Journal Articles

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  Improving The Academic Achievement Of Low Achieving Secondary School Students In Physics Using Peer Tutoring Learning Strategy: Implications For Engineering Career

  As a result of reported cases of poor performance of students in Physics examinations in Nigeria, the researchers sought the effectiveness of peer tutoring of low-achieving students in Physics. A quasi experimental design was adopted for the study, using 166 senior secondary 2 low achieving physics students as study sample. A properly faced and content validated as well as trial tested Physics Achievement Test (PAT) was used to collect data for the study. Mean was used to analyse the data in order to answer the research questions, while the hypotheses were tested using analysis of covariance. The findings revealed that there was a significant (p< .05) effect of peer tutoring on low achieving students’ achievement in physics. Also, it was evident from the study that gender was not a significant factor on the low achieving students’ academic achievement in Physics. These findings have implications for students’ engineering career in that effective use of peer tutoring learning strategy will increase the students’ quest for engineering career through the promotion of their achievement in Physics. Based on the findings of the study, it was recommended that physics teachers should adopt the use of peer tutoring learning strategy in their lessons in order to enhance students’ academic achievement in physics.
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  Improving Students’ Achievement and Retention in Biology using Flipped Classroom and Powerpoint Instructional Approaches: Implication for Physics Teaching

  In Enugu State, Nigeria, the study determined the efficacies of Flipped classroom and PowerPoint instructional approaches on students’ achievement and retention in biology. Anon-equivalent groups quasi experimental research design was used for the study with a sample size of 79 students. Students’ achievement and retention in Biology were measured using Biology Achievement Test (BAT). Using Kudder-Richardson 20 (K-R20) formula, the internal consistency reliability coefficient of BAT was calculated to be 0.89.Thetest-retest method was used to assess the temporal stability of the reshuffled form of BAT, which was then subjected to Pearson correlation coefficient which yielded a correlation coefficient of 0.91. To answer the research questions, the data were analysed using mean and analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study found that both flipped classroom and powerpoint instructional approaches enhanced students’ biology achievement and retention. However, flipped classroom instructional approach was significantly (p< .05) more effective in enhancing biology students’ achievement and retention than powerpoint. Based on the findings of the study, it was recommended that science teachers / science educators should adopt flipped classroom instructional approach for teaching biology and other science subjects like physics.
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  Impacts of cognitive behavior therapy on occupational stress among science and social science education facilitators in open and distance learning centers and its implications for community development

  Background: Extensive review of literature showed that no available study in Nigeria has explored the impact of cognitive behavior therapy (CBT) on the management of occupational stress among open and distance learning (ODL) centers science and social science education facilitators. Thus, this study determined the impacts of CBT on the management of occupational stress among science and social science education facilitators in ODL centers in South-South Nigeria. Methods: A randomized controlled trial experimental design was adopted for the study with a sample size of 68 science and social science education facilitators in ODL centers in South-South states, Nigeria. Perceived stress scale (PSS) and Occupational stress index (OSI) were used for data collection. Using Cronbach alpha method, internal consistency reliability indices of 0.81 and 0.85 for PSS and OSI respectively were obtained in the Nigerian context. A 12-week cognitive behavior therapy intervention was conducted after which the participants in both the intervention group and the non-intervention group were administered posttest, while a followup assessment was administered after 2 months. Data collected were analyzed using mixed-design repeated-measures analysis of variance for the within-groups and between-groups effects. Results: It was found that CBT intervention led to a significant decrease in the occupational stress among science and social science education facilitators in ODL in the South-South region of Nigeria. Conclusion: Cognitive behavior therapy is effective in the management of occupational stress among science and social science education facilitators in distance learning centers. Abbreviations: CBT = cognitive behavior therapy, ODL = open and distance learning, OSI = occupational stress index, PSS = perceived stress scale, SD = standard deviation, SPSS = statistical package for social sciences.
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  Human Immunodeficiency Virus in patients with lymphoma in Jos North-Central Nigeria

  Background: Individuals with human immunodeficiency virus (HIV) infection have increased risk of developing malignancies including lymphoma despite adequate antiretroviral therapy. The study was conducted with the aim of determining the proportion of adults with HIV-associated lymphoma in Jos, Nigeria. Methods: Consecutive consenting adults diagnosed with lymphoma attending the Haematology clinics of Jos and Bingham University Teaching Hospitals in Jos between February, 2016 and December, 2017had their blood samples screened and confirmed for HIV after completing a questionnaire. Results: Sixty (60) patients which comprised of 37 (61.7%) males and 23 (38.3%) females with lymphoma aged between 18 and 75 years participated. Nine (15.0%) of them were positive for HIV, which comprised of 8 (13.3%) Non-Hodgkins lymphoma (NHL) and 1 (1.7%) Hodgkins lymphoma (p = 0.074). Conclusion: The study has demonstrated a high prevalence of HIV infection in patients with lymphoma in Jos.
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  Factors Affecting Lecturers’ Participation in Continuing Professional Development (CPD)

  A case study research design was employed to investigate college lecturers’ perceptions on factors affecting their participation in continuing professional development (CPD). The survey questionnaire instrument was developed by the researchers to answer the two research questions that were posed. Forty lecturers were randomly selected from the four Faculties at the BA ISAGO University College. Botswana. Descriptive statistics was used to analyze the findings and the findings revealed that college lecturers were more likely to participate in CPD if they interpreted the content of such programmes as relevant and realistic and if such programmes offered the lecturers the opportunity to share their ideas. It also showed that they were more likely to participate in CPD if they think such programmes were relevant to the self-identified needs of the lecturers themselves. Conversely, insufficient resources to implement learning; lack of money to pay for courses; CPD programme content not well focused and structured; and workload hindered the college lecturers’ individual abilities to participate in CPD. The study concluded that addressing CPD inhibiting factors would translate to active participation of the lecturers in CPD programmes. Recommendations focused on how management of BA ISAGO University-college could positively impact on continuing professional development of its lecturers.
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  Factorial Validation of Teachers’ Self-Efficacy Scale using Pre-Service Teachers: Implications for Teacher Education Curriculum

  Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.
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  Factorial Validation of Children's Depression Inventory in Primary Schools in Nigeria

  Background/Objective: The rate of feelings of depression among primary school children in Nigeria is quite alarming. This kind of feeling affects negatively the children's academic activities in school. Children's depression inventory (CDI) has been validated by researchers using children of several developed countries but none has been done using Nigerian children. Thus, this study carried out factorial validation of CDI in terms of both exploratory and confirmatory factor analysis using Nigerian children within the age of 3-10 years. Method: The factor analysis approach was used for the study with a sample of 363 pupils. Kovacs (1992) 27-item CDI was adopted and validated. Principal component analysis with varimax rotation was used for the determination of the factors of the CDI. 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). Results: The analysis showed that the items of CDI had a good internal consistency reliability index. The data also had a good model fit with confirmatory factor index (CFI) of 0.973 and root mean square error of approximation (RMSEA) of 0.048. Conclusion: CDI is a stable instrument that can be used to diagnose feelings of depression among children.
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  Extent Of The Upper Basic Education French Language Curriculum Content-Delivery With Technologies In Nigerian Secondary Schools

  The study examined the extent of the Upper Basic Education French language curriculum content-delivery with technologies in South East, Nigeria. A descriptive survey research design was used for the study using sample 817upper basic education French teachers. A 27-item questionnaire was used for data collection. The instrument was validated by two specialists in the teaching of French as a Foreign Language (FFL) and one specialist in Educational Measurement and Evaluation. The data for the first research question were analysedusing frequency counts and percentages, while those of research questions two and three were analysedusing mean. The results showed that audio compact disc, computer, radio and video compact disc (VCD) were available, while audio books, Internet, motion pictures, overhead projector, television and video recorder were not available. Only audio compact disc and radio were being used by the French teachers. One of the challenges facing the content-delivery with technologies was the inability of the school administrators to provide enough technology facilities for teachers. It was recommended, among others, that the government should ensure adequate provision of technologies for more effective Upper Basic Education French language curriculum content-delivery.
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  Exploring the Impediments to the Implementation of Policy of Screening, Identification, Assessment and Support in Schools: Implications for Educational Evaluators

  Effective schools are educationally inclusive schools, in which the teaching, learning, achievements, attitudes, and well-being of every person are of almost importance. However, it has been observed that some schools do not meet up the set standard for inclusiveness as a result of some implementation challenges. Thus, this study sought to explore the impediments/challenges faced by teachers in the implementation of the policy of Screening, Identification, Assessment, and Support (SIAS) in schools. The researchers adopted a participatory action research design using three schools selected from Motheo District. An interview guide was used to collect data from teachers and School-Based Support Team (SBST) coordinators, and district officials. Data were analysed thematically and it was found that SIAS as one of the Inclusive Education policies is not effectively implemented as a result of several challenges. Such challenges facing the implementation of SIAS policy include attitudes towards SIAS, lack of knowledge and understanding of SIAS, lack of support to learners and teachers, inadequate teacher training in SIAS policy. These implicate the expertise of educational evaluators in that they will use the findings of this study to come up with appropriate strategies to handle these existing impediments. The researchers, therefore, recommend that these identified challenges should be appropriately taken care of to ensure effective implementation of the policy of Screening, Identification, Assessment, and Support (SIAS) in schools.
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  Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching

  This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semistructured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include: employing adequately qualified Grade R teachers; making available teaching and learning resources; encouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.
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  Evaluation of the Impact of Computer-Assisted Instruction on Mathematics and Physics Students’ Achievement: Implication for Industrial Technical Education

  Twenty-first century classrooms have come with a lot of changes in the instructional delivery at various levels of education. However, most teachers in Nigerian still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is dearth of empirical evidence on the impact of computerassisted instruction on the students’ achievement in mathematics and physics. This study, therefore, evaluated the impact of computer-assisted instruction (CAI) on mathematics and physics students’ achievement. Quasi-experimental, nonequivalent groups design was adopted for the study using a sample of 200 participants. Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT) were used to collect data for the study. The internal consistency reliability indices of the MAT and PAT were estimated as 0.89 and 0.75 respectively using Kuder Richardson formula 20. The hypotheses were tested at 0.05 levels of significance using analysis of covariance. It was found that Computer-Assisted Instruction (CAI) significantly improved mathematics and physics students’ achievement. This finding has implication for Industrial Technical Education for the fact that improved achievement of students in mathematics and physics subjects at secondary education level will enable them to have interest in industrial technical education at higher education. Thus, Mathematics and Physics teachers should be trained on how to master the techniques needed for the preparation and use of the CAI package for effective teaching and learning of different concepts in Mathematics and physics.
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  Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

  Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students' achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in a Nigerian university.
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  Enhancing Primary School Children’s Achievement In Basic Science Using Flipped Classroom: A Case Of Simple Repeated Measures

  Over the years, there have been reports of poor performance of primary school children in Basic Science which is the foundation of science subjects at upper education levels. Teachers' use of traditional methods of teaching has been implicated for such poor performance of children in the subject. With the emergence of coronavirus disease 2019 (COVID-19), 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. Based on the foregoing, the researchers explored the effectiveness of flipped classroom instructional approach on children's achievement in Basic Science using the simple repeated measures design. In this study, 31 primary three children participated in the six (6) weeks of treatment. Content and face validated Basic Science Achievement Test (BSAT) was used to collect data for the study. Before the commencement of the treatment, the children were pretested on two different occasions and after the treatment, were posttest two times. Thus, the multiple pre-testing and posttesting served as the control for the treatment (flipped classroom). Data collected were analysed using a mixed-design repeated-measures analysis of variance. The finding revealed that flipped classroom instructional approach significantly (p = 000) enhanced children’s achievement in Basic Science. This implies that flipped classroom instructional approach is very effective in the enhancement of children’s achievement in Basic Science. It was thus, recommended that primary school teachers should adopt the use of flipped classroom instructional approach in teaching and learning Basic Science and other related subjects.
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  Emotional Intelligence as a predictor of productivity and occupational stress of employees in electrical industries

  The study investigated the relationship between emotional intelligence, occupational stress and productivity of employees in electrical industries. Research questions were answered while null hypotheses formulated were tested at 0.05 level of significance. The study adopted a correlational research design and was carried out in North Central States of Nigeria. The population for the study was 301 employees in electrical industries. The entire employees were involved in the study. The instrument for data collection was questionnaire titled Emotional Intelligence, Occupational Stress and Productivity Questionnaire (EIOSPQ). Five experts face- validated the instrument. The internal consistency of the questionnaire items was determined using Cronbach alpha reliability method and coefficients of 0.88 was obtained for Electrical Occupational Stress, 0.94 for Productivity of workers in electrical occupation, 0.85 for Emotional intelligence of employees. The overall reliability coefficient of the questionnaire was 0.96. Out of 301 copies of EIOSPQ administered, 295 copies were completed representing 98.01 percent return rate. Pearson product moment correlation and regression analysis were employed to analyse data for answering research questions and hypotheses. The findings on hypotheses revealed that: EI significantly predicts productivity of employees in electrical industries, EI does not significantly predicts occupational stress of employees in electrical industries, emotional intelligence was a significant moderator of the relationship between occupational stress and productivity of employees in electrical industries, demographic variables were not significantly influenced emotional intelligence and productivity of employees in electrical industries. It was recommended that employees in electrical industries should be sensitized through workshops and seminars on how EI can influence their productivity and occupational stress in their occupations.
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  Efcacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching

  Owing to the prevalence of mental health issues among Nigerian in-school children, the efect of Rational Emotive Behavior Therapy’s (REBT) efcacy on depression management among children with learning disabilities (LD) in inclusive classrooms in Nigeria was explored. Using a sample of 48 children with LD, the researchers conducted true experimental research. The participants were randomised into experimental (n=24) and control (n=24) groups. The Wide Range Achievement Test and Children’s Depression Inventory were used as instruments for the study. The intervention program lasted for approximately 3 months. Data were quantitatively analyzed using analysis of variance of a special case. Hypotheses were tested at a 0.05 level of signifcance. It was therefore revealed that the level of depression of the participants who were exposed to CBT decreased signifcantly at posttest and follow-up measures than those who were not so exposed. Thus, REBT is very efective in reducing the level of depression among children with learning disabilities.
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  Effectiveness of Peer Collaborative Learning Strategy on Self-Esteem of Pupils With Behaviour Problems in Nsukka Education Authority

  This study investigated the effect of peer collaborative learning strategy on self-esteem of pupils with behaviour problems. A pre-test, post-test, non-equivalent control group design was used for the study using a sample of 125 middle basic five pupils identified as pupils with Oppositional Defiant Disorder (ODD). Researchers-made questionnaires titled Pupils‟ Behaviour Problems Observation Checklist (PBPOC) teachers‟ version, Pupils‟ Behaviour Problems Measuring Scale (PBPMS), and Pupils‟ Self-Esteem Measuring Scale (PSEMS) were the instruments used in collecting data for the study. The internal consistency reliability index of PBPMS was 0.85 while that of PSEMS was 0.92. Mean and analysis of covariance were used to analyze the data collected. It was found that effect of peer collaborative learning strategy on self-esteem of pupils with behaviour problems was significant. However, further analysis showed that gender had no significant influence on self-esteem of pupils with ODD. It was therefore recommended that every school that practices inclusive education should adopt a well-structured peer collaborative learning strategy in order to capture the interest of pupils with special needs, especially pupils with ODD kind of behaviour problems.
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  Effectiveness of First Principles of Instruction in Promoting high Achievement of students in Mathematics: Implications for physics teaching

  The study focused on the effectiveness of First Principles of Instruction in promoting students’ achievement in mathematics especially in Number and Numeration. The study employed a non-equivalent control group quasiexperimental research design using a sample of 400 students. The instrument for data collection was Number and Numeration Achievement Test [NNAT] which was properly validated. The internal consistency reliability of the multiple-choicetest was 0.97, using Kuder-Richardson 20 (KR-20), while the inter-rater reliability of the essay test was 0.94, using Kendal coefficient of concordance. Mean was used to answer research questions, while the hypotheses were tested at 0.05 level of significance, using the analysis of Covariance (ANCOVA). The result of the study showed that First Principles of Instruction improves the mean achievement scores of students in Number and Numeration more than the traditional lecture method. There was no statistically significant different in the mean achievement scores of male and female students in Number and Numeration after being exposed to First Principle of Instruction, an indication that there is no gender bias in using this method. It was recommended that First Principle of Instruction should be used by mathematics teachers to improve students’ achievement in mathematics and mathematics related subjects like physics.
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  Effect Of Simulation Using Matlab On Achievement Of Electronic Technology Education Students In Nigerian Universities

  This study determined the effects of simulations using MATLAB on achievement and gender of electronic technology education students in tertiary institutions in Nigeria. Two Research questions and hypotheses guided the study. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. A total of 254 students were involved in the study. Electronic Technology Education Achievement Test (ETEAT) was used for data collection. The instrument was face validation by five experts. The ETEAT was trial-tested to determine its psychometric indices and reliability coefficient. The reliability coefficient of the ETEAT obtained was 0.78 using Pearson Product Moment Correlation Coefficient. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that MATLAB is more effective than the traditional teaching method on students’ achievement in Electronic Technology in favour of male students. There was a significant difference between the mean achievement scores of students taught Electronic Technology using MATLAB and those taught with traditional method. Consequently, the researcher recommended that workshops, seminars and conferences should be organized by Ministry of Education and administrators of universities to enlighten electronic Technology Lecturers and improve their knowledge and skills on the use of MATLAB for improving students’ achievement in Electronic Technology Education.
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  Effect Of Edutainment Videos On Cognitive And Social Skills Development Of Preschool Children

  The need for the use of edutainment videos in the teaching and learning of preschool children cannot be overlooked. Edutainment can be seen as an integration of educational content and elements of entertainment. It is defined as the type of teaching and learning that is placed within the framework of entertainment. Edutainment videos are characterized by an electronic medium where learning and entertainment occur simultaneously. With these edutainment videos, children may learn while having fun, which enhances their learning and has the capacity to boost their cognitive and social skills as well. This study was therefore carried out to examined the effect of edutainment videos on cognitive and social skills development among preschool children in Gboko Local Government Area (LGA) of Benue state, Nigeria. Four research questions and six null hypotheses guided the study. The study adopted a quasi-experimental research design. The study population comprised all the nursery three preschool children in Gboko LGA for the 2021/2022 academic year. A sample of 85 preschool children (39 males and 46 females) in four intact classes in two different preschools was drawn through purposive sampling technique. A rating scale developed by the researchers on cognitive and social skills development was used as instruments for data collection. The instruments were validated by two experts in childhood education and one expert in measurement and evaluation from University of Nigeria, Nsukka. The reliability of the instruments were 0.79 and 0.82 for cognitive and social skills questionnaires respectively using Cronbach’s alpha. Data obtained were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at 0.05 level of significance. The result of the study, among others revealed that edutainment videos enhanced preschoolers’ cognitive and social skills more than the conventional teacher centred method. It was also found that gender had no significant influence on preschoolers’ cognitive and social skills development. The result also showed that the difference between the cognitive and social skills development of the preschoolers taught using edutainment videos and those taught using conventional teacher centred method was statistically significant (p<0.05). Based on these findings, the researchers concluded that the use of edutainment videos as an instructional strategy was effective, and it was recommended among others that workshops and seminars be organized for the training of preschool teachers on the use of edutainment videos in teaching preschoolers. It is also recommended that audiovisual materials be provided to early childhood or preschool centres to enhance lesson delivery by the preschool teachers.
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  Effect of cognitive behavioral active engagement training on test item construction skills among primary school teachers in Nigeria

  Background: Most classroom teachers are weak in constructing test items for assessment of students. This study examined the effects of cognitive behavioral active engagement training on test items construction skills among primary school teachers in Nigeria. Methods: We adopted a randomized pretest–posttest control group design. A total of 148 participants served as the study sample. One instrument was used for data collection. The participants were administered the instrument at 4 different times. Test construction guide was employed to implement the training. Data analysis was completed using analysis of covariance. Results The researchers found that cognitive behavioral active engagement training had a significant effect on participants’ test items construction scores as measured by test construction skills inventory at posttest, first and second follow-up stages. Conclusion The researchers concluded that cognitive behavioral active engagement training is efficacious in the improvement of test items construction skills among primary school teachers in Nigeria. Abbreviations: ANCOVA = analysis of covariance, CBAET = cognitive behavioral active engagement training, CBT = cognitive behavioral therapy, CG = control group, TCG = test construction guide, TCSI = test construction skills inventory, TOS = table of specification.
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  Influence of preschool librarians’ demographic characteristics on their library discipline practices: An ex-post facto research.

  This study determined the effects of simulations using MATLAB on achievement and gender of electronic technology education students in tertiary institutions in Nigeria. Two Research questions and hypotheses guided the study. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. A total of 254 students were involved in the study. Electronic Technology Education Achievement Test (ETEAT) was used for data collection. The instrument was face validation by five experts. The ETEAT was trial-tested to determine its psychometric indices and reliability coefficient. The reliability coefficient of the ETEAT obtained was 0.78 using Pearson Product Moment Correlation Coefficient. Mean was used to answer the research questions; while ANCOVA was employed to test the hypotheses. The study revealed that MATLAB is more effective than the traditional teaching method on students’ achievement in Electronic Technology in favour of male students. There was a significant difference between the mean achievement scores of students taught Electronic Technology using MATLAB and those taught with traditional method. Consequently, the researcher recommended that workshops, seminars and conferences should be organized by Ministry of Education and administrators of universities to enlighten electronic Technology Lecturers and improve their knowledge and skills on the use of MATLAB for improving students’ achievement in Electronic Technology Education.
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  Household caregivers' knowledge and control of helminthiasis in preschool children in a rural community of Enugu state, Nigeria.

  Helminthiasis causes iron deficiency anemia, pica, growth, and mental retardation in children. Deworming exercises are being included as part of various interventional programs to reduce the disease burden. However, the success or failure of such activities in terms of household caregivers’ knowledge and practice of deworming is not usually adequately evaluated, thus this study. This was a cross‐ sectional descriptive study carried out in the rural com￾munity of Enugu State, Nigeria. Pretested semi‐structured interviewer‐administered questionnaire was used. In￾ferential statistics, χ2 test, and t‐test were also used in the analysis for categorical and continuous variables, respec￾tively. A total of 294 preschool children and 250 caregivers were studied. Among the caregivers, 212 (71.9%) had good knowledge and 149 (50.5%) had good practice of deworming. There was a statistically significant association between the age of respondents and knowledge score (χ2 = 6.471, p = 0.039) and between the educational level of respondents and practice score (χ2 = 30.632, p < 0.001). Most respondents in the rural community had a good knowledge of worm infestation and only half had good practice of deworming. Also, there was a significant difference between the age of respondents and knowledge of helminthiasis and between the educational level of respondents and deworming activities of respondents.
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  How university students in South Africa perceive their fathers’ roles in their educational development.

  The larger study that has influenced this article was designed to explore what influenced rural men’s capabilities to actively participate in children’s early social development and its impact on transition to adulthood among their university-going children. Studies have established an increase in the level at which fathers in South Africa have been found wanting in terms of supporting their children’s development at early stages in their lives. It has been reported that this unacceptable behaviour can be transmitted or carried over from one generation to the next. There is the belief that the majority of the young male children who experienced non-supportive fathers will grow up repeating this behaviour with their children. This calls for a study on the perceptions of young people about what fatherhood is all about, hence this study. This study used a descriptive survey with a sample size of 300 students studying education in one university in the Eastern Cape Province. A 25-item questionnaire titled Perception of Fatherhood by University Students (α = 0.75) was used to collect data that were analysed using descriptive and inferential statistics. The participants perceived that the experience and level of education influence men’s perception of fatherhood positively. Extra-curricular programmes for proper fatherhood transition of young boys are recommended, commencing from Grade 1 through to Grade 12, to expose them to the kinds of dispositions that will enable them to be responsible fathers. There is also a need for compulsory empowerment programmes such as for designers, artists and sportsmen and other semi-skilled professions for male children who cannot acquire higher education to strengthen them socio economically to provide education for their children.
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  Perceptions of work value and ethical practices amongst primary school teachers, demographics, intervention, and impact.

  The rate of value decadence and degeneration of moral value as it applies to work ethic amongst teachers is worrisome, especially in Nigeria. This value decadence amongst Nigerian teachers could have been triggered off as a result of their false perceptions in placing demands. This study therefore investigated the effect of ratio￾nal emotive occupational intervention on the perceptions of work value and ethical practices amongst teachers in primary schools in Nigeria. Randomized group control intervention was adopted with 168 primary school teachers selected as participants for this study. The participants were allocated to (treatment group: n ¼ 84) and (waitlisted control group: n ¼ 84). The participants in the treatment group received a 12-week program of activities (REBOI) whereas the waitlisted group received the conventional means of counseling. The results showed that rational emotive behav￾ioural occupational intervention was significant in the work values of primary school teachers in Nigeria as measured by the Organizational Values Scale . Rational emo￾tive occupational intervention was significant in the ethical sensitivity of primary school teachers in Nigeria as measured by the Ethical Sensitivity Scale. It was also found that rational emotive behavioral occupational intervention has significant long￾term effects on work value and ethical practices among primary school teachers in Nigeria as measured by the Organizational Values Scale, Ethical Sensitivity Scale. Therefore, we conclude that rational emotive behavioral occupational intervention is effective in changing the false perceptions of work value and ethical practices among primary school teachers in Nigeria.
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  Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology.

  This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge￾based learning, while 59 were for activity-based learning. The study revealed that students taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of woodwork.