The Managerial Enforcement of Covid-19 Protocols of Faculty of Education Students in Enugu State University of Science and Technology, Agbani, Nigeria (Published)

This study investigated the managerial enforcement of Covid-19 protocols of faculty of education students in Enugu State University of Science and Technology, Agbani, Nigeria. Three research questions were formulated. Descriptive survey research design was adopted for the study. It samples the study was 689 respondents selected from the ten departments of faculty of Education using simple and accidental random sampling techniques. The instrument used for the study was 26-items, modified likert scale type questionnaire titled “Managerial Enforcement of COVID-19 protocols and Faculty of Education Questionnaire (MECPFEQ)” was used for data collection. the instrument was dully validated by experts and its reliability method. Data collected were analysed using mean scores and standards deviation. The findings from the results revealed that there is a great extent in the university management enforcement of Covid-19 protocols in the study area. Based on the findings, it was recommended among other that there should be regular supervision of all staff, students, visitors, task force and security personnel to ensure that there is consistent compliance to prescribed laws for quality service delivery.

Citation: Catherin Nkiru Elechi, Ekpenyong David Oboqua, Loretta Chika Ukwuaba, Veronica Ngozi Odenigbo (2022) The Managerial Enforcement of Covid-19 Protocols of Faculty of Education Students in Enugu State University of Science and Technology, Agbani, Nigeria, British Journal of Education, Vol.10, Issue 10, pp.24-33

Keywords: COVID-19, Education, Enforcement, Students, managerial, protocol

Perceived Level of Knowledge and Skills On the Use of E-Learning Among Lecturers and Students at the Open University of Tanzania (Published)

This study examined the level of knowledge and skills on the use of e-learning among lecturers and student at the Open University of Tanzania. The study was guided by one research question and one hypothesis. The study was also guided by Dynamic Skills Theory developed by Fischer in 1980. The study employed convergent design under mixed research approach.  The target population involves 2616 students, 303 lecturers, 50 instructional designers, 01 Director of Quality Assurance, and 01 Director of Examination Syndicate. The sample of this study included 262 students, 30 lecturers, 01 director of quality assurance, 01 director of examination syndicate, 05 instructional designers. Stratified, simple random, and purposeful sampling techniques were used to determine the study sample that consisted of 299 respondents. Research instruments included questionnaires, interview guides, and document analysis schedule. For quantitative data analysis the researcher used both descriptive and inferential statistics. For qualitative data analysis the researcher used thematic analysis for analyzing qualitative data. Data for both quantitative and qualitative are presented using tables, charts, figures, narrations, themes, categories and direct quotations were used to present the study findings. The findings indicated that a moderate majority of lecturers and majority of students perceived had lack   knowledge and skills on the use of e-learning. The average mean score for lecturers and students was 2.97 and 2.25 respectively. This indicated that there was disagreement on the perceived level of knowledge and skills on the use of e-learning among lectures and students. Moreover, the findings indicated that there is no significant difference mean score between arts students and science students on the perceived level of knowledge and skills on the e-learning at the Open University of Tanzania. The study concluded that both lecturers and students had perceived inadequate knowledge and skills on the use of e-learning. The study recommends, that The Open Universities of Tanzania with collaboration of Institute of Education Management and Technology should provide training for both lecturers and students on issues regarding utilization of e-learning.

Keywords: E-learning, Knowledge, Lecturers, Skills, Students

Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria (Published)

The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study’s results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.

Keywords: Ekiti State, Gender, Self-Efficacy, Sexuality Education, Students

Assessment of Anxiety on Tests Dishonesty among Undergraduate Students in University of Calabar, Cross River State Nigeria (Published)

Citation: Alfred Denis Oyama, and God’sdesire Alfred Oyama (2022) Assessment of Anxiety on Tests Dishonesty among Undergraduate Students in University of Calabar, Cross River State Nigeria, British Journal of Education, Vol.10, Issue 4, pp. 1-21,

The major aim of this study was to assess the influence of anxiety on tests dishonesty among undergraduate students in University of Calabar, Cross River State in Nigeria. Literature review of both theoretical and empirical studies was done according to the variable under study. The sample for the study was drawn from the population of seven hundred and thirty-five (735) undergraduates’ students from year, 2, 3 and 4, comprising three hundred and two (302) females and one hundred and ninety-eight (198) males were used for the study. The data were collected using an eight (8) item research instrument. The data were analyzed with the use of independent t-test. The result of the analysis reviewed that anxiety influences test dishonesty among undergraduate students in university of Calabar, Cross River State in Nigeria.  Based on the findings of the study it was recommended that all stakeholders in education should play their parts through educating and forming tests ethics club for students, parents and lecturers among others. The school authority should ensure that lecturers perform their duty effectively and should also pay staff earning as at when due in order to reduce corruption within the educational system.

Keywords: Anxiety, Students, Undergraduate, dishonesty, tests

Social Media; Negative Effect on Academic Performance of Secondary School Students In Nigeria (Published)

Citation: Adeniyi   Adewale   Ojo  (2022) Social   Media; Negative   Effect   on Academic Performance of Secondary School Students   In   Nigeria, British Journal of Education, Vol.10, Issue 3, pp., 126-131

Abstract: Obviously, it is common among the secondary school students in Nigeria that they lure of using social media as mode of communication and interaction among themselves. However, these social media such as Facebook, and Twitter and so on are using negatively and inappropriate to the levels in which they cannot benefit from it. In addition, many students of secondary schools in Nigeria today acquired antisocial behaviours such as fraudulent habit  and other bad characters which peculiar in social media  while  thousands  the of students in our country   podcasting their reading culture because   they are spending  much  time on the social media. Similarly, social media affect the reading culture of many secondary students in Nigeria because they prefer to spend many hours on the social media than to read their books.  Yet,  the incident of yahoo  rampant in rural , urban  and Riverine  area  in  Nigeria while teenagers  believe that it is  short cut  for them to become millions over night . Meanwhile , this  has been  generated to  famous  calamity  among  secondary  school  students in our  country.  

Keywords: Academic, Culture, Negative effect, Performance, School, Social media, Students, Teenagers, anti- social, behaviours

Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State (Published)

Citation: Onajite, G. O. (2022) Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State, British Journal of Education, Vol.10, Issue 3, pp., 85-100

Abstract:This study investigated teaching strategies employed by teachers for improving students’ learning in Business Education in secondary schools in Delta State. Four research questions guided the study. The descriptive survey research design was employed in the study. Population of the study consisted of all the 2,100 teachers teaching business education subjects in the 448 secondary schools in Delta State. Sample size of the study comprised 630 business education teachers from 224 secondary schools in Delta State selected using stratified random sampling technique. A 40-item researchers’ self-developed questionnaire titled “Teaching Strategies employed by Teachers for Improving Student’s Learning in Business Education Questionnaire (TSTISLBEQ)” arranged into four clusters, and structured on 4-point scale. The research instrument was validated by three experts and reliability determined through a pilot test which yielded an internal consistency reliability value of 0.74. Data collected were analyzed using the mean score and standard deviation. The findings of this study revealed among others that the teachers mostly employed the direct teaching strategies. All the other teaching strategies like the experimental, material/visual aids, interactive and the independent teaching strategies were largely not employed by the teachers in teaching business education in secondary schools in Delta State. From the findings, recommendations were made which include and among them were that principals in the secondary schools should encourage and support the teachers to employ other direct teaching strategies such as seminars, individualized instruction method, peer tutoring, team teaching and sharing students into different reading groups for improving students’ learning in business education in secondary schools in Delta State.

Keywords: Business Education, Improving, Learning, Strategies., Students, Teachers, Teaching

Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria (Published)

Citation: Ekundayo S. K. (2022) Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria, British Journal of Education, Vol.10, Issue 2, pp. 31-41

Abstract: This study investigated the effects of Computer-Assisted Instruction (CAI) on students’ achievement in Chemistry among boys and girls in public secondary schools in Ondo State. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 senior secondary school two (SSS II) intact class Chemistry students selected in stages using simple random sampling technique. Three schools were selected from three local government areas from the three senatorial districts in Ondo State. The students in the experimental groups were exposed to CAI while the control group was taught with the conventional teaching method. Chemistry Achievement Test (CAT) with a reliability coefficient of 0.81 was used to collect relevant data for the study. The experimental group was treated using CAI package while the control group was treated using the conventional classroom teaching. Analysis of Co-variance (ANCOVA) and t-test were used to test the research hypotheses at 0.05 level of significance. The result from the study showed that there was no significant difference between the achievement of male and female students in both the experimental and the control groups respectively. The results showed that when exposed to CAI, female students performed better than their counterparts. Based on the findings of the study, it could be concluded that the use of CAI has not shown any better effectiveness in the achievement of students. However, the method is a modern day of imparting knowledge. In another dimension, when both males and females are taught with the use of CAI, the method appeared to favour females than males. This suggests that the method us gender-biased. Based on the findings of the research, it is recommended that the potential of computer-assisted instruction should be utilised to enhance better achievement of the students in Chemistry, most especially among females while the male students also be encouraged to key into the use of the method for the flexibility of teaching and learning.

Keywords: Chemistry, Computer Assisted Instruction (CAI), Gender, Students

Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions (Published)

The essence of this study was to investigate the influence of tone of school discipline and the level of morality among secondary school students in Calabar education zone of Cross River State, Nigeria. To guide the study, one hypothesis was formulated at 0.05 level of significance, using stratified and simple random sampling. The instrument used for data collection was questionnaire titled Tone of School Discipline and Level of Morality among Secondary School Students Questionnaire (TSDLMASSSQ). The instrument had a reliability indices ranging from 0.70 to 0.80, using Chrombach alpha reliability estimate. The study adopted ex-post facto research design and the statistical tool for data analysis were simple linear regression and t-test. The result revealed an R-squared value of .084, which means that about 8.4% of the total variation in the level of morality was explained by the variation in the tone of discipline in the school. The result revealed and F-value of 45.953 (P-value =.000). Thus, the null hypothesis was rejected in favour of the alternative. This means that there is significant influence of tone of discipline in the school on the level of morality among secondary school students. It was recommended that teachers should be counseled not to depend on the use of force, threat and punishment to foster discipline or morals as this may have adverse effect on the level of morality among student. But students should be encouraged to contact their guidance counsellor for professional counselling

Citation: Philip A. Okpechi and Ambor A.  Ogar, (2022) Tone of School Discipline and Level of Morality among Secondary School Students in Calabar Education Zone of Cross River State, Nigeria and Need For Guidance and Counselling Interventions, British Journal of Education, Vol.10, Issue 1, pp. 64-72

Keywords: Discipline, Morality, Secondary School, Students

The Impact of Collaborative Writing on Kuwaiti High School Students’ Writing Development (Published)

This study investigates the frameworks in which Kuwaiti high school students studying English as a foreign language engaged in collaborative writing exercises to determine the impact on the content of their independent and collectively written texts. Participants included final year high school students with an intermediate level of English proficiency (i.e., upper-intermediate or B2 on the CEFR index). This research paper examines the mechanisms in which participants engaged as part of their collaborative writing exercises and the effect of such engagement on their independent and collective writing content. The research adopted quantitative methodology for data collection through holistic proficiency sources. Empirical ranking of participants’ scores led to two conclusions on how teamwork in small groups influenced the content of student texts produced collaboratively and independently. In addition, collaborative writing tended to increase output in both classes. Although both groups of students improved in various learning areas, they scored higher overall on the second writing challenge.

Keywords: Impact, Kuwaiti high school, Students, collaborative writing, writing development

Family type, family size and scholastic success of social studies students in Cross River State, Nigeria (Published)

This study was designed to ascertain the relationship between family size, family type and scholastic success of Social Studies students in Cross River State. To achieve the purpose of this study, two null hypotheses were formulated to be tested at .05 confidence level. An Ex-post facto design was adopted for the study. One thousand (1000) Social Studies students were selected for the study through proportionate stratified random sampling and simple random sampling techniques from a population of 19,169 junior secondary three students. Family type was categorized into two (monogamous and polygamous) while Family size was categorized into three (large, medium and small). The only instrument for the study was the Social Studies Academic Achievement Test (SOSAAT). The SOSAAT was paired with the categorized variables for data collection and trial tested using the split-half reliability estimate to establish reliability indexes of 0, 78 and 0.82 while the reliability coefficient for performance test was 0.79 respectively. The reliability test was conducted in one of the schools within the study population but not among the sampled schools for the main study. The data collected were duly coded and analyzed in consistent with the formulated hypotheses using the Analysis of Variance (ANOVA) test-statistics. The results revealed that students’ family size and family type are significantly related to students’ scholastic success in Social Studies. Based on these findings it was concluded that students’ scholastic success is dependent on family size and family type. The work recommended, inter alia, that since small size family has greater positive influence on scholastic success of students in Social Studies, parents should maintain small size families they can adequately nurture and positively impact on. Moreover, parents should endeavour to live together and maintain intact homes so that they can give children the warmth, nurture and encouragement to contribute to the development of the required academic excellence.

Keywords: Family Size, Social Studies, Students, family type, scholastic success