Articles in Volume 1 Number 1
Election is one of the fora for selecting leaders into various positions of authority, which demands collective representation and participation in governance by every member of a community, state or nation. Hence, it is a right for all with reference to certain criteria as obtainable in communities across the globe. However, some people may have been denied this right because of race, position and differences in physical mental, emotional, sensory and psychological attributes considered to be at variance to the extant laws. Consequently, this study investigated the level of preparedness of the Independent Electoral Commission towards inclusion of voters with disabilities in 2019 general election in Nigeria. The study employed ex-postfacto research design. A sample of 1001 adhoc officers trained for the election was selected from different training zones. Disabilities Voting Inclusive Scale with reliability of 0.75 was used to collect data. The data collected was analysed using descriptive statistic such as percentage and bar chart. The results revealed that physically challenged and albinos were fairly included while individuals with visual and hearing impairment were grossly at disadvantage. It was recommended that the Nigerian electoral body should involve the services of experts in the area of Special Needs while preparing for election. This will ensure that the needs and interest of people with disabilities are adequately taken into consideration during election.
Keywords: General election. Inclusion. Independent National Electoral Commission. Voters with disabilities.
The study compared effects of digital instructional video (DIV) and Power point Presentations (PPP) on academic achievement and learning retention of Basic Technology students. Pre-test, post-test non-equivalent control group, a
quasi-experimental research design was adopted. The population for the study comprises of 250 Basic Technology students in five public and private junior secondary schools in Lagos State. Purposive sampling technique was
adopted to sample the schools that teach with the application of multimedia tools. Three research questions and three null hypotheses were tested at 0.05% level of significance. The instrument used for data collection was the Basic Technology Achievement Test (BTAT). The reliability coefficient of the instrument yielded 0.83 using Cronbach Alpha. Mean were used to answer research questions, while ANCOVA was used to test the null hypotheses. The
study revealed that students taught Basic Technology with PPP had a higher mean score than students taught using the DIV technique in the achievement test. Furthermore, multimedia presentation increased students’ academic
achievement while PPP improved students’ academic achievement in Basic Technology than digital instructional video presentations. Consequently, it was recommended that Basic Technology teachers should improve the academic achievement of their students by incorporating multimedia tools into teaching as a viable and effective strategy to enhance students learning.
Keywords: Achievement Test. Basic Technology. Digital Instructional Video. Multimedia. PowerPoint.
The study investigated the relationship between parents’ personality, parenting styles and adolescents’ personality development. Specifically, the study was carried out to examine personality of parents, styles parents adopted in the upbringing of adolescents and how these two variables influenced the personality development of adolescents. To guide the study, two hypotheses were formulated. A correlational survey design was adopted for the study. Ten schools were selected and a total of 200 senior secondary school students drawn from 10 secondary schools as well as their parents were used for the study. The sample was achieved using a simple random sampling technique. The respondents thoroughly completed three 20-item questionnaires: The big Five Personality Inventory, Parenting Style Questionnaire and Adolescent Personality Development Questionnaire. The results showed that Parents’ personality significantly influenced adolescent personality development (P <0.05; r = 0.351) while Parenting styles does not influence adolescent personality development (P > 0.05; r = -.103). These findings imply that the personality of parents influenced adolescents’ behaviour more than the styles parents adopted in their upbringing. It is suggested that parents make conscious efforts in modeling good behaviours in order to help adolescents achieve set goals.
Keywords: Adolescents. Correlate. Parenting style. Parents. Personality.
Considering the growing need for the infusion of digital technologies in the teaching pedagogy, the study sought to investigate the efficacy of digital game-based learning on achievement of pupils in sciences. The study adopted pretest-posttest randomized control group design with 45 participants. Science achievement test (SAT) was used to collect data for the research. The instrument was both face and content validate and as well trial tested. The internal consistency and stability indices of the SAT were estimated to be 0.87 and 0.76 respectively using Kuder-Richardson formula 20 and Pearson’s product moment correlation. Mean and analysis of covariance were used to analyse the data collected in order to answer the research questions and test the hypotheses. The findings revealed that digital game-based learning significantly (p < .05) improved the achievement of primary school pupils at both the post-test and follow-up measures. Pupils who were exposed to DGBL, participated actively during the teaching learning situation than those who were exposed to the traditional method of teaching.
Keywords: Achievement. Digital game-based learning. Primary school pupils. Sciences.
This research investigated the effects of video-taped instructional strategy on the academic achievement and retention of Senior Secondary 2(SS2) chemistry students in Lagos State. The continuous low academic achievement of students in
this core science subject has been of major concern to stakeholders in the education sector in Lagos State in particular. The study adopted an experimental design of pretest – posttest factorial design. The population for this study was made up of 4500 chemistry students in Ikorodu and Kosofe LGAs, while the sample comprised 93 SS2 chemistry students selected through multi staged method. The instrument used was Chemistry Achievement Test (CAT). The instrument was validated by experts in Educational Technology and Measurement and Evaluation while the reliability was derived through a test – retest method. Pearson product moment correlation coefficient ® was used to arrive at 0.78. Mean and standard deviation were used to answer the research questions, which indicated that students achieved better when taught with video-taped than conventional methods. On the other hand, t-test was used to analyze the hypothesis, which indicated significant difference between students taught with video-taped and conventional method, amongst others. The study also recommended that video-taped instructional strategies should be used regularly in teaching chemistry in senior secondary schools in Lagos State amongst others.
Keywords: Academic. Achievement. Chemistry. Instructional strategy. Video.
Scores generated from test instruments should be investigated for its accuracy and precision. Test scores without these validity and reliability are meaningless and cannot be used for accurate decision making. Investigating and providing evidences of score validity and reliability with respect to level of test anxiety are the main objective of this study. This study examined the levels of test anxiety on score validity and reliability using cognitive measures. Causal comparative research design was adopted, 400 participants were randomly selected from two Federal and two State Universities in South-West, Nigeria. Achievement tests in English Language MCQ and Test Anxiety Inventory (TAI) were used to collect data. Results indicated among others are that: the tests score reliability of cognitive tests with respect to level of test anxiety was not significant (𝜒2(1) = 0.0040, 𝑝 > 0.05). Based on the findings of this study, it was concluded that examinees level of test anxiety yielded no effect in score reliability. Recommendations made among others were examinees should be kept at a low level of anxiety for accurate test scores to be yielded.
Keywords: Cognitive measures. Anxiety. Characteristics. Test. Test Score.
You can subscribe to articles by our contributors and authors by filling in the form with your email address. Your research interest is our interest.