareness and abortion safety. Predicted probabilities indicated the highest likelihood of safe abortion among legally aware women with higher education (69%). Conclusion: These findings highlight the importance of improving women's awareness of abortion legality and strengthening women's educational attainment to enhance reproductive health autonomy and reduce unsafe abortion in Ghana.
Effective pedagogical strategies for enhancing high school Learners’ understanding of newton’s laws of motion in the Amathole District.
(Univesity of the Western Cape, 2025) Mdlakazi, Andisiwe; Booi, Kwanele
Many studies have identified the decline in the number of students entering tertiary institutions to pursue their studies in Science, Technology, Engineering and Mathematics (STEM) education, internationally, nationally and locally. It was found that this poor production of competent learners to pursue STEM education is caused by inadequate training and poor supply of knowledgeable and skilled teachers for science and mathematics, poor developmental programs for educators and poor teacher lesson preparation of high school educators to effectively teach mathematics and physical sciences. These identified factors lead to poor understanding of the content and thus lead to poor performance in science education. Therefore, the purpose of this study was to explore pedagogical instructional strategies that can be used to enhance learners' understanding of Newton’s Laws of Motion in Physical Sciences among High School learners in the Amathole District. A qualitative research approach was undertaken and the data was collected through observations, in-depth face-to-face interviews with physical sciences’ teachers and learners and the review of documents such as the Curriculum and Assessment Policy Statement (CAPS) and the South African School Administration and Management System (SA-SAMS) marks schedules. The study used a case study method of research design, and an interpretivist paradigm was used to offer a broad approach to data analysis. The findings from this study reveal that teachers use direct teaching methods and drill learners with previous examination question papers with the reason that they are rushing to finish the syllabus and that the schools do not have a proper teaching environment that supports the use of learner-centred methods as it requires more teacher readiness in terms of resources and lesson planning. It was found that teachers teach learners to pass and not to understand, and this leads to the production of poor results for learners. Another fact was that teachers failed to integrate mathematics and physical science knowledge to enhance learners’ understanding of the topic Newton’s Laws of Motion. Hence, the study recommends the use of Self-Directed Learning (SDL) as a suitable strategy for enhancing learners’ understanding of Newton’s laws under the working conditions of the environment in which teachers are working as identified in the four selected high schools. It was also recommended that all relevant stakeholders of the Department of Education should play a crucial role and intervene in the development of programs to support the teaching and learning of physical sciences as a whole, and provide proper teaching and learning materials in order to enhance learners’ understanding and thus improve learners’ performance.
Psychosocial barriers to participation among adult students at a university in the Western Cape: a Psychosocial Interactive Model
(University of the Western Cape, 2025) Hendricks, Elaine; Groener, Zelda; February, Colette
The purpose of this research paper was to explore psychosocial barriers to participation from the perspectives of adult students in an academic programme at a higher education institution in the Western Cape, South Africa. The aim of the research paper was therefore to invite participant perception regarding the key research question: ‘What psychosocial barriers to participation do adult students experience at a higher education institution?’ The significance of this study was informed by my own experience as an adult student in a higher education context; I felt compelled to know more about the barriers to learning that I have also experienced at various stages as an adult student studying at a higher education institution. The rationale of the study was therefore an attempt to understand the meaning of participation difficulties that may have been similarly encountered by the study’s participant group of adult students, and to reflect on ways of addressing participation challenges as preemptively as possible for future adult students in similarly constituted higher education settings.
Overcoming language barriers in the teaching of history at high schools - a case study of Ulwazi high school and Ntsonkota secondary school
(Univesity of the Western Cape, 2024) Ngcamla, Khuselo; Kaschula, Russell
The exclusion and non-usage of indigenous languages as the Medium of Instruction in high schools is prevalent, not only in Africa but also in South Africa after 29 years of democracy. In South Africa, the National Department of Education's policy of teaching and learning showcases the exclusion of South African Indigenous languages through the recognition of only English and Afrikaans as the two languages of teaching and learning in South African schools. Drawing from numerous studies and research that have been conducted on language inequalities, it is evident that more research still needs to be done towards advocating for the contribution of indigenous languages into the education system as a way of enhancing the performance of South African learners whose first language or mother tongue is not the medium of instruction in their schools. The main aim of this paper is to address the impact that the exclusion of indigenous African languages as a medium of instruction in South African High Schools has on the performance of learners by focusing on two high schools in Townships in the Eastern Cape. By scrutinizing the problem in the Eastern Cape Province, this study is concerned with neglect of mother-tongue and a growing rate of poor pass rates of history learners, which is perceived to contribute to and have an effect on the development of the youth of Mdantsane. A survey was conducted, and questionnaires were administered for data collection for this study. The study found that the language of instruction in schools is not the first language or mother tongue of learners; these learners struggle to understand and comprehend due to issues such as linguistic proficiency, cultural references, and academic vocabulary. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. Language Proficiency and Academic Vocabulary are two factors that affect the performance of learners from Ulwazi and Ntsonkota secondary schools. Proof of this is evident in the fact that they struggle to comprehend what their teachers are teaching, understand textbooks, and engage in class discussions, leading to slower learning rates and ultimately poor grades. This study made several recommendations relating to what should be employed to ensure that learners at high schools achieve good grades and are also able to comprehend what they have learned during the lesson. Amongst other recommendations placed forward is the adoption of mother-tongue as a medium of instruction in all schools and the translation of available school resources to all South African indigenous languages.
Evaluation of the cardioprotective effect of Centella asiatica compounds.
(Univesity of the Western Cape, 2024) Ajani, Temitope Akinwumi; Obikeze, Kenechukwu
Reactive oxygen species (ROS) are highly reactive and toxic by-products of cell metabolism. Biological systems are equipped with endogenous antioxidant enzymes to manage the level of ROS in the system as they can be both beneficial (for cellular redox signalling) and deleterious (involved in the initiation and progression of inflammatory diseases). In a situation where ROS production exceeds antioxidant enzyme levels, oxidative stress is experienced. This has been implicated in the initiation of atherosclerosis, which is a risk factor for coronary artery diseases and other cardiovascular-related diseases. Coronary artery disease and other related diseases are responsible for 50% of all cardiovascular diseaserelated mortalities. Hypoxia, radiation, and other factors promote the production of ROS in cardiac cells where the endogenous enzymes become overpowered. This results in the progression of cardiovascular diseases (CVDs) via various processes along the pathophysiological pathway. One of such process is the breakdown of collagen and elastin responsible for the tensile strength of heart tissue by the proteolytic enzyme cathepsin S (CatS). The approach in the past to reduce oxidative stress and the progression of oxidative stress-related CVDs has been to supplement with antioxidant molecules and biologics that mimic endogenous antioxidant enzymes like superoxide dismutase (SOD). The purpose of this study was to identify compounds from Centella asiatica with the ability to improve SOD enzyme activity, while inhibiting CatS activity, to improve CVD outcomes. Centella asiatica extracts were prepared using hexane, dichloromethane, chloroform, ethanol, ethyl acetate, methanol, acetonitrile and distilled water. The phytochemical constituents of the extracts were determined, and antioxidant activity was evaluated using the DPPH assay. The cytotoxicity of the most promising extracts (ethanol, ethyl acetate and acetonitrile) was then evaluated by MTT assay.