Journal Articles

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  Psychometric Properties of Spence Children’s Anxiety Scale in Nigerian Primary Schools: Implication for Community Development

  This study sought the psychometric properties of Spence children’s anxiety scale in Nigerian primary schools in terms of exploratory and confirmatory factor analysis. A sample of 252 pupils randomly sampled in primary schools in Enugu state Nigeria was used for the study. Spence children’s anxiety scale (SCAS) was adopted and validated. Principal component analysis with varimax rotation was used for the determination of the factors of the SCAS. After that, the extracted factors were subjected to confirmatory factor analysis to determine the model fit for the data using International Business Machines, Statistical Package for Social Sciences, Analysis of a Moment Structures (IBM SPSS AMOS). The analysis showed that the items of the subscales of SCAS had good internal consistency reliability indices with an overall reliability index of 0.890 and an estimate of the temporal stability of 0.943. The data also had a good model fit with confirmatory factor index (CFI) of 0.980 and root mean square error of approximation (RMSEA) of 0.039. SCAS is a reliable instrument that can be used to identify signs of academic anxiety among children in schools. This finding implicates community development of the children in the sense that when the children’s experience of anxiety are properly handled using the SCAS, they will better contribute to the development of their communities when they come of age.
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  Psychological predictors of physics learners’ achievement: The moderating influence of gender

  Psychological factors like motivation and self-efficacy have been found to have significant predictive powers on learners’ achievement in physics but literature is silent on how gender influences their predictive powers. Based on this premise, the researchers sought the predictive powers of motivation and self-efficacy on physics learners’ achievement based on gender. A correlational survey research design was adopted for the study with a sample of 375 senior secondary 3 physics learners. Learners' Psychological Factors scale was used for data collection. The internal consistency reliability indices of the items of the two clusters of the instrument were obtained as 0.78 and 0.81 using the Cronbach alpha method. Data were analyzed using regression analysis and t-test of independent samples. Results showed that gender had a significant moderating influence on the predictive powers of motivation and self-efficacy on learners' academic achievement in physics in favor of male physics learners. This implies that male physics learners had higher motivation and self-efficacy than their female counterparts, thereby having higher achievement in physics than later. It was recommended that a favorable academic environment should be provided for female learners to promote their motivation and self-efficacy.
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  Pre-Reading Activities and Students’ Achie e-Reading Activities and Students’ Achievement in F ement in French Oracy: Implication for E acy: Implication for Evaluation in Libr aluation in Library and Information y and Information Science

  Library and Information Science is a profession that is full of people who are passionate about making a positive change in the world. In this profession, the workers are known as Librarians whose duty is to bridge the gaps that exist between people, information and technology. Librarians work to create reader’s advisory resources to encourage young students to develop a lifelong love of reading and learning through pre-reading activities. This paper thus, investigated the effect of pre-reading activities on students’ achievement in French oracy. Using quasi-experimental research design, 154 senior secondary one students participated in the study. French Oracy Achievement Test (FOAT) was used for data collection. The instrument yielded a reliability coefficient of 0.75, using the Kendall’s Co-efficient of Concordance (W). The data obtained were analysed using means and Analysis of Covariance (ANCOVA). The results showed that students taught French oracy using pre-reading activities achieved significantly higher than those taught with the audio-lingual method. The finding implicates the evaluation of library and information sciences. It was therefore recommended, among others, that adequate provisions should be made by the government to ensure an equitable distribution of qualified teachers and instructional resources to urban and rural schools so that no school will be disadvantaged because of its location
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  Prediction of learners’ mathematics performance by their emotional intelligence, self-esteem and self-efficacy

  In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The results showed that emotional intelligence, self-esteem, and self-efficacy had significant predictive powers on students' academic achievement in mathematics. Thus, emotional intelligence, self-esteem, and the self-efficacy of students are prime determinants of their achievement in mathematics. It was recommended that students should be taught using methods that will enhance their emotional intelligence, self-esteem, and self-efficacy.
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  Practitioners’ Perspectives On The Challenges Encountered In Maintaining Mobile Early Childhood Care And Education Centres

  In the South African context, there are early childhood development centres designated as mobile centres. These centres have been in operation for several years with the intention of bringing early learning to a teaming population of South African children. The Early Childhood Care and Education (ECCE) programme is set to ensure a solid foundation for the education of children from birth to 9 years. This program is targeted at ensuring that children transit positively from early childhood care or preprimary level to the primary level of education. The experiences children have in the early years of life are considered very paramount for their well-being and lifelong learning. However, literature is scarce on the educational activities of mobile ECCE centres. Based on this, the researchers explored the challenges encountered by the practitioners in maintaining mobile ECCE centres. The researchers adopted a qualitative research approach to guide the research. A sample of 10 practitioners in one organisation providing mobile ECCE in the Free State Province participated in this research. Necessary data for this research were collected using a semi-structured interview guide. The trustworthiness of the qualitative research instrument was adequately ensured. The analysis of qualitative data was analysed using ATLAS.ti software. The results among others showed that one of the most challenges faced by the practitioners in operating a mobile ECCE programme is the language barrier as most children speak Sotho as their home language, while other children speak Tswana and Xhosa as well. Besides, it was found that practitioners deal with many psychosocial challenges, especially alcohol abuse by parents and poverty, which have grave effects on children’s social and educational development. Other challenges found are rain, wind, cold and dust. Thus, these findings have strong policy implications for the fact that there is a need to have an ECCE policy framework that allows in-service training of practitioners in the different home languages of the children. This will help to equip them with the knowledge of the different home languages of the children in the mobile ECCE centres to mitigate the challenge of a language barrier.
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  Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services

  The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.
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  Perspectives Of Early Childhood Educators Regarding Parental Involvement In Mobile Early Childhood Care And Education Activities

  There are early childhood development centres that have been designated as mobile centres in the South African environment. These facilities have been running for a while with the goal of providing early learning to a throng of South African children. The Early Childhood Care and Education (ECCE) program aims to provide children from birth to age 9 with a strong foundation for their education. The goal of this program is to ensure that kids transition successfully from early childhood education or pre-primary level to primary level of education. Early life experiences are thought to be of utmost importance to a child's overall wellbeing and capacity for lifetime learning. In South Africa, the issue of parental engagement/ involvement in the early education of their children in conventional ECCE centres has been a topic of debate among early childhood educators. However, no empirical research has been conducted to establish the level of involvement of parents in mobile ECCE activities in South Africa. Thus, this research explored early childhood educators’ perspectives regarding parental involvement in mobile ECCE activities. To implement this research, the researchers used an explanatory sequential mixed methods research approach. In this study, a sample of 10 early childhood educators from one organization in the Free State Province that offers mobile ECCE was used. With the aid of a structured questionnaire and a semi-structured interview guide, the necessary data for this study were gathered. The psychometric properties of the quantitative instrument and the trustworthiness of the qualitative instrument were sufficiently guaranteed. While ATLAS.ti software was used to analyze the qualitative data, relevant descriptive statistics such as bar charts, and percentage were used to analyse the quantitative data. It was found that a lot of parents are very concerned about their children's early learning. Most of the participants reported that some parents normally help in cleaning and washing the carpets and mats when they become dirty. Moreover, parents are involved because sometimes when there is an introduction of new themes, the parents take over the teaching of the themes to the children, especially the days when the educators are not there. This finding has practical implication in the sense that the more the parents are involved in the early education of their children, the more opportunity the children have in their early cognitive development. Thus, such involvement helps the early childhood educators in the mobile centres to cover the required themes for the contact. Therefore, the policy implication of this finding is that an adequate policy framework that will cover the active involvement of parents in the activities of mobile ECCE needs to be made and properly implemented.
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  Perceptions of University Students of the Challenges Faced by Children Whose Fathers are Unable to Participate in Their Early Education: A Quantitative Evaluation

  Introduction: Despite empirical evidence on the positive correlation of parents’ involvement and early education of children, research shows that there is a lack of parental involvement in South Africa. Objective: This study sought the perceptions of university students on the challenges faced by children whose fathers are unable to participate in their early education. Method: A descriptive survey research design was adopted for the study with a sample of 300 university students in Eastern Cape-based University. A 16-item questionnaire titled “Challenges Faced by Children Questionnaire” was used for data collection. An internal consistency reliability index of the items of the instrument is 0.86. Data collected were analysed using mean and analysis of variance. Results: The findings of the study revealed that the challenges faced by children whose fathers are uninvolved in their early education include poor intellectual, behavioural and social development among others. Conclusion: South African children whose fathers do not participate in their early education face a lot of difficulties which hinder that their educational development
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  Perceptions of Parents and Teachers Regarding Policies Related to Fathers’ Engagement in Children’s Early Education

  Drawing from ecological system theory, the focus of this study was on the perceptions of parents and teachers regarding policies related to fathers’ engagement in children’s early education. A descriptive survey research was used to obtain primary data for the study using a sample of 309 participants comprising 94 teachers, and 215 parents of children in the selected schools. A structured questionnaire instrument was used for data collection for the study. Data were analyzed using mean, multiple regression and t-test statistic. The study found that both parents and teachers had positive perceptions regarding policies related to fathers’ engagement in children’s early education. Additionally, it was found in the study that demographic characteristics had no significant influences on the mean perception ratings of parents and teachers on policies related to fathers’ engagement in children’s early education. The researchers recommended that the South African government should ensure full implementation of ECCE policies that lay out concrete commitment and guidelines for fathers’ engagement in their children’s education.
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  Perceived Impact Of The Use Of Internet Resources On Undergraduate Students’ Academic Achievement In Mathematics: Implication For Physics And Engineering Teaching

  This study was carried out to investigate the perceived impact of the use of internet resources on undergraduate students’ academic achievement in Mathematics and its implications for Physics and Engineering teaching. The study employed a descriptive survey research design usinga sample of one hundred (100) undergraduate students (52 males and 48 females). The sample comprised 60 pure Mathematics students and 40 Mathematics Education students. The Instrument used for data collection was titled "Questionnaire on the Impact of the Use of Internet Resources on Academic Achievement in Mathematics" (QIUIRAAM) structured on a four-point Likert scale. The research instrument was validated by three experts. Cronbach Alpha technique was used to ascertain the internal consistency reliability of the items of the instrument and a reliability index of 0.815 was obtained. The research questions were answered using mean and standard deviation while t-test of independent samples was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that academic-oriented use of internet resources positively impacts on undergraduate students’ achievement in Mathematics. The findings also showed that there was no significant difference in academic-oriented use of internet resources for learning Mathematics concepts between undergraduate students in pure Mathematics and those in Mathematics Education. The study also found that there was no significant influence of gender on undergraduate students’ use of internet resources for learning Mathematics concepts. This finding implicates Physics and Engineering teaching at University level in that the use of internet resources in the teaching of Physics and Engineering courses by the lecturers will lead to improved performance of students in physics and engineering since Mathematics is closely related to Physics and Engineering. Based on the findings of the study, it was recommended among others that internet resources should be made adequately available in Universities through collaborative efforts of the University authorities, policymakers, government, and non-governmental organizations.
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  Perceived Impact Of Professional Development On Teachers’ Implementation Of The Policy On Screening, Identification, Assessment And Support In Schools: Implication For Research In Engineering Career

  Research evidence across the globe especially in South Africa, have shown the failure of effective implementation of the policy of Screening, Identification, Assessment and Support (SIAS) in inclusive schools. These literature points to the fact that principals and teachers who chief implementers of the SIAS policy lack adequate knowledge and training on the implementation of the policy. This ugly situation, therefore, necessitated this research on the perceived impact of professional development on teachers’ implementation of the policy on screening, identification, assessment and support in schools. The researchers adopted a Participatory Action Research design with the selection of three schools of Motheo District. Data for the study were collected using focus group discussion schedule with teachers and School Based Support Team (SBST) coordinators, as well as group discussions with district officials, including the Learning Support Advisor (LSA) from the District Based Support Team (DBST), the Subject Advisor (SA) and the Circuit Manager (CM). Data were analysed thematically. It was found that exposing teachers to professional development programs enhances their effective implementation of the policy of screening, identification, assessment and support in schools. This finding has implications for research in Engineering career in that when SIAS policy is properly implemented by teachers, students’ chances of picking interest in Engineering career will increase greatly. It was thus, recommended that regular professional development programs should be organized for the teachers to enable them to acquire the required skills for the implementation of SIAS.
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  Parenting Style and Parental Support on Learners’ Academic Achievement

  This research sought to determine the role of parenting style and parental support in learners’ academic achievement in Physics within the theoretical framework of Coleman’s Social Capital Theory. A correlational research design was adopted and a sample of 335 senior secondary two learners was selected. Data were collected using a questionnaire on parental support and parenting style. A regression analysis was used to analyse the data. Results showed that parental support (r2 = 0.41) and parenting style (r2 = 0.16) play significant roles in learner performance in Physics. One of the implications of the findings is that poor parenting style and parental support will result in poor learner performance in Physics. It is recommended that adequate parental support should be provided to learners.
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  Online Information Retrieval Strategies adopted by Internet Users in Avoiding Perceived Occupation Maladjustment

  The study investigated the online information retrieval strategies adopted by internet users in avoiding perceived occupation maladjustment in Enugu State Nigeria. Descriptive survey research design was adopted for the study. Sample size for the study was 344 respondents using Yaro Yameni formula. Online Information Retrieval Strategies Occupation Maladjustment Questionnaire (OIRSOMQ) was the major instrument for data. Trial tested method was used to determine the reliability of the instrument and the index obtained was 0.79 using Cronbach Alpha method. Data collected were analyzed using mean statistics and standard deviation. Based on the analysis, the following major findings were made: that secondary school students in Enugu North Local Government Area are very aware of online information retrieval opportunities for perceived occupation maladjustment, all the students to a high extent use online information retrieval in perceived occupation maladjustment and all the listed items are the hindering factors to the use of online information retrieval in perceived occupation maladjustment among secondary school students Based on the findings, among the recommendation was that more online facilities should be made available for more improvement in online information retrieval strategies adopted by users in avoiding perceived occupation maladjustment among students among others.
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  Motivation and Self-efficacy as Predictors of Learners’ Academic Achievement

  This research sought to determine the relationship between motivation and self efficacy, and learner performance, respectively, in Physics within the theoretical framework of Skinner’s Theory of Operant Conditioning and Bandura’s, Social Cognitive Theory. A correlational-survey research design was adopted for the research, with a sample of 375 senior secondary three Physics learners. Learner psychosocial-factor scales were used for data collection. The internal consistency reliability indices of the two clusters of scales were 0.78 and 0.81 using Cronbach’s alpha. Simple linear regression was used to analyse the data. The results showed that motivation and self-efficacy had significant positive relationships with learner performance in Physics. One implication is that low motivation and self efficacy of learners will result in low performance in Physics. It is recommended that a favourable academic environment should be created for learners to promote their motivation and self-efficacy
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  Monetary And Non-Monetary Incentives As Correlates Of Teacher Educators’ Job Performance In Colleges Of Education In Oyo State Of Nigeria

  The issue of incessant strike by academic staff of Nigerian colleges of education in recent times is alarming. This is not unconnected with their salaries and other remunerations which perhaps cannot sustain them with the present economic condition. As a result, this study examined monetary and non-monetary incentives as correlates of teacher educators’ job performance in colleges of education in Oyo State. The study was guided by three research questions, and descriptive survey design of the correlational type was used. 200 teacher educators purposively selected from the two-colleges of education owned by Oyo State Government constituted the sample. Incentives and Teacher Educators’ Job Performance Questionnaire (ITEJPQ) with a reliability coefficient of 0.88 was used for data collection. Descriptive statistics of frequency count, percentages and inferential statistics of multiple regression analysis were used for data analysis. The study found out that salary package and promotion with a percentage of 52.5 and 55.0 respectively were rated highest as the monetary and non monetary incentives which boost teacher educators’ job performance. Also, the result indicated a significant joint contribution of the incentives with a percentage of 88.2 to teacher educators’ job performance (R = 0.945, P < 0.05).Significant relative contributions to the criterion measure were also recorded for salary package, allowances / arrears, fringe benefits, professional development support, promotion, working environmental condition and award / commendation. Based on these findings, regular welfare system and incentive schemes as well as adequate budget allocation for education were among the recommendations suggested to enhance teacher educators’ job performance and improve their standard of living.
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  Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators

  Introduction: Nigerian university lecturers face a lot of works in the day‐to‐day discharge of their responsibilities as academics. This constitutes a lot of stress for them as documented in the literature. However, literature is scarce on how these lecturers manage their work stress. Thus, the researchers explored the efficacy of rational emotive occupational health coaching (REOHC) on the management of work stress among lecturers. Method: A randomised controlled trial group experimental research design was adopted using a sample size of 84 lecturers in Science Education Departments of the sampled universities. An occupational stress index was used in the gathering of necessary data for the study. The REOHC treatment lasted for 12 weeks after which the participants were posttested and a follow‐up measure followed after 3 months of the termination of the treatment. Repeated measures analysis of variance statistical approach was used to analyse the obtained data. Results: It was revealed that REOHC was significantly (p < 0.05) effective in the management of work stress in a population of science education lecturers in Nigeria. Conclusion: REOHC enables science education lecturers to effectively manage their work stress to maximise their work outputs. This finding implicates the expertise of Educational Evaluators.
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  Management of Test Anxiety Among Pupils in Basic Science Using Music‑Based Cognitive Behavior Therapy Intervention: Implication for Community Development

  Efectiveness of music-based cognitive behavior therapy (CBT) intervention has been established on various participants such as students in secondary schools, university students, and other categories of adults. However, there is a dearth of literature on the efectiveness of music-based CBT intervention program on the management of primary school pupils’ test anxiety in basic science. Thus, this study sought the efectiveness of a music-based CBT intervention program on the management of test anxiety among pupils. A randomized controlled trial experimental design was adopted for the study using a sample of 58 primary three (3) pupils. Test anxiety questionnaire (TAQ) was adopted for data collection. TAQ was trial-tested due to the cultural diferences of the participants. The internal consistency reliability of the items of TAQ was estimated to be .79 using the Cronbach alpha method, while its estimate of temporal stability index was .86 using Pearson product moment correlation. Data were analyzed using mixed-design repeated measures analysis of variance and analysis of covariance. The fndings of the study revealed that music-based CBT had a signifcant efect on the management of test anxiety among pupils. This fnding has implication for community development in the sense that test anxiety among pupils can be better managed using the music-based CBT intervention program. This will enable the children to grow better academically and contribute to the community they belong to. It was thus recommended that primary school teachers should be enlightened on how to make use of music-based CBT in the management of test anxiety among pupils.
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  Learning from ‘Good’ Practice: What Could African [Universities] Possibly Learn from the Bologna Process and European Students’ Mobility?

  2014
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  Junior Secondary Educators’ Views on the Strategies for Implementing Continuing Professional Development Programs in One Rural Education District

  T This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school (off site) CPTD programmes, as they do not see the programme’s impact on their teaching practices. The results equally suggest that teachers prefer on-school-site professional development programmes. The evidence suggests that participants have already started engaging in their own communities of practice in their schools. Contrary to expectations, the results reveal that District officials do not offer the expected support, nor do they visit the schools. In order to improve the effectiveness of CPTD programmes, teacher preferences pertaining to their development have to be considered by the education authorities. Some recommendations have been made.
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  Intervention Strategies That Can Support Young Adults’ Transition Into Positive Fatherhood: Implications For Science, Technology, Engineering And Mathematics Education

  This study sought the intervention strategies that can support young adults' transition into positive fatherhood and its implications for science, technology, engineering and mathematics education (STEME). The study was anchored on the theoretical framework of Coleman’s (1988) social capital theory. A descriptive survey research design was adopted for the study using a sample of 300 university students in Eastern Cape-based University. A 24-item questionnaire titled “Fatherhood intervention strategies” was used for data collection. The instrument was face validated by test development experts and had a reliability index of 0.71 using the Cronbach alpha method. Mean and analysis of variance were used to analyze the data. The findings revealed that the intervention strategies that can support young adults’ transition to positive fatherhood include: identifying all children abandoned by their fathers early, rehabilitating and providing assistance to fathers in need, offering moral lessons at government-designated centers to children abandoned by their fathers, putting in place special government agency to organize such moral lessons, Government making policy that all fathers should live with their children until they turn 18 years, among others. Further analysis showed that the race and age of the students had no significant influence on their responses. This finding implicates STEME career in that there will be an increased students’ career interest in STEME when fathers are adequately supported to train their children. The researchers therefore, recommended that these strategies should be properly implemented by the South African government to engage fathers actively in the education of their children.
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  Intervention Strategies that can Improve South African Fathers’ Engagement in the Early Education of their Children: A Quantitative Approach

  There is dearth of literature on the Intervention strategies that can improve fathers engagement in the early education of their education of children.
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  Interaction Effect of Gender on Academic Procrastination and Achievement Orientation among In-School Adolescents

  The study investigated the interaction effect gender on academic procrastination and achievement orientation among in-school adolescents. The study adopted a pretest posttest non-equivalent control group quasi-experimental design with a population of 804 SS II students (518 female and 286 males). The sample size of 129 SS II students from Udenu Local Government Area of Enugu State was drawn through purposive sampling technique. Procrastination Assessment Scale for Students (PASS) and Achievement Orientation Questionnaire (AOQ) were used for data collection. Confirmatory factor analysis was used to validate the measures. Internal consistency reliability coefficients of 0.69 and 0.87 for PASS and AOQ were estimated through Cronbach alpha. Mean and standard deviation were used to answer the research questions while ANCOVA and t-test were used to test the hypotheses at 0.05 level of significance. It was found that gender does not significantly have effect on in-school adolescents’ academic procrastination and achievement orientation. The researchers recommended that among others that the government at all levels should employ competent educational psychologists/psychotherapists and provide enabling environment and facilities for regular cognitive behavioural change programme for in-school adolescents who may be facing problems with academic procrastination. More so, government agencies and professional bodies whose responsibility is to design and revise curriculum for secondary schools should incorporate and emphasize the use of rational emotive behavioural therapy in secondary schools
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  Information and communication technology tool and children’s achievement in Basic Science: Implication for Evaluation of Library and Information Resources

  The mode of teaching shifted from the traditional face-to-face to the remote or online mode of teaching in most countries of the world due to the emergence of coronavirus disease 2019 (COVID-19). Thus, the new normal demands the use of information and communication tool for instructional delivery across the levels of education. On this premise, the study sought the efficacy of information and communication tool (flipped classroom) on the children’s achievement in Basic Science. Adopting simple repeated measures design, 31 primary three children participated in the treatment session. Basic Science Achievement Test (BSAT) that was properly validated and trial-tested was used to collect data for the study. The children were exposed to two different pretests prior to the treatment and two posttests after the treatment. A mixed-design repeated-measures analysis of variance was used to analyse the data. The finding revealed that information and communication technology tool (flipped classroom) significantly (p = 000) improved the achievement of children in Basic Science. This finding implicates evaluation of library and information resources to come up with best practices in online information resources to propere instructional delivery. Based on this finding, the adoption of information and communication technology (flipped classroom) in teaching and learning Basic Science was recommended.
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  Influence Of Teacher Variable On Physics Students’ Achievement: A Case Of Structural Equation Modelling

  Persistent poor performance of students in physics internal and external examinations prompted this study on the influence of teacher variable on physics students’ achievement using structural equation modelling. A correlational research design with a sample a sample of 630 respondents was adopted for the study. Data were collected using Teacher Variable Questionnaire (TVQ) and students variable proforma. An internal consistency reliability index of the items of the TVQ was estimated to be 0.948 using Cronbach Alpha. Data were analysed using path analytic and multiple regression approaches. Findings of the study revealed a significant recursive causal model for the explanation of the physics students’ achievement based on the selected variables. It was recommended among others that school authorities should encourage professional development of teachers through the organization of in-service training programs for teachers
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  Improving work-life balance among administrative officers in Catholic primary schools

  Objective: Work-life balance (WLB) is an essential precursor of workers’ mental health. The theory of rational emotive behaviour therapy proposes that an imbalance in work and family life may result from people’s dysfunctional perceptions of their work and other aspects of their personal life. Also, the constructive philosophies of rational emotive behavior therapy are said to be congruent with most religious belief systems of Christian clients. Therefore, our research examined the efficacy of Christian religious rational emotive behaviour therapy (CRREBT) on WLB among administrative officers in Catholic primary schools. Methods: This is a group randomized trial involving 162 administrative officers from Catholic primary schools in Southeast Nigeria. The treatment process involved an 8-session CRREBT programme. Results: The scores for WLB of the administrative officers enrolled in the CRREBT programme were significantly improved compared to those in the control group at the end of the study. At the follow-up phase, the CRREBT programme proved to be effective over a 3-month period. Conclusion: CRREBT is an effective therapeutic strategy for managing WLB among Catholic school administrative officers. Abbreviations: CRREBT = Christian religious rational emotive behavior therapy, FIW = family interference with work, P = probability value, REBT = rational emotive behavior therapy, RREBT = religious rational emotive behavior therapy, WFCS = WorkFamily Conflict Scale, WIF = work interference with family, WLB = work-life balance, WLI = work-life imbalance