SECURING THE LEARNING ENVIRONMENT IN CONTEMPORARY NIGERIAN EDUCATIONAL SYSTEM: IMPLICATION FOR SAFE SCHOOLS INITIATIVE IN NIGERIA

Johnson Agbonavbare Osaigbovo

Department of Education Faculty of Arts & Education

Benson Idahosa University Benin City, Edo State Nigeria

E-mail: drjaosaigbovo@yahoo.com, drjaosaigbovo@gmail.com

ABSTRACT

This paper examines safe schools initiative and its implications for securing the learning environment in contemporary Nigerian educational system. Safer education is central to development and it is a fundamental building block for poverty reduction and human capacity development which is essential for inclusive economic growth. However, if the primary objective of education is to be met, it is very important that students stay in school and remain safe to complete their educations. This requires that classrooms must be a safe place for learning and should not entertain the problem of school-related violence against students. It requires that everyone in the educational system must do what is sensible to keep pupils and teachers safe and healthy as practically as possible. It was recommended that government should ensure sustainability of safe schools initiative in Nigerian schools so as to elicit conducive learning environment for students and teachers.

Table of Contents

Poverty Reduction and National Development through Technical Vocational Education and Training

Okorieocha Christopher N., Taneh, Anthony Nadum                                                              1-16

Quality Assurance in Open and Distance Learning: A Yardstick for Educational Development in Nigeria

Oyekan Opeyemi Aderonke, Peter Kolawole Ojedele                                                              17-25

Principals Supervisory Roles and Students Academic Performance in Senior

Schools in North Central Geo-Political Zone, Nigeria

Stephen Usman, Azan, Baba James, Elisha, Bulus Gidinye, Yakubu Mikailu Machuwe           26-34

The Role of Mathematics in Choosing a Course: A Case Study of Students in Edo

State Institute of Technology & Management

Obazele, Lucky. E.,Edobor, Stanley. O,Sule, John. I                                                                   35-40

Leadership Style and Its Relation to Employee Engagement in Selected Public Secondary Schools in Ile-Ife, Osun State

Opaleye, Muyiwa Adeleke                                                                                                       41-59

Principals Supervisory Roles and Teachers Professional Competence in Senior Secondary Schools in North Central geo-Political Zone, Nigeria

Stephen Usman, Azan, Baba James, Elisha, Bulus Gidinye, Yakubu Mikailu Machuwe           60-71

Use of Instructional Materials for Students Achievement in Basic Technology in

Rivers State (A Case Study of Community Junior Secondary School Mogho)

Bekee Bari-Aara Charles & Kpegara Saana Nwinle                                                                72-82

USE OF INSTRUCTIONAL MATERIALS FOR STUDENTS ACHIEVEMENT IN BASIC TECHNOLOGY IN RIVERS STATE (A CASE STUDY OF COMMUNITY JUNIOR SECONDARY SCHOOL MOGHO)

Bekee Bari-Aara Charles & Kpegara Saana Nwinle

Faculty of Voc. & Tech. Education, Rivers State University Port Harcourt, Nigeria.

Department Electrical/Electronic, Ken Saro-Wiwa Polytechnic Bori. Rivers State

Email: charles2bek@gmail.com, sankpe@gmail.com

  ABSTRACT

The concept instructional materials are those materials both printed and non-printed, tools, equipment, gadgets, machines etc. used by the teacher or instructor in delivering instruction or lesson in other to inspire the leaners. The study aimed at finding out whether or not there is an effect of the use of instructional materials on student academic achievement in basic technology. The design adopted for this study was that of experimental design of the pre-test and post-test session. The posttest means scores of both the experimental and the control group was used in analyzing the Z-test tool. The population consist of students of JSS1,2 and3.each class were 41,43 and 50 respectively, which was used as the sample size since the students were not too much. In JSS1, there were 17 boys and 24 girls, in JSS2,there were 20 boys and 23 girls, while in JSS3,there were 20 boys and 30 girls. The analysis revealed that there was a statistically significant difference in the mean scores of the post test scores of students taught with instructional materials. Among others, it was recommended that, teachers of basic technology should ensure proper use of instructional materials, teachers of basic technology should also use creativity in improvising locally made instructional materials.

PRINCIPALS SUPERVISORY ROLES AND TEACHERS PROFESSIONAL COMPETENCE IN SENIOR SECONDARY SCHOOLS IN NORTH CENTRAL GEO-POLITICAL ZONE, NIGERIA.

Stephen Usman¹, Azan, Baba James², Elisha, Bulus Gidinye³

Yakubu Mikailu Machuwe⁴

¹Department of Educational Administration and Planning, Nasarawa State University, Keffi,

²Department of English and Literary Studies, Nasarawa State University, Keffi

³Dean Student Affairs, Ipere College of Eduction Agyaragu, Nasarawa State,

⁴Department of General Studies, Ipere College of Education, Agyaragu Nasarawa State

E-mail: usmanstephen.ndo@gmail.com, azanbaba240@gmail.com, elbulusgidinye@gmail.com, Mikailu4real@gmail.com

ABSTRACT

This study examined the principals’ supervisory roles and teachers’ professional competence in senior secondary schools in North Central Geo-Political Zone, Nigeria. Seven (7) research questions and four (4) hypotheses were formulated and tested for the study. Related literatures as well as empirical studies were also reviewed. The ex-post facto design was adopted for the study. The Population of the study was 27,221 and 5,496 Teachers, Principals and Students’ representing 20.2% of the total Population were sampled from 216 Senior Secondary Schools using tetrachoric random sampling. A 16-item instrument was developed for data collection titled ‘’Principals’-Teacher Competence Questionnaire (PTCQ). The instrument used for the study was a modified four point-Likert type questionnaire of Strongly Agreed (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Descriptive statistics of mean and standard deviations were used to answer the seven research questions, while chi-square (X²) test of goodness of fit was used to test the three hypotheses at 0.05 level of significance was used to test hypothesis. The findings revealed that Principals’ supervisory roles performance has impact on Teacher professional competence in senior secondary Schools in North Central Geo-Political Zone, Nigeria. Based on the findings of the study, it was recommended among others that principals/stakeholders in education should encourage teachers’ through attending conference, workshops, seminars and in-training service or sandwich programmes to develop professionally in senior secondary schools.

LEADERSHIP STYLE AND ITS RELATION TO EMPLOYEE ENGAGEMENT IN SELECTED PUBLIC SECONDARY SCHOOLS IN ILE-IFE, OSUN STATE

Opaleye, Muyiwa Adeleke

Department of Business Administration & Management

The Polytechnic, Ile-Ife. Osun State.

Email: opaleye2muyiwa@yahoo.com

ABSTRACT

This study aims to investigate the relationship between leadership style and employee engagement in public secondary schools in Ile-Ife. Also, the study aims to examine the extent at which transformational and transactional leadership styles impact employee engagement. The study employed a descriptive survey design which measured independent and dependent variables. 20 public secondary schools were selected from a total number of 32 secondary schools in Ile-Ife through a convenience non-probability sampling technique as samples. Furthermore, 10 teachers were chosen randomly from each secondary school selected excluding the principals of those schools who occupies the leadership position. Out of the 200 questionnaire administered, 191 questionnaire were returned while 187 questionnaire were considered useful for the study. Data for this study was collected through a self-structured questionnaire. The questions were structured in five-point Likert type ranging from strongly disagree to strongly agree. The data collected was analyzed using Correlation and Regression Analysis. The analysis revealed that There was a strong, positive correlation between employee engagement (EE) and transformational leadership style (TFLS) [r = .499, n=187, p<.001]. Also, there was a strong, positive correlation between employee engagement (EE) and transactional leadership style (TSLS) [r = .597, n=187, p<.001].

Furthermore, from coefficient table of regression model, the largest beta coefficient for TSLS is .468 at significance level 0.000 (p<.05), meaning that transactional leadership style (independent variable) makes the strongest unique contribution to explaining employee engagement (dependent variable) as compared to transformational leadership style .

THE ROLE OF MATHEMATICS IN CHOOSING A COURSE: A CASE STUDY OF STUDENTS IN EDO STATE INSTITUTE OF TECHNOLOGY & MANAGEMENT.

Obazele, Lucky. E.¹,Edobor, Stanley. O²,Sule, John. I³

^1&2 Department of Statistics

³Library Department

^1,2&3 Edo State Institute of Technology & Management, Usen. Benin City.

Email: djgrandmaster4christ@yahoo.com

ABSTRACT

Mathematics teaches patience, discipline, and step-by-step problem-solving skills. For those with a substantial background in mathematics, an unlimited number of career opportunities are available. In spite of the tremendous possibility of mathematics or mathematicians many people especially young people do not like mathematics as a subject. In this research, questionnaires were administered to respondents’ i.e. students of Edo State Institute of Technology and Management to actually investigate the influence of mathematics on students choice of their present course of study. The study shows that mathematics plays a very important part in the students’ decision concerning the choice of their present course of study at the school (ESITM).

PRINCIPALS SUPERVISORY ROLES AND STUDENTS ACADEMIC PERFORMANCE IN SENIOR SCHOOLS IN NORTH CENTRAL GEO-POLITICAL ZONE, NIGERIA

Stephen Usman¹, Azan, Baba James², Elisha, Bulus Gidinye³

Yakubu Mikailu Machuwe⁴

¹Department of Educational Administration and Planning, Nasarawa State University, Keffi,

²Department of English and Literary Studies, Nasarawa State University, Keffi

³Dean Student Affairs, Ipere College of Eduction Agyaragu, Nasarawa State,

⁴Department of General Studies, Ipere College of Education, Agyaragu Nasarawa State

E-mail: usmanstephen.ndo@gmail.com, azanbaba240@gmail.com, elbulusgidinye@gmail.com, Mikailu4real@gmail.com

                                                ABSTRACT

This study examined the principals’ supervisory roles and their impact on students’ academic performance in senior secondary schools in North Central Geo-Political Zone, Nigeria. Seven (7) research questions and four (4) hypotheses were formulated and tested for the study. Related literatures as well as empirical studies were also reviewed. The ex-post facto design was adopted for the study. The Population of the study was 27,221 and 5,496 Teachers, Students and Principals’ representing 20.2% of the total Population were sampled from 216 Senior Secondary Schools using tetrachoric random sampling. A 8-item instrument was developed for data collection titled ‘’Principals’ Students’ Performance Questionnaire (PSPQ). The instrument used for the study was a modified four point-Likert type questionnaire of Strongly Agreed (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). Descriptive statistics of mean and standard deviations were used to answer the seven research questions, while chi-square (X²) test of goodness of fit was used to test the three hypotheses at 0.05 level of significance was used to test hypothesis. The findings revealed that Principals’ supervisory roles performance on students’ academic performance was above average (2.58) in senior secondary Schools in North Central Geo-Political Zone, Nigeria. Based on the findings of the study, it was recommended that principals’ should see supervisory roles performance as daily affairs on students’ academic performance in senior secondary schools.

QUALITY ASSURANCE IN OPEN AND DISTANCE LEARNING: A YARDSTICK FOR EDUCATIONAL DEVELOPMENT IN NIGERIA

Oyekan Opeyemi Aderonke & Peter Kolawole Ojedele

National Institute for Educational Planning and Administration (NIEPA) Nig. Ondo.

Department of Educational Foundations, Kano State University of Science & Technology, Wudil, Kano State

Email: Oyekan@yahoo.com, kolawolepeters@gmail.com

ABSTRACT

The quest for lifelong learning and zeal to acquire academic qualification has opened up tertiary institutions to cater for the growing number of applicants every year. Therefore, Open Distance Learning (ODL) is a major channel of widening access to higher education in Nigeria to maintain provision of ODL and retain its relevance and recognition as complimentary to conventional or specialized higher education there is need for Quality Assurance Development. This paper therefore explores trends perspectives and challenges of quality assurance in ODL in Nigeria.

Keywords: Quality Assurance, Distance Learning, Educational Development, Nigeria.

POVERTY REDUCTION AND NATIONAL DEVELOPMENT THROUGH TECHNICAL VOCATIONAL EDUCATION AND TRAINING

¹Okorieocha Christopher N. & ²Taneh, Anthony Nadum

¹Department of Industrial Technology Education, Michael Okpara University of Agriculture, Umudike,

²Department of Electrical Electronic Engineering, Ken Saro-Wiwa Polytechnic, Bori, Rivers State,

Email: Okorieochachris@Yahoo.Com, Nadumtaneh@Yahoo.Com

ABSTRACT

This paper x-rayed poverty reduction and national development through technical vocational education and training (TVET) in Nigeria. It reviewed the present status of TVET, government effort to revamp and revitalize TVET. The study further addressed poverty, classes of poverty, kinds of poverty reduction and its consequences to national development. The study recommended that, in other to combat the negative impact of poverty in Nigeria that funds should be provided for TVET institutions for effective implementation of the program, government should involve organizations and industries in the formulation of the curriculum and in the certification of skills offered; and the World Bank intervention programs in technical vocational education and training in some states of the federation should be extended to other states not presently included to ensure availability of skilled men and women in every part of the country for national development.