Articles in Volume 2 Issue 1
The study examined teachers’ competence, motivation as correlates of senior secondary
school students’ academic achievement in economics in Imo State. The study adopted a
linear correlation design. The population of the study was 94,963 Senior Secondary
School Students (SS1-SS3) from 275 public secondary schools in Imo State. A sample
of 500 SS2 Economics students was involved in the study. Purposive and random
sampling techniques were used. The research instruments for this study are the
Teachers’ Competence Scale (TCS), Teachers’ Motivation Scale (TMS), and Economics
Achievement Test (EAT). The reliabilities of scales were established using Cronbach
alpha, while that of the achievement test was done with Kuder-Richardson (K-R20)
statistics, with internal consistency indices of 0.83, 0.86, and 0.78 for TCS, TMS, and
EAT, respectively. The data were analyzed using the Pearson “r” statistic for research
questions 1 and 2, while multiple linear regression statistics were used for research
question 3. Hypotheses 1 and 2 were tested using t-test significance of correlation and
One-way Analysis of Variance (ANOVA) was used to test hypothesis 3 at 5% level of
significance. The result shows that there is a highly significant relationship between
teachers’ competence, motivation, and students’ academic achievement in Economics. It
was therefore recommended that the government body in charge of recruiting teachers
should ensure that competent and motivated teachers are employed in the teaching and
learning of Economics.
This paper is a literature review and discussion of the barriers and facilitators of academic
performance for learners with hearing impairments in Zambia. This review is necessary
to put into perspective factors that may affect the attainment of sustainable development
goals particularly goal number 4 on inclusiveness, equity, and lifelong learning. Learners
with hearing impairments experience various learning barriers in Zambian schools.
Education for learners with hearing impairments in mainstream institutions requires
educators to put in place measures that can facilitate learning and academic performance.
Adaptation of curriculum, effective use of assistive technology, and use of appropriate
modes of communication are some of the prerequisites to the good academic
performance of deaf students. In this article, we shall focus on some of the facilitators to
the academic performance of learners with hearing impairments.
Indeed, teachers influence to a large extent, learners’ attitudes towards a target language.
This study aims at identifying qualities of the ideal language teacher as perceived by
language undergraduate students at the Lagos State University. Selected respondents
answered a 42-item Likert-scale questionnaire concerning their perceived notion of
qualities or personality traits of a successful language teacher. Findings showed that
teaching experience, teachers showing love to students, creative, friendly, enthusiastic
teachers with humor were ranked by language students as the most important qualities
of an ideal language teacher. Furthermore, there was no significant difference between
male and female students’ perceptions of an ideal language teacher, (t = -.364, df = 328,
p = .716). There was a significant correlation between students’ Language of study and
their perception of an ideal language teacher, r = -.162, N = 331, p = .0031.
Recommendations were made along with the need to enhance the inherent personality
traits and professional qualities of language teachers, explore the optimum potentials to
maximize students’ language learning potentials and competencies.
This study explored the Project-Based Learning (PBL) perceptions of student teachers at
the University of Namibia, Hifikepunye Pohamba Campus. PBL is a dynamic approach to
learning that teaches a set of skills needed for the twenty-first century. At the University
of Namibia (UNAM), all third-year students are expected to do a PBL module which is a
pre-requisite for the completion of the honors degree program. In this module, students
take responsibility for their learning through inquiry, as well as work collaboratively in
solving problems. This study adopted a qualitative approach using case study design to
explore student teachers’ perceptions of PBL. Sixteen student teachers participated in
this study. Focused group discussions were used to collect data. The findings revealed
that student teachers describe PBL as collaborative learning in which they are engaged
in identifying problems experienced in schools and suggest solutions. The findings further
revealed that most of the students were well informed about PBL although there were a
few that were not well prepared. Challenges such as time, lack of collaboration, and doing
reflections were experienced by student teachers. The study suggests that PBL should
be taught in the classroom just like any other module.
This paper assessed the influence of school type and location on the career choices of senior
secondary school adolescents in Egor Local Government Area of Edo State, Nigeria. The
correlational survey approach was adopted for the study, in which two questions were raised and
the corresponding hypotheses were formulated. The Population comprised two thousand two
hundred and seventy (2270) SS1 students from the 12 public secondary schools in Egor Local
Government Area of Edo State with a sample size of four hundred (400) students drawn from
SS1 classes in eight (8) public secondary schools randomly selected in Egor Local Government
Area of Edo State. The instrument titled “Career Interest Survey Questionnaire” (CISQ) developed
by Akinade (2019) and modified by the researchers was adopted for data collection. The
instrument was trial tested for reliability and a Pearson’s Product Moment Correlation Coefficient
r-value of .78 was obtained. Data were analyzed using Regression Analysis. The result indicated
that school type significantly influences the career choice of secondary school adolescents, while
school location did not significantly influence the career choice of secondary school adolescents.
It was then recommended that Professional school counselors should be sent to schools
irrespective of the school type i.e. co-educational and single-sex and location i.e. urban or rural
for support on career guidance as this would help in assessing the needs of adolescents with
regards to career choices and thus providing the necessary assistance.
This study assessed mother’s educational attainment and age as correlates of their
attitude towards female genital mutilation in Delta State, Nigeria: Counselling implication.
The design was the cross-sectional descriptive survey research design. Two questions
were raised with their correspondent hypotheses while the population comprised all
mothers and female secondary school students in Ika North East Local Government Area
(L.G.A) of Delta State, Nigeria. The instrument used for the study was a questionnaire
titled “Female Genital Mutilation Attitude Survey Scale” (FGMASS) adopted from Ismail,
(2009) and modified by the researchers. The data collected were analysed using Analysis
of Variance. The result showed that there was no significant difference in mother’s attitude
towards Female Genital Mutilation in Ika South Local Government Area of Delta State
irrespective of their age differences and their educational attainments. It was, however,
recommended that more advocacies be carried out on FGM/C, as it has adverse effect
are numerous so that timely assistance be given to clients and awareness be carried out
among women both in a religious organization, social bodies, schools and market places.
To cultivate a university environment that challenges the status quo and breeds
excellence, university administrators need to learn, develop, and demonstrate high levels
of emotional intelligence. This paper, therefore, examines the emotional intelligence
profile of university administrators at the University of Benin. It adopted a descriptive
method of survey research as the design of the study. The population of the study
comprised of University Administrators at the University of Benin, Nigeria. The sample
comprised two hundred and thirteen (213) University Administrators purposely selected
during a lecture. Data were collected using a twenty-five (25) item questionnaire tagged
“Emotional Intelligence of University Administrators Questionnaire which was adapted
from London Leadership Academy. The data collected were analysed using mean,
frequency, percentage, t-test, and Anova. The findings revealed that University
administrators scored high in emotional intelligence competencies. It was also found in
the study that emotional intelligence among University administrators does not differ
concerning gender, age, and years of experience. It was recommended that universities
and other education institutes should strongly consider implementing emotional
intelligence coaching programs for potential personnel who are in charge of administrative
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