Pub Date : 2024-08-09DOI: 10.52589/bjeldp-vkekefn8
Ogunleye C. A., Abaribe C. E., Sodimu J. O., Ogunbunmi O. O.
Sexual violence against children is a gross violation of children's rights and as well an undeniable global reality across all countries. This social ill occurs in various forms including rape, sexual assault, child sexual abuse etc. The objective of the study is to assess the level of knowledge, attitude and self-efficacy of secondary school teachers on child sexual abuse prevention. A descriptive cross-sectional design was used and a Convenience sampling technique was adopted for the study. A structured self-administered questionnaire was used. A sample of 164 teachers was administered questionnaires. The frequency table was used to find the percentages and descriptive statistics of the data, and also Chi-Square cross-tabulation was used to analyse the hypotheses with the aid of Statistical Packages for Social Science (SPSS) version 21.0 The findings revealed that 159 (97%) of the teachers have a good knowledge of child sexual abuse and 5 (3.0%) have poor knowledge of child sexual abuse prevention, 98 (59.8%) have positive attitude towards preventing child sexual abuse while 66 (40.2%) have negative attitude. 94 (57.3%) of the respondents have a high self-efficacy in child abuse prevention while 70 (42.7%) have low self-efficacy in child sexual abuse prevention. The results of this study showed that teacher's attitudes about child sexual abuse prevention are significantly related to self-efficacy in preventing sexual abuse but knowledge showed an insignificant relation to self-efficacy. It is recommended that teachers with poor knowledge of child sexual abuse should be trained on how to prevent the children from sexual abuse in the society which will enhance their knowledge
{"title":"Knowledge, Attitudes and Self–Efficacy of Child Sexual Abuse Prevention among Teachers in Selected Secondary Schools in Abeokuta South Local Government, Ogun State","authors":"Ogunleye C. A., Abaribe C. E., Sodimu J. O., Ogunbunmi O. O.","doi":"10.52589/bjeldp-vkekefn8","DOIUrl":"https://doi.org/10.52589/bjeldp-vkekefn8","url":null,"abstract":"Sexual violence against children is a gross violation of children's rights and as well an undeniable global reality across all countries. This social ill occurs in various forms including rape, sexual assault, child sexual abuse etc. The objective of the study is to assess the level of knowledge, attitude and self-efficacy of secondary school teachers on child sexual abuse prevention. A descriptive cross-sectional design was used and a Convenience sampling technique was adopted for the study. A structured self-administered questionnaire was used. A sample of 164 teachers was administered questionnaires. The frequency table was used to find the percentages and descriptive statistics of the data, and also Chi-Square cross-tabulation was used to analyse the hypotheses with the aid of Statistical Packages for Social Science (SPSS) version 21.0 The findings revealed that 159 (97%) of the teachers have a good knowledge of child sexual abuse and 5 (3.0%) have poor knowledge of child sexual abuse prevention, 98 (59.8%) have positive attitude towards preventing child sexual abuse while 66 (40.2%) have negative attitude. 94 (57.3%) of the respondents have a high self-efficacy in child abuse prevention while 70 (42.7%) have low self-efficacy in child sexual abuse prevention. The results of this study showed that teacher's attitudes about child sexual abuse prevention are significantly related to self-efficacy in preventing sexual abuse but knowledge showed an insignificant relation to self-efficacy. It is recommended that teachers with poor knowledge of child sexual abuse should be trained on how to prevent the children from sexual abuse in the society which will enhance their knowledge","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"12 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923411","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}
Pub Date : 2024-08-09DOI: 10.52589/bjeldp-fc14w7ag
Adisa O. I., Oladimeji O. A., Adeyemi-Gidado S. A., Akomolafe A. A., Ogunbanwo S. T., Adeniran A. A.
Teenage pregnancy remains a prevalent concern, particularly among young females facing educational and economic disadvantages. This can be attributed to factors such as illiteracy, societal practices, and poverty encouraging girls to enter into sexual relationships at an early age. In Nigeria, more than 23% of females aged between 15-19 years are bearing children. In Nigeria, as in numerous other countries, there is a noticeable increase in teenage sexual activity. The case of underage girls, usually between the ages of thirteen to nineteen years, becoming pregnant is a serious problem that has eaten deep into the fabric of our societies, inhibiting growth in this contemporary period. This study focused on the menace of this act among the teenagers in our society, using a descriptive method to identify basic factors and their effects using primary data. Some of the root causes identified are poverty, peer pressure and media influence while the effects include school drop-out, inadequate care for the child born by teenage mother, health problems and a host of other vices. The study suggested adequate parental care, eradication of street hawking, and inculcation of moral values through religious bodies as ways of reducing teenage pregnancy in Nigeria.
{"title":"Investigation of Teenage Pregnancy and its Effects among Female Secondary School Students","authors":"Adisa O. I., Oladimeji O. A., Adeyemi-Gidado S. A., Akomolafe A. A., Ogunbanwo S. T., Adeniran A. A.","doi":"10.52589/bjeldp-fc14w7ag","DOIUrl":"https://doi.org/10.52589/bjeldp-fc14w7ag","url":null,"abstract":"Teenage pregnancy remains a prevalent concern, particularly among young females facing educational and economic disadvantages. This can be attributed to factors such as illiteracy, societal practices, and poverty encouraging girls to enter into sexual relationships at an early age. In Nigeria, more than 23% of females aged between 15-19 years are bearing children. In Nigeria, as in numerous other countries, there is a noticeable increase in teenage sexual activity. The case of underage girls, usually between the ages of thirteen to nineteen years, becoming pregnant is a serious problem that has eaten deep into the fabric of our societies, inhibiting growth in this contemporary period. This study focused on the menace of this act among the teenagers in our society, using a descriptive method to identify basic factors and their effects using primary data. Some of the root causes identified are poverty, peer pressure and media influence while the effects include school drop-out, inadequate care for the child born by teenage mother, health problems and a host of other vices. The study suggested adequate parental care, eradication of street hawking, and inculcation of moral values through religious bodies as ways of reducing teenage pregnancy in Nigeria.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"35 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924532","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}
Pub Date : 2024-08-08DOI: 10.52589/bjeldp-5t02ozmw
Jacob, J. N.
Introduction: Education is critical for both individual and national development, representing the most vital investment for sustainable progress. In Nigeria, social studies at the basic education level aims to foster national consciousness, instill essential values and develop skills for societal contribution. Despite these well-defined objectives, the National Teachers’ Institute has noted that the implementation of social studies has not fully achieved its goals. Therefore, the Guided Discovery Method, one of the powerful instructional approaches designed to achieve these objectives, guides and motivates learners to explore information, build new ideas, and create new models of thinking and behaviour. Aim: The study investigated the effect of Guided Discovery Instructional Approach on the Interest level of Junior Secondary School Students in Social Studies in Umuahia Education Zone of Abia State. Materials and Methods: The design adopted for the study was quasi-experimental design. Three research questions and three hypotheses were formulated respectively. The population of the study was 6,160 and 308 junior secondary students was sampled from the population respectively. The instrument for data collection was Social Studies Interest Scale (SOSIS). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using Analysis of Co-variance (ANCOVA). Results: Students taught using the Guided Discovery Instructional Approach (Experimental Group) have higher post-test mean interest scores and greater mean gain in interest compared to those taught using the Expository Method (Control Group). This indicates that the guided discovery instructional approach is more effective in increasing students' interest in social studies. Female students have a higher post-test mean interest score and a greater mean gain in interest compared to male students. This indicates that the guided discovery instructional approach has a more significant impact on the interest levels of female students in social studies. Finally, the result on interaction effects of method of instruction and gender on students’ interest indicated that the guided discovery instructional approach appears to be more effective in increasing interest in social studies for both male and female students, with a particularly strong effect on female students. Conclusion: The study concluded that the guided discovery instructional approach showed to be a better teaching method for increasing students’ interest in social studies, especially among female students, thus sustaining its adoption and implementation in educational settings to achieve the desired educational results.
{"title":"Effect of Guided Discovery Instructional Approach on Junior Secondary School Two Students' Interest in Social Studies in Umuahia Education Zone, Abia State","authors":"Jacob, J. N.","doi":"10.52589/bjeldp-5t02ozmw","DOIUrl":"https://doi.org/10.52589/bjeldp-5t02ozmw","url":null,"abstract":"Introduction: Education is critical for both individual and national development, representing the most vital investment for sustainable progress. In Nigeria, social studies at the basic education level aims to foster national consciousness, instill essential values and develop skills for societal contribution. Despite these well-defined objectives, the National Teachers’ Institute has noted that the implementation of social studies has not fully achieved its goals. Therefore, the Guided Discovery Method, one of the powerful instructional approaches designed to achieve these objectives, guides and motivates learners to explore information, build new ideas, and create new models of thinking and behaviour. Aim: The study investigated the effect of Guided Discovery Instructional Approach on the Interest level of Junior Secondary School Students in Social Studies in Umuahia Education Zone of Abia State. Materials and Methods: The design adopted for the study was quasi-experimental design. Three research questions and three hypotheses were formulated respectively. The population of the study was 6,160 and 308 junior secondary students was sampled from the population respectively. The instrument for data collection was Social Studies Interest Scale (SOSIS). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using Analysis of Co-variance (ANCOVA). Results: Students taught using the Guided Discovery Instructional Approach (Experimental Group) have higher post-test mean interest scores and greater mean gain in interest compared to those taught using the Expository Method (Control Group). This indicates that the guided discovery instructional approach is more effective in increasing students' interest in social studies. Female students have a higher post-test mean interest score and a greater mean gain in interest compared to male students. This indicates that the guided discovery instructional approach has a more significant impact on the interest levels of female students in social studies. Finally, the result on interaction effects of method of instruction and gender on students’ interest indicated that the guided discovery instructional approach appears to be more effective in increasing interest in social studies for both male and female students, with a particularly strong effect on female students. Conclusion: The study concluded that the guided discovery instructional approach showed to be a better teaching method for increasing students’ interest in social studies, especially among female students, thus sustaining its adoption and implementation in educational settings to achieve the desired educational results.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928835","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}
Pub Date : 2024-07-26DOI: 10.52589/bjeldp-vvayeur4
Ekure M., Ikwuakam O. T.
The study examined the implementation of school safety policy and the role of Parents-Teachers’ Associations (PTAs) in secondary schools across Katsina State, Nigeria. A sample of 215 PTA members was selected using multistage sampling techniques from all secondary school PTAs in Katsina State. Descriptive survey design and structured questionnaire were adopted in collecting data on awareness, threats, information sources and compliance across the state's three senatorial districts (SD). Frequency counts, percentages, means, PPMC, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings indicated that PTA members were generally of prime age with adequate education. Significant disparities in awareness levels were observed among the senatorial districts (SD) with Katsina South (KS) lagging behind. High levels of security threats existed across the districts. Radio and television emerged as crucial awareness sources in Katsina Central (KC) and Northern (KN). Compliance with safety roles varied across districts, with KC and KN showing higher engagement compared to southern district. ANOVA result revealed significant variations in safety roles compliance among districts, with KC demonstrating highest mean compliance. Regression analysis indicated that age negatively impacted compliance, while experience, awareness and information sources positively influenced adherence to safety roles. The study underscores the need for a comprehensive approach to addressing gaps in role compliance. It recommends prioritizing interventions for areas with low compliance rates.
{"title":"National Policy on Safe and Violence-Free Secondary School Implementation: Parent-Teachers’ Association’s Roles’ Awareness and Compliance in Katsina State","authors":"Ekure M., Ikwuakam O. T.","doi":"10.52589/bjeldp-vvayeur4","DOIUrl":"https://doi.org/10.52589/bjeldp-vvayeur4","url":null,"abstract":"The study examined the implementation of school safety policy and the role of Parents-Teachers’ Associations (PTAs) in secondary schools across Katsina State, Nigeria. A sample of 215 PTA members was selected using multistage sampling techniques from all secondary school PTAs in Katsina State. Descriptive survey design and structured questionnaire were adopted in collecting data on awareness, threats, information sources and compliance across the state's three senatorial districts (SD). Frequency counts, percentages, means, PPMC, Analysis of Variance (ANOVA) and multiple regression analysis were employed in data analysis. Findings indicated that PTA members were generally of prime age with adequate education. Significant disparities in awareness levels were observed among the senatorial districts (SD) with Katsina South (KS) lagging behind. High levels of security threats existed across the districts. Radio and television emerged as crucial awareness sources in Katsina Central (KC) and Northern (KN). Compliance with safety roles varied across districts, with KC and KN showing higher engagement compared to southern district. ANOVA result revealed significant variations in safety roles compliance among districts, with KC demonstrating highest mean compliance. Regression analysis indicated that age negatively impacted compliance, while experience, awareness and information sources positively influenced adherence to safety roles. The study underscores the need for a comprehensive approach to addressing gaps in role compliance. It recommends prioritizing interventions for areas with low compliance rates.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"118 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141802039","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}
Pub Date : 2024-07-26DOI: 10.52589/bjeldp-cxgdo8ci
Ndwiga M. M., Ogeti K., Syomwene A.
Blended Learning is an undisputedly useful and effective pedagogical approach for the 21st-century classroom. However, its adoption in many state universities in Kenya is worryingly low. This study aimed to develop a pedagogical model that would accelerate the adoption of blended learning in public universities in Kenya. Bandura’s Social Learning Theory was used to understand students’ perception, self-efficacy, and previous experience variables in a blended learning environment. The methodology used was exploratory sequential mixed research design. Third-year bachelor of education students (N=7385) in public universities in Kenya formed the population for the study. The researcher used multiple-stage sampling and the Nassiuma formula was used to select 3rd-year education students (n=218). Data was collected using semi-structured questionnaires. Data was analyzed by Structural Equation Modelling (SEM) to design an appropriate pedagogical model out on institutional characteristics. The study revealed three significant paths: 1) University preparedness and students’ perception (regression estimate = .399; P<.05; 2) university preparedness and students’ self-efficacy (regression estimates = .389; P<.05); and 3) blended learning adoption and students’ perception (regression estimates = .55; P<.05). Students and lecturers responded that “Poor internet connection,” and “Lack appropriate infrastructure and equipment,” as the main barriers. In conclusion, the implementation of blended learning highly depends on the interaction of students’ perceptions and universities’ preparedness. The study suggested that universities should focus on promoting an environment that focuses on university preparedness and perception/attitudes. Further studies should be done on appropriate BL models for TVET and secondary schools in Kenya.
{"title":"Modelling Institutional Characteristics that Influenced Implementation of Blended Learning in Public Universities in Kenya","authors":"Ndwiga M. M., Ogeti K., Syomwene A.","doi":"10.52589/bjeldp-cxgdo8ci","DOIUrl":"https://doi.org/10.52589/bjeldp-cxgdo8ci","url":null,"abstract":"Blended Learning is an undisputedly useful and effective pedagogical approach for the 21st-century classroom. However, its adoption in many state universities in Kenya is worryingly low. This study aimed to develop a pedagogical model that would accelerate the adoption of blended learning in public universities in Kenya. Bandura’s Social Learning Theory was used to understand students’ perception, self-efficacy, and previous experience variables in a blended learning environment. The methodology used was exploratory sequential mixed research design. Third-year bachelor of education students (N=7385) in public universities in Kenya formed the population for the study. The researcher used multiple-stage sampling and the Nassiuma formula was used to select 3rd-year education students (n=218). Data was collected using semi-structured questionnaires. Data was analyzed by Structural Equation Modelling (SEM) to design an appropriate pedagogical model out on institutional characteristics. The study revealed three significant paths: 1) University preparedness and students’ perception (regression estimate = .399; P<.05; 2) university preparedness and students’ self-efficacy (regression estimates = .389; P<.05); and 3) blended learning adoption and students’ perception (regression estimates = .55; P<.05). Students and lecturers responded that “Poor internet connection,” and “Lack appropriate infrastructure and equipment,” as the main barriers. In conclusion, the implementation of blended learning highly depends on the interaction of students’ perceptions and universities’ preparedness. The study suggested that universities should focus on promoting an environment that focuses on university preparedness and perception/attitudes. Further studies should be done on appropriate BL models for TVET and secondary schools in Kenya.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"16 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801085","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}
Pub Date : 2024-07-22DOI: 10.52589/bjeldp-raj4ekc5
Bawan, A. M., Kamgba, A. F., Obi, D. O.
The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, government and the stakeholders should provide instructional material, training and retraining of physics teachers on information and communication technology, (ICT), government should ensure proper monitoring and implementation of the education reform, all level of education should be provided with adequate qualified physics teachers that would transform physics teacher education program and teaching/learning of physics towards refocusing physics education for technological development of Nigeria.
{"title":"Refocusing the Teaching of Physics for the Technological Development of Nigeria","authors":"Bawan, A. M., Kamgba, A. F., Obi, D. O.","doi":"10.52589/bjeldp-raj4ekc5","DOIUrl":"https://doi.org/10.52589/bjeldp-raj4ekc5","url":null,"abstract":"The paper discusses the current condition of physics education in Nigerian secondary schools, and the challenges of teaching and learning physics in the country towards enhancing development in technology and further highlights some of the prospects of physics teacher education reform for Nigerian technology development. It also discusses the way forward to the current challenges for physics teacher education in Nigeria. Based on this, recommendations were made on the key reform issues; the use of innovative teaching methods in teaching Physics by physics teachers should be encouraged, government and the stakeholders should provide instructional material, training and retraining of physics teachers on information and communication technology, (ICT), government should ensure proper monitoring and implementation of the education reform, all level of education should be provided with adequate qualified physics teachers that would transform physics teacher education program and teaching/learning of physics towards refocusing physics education for technological development of Nigeria.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"42 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815219","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}
Pub Date : 2024-07-18DOI: 10.52589/bjeldp-s6prraxr
Ikeanyionwu C. L., Uju V. A.
Business Education has the potential of promoting diversity and inclusion in the society. The survey research design study was adopted to investigate business educators’ perceptions of effective ways business education promotes diversity and inclusion. The population comprised of all the 83 Business Educators in two colleges of Education in Anambra state. They were not sampled. Four research questions guided the study. A 42-item structured questionnaire was used to collect data from the respondents. Data were analysed using mean. The findings indicated that effective ways business education promotes diversity and inclusion are by incorporating diverse perspectives and experiences into the course content; and creating opportunities for students to engage in experiential learning, among others. It was recommended that Faculties should integrate diversity and inclusion into their curriculum by, for instance, making use of case studies, guest speakers, and classroom discussions, among others.
{"title":"The Role of Business Education in Colleges of Education in Anambra in Promoting Diversity and Inclusion","authors":"Ikeanyionwu C. L., Uju V. A.","doi":"10.52589/bjeldp-s6prraxr","DOIUrl":"https://doi.org/10.52589/bjeldp-s6prraxr","url":null,"abstract":"Business Education has the potential of promoting diversity and inclusion in the society. The survey research design study was adopted to investigate business educators’ perceptions of effective ways business education promotes diversity and inclusion. The population comprised of all the 83 Business Educators in two colleges of Education in Anambra state. They were not sampled. Four research questions guided the study. A 42-item structured questionnaire was used to collect data from the respondents. Data were analysed using mean. The findings indicated that effective ways business education promotes diversity and inclusion are by incorporating diverse perspectives and experiences into the course content; and creating opportunities for students to engage in experiential learning, among others. It was recommended that Faculties should integrate diversity and inclusion into their curriculum by, for instance, making use of case studies, guest speakers, and classroom discussions, among others.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826599","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}
Pub Date : 2024-05-17DOI: 10.52589/bjeldp-as1tklla
Joy A. M., Philip F. U.
The already hardship experienced due to poor salary and hyperinflation caused by fuel subsidy removal motivated this study, “Effect of fuel subsidy removal on the job performance of lecturers in tertiary institutions in Rivers state.” Two specific objectives, research questions and three null hypotheses guided the study. A descriptive survey research design was adopted. From the population of 78 lecturers, census survey sampling was adopted. A four-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach’s alpha which yielded alpha coefficients of 0.81 and 0.82. Mean was used to answer the two research questions, while one-way analysis of variance (ANOVA) and t-test were used to test the null hypotheses at a 0.05 level of significance. Findings revealed that the extent of the negative effect of fuel subsidy removal on research and publications, class attendance, invigilation and supervisory functions of lecturers was at a high level. It was concluded that the government did not do enough to mitigate the sufferings of lecturers before, during and after fuel subsidy removal via reviewing of salary upwards with the economic practicality. Among other things, it was recommended that the federal and state governments should review lecturers’ salaries upward in accordance with the inflation and hyperinflation rates in Nigeria to enable lecturers to meet their family, research, publications and other duties. Parts of the funds from the fuel subsidy removal should be used for that purpose.
{"title":"Effect of Fuel Subsidy Removal on the Job Performance of Lecturers in Tertiary Institutions in Rivers State","authors":"Joy A. M., Philip F. U.","doi":"10.52589/bjeldp-as1tklla","DOIUrl":"https://doi.org/10.52589/bjeldp-as1tklla","url":null,"abstract":"The already hardship experienced due to poor salary and hyperinflation caused by fuel subsidy removal motivated this study, “Effect of fuel subsidy removal on the job performance of lecturers in tertiary institutions in Rivers state.” Two specific objectives, research questions and three null hypotheses guided the study. A descriptive survey research design was adopted. From the population of 78 lecturers, census survey sampling was adopted. A four-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach’s alpha which yielded alpha coefficients of 0.81 and 0.82. Mean was used to answer the two research questions, while one-way analysis of variance (ANOVA) and t-test were used to test the null hypotheses at a 0.05 level of significance. Findings revealed that the extent of the negative effect of fuel subsidy removal on research and publications, class attendance, invigilation and supervisory functions of lecturers was at a high level. It was concluded that the government did not do enough to mitigate the sufferings of lecturers before, during and after fuel subsidy removal via reviewing of salary upwards with the economic practicality. Among other things, it was recommended that the federal and state governments should review lecturers’ salaries upward in accordance with the inflation and hyperinflation rates in Nigeria to enable lecturers to meet their family, research, publications and other duties. Parts of the funds from the fuel subsidy removal should be used for that purpose.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962916","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}
Pub Date : 2024-05-17DOI: 10.52589/bjeldp-jurpjgki
Mafulul M. J., Deborah I. B., Vivian P. Z., Sumayyah H. M.
This study probed the effectiveness of two-method indoor laboratory instruction on secondary school students’ performance in physics in Jos Metropolis, Nigeria. The quasi-experimental research design of the non-equivalent control group pre-test, post-test type was employed. The population for the study comprised 1,112 senior secondary two students offering physics in 18 schools in Jos metropolis, with the schools purposively obtained. The study sample consisted of 80 SSS II students obtained from two intact classes, one class each from two schools selected using simple random sampling technique. Two research questions were raised and two hypotheses were formulated. Physics Performance Test (PPT) was the instrument validated and used to gather data. The test-retest method was used to obtain the reliability of PPT and its coefficient was computed as 0.73 using Kuder-Richardson formula 21 (K-R 21). Mean and standard deviation were used to answer the research questions while independent t-test of difference and Analysis of Covariance (ANCOVA) were the statistical tools used to test the hypotheses at 0.05 levels of significance. The results revealed that students taught concepts of simple harmonic motion and elasticity using group indoor laboratory method performed better than their counterparts taught using individual indoor laboratory method; although male students performed slightly higher than their female counterparts after exposure to the two methods, gender was found to have no interaction effect on their performance; there was a significant interaction effect of treatments and gender on students’ performance in the study area, with the methods as source of interaction effect. Based on the findings, recommendations were made, which include that curriculum developers should ensure that laboratory teaching methods are included in physics curriculum in order to enhance students’ performance in the subject.
{"title":"Two-Method Indoor Laboratory Instruction: How Effective Is It on Secondary School Students’ Performance in Physics?","authors":"Mafulul M. J., Deborah I. B., Vivian P. Z., Sumayyah H. M.","doi":"10.52589/bjeldp-jurpjgki","DOIUrl":"https://doi.org/10.52589/bjeldp-jurpjgki","url":null,"abstract":"This study probed the effectiveness of two-method indoor laboratory instruction on secondary school students’ performance in physics in Jos Metropolis, Nigeria. The quasi-experimental research design of the non-equivalent control group pre-test, post-test type was employed. The population for the study comprised 1,112 senior secondary two students offering physics in 18 schools in Jos metropolis, with the schools purposively obtained. The study sample consisted of 80 SSS II students obtained from two intact classes, one class each from two schools selected using simple random sampling technique. Two research questions were raised and two hypotheses were formulated. Physics Performance Test (PPT) was the instrument validated and used to gather data. The test-retest method was used to obtain the reliability of PPT and its coefficient was computed as 0.73 using Kuder-Richardson formula 21 (K-R 21). Mean and standard deviation were used to answer the research questions while independent t-test of difference and Analysis of Covariance (ANCOVA) were the statistical tools used to test the hypotheses at 0.05 levels of significance. The results revealed that students taught concepts of simple harmonic motion and elasticity using group indoor laboratory method performed better than their counterparts taught using individual indoor laboratory method; although male students performed slightly higher than their female counterparts after exposure to the two methods, gender was found to have no interaction effect on their performance; there was a significant interaction effect of treatments and gender on students’ performance in the study area, with the methods as source of interaction effect. Based on the findings, recommendations were made, which include that curriculum developers should ensure that laboratory teaching methods are included in physics curriculum in order to enhance students’ performance in the subject.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962855","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}
Pub Date : 2024-05-17DOI: 10.52589/bjeldp-kzxdlrgu
Clarence O. O., Abigail E. O., Stella O. U.
This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner’s theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers’ capacity to use emerging technologies in schools.
{"title":"Assessment of the Use of Emerging Educational Technologies in The Teaching and Learning of Social Studies in Secondary Schools in Ogoja Education Zone of Cross River State, Nigeria","authors":"Clarence O. O., Abigail E. O., Stella O. U.","doi":"10.52589/bjeldp-kzxdlrgu","DOIUrl":"https://doi.org/10.52589/bjeldp-kzxdlrgu","url":null,"abstract":"This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner’s theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers’ capacity to use emerging technologies in schools.","PeriodicalId":495394,"journal":{"name":"British journal of education, learning and development psychology","volume":"37 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966562","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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