Published April 17, 2026 | Version v1
Dataset Open

A Review of Properties and Behavior of Sand-Clay Mixtures

  • 1. Department of Civil Engineering University of Agriculture and Environmental Sciences Umuagwo
  • 2. Department of Civil Engineering Nnamdi Azikiwe University, Awka

Description

The properties and engineering behavior of sand-clay mixtures has been the greatest concern among civil and geotechnical engineers in field of practice. The reason has been that, it is an important factor that should be put first because of the important properties of the mixture in the construction site. However, Sand-clay mixtures were not commonly found in its required proportion in nature and therefore rarely available for civil engineering projects unless by improvise method through a geotechnical engineer. The mixtures are prepared through the blending of clay and sand materials together with the required proportions by a geotechnical engineer. In this review, the general properties of the mixtures were discussed. Also the different categories of sands and clay materials available in the construction industries were itemized including their man-made/processed sources. The techniques applied in the preparation of different percentages of sand and clay in the mixtures was considered including the Sand gradation, chemical composition of the mixtures, clay mineralogy, compaction behavior, the CBR, effect of volume change and sand range on the volume change behavior. Finally their transitional behaviors as well as its application were looked into in order to enhance the full understanding of the properties with much emphasis on the engineering behavior of the mixture under discussion.  

Files

A Review of Properties and Behavior final.pdf

Files (700.0 kB)

Name Size Download all
md5:7d1ed250df23378ddda2c74229755e59
700.0 kB Preview Download

Additional details

References

  • 1. Adeoye, A. A., Ogunyemi, B., & Oladipo, S. E. (2023). Teachers' job satisfaction and emotional exhaustion in Nigerian secondary schools. Journal of Educational Administration and Policy, 15(2), 101–118
  • 2. Adedoyin, S., & Soyemi, T. (2020). Job demands and teacher stress in Nigerian schools. African Journal of Educational Research, 12(2), 45–63.
  • 3. Agyapong, E., Owusu-Ansah, A., & Mensah, F. K. (2022). Burnout among teachers in SubSaharan Africa: A systematic review. International Journal of Education and Work, 9(3), 112–130.
  • 4. Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
  • 5. Bakker, A. B., & Demerouti, E. (2018). Multiple levels in job demands–resources theory: Implications for employee well-being and performance. Handbook of Well-Being. Noba Scholar.
  • 6. Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2023). Burnout and work engagement: The JD–R approach. Annual Review of Organizational Psychology and Organizational Behavior, 10, 389–414. https://doi.org/10.1146/annurev-orgpsych-120920-053046
  • 7. Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2019). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513.
  • 8. Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
  • 9. Ihebom, O. N., & Uko, E. S. (2020). Work environment and teacher burnout in Nigerian public schools. Nigerian Journal of Educational Psychology, 14(1), 88–104.
  • 10. Ineye-Briggs, O. (2024). Teacher burnout and emotional exhaustion in Nigerian secondary schools. African Journal of Psychology and Education, 18(1), 55–72.
  • 11. Kim, L. E., Oxley, L., & Asbury, K. (2023). Teacher burnout and emotional exhaustion after COVID-19: A global review. Educational Psychology Review, 35(1), 1–28. https://doi.org/10.1007/s10648-022-09693-5
  • 12. Kyriacou, C. (2023). Teacher stress, burnout and job satisfaction: Contemporary perspectives. Educational Review, 75(4), 673–689.
  • 12. Kyriacou, C. (2023). Teacher stress, burnout and job satisfaction: Contemporary perspectives. Educational Review, 75(4), 673–689.
  • 14. Maslach, C., Jackson, S. E., & Leiter, M. P. (2001). Maslach Burnout Inventory manual (3rd ed.). Consulting Psychologists Press.
  • 15. Maslach, C., & Leiter, M. P. (2016). Burnout. Routledge. https://doi.org/10.4324/9781315531947
  • 16. Ozoemena, N., Okeke, C. I., & Eze, P. (2021). Teacher stress in Nigeria: Prevalence and predictors. Journal of Educational Psychology, 15(1), 67–84.
  • 17. Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. https://doi.org/10.3102/0013189X211004138
  • 18. Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teacher burnout. Teachers and Teaching, 24(7), 768–784.
  • 19. Schaufeli, W. B. (2022). Burnout and engagement: The JD–R approach. Routledge.
  • 20. Shen, B., McCaughtry, N., Martin, J., & Garn, A. (2015). Urban high-school teachers' burnout and job satisfaction. Journal of Educational Research, 108(2), 134–147.
  • 21. Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and job satisfaction: Relations to burnout. Social Psychology of Education, 20(3), 463–484. https://doi.org/10.1007/s11218017-9391-3
  • 22. Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction, and motivation. Teaching and Teacher Education, 86, 102–113.
  • 23. Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions. Educational Review, 73(1), 71–97.
  • 24. Xanthopoulou, D., Bakker, A. B., & Ilies, R. (2021). Everyday working life: Explaining within-person fluctuations in employee well-being. Journal of Organizational Behavior, 42(3), 353–372.