This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.
{"title":"Leadership Styles of Social Studies Teachers and Academic Achievement of Junior Secondary School Students in Social Studies in Calabar Metropolis, Cross River State Nigeria","authors":"Edward Ogar Odey, Esther Edward Odey","doi":"10.4314/gjedr.v20i2.1","DOIUrl":"https://doi.org/10.4314/gjedr.v20i2.1","url":null,"abstract":"This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126053952","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}
Peter Ogbaji Onah, Martha Edu Akanimoh, Linda Esse Ndome
Education plays a very pertinent role in promoting development, as it is concerned with imparting knowledge, skills, attitudes, belief systems and values. This paper focuses on the utilization of the girl child education as an effective tool to foster national development. It conceptualized education, girl child education, empowerment and National Development. The theory of functionalism was adopted to offer credence to the paper. This paper vividly explicates how various negative attitudes and negligence towards the girl child education in African continent in general and Nigeria to be specific has exacerbated poverty, illiteracy and untold hardship on the citizenry. It further unraveled the strategies for using girl child education as an instrument for national development thereby eradicating poverty in Nigeria. Based on the issues raised in the paper, as education remains a formidable weapon of socio- economic development of any nation, the paper recommends the need for change in the Nigerian policy towards education, especially the girl child education by improving public budget in education, improve education for self-reliance, to enhance educational efficiency by improving on skills learning via entrepreneurship education and building of critical and objective reasoning, and girl child empowerment.
{"title":"Education and the achievement of national development through girl child empowerment in Nigeria","authors":"Peter Ogbaji Onah, Martha Edu Akanimoh, Linda Esse Ndome","doi":"10.4314/gjedr.v20i1.10","DOIUrl":"https://doi.org/10.4314/gjedr.v20i1.10","url":null,"abstract":"Education plays a very pertinent role in promoting development, as it is concerned with imparting knowledge, skills, attitudes, belief systems and values. This paper focuses on the utilization of the girl child education as an effective tool to foster national development. It conceptualized education, girl child education, empowerment and National Development. The theory of functionalism was adopted to offer credence to the paper. This paper vividly explicates how various negative attitudes and negligence towards the girl child education in African continent in general and Nigeria to be specific has exacerbated poverty, illiteracy and untold hardship on the citizenry. It further unraveled the strategies for using girl child education as an instrument for national development thereby eradicating poverty in Nigeria. Based on the issues raised in the paper, as education remains a formidable weapon of socio- economic development of any nation, the paper recommends the need for change in the Nigerian policy towards education, especially the girl child education by improving public budget in education, improve education for self-reliance, to enhance educational efficiency by improving on skills learning via entrepreneurship education and building of critical and objective reasoning, and girl child empowerment.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127107794","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 investigated the relationship between financial resources and junior secondary school students’ academic performance in Cross River State, Nigeria. Four null hypotheses were formulated and tested. Ex-post facto design was used for the study. Subjects who participated in the study were 397 students from 277 public junior secondary schools in the study area but data was collected from only 386 representing 97.2 percent. Two instruments titled “Financial Resources Questionnaire (FRQ) and Junior Secondary School Students’ Academic Performance Scale (JSSSAPS)” were used for data collection. Data was analyzed using Population t-test and Multiple Regression analysis. The result indicated that junior secondary school students’ academic performance is significantly high. The result further revealed that financial resources in terms of: investment in school facilities, allocation of financial resources, structure of financial resources and amount of financial resources jointly predicts students’ academic performance. It was concluded that school business just like every other economic unit and business concerns alike, cannot thrive by mere availability of financial resources but by its utilization.
{"title":"Financial resources and junior secondary school students’ academic performance in Cross River State, Nigeria","authors":"Wokasor E. Ofem, M. Akeke, E. Ameh","doi":"10.4314/GJEDR.V20I1.9","DOIUrl":"https://doi.org/10.4314/GJEDR.V20I1.9","url":null,"abstract":"The study investigated the relationship between financial resources and junior secondary school students’ academic performance in Cross River State, Nigeria. Four null hypotheses were formulated and tested. Ex-post facto design was used for the study. Subjects who participated in the study were 397 students from 277 public junior secondary schools in the study area but data was collected from only 386 representing 97.2 percent. Two instruments titled “Financial Resources Questionnaire (FRQ) and Junior Secondary School Students’ Academic Performance Scale (JSSSAPS)” were used for data collection. Data was analyzed using Population t-test and Multiple Regression analysis. The result indicated that junior secondary school students’ academic performance is significantly high. The result further revealed that financial resources in terms of: investment in school facilities, allocation of financial resources, structure of financial resources and amount of financial resources jointly predicts students’ academic performance. It was concluded that school business just like every other economic unit and business concerns alike, cannot thrive by mere availability of financial resources but by its utilization.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124690031","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}
This paper is aimed at examining the enhancement of food security among households in Edo Central Senatorial District. The study examines the measure used by households in enhancing food security. A descriptive survey design was adopted in this study, using a population of about 664,059 households, with a sample size of 300 households using multi-stage sampling technique. The instrument for data collection was a questionnaire. A mean score of 2.5 was used as the benchmark rating score for decision rule. The t-test for two independent sample means was used to test the hypothesis at 0.05 level of significance. The result showed that poverty, lack of food preservation knowledge, lack of food and nutrition knowledge, low morale towards the practice of agriculture and lack of facilities for food preservation such as refrigerators and deep freezers are the factors responsible for food insecurity amongst households in Edo Central Senatorial District. To reduce food shortage and promote food security, the measures commonly used among households in enhancing their food security in Edo Central Senatorial District include: food preservation and bulk purchasing. The use of these food security measures varies with the size of household. It was recommended that large households should endeavour to practice crop farming and animal rearing such as poultry farming for family subsistence.
{"title":"Measures of enhancing food security among households in Edo Central Senatorial District","authors":"J. Abhulimen, E. E. Idialu, B. Uwameiye","doi":"10.4314/GJEDR.V20I1.8","DOIUrl":"https://doi.org/10.4314/GJEDR.V20I1.8","url":null,"abstract":"This paper is aimed at examining the enhancement of food security among households in Edo Central Senatorial District. The study examines the measure used by households in enhancing food security. A descriptive survey design was adopted in this study, using a population of about 664,059 households, with a sample size of 300 households using multi-stage sampling technique. The instrument for data collection was a questionnaire. A mean score of 2.5 was used as the benchmark rating score for decision rule. The t-test for two independent sample means was used to test the hypothesis at 0.05 level of significance. The result showed that poverty, lack of food preservation knowledge, lack of food and nutrition knowledge, low morale towards the practice of agriculture and lack of facilities for food preservation such as refrigerators and deep freezers are the factors responsible for food insecurity amongst households in Edo Central Senatorial District. To reduce food shortage and promote food security, the measures commonly used among households in enhancing their food security in Edo Central Senatorial District include: food preservation and bulk purchasing. The use of these food security measures varies with the size of household. It was recommended that large households should endeavour to practice crop farming and animal rearing such as poultry farming for family subsistence.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130438563","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}
This study used Item Response Theory approach to assess Differential Item Functioning (DIF) and detect item bias in Mathematics Achievement Test (MAT). The MAT was administered to 1,751 SS2 students in public secondary schools in Cross River State. Instrumentation research design was used to develop and validate a 50-item instrument. Data were analysed using the maximum likelihood estimation technique of BILOG-MG V3 software. The result of the study revealed that 6% of the total items exhibited differential item functioning between the male and female students. Based on the analysis, the study observed that there was sex bias on some of the test items in the MAT. DIF analysis attempt at eliminating irrelevant factors and sources of bias from any kind for a test to yield valid results is among the best methods of recent. As such, test developers and policymakers are recommended to take into serious consideration and exercise care in fair test practice by dedicating effort to more unbiased test development and decision making. Examination bodies should adopt the Item Response Theory in educational testing and test developers should therefore be mindful of the test items that can cause bias in response pattern between male and female students or any sub-group of consideration. Keywords: Assessment, Differential Item Functioning, Validity, Reliability, Test Fairness, Item Bias, Item Response Theory.
{"title":"Test fairness and assessment of differential item functioning of mathematics achievement test for senior secondary students in Cross River state, Nigeria using item response theory","authors":"Anthony Pius Effiom","doi":"10.4314/gjedr.v20i1.6","DOIUrl":"https://doi.org/10.4314/gjedr.v20i1.6","url":null,"abstract":"This study used Item Response Theory approach to assess Differential Item Functioning (DIF) and detect item bias in Mathematics Achievement Test (MAT). The MAT was administered to 1,751 SS2 students in public secondary schools in Cross River State. Instrumentation research design was used to develop and validate a 50-item instrument. Data were analysed using the maximum likelihood estimation technique of BILOG-MG V3 software. The result of the study revealed that 6% of the total items exhibited differential item functioning between the male and female students. Based on the analysis, the study observed that there was sex bias on some of the test items in the MAT. DIF analysis attempt at eliminating irrelevant factors and sources of bias from any kind for a test to yield valid results is among the best methods of recent. As such, test developers and policymakers are recommended to take into serious consideration and exercise care in fair test practice by dedicating effort to more unbiased test development and decision making. Examination bodies should adopt the Item Response Theory in educational testing and test developers should therefore be mindful of the test items that can cause bias in response pattern between male and female students or any sub-group of consideration. \u0000Keywords: Assessment, Differential Item Functioning, Validity, Reliability, Test Fairness, Item Bias, Item Response Theory.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122806638","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 purpose of this study was to explore the influence of age differentials on item difficulty and discrimination indices of West African School Certificate (WAEC) English Language Objective test for May/June 2014 taken by students in Nigeria. The study area was the southern Education Zone of Cross River State. The design used for the study was ex-post facto, justified by the fact that the variable of the study had occurred before being studied and that no manipulation of subjects of study was involved. The 2014 May/June English objective test items were used as they were. The instrument (made up of all the fifty items of the test) was administered to a sample of 100 students selected through accidental sampling procedure. Results of the study indicate that item response to the test depended, among other things, on the age brackets of the students. The older students seem to respond more correctly to items than their younger counterparts. The study recommends more proactive steps in admission of age compliant candidates for terminal examinations in Secondary Schools.
{"title":"Age differentials in calibrated items of WAEC English Language Objective test taken by students in Nigeria","authors":"I. Ubi, E. C. Udemba","doi":"10.4314/gjedr.v20i1.5","DOIUrl":"https://doi.org/10.4314/gjedr.v20i1.5","url":null,"abstract":"The purpose of this study was to explore the influence of age differentials on item difficulty and discrimination indices of West African School Certificate (WAEC) English Language Objective test for May/June 2014 taken by students in Nigeria. The study area was the southern Education Zone of Cross River State. The design used for the study was ex-post facto, justified by the fact that the variable of the study had occurred before being studied and that no manipulation of subjects of study was involved. The 2014 May/June English objective test items were used as they were. The instrument (made up of all the fifty items of the test) was administered to a sample of 100 students selected through accidental sampling procedure. Results of the study indicate that item response to the test depended, among other things, on the age brackets of the students. The older students seem to respond more correctly to items than their younger counterparts. The study recommends more proactive steps in admission of age compliant candidates for terminal examinations in Secondary Schools.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133402307","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 investigated the relationship among some environmental factors and research attitude of post-graduate students in Nigeria using a path model approach. The researchers were poised at filling the gap in the type of multivariate statistical tools that have hitherto been used in comparing these variables by authors in the research area. One research question was formulated to guide the study. Survey research design was adopted for the study. The study area, which was south-south Nigeria, is one of the geo-political zones in the country with six federal universities. The population of the study was made up of 1,299 post graduate students of education faculties in the six universities. A sample of 520 students (40% of the population) was selected for the study through stratified random sampling method. The study instrument was a questionnaire titled Environmental and Attitude variables Questionnaire (EAVQ) prepared by the researchers. Result of the study showed that 14 out of 15 pathways in the hypothesized model for the relationship between environmental variables and research attitudewere significant and meaningful, withfive direct and nine indirect pathways. Based on the finding, the study recommends an improvement in those environmental factors to bring about corresponding improvement in research attitude. The study suggests that a study of the relationship between other environmental variables not included in this study on graduate students‟ research attitude in federal universities in south-south Nigeria should be carried out by future researchers. Such research can be extended to cover more geo-political zones in the country.
{"title":"Environmental factors as correlates of research attitude among post-graduate students in Nigeria: A path model approach","authors":"I. Ubi, Jacob Esu Odiong","doi":"10.4314/gjedr.v20i1.4","DOIUrl":"https://doi.org/10.4314/gjedr.v20i1.4","url":null,"abstract":"The study investigated the relationship among some environmental factors and research attitude of post-graduate students in Nigeria using a path model approach. The researchers were poised at filling the gap in the type of multivariate statistical tools that have hitherto been used in comparing these variables by authors in the research area. One research question was formulated to guide the study. Survey research design was adopted for the study. The study area, which was south-south Nigeria, is one of the geo-political zones in the country with six federal universities. The population of the study was made up of 1,299 post graduate students of education faculties in the six universities. A sample of 520 students (40% of the population) was selected for the study through stratified random sampling method. The study instrument was a questionnaire titled Environmental and Attitude variables Questionnaire (EAVQ) prepared by the researchers. Result of the study showed that 14 out of 15 pathways in the hypothesized model for the relationship between environmental variables and research attitudewere significant and meaningful, withfive direct and nine indirect pathways. Based on the finding, the study recommends an improvement in those environmental factors to bring about corresponding improvement in research attitude. The study suggests that a study of the relationship between other environmental variables not included in this study on graduate students‟ research attitude in federal universities in south-south Nigeria should be carried out by future researchers. Such research can be extended to cover more geo-political zones in the country.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121950003","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}
Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.
{"title":"Social emotional model for coping with learning among adolescent secondary school students","authors":"Mwita Sospeter, T. Shavega, Cosmas Mnyanyi","doi":"10.4314/GJEDR.V19I2.6","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.6","url":null,"abstract":"Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117186594","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 was designed to ascertain if mathematics teachers in secondary schools know and practise wait-time during classroom instructions. It also sought to determine wait-time periods in current practice by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study adopted survey research design. The sample used for the study comprised 210 qualified mathematics teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data collection. Research questions 1, 2, and 4 were answered using percentage (%), while research question 3 was answered using mean. The results established that wait-time is being practised in Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class. Based on these findings, it was recommended that mathematics teachers should not only practise waittime, but; they should be seen to practise adequate wait-time of at least 3 seconds each lesson, and the practice of wait-time should be emphasised in Nigerian schools for meaningful learning of mathematics to take place.
{"title":"Knowledge and practice of wait-time in mathematics classroom instructions","authors":"P. Abiam, John Kizinghe Odok","doi":"10.4314/GJEDR.V19I2.4","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.4","url":null,"abstract":"The study was designed to ascertain if mathematics teachers in secondary schools know and practise wait-time during classroom instructions. It also sought to determine wait-time periods in current practice by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study adopted survey research design. The sample used for the study comprised 210 qualified mathematics teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data collection. Research questions 1, 2, and 4 were answered using percentage (%), while research question 3 was answered using mean. The results established that wait-time is being practised in Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class. Based on these findings, it was recommended that mathematics teachers should not only practise waittime, but; they should be seen to practise adequate wait-time of at least 3 seconds each lesson, and the practice of wait-time should be emphasised in Nigerian schools for meaningful learning of mathematics to take place.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122568420","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 investigated the perceived influence of economic recession and psychological adjustment on students’ learning among year two undergraduate students of the Faculty Education, University of Calabar, Cross River State. In carrying out the study, 200 respondents were randomly selected from a population of 2000. That is 10% of the total population of900 males and 1100females. Two research questions -were posed while two hypotheses were formulated. A researcher designed instrument titled “Economic Recession and Psychological Adjustment Questionnaire for Undergraduate Students” (ERPAQUS) was used for data collection. The instrument was subjected to face validity by experts in Educational Psychology and measurement and evaluation of the University of Calabar. The reliability estimate of the instrument was established using the Cronbach Alpha reliability method to determined the internal reliability index. The data collected were analyzed using independent t-test and Pearson Product Moment correlation analysis. The study indicated that there is a significant relationship among economic recession, psychological adjustment and undergraduate students of the University of Calabar, Cross River State. It also indicated various ways the students have adopted to tackle the excruciating pains posed by the economic down turn in the country. However, the government, parents and school authority were advised to help in alleviating the sufferings of the students by providing good policy initiative to assist the students in school.
本研究以卡拉巴大学克罗斯河州立大学教育学院二年级本科生为研究对象，探讨了经济衰退和心理调适对学生学习的感知影响。在进行这项研究时，从2000名人口中随机抽取了200名受访者。这是900名男性和1100名女性总人口的10%。提出了两个研究问题，同时提出了两个假设。采用自行设计的《大学生经济衰退与心理适应问卷》(ERPAQUS)进行数据收集。该仪器由卡拉巴大学教育心理学和测量评估专家进行了面效度测试。采用Cronbach Alpha信度法建立仪器的信度估计，确定内部信度指标。收集的数据采用独立t检验和Pearson积差相关分析进行分析。本研究发现，经济衰退、心理调适与克拉斯河州立大学(University of Calabar, Cross River State)本科生有显著相关。它还显示了学生们采取的各种方式来应对该国经济衰退带来的巨大痛苦。然而，政府、家长和学校当局被建议通过提供良好的政策倡议来帮助学校的学生，以减轻学生的痛苦。
{"title":"Perceived influence of economic recession and psychological adjustment on students' learning among undergraduate students of University of Calabar","authors":"J. Ofoegbu, Melvina A. Amalu, H. Uchegbu","doi":"10.4314/GJEDR.V19I2.1","DOIUrl":"https://doi.org/10.4314/GJEDR.V19I2.1","url":null,"abstract":"The study investigated the perceived influence of economic recession and psychological adjustment on students’ learning among year two undergraduate students of the Faculty Education, University of Calabar, Cross River State. In carrying out the study, 200 respondents were randomly selected from a population of 2000. That is 10% of the total population of900 males and 1100females. Two research questions -were posed while two hypotheses were formulated. A researcher designed instrument titled “Economic Recession and Psychological Adjustment Questionnaire for Undergraduate Students” (ERPAQUS) was used for data collection. The instrument was subjected to face validity by experts in Educational Psychology and measurement and evaluation of the University of Calabar. The reliability estimate of the instrument was established using the Cronbach Alpha reliability method to determined the internal reliability index. The data collected were analyzed using independent t-test and Pearson Product Moment correlation analysis. The study indicated that there is a significant relationship among economic recession, psychological adjustment and undergraduate students of the University of Calabar, Cross River State. It also indicated various ways the students have adopted to tackle the excruciating pains posed by the economic down turn in the country. However, the government, parents and school authority were advised to help in alleviating the sufferings of the students by providing good policy initiative to assist the students in school.","PeriodicalId":197960,"journal":{"name":"Global Journal of Educational Research","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114850345","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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