West African Journal of Educational Sciences and Practice
West African Journal of Educational Sciences and Practice (WAJESP) - ISSN: 2790-9506 (Print) | 2790-9514 (Online) is an international open-access and double-blinded peer-review scientific online journal. The journal publishes articles semiannually (two times a year) on a continuous basis. Its audience includes researchers and students in educational sciences and practice. Others are policymakers in education, government agencies, NGOs, professional bodies, academia, and many more. The journal only accepts high-quality research, covering different areas of education and education-related topics. It promotes theoretical and practical knowledge in education. Accepted submissions are published at no cost or fees to the authors. The manuscript for submission must be written in English and prepared in Microsoft Word. Manuscripts submitted to the journal are expected to reflect original ideas, literature reviews, conceptual issues, unpublished materials, and papers. Submissions to the journal should not be under consideration for publication in any other journal, book, and conference proceedings, or previously published at the time of submission to WAJESP.
Communication strategies and development challenges among internally displaced persons
This study examines how communication is used to support Internally Displaced Persons (IDPs) in Maiduguri, Borno State, Nigeria. It focuses on how humanitarian organizations share information with IDPs and how the displaced individuals themselves access, interpret, and respond to such communication efforts. The main objective of the study is to evaluate the effectiveness of communication strategies in addressing the development challenges faced by IDPs. A qualitative research design was adopted, using in-depth interviews, focus group discussions, and content analysis of communication materials from humanitarian agencies. The findings reveal that communication plays a vital role in supporting IDPs’ welfare and development; however, participation of displaced persons in the communication process remains limited. Many IDPs still lack access to digital tools and reliable information channels, and most messages focus on short-term relief rather than long-term reintegration, education, and livelihoods. The study concludes that inclusive and participatory communication strategies are essential for improving the social inclusion and development outcomes of IDPs. Enhancing digital access and adopting two-way communication frameworks will strengthen humanitarian response and empower displaced populations in post-conflict settings.
Copyright (c) 2025 Muhammad Yasir Garba, Ashe Abdulrahman https://creativecommons.org/licenses/by-sa/4.0
Relational factors influencing teacher coverage of senior high school mathematics syllabus in Savannah Region of Ghana
The study investigated factors affecting the coverage of the Senior High School Mathematics Syllabus in Ghana’s Savanna Region, emphasizing the syllabus’s role as a critical educational tool that outlines responsibilities, content, student expectations, and assessment methods. Using a descriptive survey design, the study sampled 96 mathematics teachers (76 male, 20 female) from five Senior High/Technical Schools, along with head teachers overseeing academics. Data revealed that only 60.4% of the mathematics syllabus was covered in the region. Key factors contributing to incomplete coverage included teacher competency, teaching methods, time management, attitudes of teachers and students, and availability of resources. Through factor analysis, 19 variables were reduced to seven key factors: teacher and student interest, institutional factors, teacher attitudes, pedagogical approaches, resource availability, time constraints, and unfavorable classroom conditions. Further analysis highlighted specific issues, such as teacher absenteeism, students’ lack of interest in mathematics, student laziness, and weak foundational knowledge in mathematics, as significant barriers to syllabus coverage. The study concluded that these relational factors significantly hinder effective syllabus completion. To address these challenges, it is recommended that educational stakeholders in the Savanna Region take proactive measures to reduce teacher absenteeism, enhance student engagement, and improve foundational mathematics skills. By tackling these issues, stakeholders can improve syllabus coverage, ensuring better educational outcomes for students in the region.
Copyright (c) 2025 Kyaatuur Philip, Keku Abigail, Takyiwaa Lucy https://creativecommons.org/licenses/by-sa/4.0
Current practices and perceived benefits of continuous professional development among early grade headteachers in Adentan Municipality, Ghana
Continuous professional development (CPD) is crucial for enhancing teacher knowledge and skills, particularly for early grade headteachers who play a pivotal role in foundational education. This article explores the current state of CPD practices and the perceptions of its benefits among early grade headteachers in the Adentan Municipality of Ghana. Adopting a qualitative approach with a case study design, the study purposively sampled 13 early grade headteachers. Data were collected through semi-structured interviews and analysed using descriptive statistics for participant characteristics and thematic analysis for research questions. Findings reveal that current CPD practices in Adentan Municipality focus on engagement in various training activities, efforts towards effective CPD, and the promotion of innovative teaching practices. Headteachers perceived significant benefits, including the development of administrative and leadership skills, enhanced knowledge, and increased efficacy. Despite acknowledged benefits, challenges such as inadequate access to timely information, financial barriers, and a disconnect between CPD participation and promotion criteria were identified. This study underscores the need for more accessible, relevant, and intrinsically motivating CPD initiatives to support early grade headteachers effectively, aligning with adult learning principles and fostering deeper professional growth.
Copyright (c) 2025 Seth Dade Ansah, Ruth Borley Borketey, Patricia Kaitoo https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of electric circuit trainers in improving students’ learning of electricity concepts
Technologies contribute to sustainable learning as the educational milieu finds ways to upgrade the ecosystem that can maximize the use of AI for improved student learning. This study aimed to determine the effectiveness of electric circuit trainers or simulators on students' learning performance. Through a quasi-experimental design, the study randomly selected from Grade 7 classes of 10 sections through a paper lottery. Two sections were selected from a total of ten sections, with forty students in the experimental group and forty in the control group. The pretest and posttest results for both groups were compared using the t-test. The mean gain scores of the experimental group and the control group differ significantly, according to the results. A notable difference suggests the effectiveness of the electric circuit trainer to improve students' understanding of fundamental electrical concepts. It is recommended to develop an upgraded version of the electric circuit trainer for more complex and advanced circuitry intended for students in higher grades.
electric circuit trainers, student learning, electricity concepts, electric simulators
Copyright (c) 2025 Cris Noriel Sumaoang https://creativecommons.org/licenses/by-sa/4.0
Family socioeconomic and cultural factors in educational attainment: A cross-cultural comparative analysis
This cross-cultural comparative analysis explores how family background encompassing family socioeconomic status (SES), parental involvement, parental education, family income, and school climate—shapes educational outcomes. Guided by Bourdieu’s theory of capital, the study systematically reviews and thematically synthesizes findings from thirty (30) literature published between 2012 and 2024. Country cases span both developed and developing nations to highlight universal and context-specific influences. Results show family background factors are central to academic attainment, but their effects are significantly mediated by cultural values, national policy frameworks, and local socioeconomic conditions. Reliance on secondary data and variation in definitions across cultures are acknowledged as key limitations. Future research should prioritize data collection in underrepresented settings. This paper employed qualitative data mining, a cross-cultural comparative approach, systematically synthesizing literature to examine how family background variables through family socioeconomic status, parental involvement, parental education, family income, and school climate affect educational attainment across various national settings.
Copyright (c) 2025 Danielle Loren B. Buday, Regina P. Galigao https://creativecommons.org/licenses/by-sa/4.0
A study on factors influencing parenting styles on the academic performance of students
This research utilised a quantitative methodology with a descriptive survey design to examine the influence of parenting styles on the academic achievement of junior high school students in the Aowin Municipality of Ghana. The population consisted of around 2,520 final-year public junior high school pupils in the area. A multistage probability selection strategy was employed to pick a representative sample of 252 pupils, constituting 10% of the population, utilising simple random and proportional sampling techniques to ensure equity and representativeness. Data were gathered through standardised questionnaires administered to students, evaluating their judgements of authoritative, authoritarian, permissive, and neglectful parenting styles, in conjunction with their end-of-term examination scores. The instruments' validity was affirmed by specialists, and reliability was determined by pilot testing, resulting in acceptable Cronbach’s alpha coefficients. Data analysis utilised SPSS version 25, employing descriptive statistics to encapsulate demographic and academic information, and multiple regression analysis to investigate the correlation between parenting approaches and academic success. The results demonstrated that authoritative parenting favourably affects student achievement, whereas authoritarian, permissive, and neglectful methods correlate with inferior outcomes. The study suggests that parenting profoundly influences academic achievement among Ghanaian junior high students and underscores the necessity of supportive, communicative, and disciplinary parenting methods. The conclusions indicate that policymakers and educators ought to advocate for parenting programs that emphasise authoritative tactics and urge the incorporation of parenting education into school counselling services. The study promotes culturally customised treatments to improve academic performance, calling for additional research on the impact of cultural values on parenting and student success within Ghanaian settings.
Copyright (c) 2025 Joseph Mfum-Appiah, Charles Fosu-Ayarkwah, William Kwesi Agyei, Samuel Fynn, Regine Kwaw Nsiah https://creativecommons.org/licenses/by-sa/4.0
Authentic assessment practices among senior high school physical education teachers in Eastern Ghana: Tools, gender, and educational level differences
This study seeks to investigate authentic assessment procedures utilised by senior high school physical education instructors in the Eastern Region of Ghana, emphasising the tools employed, gender disparities, and the impact of educational attainment. The study utilises a quantitative research methodology and a descriptive survey design to gather extensive data about existing evaluation methods within a specified demographic. The population consists of all 234 senior high school physical education teachers in the region, using a census sample to include every eligible participant, ensuring comprehensive representation of assessment practices and minimising sampling bias. Data gathering utilises the Mintah Physical Education Authentic Assessment Inventory (MPEAAI), a structured tool validated by expert evaluation and reliability testing, designed to quantify assessment frequency, perceptions, and demographic data. Data analysis utilises IBM SPSS Statistics version 26, applying descriptive statistics to identify prevalent assessment tools and inferential statistics, including the Mann-Whitney U test, to examine differences related to gender and educational qualifications. The findings are anticipated to underscore standard assessment practices and reveal notable demographic impacts, providing insights into areas that require professional development and resource support. The study reveals that educators primarily rely on conventional, observable evaluations, such as checklists and observations, with minimal use of varied performance-based instruments. Recommendations include improved teacher training, policy changes, and resource allocation to facilitate the broader implementation of authentic assessment techniques in Ghanaian physical education, with the ultimate goal of enhancing student competencies and comprehensive development.
Copyright (c) 2025 Dwamena Frederick, Ernest Tsikata, Nora Nancy Hayford Prah, Fiadzo Simon https://creativecommons.org/licenses/by-sa/4.0
Perspectives of secondary school teachers on nature of science in Lagos
This research explored the perspectives of teachers on the characteristics of science. The research was a descriptive study using surveys. Science teachers from Lagos state made up the sample for the study. The study answered three research questions and tested two hypotheses. The instrument used was the Science Teachers Nature of Science Assessment Questionnaire (STNOSAQ, r = 0.78). The analysis was carried out with the use of descriptive and inferential statistics. Findings from the study showed that teachers possess inadequate perception of scientific knowledge, inquiry, and enterprise. The result also revealed no significant disparity in the male and female teachers’ perception of nature of science. However, teachers’ qualifications significantly influence a difference in teachers’ perception of the characteristics of science enterprise. Training of teachers teaching science is recommended for improvement of individual’s perspectives about the nature of science. This could be achieved through professional development programs.
Copyright (c) 2025 Adedamola Aderoju Kareem https://creativecommons.org/licenses/by-sa/4.0
Students’ hair grooming controversy in Ghana: An analysis of the Achimota Senior High School and dreadlocked students’ enrolment denial
Hair holds profound cultural, religious, and aesthetic significance in African societies. However, hair grooming policies in Ghanaian schools, heavily influenced by colonial legacies, have sparked significant controversies, as observed in the Achimota Senior High School and dreadlocked Rastafarian students’ admission denial. Achimota School’s refusal to enrol them because of their natural hair length led Tyrone Iras Marhguy to file a landmark lawsuit at the Accra High Court, ultimately winning the case against the school. The ruling highlights the conflicting tensions between hair grooming policies in Ghanaian educational institutions and child's rights. This study critically examines the Achimota School case, focusing on the sensational public controversies, litigation, and their psychological effects on the students, particularly Tyrone Iras Marhguy. Utilising a qualitative case study design, the study explores the lived experiences of Tyrone, and key stakeholders, from school authorities to advocacy groups, through interviews and analysis of media reportage. The findings reveal a deep-seated clash between the colonial hair grooming legacy and Ghana’s Indigenous cultural landscape, highlighting an urgent need for policy reforms that honour students’ rights to Ghanaian hair cultural expression. The study also underscores that the Achimota School’s refusal to enrol the two Rasta students, the public controversies, and the legal tussle had negatively affected Tyrone’s psychological wellbeing as a minor. Therefore, the study calls on the Ministry of Education, and Ghana Education Service to urgently reform the existing colonially-induced students’ hair grooming policies in Ghana to accommodate indigenous Ghanaian hair grooming culture that ensures all students access education devoid of psychological trauma or any form of hindrance.
Copyright (c) 2025 Nyamawero Navei https://creativecommons.org/licenses/by-sa/4.0
Collaborative skills among teachers at the schools as a predictor of their teaching performance in public secondary schools in Delta State, Nigeria
The paper studied collaborative skills among teachers at the schools as a predictor of their teaching accomplishment in public secondary schooling in Delta State, Nigeria. 2 research questions and 2 null hypotheses raised to guide the study. The descriptive survey design was embraced. The population of this study consists of all 11,125 teachers distributed over the 477 public secondary schools in Delta State, out of which 390 teachers representing 5.32% of the population were used as respondents. A structured questionnaires titled: Teachers’ Collaborative Skills for Job Performance Questionnaire was used to obtain data from the field. The reliability coefficients of the instruments (Social Interaction for Job Performance and Positive Interdependence for Job Performance, had 0.79 and 0.80, respectively were determined using Cronbach Alpha Statistics. mean and standard deviation were used in answering the research questions and the null hypotheses were tested at a 0.05 level of significance using z-test statistics. Findings revealed that teachers’ social interaction for job performance and positive interdependence for job performance will improve and guarantee job performance in Public Senior Secondary Schools in Delta State, Nigeria and these were found to be significant at 0.05 level of significance; Based on the findings of the study, and the discussions on them, it was concluded that appropriate teacher’s collaborative skills will improve and guarantee effective job performance, it was recommended among others that to enhance further interrelationship, teachers should set up a collective goal, create recompenses for their success, and split the work-force of the conveyance of instruction.
Copyright (c) 2024 Emily Ufuoma Onyia, Gospel Gbarayor Kpee, Patricia Chinelo Ukaigwe https://creativecommons.org/licenses/by-sa/4.0
Supervisors and subordinates’ contribution to the administration of public secondary schools in Cross River State, Nigeria
This study examined supervisors' and subordinates’ contributions to the management of public secondary schools in Cross River State. The study adopted a descriptive survey research design. The population of the study comprised 4,788 supervisors and subordinates from 292 public secondary schools in Cross River State. A sample size of 369 respondents was drawn from the entire population using the Taro Yamane minimum formula. The respondents were drawn for the study using stratified random sampling techniques. The instrument for the study was a questionnaire titled: Supervisors and Subordinates’ Participation in the Administration of Public Secondary Schools Questionnaire. The questionnaire was confirmed by the researchers’ supervisors along with three other specialists in Measurement and Evaluation at, the University of Port Harcourt. A reliability coefficient of 0.81 was obtained. The research questions were answered using mean and standard deviation while the hypotheses were tested using a z-test at a 0.05 level of significance. The results of the findings revealed that the ways supervisors and subordinates participate in decision-making in the administrations of public secondary schools in Cross River State, Nigeria include adoption of your suggestions for planning purposes, consultation on ways forward towards emerging administrative crises, and encouragement to share ideas for organizational goals attainment. Based on the findings, it was recommended among others that supervisors saddled with supervisory roles should continue to engage their subordinates in decision-making to boost their contribution towards teamwork and effective public secondary school administration in the state.
Copyright (c) 2024 Esther Akpochenere Abetang, Gospel Gbarayor Kpee, Lesi Keagon https://creativecommons.org/licenses/by-sa/4.0
Prompting ChatGPT to support the academic journey of pre-service teachers
Innovation in the delivery of education through the use of Artificial Intelligence (AI), like ChatGPT, is creating a formidable educational paradigm in higher education. This study aimed to assess the perceptions of all 141 third-year pre-service teachers about prompting ChatGPT to support their academic journey. The findings revealed that ChatGPT is helpful in educational tasks, and some pre-service teachers occasionally struggle to comprehend its tone and style. There is a slight inclination towards neutrality regarding the performance, and it is undecided whether the pre-service teachers are satisfied since some aspects need to be improved or if the pre-service teachers have limited exposure to AI. Lastly, the pre-service teachers generally agree with recommending ChatGPT to peers and mentors. ChatGPT has benefits for pre-service teachers in different educational settings; however, they should also maintain a balance and employ the smart and honest application of this educational tool to uphold academic integrity.
Copyright (c) 2024 Rowena Bongolto, Janabeth Soguilon, Rhona Marielle Abayon, Karl Alvin Aglibot, Edrian Mark Tomines, Janel Talaman https://creativecommons.org/licenses/by-sa/4.0
Perceptional variance among university students towards learning in virtual mode in the contemporary scenario: An empirical study
The education sector in India has changed a lot largely because of the innovation and development in technology in recent years, where virtual learning is one of the major important parts of it. The concept of virtual learning is not new but recently it has emerged as a major tool for learning among different college and university based students, especially in the contemporary scenario. Therefore, the objective of the study is to find out the perceptional variance towards digital learning between different genders of university students in the current scenario. To fulfill the objectives of the study, the researcher conducted a primary based study mainly based in Kolkata, West Bengal to understand the perception of learning in virtual mode among university students, who are the matured learners. Non Parametric test, namely Mann Whitney test has been used in the current study to ascertain the result based on its primary survey. The findings of the study were mixed in nature giving statically significant and insignificant outcomes in the perception of learning towards virtual mode and based on the results and findings of the study, it can be concluded that there are more negative effect in virtual mode of learning then its positive side as perceived by the students and they mainly want offline mode of learning which does not significantly differ between different genders of the university students.
Copyright (c) 2024 Priyajit Ray https://creativecommons.org/licenses/by-sa/4.0
Gender difference in help seeking behaviour for dating violence among undergraduates of Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria
The study carried out an investigation on the gender differences in help-seeking behaviour for dating violence among Obafemi Awolowo University undergraduates. Survey research design was adopted in this study, as an instrument entitled, “Dating Violence and Help-Seeking Behaviour” was used to collect data from 591 undergraduates. The data collected were analyzed using simple percentage, frequency counts and t-test. The study concluded that the students experienced dating violence, especially in the form of psychological violence; while majority of female undergraduate students look out for informal help source, which could be responsible for under-reporting and act as barrier for rendering of necessary formal help source. It is therefore recommended that university counsellors should endeavor to create awareness to the students about dating violence and the necessity to ask for help. Also, school management need to establish strategies that promote speaking out, when faced with dating violence and see to it that what is reported are managed as appropriate as possible.
Copyright (c) 2024 Abidemi Adewumi Oni https://creativecommons.org/licenses/by-sa/4.0
Impact of motivation and gender on students’ academic achievement and interest in government: A study of some selected secondary schools in Enugu State
Education is a transformative tool for inculcating a relatively permanent change in behaviour, and every human behaviour is a product of motivation, either intrinsic or extrinsic, as motivation is the propelling force of action that results in achievement or underachievement. Academic achievement is an integer of the behavioural objective a subject teacher seeks to achieve in instruction. Consequently, this study ventured its inquiry on the impact of motivation and gender on students’ academic achievement and interest in government: a study of some selected secondary schools in Enugu State. Purposefully, the study investigated the difference in impact levels of motivation strategies and gender on the achievement and interest of students in government. It employed a quasi-experimental design and two sets of research instruments tagged Government Academic Achievement Tests Questionnaire (GAATQ) and Interest Inventory Scale on Government (IISG). Two hypotheses were developed to guide the study and were tested for significance at a 0.05 margin of error using analysis of covariance (ANCOVA). It was found that gender is not the foremost pre-determinant of students’ achievement and interest in government. The study concluded that motivation and interest are the major determiners of students’ achievement in government and not gender. From the findings of the study, it was recommended that motivation strategies be robustly enforced in government instructional delivery. And that making government lessons interesting and interactive be prioritized through motivation since students perform better and achieve higher in the subjects they have more interest in than the one(s) they have less or no interest at all.
Copyright (c) 2023 Lawrence Okoro, Cyriacus Ndukwe Nwaeze Ike, Ekundayo Isaiah Ologe https://creativecommons.org/licenses/by-sa/4.0
Emotional intelligence and principals’ effectiveness: A study of selected secondary schools in Rivers State, Nigeria
This study evaluated how emotional intelligence affects the overall effectiveness of principals in Rivers State`s schools. To achieve its goal, it sought to determine the levels of emotional intelligence possessed by these principals, and how such emotional intelligence capacity related to their job performance. The population of the study was 92 principals selected from secondary schools across Rivers State; this figure also served as the sample size. Using a quantitative survey questionnaire, data were collected from the participants across various components of emotional intelligence - including Self-Awareness; Self-Regulation; Self-Motivation; Empathy; and Social Skills. The findings supported a strong positive relationship between emotional intelligence and principals` performance - with self-awareness and social skills having made a significant contribution to this correlation. Conversely, it was found that self-motivation had the weakest impact on principals` effectiveness among all five components examined. Based on analysis, implementing robust training programmes for principals while prioritising recruitment based on candidates' emotional intelligence capacity and fostering a nurturing school culture were recommended.
Copyright (c) 2023 Olu Felix Okoro, Anthonia Alamezia Chimezie https://creativecommons.org/licenses/by-sa/4.0
Human capital development as a catalyst for employee performance in selected Nigerian public institutions
Human capital development in federal universities in Southeast Nigeria is a significant factor for sustainable education management and the sustainability of educational policies. However, the academic staff of federal universities in southeast have not received adequate on the job training due to failures in governance and the overall negligence of the education sector in Nigeria by past and present Administrations. This study was undertaken to ascertain the association between employee training and employee performance in the selected federal universities, southeast Nigeria in terms of students’ training and development. This study adopted quantitative approach. The population comprised 11600 academic staff of the selected universities. Results show that significant correlation exists between human capital development cum employee performance in terms of students’ training and development in the selected federal universities in southeast Nigeria. The study implies that investment in human capital development will save the country from dwindling further. Based on the findings, we recommended that, federal government of Nigeria should invest more in training the academic staff of federal universities; so that the universities will be a nursery for nurturing quality manpower and a vineyard from whence quality manpower are harvested and assigned national functions.
Copyright (c) 2023 Stephen Chinedu Chioke , Nkemjika Kingsley Abasili, Queen Chijindu Okeke, Kingsley Uchenna Mbamalu, Rosemary Chinenye Ibe, Theophilus Ekene Odidika https://creativecommons.org/licenses/by-sa/4.0
Exploring factors influencing high school graduates' decision to become technical teachers: A quantitative analysis
Understanding why high school graduates with or without technical-subject backgrounds opt to become technical teachers at the expense of their graduating grade has become a puzzle to technical teacher educators. Although the literature suggests that interest and prior knowledge could explain a person’s choice of academic pursuit, these submissions remain speculations in technical education. This study, therefore, used quantitative data from 119 pre-service technical teachers to examine the relationship between situational interest, realisation competence, high school technical-subject background knowledge, and age. The study showed that on average pre-service technical teachers demonstrated an outstanding level of realisation competence but a moderate situational interest in design and realisation courses. Generally, moderate to high levels of correlation was observed between realisation competence, situational interest, and age. Furthermore, the combined effect of situational interest, age, and high school background knowledge predicted about 34.2% of the variance in realisation competence. Nonetheless, situational interest was the primary predictor, while high school background knowledge was not a significant predictor. Additionally, the study showed that pre-service teachers with high school technical-subject backgrounds outperformed their peers without high school technical knowledge in situational interest rating and realisation competence.
Copyright (c) 2023 Esther Pokuah, Robert Kweku Markin, Isaac Bengre Taley https://creativecommons.org/licenses/by-sa/4.0
Thesis right research writing boot camp: Link among research skills, attitudes, and anxiety of pre-service teachers
The purpose of this study is to determine the level of satisfaction of pre-service teachers on the Thesis Right Webinar Research Writing Boot Camp and the link among their research skills, attitudes, and anxiety. This study employed a correlational research design. The respondents of this study are all 136 pre-service teachers enrolled in the CPE108 Research Methods course during the Second Semester of the Academic Year 2021-2022 who were determined through purposive sampling. They answered an adapted survey questionnaire which the data gathered were analyzed using frequency count, percentage rate, weighted mean, Pearson Products-Moment Correlational Coefficient, and Multiple Regression. The results showed that the pre-service teachers have a very high level of satisfaction on the Thesis Right Webinar. Also, pre-service teachers have very high level in terms of perceived research skills, research attitudes, and research anxiety. It is also revealed that there is no significant difference between the mean scores in the pre and post evaluation on their research skills and research attitudes. However, there is a significant difference in the research anxiety and over-all results. The results further revealed that research skills of pre-service teachers significantly influence their research attitudes but not their research anxiety. Whereas, their research attitudes significantly influence their research anxiety. However, there is a significant relationship on the impact in the level of their research skills and attitudes to their anxiety. Hence, the research advisers should promote a human-centered pedagogy. Finally, pre-service teachers are also recommended to join research writing workshops and research-related distressing webinar.
Thesis Right Webinar A Research Writing Boot Camp
Mindanao State University-General Santos City
Copyright (c) 2023 Sheena Marie Garao, Al Owenn Omapas, Dianna Mae Tiongson, Janabeth Soguilon, Diane Mae Ulanday https://creativecommons.org/licenses/by-sa/4.0
Assessing the teachers’ experiences in action research based on SWOT analysis
This study determined the experiences encountered by the teachers of JBT Caing Sr. Memorial Integrated School, Tambilil Kiamba, Sarangani Province, Philippines, in conducting action research. The data was gathered through interviews with purposively sampled 10 teachers from elementary, secondary, and senior high school departments. They are neophytes in conducting research. A qualitative approach through an interview guide was used for data collection. The data from the interviews were transcribed, analyzed, and thematically described. From the swot analysis, the main themes occurred and showed that teachers have encountered the following major challenges: lack of research knowledge, time-constrained, and low level of English proficiency. Furthermore, it was discovered that the teachers had positive feedback toward research even though they had difficulties in conducting action research. The Department of Education (DepEd) policymakers and officials should consider its results to address the research needs of the teachers to build a community of teacher-researchers committed to educational research. Keywords: Action Research, Teachers’ Experiences, SWOT analysis, challenges
Copyright (c) 2023 Dominic Berenguel, Eva Villamor https://creativecommons.org/licenses/by-sa/4.0
Mounting instructional plan centered on the multiple intelligences and comprehension skills of Grade 3 students
The comprehension level of Filipino learners has been a challenge that educators have tried to address. Many intervention programs have been initiated to improve the comprehension level of the learners in order to close gaps and provide adjustments to various educational methods. As a result, it is critical to investigate and develop the various types of intelligence, particularly among learners' dominant intelligences. In this context, the study sought to investigate the dominant intelligences and comprehension skills of Grade III students in a Philippine elementary school. The study's findings serve as the foundation for the development of an English instructional plan. The study used a mixed method of research and was carried out in five elementary schools in Tacurong City Division. Using cluster sampling, 79 Grade III students were randomly selected to participate in the Multiple Intelligence Test and the Philippine Informal Reading Inventory Manual Assessment (Phil-IRI). It was then triangulated using an in-depth interview and a focus group discussion with five school principals and five teachers. The study's findings revealed that, of the seven multiple intelligences tested, Interpersonal intelligence was the most dominant multiple intelligence in the five respondent schools. Furthermore, in relation to the level of comprehension of the learners, a significant number of them are frustrated. Furthermore, the correlation shows that there is no significant relationship between their multiple intelligences and their comprehension skills.
Copyright (c) 2023 Antonio Maganto Jr, Maria Theresa Pelones, Karl Alvin Aglibot https://creativecommons.org/licenses/by-sa/4.0
Predicting success of teacher candidates: Academic performance and licensure examination of BEED graduates from 2017 to 2019
One of the essential criteria a teacher is to meet before engaging in the teaching profession is passing a state examination. Higher Education Institutions (HEIs) in the Philippines require passing the Licensure Examination for Teachers (LET) as a priority to meet local and global demands for quality instruction. This study's main goal was to evaluate the 468 graduates of the Bachelor of Elementary Education (BEED) academic program's performance on the Licensure Test for Teachers over three years. Based on the findings, the elementary teacher education graduates from 2017 to 2019 have an average level of academic performance in general education courses and low performance in professional education courses. Regression analysis showed that there is a significant relationship between academic performance and LET results. The study concluded that the academic performance of the BEED graduates predicts a significant proportion of variability in their LET results. Consequently, it is suggested that the BEED graduates should practice their mastery of the general and professional education courses through religious attendance in LET review sessions and mock board examinations.
Licensure Examination for Teachers (LET)
Copyright (c) 2023 Angel Lagcao, Cathy Mae Toquero, Claire Tusoy https://creativecommons.org/licenses/by-sa/4.0
Ghanaian teachers’ perception on their readiness in implementing the standard-based curriculum
The Ministry of Education through the National Council for Curriculum and Assessment designed the Standard-based Curriculum in 2018 in response to current trends in education which aligned with 21st-century skills. This study focused on establishing teachers’ readiness to efficiently use teaching strategies employed in Ghana’s Standard-based curriculum to achieve the ultimate outcome of learners’ lifelong learning. The readiness of teachers was built on the variables; pedagogical knowledge and abilities of teachers, continuous professional development of teachers, and availability of teaching and learning resources. With a sample size of 400 teachers across Ghana, the study adopted a convergence mixed method model. The study found that only 44.2% of teachers were fully ready in implementing the Standard-based Curriculum after four years of implementation. Teachers largely acknowledged the importance of the curriculum and its influence on learning outcomes for learners when fully used. However, lack of teaching and learning resources and insufficient teacher professional training hinders effective teaching and learning.
Copyright (c) 2023 Peter Kwasi Obeng, Saraswati Efua Arthur https://creativecommons.org/licenses/by-sa/4.0
The perceived effect of sleep pattern on the academic achievement among University of Ilorin nursing students, Nigeria
This study used correlation-descriptive design to examine perceived effect of sleep pattern on the academic achievement among University of Ilorin Nursing students, Nigeria. A total number of 255 nursing students was selected using proportionate sampling technique from 200 to 500 levels. The instrument for data collection was a researchers-designed questionnaire. The validity of the instrument was ascertained by study objectives and the reliability was determined by test retest involving 20% equivalent of the total students in a different institution with similar characteristics prior to the main study, given 0.78 reliability index. The questionnaire was administered and retrieved from 210 students and analyzed using SPSS computer software version 22. Descriptive statistics was used to analyze research questions while inferential statistics was used to test hypothesis. Results were presented using descriptive table of frequency and percentages. The study revealed 97.2% of nursing students affirmed inadequate sleep has negative effect on their academic achievement, and 91.4% agreed that a person must sleep at least 6 hours for healthy living. This study further identified academic stress (53.3%) and poor accommodation (56.2%) as factors influencing sleep pattern among nursing students in University of Ilorin. This study concluded that there is significant relationship between nursing student sleep pattern and academic achievement with p-value=0.001 < 0.05. Based on conclusion, the authors recommended that students must cultivate the habit of having sufficient daily sleep, fixed bed time and waking time to improve their sleep pattern which will further improve their academic achievements and general physical and psychological wellbeing.
Copyright (c) 2023 Umar Jibril, Aluko Ojo, Anyebe Emmanuel, Sanusi Arimiyau, Segun Lasis Badaki , Adamu Abdulahi , Umar Aliyu, Aminat Umar https://creativecommons.org/licenses/by-sa/4.0
An analysis of stakeholders’ support mechanism for the preservation of weaving in an indigenous community
With the fast influence of modernization, many people have to adapt to meet the demand of the changes in society, including the indigenous communities. Some parts of their culture are being at risk due to the high call of alteration. In these communities, customs and traditions should be protected to preserve their culture, heritage, and their identity as a tribe. Thus, the purpose of the study was to make an analysis of stakeholders’ support mechanism for the preservation of weaving in an indigenous community. The research design of the study followed the quantitative research design complemented with qualitative data to analyze the stakeholders’ support mechanisms. Quantitative data were analyzed with the application of the Prince Chart and Prince Method of Calculation, while qualitative data were perused through content or textual analysis. The research participants of the study were the thirty (30) respondents who answered the survey questionnaire adopted from the UP-NCPAG, and ten (10) informants who went through an in-depth interview (IDI). The results of the quantitative data analysis showed that the issue position elicited affirmative score, while the power and priority scored high. It also showed a 100% probability of support from the stakeholders, which denotes certainty of implementation. On the other hand, the qualitative data and findings reinforced and validated the quantitative data and findings. The study arrived at a conclusion that there is high optimism and likelihood that the proposed development of NC II Weaving in Amgu-o will become a reality which will lead to the preservation of weaving the indigenous community.
Copyright (c) 2022 Janabeth Soguilon, Prescillano Campado https://creativecommons.org/licenses/by-sa/4.0
Efficacy of motivational interviewing counselling technique on teaching skills of in-service teachers in Yobe State, Nigeria
This study examined the efficacy of motivational interviewing counselling technique on teaching skills of in-service teachers in Yobe state, Nigeria. The study was guided by two objectives which are to determine the significant effect of motivational interviewing counselling technique on teaching skills of teachers in Damaturu study center; find out the significant difference of motivational interviewing counselling technique on teaching skills of teachers according to gender. The study employed quasi-experimental research designed and used multi-stage sampling technique to sample one hundred and twenty (120) participants for the study. The instrument used for data collection was teaching competence rating scale (TCRS) with Cronbach alpha 0f .94. Data was collected in four different phases and was analyzed using t-test for independent sample. Result from the analyzed data reveals that a significant different exist between the MICT class and those exposed to current health issue class (t-cal=55.82; p<0.05); there was significant variance in motivational interviewing counselling technique according gender of the participants (t-cal=36.71; p<0.05). Recommended made include that Ministry of Education should strengthen their effort to organize seminars and workshop on the significance of motivational interviewing counselling technique as effective treatment towards improving teaching skills and professionalism of teachers and scholars and ministry of education should not only focus on the effect of motivational interviewing counselling technique on in-service teachers’ alone, but also on job satisfaction, work absenteeism.
Motivational Interviewing Counselling Therapy, Teachers, Teaching Skills, In-service
Copyright (c) 2022 Saleh Musa, Hirhyel Audu James https://creativecommons.org/licenses/by-sa/4.0
Educational and political leadership challenges: Exploring implications on security in Nigeria
Fraught with insecurity in recent years, lack of political and educational leaders’ adoption of sound approach to governance in the state is revealed. This manifest in serious humanitarian crises: a threat to national security and the corporate existence of the country. It is against this background that the paper within the framework of systems theory examined the relationship between leadership and security challenges in Nigeria and how it has turned Nigeria into a fragile system. The universal content analysis and qualitative research design were adopted for the study, and secondary sources of data explored to collect facts. The study unveils and traces insecurity in Nigeria to bad political and educational leadership. There is no sound execution of mutual roles by the executive, legislative and judicial arms of the government. Checks and balances as well oversight functions, including rule of law are flouted. The universities have not achieved their goal of moral and mental transformation of the graduates to desist from assisting bad political leaders as thugs. Incessant Academic Staff Union of Universities' strike action caused by bad leadership also undermines sound education. The populace and leaders alike lack knowledge of the Sustainable Development Goals (SDGs) 4 target 4.7 on promotion of non-violence and peace, world citizenship, and cultural differences acceptance, which explains sound governance approach. Based on this, the study recommended among others, revitalisation of roles of the three arms of government, reformation of educational governance, and reorientation of both leaders and the led on sound governance and SDGs prescriptions.
Copyright (c) 2022 Ifeoma Loretto Nnaji, Chinyeaka Justine Igbokwe-Ibeto, Ikechukwu Ogeze Ukeje, Sunday Odo Nwangbo https://creativecommons.org/licenses/by-sa/4.0
Knowledge management: A strategy for mentoring business educators in Nigerian universities
The paper examined knowledge management as a strategy for mentoring business educators in Nigerian universities. The purpose of the study was to investigate how knowledge management could serve as a tool for mentoring business educators in Nigerian universities. This is because, knowledge management has become a catchphrase in most universities in recent times. This is occasioned by the evolving nature of institutional value from physical assets (tangible) to knowledge assets (intangible). Knowledge management has thus, taken a centre stage institution’s ability to remain both relevant and competitive in the global scheme of things. Organizational knowledge includes both tacit and explicit knowledge.Tacit is the one an individual possesses about a product, system, and process; while explicit knowledge is codified in manuals, databases and information systems.The challenge of many institutions is how to manage both tacit and explicit knowledge and make sure that they are shared to other colleagues who may see it useful both in the present and future job requirements. The implication of this is that the exit of the senior and experienced business educators due to retirements or other extraneous factors will not create loss of memory that may affect university effectiveness and productivity. Business educators in Nigerian universities therefore need to appreciate the indispensable nature of knowledge management and then develop a mechanism such as mentoring to tap into the collective intelligence, skills and expertise of senior and experienced staff in order to create a greater knowledge base. It is against this background that this paper examines problems plaguing Nigerian universities, knowledge management, ways universities can influence it, the need for knowledge management in Nigerian universities, mentoring in universities, benefits of mentoring and KM as a strategy for mentoring in Nigerian universities. They arrived at logical conclusions and offers key recommendations.
Copyright (c) 2022 Daniel Osamwonyi Iyoha, Victor Imuentinyan Igbinedion https://creativecommons.org/licenses/by-sa/4.0
Effects of cognitive styles on the academic performance of primary school pupils with aphasia in Sokoto State, Nigeria
The manner and ways in which learners perceive and internalize information have been the subject of discussion by many scholars. This paper investigated the effects cognitive styles had on the academic performance of primary school pupils with aphasia in Sokoto State, Nigeria. A correlation research design was used in the conduct of the study. The population used for the study covered all primary school pupils in Sokoto state which numbered 706,064 and the study drew its sample using four stages of sampling. Primary four pupils numbering (9,369) in 63 primary schools that had symptoms of Aphasia were handpicked using a sampling technique called purposive before subjecting them to screening using the Language Screening Test and a total of 69 pupils were screened as aphasic across nine (9) Local Education Authorities from the three (3) educational zones of Sokoto State. The adapted version of the Language Screening Test, Group Embedded Figure Test, and Academic Performance Test designed by the researchers were the instruments used for data collection. The data collected was analyzed using PPMC. Instruments used for the study were validated by the developers and designers of the standardized instruments while academic performance test was validated using assessment and corrections by experts and they were found to have a face and content validity. The reliability of the instruments was realized using test-retest techniques, the correlation index found were, (0.71), (0.77), and (0.80). Findings of the research indicated that; there existed a positive, strong, and significant connection and the relationship between cognitive styles (field dependent) and academic outcomes/performance as well as a negative, weak, and insignificant relationship existed between cognitive styles (field-independent) and academic performance. It was concluded that children with Aphasia have language and communication disorder that affected their expressive and receptive language abilities, and the repetition of phrases and words. The researchers recommended that effort should always be made by teachers to identify pupils with aphasia in their classes whose mode of perceiving and processing information is holistic and global toward problems and match it with an individualistic and self-directed teaching approach in a well-structured learning environment.
Copyright (c) 2022 Suleiman Lawal, Aishatu Madawaki Isah https://creativecommons.org/licenses/by-sa/4.0
Innovative trends in political science education: Implications for teaching government in senior secondary schools in Nigeria
The teaching of government in Nigeria’s secondary school system has been frosted with challenges resulting in poor performance of students in external exterminations, and failure on their parts to imbibe the culture of social and political assets for national development. These challenges are traceable to poor motivation and a lack of innovative strategies. This paper presented analytical research on related innovative trends in the field of political science education and their implications for teaching government subjects in senior secondary schools in Nigeria. The study adopted the qualitative research method by reviewing documents in the web of science database. It was observed that the traditional method of teaching government teachers usually adopt has been identified as one of the causes of students’ poor performance in government subjects. Conversely, the adoption of innovative strategies has been applauded as one of the ways of enhancing learners’ performance in the teaching and learning experience in various subjects in developed countries. The study sought to answer the question: how could these innovative techniques be effectively implemented in government instructional delivery to enhance students’ performance in senior secondary schools in Nigeria? Based on the finding that due to the differences in the ways teachers deliver their lessons in the classroom and the varying in its findings the study recommends that teachers, instructors, and intending government teachers should endeavour to incorporate the trending innovative techniques in their instructional delivery in order to boost students’ performance in government subject and also consolidate their comprehension and knowledge retention in government.
Copyright (c) 2022 Lawrence Okoro, Vitalis Ikechukwu Ugwu, Cyriacus Ndukwe Ike, Virginus Ogbu, Ukamaka Nnadi, Chinedu Onyekwere https://creativecommons.org/licenses/by-sa/4.0