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1.
Impacts of Flooding on Actors in the Maize Value Chain in Southern Benin
Kolawolé Saïd HOUNKPONOU, Rodéric Roland Singbénou SAGBO, Mondukpè Viviane GBENOU, Sedjro Gilles Armel NAGO, Jacob Afouda YABI
American Journal of Water Resources. 2025 13 (6). doi: 10.12691/ajwr-13-6-2
Keywords: agricultural value chain, vulnerability, floods, moderation , cereals
Context: Climate change, manifesting as frequent floods, constitutes a systemic threat to food security in West Africa, particularly in Benin where maize production is essential. The problem lies in the heterogeneous vulnerability of actors in the maize agricultural value chain, a differentiation often overlooked below national scales. This study aims to analyze the differentiation of flood impacts on the seven categories of maize agricultural value chain actors. The hypothesis posits that the effect of an actor's position on the experienced impacts is significantly modulated by age, gender, and education level. A mixed sampling approach (probabilistic and snowball) was used to survey 1,128 value chain actors in Southern Benin. Moderate logistic regression models were applied to evaluate the significant interaction terms. The most common impacts are poor sales, financial loss, corn grain rot, poor digestion of consumed corn, and the decrease in income respectively for input and seed suppliers, producers, animal feed manufacturers and suppliers, processors, traders and consumers, and carriers. Vulnerability is a highly heterogeneous product of social and structural interactions. Gender is the most divisive moderator, while education confers technical resilience but paradoxically increases vulnerability to systemic failures. Age offers experience-based resilience while increasing logistical constraints for carriers and traders. The results highlight the imperative of adopting an intersectional risk management strategy, where interventions must be specifically tailored to socio-demographic profiles to avoid exacerbating inequalities within the maize agricultural value chain.
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2.
Demographics and Technology Integration in Teaching English on the Relationship Between Teachers’ Technology Self-Efficacy and Performance
Desiree Dawn P. Justol, Joel D. Potane
American Journal of Educational Research. 2024 12 (3). doi: 10.12691/education-12-3-4
Keywords: self-efficacy, teacher’s performance, technology integration, mediation analysis, moderation analysis
Context: The importance of using technology to teach English during pandemic has grown as a result of its many advantages for maintaining educational continuity. This study determined the effects of demographics and teachers’ technology integration in teaching English in the relationship between teachers’ technology self-efficacy and performance among the tertiary teachers of a public Higher Education Institution (HEI) in the 2nd district of Misamis Oriental during the school year 2022-2023. A total of 91 teachers were randomly chosen as participants of this study. The descriptive-correlational analysis research method was employed. It used univariate and bivariate statistics to measure the levels of and the relationships between variables. Hence, the study also used regression analysis to assess the significance of mediation effect and analysis for moderating effect. Using a questionnaire, the participants’ profile were determined. Majority of teachers are young, female, and employed full-time, have master's degrees, the sample includes many educators with only one to three years of experience. Teachers show a high level of technology self-efficacy and positively correlates with planning, instruction, assessment, and teaching performance. It also reveals a significant relationship between technology self-efficacy and integration. Additionally, technology integration was a significant predictor of teaching performance. However, despite the significant relationship between technology self-efficacy, technology integration, and teaching performance, the study did not find evidence to support technology integration as a mediating factor. Thus, sex at birth moderates the relationship between technology self-efficacy and teaching performance. The findings of the study recommends to provide professional development programs in enhancing teachers’ self-efficacy using technology, incorporate technology integration as an essential component of English courses, as well as, adopt gender-inclusive approaches in supporting and empowering female teachers.
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