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3 December 30, 2025
Editorial
1. Jacob Owusu Sarfo
Journal of Advocacy, Research and Education – 2014 to 2026: An Overview
Journal of Advocacy, Research and Education. 2025. 12(3): 181-183.
Journal of Advocacy, Research and Education. 2025. 12(3): 181-183.
Abstract:
The Journal of Advocacy, Research and Education was founded in October 2014 in Ghana, Africa, to promote open access scholarship and facilitate the dissemination of multidisciplinary research in advocacy, education, and related fields. Since its establishment, the journal has experienced steady growth in both international authorship and academic recognition. Between 2014 and 2025, the journal has published contributions from scholars representing 33 countries across Africa, Asia, Europe, North America, and South America. In addition to its growing international reach, the journal has been indexed in several reputable academic databases and repositories, including Scopus and other major indexing services, enhancing global accessibility and scholarly visibility. As we reflect on 11 years of continuous publication, we celebrate the journal’s achievements and acknowledge the contributions of our authors, reviewers, editors, and institutional partners. We remain committed to strengthening the journal’s reputation as a trusted platform for disseminating high-quality, open-access research that informs policy, education, and practice worldwide.
The Journal of Advocacy, Research and Education was founded in October 2014 in Ghana, Africa, to promote open access scholarship and facilitate the dissemination of multidisciplinary research in advocacy, education, and related fields. Since its establishment, the journal has experienced steady growth in both international authorship and academic recognition. Between 2014 and 2025, the journal has published contributions from scholars representing 33 countries across Africa, Asia, Europe, North America, and South America. In addition to its growing international reach, the journal has been indexed in several reputable academic databases and repositories, including Scopus and other major indexing services, enhancing global accessibility and scholarly visibility. As we reflect on 11 years of continuous publication, we celebrate the journal’s achievements and acknowledge the contributions of our authors, reviewers, editors, and institutional partners. We remain committed to strengthening the journal’s reputation as a trusted platform for disseminating high-quality, open-access research that informs policy, education, and practice worldwide.
Articles
2. Elena Moreno-García, Osvaldo García-Mata, Guadalupe del Carmen Briano-Turrent
Determinants of Financial Literacy among Mexican University Students
Journal of Advocacy, Research and Education. 2025. 12(3): 184-199.
3. Gloria Kankam Boadu, Amina Jangu Alhassan, Raymond Chegedua Tangonyire, Kwame Bediako AsareJournal of Advocacy, Research and Education. 2025. 12(3): 184-199.
Abstract:
Financial literacy enables effective decision-making across contexts and improves individuals’ and society’s financial well-being, facilitating their participation in economic life. This research aims to analyze the relationship between financial literacy and socio-economic, demographic, educational and family determinants among university students in Mexico. Data were collected from 1,355 students at three universities in different Mexican states, using nonprobabilistic, self-determined sampling. The analysis method is based on constructing multiple linear regression models to estimate financial literacy and its three dimensions: knowledge, behavior and attitude. The results show that gender, type of institution, field of knowledge, work experience, and the mother’s educational level are significantly related to university students’ financial literacy level. This research contributes to the regional comparative literature by analyzing university students from different socio-economic regions in Mexico, generating evidence that can inform the design and implementation of public policies to strengthen financial literacy at the local level.
Financial literacy enables effective decision-making across contexts and improves individuals’ and society’s financial well-being, facilitating their participation in economic life. This research aims to analyze the relationship between financial literacy and socio-economic, demographic, educational and family determinants among university students in Mexico. Data were collected from 1,355 students at three universities in different Mexican states, using nonprobabilistic, self-determined sampling. The analysis method is based on constructing multiple linear regression models to estimate financial literacy and its three dimensions: knowledge, behavior and attitude. The results show that gender, type of institution, field of knowledge, work experience, and the mother’s educational level are significantly related to university students’ financial literacy level. This research contributes to the regional comparative literature by analyzing university students from different socio-economic regions in Mexico, generating evidence that can inform the design and implementation of public policies to strengthen financial literacy at the local level.
Perceived Training Needs of Academic Heads of Department in Higher Education
Journal of Advocacy, Research and Education. 2025. 12(3): 200-208.
4. Jacob Owusu Sarfo, Emmanuel Komladzah, Esther Doe-Yo Tawiah, Michael Owusu Okyere, Dean Kormla AttigahJournal of Advocacy, Research and Education. 2025. 12(3): 200-208.
Abstract:
Due to the complex nature of higher education institutions’ activities in achieving institutional strategic goals, there has been a demand to prepare education leaders for their management and leadership roles to ensure effective performance. The literature identifies that academic Heads of Departments (HoDs) who directly deal with students, the direct beneficiaries of higher education, have little or no formal leadership preparation for their roles to deliver their strategic plans. Yet, HoDs have enormous responsibilities to optimise learning, research, and community engagements. This article explored the perceptions of academic HoDs regarding the preparations they deem necessary before assuming duty to ensure success. A case study strategy was used to describe and understand the perceptions of the 16 selected HoDs at a university in Ghana. Semi-structured interviews were used to gather data that was analysed thematically. Findings revealed the kind of preparations, such as preparatory and periodic in-service training and the areas of office and finance management that HoDs wanted to receive to improve their selfefficacy. Recommendations include the need for the case university to structure HoD training programmes based on their needs assessment and to train HoDs on their administrative and leadership roles before they assume office.
Due to the complex nature of higher education institutions’ activities in achieving institutional strategic goals, there has been a demand to prepare education leaders for their management and leadership roles to ensure effective performance. The literature identifies that academic Heads of Departments (HoDs) who directly deal with students, the direct beneficiaries of higher education, have little or no formal leadership preparation for their roles to deliver their strategic plans. Yet, HoDs have enormous responsibilities to optimise learning, research, and community engagements. This article explored the perceptions of academic HoDs regarding the preparations they deem necessary before assuming duty to ensure success. A case study strategy was used to describe and understand the perceptions of the 16 selected HoDs at a university in Ghana. Semi-structured interviews were used to gather data that was analysed thematically. Findings revealed the kind of preparations, such as preparatory and periodic in-service training and the areas of office and finance management that HoDs wanted to receive to improve their selfefficacy. Recommendations include the need for the case university to structure HoD training programmes based on their needs assessment and to train HoDs on their administrative and leadership roles before they assume office.
Marijuana Use among In-School Adolescents in Saint Vincent and the Grenadines: A Reciprocal Determinism Perspective
Journal of Advocacy, Research and Education. 2025. 12(3): 209-219.
5. Prosper Dzifa Dzamesi, Dominic Sabeng Amoateng, Dickson Okoree Mireku, Theophilus Adu AchidoJournal of Advocacy, Research and Education. 2025. 12(3): 209-219.
Abstract:
Substance use, particularly marijuana among adolescents, remains a public health concern, especially in the Island countries in the Caribbean. There is a paucity of research using current data on the prevalence and potential correlates of marijuana use among in-school adolescents in Saint Vincent and the Grenadines. This study, therefore, aimed at assessing the prevalence and correlates of marijuana use among adolescents in St Vincent and the Grenadines. We analysed data from the 2018 Global School-Based Student Health Survey among in-school adolescents in Saint Vincent and the Grenadines. We conducted descriptive statistics, Chi-square analysis, and binary logistic regression to determine the prevalence of marijuana use and associated factors. The prevalence of marijuana among adolescents in Saint Vincent and the Grenadines was 17.1 %. The odds of marijuana use were higher in males (AOR = 1.36, 95%CI = 1.002-1.851); adolescents engaged in multiple-partner (AOR = 2.94, 95%CI = 2.177-3.959); adolescents who reported using amphetamine or methamphetamine (AOR = 6.60, 95%CI = 4.269-10.201). Similarly, the odds of reporting marijuana use were higher in those who reported using alcohol (AOR = 3.27, 95 %CI = 2.396-4.463); adolescents whose parents used tobacco (AOR=1.44, 95%CI=1.017-2.044) and those with suicidal ideation (AOR = 1.47, 95%CI = 1.060-2.34). Meanwhile, the odds of marijuana usage were lower among adolescents who were bullied (AOR = 0.67, 95%CI = 0.465- 0.950) and adolescents whose parents knew what they did during their leisure (AOR = 0.60, 95%CI = 0.438- 0.832). Various factors relating to behavioural, social, alcohol and substance use, aggression and self-harm, including parental factors, predict marijuana usage. Multiple factors should be considered when designing interventions to target marijuana usage.
Substance use, particularly marijuana among adolescents, remains a public health concern, especially in the Island countries in the Caribbean. There is a paucity of research using current data on the prevalence and potential correlates of marijuana use among in-school adolescents in Saint Vincent and the Grenadines. This study, therefore, aimed at assessing the prevalence and correlates of marijuana use among adolescents in St Vincent and the Grenadines. We analysed data from the 2018 Global School-Based Student Health Survey among in-school adolescents in Saint Vincent and the Grenadines. We conducted descriptive statistics, Chi-square analysis, and binary logistic regression to determine the prevalence of marijuana use and associated factors. The prevalence of marijuana among adolescents in Saint Vincent and the Grenadines was 17.1 %. The odds of marijuana use were higher in males (AOR = 1.36, 95%CI = 1.002-1.851); adolescents engaged in multiple-partner (AOR = 2.94, 95%CI = 2.177-3.959); adolescents who reported using amphetamine or methamphetamine (AOR = 6.60, 95%CI = 4.269-10.201). Similarly, the odds of reporting marijuana use were higher in those who reported using alcohol (AOR = 3.27, 95 %CI = 2.396-4.463); adolescents whose parents used tobacco (AOR=1.44, 95%CI=1.017-2.044) and those with suicidal ideation (AOR = 1.47, 95%CI = 1.060-2.34). Meanwhile, the odds of marijuana usage were lower among adolescents who were bullied (AOR = 0.67, 95%CI = 0.465- 0.950) and adolescents whose parents knew what they did during their leisure (AOR = 0.60, 95%CI = 0.438- 0.832). Various factors relating to behavioural, social, alcohol and substance use, aggression and self-harm, including parental factors, predict marijuana usage. Multiple factors should be considered when designing interventions to target marijuana usage.
Student Teaching Evaluations as Tools for Quality Assurance within the Sub-Saharan African Higher Education: A Systematic Review
Journal of Advocacy, Research and Education. 2025. 12(3): 220-242.
6. Siyanbola Adewumi Omitoyin, Raymond K. Dziwornu, Selorm Omega, Alexander Tetteh Kwasi NuerJournal of Advocacy, Research and Education. 2025. 12(3): 220-242.
Abstract:
This study examines the challenges and biases associated with Student Evaluations of Teaching (SET) in sub-Sahara African (SSA) higher education and their implications for quality assurance. Using a systematic review guided by PRISMA 2020, 80 peer-reviewed studies (2014– 2024) in English were analysed. The search focused on SET challenges and biases within SSA higher education. SET research fluctuated over the decade, with peaks in 2020 and 2022 (11 studies each). South Africa led in publications with 20 studies (25.0 %), followed by Ghana and Kenya, highlighting notable regional disparities. Methodologically, mixed-method approaches were most common, with 26 studies (32.5 %), followed by qualitative and quantitative approaches. Key challenges were reliability issues (73 studies, 91.2 %), administrative constraints and low response rates (70 studies, 87.5 % each), and cultural misalignment (67 studies, 83.7 %). Significant biases included grading leniency in 67 studies (83.7 %), gender stereotypes in 60 studies (75.0 %), and language bias in 53 studies (66.2 %). The resulting implications were distorted teaching effectiveness (74 studies, 92.5 %), unfair promotions (73 studies, 91.2 %), low morale (70 studies, 87.5 %), and compromised quality assurance (66 studies, 82.5 %). Proposed alternatives featured student learning outcomes in 71 studies (88.7 %), peer evaluations in 70 studies (87.5 %), and selfassessments in 64 studies (80.0 %). Key recommendations were regular tool validation (74 studies, 92.5 %), awareness training (73 studies, 91.2 %), and standardised instruments (70 studies, 87.5 %). These factors undermined teaching quality and morale. Alternatives like learning outcomes, peer and self-evaluations, and multi-source feedback were suggested. Recommendations included training, regular review, anonymised, standardised tools, and mixed methods to enhance fairness, reliability, and policy alignment in SSA’s faculty evaluation.
This study examines the challenges and biases associated with Student Evaluations of Teaching (SET) in sub-Sahara African (SSA) higher education and their implications for quality assurance. Using a systematic review guided by PRISMA 2020, 80 peer-reviewed studies (2014– 2024) in English were analysed. The search focused on SET challenges and biases within SSA higher education. SET research fluctuated over the decade, with peaks in 2020 and 2022 (11 studies each). South Africa led in publications with 20 studies (25.0 %), followed by Ghana and Kenya, highlighting notable regional disparities. Methodologically, mixed-method approaches were most common, with 26 studies (32.5 %), followed by qualitative and quantitative approaches. Key challenges were reliability issues (73 studies, 91.2 %), administrative constraints and low response rates (70 studies, 87.5 % each), and cultural misalignment (67 studies, 83.7 %). Significant biases included grading leniency in 67 studies (83.7 %), gender stereotypes in 60 studies (75.0 %), and language bias in 53 studies (66.2 %). The resulting implications were distorted teaching effectiveness (74 studies, 92.5 %), unfair promotions (73 studies, 91.2 %), low morale (70 studies, 87.5 %), and compromised quality assurance (66 studies, 82.5 %). Proposed alternatives featured student learning outcomes in 71 studies (88.7 %), peer evaluations in 70 studies (87.5 %), and selfassessments in 64 studies (80.0 %). Key recommendations were regular tool validation (74 studies, 92.5 %), awareness training (73 studies, 91.2 %), and standardised instruments (70 studies, 87.5 %). These factors undermined teaching quality and morale. Alternatives like learning outcomes, peer and self-evaluations, and multi-source feedback were suggested. Recommendations included training, regular review, anonymised, standardised tools, and mixed methods to enhance fairness, reliability, and policy alignment in SSA’s faculty evaluation.
Sustainability of Artisanal Fishing in Nigeria: Implications for Food Security
Journal of Advocacy, Research and Education. 2025. 12(3): 243-263.
7. Journal of Advocacy, Research and Education. 2025. 12(3): 243-263.
Abstract:
The growing demand for artisanal fish as a source of protein is overstretching the fishcatching sector, threatening its sustainability. This study examines the food security implications of the nexus between artisanal fishery catch and sustainable fishing in Osun State, Nigeria. With a structured questionnaire, primary data were collected from 150 artisanal fishers in Osun State and analysed using Seemingly Unrelated and binary logistic regressions. The results reveal that catfish and tilapia are the most harvested fish species by artisanal fishers, who are more food-secure. Fishing experience and gender significantly influence sustainability indicators, while food security is influenced by social, environmental, and catfish harvesting. Artisanal fishers should improve their sustainability efforts to ensure food security. The Federal Ministry of Agriculture, through its Department of Fisheries and Aquaculture, should educate and encourage artisanal fishers to diversify their fishing activities to address the negative environmental impacts of continuous fishing and to improve their economic well-being.
The growing demand for artisanal fish as a source of protein is overstretching the fishcatching sector, threatening its sustainability. This study examines the food security implications of the nexus between artisanal fishery catch and sustainable fishing in Osun State, Nigeria. With a structured questionnaire, primary data were collected from 150 artisanal fishers in Osun State and analysed using Seemingly Unrelated and binary logistic regressions. The results reveal that catfish and tilapia are the most harvested fish species by artisanal fishers, who are more food-secure. Fishing experience and gender significantly influence sustainability indicators, while food security is influenced by social, environmental, and catfish harvesting. Artisanal fishers should improve their sustainability efforts to ensure food security. The Federal Ministry of Agriculture, through its Department of Fisheries and Aquaculture, should educate and encourage artisanal fishers to diversify their fishing activities to address the negative environmental impacts of continuous fishing and to improve their economic well-being.
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