ATTITUDE TOWARDS CARDIOPULMONARY RESUSCITATION AMONG SOME SECONDARY SCHOOL STUDENTS IN RIVERS STATE, NIGERIA (Published)
Just like any other aspect of health education and promotion, the attitude of the community to Cardiopulmonary Resuscitation (CPR) will largely determine how they can benefit from it. This cross-sectional study aimed at assessing the attitude towards Cardiopulmonary Resuscitation among secondary school students in our community. The population for the study was the students in Senior Secondary School I and II in Obio/Akpor Local Government Area of Rivers State, Nigeria. Four hundred (400) students were purposively drawn from four secondary schools in the area and served copies of a validated questionnaire while 372 properly filled ones were returned, giving a response rate of 93%. The data was analyzed using Statistical Package for Social Sciences (SPSS17.0). The findings revealed that 98.8% exhibited positive attitude towards learning CPR among others. It was concluded that this can form a strong basis to introduce the teaching of CPR in their school curriculum so as to prepare them to be effective bystanders in situations of emergency needing CPR.
Keywords: CPR, Nigeria, attitude, secondary school students
EFFECTS OF PIAGETIAN FORMAL OPERATIONS ON MATHEMATICS PERFORMANCE OF SENIOR SECONDARY STUDENTS IN KADUNA STATE, NIGERIA (Published)
Effect of formal operation abilities on mathematics performance of Senior Secondary Students (SSS) in Kaduna State, Nigeria was investigated. The population of the study was all the SSS III students in the state. Their number was 62,565. A sample of 400 students of equal numbers of males and females was drawn, from those offering arts and science subjects. Two paper and pencil tests were developed and used to generate data for analysis, namely, Formal Operations Test (FOT) and Mathematics Performance Test (MPT).The FOT was to assess students’ level of formal operations while the MPT was developed to test their performance in mathematics. The results of the study showed that mathematics performance was low. Second, the numbers of students who always use and those who never use formal operations abilities were about equal. Third, results in the FOT and MPT were significant and positively correlated. Fourth, there was significant difference between the MPT scores of those students who always use and those who never use the abilities in favour of the former. Implications deduced were that this study confirmed that not all SS students use the abilities always and some never use them. Results of the analysis also indicated that formal operations significantly affect students’ performance in mathematics. Those who always use the abilities performed better than those who never use them. This indicated that the widely experienced poor performance in mathematics, especially among senior secondary students, is partly as a result of students not always using formal operations abilities. Lastly, findings indicated that knowledge of students’ level of formal operations can be used to understand, predict and improve their performance in mathematics. It was recommended that teachers of mathematics should endeavour to diagnose and identify their students’ level of formal operations so that they help raise those students who sometimes use and those who never use the abilities to be using them always. It was also recommended that governments should be convening and sponsoring workshops that will evolve programs for accelerating students’ cognitive development for use by teachers in normal mathematics lessons
Keywords: Kaduna, Mathematics Performance, Nigeria, Piagetian, Senior Secondary Students
Teacher Education and Development in Nigeria: An Analysis of Reforms, Challenges and Prospects, 1859-1976 (Review Completed - Accepted)
Although teacher education, both pre-and in-service, programs are offered in Nigeria by different teacher education institutions (as provided in the National Policy on Education), and varying degrees of success recorded, various problems still confront the program with far reaching consequences in Nigeria’s educational system. This paper analyses the historical contexts of the teacher education reforms and development in Nigeria with emphasis on the roles of the Christian missions, the colonial administration and that of the Nigerian government after independence. It examines key recommendations of two commissions (Phelps Stokes and Ashby) and their implications to the reform and development of teacher education in Nigeria both during colonial era and after independence. The paper further discusses the influence of these and other reforms in shaping teacher education in Nigeria, the challenges still facing it, and finally suggests solutions to them
Keywords: Development, Education, Nigeria, Reforms, Teacher