Browsing by Author "Allie, Saalih"

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    Open Access
    "Concept" and "Context": Toward modelling understanding in Physics Education research
    (2018) Southey, Philip; Allie, Saalih
    "Context sensitivity" is a core issue in physics education research (PER). Why does student understanding of a concept depend so crucially on the context in which it is embedded? This dissertation attempts to answer this question by using a variety of theoretical tools to model understanding. We conducted three empirical studies which probed context sensitivity of student understanding of (i) Vector Addition; (ii) The FCI (Force Concept Inventory); and (iii) the learning of the concept of a Mathematical Group. (i) Regarding vector addition, we discovered context sensitivities involving the type of physical quantity added (e.g. force or momentum); the textual prompts "total", "net" and "resultant"; and the object on which a force acts. (ii) In the FCI, we discovered a moderate context sensitivity to unfamiliar words (i.e. when familiar words like "box" were substituted for unfamiliar words like "kist".) This sensitivity was moderately correlated with the difficulty of the question. (iii) Previous studies have shown that learners exhibit a sensitivity to the concreteness of the learning condition of a Mathematical Group; our study shows that students are engaged in different types of activity in these conditions. A variety of theoretical tools from PER, Cognitive Linguistics, Cognitive Psychology and other areas of Education Research are used to model student understanding in these various studies. Three key insights emerged. (a) The importance of one's model of "concept" - how it relates to the notion of "context", and how one chooses an appropriate grain size. (b) The difference between "expert" and "novice" - how this difference influences one's model of "concept", and how it influences one's notion of "sameness" and "difference". (c) Student reasoning - how a framing of a situation might result in fast, associative, linguistic reasoning on the one hand, or slow, deliberate simulative reasoning on the other. Finally, this thesis is grounded in Wittgensteinian ordinary language philosophy which maintains that notions of "concept", "context" and "understanding" obtain meaning not be referring to some transcendental "thing", but by being embedded in our messy form of life. In other words, by modelling understanding we are not approaching the "true meaning" of the term. Instead we are demonstrating how our various models are constitutive of what we mean when we say: "My students understand this concept".
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    Context dependence of Physics students' responses to the term "radiation"
    (2014) Takane, Mpeli Alice; Allie, Saalih
    For the public to be able to participate meaningfully in debates regarding issues that are related to science and technology it is important that they are properly informed and that their sources of information are reliable. One source of such information are university science students and it is therefore interesting to find out what their views are regarding various scientific concepts. For example such an area of interest is that of using nuclear power for electricity generation, in particular the dangers associated with radiation. A reasonably correct view of radiation would be seen as an important part of having a meaningful debate. The present study aims to find out the views that a group of university students who are studying physics hold about radiation, in particular their immediate response to being asked to clarify what the term radiation means. However, the notion that students simply have conceptions that are unitary and static has been challenged by several Physics Education Researchers. Instead a view summarised as “knowledge in pieces” has been proposed in which it is suggested that much smaller units of ideas are brought together dynamically depending on the situation at hand and that context plays an important role in how students respond to questions. Thus, the thesis explores to what extent context plays a role in their responses by preceding the question with four different scenarios which are suggested as the contexts in which the question is being asked. In summary, the guiding questions for the present work are: (1) What do students understand by the term radiation and (2) To what extent do student response patterns depend on “textual priming”. The thesis is divided into two parts (1) a pilot study in which the methodology is established and (2) a follow up study (main study) in which the effect of textual priming on the responses is explored.
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    DC circuits : contextual variation of student responses
    (2016) John, Ignatius; Allie, Saalih
    Many studies have shown that students (at both school and university) have difficulties in understanding the concepts associated with DC circuits. Two competing theoretical frameworks have been advanced to explain these problems: "misconceptions" and "knowledge-in-pieces". The former is based on the assumption that student ideas are unitary, static and independent of context, while the latter considers student ideas to arise dynamically from flexible combinations of "pieces of knowledge" and that a particular combination of pieces is primed by the context presented. The present work explores the extent to which student responses change as a result of small, fine-grained changes to a simple open circuit with only three components: a battery, a single wire and a resistive element. Three different types of resistive element were used: a light bulb, a heater and a resistor. A previously piloted, eight-question written instrument, consisting of both forced choice responses and free response writing, was administered to two cohorts of non-major, first year physics students from different institutions. The results, consistent across both cohorts, confirmed that context (e.g., type of resistive element used) was critical in triggering student responses. Student reasoning varied widely, and the majority of students used more than one "foothold idea" on which to base their explanations. Only 10% of the combined cohort got all answers (canonically) correct, and all of these students used only the single idea of "loop continuity" as the basis of their explanations. Based on the written responses, and a small number of clarifying interviews, it was clear that sense-making was a key driver in student reasoning. However, either (a) an incorrect explanatory interpretation of a prior experience, or (b) the absence of any experiences from which to extract a key abstract concept, such as "loop continuity", lead to incorrect (canonical) answers. One implication of the findings is that, unlike mechanics, where prior concrete experience is used as the starting point and then refined toward abstract knowledge, it appears that starting with the abstract might be a more effective pedagogical approach. This stands in contrast to many curricula that start with a concrete instantiation such as the light bulb.
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    Determination of neutron energy spectra inside a water phantom irradiated by neutrons of energy up to ~ 64 Me V
    (2009) Herbert, Mark; Allie, Saalih
    A neutron spectrometer based on an NE230 deuterated organic liquid scintillator (25 mm diameter x 25 mm) has been developed for measuring neutron spectra in water. The spectrometer is capable of measuring neutron energies above 5 MeV, set by the electronic threshold. An important feature of the spectrometer is that it is able to discriminate between recoiling protons that are associated with neutron interactions that take place in the detector from recoiling protons that arise from n-p scattering in the water. The spectrometer was tested by recording pulse height spectra in a water phantom irradiated by neutrons of energy up to ~ 64 MeV. Neutron energy spectra were obtained from the pulse height spectra by Bayesian unfolding with the code MAXED using a response matrix that was determined experimentally. The efficiency of the NE230 detector was determined experimentally relative to an NE213 detector of known efficiency. A series of detailed measurements was taken at positions in the phantom along the axis of the neutron beam while exploratory runs were made off the beam axis. Results from measurements made along the axis of the neutron beam compare well with Monte Carlo calculations using MCNPX.
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    Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory
    (European Physical Society, 2008) Pillay, Seshini; Buffler, Andy; Lubben, Fred; Allie, Saalih
    An evaluation of a course aimed at developing university students' understanding of the nature of scientific measurement and uncertainty is described. The course materials follow the framework for metrology as recommended in the Guide to the Expression of Uncertainty in Measurement (GUM). The evaluation of the course is based on responses to written questionnaires administered to a cohort of 76 first year physics students both pre- and post-instruction, which were interpreted in terms of 'point' or 'set' reasoning. These findings are compared with responses from a control group of 70 students who completed a similar laboratory course apart from the use of traditional approaches to measurement and data analysis. The results suggest that the GUM framework, together with the specific teaching strategies described, provides opportunities for more effective learning of measurement and uncertainty in the introductory laboratory.
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    Effects of a course in research methods on scientific thinking among psychology students
    (2010) Allie, Saalih
    This study followed a quasi-experimental design to determine the effect of a course in research methods on undergraduate students’ ability to reason scientifically. Two classes of students in their first and second year of study were asked to participate in the study. The second year class (n = 171) was taught a course in research methods, while the first year class (n = 201) was taught a course in research methods. An instrument consisting of a series of vignettes was administered to all students at the beginning and at the end of the quarter in which these courses were taught. Total scores on the instrument were used to determine the extent of scientific thinking. Analysis of variance showed a non-significant difference between the groups at pretest and a significant difference (p < 0.05) at post test. These results were interpreted to mean that the research methods course was responsible for increasing students’ level of scientific thinking.
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    Efficiency calibration of a gamma-ray detector for measuring environmental radiation
    (University of Cape Town, 2020) Bulala, Avuyile Sisanda; Allie, Saalih; Maleka, Peane P; Ndlovu, Ntombizikhona B
    The Environmental Radioactivity Laboratory (ERL) of iThemba LABS conducts research into levels of natural and anthropogenic radioactivity in the environment. The laboratory-based measurements are conducted using a low-background Hyper Pure Germanium (HPGe) detector system. A critical aspect of such measurements involves calibrating the detector about energy and detection efficiency. The present study details experiment that were carried to determine both energy and efficiency calibrations for various sample geometries using gamma-ray spectrometry. The measurements using reference sources of known activity were carried out using two sample holders (Marinelli Beaker (1000 ml) and, a cylindrical pill bottle (100 ml)), and a point source. The IAEA reference materials (RGU-1, RGTh-1 ore and RGK-1) were prepared and used to fill the Marinelli beaker and pill bottles. Certified reference point sources (⁶⁰Co, ¹⁵²Eu, ¹³⁷Cs, ²²Na, ²⁴¹Am and ¹³³Ba) were obtained from the National Metrology Institute of South Africa (NMISA). Experiments consisted of exposing the HPGe detector to various gamma-ray sources prepared using various sample holders and the point source geometry. The counting time for each measurement was 24 hours. Each spectrum was analysed by inserting region of interests around suitably selected photo-peaks and the counts associated with these photo-peaks were automatically determined and corrected for background by the software. The full energy peak detection efficiency was then determined from the background corrected counts, the known activity of the source and the implicit in measurement (solid angle). The experimental and simulated spectra using point sources and volume sources were compared. Both experimental and simulated spectra presented showed a good agreement in terms of shape and varying intensities as expected. Additional photo-peaks were observed from ²²Na, ⁶⁰Co, ¹³³Ba and ¹⁵²Eu (point sources) and ²³²Th and ²³⁸U (volume sources) experimental spectra these effects were not observed in the simulated spectra. These additional peaks observed are the result of coincidence summing in some of gamma emitting radionuclides. Efficiencies that were experimentally determined, were compared with the calculated efficiencies from Monte Carlo simulations using MCNPX. Efficiency calibration parameters (power fit function) for the volume sources were determined from experimental and simulated data; a = 2.58; b = -0.75 experimental and a = 1.01; b = 0.65 simulated (100 mL pill bottle) and a = 2.07; b = -0.75 experimental and a = 1.61; b = 0.66 simulated (1 L Marinelli beaker). The simulated parameters for the efficiency as determined can be used for future calculations of activity concentrations when the 100 mL pill bottle or 1 L Marinelli Beaker sample holder is used. Further improvement in these calculations can be achieved by considering the sample density. The simulation input files used to generate these values is available and can be modified to match any sample holder geometry, as well as any density that might be required in future counting.
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    First year students' understanding of measurements in physics laboratory work
    (2005) Volkwyn, Trevor Stanton; Allie, Saalih; Buffler, Andy
    Recent collaborative work by the physics education research group at the University of Cape Town (South Africa) and the science education research group at the University of York (United Kingdom) has produced a suite of research instruments which may be used to probe the procedural understanding of first-year physics students. The work has led to the development of a model for classifying students' reasoning about measurement in terms of theoretical constructs which have been termed the point and set paradigms. The model accounts for the ways in which students make decisions in the areas of data collection, data processing and data comparison during experimental work. A set of questionnaires was modified and used in this study to investigate mainstream physics students' understanding of measurement both before and after completing a full year physics laboratory curriculum. It was found that although the mainstream students both entered and exited their course with high levels of proficiency in applying the more formalistic rules of data analysis, very few shifted in their fundamental understanding of the concepts that underlie experimentation. The results further suggest that the laboratory course may have indeed impeded these students from developing a deep understanding of the nature of measurement and uncertainty.
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    Impact of a conventional introductory laboratory course on the understanding of measurement
    (American Physical Society, 2008) Volkwyn, Trevor S; Allie, Saalih; Buffler, Andy; Lubben, Fred
    Conventional physics laboratory courses generally include an emphasis on increasing students' ability to carry out data analysis according to scientific practice, in particular, those aspects that relate to measurement uncertainty. This study evaluates the efficacy of the conventional approach by analyzing the understanding of measurement of freshmen following the physics major sequence, i.e., top achievers, with regard to data collection, data processing, and data comparison, through pre and post-instruction tests by using an established instrument. The findings show that the laboratory course improved the performance of the majority of students insofar as the more mechanical aspects of data collection and data processing were concerned. However, only about 20% of the cohort of physics majors exhibited a deeper understanding of measurement uncertainty required for data comparison.
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    Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education
    (Taylor & Francis, 2009) Allie, Saalih; Armien, Mogamat Noor; Burgoyne, Nicolette; Case, Jennifer M; Collier-Reed, Brandon I; Craig, Tracy S; Deacon, Andrew; Fraser, Duncan M; Geyer, Zulpha; Jacobs, Cecilia; Jawitz, Jeff; Kloot, Bruce; Kotta, Linda; Langdon, Genev
    In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.
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    Probing student engagement with size and distance in introductory astronomy
    (2022) Makwela, Tshiamiso Neo; Allie, Saalih; Taylor, Dale; Blyth, Sarah
    Astronomy Education Research has shown that students have many challenges when it comes to understanding key concepts in Astronomy. Amongst these is a poor understanding of astronomical scales. Recently for example, both sizes and distances have been shown to present similar difficulties to students in both South Africa and Norway. It is difficult to attribute the findings simply to inadequate teaching due to the significant differences between the two countries with regard to language, culture, and the type of science teaching. It has, therefore, been suggested that since astronomical sizes and distances are beyond immediate human experience the explanation might in fact lie at a deeper cognitive level. The present thesis is aimed at exploring the link between astronomical sizes and distances as well as cognition. Part I The thesis focuses on investigating students' understanding of sizes and distances in astronomy. This was done by probing student notions of astronomical scales, using the size and distance questions from the Introductory Astronomy Questionnaire (IAQ), the instrument which led to the original findings noted previously. These questions were administered before and after a specially structured teaching intervention on sizes and distances. The results of this study in 2018 were found to be (a) in agreement with similar studies previously reported in South Africa and Norway, namely, that both sizes and distances in astronomy were poorly understood in both contexts and (b) that the teaching intervention was least effective for distances. Based on the findings above, the focus of the thesis shifted to a more fine-grained investigation of how students conceived of distances, as they increased from "human scale" to "beyond human scale". The study was carried out using the Grounded Theory Method (GTM). Data were generated by prompting written explanations from introductory astronomy students on how they engaged with three distances two of which may be considered to be within human experience while the third lies beyond the realm of direct experience. The distances used were 7 metres, 100 kilometres and the distance to the moon. The second distance was partly informed by the idea that we often communicate large distances to each other in terms of time. In addition, the framing of the questions excluded the possibility of visual explanations. The questions were administered to a cohort of introductory astronomy students at the University of Cape Town in 2019. A grounded analysis of the student responses was carried out to identify key ideas. The categories that emerged from the analysis showed clear evidence of students using different, unconnected types of explanations rather than simple extrapolations of one idea. A conceptual transition was identified relative to the body position of the respondents: body calibration and self-propelled body motion (or journeying). What was striking was that time was rarely mentioned explicitly. The way in which students expressed themselves was assumed to be an expression of the way in which they were thinking about different distance domains and suggestive of the cognitive perspective offered by "Embodied Cognition". Of particular interest was that nonstatic explanations were centered around the notion of a journey, and one of the key "thinking templates" in Embodied Cognition; the SOURCE-PATH-GOAL "Image Schema". Part II of the thesis summarizes key elements of Embodied Cognition that are pertinent to the present work and describes a pilot activity for teaching astronomical distances based on this account. Part II Theories of cognition can roughly be divided into two camps: those that assume that thinking is a "mentalese activity" involving symbolic manipulation. Most importantly, these symbolic elements are "amodal" in that they are not derived from the sensory modalities. On the other hand, Embodied Cognition assumes that these symbols arise from the sensory modalities, hence all thinking arises from bodily experience and its interactions with the environment in infancy. While there are several strands that feed into Embodied Cognition, of direct interest to the present work is that of Cognitive Linguistics and the notion of Conceptual Metaphor. In this view metaphors are not regarded as (mere) linguistic devices but as conceptual expressions that reflect cognitive schematic structures that relate to the bodily infant experience. These cognitive schematic structures or "Image Schemas" arise from repeated bodily actions repeatedly activating particular neural networks and form the basic building blocks of all abstract thought. A fair amount of such Image Schemas (or "thinking templates") have been identified of which the SOURCE-PATH-GOAL resonates most clearly with the data described earlier. This Image Schema comes about in infancy when a child learns that a toy on the far side of a room cannot be reached by grasping only but that moving the body from one place to another (crawling) is required. This is the basis of "Life is Journey or the Ph.D. Journey", for example. Another aspect of Embodied Cognition holds that understanding involves a mental simulation using the cognitive resources that are activated at the time. In order to see if activating the SPG / Journey "thinking template" prior to engaging with the teaching material would help in comprehending astronomical distances a two-part teaching activity (A and B) was developed around the notion of a journey. Part A was presented to the students as 'Journey to the observable edge of the UNIVERSE along UNIVERSity avenue" and required students to walk the length of the campus in a structured manner that is described in detail in the thesis. Part B, engagement with the teaching material, was carried out immediately afterwards in the Main Hall of the University. Thus, the thinking behind the two-part activity, piloted in 2020 just prior to Covid related lockdown, was that "journey" cognitive resources would be activated by the experience and would therefore be used in engaging with the teaching material regarding astronomical distances. Student evaluations were gathered in order to probe how students had engaged with the activity, including if any of the resources associated with journeying were expressed. A post-test ranking task showed that while results were mixed relative to previous studies overall there was a marked improvement for the present cohort. In summary the work shows clearly that there were two different modes of thinking about distances (i) based on counting and (2) based on the notion of the journey/journey-ing. Results were interpreted as the activation of schema described by embodied cognition. The difficulty that students experienced with astronomical distances was attributed to the lack of activating the Source-Path-Goal schema. In order to see whether there was a way to activate the Source-Path-Goal schema, an activity involving students walking was designed. The outcomes from the activity, indicated promising results with regard to student engagement with astronomical distance.
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    Student perceptions of the introductory physics laboratory: an exploratory study
    (2017) Tlowana, Munene Maria; Allie, Saalih
    The laboratory environment can prove to be a complex space, with its potential to foster scientific sense making abilities in students. One cause for concern is the frequent physics tearoom discourse that students do not like physics laboratories. However, before attempting to address this issue, it is necessary to establish to what extent it is true and then to probe the issues that might underlie such perceptions. The present study, part of a larger program that is aimed at probing student views with regard to the lab experience, describes (a) the development of an instrument that probes students' perceptions of lab engagement and (b) the results of a selected subset of the data as detailed below. A written instrument, the Physics Perceptions Lab Questionnaire (PPLQ), was designed to probe the following five areas: expectations of labwork, enjoyment of labs, the perceived degree of personal learning that took place, the perceived association between lectures and lab activities, and views about the relationship between experiment and theory. Each of the five questions that made up the PPLQ was constructed in the form of a debate in which different views were declared. Thus, the data that ensued were of two types: (1) a Forced Choice Response (FCR), and (2) a Free Writing Response (FWR). The FCR data were analyzed by tallying the various choices made for each question, while the FWR data were analyzed using a grounded approach. The PPLQ was administered to 100 first year physics students at the University of Cape Town, after they had completed four weeks of the lab course. The focus of the present work is on the results obtained for the (a) Enjoyment and (b) Learning probes, and thus the analysis and results of the FWR data are limited to these two questions. The FCR results of the two probes on which the present study is focused (Enjoyment and Learning) indicated two opposing trends. While the majority of respondents felt that they had indeed learnt a great deal from the labs, this largely positive outcome for learning did not translate into a positive perception of enjoyment of labs. In contrast, the majority of the respondents indicated that they had not enjoyed the labs. The grounded analysis of the accompanying FWRs led to the emergence of 15 reasoning categories. The categories are grouped according to their nature of being intrinsic and extrinsic to the laboratory task and also translate to being internal and external to the students' locus of control. In addition, each individual reason that was provided indicated a Positive (P) or Negative (N) Impact on engagement. The data were thus also coded for P or N impact. To improve the quality of engagement would thus require a collective effort that takes into consideration the link between cognition and emotions along with framing, as they encompass together the issues intrinsic and extrinsic to the lab task.
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    A study of postgraduate students in an Astrophysics bridging year: identifying contradictions in a complex system
    (2012) Nwosu, Victoria; Allie, Saalih; Demaree, Dedra
    Astronomy and Astrophysics have been designated one of the flagship areas of research in South Africa. As part of human capacity building in this regard, a postgraduate national teaching programme at the Honours and Masters level, the National Astrophysics and Space Science Programme (NASSP) was established by an interested of group universities and located at the University of Cape Town. Despite initial success the programme failed to recruit and retain black South African students. In order to address this problem a postgraduate bridging program, the Extended Honours Programme (EHP), was established as a one year pre-honours level educational intervention. The research described in this thesis is directed at trying to identify the nature of the problems faced by the EHP students during their transition from their previous institutions to UCT. The Cultural Historical Activity Theory (CHAT) framework and its principle of contradictions and multivoiceness are employed to describe the NASSP as an activity system. According to the CHAT framework an activity system may experience four types of contradictions: primary, secondary, tertiary and quaternary. These four types of contradictions were identified and located within, and between, the components of the activity system. The major primary contradiction identified was in the ""double nature"" of the programme, essentially, a double bind between conceptual understanding and getting good grades. Several secondary contradictions, tertiary contradictions and historical disturbances were also identified. Other disturbances which did not map into any of the four established contradictions are also highlighted. The methodology was further applied at the level of a single course where micro and macro tensions were detected in a key component of the EHP curriculum that had previously been identified as extremely challenging, namely, the intermediate level electromagnetism course. To this end this specific activity system was interrogated and inherent tensions including historical and systemic tensions were identified. These historical and systemic tensions were noted to create disturbances such as poor conceptualization of physical problems, mismatches in students' and lecturers' expectations and unproductive learning strategies.
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    The use of uterine compression sutures in the management of patients with severe postpartum haemorrhage in a regional obstetric hospital
    (2017) Muavha, Dakalo Arnold; Allie, Saalih; Fawcus, Susan R; Petro, Gregory
    Background: Postpartum haemorrhage (PPH) is a direct leading cause of maternal death in developing countries including South Africa, and atonic uterus is responsible for up to 80% of cases of postpartum haemorrhage. The introduction of the uterine compression suture (UCS) by C B-Lynch revolutionised the conservative surgical management of postpartum haemorrhage. Its use is simple, does not require special training and reduces the need for hysterectomy. Many small studies have been conducted in different parts of the world on its effectiveness but no published studies have been found from Africa. To understand the unique challenges in developing countries, especially those in Africa, it would be relevant to establish if uterine compression sutures are beneficial in a low resource setting for the management of PPH. Accordingly, the aim of the present study was to audit the use of uterine compression suture (UCS) in our regional hospital, with a focus on the circumstances in which it was used and its success rate in treating postpartum haemorrhage. Methods: This was a retrospective folder review study of all women who had a UCS inserted to treat obstetric haemorrhage in Mowbray Maternity Hospital during the period between January 2010 and June 2016, following ethical approval from the UCT HREC and Mowbray Maternity Hospital's management. Cases were identified from theatre registrars and a designated UCS book. Patients' records were retrieved and data collected and analyzed using the Excel spreadsheet software. Results: During the 6.5-year study period, there were 132, 612 deliveries in the population served by Mowbray maternity Hospital, of which 102,261 (78%) were by normal vaginal delivery and 30,351 (22%) by caesarean section. A total of 150 UCS cases were identified giving a rate of 0.87 UCS per 1000 deliveries (at MMH and its referral MOUs). Of the 150 cases, 115 (77%) patient files could be retrieved for further analysis. UCS was performed more commonly after ceasarean section (107; 93%) than after vaginal delivery (8; 7%) The majority were performed by obstetric registrars (73; 63.4%) compared to 21 (18.3%) performed by consultants and by medical officers. The UCS was successful in stopping haemorrhage without the need for hysterectomy in 107 (93%) of all analyzed cases. Among the 8 failures, all required a hysterectomy and one woman died. The majority of UCS (50%) were performed in cases with estimated blood loss over 1000 mls, with 20.9% having blood loss more than 2000mls. Of note, 13.9% had an estimated blood loss (EBL) less than 500 mls (the majority of which were performed by medical officers). Short term morbidity of UCS cases included blood transfusion (42%), admission to ICU (8.7%), post ceasarean section sepsis (9.6%), and prolonged hospital stay (46.1%). Discussion and conclusion: This study is one of the largest case series and the first done in an African setting. Our success rate of 93% is similar to other previously reported published studies with similar low rates of short term morbidity. Our study confirmed that the success of the UCS is achievable even in low-resource environments and that UCS can be safely performed by surgeons with different levels of surgical expertise (medical officers as well as registrars and consultants).