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  Improving grade three learners’ achievement in basic science: Impact of electronic library resources.

  The way children learn prior to the emergence of coronavirus 2019 (Covid-19) has been hugely affected due to the temporal suspension of the face-to-face mode of learning at the hit of the pandemic. When the pandemic was at its peak, most developed countries turned to online schooling, while most developing countries' schools were completely shut down. Part of the reason for this was a dearth of online resources in those underdeveloped countries. Literature has shown that the use of electronic library resources has potential for enhancing teaching and learning. However, no empirical study has been conducted in Nigeria to determine the potential impact of electronic library resources on grade three learners’ achievement in Basic Science. Thus, the need for this research. This study was guided by a quantitative research approach using a simple repeated measures research design. A total of 45 primary three learners who were purposively sampled from primary schools in Nsukka Education zone participated in the study. A face and content validated as well as trial tested Basic Achievement Test (BAT) was used for data collection. The BAT items had internal consistency reliability of .76. Data gathered were analysed using mixed design repeated analysis of variance. It was revealed that the exposure of the learners to electronic library resources had significant impact (p < .05) on their achievement in Basic Science. It was thus, recommended that primary school learners and their counterparts in upper basic education should be adequately exposed to the use of electronic library resources.
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  Working status, teaching experiences and workplace deviant behaviors of primary school teachers in Enugu State Nigeria.

  This is a cross-sectional study that studied working status, teaching experiences, and workplace deviant behaviors using 254 primary school teachers in Enugu State Nigeria. Responses were elicited using a self-report scale titled “Work Deviance Behaviour Scale”. Data collected were analyzed using crosstabulation converted to bar charts, ANOVA, and bivariate statistical analyses. Given the outcomes of this research, we finally suggest that teachers at lower cadres deliberately violate workplace deviant behaviour compared to those at middle and upper cadres. The results showed that working status and years of experience do not correlate with workplace deviance behaviours. However, there was no significant correlation between working status and workplace deviant behaviours. For this reason, occupational health professionals and school management authorities should reform staff policy, improve communication, and set up mechanisms that could checkmate activities and dispute negative personal value systems responsible for workplace deviant behaviours.
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  Examination of the prevalence and predictors of videogame addiction among school children.

  This is a school-based cross-sectional study that investigated the prevalence and predictors of videogame addiction among school children. A total of 86 schoolchildren enrolled in basic education in Enugu State Nigeria participated in the survey. The videogame addiction scale for children was utilized during data collection. The data collected were analyzed using cross tabulation (frequency and percentage), bivariate statistical analyses. The results showed that the prevalence rates of video game addiction among school children are high. The results also demonstrated that age and gender predict videogame addiction among school children. Therefore, this study concluded that the prevalence rates of video game addiction among school children are accountable by age and gender emerged as significant predictors. Given these findings, school counsellors and other relevant practitioners should design a sustainable intervention to reduce the high degree of video game addiction among school children.
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  Effect of collaborative learning instructional strategy on social skill development of primary school pupils.

  Collaborative learning is an instructional strategy in which learners team together to explore a significant question or create a meaningful project. A group of learners discussing a lecture or learners from different schools working together over the internet on a shared assignment are both examples of collaborative learning. Collaborative Learning Strategy (CbLS) is a set-up in which students or learners are given the opportunity to cooperate and construct a consensus to an open-ended activity. This learning strategy shares many of the same traits as cooperative learning strategy. The major difference is of its being more student-centered than teacher-centered. Collaborative instructional strategy provides the driving force for social constructivism where students are in control of their own learning and ultimately, the outcome of their learning. Collaborative learning is best suited to an arrangement of groups where students can freely interact with one another and construct their ideas together. This study was therefore carried out to determine the effect of collaborative instructional strategy on primary school pupils’ social skill development. The study was guided by two research questions and three null hypotheses. The study adopted a quasi-experimental research design. The population of the study was 19,677 primary five pupils. The sample for the study was 130 pupils from four intact classes. A rating scale developed by the researchers on social skills development was used as instrument for data collection. The instrument was validated by two experts in childhood education and one expert in measurement and evaluation. The reliability of the instrument using Cronbach’s alpha was 0.82. 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 collaborative learning instructional strategy enhanced primary school pupils’ social skills development more than the conventional lecture method. It was also found that gender had no significant influence on primary school pupils’ social skills development. The result also showed that the difference between the social skills development of the groups taught using collaborative 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 collaborative learning instructional strategy in primary school classroom instruction. This will enable teachers to acquire innovative pedagogical capability with respect to handling issues concerning primary school pupils’ social skills development.
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  Pupils’ autonomy, competence, and relatedness as determinants of online learning engagement during the COVID-19 pandemic.

  The COVID-19 pandemic ushered in setbacks as well as opportunities for the education system. Setbacks in the sense that most schools across the globe were closed during the hit of the pandemic while only the developed countries were able to switch over to online teaching and learning mode immediately. However, schools in developing countries were shut down for more than six (6) months before resorting to online teaching and learning thereby affecting their normal school calendar. This pandemic has brought online learning opportunities as that is the only way to keep the school calendar ongoing despite any future pandemic. However, there is a dearth of literature on the determinants of pupils’ online learning engagement. Thus, this research used a correlational survey to explore how pupils’ autonomy, competence, and relatedness impact their online learning engagement within the theoretical framework of self-determination theory (SDT). A sample of 156 primary six pupils participated in the study. Basic Psychological needs scale (autonomy scale α = .87, competency scale α = .91, relatedness scale α = .75) and Pupils’ engagement scale (α = .83) were used to collect data. Data were analysed using structural equation modelling and regression analysis. The results showed that pupils’ autonomy, competence, and relatedness are significantly (p < .05) related to their online learning engagement. This practically implies that pupils’ autonomy, competence, and relatedness are important factors in their online learning engagement. Theoretically, the results of this research have strengthened the tenets of the SDT. Thus, pupils should be encouraged to develop their online learning autonomy, online learning competence, and relatedness to teachers in order to enhance their online learning engagement.
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  Effect of Edutainment videos on cognitive and social skills development of preschool children. Implications For Updating Children's Audio-Visual Library

  The need for the use of edutainment videos in the teaching and learning of preschool children cannot be overstated. This study therefore examined the effect of edutainment videos on literacy skills acquisition among preschool children. Implication for updating children’s audio-visual library. Two research questions and three hypotheses guided the study. The study adopted the nonequivalent pretest posttest quasi-experimental research design. The study population comprised all the nursery three preschool children in Nsukka LGA for the 2021/2022 academic year. A sample of 95 preschool children drawn through judgmental sampling technique were studied. The Literacy Skills Acquisition Test (LSAT) was the instrument used for data collection. Data obtained were analyzed using mean and standard deviation to answer the research questions while analysis of covariance (ANCOVA) was used in obtaining the results for testing the null hypotheses at 0.05 level of significance. The findings showed that edutainment videos had significant positive effect (p < 0.05) on literacy skills acquisition among preschool children in Nsukka LGA of Enugu State. It also revealed that gender has no significant influence (p > 0.05) on literacy skills acquisition among preschool children in the LGA. It further showed that there is no significant interaction effect (p > 0.05) of teaching approaches and gender on the mean literacy skills scores of preschool children. Based on these results, it was therefore recommended among others, that teachers should use edutainment videos in teaching preschool children in order to enhance their acquisition of literacy skills.
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  Effects of demographic characteristics on work-stimulated stress among early childhood educators using structural equation modelling.

  Work stimulated stress has emerged as a pervasive global issue that needs to be investigated by specialists around the world. Work stimulated stress is a condition of pressure brought on by one's occupation and it occurs when the demands of the job outpace the worker's abilities or resources. This study was therefore carried out to investigate the effects of demographic characteristics on work stimulated stress among early childhood educators using structural equation modelling. The demographic variables considered in the study were teachers’ age, gender, experience, marital status, income and educational qualification. The sample comprised of three hundred and fifty (350) early childhood educators across six (6) states in Nigeria. The study adopted an expost-facto research design. A stratified random sampling technique was used to select the early childhood educators for the study. One validated instrument developed by the researchers on work stimulated stress and associated demographic variables was used to collect data for the study. The reliability index of the instrument using Cronbach’s Alpha was 0.83. Data collected for the study was analyze using Coefficient of determination (R2) to answer the research questions that guided the study while path analysis and multiple regressions analysis were employed in hypotheses testing. The findings of this study showed that age, marital status, gender and religion predicted work stimulated stress among early childhood educators more than the other variables. Conclusion was drawn and it was recommended among others that employers of labour should take in cognizance the demographic variables as it influences workstimulated stress. The implications of these findings for education policy makers, administrators and teachers are discussed.
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  Effect of flipped classroom on cognitive and emotional skills development of primary school pupils.

  The term "flipped classroom" refers to a teaching method that blends traditional classroom activities with the use of internet or web-based resources to improve learning. It is a cutting-edge, kid-centered approach that combines both customary classroom activities and online learning activities that frequently entail watching web videos. The implication is that, in a flipped classroom setting, the regular classroom activities are frequently supplemented by the flipped or inverted class activities, which may foster or support pupils' cognitive growth and foster emotional skills development. This study was therefore carried out to determine the effect of flipped classroom on cognitive and emotional skills development of primary school pupils. The study adopted a quasi-experimental research design with a sample of 160 primary school pupils purposively selected. Intact classes were used during the experiment. The instruments for data collection were validated emotional and cognitive development skills developed by the researchers. The reliability indices of emotional and cognitive skills development using Cronbach’s Alpha were 0.87 and 0.91 respectively. The classroom teachers of the sampled schools were used as research assistants. A pretest was administered before the treatment that lasted for six weeks after which the posttest was equally administered. Mean and Standard deviations were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the null hypotheses formulated for the study at 0.05 significant level. The findings of the study among others showed that flipped classroom was effective in developing primary school pupils’ emotional and cognitive skills than the conventional teacher centered approach.
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  Impact of primary school teachers’ demographics on their psychosocial work hazards: a cross-sectional survey of Nigerian teachers.

  The majority of workers, particularly teachers, encounter one type of psychosocial work hazard or another. Thus, psychosocial work hazards are prevalent in the Nigerian school environment. However, no research has been done to determine the impact of teachers' demographics on their psychosocial work hazards. Therefore, this study was required to investigate, using a cross-sectional survey design, the impact of primary school teachers' demographics (age, teaching experience and location) on their psychosocial work hazards. This research was anchored on the tenets of the Job-Demand-ControlSupport theory. This theory assumes that job characteristics affect employees' mental health. The theory illustrates how workplace demands, including a heavy workload, job insecurity, and pressure from the job, can result in psychosocial work hazards for employees. The idea is that people may deal with these challenges by employing their job abilities, which provide them autonomy and control over their work. The strategy functions by showing how stressed out people become when they are under a lot of strain at work. On the other hand, employees can lessen stress or any other psychological work hazards by having greater working autonomy and developing close bonds with their supervisor and coworkers. A sample of 254 primary school teachers drawn from different primary schools located in Southeast Nigerian states (Enugu, Imo and Anambra States) comprised the research participants. This sample was drawn using a multistage sampling procedure. In the first stage, three states (Enugu, Imo and Anambra States) were sampled from the five southeast states using a simple random sampling technique. In the second stage, a stratified random sampling technique was used to sample 86 primary schools from the sampled states. The stratification was based on the states. Finally, a simple random sampling technique was used to sample 254 primary school teachers from the sampled schools. Data were collected using a 28-item questionnaire on psychosocial work hazards. The questionnaire's items had an internal consistency reliability index of 0.74. Data collected were analysed using analysis of variance (ANOVA) to test the hypotheses at 5% probability levels. The findings of the research revealed that age and location of teachers had significant impacts (p > .05) on their psychosocial work hazards. It was also found that teaching experience had no significant impact on teachers’ psychosocial work hazards (p > .05). These findings imply that the age and location of primary school teachers are major determinants of their psychosocial work hazards. Therefore, it was recommended that the demographics of teachers be taken into account as significant criteria during the recruitment of teachers.
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  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.
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  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.
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  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.
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  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.
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  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.
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  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.
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  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
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  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.
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  Parents’ socio-economic status as a predictor of children’s Self-concept in Nsukka, Enugu State, Nigeria.

  This study was carried out to determine the relationship between parents’ socio-economic status and their primary school children’s self-concept. Threeresearchquestions and three null hypotheses guided the study. The work is basedonhumanistic learning theory by Carle Rogers. A correlational research designwasadopted for the study. The entire population of 845 was used as a sample, becausethe number was manageable. The instrument for data collection was a researcher-developed questionnaire called the Parental Socio-Economic Status and Children'sSelf-concept Questionnaire (PSESCSCQ). The instrument was validated by expertsbefore being administered to respondents. For data collection, a direct deliveryandretrieval method was adopted by the researchers, who were aided by fiveresearchassistants. Answers to the research questions were obtained by performingPearsonproduct moment correlation analysis. The hypotheses were tested using regressionanalysis (regression ANOVA). Data on parents’ socio-economic attributeswerecoded using dummy coding, which became necessary to bring the data tothesamemeasurement level. The results of the study show that all the attributes of parents’ socio-economic status (i.e., educational qualification, occupation, and income) aresignificant determinants of primary school children’s self-concept. It is concludedthat parents’ socio-economic status can significantly predict children’s self-concept. Oneof the recommendations is that parents should provide their children with anenablingenvironment to develop a positive self-concept, even if the parents have a lowsocio-economic status.
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  Effect of animated videos on preschoolers’ cognitive development in Benue State, Nigeria.

  The growth of technology has necessitated a change in teaching and instruction especially with children. This study investigated the effect of animated videos on preschoolers’ cognitive development in Gboko Local Government Area of Benue State, Nigeria. Two research questions and three null hypotheses guided the study. The study adopted a pretest posttest quasi-experimental research design. The sample for the study consisted of 54 nursery two pupils in two intact classes drawn using simple random sampling technique. The cognitive Skills rating scale was the instrument used for data collection. 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. Results showed that animated videos had significant effect on preschoolers’ cognitive development, there was no significant gender difference on preschoolers’ cognitive development. Also, there was no significant interaction effect of animated videos and gender on preschoolers’ cognitive development. It was recommended among others, that teachers should use animated videos in teaching preschoolers in order to enhance their cognitive development.
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  Efficacy of music-based cognitive behavior therapy on the management of test-taking behavior of children in basic science using a randomized trial group: Implication for community development.

  Background: This study sought the efficacy of cognitive-behavioral therapy-based music group (CBT-Music) intervention program on primary school children’s test-taking behavior in Southeast Nigeria. Methods: A pretest, posttest randomized controlled trial experimental design was adopted for the study using a sample of 53 primary three (3) children. A test-taking behavior questionnaire was used for data collection. The instrument was face validated by test development experts. Construct validation of the instrument was done by subjecting the instrument to factor analysis after trial testing. Data were analyzed using independent samples t-test and paired samples t-test. Results: The findings of the study revealed that CBT-Music had a significant effect on the management of test-taking behavior of among children. Furthermore, the test-taking scores of children in the music-based CBT group were significantly lower than those in the control group at the follow-up measure. This implies that the test-taking behavior of the children can be better managed using the CBT-music intervention program to enable the children to grow better academically and contribute to the community they belong to. Conclusion: Music-basedCBT demonstrated significant efficacy in the management of children’s test-taking behavior. Thus, primary school teachers should be enlightened on how to make use of CBT-Music in the management of test-taking behavior among children. Abbreviations: CBT = cognitive-behavioral therapy, CBT-music = CBT-based music group, TAQ = test anxiety questionnaire.
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  Early childhood provisioning for children between 3 to 5 years within rural Eastern Cape Communities: The untold stories of the physical environment.

  The state of the physical infrastructure at various early childhood development (ECD) centres in a rural area in one Eastern Cape Education District is the focus of discussion in this paper. Data were collected through photo-voice and observations during an introductory visit to the centres. The paper explores the status of the physical environments of the ECD centres and raises doubts over their potential for enhancing child development and early learning. Thematic analysis of the findings reveals that no evidence suggests that the communities visited had benefitted from the vast attention and publicity ECD has gained in South Africa. An overwhelming infrastructural neglect and/or decay were observed. There seems to be no evidence that ECD practitioners and architects of the centres visited neither considered nor understood the most suitable design and reorganise spaces to augment desired ECD learning outcomes. This paper concludes that poorly designed ECD physical environments not only present the health and security hazards to little children learning in such amenities but also affect the learning and freedom children should be enjoying. The paper recommends that particular care and attention should be given to the settings in which children learn as early as the design phase of such settings. Other recommendations have been highlighted in the paper.
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  Determinants of University students’ interest in Science, Technology, Engineering and Mathematics Education in Nigeria: A case of a structural equation modelling.

  The role of Science, Technology, Engineering, and Mathematics Education (STEME) in National development cannot be overemphasized. However, the enrollment of students in the STEME courses at the university level seems not to be encouraging. Moreover, literature is scarce on the major determinants of students' interest in STEME courses. Thus, this study explored the possible determinants of university students’ interest in STEME courses using a structural equation modeling approach. The study adopted a correctional research design using a sample of 255 undergraduate Science Education students in Universities in Enugu State Nigeria. STEME students’ interest determinants questionnaire and STEME Interest scale were used for data collection. The two instruments were properly face validated by test development experts. The internal consistency reliability indices for the two instruments were 0.85 and 0.79 respectively. A structural equation modeling statistical approach was used to analyze the data. The model fit of the data was tested using the Root Mean Square Error of Approximation (RMSEA) and Confirmatory Factor Index (CFI). The result showed that there was a significant model fit for the data, RMSEA = 0.45, CFI = 0.965. The results further revealed that motivation, selfefficacy, self-esteem, and task persistence are significant (p<.05) determinants of students’ interest in STEME courses. This result implies that students have high motivation, self-efficacy, self-esteem, and task persistence are bound to do well in any of the STEME courses at the University level. Therefore, it was recommended among others that students should be adequately supported by their parents for the sake of their academic excellence in University.
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  Determinants of preschool teachers’ competence in the use of online teaching space during and after the Covid-19 pandemic.

  The emergence of coronavirus disease 2019 (COVID-19) in December 2019 brought a drastic change in the mode of learning in schools across the globe. Due to the pandemic, schools across the world were closed down from March 2020 to avoid the spread of the disease. Most schools then had to adopt the remote or online mode of teaching and learning as against the face-to-face mode. Most teachers especially preschool teachers find it difficult to adapt to the new mode of teaching and learning. Thus, the researchers sought the determinants of preschool teachrs’ competence in the use of online teaching space during and after the COVID-19 pandemic. A correlational research design was adopted for the study using a sample of 48 preschool teachers in the Nsukka Education Zone. Properly face validated and trial-tested psychological and online teaching space competency scales were used for data collection. The internal consistency reliability indices of the psychological and online teaching space competency scales were found to be 0.79 and 0.86 respectively. Data collected were analysed using structural equation approaches. It was revealed that attitude, interest, psychological readiness, professional development, and motivation are significant (p = .05) determinants of preschool teachers’ competence in the use of online teaching space. This implies that if those factors are not adequately considered, there will not be an effective use of online teaching space by the preschool teachers. It was thus recommended that the Local Government Education Authority should create a conducive environment for the effective utilization of online teaching space by the preschool teachers.
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  Demographic determinants of work deviant behaviors of rural community‐based primary school teachers: A structural equation modeling approach.

  Schools across the globe and especially in Nigeria have witnessed situations in which teachers work outside their work ethics. This situation breeds exhibition of work deviant behaviors among the teachers at different levels of education as evidenced in the literature. However, literature is scarce on the influence of teachers' demographic characteristics on their work deviant behaviors in primary schools. Thus, this study was necessitated to explore the determinants of work deviant behaviors of rural community‐based primary school teachers in Enugu State, Nigeria. This study was anchored on the affective events theory propounded by Weiss and Cropanzano. Basing the study on the quantitative research approach, a correlational survey research design was adopted using a sample of 254 rural community‐based primary school teachers. Necessary information for the study were collected using researchers' adapted questionnaire on work deviant behaviors with 28 items. The questionnaire items had an internal consistency reliability index of 0.87. Data collected were analyzed using hierarchical multiple regression analysis and the structural equation modeling approach. It was revealed that among the demographic characteristics (age, working status, qualification, marital status, gender, years of teaching experience, and location) of the teachers, only age and qualification were found to be significantly (p < 0.05) related to work deviant behaviors. The implication of this study, therefore, is that the age and qualification of rural community‐based primary school teachers determine the nature of their work deviant behaviors. Thus, it was recommended that the age and qualification of teachers should be considered very paramount in the employment of teachers.
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  Current Disciplinary Practices by Primary School Teachers in Eswatini: Implications for School Counselling

  This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. 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. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students’ misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.