Journal Articles

Items

• 
  Item

  Influence of cognitive ability on students’ conceptual change in particulate nature of matter in physics.

  When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data were collected using the Conceptual Change Test (PNMCCT) and the Test of Logical Thinking (TOLT). Through the process of test-retest utilizing the split-half approach, a reliability coefficient of 0.79 was achieved for PNMCCT, and Cronbach's alpha reliability index of the TOLT was found to be 0.81. The TOLT was used to divide the respondents into three levels of cognitive ability: low, average, and high cognitive capacity. Analysis of variance and analysis of covariance were used to analyze the data. When students were exposed to two conceptual change instructional methods, the results demonstrated that cognitive capacity had a substantial impact on conceptual change. It was suggested that students be encouraged to think critically and rationally about physics issues.
• 
  Item

  Structural equation modeling of the influence of primary school teachers' demographics on their psychosocial work hazards.

  Most workers, especially teachers experience one form of psychosocial work hazards or the other. In the Nigerian context, there is a high prevalence of psychosocial work hazards and no study has been conducted to ascertain the influence of teachers’ demographics on their psychosocial work hazards. This study explored the influence of primary school teachers’ demographics on their psychosocial work hazards using the structural equation modeling approach. Drawing from the tenets of Job‐Demand‐Control‐Support theory, a correlational survey research design was used, using a sample of 254 primary school teachers, and the study was based on a quantitative research approach. The study's data were gathered utilizing a 28‐item question￾naire adapted from the 30‐item Copenhagen Psychosocial Questionnaire developed by Kristensen and coworkers in 2005. The internal consistency reliability index of the questionnaire items was 0.74. The data were analyzed using a combination of frequency, percentage, chi‐square test of independent samples, hierarchical multiple regres￾sion analysis, and structural equation modeling. It was revealed that demographic characteristics of teachers correlated with their psychosocial work hazards. However, it was found that only the age and location of the teachers had significant (p < .05) relationships with their psycho￾social work hazards. The age and location of the teachers are significant determinants of their psychosocial work hazards. This our findings call for more research on the subject matter as some recent studies have documented that other demographics of teachers had significant relationships with psychosocial work hazards. It was therefore recommended that teachers’ demographics should be considered as important factors in the recruit￾ment of teachers.
• 
  Item

  Perspectives of university students on the impediments to fathers’ capabilities to actively participate in children’s early social development

  There is an array of literature on South African fathers’ inability to be involved in the early educational development of their children. Several research efforts have been made to unravel the causes of fathers' non-participation in early childhood education, but little is known about the impediments to fathers' engagement in the child's early development both socially and educationally. Thus, this study sought the factors that impede fathers' participation in their children’s early social development. This study adopted a descriptive survey research design of a quantitative research approach. The study participants comprised 300 University Students. Data were gathered using a 19-item questionnaire. To analyze the data collected, mean and analysis of variance statistics were adopted. It was revealed that lack of necessary fatherly skills, unemployment, having multiple partners, are the factors that inhibit fathers’ participation in their children’s early social development. It was thus, recommended that efforts should be made by both the South African government and non￾governmental organizations to ameliorate the identified impediments to fathers’ participation.
• 
  Item

  Evaluating preschool librarians’ information and communication technology competency level for online teaching.

  For adequate teaching and learning, twenty-first-century classrooms, combined with the needs of the new normal in the face of the Covid-19 pandemic, have mandated the effective use of online education platforms. This begs the question of how well-versed in information and communication technologies Nigerian Preschool Librarians are (ICT). Because there is a scarcity of studies on the subject, this is the case. As a result, the researchers were in a good position to determine or measure the level of ICT expertise of Preschool Librarians in order to embrace online education during and after the Covid-19 pandemic. The descriptive survey research design was used in this study, which was based on the scientific research paradigm and quantitative research technique. The survey included 165 Preschool Librarians from the Nsukka Education Zone in Enugu State, Nigeria. Data was collected using an ICT competency questionnaire that has been adequately validated and trial￾tested. Using the Cronbach Alpha reliability method, the questionnaire's internal consistency reliability index was assessed to be 0.87. The data was analyzed using the mean statistical method to produce a response to the research question. Preschool librarians were found to have a low level of ICT expertise for the use of online instruction. It was also discovered that preschool librarians' level of ICT skills was significantly (p < .05) influenced by their age. As a result, it was suggested that the Local Government Education Authority provide in-service ICT training opportunities for teachers to ensure proper ICT use in the classroom.
• 
  Item

  Management practices adopted by administrators of children library section of college of education for enhancing information and communication technology: Implication for policy and e-counselling. .

  Management practices adopted by the colleges of education administrators who are primarily posted to children library section in enhancing ICT seem to be poor. The study examined the challenges associated with the management practices. We adopted a descriptive research design. A total of 73 respondents (Seven Children Library Administrators and 66 ICT officers) were used as the study sample. One instrument was used for collection of data. The respondents were administered the instrument with the help of five brief research assistants. Data analysis was completed using mean and standard deviation for research questions and z￾test was used to test the hypotheses. The researchers found that library administrators are facing some challenges in enhancing ICT in the Children library sections of Colleges of Education. It was also found that there was no significant difference between the Children library administrators and the ICT officers on the two hypotheses. The researchers concluded that Children library administrators should adopt certain strategies that will curb the challenges facing the enhancement of ICT in Children libraries for the effectiveness of the college libraries.
• 
  Item

  Evaluating preschool librarians’ utilisation of information and communication technology for virtual library services.

  Information and communication technology (ICT) has become vital in twenty-first-century classrooms. In a similar vein, the pandemic of coronavirus 2019 (Covid-19) has prompted most countries to emphasize the use of ICT resources to build an online teaching platform. This development has prompted questions about Nigeria's educational system, as it is unknown how well-prepared instructors are to use ICT in the classroom. In this regard, there is a scarcity of research on how preschool librarians in Nigeria use ICT in their instruction. Thus, this research explored preschool librarians’ utilisation of information and communication technology for virtual library services. A descriptive survey research design was adopted using 157 preschool librarians sampled from primary schools in Enugu State, Nigeria. The researchers developed and validated an information and communication technology usage questionnaire for this study. Using the Cronbach alpha approach, the internal consistency reliability index of the instrument's items was estimated to be 0.76. The data was gathered during the researchers' visits to the study's schools. The data were quantitatively analyzed using a mean and bar chart. It was discovered that preschool librarians use ICT for virtual library services in a very limited way. This means that unless immediate effort is made to encourage preschool librarians to use ICT to provide virtual library services, effective virtual library deployment would be impossible. As a result, it was suggested that preschool librarians be encouraged to use ICT to provide virtual library services through in￾service training
• 
  Item

  Elevated blood triglycerides respond to brisk walking and jogging exercise after exercise counselling: Implication for practice in primary education.

  The goal of this study was to see how females with high blood triglycerides responded to brisk walking and jogging activities after receiving exercise coaching. Michael Okpara University of Agriculture, Umudike, and Abia State, Nigeria was the focus of this research. The regular nonacademic personnel ranged in age from 35 to 60 years old. The study included 67 individuals who responded to a call for a free lipid profile examination. The volunteered workers were given a questionnaire with both inclusion and exclusion criteria, and their replies were compiled. Following that, 54 non-academic employees(15 men and 39 women) met the criteria for inclusion. As a result, the 39 female employees were qualified and sampled for the study based on their gender. The study's 39 female participants were divided into three unequal groups: brisk walking (13 females), jogging (8 females), and control (nine females) (18 females). Data was collected using the Lipid and Risk Identification Questionnaire (LRIQ) and Venous Blood Samples from the individuals for pre and posttest lipid profiles. ANOVA was used to test the hypotheses. The results of this study revealed that following treatment, the female non academic staff in the brisk walking group lost much more weight than the females in the jogging group. There were substantial variations in the mean loss of female TG between the two treatments groups. A greater dose of BWE and JE of roughly 50–60 minutes per day could result in a considerable reduction in blood triglyceride (TG) levels. It is necessary to establish a university program and calendar that will stimulate and provide opportunities for her employees to engage in active involvement in fitness.
• 
  Item

  Qualitative study of factors affecting inclusivity of physically disabled children in regular school physical activity in a Nigerian primary school.

  The exclusion of physically disabled children from school physical activity has become a national topic in Nigeria. Meanwhile, nothing has been done in Nigeria to investigate the variables that prevent physically disabled children from participating in routine primary school physical activity, particularly from a qualitative perspective. The purpose of this study was to determine factors affecting the inclusion of children with physical disabilities in regular school physical exercise in a Nigerian primary school using an interpretive descriptive research approach. During the data generation process Semi-structured interviews were used. The study's sample includes 21 physically disabled students from Mbutu Umuojima Community Primary School 1 in the Osisioma Local Government Area of Abia State, Nigeria. The researchers employed thematic content analysis in reporting factors such as lack of self-confidence, stigmatization, discrimination, lack of adapted /modified physical activity, and children’s lack of motivation as among the factors that have contributed to exclusivity of children with physical disabilities in regular school physical exertion The study's findings suggested that forces outside of the children's health may have hampered their inclusion and participation in regular school physical activity, as well as their academic success, implying that lack of or poor participation in school may have hampered their inclusion and participation in regular school physical activity and academic success. Physical disabilities may or may not cause them to engage in physical activity.
• 
  Item

  Intervention for treating depression in parents of children with intellectual disability of Down syndrome: A sample of Nigerian Parents.

  A good number of parents of children with Down syndrome are prone to depressive disorders. The depressive feelings are attributed to negative perceptions of the situation, self, and the future. Given this, we explored the impact of the family health model of rational-emotive behavior therapy on depressive symptoms in parents of children with intellectual disability of Down syndrome in the COVID-19 pandemic era. This is a randomized pretest–posttest control group design that recruited 88 parents of children with intellectual disability of Down syndrome. We measured the depressive symptoms in parents at Time 1, Time 2, and Time 3 using the Beck depressive inventory and Hamilton depression rating scale. We adopted a family health model rational emotive behaviour therapy intervention in treating the depressive symptoms afecting the parents. The analysis of covariate results showed that at initial assessment there was no signifcant diference between the treatment group and comparison group at baseline evaluation of depressive symptoms in participants. At the posttest, it had a signifcant efect on the intervention on participants’ depressive symptoms. Likewise, a follow-up result still shows that intervention had a signifcant efect on participants’ depressive symptoms of participants. In conclusion, this study suggests that treatment variable accounted for the efect in decreasing depressive symptoms scores of participants.
• 
  Item

  Testing the impacts of rational-emotive couple intervention in a sample of parents seeking divorce.

  Marital burnout has not been extensively studied despite its huge consequences on family wellbeing and quality of family life. This study, using randomised-controlled trial, tested the impact of rational-emotive couple intervention on marital burnout in a sample of parents seeking a divorce. A total of 67 parents who participated during the rational-emotive couple intervention (RECI) were assessed using the marital burnout scale, Beck depression inventory, and parent rational and irrational beliefs scale. Crosstabulation, multivariate test analysis, and bivariate analysis were used to analyse the data collected. Results show a significant reduction of marital burnout in RECI group participants, and significant improvement was maintained at the follow-up stage. The result of the group and gender interaction effect shows no significant interaction effect of group and gender on participants’ marital burnout at Time two and Time 3, respectively. The results indicate that a decrease in parents’ irrational beliefs accounts for marital burnout among couples seeking a divorce. Marital burnout is positively associated with depression among couples seeking a divorce. This study concludes that the RECI is an effective intervention that reduces marital burnout which is a direct consequence of irrational beliefs which later metamorphose into depressive symptoms.
• 
  Item

  Rational emotive intervention for work-family conflict and female primary school teachers’ well-being.

  Background: This study aimed at investigating the effect of rational emotive occupational health coaching on quality of work-life among primary school administrators. Method: This is a double blinded and randomized control design study. A total of 158 administrators were sampled, half of them were exposed to rational emotive occupational health treatment package that lasted for 12 sessions. Two self-report measures were utilized in assessing the participants using quality of work life scale. Data collected were analyzed using MANOVA statistical tool. Result: The results showed that rational emotive occupational health coaching is effective in improving perception of quality of worklife among public administrators. A follow-up result showed that rational emotive occupational health coaching had a significant effect on primary school administrators’ quality of work life. Conclusion: This study concluded rational emotive occupation health coaching is useful therapeutic strategy in improving quality of work of primary school administrators, hence, future researchers and clinical practitioners should adopt cognitive-behavioral techniques and principles in helping employers as well as employees. Based on the primary findings and limitations of this study, future studies, occupational psychotherapists should qualitatively explore the clinical relevance of rational emotive occupational health practice across cultures using different populations Abbreviation: QSWLS = quality of school work life scale.
• 
  Item

  Work stress and gender as determinants of job satisfaction among early childhood educators in Cross River State, Nigeria.

  The study investigated work stress and gender determinants of job satisfaction among early childhood educators in Cross River State, Nigeria. The study adopted a correlational research design with a sample size of 362 respondents. The instrument for data collection was a questionnaire developed by the researchers. Mean and Pearson Product Moment Correlation Analysis was used to answer research questions, while Linear regression was used to test the null hypotheses at a 0.05 level of significance. The result of the study showed that work stress is a significant determinant of job satisfaction among early childhood educators in Cross River State. Gender is also a significant factor in determining job satisfaction. Job satisfaction is enhanced when work stress is reduced. It is recommended, among others, that the government and school proprietors should always meet early childhood educators' needs to reduce work stress and enhance their job satisfaction.
• 
  Item

  Effect of Cooperative Learning Instructional Strategy on Social and Cognitive Skills Development of Primary School Pupils

  Cooperative Learning Strategy (CLS) aims to enable learners to work together towards a common goal. Effective cooperative learning promotes positive interdependence, individual accountability, face to face interaction and social skills development of the learners. Learners work together in small cluster or groups to achieve a common goal. Effective cooperative learning strategy relies on group management techniques, social skills training and learner-centred teaching methods. This study was guided by four research questions and six null hypotheses. The study adopted a quasi-experimental research design. The population of the study was 24,547 primary three pupils. The sample for the study was 176 pupils. A rating scale developed by the researchers on cognitive and social skills development was used as instrument for data collection. The instruments were validated by two experts in childhood education and one expert in measurement and evaluation. The reliability of the instruments were 0.79 and 0.82 for cognitive and social skills questionnaires respectively using Cronbach’s alpha. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The result of the study, among others revealed that cooperative learning strategy enhanced primary school pupils’ cognitive and social skills more than the conventional lecture method. It was also found that gender had no significant influence on primary school pupils’ cognitive and social skills development. The result also showed that the difference between the cognitive and social skills development of the groups taught using cooperative instructional strategy and lecture method was statistically significant (p<0.05). Based on these findings, the researchers recommended among others that workshops and conferences should be organized for the training of primary school teachers on the use of cooperative learning instructional strategy in primary school classroom instruction.
• 
  Item

  Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning. International Journal of Research in Business and Social Science,

  This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.
• 
  Item

  Teachers’ classroom management practices as a determinant of pre-schoolers’ task persistence. Implication for early childhood development

  Preschoolers’ task persistence during classroom instruction has become a thing of concern to parents, education stakeholders and the general public. This lack of task persistence by pre-schoolers during classroom instruction may be attributed to the teachers’ classroom management practices. This study was therefore carried out to determine the extent to which teachers’ classroom management practices can predict preschoolers’ task persistence. The purpose of this was to determine the predictive ability of teachers’ classroom management practices on preschoolers’ task persistence. The study employed both descriptive and correlational research designs. 5 preschool educators and 156 pupils were purposively sampled for the study. The instruments for data collection were developed by the researchers from literature reviewed. The research questions were answered using mean and Pearson Product Moment Correlation Analysis while the hypothesis was tested at 0.05 using Regression analysis. The result of the study showed that teachers’ classroom management practices is a significant factor in determining pre-schoolers’ task persistence. The study concluded that teachers’ classroom management practices is a significant predictor of pre-schoolers’ task persistence. It is therefore recommended that early childhood educators should always adopted an effective classroom management practices that will enhanced and promote preschoolers’ task persistence during classroom instructions.
• 
  Item

  Prevalence, socio-demographic factors and psychosocial work hazards of primary school teachers: A school-based cross-sectional study.

  This study investigated the prevalence, socio-demographic factors, and psychosocial work hazards of primary school teachers. This is a cross-sectional study that recruited 254 primary school teachers. The responses from the participants were collected using Copenhagen psychosocial questionnaire and teachers’ socio-demographic questionnaire. Bar chart, mean, standard deviation, and bivariate analysis were used to analyze the data collected. The result showed a high level of work-related psychosocial hazard among primary school teachers. The results showed that teachers’ age has a positive relationship with psychosocial work hazards. Also, the result showed that working status and years of experience have a significant relationship with psychosocial work hazards. Therefore, occupational health experts should consistently conduct psychosocial risks assessments on the teachers.
• 
  Item

  Practitioners’ use of conceptions of mathematical knowledge to enhance early mathematics: A qualitative research approach.

  Empirical evidence has shown that children’s mathematics achievement in South African has been on the low trend. However, no study has explored the practitioners’ application of conceptions of mathematical knowledge in enhancing learners’ achievement in mathematics. The study examined how practitioners apply mathematical knowledge to enhance early learning of mathematics. In this study, a qualitative research methodology was employed. The study also looked into how teachers in rural early childhood development (ECD) centers use their ideas of mathematical knowledge to foster young children’s early mathematics learning in these environments. The researchers’ investigation into the mathematical expertise held by practitioners and how they apply it in ECD contexts was made possible by mathematical knowledge for teachers theoretical framework, which served as the study’s foundation. In order to help interpret the facts, the study was also set within an interpretivist paradigm. Five practitioners were chosen using a purposive sampling technique from the five ECD centers used for the study. The data were gathered using semi-structured interview questions and observation schedules. The gathered data were examined using a thematic analysis, which resulted in the formation of themes and sub-themes. The study’s findings showed that because the five ECD centers consistently used conventional methods to teach early mathematics to the children who attended the centers, the practitioners in those centers were deficient in their application of conceptions of mathematical knowledge to enhance early learning of mathematics. The need for equipping practitioners with the knowledge and abilities to teach mathematics (subject and pedagogy) in early childhood is strengthened by this study.
• 
  Item

  Effect of jigsaw and team pair‐solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment.

  This study investigated the effect of the Jigsaw and Team‐Pair Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment. This is a pretest–posttest control group with a follow‐up design study. A total of 56 students in Enugu State of Nigeria were randomized into one of two groups, n = 27 (male: n = 18; female: n = 9) for the treatment group and n = 29 for the control group (male: n = 20; female: n = 9). A Learner's Interest Rating Scale was used as an outcome measure. The results showed that there was a significant difference in the interest of students with visual impairment exposed to intervention strategies and those exposed to conventional‐lecture strategy in favor of those exposed to intervention strategies. This concluded that Jigsaw and Team Pair‐Solo cooperative learning strategies are effective treatment strategies that enhance the interest of students with visual impairment in Basic Science.
• 
  Item

  Impact of play-based learning on the development of children in mobile early childhood care and education centres: Practitioners’ perspectives.

  Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free play and guided play are two types of play-based learning which guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula which incorporates advanced academic skills, a beneficial tool to aid children’s learning and development.
• 
  Item

  Quality of Work‑Life and Stress Management in a Rural Sample of Primary School Teachers: An Intervention Study

  Workloads, roles, and demands in rural schools have been shown to be stressful and this appears to afect the quality of work-life of workers compared to urban locations. Consequently, employees in rural areas become vulnerable to mental health problems and psychological disturbances, psychologists are underrepresented. To date, there is little or no literature on the roles of rural community-based psychologists that may primarily engage in clinical and non-clinical services in Nigeria. With this in mind, we studied the efect of a rational emotive occupational health intervention on the quality of work-life and stress management among primary school teachers in rural community schools in Nigeria. To achieve this, we adopted a blinded and randomized control design study where 101 rural primary schoolteachers were recruited and assigned to intervention and control groups. Those in the intervention group received a 12-session programme while the comparison group received conventional counselling. Two self-report measures were utilized in assessing the participants using the quality of work-life scale and occupational stress index. Data collected were analyzed using MANOVA analysis. The MANOVA analysis results showed the improved perception of quality of work-life and stress management that were due to rational emotive occupational health intervention. Therefore, the study recommended that there should more eforts by helping professionals to integrate REBT into workforce and workplace programmes.
• 
  Item

  Intervention for modifying risk level of hypersexual behaviors among male parents with sexual offending history

  Background: The increased sexual assault committed against women and young girls by people of the opposite gender has put their safety in danger in recent years. This has contributed to a growing number of adult sex offenders who have aggressive sexual attitudes. This study investigated the efficacy of cognitive behavior therapy (CBT) in reducing the risk level of hypersexual behaviors among male parents. Methods: A total of convicted 48 inmates participated in this study. In pursuance of this aim, 3 dependent measures were employed in evaluating the participants’ violent sexual attitudes at 3 points. The simple random technique was adopted in selecting 24 participants who participated in the CBT program while 24 participants were used as the no-intervention control group. Results: The ANCOVA analysis shows a positive treatment outcome in reducing the risk level of hypersexual behaviors among male parents who participated in the CBT program when compared to the no-intervention control group. This study found that cognitive behavioral therapy intervention is a coping strategy for reducing hypersexual behaviors among male parents with sexual offending history in favor of participants in the intervention group at the 3 levels of assessments. The study showed a significant difference between groups in the risk level of hypersexual behaviors among male parents with a sexual offending history. Also, the result showed a significant interaction between time and treatment. Regarding the moderating impact of sexual behavior on the risk level of hypersexual behaviors, Conclusion: Given this, this study suggests that CBT intervention reduces the risk level of hypersexual behaviors among male parents. Implications for protection agencies and policies were highlighted. Abbreviations: CBT = cognitive behavioral therapy, CI = confidence interval, HBI = Hypersexual Behavior Inventory.
• 
  Item

  Prevalence of suicidal behavioural experiences in the university: Implications for childhood development.

  Introduction: This study surveyed the prevalence of suicidal behavior in a higher education setting. Two particular purposes, two research questions, and two null hypotheses were used to steer this study in order to achieve the objectives. This descriptive design made use of the University of Nigeria Nsukka's student demographics. Methods: A total of 100 students made up the study's sample. To obtain the sample, an unintentional sampling method was employed. For this study, a selfcreated questionnaire called the Suicidal Behaviour Questionnaire (SBQ) was utilized. The data collected was analyzed using mean and percentages. Results: The findings indicated that university students do not engage in suicide behavior. Additionally, it demonstrated the rarity of suicide thoughts. Gender has no discernible effect on the replies of male and female tertiary institution students based on their encounters with suicidal behavior. The mean replies of male and female tertiary institution students on the occurrence of suicide events show no discernible gender-based differences. Conclusion: According to the findings, it is advised that suicide education and prevention be taught in schools and that guidance counselors post bulletins on suicidology.
• 
  Item

  Exploring South African university academics’ level of preparedness for emergency multimodal remote teaching during the COVID-19 pandemic

  The advent of coronavirus disease, COVID-19, in late December 2019 has wreaked havoc on the economic and educational sectors. As a result of the COVID-19 pandemic, educational institutions were forced to switch from face-to-face to virtual classroom contact. The result was that many academics, particularly university lecturers, turned to remote teaching as a means to continue with academic responsibilities under lockdown regulations. The researchers opted to investigate the level of preparedness of academics for remote teaching in the faculties of education because there was a paucity of literature on the subject. This study used a phenomenological case study research design with a sample of 28 academics from the faculties of education. The universities in South Africa were located in the provinces of Gauteng, the Free State, and the Eastern Cape. The researchers used a validated interview schedule to collect qualitative data. The trustworthiness of the interview guide was ensured by giving it to experts to provide constructive criticism. The data were examined using thematic analysis. The findings demonstrated that the majority of the academics in the education faculties lacked the necessary preparation for distant teaching and learning, because neither academics nor students received any support as they transitioned from routine to unusual working conditions. It was also discovered that the necessary infrastructure was initially not prepared to facilitate remote teaching and learning. Since they expected the lockdown to only last a few months, some academics indicated they were unprepared and found the situation to be extremely stressful. This suggests that during the COVID-19 pandemic, the majority of university academics were ineffective at implementing emergency multimodal remote instruction. For the efficient implementation of remote teaching, university academics must receive suitable and thorough in-service training.
• 
  Item

  Raising the self-esteem and reducing irrational beliefs of schoolchildren: The moderating and main effect study

  Background: Several systematic reviews and meta-analyses studies have called for moderators of treatment outcomes and their main effect with regard to disadvantaged populations. In view of that, this study investigated the impacts and moderators of rational emotive behavior therapy (REBT) on the self-esteem and irrational beliefs of Schoolchildren in Ebonyi State Nigeria. Methods: A group randomized controlled design was utilized to assign 55 schoolchildren to the treatment group and 55 schoolchildren to waitlisted control group. Two self-report measures (Self-Esteem Scale and Children Adolescent Scale of Irrationality) were used to assess the participants. There were pretest, posttest, and follow-up tests given at different intervals to ascertain the baseline, main effect, and long-term effects of the treatment. The data collected were analyzed using a 2-way analysis of covariance statistic. Results: The results of the 2-way analysis of covariance demonstrated a difference between participants in the waitlisted control group at the pretest, posttest, and follow-up test and a positive improvement in schoolchildren with illogical beliefs as a result of exposure to REBT intervention. It was discovered that the REBT intervention changed schoolchildren’s self-esteem and irrational views into rational ones. A later test result supported the intervention’s consistent and significant effects in lowering illogical beliefs and raising students’ self-esteem. The results also showed that there is no connection between gender and group membership. Conclusion: This study suggests that REBT is a significant treatment strategy that reduces irrational beliefs and improves the self-esteem of primary school children. Based on these outcomes, further studies should replicate the study in other cultures with such a disadvantaged group. Abbreviation: REBT = rational emotive behavior therapy
• 
  Item

  Exploring Strategies to Strengthen the Integrated Inter-Sectoral Collaboration Among Early Childhood Care and Education Providers

  The study explored strategies that could be used to strengthen the integrated intersectoral collaboration among Early Childhood Care and Education (ECCE) providers in the Northern Cape province, South Africa. It is evidenced in the literature that early childhood education centers operate without maximum intersectoral collaboration. There is a need therefore for intersectoral collaboration among early childhood providers to ensure a smooth running of the program for children’s development. Semi-structured interviews with a sample of 12 seasoned ECCE providers from the public and private sectors were used to gather the data. Data were analyzed using thematic analysis, and themes were formed. The findings of the study among others indicate that a detailed provincial integrated Early Childhood Care and Education (ECCE) strategy is developed to ensure a properly resourced, coordinated, and managed Early childhood development (ECD) system that forms part of the national ECCE strategy. The study also found that the establishment of a financing model as a strategy can assist to strengthen the integrated inter-sectoral collaboration among ECCE providers.