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Introduction The COVID-19 pandemic has posed a serious health risk, especially in vulnerable populations. Even before the pandemic, people with mental disorders had worse physical health outcomes compared to the general population. This umbrella review investigated whether having a pre-pandemic mental disorder was associated with worse physical health outcomes due to the COVID-19 pandemic. Methods Following a pre-registered protocol available on the Open Science Framework platform, we searched Ovid MEDLINE All, Embase (Ovid), PsycINFO (Ovid), CINAHL, and Web of Science up to the 6th of October 2021 for systematic reviews on the impact of COVID-19 on people with pre-existing mental disorders. The following outcomes were considered: risk of contracting the SARS-CoV-2 infection, risk of severe illness, COVID-19 related mortality risk, risk of long-term physical symptoms after COVID-19. For meta-analyses, we considered adjusted odds ratio (OR) as effect size measure. Screening, data extraction and quality assessment with the AMSTAR 2 tool have been done in parallel and duplicate. Results We included five meta-analyses and four narrative reviews. The meta-analyses reported that people with any mental disorder had an increased risk of SARS-CoV-2 infection (OR: 1.71, 95% CI 1.09–2.69), severe illness course (OR from 1.32 to 1.77, 95%CI between 1.19–1.46 and 1.29–2.42, respectively) and COVID-19 related mortality (OR from 1.38 to 1.52, 95%CI between 1.15–1.65 and 1.20–1.93, respectively) as compared to the general population. People with anxiety disorders had an increased risk of SAR-CoV-2 infection, but not increased mortality. People with mood and schizophrenia spectrum disorders had an increased COVID-19 related mortality but without evidence of increased risk of severe COVID-19 illness. Narrative reviews were consistent with findings from the meta-analyses. Discussion and conclusions As compared to the general population, there is strong evidence showing that people with pre-existing mental disorders suffered from worse physical health outcomes due to the COVID-19 pandemic and may therefore be considered a risk group similar to people with underlying physical conditions. Factors likely involved include living accommodations with barriers to social distancing, cardiovascular comorbidities, psychotropic medications and difficulties in accessing high-intensity medical care.

Language learning is the attainment of proficiency in a target language (TL) through formal instruction. Effective teaching strategies require students and not the teacher to do the conceptualizing, organizing, and theorizing about the subject matter. There are many teaching and learning methods used in teaching and learning English. The objective of this study was to find out any differences in scores on English test among students taught English through cooperative learning approach and conventional teaching in mixed day sub-county public secondary schools in Kathiani Sub-County. The study was founded on cognitive-developmental, social-cognitive, behavioural-learning and social interdependence theories which support the use of cooperative learning. The study applied an experimental research design. It targeted all 1665 form two students and 54 English language teachers from 14 public mixed day sub-county secondary schools in Kathiani Sub-County where the respondents were the form two students and English language teachers. Sample size was 273 students and 8 English subject teachers. In sampling for the schools, students and teachers, simple random sampling technique was applied. Data was collected using learners’ questionnaires which were administered to both the experimental groups and the control groups, interview schedules which were administered to teachers of English in the sampled schools and Learners’ English Language Achievement Tests which were administered as pre-tests before the treatment to one experimental group (E1) and one control group (C1) and a post-test was administered after one week of treatment to the four groups (E1, C1, E2 and C2) to measure students’ achievement. A pilot study was conducted in Machakos sub-county to test validity and reliability of the research instruments. These instruments were also validated by experts from the university. Reliability of the achievement tests was established through a split-half method and a correlation coefficient of α=0.86 was obtained. Test re-test method was used to establish reliability of the questionnaire and the interview schedule. A correlation coefficient of α=0.807 for the questionnaire and α=0.806 for interviews was obtained and the Cronbach alpha coefficient of the tools was higher than the minimum acceptable alpha value of 0.70 or above hence, the research tools were considered reliable. Data was analyzed using both descriptive analyses (percentages, mean scores and standard deviation) and inferential analyses (a t-test and ANOVA) and presented in tabular form while the Qualitative data was analysed using content analysis majorly thematic analysis. The study revealed that the mean gain (M = 15.34) of the Experimental group was significantly different from that of the control group (M = 11.67). Experimental groups (E1 and E3) had higher mean scores than the control groups (C2 and C4). This implies that the treatment (CL) enhanced students’ achievement on English test among students in mixed day sub-county public secondary schools in Kathiani Sub-County. Experimental groups were taught through cooperative learning (CL), which may imply that the method resulted into higher achievement than the conventional teaching methods. The differences between the mean scores were statistically significant at the 0.05 level implying that the treatment given to the experimental group had some effects on students’ test scores and that the treatment (CL) enhanced students’ achievement in English. The hypothesis stating that there is no statistically significant difference in scores on English test among students taught English through cooperative learning approach and conventional teaching methods in public secondary schools in Kathiani Sub-County was rejected. Teachers of English in secondary schools need to embrace student-centered teaching approaches during instruction since they are associated with efficiency in the acquisition of linguistic skills. Keywords: Achievement in English language: Students’ ability to listen, speak, read, write and understand English. In this study, it refers to the behavioural competencies displayed by learners after the learning process. Conventional teaching: It’s a traditional mode of instruction in which the teacher uses various methods of teaching as learners listen and carry out activity as directed by the teacher. In this study it’s the method used in the control groups. Cooperative Learning: An instructional strategy in which small groups of students work together on a common English language task. In this study it’s the method used in the experimental groups Effectiveness: is the capability of producing a desired result or the ability to produce desired output. Individual accountability: Each member in the cooperative learning group must contribute in order to improve the performance in English language of both the member and the group. Learning outcomes: It is the achievements of the learning objectives. In this study, it refers to the behavioural competencies displayed by learners after the learning process. Title: Learner Academic Achievement in English; Case of Cooperative Learning Approach and Conventional Teaching Methods Author: Ann Ndinda John, David M. Mulwa, Francis B. Mutua International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) ISSN 2349-7831 Vol. 10, Issue 1, January 2023 - March 2023 Page No: 42-50 Paper Publications Website: www.paperpublications.org Published Date: 06-March-2023 DOI: https://doi.org/10.5281/zenodo.7701621 Paper Download Link (Source) https://www.paperpublications.org/upload/book/Learner%20Academic%20Achievement-06032023-4.pdf, International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH), ISSN 2349-7831, Paper Publications, Website: www.paperpublications.org

BackgroundPerinatal self-harm is of concern but poorly understood.AimsTo determine if women's risk of self-harm changes in pregnancy and the first postpartum year, and if risk varies by mental illness, age and birth outcome.MethodThis was a retrospective cohort study of 2 666 088 women aged 15–45 years from the 1 January 1990 to 31 December 2017 linked to 1 102 040 pregnancies and their outcomes, utilising the Clinical Practice Research Datalink and Pregnancy Register. We identified self-harm events and mental illness (depression/anxiety/addiction/affective/non-affective psychosis/eating/personality disorders) from clinical records and grouped women's age into 5-year bands. They calculated the rate of self-harm during discrete non-perinatal, pregnant and postpartum periods. We used a gap-time, stratified Cox model to manage multiple self-harm events, and calculated the unadjusted and adjusted hazard ratios (adjHR) of self-harm associated with pregnancy and the postpartum compared with non-perinatal periods. Pre-planned interactions tested if risk varied by mental illness, age and birth outcome.ResultsThe analysis included 57 791 self-harm events and 14 712 319 person-years of follow-up. The risk of self-harm shrank in pregnancy (2.07 v. 4.01 events/1000 person-years, adjHR = 0.53, 95% CI 0.49–0.58) for all women except for 15- to 19-year-olds (adjHR = 0.95, 95% CI 0.84–1.07) and the risk reduced most for women with mental illness (adjHR = 0.40, 95% CI 0.36–0.44). Postpartum, self-harm risk peaked at 6–12 months (adjHR = 1.08, 95% CI 1.02–1.15), at-risk groups included young women and women with a pregnancy loss or termination.ConclusionsMaternity and perinatal mental health services are valuable. Family planning services might have psychological benefit, particularly for young women.

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