Tertiary education institutions are established to provide quality post-secondary education. Tertiary education institutions have established quality assurance units to guarantee that clients are served appropriately according to predefined quality indicators. Despite this guarantee, the quality of tertiary education is being questioned. This paper discusses the quality of tertiary education largely from the perspective of clients. It explores the concept of quality, examines a model of the path to quality tertiary education, and states the challenges of institutional massification with respect to quality. The discussion points to the key roles of leadership and management and institutional massification play in student engagement. Leadership and management have to set the stage for the process of achieving quality tertiary education, and sustain the process by harnessing human and material resources to meaningfully engage students. Leadership provides the physical infrastructure, recruits qualified staff, operationalizes sound employability and entrepreneurship strategies, and creates a democratic environment to promote accountability and productivity. At the heart of quality tertiary education is good student engagement. While massification has improved access and equity, it has put pressure on physical infrastructure and staff and reduced the quality of student engagement.
{"title":"Clients’ perception of quality tertiary education in Ghana","authors":"S. Donkoh, J. Mensah, F. Quansah","doi":"10.31248/ijet2022.168","DOIUrl":"https://doi.org/10.31248/ijet2022.168","url":null,"abstract":"Tertiary education institutions are established to provide quality post-secondary education. Tertiary education institutions have established quality assurance units to guarantee that clients are served appropriately according to predefined quality indicators. Despite this guarantee, the quality of tertiary education is being questioned. This paper discusses the quality of tertiary education largely from the perspective of clients. It explores the concept of quality, examines a model of the path to quality tertiary education, and states the challenges of institutional massification with respect to quality. The discussion points to the key roles of leadership and management and institutional massification play in student engagement. Leadership and management have to set the stage for the process of achieving quality tertiary education, and sustain the process by harnessing human and material resources to meaningfully engage students. Leadership provides the physical infrastructure, recruits qualified staff, operationalizes sound employability and entrepreneurship strategies, and creates a democratic environment to promote accountability and productivity. At the heart of quality tertiary education is good student engagement. While massification has improved access and equity, it has put pressure on physical infrastructure and staff and reduced the quality of student engagement.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115886991","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 examines approaches to improving management of secondary education for maximum goal attainment in Rivers State, Nigeria. The paper conceptualizes management and secondary education and discusses approaches such as accountability and transparency in secondary school, funding, qualitative teachers, conducive classroom environment, supervision, teacher’s motivation, parental involvement and provision for good school facilities. In conclusion, management of secondary education should involve PTA’s and local community for effective goal attainment. The paper suggested among others that the teachers should be well equipped with relevant teaching aids before entering the classrooms, and the school authorities should ensure that school accounts are regularly audited in an organize manner with a view to sanitize the system.
{"title":"Approaches to improving management of secondary education for maximum goal attainment","authors":"Baribor Abarile Gimah","doi":"10.31248/ijet2022.154","DOIUrl":"https://doi.org/10.31248/ijet2022.154","url":null,"abstract":"This paper examines approaches to improving management of secondary education for maximum goal attainment in Rivers State, Nigeria. The paper conceptualizes management and secondary education and discusses approaches such as accountability and transparency in secondary school, funding, qualitative teachers, conducive classroom environment, supervision, teacher’s motivation, parental involvement and provision for good school facilities. In conclusion, management of secondary education should involve PTA’s and local community for effective goal attainment. The paper suggested among others that the teachers should be well equipped with relevant teaching aids before entering the classrooms, and the school authorities should ensure that school accounts are regularly audited in an organize manner with a view to sanitize the system.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122197634","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 examined influence of National Home-Grown School Feeding Programme on primary school pupils’ attendance and academic performance in Makurdi, Benue State, Nigeria. Two specific objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The study adopted survey research design and was carried out in Makurdi Local Government Area of Benue State, Nigeria. The population of this study is 1870 teachers from 79 public primary schools in Makurdi Local Government Area of Benue State. The sample size for this study is 330 teachers. A structured questionnaire titled “National Home-Grown School Feeding Programme and Pupils Attendance and Performance in Public Primary Schools Questionnaire" was developed and used for the study. Cronbach Alpha Statistic was used to obtain an overall reliability coefficient of 0.89 for the instrument. The descriptive statistics of mean and standard deviation were used to answer the two research questions. Chi-square statistics was used to test the two null hypotheses at 0.05 level of significance. From analysis of data, the following major findings were made: provision of meals to pupils improve their daily regular attendance, improves enrolment in primary schools, enhances their punctuality, and also improves their co-curricular activities. Based on the findings of the study, the following recommendations are made; the State Government should try and replicate the blue print of the Federal Government's National Home-Grown School Feeding Programme to every Local Government in the State so as to ensure sustainability in the provision of meals to pupils and as well as improve their daily regular attendance as well as enhancing their punctuality. Also, the Universal Basic Education Commission (UBEC) and other education stakeholders should initiate school feeding integrated intervention programmes that improves co-curricular activities through provision of meals to pupils this will influence their ability to understand the practicality of things during learning and also improve their ability to engage with digital technologies.
{"title":"Influence of National Home-Grown School Feeding Programme on primary school pupils attendance and academic performance in Makurdi, Benue State, Nigeria","authors":"E. Cletus, J. Habila, A. A. Alfa","doi":"10.31248/ijet2022.165","DOIUrl":"https://doi.org/10.31248/ijet2022.165","url":null,"abstract":"This study examined influence of National Home-Grown School Feeding Programme on primary school pupils’ attendance and academic performance in Makurdi, Benue State, Nigeria. Two specific objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The study adopted survey research design and was carried out in Makurdi Local Government Area of Benue State, Nigeria. The population of this study is 1870 teachers from 79 public primary schools in Makurdi Local Government Area of Benue State. The sample size for this study is 330 teachers. A structured questionnaire titled “National Home-Grown School Feeding Programme and Pupils Attendance and Performance in Public Primary Schools Questionnaire\" was developed and used for the study. Cronbach Alpha Statistic was used to obtain an overall reliability coefficient of 0.89 for the instrument. The descriptive statistics of mean and standard deviation were used to answer the two research questions. Chi-square statistics was used to test the two null hypotheses at 0.05 level of significance. From analysis of data, the following major findings were made: provision of meals to pupils improve their daily regular attendance, improves enrolment in primary schools, enhances their punctuality, and also improves their co-curricular activities. Based on the findings of the study, the following recommendations are made; the State Government should try and replicate the blue print of the Federal Government's National Home-Grown School Feeding Programme to every Local Government in the State so as to ensure sustainability in the provision of meals to pupils and as well as improve their daily regular attendance as well as enhancing their punctuality. Also, the Universal Basic Education Commission (UBEC) and other education stakeholders should initiate school feeding integrated intervention programmes that improves co-curricular activities through provision of meals to pupils this will influence their ability to understand the practicality of things during learning and also improve their ability to engage with digital technologies.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115558482","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}
In order to study the effect of differentiated instruction approaches on students’ academic achievement and attitudes in this meta-analysis, CoHE Thesis Center, Google Scholar, Dergi Park, Research Gate, and ERIC search engines were used to retrieve studies published in Turkey between 2010 and 2021. Out of 23 quantitative studies selected, 10 experimental and 13 quasi-experimental studies focused on students’ academic achievement and eight quantitative studies comprising three experimental and five quasi-experimental studies focused on students’ attitudes. These studies measured the pretest-posttest differences between the experimental and control groups using parametric tests such as t-test, ANOVA, and ANCOVA. The effect sizes were examined under a random-effects model, using Cohen's d and Hedges’ g indexes. According to the results, the analyses yielded a moderate effect size value of 0.791 for academic achievement and a small effect size value of 0.359 for attitude, and the overall effect size favoured the experimental group. In studies included in the analysis, the interventions lasted from 2 to 12 weeks, and the meta-regression analysis results showed that the longer the intervention duration, the more positively the academic achievement and attitude of the students are affected. However, its effect on attitude is greater than its effect on academic achievement.
{"title":"The effect of differentiated instruction approach on students’ academic achievement and attitudes: A meta-analysis study","authors":"Sayed Shafiullah Safawi, C. Akay","doi":"10.31248/ijet2022.163","DOIUrl":"https://doi.org/10.31248/ijet2022.163","url":null,"abstract":"In order to study the effect of differentiated instruction approaches on students’ academic achievement and attitudes in this meta-analysis, CoHE Thesis Center, Google Scholar, Dergi Park, Research Gate, and ERIC search engines were used to retrieve studies published in Turkey between 2010 and 2021. Out of 23 quantitative studies selected, 10 experimental and 13 quasi-experimental studies focused on students’ academic achievement and eight quantitative studies comprising three experimental and five quasi-experimental studies focused on students’ attitudes. These studies measured the pretest-posttest differences between the experimental and control groups using parametric tests such as t-test, ANOVA, and ANCOVA. The effect sizes were examined under a random-effects model, using Cohen's d and Hedges’ g indexes. According to the results, the analyses yielded a moderate effect size value of 0.791 for academic achievement and a small effect size value of 0.359 for attitude, and the overall effect size favoured the experimental group. In studies included in the analysis, the interventions lasted from 2 to 12 weeks, and the meta-regression analysis results showed that the longer the intervention duration, the more positively the academic achievement and attitude of the students are affected. However, its effect on attitude is greater than its effect on academic achievement.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132843984","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 investigate the mathematics achievement and strategies of private and public schools in the Chorkor circuit of Accra Metropolis. The survey research design was used for the study. The population used for the study was 617 and a sample of 242 was selected which comprised of 160 from public schools and 82 from private schools. Three research questions were formulated to guide the study. The instrument used for the study was a self-made Mathematics Achievement Test (MAT) on the topic “sets”. The test items were validated by the researcher’s supervisor and experts. The reliability of the instrument was determined using Pearson Product Moment Correlation Statistics. This was used to obtain the reliability index of the instrument and was found to be 0.85. Mean, standard deviation, T-test and percentages were used to answer research questions. The findings of the study showed that the students in private schools performed higher than those in public schools. The study recommended that private school authorities and heads of public basic schools encourage mathematics teachers to emphasize on concepts, facts and principles during mathematics instruction on the various topics of the curriculum since it forms part of students’ Subject Matter Knowledge (SMK).
{"title":"Investigating pupils’ strategies on mathematics achievement among private and public basic schools in the Chorkor Circuit of Accra Metropolis","authors":"Edo Hatsu, J. Apawu, H. Mohammed","doi":"10.31248/ijet2022.145","DOIUrl":"https://doi.org/10.31248/ijet2022.145","url":null,"abstract":"The purpose of this study was to investigate the mathematics achievement and strategies of private and public schools in the Chorkor circuit of Accra Metropolis. The survey research design was used for the study. The population used for the study was 617 and a sample of 242 was selected which comprised of 160 from public schools and 82 from private schools. Three research questions were formulated to guide the study. The instrument used for the study was a self-made Mathematics Achievement Test (MAT) on the topic “sets”. The test items were validated by the researcher’s supervisor and experts. The reliability of the instrument was determined using Pearson Product Moment Correlation Statistics. This was used to obtain the reliability index of the instrument and was found to be 0.85. Mean, standard deviation, T-test and percentages were used to answer research questions. The findings of the study showed that the students in private schools performed higher than those in public schools. The study recommended that private school authorities and heads of public basic schools encourage mathematics teachers to emphasize on concepts, facts and principles during mathematics instruction on the various topics of the curriculum since it forms part of students’ Subject Matter Knowledge (SMK).","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132131492","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 is concerned with transitivity analysis of selected Nigerian senior high school biology textbooks. The aims of this research were to describe and to find out the dominant process types of transitivity occurrence, reason behind the choice of dominant process, and its effect in the biology practical instructions. This study was descriptive qualitative. The data were obtained from the selected two Nigerian biology textbooks entitle Essential Biology for Senior Secondary Schools, and Modern Biology for Senior Secondary Schools by M. C Michael, and Ramalingam respectively. The result of the research was four types of process that occurred in the textbooks. There was material process (90.83%), mental process (4.59%), relational process (3.67%), and existential process (0.92%). The dominant type of transitivity is material process. It means that biology practical instructions textbooks contained action and physically. Furthermore, the benefit that can be gained from analysing the transitivity in the text could stimulate the reading skills to comprehend the idea and information in a text that could be applied in spoken and written texts. Based on the finding of the transitivity analysis, it was recommended that, serving teachers be trained through workshops, seminars, conference s and in-service programmes.
本研究对尼日利亚高中生物教科书进行及物性分析。本研究的目的是描述和发现及物性发生的优势过程类型、优势过程选择的原因及其在生物实践教学中的作用。本研究为描述性定性研究。数据分别来自M. C . Michael和Ramalingam所选的两本尼日利亚生物教科书《高中基本生物学》和《高中现代生物学》。研究结果是教科书中出现的四种过程。物质过程(90.83%)、心理过程(4.59%)、关系过程(3.67%)、存在过程(0.92%)。及物性的主要类型是物质过程。它是指生物实践指导教材中包含的动作和物理。此外，分析语篇中的及物性可以激发学生的阅读技能，从而理解语篇中的思想和信息，这些技能可以应用于口语和书面文本。根据及物性分析的结果，建议通过讲习班、讨论会、会议和在职方案对在职教师进行培训。
{"title":"Transitivity analysis of practical instructions in selected Nigerian senior secondary schools biology textbooks","authors":"Olufunke Damilola Degboro, Festus Moses Onipede","doi":"10.31248/ijet2022.142","DOIUrl":"https://doi.org/10.31248/ijet2022.142","url":null,"abstract":"This study is concerned with transitivity analysis of selected Nigerian senior high school biology textbooks. The aims of this research were to describe and to find out the dominant process types of transitivity occurrence, reason behind the choice of dominant process, and its effect in the biology practical instructions. This study was descriptive qualitative. The data were obtained from the selected two Nigerian biology textbooks entitle Essential Biology for Senior Secondary Schools, and Modern Biology for Senior Secondary Schools by M. C Michael, and Ramalingam respectively. The result of the research was four types of process that occurred in the textbooks. There was material process (90.83%), mental process (4.59%), relational process (3.67%), and existential process (0.92%). The dominant type of transitivity is material process. It means that biology practical instructions textbooks contained action and physically. Furthermore, the benefit that can be gained from analysing the transitivity in the text could stimulate the reading skills to comprehend the idea and information in a text that could be applied in spoken and written texts. Based on the finding of the transitivity analysis, it was recommended that, serving teachers be trained through workshops, seminars, conference s and in-service programmes.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328432","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}
Olubukola Oluyemisi Ajiboye, Olufemi Olakunle Aramide, I. Oketunji
The study investigated the knowledge acquisition practices of LIS educators in universities in South-West, Nigeria. It became eminent to investigate the various knowledge acquisition practices, particularly in the current technological era. The study adopted a descriptive survey design and questionnaire was used as instrument for data collection. The population of the study comprised 480 Library and Information Science (LIS) educators in six federal, nine state and thirty private universities in South-West, Nigeria. Total enumeration technique was used to obtain the sample size of 480 LIS educators. Four hundred and eighty copies of the questionnaire were administered and 334 copies were filled and found usable for the study representing a 69.5% response rate. The study showed that LIS educators acquired knowledge mostly through the Internet followed by expert lecturers and senior teachers. The study recommended that universities should improve internet connectivity and provide access to laptops and computers in the various departments of the universities. This will assist educators to acquire information via the Internet.
{"title":"Knowledge acquisition practices among Library and Information Science educators in universities in South-West, Nigeria","authors":"Olubukola Oluyemisi Ajiboye, Olufemi Olakunle Aramide, I. Oketunji","doi":"10.31248/ijet2022.155","DOIUrl":"https://doi.org/10.31248/ijet2022.155","url":null,"abstract":"The study investigated the knowledge acquisition practices of LIS educators in universities in South-West, Nigeria. It became eminent to investigate the various knowledge acquisition practices, particularly in the current technological era. The study adopted a descriptive survey design and questionnaire was used as instrument for data collection. The population of the study comprised 480 Library and Information Science (LIS) educators in six federal, nine state and thirty private universities in South-West, Nigeria. Total enumeration technique was used to obtain the sample size of 480 LIS educators. Four hundred and eighty copies of the questionnaire were administered and 334 copies were filled and found usable for the study representing a 69.5% response rate. The study showed that LIS educators acquired knowledge mostly through the Internet followed by expert lecturers and senior teachers. The study recommended that universities should improve internet connectivity and provide access to laptops and computers in the various departments of the universities. This will assist educators to acquire information via the Internet.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121559334","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}
Monday Imuetinyan Imakpokpomwan, A. Erhabor, J. K. Adeyemi
The study investigated the relationship between principal leadership style and teachers work attitude. It adopted the descriptive survey. The population of the study consisted of 125 public secondary school principals and 1,523 teachers in the South Senatorial District of Edo State, Nigeria. Of the seven Local Government Areas, three were sampled for analysis while 175 teachers were sub-set of the study. Three research questions were raised. While one was answered directly, the other two were hypothesised. Descriptive statistics and Pearson moment correlation coefficient were used to analyse data. While 60% of respondents believe their principals used democratic leadership style, 25.6% of respondents believe their principals employ an autocratic leadership style whereas 18 teachers (14.4%) feel their principals are neither democratic nor autocratic but laissez-faire in their style of leadership. Thus, the study found that secondary school principals in sampled schools predominantly employed a democratic leadership style. Perhaps the newfound democratic governance in the country since 1999 may be influencing the democratic leadership disposition of the secondary school management. Suggestions were made to sustain the team spirit existing in the public secondary schools in the district.
{"title":"Principal leadership styles as correlates of secondary school teachers work attitude in South Senatorial District of Edo State, Nigeria","authors":"Monday Imuetinyan Imakpokpomwan, A. Erhabor, J. K. Adeyemi","doi":"10.31248/ijet2022.156","DOIUrl":"https://doi.org/10.31248/ijet2022.156","url":null,"abstract":"The study investigated the relationship between principal leadership style and teachers work attitude. It adopted the descriptive survey. The population of the study consisted of 125 public secondary school principals and 1,523 teachers in the South Senatorial District of Edo State, Nigeria. Of the seven Local Government Areas, three were sampled for analysis while 175 teachers were sub-set of the study. Three research questions were raised. While one was answered directly, the other two were hypothesised. Descriptive statistics and Pearson moment correlation coefficient were used to analyse data. While 60% of respondents believe their principals used democratic leadership style, 25.6% of respondents believe their principals employ an autocratic leadership style whereas 18 teachers (14.4%) feel their principals are neither democratic nor autocratic but laissez-faire in their style of leadership. Thus, the study found that secondary school principals in sampled schools predominantly employed a democratic leadership style. Perhaps the newfound democratic governance in the country since 1999 may be influencing the democratic leadership disposition of the secondary school management. Suggestions were made to sustain the team spirit existing in the public secondary schools in the district.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125276309","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 focused on the assessment of science education in Nigeria (Ilorin metropolis in particular), its importance to the conurbation development, challenges of science education in the area and some policy suggestions. The researcher observed political and economic issues as major challenges hindering the development of science education in Ilorin and it environ. One of the major policies is that all science subjects’ teachers should be exposed to necessary tools in order to enhance science teachings, and adequately trained on its utilization on regular basis so as to make teaching-learning more effective. Recommendations were suggested that science teachers should be employed based on merit, government and well-meaning people of the city should release fund into education especially science education to motivate its citizens to science education and more scholarship for the science students without political bargain among others.
{"title":"Importance and challenges of science education in the development of Ilorin and its environ: Some policy implications","authors":"Abdulwaheed Adebola Yusuf","doi":"10.31248/ijet2021.093","DOIUrl":"https://doi.org/10.31248/ijet2021.093","url":null,"abstract":"The study focused on the assessment of science education in Nigeria (Ilorin metropolis in particular), its importance to the conurbation development, challenges of science education in the area and some policy suggestions. The researcher observed political and economic issues as major challenges hindering the development of science education in Ilorin and it environ. One of the major policies is that all science subjects’ teachers should be exposed to necessary tools in order to enhance science teachings, and adequately trained on its utilization on regular basis so as to make teaching-learning more effective. Recommendations were suggested that science teachers should be employed based on merit, government and well-meaning people of the city should release fund into education especially science education to motivate its citizens to science education and more scholarship for the science students without political bargain among others.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134583790","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 influence of parental factors on career choice among senior secondary two (SS2) students in Federal Capital Territory (FCT): The aim of the study was to ascertain whether parental factors such as parental educational level, parent’s socio-economic status, parental values, parental work performance and parent-child relationships influenced career choices of students. Five research questions were raised to guide the study. Five null hypotheses were formulated and tested at a 0.05 level of significance. The study adopted a descriptive survey design with a population of 20,163 senior secondary two students (SS2). Multi-stage sampling technique was adopted in the study. A random sampling technique was used to select a sample size of 360 respondents selected from 12 public secondary schools across the six Area Councils in FCT. A self-structured instrument developed by the researcher titled “Student’s Career Choice Questionnaire’’ (SCCQ) was used for data collection. A pilot test was conducted to test the validity and reliability of the instrument. A reliability co-efficient of 0.70 was confirmed using the split half method. Spearman Brown prediction formula was used to determine the internal consistency of the instrument. Data were analyzed using descriptive and inferential statistics such as frequency counts, percentages for demographic data, mean score and standard deviation to answer the research question. The study found that parental factors have significance influence on career choices of senior secondary students in the Federal Capital Territory, Abuja. It was, therefore, recommended that teachers, parents and career guidance counsellors should take into cognizance the influence of these parental factors, as they guide students through the process of career selection.
{"title":"Influence of parental factors on career choice among senior secondary school students in Abuja, Federal Capital Territory, Nigeria","authors":"V. Adikwu, L. I. Ereka","doi":"10.31248/ijet2022.148","DOIUrl":"https://doi.org/10.31248/ijet2022.148","url":null,"abstract":"The study investigated the influence of parental factors on career choice among senior secondary two (SS2) students in Federal Capital Territory (FCT): The aim of the study was to ascertain whether parental factors such as parental educational level, parent’s socio-economic status, parental values, parental work performance and parent-child relationships influenced career choices of students. Five research questions were raised to guide the study. Five null hypotheses were formulated and tested at a 0.05 level of significance. The study adopted a descriptive survey design with a population of 20,163 senior secondary two students (SS2). Multi-stage sampling technique was adopted in the study. A random sampling technique was used to select a sample size of 360 respondents selected from 12 public secondary schools across the six Area Councils in FCT. A self-structured instrument developed by the researcher titled “Student’s Career Choice Questionnaire’’ (SCCQ) was used for data collection. A pilot test was conducted to test the validity and reliability of the instrument. A reliability co-efficient of 0.70 was confirmed using the split half method. Spearman Brown prediction formula was used to determine the internal consistency of the instrument. Data were analyzed using descriptive and inferential statistics such as frequency counts, percentages for demographic data, mean score and standard deviation to answer the research question. The study found that parental factors have significance influence on career choices of senior secondary students in the Federal Capital Territory, Abuja. It was, therefore, recommended that teachers, parents and career guidance counsellors should take into cognizance the influence of these parental factors, as they guide students through the process of career selection.","PeriodicalId":344221,"journal":{"name":"Integrity Journal of Education and Training","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127429372","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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