University of Colombo e-Repository

UCER (University of Colombo Electronic Repository) is a collection of scientific research publications by researchers at the University of Colombo, Sri Lanka. This e-Repository serves to manage, preserve and make available the academic works of the faculty, postgraduate students, and research groups. The collection includes faculty publications, master's and doctoral theses abstracts. This repository is updated regularly, and new works are added to collections on a continuous basis

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Authors are responsible for obtaining copyright permission from the publisher and submitting the signed declaration to ir@lib.cmb.ac.lk.

Recent Submissions

Prevalence, knowledge, and practices related to needlestick injuries among third year nursing students at the College of Nursing, Colombo
(University of Colombo, 2025) Perera, D.; Perera, G.; Perera, T.
Needle stick injuries (NSIs) occur when a needle accidentally punctures the skin, usually in healthcare settings. They are a major occupational hazard for healthcare workers and, nursing students are especially vulnerable due to limited knowledge, experience, and training. NSIs commonly occur during procedures like venipuncture and sharps disposal. Prevention is vital and includes using safer devices, proper disposal, adequate training, and adherence to post-exposure protocols. We aimed to describe the prevalence, knowledge and practices regarding NSIs among students in the College of Nursing, Colombo. A descriptive cross-sectional study was conducted on 116 third-year nursing students at the College of Nursing, Colombo using systematic sampling. A structured, validated, pre-tested, self-administered questionnaire was developed to obtain data. Data were subjected to analysis using both descriptive statistics and chi-square tests using SPSS statistical software version 27. Vast majority(96.6%, n=112) were female, with an average of 25.17 (SD=0.989). The prevalence of NSIs was 21.7%(n=24) with only 33.3% reporting the incident, and just 20.8% undergoing post-exposure prophylaxis. Mean knowledge score was 9.18% with most (56.9%) demonstrating poor knowledge regarding NSI prevention, particularly regarding post-exposure protocols (65.5% unaware of need for immediate washing and medical attention). Only 51.7% knew the correct reporting procedure. Regarding practice,59.5% showed unsafe habits: 43% admitted to recapping needles, and 38% disposed of sharps improperly. Hepatitis B vaccination completion was reported by only 41.4%. No statistically significant associations were found between prior NSI experience and higher knowledge or practice scores. There is a high prevalence of NSI among nursing students in our setting. Knowledge and practices regarding prevention of NSI were poor. Regular training is recommended on prevention and post-exposure practices. Ensuring full vaccination against hepatitis B virus is recommended due to the risks of occupational exposure.
From Skills to Humanity: The Philosophical Challenges of Work-Integrated Learning in Sri Lanka
(Institute of Human Resource Advancement, University of Colombo, 2025) Wimalaweera, W.G.I.M.K.
Work-integrated learning (WIL) in Sri Lanka is a popular method for enhancing employability in universities and technical institutions. However, there is a lack of discussion on its philosophical implications. As a research problem mainly focus on “Can Work-Integrated Learning move beyond technical skills and incorporate aspects of human-centered, reflective, and ethical learning? The objective of this study is to examine the philosophical boundaries of WIL in Sri Lanka, with a particular focus on, its impact on students’ identities, values and personal growth. The methodology was followed qualitative research design, undertaking a literature review based on philosophical ethical theory and phenomenological approach. This research indicated that in Sri Lanka, work-integrated learning is majorly shaped by industry requirements, which often emphasize technical abilities over ethical and reflective aspects. This limited standpoint turns students into mere commodities of technological productivity rather than experienced individuals. The study also highlights how slight psychosocial support is available to students who must deal with the mental and physical strains of competitive job markets. The discrepancy between local cultural and philosophical viewpoints and universal notions of employability is another important finding that hinders students’ capacity to match their education with local values. When combined, these results suggest that WIL in Sri Lanka may hypothetically undermine the very traits of empathy, inspection, and ethical awareness that are essential to human growth. According to the research, Sri Lanka’s WIL should adopt an inclusive competency model that incorporates ethical principles, professional competencies, cultural sensitivity, and introspection. This would prepare graduates and all students in Sri Lanka for employment and foster critical thinkers and socially responsible individuals, thereby laying the foundation for responsible citizens.
Factors Influencing Student Achievement in Mathematics at the G.C.E. O/L: A Study of Schools in the Kelaniya Education Division, Sri Lanka
(Institute of Human Resource Advancement, University of Colombo, 2025) Bandara, R.M.S.S.
This study examines the factors influencing student performance in Mathematics at the G.C.E. Ordinary Level (O/L) in government schools within the Kelaniya Education Division, Sri Lanka, and its findings provide insights into how strengthening student attitudes and supportive learning environments at the school level can build a stronger foundation for future work-integrated learning practices. The purpose was to investigate how six factors: teacher qualifications, parental involvement, home study environment, availability of learning resources, teaching methods, and students’ attitudes and study habits, relate to academic achievement in Mathematics, providing insights into connecting academic learning with practical support mechanisms. A quantitative, descriptive research design was adopted. Ten schools representing the main school types (1AB, 1C, and Type 2) were selected using random sampling. The sample included 100 students, 10 Mathematics teachers, and 10 parents, allowing for triangulation of perspectives. A single structured questionnaire, answered by all participants, contained demographic items and 20 closed-ended Likert-scale statements designed to capture views on the six study factors. The questionnaire was pre-tested and refined for clarity and reliability. Academic performance was measured using official Grade 11 final examination results. Although modest, the sample size was considered sufficient for preliminary statistical analysis, supported by a Kaiser-Meyer-Olkin measure (0.721) and Cronbach’s Alpha (0.724), confirming sampling adequacy and internal consistency. Data were analyzed in SPSS using descriptive statistics and Simple Linear Regression. The results showed that student attitudes and the home study environment had a significant positive impact on Mathematics achievement, while teacher qualifications, parental involvement, teaching methods, and learning resources did not show significant effects. These findings highlight the importance of cultivating positive student attitudes and supportive home environments to improve academic outcomes, while also informing strategies for better integration of school-based learning with family and community support.
Effectiveness of Premarital Counselling for the Couples with Intention of Consummation in Colombo
(Institute of Human Resource Advancement, University of Colombo, 2025) Hangawatta, C.; Herath, W.; Sugathananda, M.; Deshpriya, A.; Karunaweera, J.
Despite a low official divorce rate in Sri Lanka, high case filings reveal significant marital conflict. Strict laws, requiring fault-based grounds and not recognizing irretrievable breakdown, create barriers to divorce, leaving many in “empty marriages”. Cultural and religious pressures also discourage dissolution. A proposed no-fault divorce bill by July 2024 aims to modernize the process, potentially reducing unresolved cases and better reflecting actual relationship health. This study examines the effectiveness of premarital counselling (PMC) in enhancing marital satisfaction among couples in Colombo, Sri Lanka. The focus is on how (1) Overall Marital Satisfaction (2) Couple Communication skills (3) Conflict Resolution skills (4) Childhood Parental experiences are influenced by PMC. Furthermore, attempts defining what high quality PMC would mean in contrast with internationally developed MC models. Using a cross-sectional design, Data were collected from 110 couples through structured online questionnaires using Convenience Sampling & Snowball Sampling, assessing PMC attendance, Marital satisfaction, Communication patterns and Conflict resolution and childhood experience while, in person, open ended structured interviews were conducted with PMC delivering institutions from whom consent was received. With Statistical analyses, including independent t-tests, effect size calculations (Cohen’s d), and subgroup comparisons, revealed that PMC attendees reported significantly higher marital satisfaction (M = 2.06, SD = 0.69) vs non-attendees (M = 2.33, SD = 0.79), Had better Communication skills (M=1.23, SD=0.45) vs non-attendees (M=0.96, SD=0.68) , Better Conflict resolution skills (r=0.259, p=0.006), Childhood experiences emerged as a critical moderator: individuals with negative childhoods exhibited the largest PMC benefits, narrowing satisfaction gaps with their positive childhood counterparts (Δ = 0.24, p = .008). Positive childhood impressions independently correlated with higher satisfaction, even without PMC. Researches reviews based on international studies suggests that delivery content , delivery method, advance enrolment and MC models (Gottman, Taylor-Johnson) and MC programs (PREP, RELATE, FOCCUS) and tools (CPQ, CSI, IMS , ADPM ) will further optimise the effectiveness delivering high-quality PMC which can be adopted to the existing PMC context of Sri Lanka.
A Psychological Study on the Impact of Attention Deficit Hyperactivity Disorder for Learning of Primary School Children (With Reference to Colombo District)
(Institute of Human Resource Advancement, University of Colombo, 2025) Dasanayaka, W.D.P.S.
Attention-Deficit/ Hyperactivity Disorder (ADHD) is recognized as the most common neurodevelopmental disorder among primary school children, often impacting their academic performance and classroom behavior. This study primarily aimed to examine how ADHD affects the learning outcomes of primary school students, which constituted the central research problem. Additionally, the study investigated the prevalence of ADHD in the Colombo District and explored whether gender differences exist in its occurrence. A quantitative research design was employed, using the survey method for data collection. Although Morgan’s Table suggested a required sample size of 130, the actual sample comprised 100 students selected through simple random sampling from two primary schools in the district. Each school contributed 50 students, with 10 students randomly selected from each grade (Grades 1 to 5), ensuring balanced representation across grades. Two standardized instruments were used: the SNAP-IV Rating Scale to assess ADHD symptoms and the Academic Performance Rating Scale (APRS) to evaluate academic achievement. These tools were completed by class teachers based on their observations of student behavior and academic engagement. Data were analyzed using SPSS software, and correlation analysis was conducted to explore the relationship between ADHD symptoms and academic performance. Results revealed a significant negative correlation, indicating that higher ADHD symptom levels were associated with poorer academic outcomes. The study also found a higher prevalence of ADHD among boys compared to girls. Based on these findings, it is recommended that early psychological interventions be provided, alongside increased awareness efforts targeting parents and teachers regarding ADHD, its educational impact, and effective management strategies