Tertiary education in Nigeria is in crisis that requires urgent attention. The reason for this crisis is the failure to appreciate and come to terms with the fact that education is fundamental to national development. Thus, stakeholders in education have come to a consensus that there is a need to save the tertiary education sector from imminent collapse. Hence, the need to reimagine the tertiary education sector by setting the conditions whereby it can perform at its best and compete globally. This paper on reimagining tertiary education: Issues, challenges and solutions have as its main thrust: the meaning of tertiary education, the historical development of tertiary education, the goals of tertiary education, the importance of tertiary education, the needs of tertiary education in Nigeria, issues confronting tertiary education, challenges and possible solutions to issues and challenges of tertiary education in Nigeria. These sub-headings provided the direction for this paper.
{"title":"Reimagining Tertiary Education: Issues, Challenges And Solutions","authors":"Ekpoh Uduak Imo, Okpa Ovat Egbe, Swem Terfa","doi":"10.4314/gjedr.v23i2.1","DOIUrl":"https://doi.org/10.4314/gjedr.v23i2.1","url":null,"abstract":"Tertiary education in Nigeria is in crisis that requires urgent attention. The reason for this crisis is the failure to appreciate and come to terms with the fact that education is fundamental to national development. Thus, stakeholders in education have come to a consensus that there is a need to save the tertiary education sector from imminent collapse. Hence, the need to reimagine the tertiary education sector by setting the conditions whereby it can perform at its best and compete globally. This paper on reimagining tertiary education: Issues, challenges and solutions have as its main thrust: the meaning of tertiary education, the historical development of tertiary education, the goals of tertiary education, the importance of tertiary education, the needs of tertiary education in Nigeria, issues confronting tertiary education, challenges and possible solutions to issues and challenges of tertiary education in Nigeria. These sub-headings provided the direction for this paper. \u0000 \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph Odey Ogabor, Nkanu Enendeme Irem, Martina Ayibeya Apie, Moses Imam Bepeh, Peter Owogoga Aduma, Shantali Shuaibu Aminu
This study investigated impact of recreational activities on stress, subjective wellbeing and job satisfaction among lecturers in the University of Calabar Nigeria. Three null hypotheses guided the study. Survey research design was adopted for the study. Stratified random sampling technique was adopted to select the 150 lecturers from the faculties of education who participated in the study. The instrument for data collection was a twenty (20) item structured questionnaire which was presented for validation by two experts in Test and Measurement and one from the department of Human Kinetics and Health Education. Data were collected by physically administering copies of the instrument to the respondents. The data collected were statistically analyzed using simple linear regression and the study documented a statistically significant influence of recreational activities on stress management, subjective wellbeing and job satisfaction among lecturers in the University of Calabar. Based on the findings of the study, it is recommended among other suggestions that relevant authorities should ensure that recreational activities are deliberately introduced into lecturers’ work schedules to sustain their job satisfaction and attain educational goals and objectives.
{"title":"Influence Of Recreational Activities On Stress, Subjective Wellbeing And Job Satisfaction Among Lecturers In University Of Calabar","authors":"Joseph Odey Ogabor, Nkanu Enendeme Irem, Martina Ayibeya Apie, Moses Imam Bepeh, Peter Owogoga Aduma, Shantali Shuaibu Aminu","doi":"10.4314/gjedr.v23i1.4","DOIUrl":"https://doi.org/10.4314/gjedr.v23i1.4","url":null,"abstract":"This study investigated impact of recreational activities on stress, subjective wellbeing and job satisfaction among lecturers in the University of Calabar Nigeria. Three null hypotheses guided the study. Survey research design was adopted for the study. Stratified random sampling technique was adopted to select the 150 lecturers from the faculties of education who participated in the study. The instrument for data collection was a twenty (20) item structured questionnaire which was presented for validation by two experts in Test and Measurement and one from the department of Human Kinetics and Health Education. Data were collected by physically administering copies of the instrument to the respondents. The data collected were statistically analyzed using simple linear regression and the study documented a statistically significant influence of recreational activities on stress management, subjective wellbeing and job satisfaction among lecturers in the University of Calabar. Based on the findings of the study, it is recommended among other suggestions that relevant authorities should ensure that recreational activities are deliberately introduced into lecturers’ work schedules to sustain their job satisfaction and attain educational goals and objectives. \u0000 \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"6 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. B Onabe, Ekpo Effiom Eyo, E. A Akuh, Edoho Glory Emmanuel
Tertiary institutions play a critical role in the economic and social development of a country, as they produce a skilled workforce that can contribute to the growth and development of various sectors of the economy for human capacity building. Tertiary institutions in Cross River State, Nigeria are faced with various challenges, including inadequate funding and insufficient resources to support their academic activities. This study explored revenue generation models of financing in the administration of tertiary institutions in Cross River State, Nigeria. Descriptive survey research design was adopted in the study. A sample of 720 respondents made up of all the account and financial officers in tertiary institutions in the study area, was drawn through census approach to participate in the study. A 20-item instrument titled: Revenue Generation Models of Financing Tertiary Institutions Questionnaire (RGMFTIQ) with a reliability index of 0.88 on Cronbach's alpha was used for data collection. This instrument was effectively validated by three (3) experts in the Department of Educational Management University of Calabar. Mean and Standard deviation was used to answer the two (2) research questions, while Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis at .05 alpha level. Findings revealed that those models occur at a low level and could not be accepted as sources of revenue generation in tertiary institutions in the study area. The result of the hypothesis revealed that there were no statistically significant differences in financial and account officers’ perception on the revenue generation model as well as in their educational impact domain in tertiary institutions in Cross River State. It was recommended hat tertiary institutions in Cross River State should consider diversifying their revenue sources beyond government funding to enhance their financial sustainability.
{"title":"Revenue Generation Models Of Financing In The Administration Of Tertiary Institutions In Cross River State, Nigeria","authors":"D. B Onabe, Ekpo Effiom Eyo, E. A Akuh, Edoho Glory Emmanuel","doi":"10.4314/gjedr.v23i1.2","DOIUrl":"https://doi.org/10.4314/gjedr.v23i1.2","url":null,"abstract":"Tertiary institutions play a critical role in the economic and social development of a country, as they produce a skilled workforce that can contribute to the growth and development of various sectors of the economy for human capacity building. Tertiary institutions in Cross River State, Nigeria are faced with various challenges, including inadequate funding and insufficient resources to support their academic activities. This study explored revenue generation models of financing in the administration of tertiary institutions in Cross River State, Nigeria. Descriptive survey research design was adopted in the study. A sample of 720 respondents made up of all the account and financial officers in tertiary institutions in the study area, was drawn through census approach to participate in the study. A 20-item instrument titled: Revenue Generation Models of Financing Tertiary Institutions Questionnaire (RGMFTIQ) with a reliability index of 0.88 on Cronbach's alpha was used for data collection. This instrument was effectively validated by three (3) experts in the Department of Educational Management University of Calabar. Mean and Standard deviation was used to answer the two (2) research questions, while Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis at .05 alpha level. Findings revealed that those models occur at a low level and could not be accepted as sources of revenue generation in tertiary institutions in the study area. The result of the hypothesis revealed that there were no statistically significant differences in financial and account officers’ perception on the revenue generation model as well as in their educational impact domain in tertiary institutions in Cross River State. It was recommended hat tertiary institutions in Cross River State should consider diversifying their revenue sources beyond government funding to enhance their financial sustainability. \u0000 \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study is on library facilities and classroom environment: viable tools for instructional efficiency towards better academic performance of pupils in primary schools in Akamkpa Local Government Area of Cross River State, Nigeria. This study was carried out with two research objectives and corresponding research questions and hypotheses. The research adopted ex-post facto research design. The research sample comprised 318 primary six pupils drawn from the population of the study. Data for the study was collected through two instruments which include a questionnaire titled, Learning Facilities and Academic Performance Questionnaire (LFAPQ), and Pupils’ Achievement Test (PAT). Data collected were analyzed statistically through the use of simple regression analysis. Major findings drawn from the study revealed that there is a significant influence of library facilities and classroom environment on instructional efficiency towards better academic performance of primary school pupils in Akamkpa Local Government Area of Cross River State. Hence, it was recommended that heads of school and other education stakeholders should team up to ensure books are accessible in their school library for effective learning. The government should assist in corroboration with the other education agencies to provide quality classroom with well-equipped facilities to help improve learning.
{"title":"Library Facilities And Classroom Environment: Viable Tools For Instructional Efficiency Toward Better Academic Performance Of Primary School Pupils Akamkpa Lga, Cross River State-Nigeria","authors":"Monity Flora Michael , Abam Oyobo Gladys Tom","doi":"10.4314/gjedr.v23i1.3","DOIUrl":"https://doi.org/10.4314/gjedr.v23i1.3","url":null,"abstract":"The study is on library facilities and classroom environment: viable tools for instructional efficiency towards better academic performance of pupils in primary schools in Akamkpa Local Government Area of Cross River State, Nigeria. This study was carried out with two research objectives and corresponding research questions and hypotheses. The research adopted ex-post facto research design. The research sample comprised 318 primary six pupils drawn from the population of the study. Data for the study was collected through two instruments which include a questionnaire titled, Learning Facilities and Academic Performance Questionnaire (LFAPQ), and Pupils’ Achievement Test (PAT). Data collected were analyzed statistically through the use of simple regression analysis. Major findings drawn from the study revealed that there is a significant influence of library facilities and classroom environment on instructional efficiency towards better academic performance of primary school pupils in Akamkpa Local Government Area of Cross River State. Hence, it was recommended that heads of school and other education stakeholders should team up to ensure books are accessible in their school library for effective learning. The government should assist in corroboration with the other education agencies to provide quality classroom with well-equipped facilities to help improve learning. \u0000 \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abanyam Victoria Atah , Edu Grace Onya, Kingsley Charles Edet
The main purpose of this study was to examine the influence of improvement strategies on teachers’ perceived teaching effectiveness in Calabar Metropolis of Cross River State, Nigeria. The research design that was adopted in the conduct of this study is the Ex-Post Facto research design. Ex-post Facto research design is a design where the researcher does not have direct control of the independent variables, because their manifestation has already occurred. The variables involved in the study cannot be manipulated. The population of this study comprised all 6 principals, 72 vice principals and 1290 secondary school teachers in 21 public secondary schools in Calabar Metropolis (State Secondary Education Board, Cross River State, 2021). Calabar Metropolis consist of two Local Government Areas; namely, Calabar South and Calabar Municipality respectively). There are 8 public secondary schools in Calabar South and 16 public secondary schools in Calabar Municipality. Three research questions were poised and three statement of hypotheses were formulated to guide the study. A sample of 309 respondents was used in the study using Taro Yamane’s formula. The instruments that were used for data collection were a questionnaire titled Improvement Strategies; Principals’ Role Scale (ISPRS) and Teachers’ Teaching Effectiveness Questionnaire (TTEQ) designed by the researchers. The instrument that was used for data collection is a questionnaire titled Improvement Strategies and Principals’ Role Scale (ISPRS). The instrument comprised two sections A and B. Section A of the instrument consists of demographic sub-variables meant to obtain personal information about the subjects used in this study. Section B comprised 15-structured items questionnaire covering the sub-variables, in a four-point modified Likert Scale items. The internal consistency of the research instrument (ISQ) was tested using the Cronbach Alpha reliability estimate method. The statistical tool used for analysis is one-way analysis of variance (ANOVA) and the hypotheses were tested at 0.05 level of significance. The findings revealed that there was significant influence of in-service training, motivation and teachers’ involvement in decision-making on teaching effectiveness in public secondary schools in the study area. Based on the findings, it was recommended among others that teachers should be exposed to regular in-service training to help them acquire the requisite skills that will make them productive in their service delivery.
{"title":"Influence of improvement strategies on teachers’ perceived teaching effectiveness in calabar metropolis of cross river state, nigeria.","authors":"Abanyam Victoria Atah , Edu Grace Onya, Kingsley Charles Edet","doi":"10.4314/gjedr.v23i1.1","DOIUrl":"https://doi.org/10.4314/gjedr.v23i1.1","url":null,"abstract":"The main purpose of this study was to examine the influence of improvement strategies on teachers’ perceived teaching effectiveness in Calabar Metropolis of Cross River State, Nigeria. The research design that was adopted in the conduct of this study is the Ex-Post Facto research design. Ex-post Facto research design is a design where the researcher does not have direct control of the independent variables, because their manifestation has already occurred. The variables involved in the study cannot be manipulated. The population of this study comprised all 6 principals, 72 vice principals and 1290 secondary school teachers in 21 public secondary schools in Calabar Metropolis (State Secondary Education Board, Cross River State, 2021). Calabar Metropolis consist of two Local Government Areas; namely, Calabar South and Calabar Municipality respectively). There are 8 public secondary schools in Calabar South and 16 public secondary schools in Calabar Municipality. Three research questions were poised and three statement of hypotheses were formulated to guide the study. A sample of 309 respondents was used in the study using Taro Yamane’s formula. The instruments that were used for data collection were a questionnaire titled Improvement Strategies; Principals’ Role Scale (ISPRS) and Teachers’ Teaching Effectiveness Questionnaire (TTEQ) designed by the researchers. The instrument that was used for data collection is a questionnaire titled Improvement Strategies and Principals’ Role Scale (ISPRS). The instrument comprised two sections A and B. Section A of the instrument consists of demographic sub-variables meant to obtain personal information about the subjects used in this study. Section B comprised 15-structured items questionnaire covering the sub-variables, in a four-point modified Likert Scale items. The internal consistency of the research instrument (ISQ) was tested using the Cronbach Alpha reliability estimate method. The statistical tool used for analysis is one-way analysis of variance (ANOVA) and the hypotheses were tested at 0.05 level of significance. The findings revealed that there was significant influence of in-service training, motivation and teachers’ involvement in decision-making on teaching effectiveness in public secondary schools in the study area. Based on the findings, it was recommended among others that teachers should be exposed to regular in-service training to help them acquire the requisite skills that will make them productive in their service delivery. \u0000 \u0000 ","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"36 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Martina Ayibeya Apie, Joseph Odey Ogabor, Osaji Nsagha Nkang, Emmanuel Ekawu Ogar, Peter Owogoga Aduma, Felicia Agbor-Obun Dan
It is a truism that the participation of athletes in athletics could exert some influence in their academic achievements but a careful balancing of their involvement in the two important activities could reveal some associations. The study determined the relationship between university athletes’ participation in athletics and their academic achievement in south-south, Nigeria. The study adopted descriptive survey design and was targeted at 156 athletes that were all involved in the study. The instruments for data collection were a 15-item structured questionnaire constructed on a four-point scale and 20-item academic achievement test in Human Kinetics and Health Education. The instruments were validated by three experts. Two in Human Kinetics and health Education and one from Test and Measurement unit of the department of Educational Foundations, University of Calabar. The reliability of the instrument was determined using Cronbach’s Alpha reliability method and a coefficient of 0.77 was obtained. Data collected was analysed using Pearson Product Moment Correlation (r) at 0.05 level of significance. It was found out that a significant relationship exists between coach’s role, team mates’ influence and parental support and academic achievement of athletes in the study area. It was recommended among others that coaches should continue to mentor athletes and encourage them to study hard for greater academic achievement.
{"title":"Percieved Correlates Of Athletic Participation And Academic Achievement Of Universities Athletes In South-South, Nigeria","authors":"Martina Ayibeya Apie, Joseph Odey Ogabor, Osaji Nsagha Nkang, Emmanuel Ekawu Ogar, Peter Owogoga Aduma, Felicia Agbor-Obun Dan","doi":"10.4314/gjedr.v22i2.10","DOIUrl":"https://doi.org/10.4314/gjedr.v22i2.10","url":null,"abstract":"It is a truism that the participation of athletes in athletics could exert some influence in their academic achievements but a careful balancing of their involvement in the two important activities could reveal some associations. The study determined the relationship between university athletes’ participation in athletics and their academic achievement in south-south, Nigeria. The study adopted descriptive survey design and was targeted at 156 athletes that were all involved in the study. The instruments for data collection were a 15-item structured questionnaire constructed on a four-point scale and 20-item academic achievement test in Human Kinetics and Health Education. The instruments were validated by three experts. Two in Human Kinetics and health Education and one from Test and Measurement unit of the department of Educational Foundations, University of Calabar. The reliability of the instrument was determined using Cronbach’s Alpha reliability method and a coefficient of 0.77 was obtained. Data collected was analysed using Pearson Product Moment Correlation (r) at 0.05 level of significance. It was found out that a significant relationship exists between coach’s role, team mates’ influence and parental support and academic achievement of athletes in the study area. It was recommended among others that coaches should continue to mentor athletes and encourage them to study hard for greater academic achievement.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139281740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patrick I Nwafor, Abigail Ojong Ejoh, Margaret U Chukwurah, Stella Uchechukwu Okeke
The study examined the teachers’ competences in the utilization of digital learning tools in upper basic schools in Cross River State. To achieve this, four research questions were raised. Literature was reviewed according to the variables of the study. The study adopted a descriptive survey research design with a stratified random sampling technique. The sample of the study was made up of 768 teachers across the 18 local government of the state. An instrument titled ‘Teachers Competence in Digital Learning Tools Scale (TCDLTS)’ was used for data collection. The instrument was validated and the reliability of the instrument was established using Cronbach alpha reliability estimate and the coefficients of the scales ranged from 0.78-0.81. The data collected were analysed using simple percentages, bar graphs and other inferential statistical techniques. The result showed that teacher’s competence in the utilization of digitalized learning tools such as zoom facilities, google classrooms, and video clips is very low. The result also showed that there is no significant difference between male and female teachers, but years of teaching and qualification significantly influences teachers’ competence in utilizing digital learning tools in upper basic schools in Cross River State. Based on the findings, it was recommended that teachers should be trained on the modern use of technology in teaching and learning to increase students’ level of independent learning among others.
{"title":"Assessment Of Teachers’ Competence In Utilization Of Digital Instructional Tools In Upper Basic Schools In Cross River State, Nigeria","authors":"Patrick I Nwafor, Abigail Ojong Ejoh, Margaret U Chukwurah, Stella Uchechukwu Okeke","doi":"10.4314/gjedr.v22i2.7","DOIUrl":"https://doi.org/10.4314/gjedr.v22i2.7","url":null,"abstract":"The study examined the teachers’ competences in the utilization of digital learning tools in upper basic schools in Cross River State. To achieve this, four research questions were raised. Literature was reviewed according to the variables of the study. The study adopted a descriptive survey research design with a stratified random sampling technique. The sample of the study was made up of 768 teachers across the 18 local government of the state. An instrument titled ‘Teachers Competence in Digital Learning Tools Scale (TCDLTS)’ was used for data collection. The instrument was validated and the reliability of the instrument was established using Cronbach alpha reliability estimate and the coefficients of the scales ranged from 0.78-0.81. The data collected were analysed using simple percentages, bar graphs and other inferential statistical techniques. The result showed that teacher’s competence in the utilization of digitalized learning tools such as zoom facilities, google classrooms, and video clips is very low. The result also showed that there is no significant difference between male and female teachers, but years of teaching and qualification significantly influences teachers’ competence in utilizing digital learning tools in upper basic schools in Cross River State. Based on the findings, it was recommended that teachers should be trained on the modern use of technology in teaching and learning to increase students’ level of independent learning among others.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139281685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aniah Solomon Agwayang, Uyimse Felicia Unyekeme, Odok Lilian Oyak, Edeh Stephen Olenye, Offem Odim Otu
The main purpose of this study was to investigate teachers’ utilization of learning resources attitude to work and learners’ performance in English Language in selected primary schools in Calabar South Local Government Area of Cross River State. To achieve the purpose of this study, two research questions were posed, two hypotheses were formulated. Literature was reviewed based on the sub-variables of the study. Quasi-experimental design was adopted for the study using simple random technique with the sample of one hundred and twenty (120) respondents. Questionnaire instrument was used for data collection and the data was analyzed at 0.05 level of significant using independent t-test analysis to test the hypotheses. The results and conclusion of findings revealed that learning resources and teachers' attitude to work greatly influence learners' performance in English Language in Primary Schools in Calabar South Local Government Area of Cross River State, Nigeria. Based on the findings, some recommendations such as; teachers should be encouraged in schools to utilize learning resources in teaching. Pupils should be involved in the production of learning resources, appropriate tasks be assigned to teachers to enable them put in their best for learners' good academic performance.
本研究的主要目的是调查克罗斯河州卡拉巴尔南地方政府区部分小学教师对学习资源的利用情况、工作态度以及学生的英语成绩。为实现本研究的目的，提出了两个研究问题和两个假设。根据研究的子变量对文献进行了审查。研究采用了准实验设计，使用简单随机技术，样本为 120 名受访者。使用问卷工具收集数据，并使用独立 t 检验分析在 0.05 的显著水平上对数据进行分析，以检验假设。研究结果和结论表明，学习资源和教师的工作态度在很大程度上影响着尼日利亚克罗斯河州卡拉巴尔南地方政府地区小学英语学习者的成绩。根据调查结果，提出了一些建议，如：学校应鼓励教师在教学中利用学习资源。应让学生参与学习资源的制作，为教师分配适当的任务，使他们能够尽最大努力提高学生的学习成绩。
{"title":"Teachers’ Utilization Of Learning Resources And Attitude To Work On Learners’ Performance In English Language In Selected Primary Schools In Calabar South Local Government Area Of Cross River State","authors":"Aniah Solomon Agwayang, Uyimse Felicia Unyekeme, Odok Lilian Oyak, Edeh Stephen Olenye, Offem Odim Otu","doi":"10.4314/gjedr.v22i2.11","DOIUrl":"https://doi.org/10.4314/gjedr.v22i2.11","url":null,"abstract":"The main purpose of this study was to investigate teachers’ utilization of learning resources attitude to work and learners’ performance in English Language in selected primary schools in Calabar South Local Government Area of Cross River State. To achieve the purpose of this study, two research questions were posed, two hypotheses were formulated. Literature was reviewed based on the sub-variables of the study. Quasi-experimental design was adopted for the study using simple random technique with the sample of one hundred and twenty (120) respondents. Questionnaire instrument was used for data collection and the data was analyzed at 0.05 level of significant using independent t-test analysis to test the hypotheses. The results and conclusion of findings revealed that learning resources and teachers' attitude to work greatly influence learners' performance in English Language in Primary Schools in Calabar South Local Government Area of Cross River State, Nigeria. Based on the findings, some recommendations such as; teachers should be encouraged in schools to utilize learning resources in teaching. Pupils should be involved in the production of learning resources, appropriate tasks be assigned to teachers to enable them put in their best for learners' good academic performance.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139281783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Egbai Julius Michael, Osang Anastecia William, Eke Ogbu Eke
The study assessed the effect of Group based instructional strategy on upper basic two (junior secondary school two) students’ achievement in Prevocational studies in Umuahia North Local Government of Abia State. The study adopted a quasi-experimental control design; specifically the pre-test post-test non-equivalent control group design was used. Two research questions were posed, and one hypothesis formulated to guide the study which was carried out in a Government co-education school in Umuahia North Council Area in Umuahia Education Zone of Abia State. Eighty-seven (87) JSS two students were used for the study. The study is a quasi- experimental study which employed pretest posttest control design and a 2x2 factorial design. Instrument used for data collection was Pre-vocational Studies Achievement Test (PSAT) developed by the researchers. PSAT was validated by three experts and the reliability coefficient using Kuder Richardson (KR-20) was found to be 0.81. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) statistics was used to test the hypothesis at 0.05 significance level. The result revealed a significant factor on students’ achievement in Pre-vocational studies. Thus, it was confirmed that students taught Pre-vocational studies using Group based instructional strategy performed better than those taught using the lecture method. The result also revealed that gender was not a factor in achievement of students in Pre-vocational studies. It was recommended among other things that efforts should be made by curriculum experts to incorporate Group based instructional strategy, teaching strategy into the teaching of pre-vocational studies.
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Educate the head only, you are likely to end up with characters who will preoccupy their minds with the annihilation of the entire human race. Educate the heart only and you will end up with individuals who cannot take decisions dispassionately or without sentiments and who may be lacking in critical thinking abilities. Educate the hands only and there is no telling what it could be up to. We would be creating robots, who as is the current fear with robots, may decide to exterminate the human race because they consider humans unnecessary for their existence. Education has got to be holistic. All three dimensions of the individual, the head, the heart and the hands must be functionally educated. That is why the ancient Philosopher Aristotle noted that “Educating the mind without Educating the heart is no education at all.” This paper makes a case for the education of the head, the heart and the hands, proposing an adoption of Social and emotional learning theory in the Nigerian educational system, drawing from the position of neuroscience and applying the tool of psychology. Some tips for the application of social emotional learning in the classroom are given and suggestions for learning outlined at the end of the paper.
{"title":"Education Of The Head The Heart And The Hands; A Case For Social Emotional Learning In Nigeria","authors":"Ntamu Blessing Agbo","doi":"10.4314/gjedr.v22i2.6","DOIUrl":"https://doi.org/10.4314/gjedr.v22i2.6","url":null,"abstract":"Educate the head only, you are likely to end up with characters who will preoccupy their minds with the annihilation of the entire human race. Educate the heart only and you will end up with individuals who cannot take decisions dispassionately or without sentiments and who may be lacking in critical thinking abilities. Educate the hands only and there is no telling what it could be up to. We would be creating robots, who as is the current fear with robots, may decide to exterminate the human race because they consider humans unnecessary for their existence. Education has got to be holistic. All three dimensions of the individual, the head, the heart and the hands must be functionally educated. That is why the ancient Philosopher Aristotle noted that “Educating the mind without Educating the heart is no education at all.” This paper makes a case for the education of the head, the heart and the hands, proposing an adoption of Social and emotional learning theory in the Nigerian educational system, drawing from the position of neuroscience and applying the tool of psychology. Some tips for the application of social emotional learning in the classroom are given and suggestions for learning outlined at the end of the paper.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139281654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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