| 1 |
Author(s):
Agape Kanyiri Damwah.
Page No : 1-15
|
Exploring the Effect of School-Community Relationship on Students’ Academic Performance.
Abstract
Studies have often investigated the factors affecting students’ academic performance, identifying factors such as school infrastructure, instructional quality, student-teacher involvement and students’ learning habits. Yet the extent to which school-community interaction influence students’ academic performance has received relatively less academic attention. This study examines how school-community relationships impact students' academic achievement, focusing on community engagement in school management and its influence on Junior High School (JHS) students' academic performance. Utilizing a qualitative case study design with 60 participants, data was collected through focus group discussions and interviews. The findings indicate low community involvement in school management, largely due to ineffective communication, insufficient funding, and poor school leadership. The study contributes to the theoretical understanding of school-community partnerships by emphasizing their direct impact on academic outcomes. The study recommends prioritizing policies that encourage community involvement, improving communication between schools and communities, and securing adequate resources for school projects.
| 2 |
Author(s):
Stella Bolanle Apata (Ph.D.), John Toluwani Adeniyi, Johnson Ajayi Ajiwoju (Ph.D.), Kehinde Kayode Adeosun.
Page No : 16-33
|
Digital Transformation in Teaching: The Preparedness of In-Service Teachers in Nigeria for the Fourth Industrial Revolution (4IR).
Abstract
The Fourth Industrial Revolution (4IR) has significantly transformed education, necessitating a revision of technology-based teaching methods. The research examines the readiness of in-service teachers in Nigeria for digital transformation in education, emphasising their digital literacy, access to technology, and capacity to incorporate digital tools into pedagogy through systematic literature reviews. The findings reveal a modest level of preparedness: while numerous educators exhibit basic digital abilities, significant deficiencies exist in advanced competences deemed essential for digital pedagogy, such as content production and collaborative online learning. The research delineates significant obstacles like inadequate training, restricted access to digital resources, and infrastructure deficiencies, particularly in rural regions. It also examines the impact of institutional support and professional development initiatives on enhancing teacher preparation. The findings underscore the necessity of focused interventions, such as policies that offer comprehensive digital literacy training, enhanced investments in educational technology, and changes that incorporate technology into teacher education curricula. The study contributes to the expanding dialogue on digital transformation in education and offers pertinent stakeholders strategic insights to enhance the digital readiness of teachers in Nigeria in light of worldwide trends.
| 3 |
Author(s):
Daniel Olukayode Adekeye, Beatrice Bunmi Adeyemi.
Page No : 34-47
|
Assessing the Impact of Civic Education on the Development of Leadership Capacity and National Consciousness of Middle and Upper Basic Education Learners in Okitipupa, Ondo State, Nigeria.
Abstract
It is the critical role of formal civic education at the Basic Educational levels to create national consciousness as well as to develop and reinforce leadership capacity of learners to create a much more enduring foundation for sustainable national integration. This research assessed the actual impact of civic education on the Middle and Upper Basic Education (M&UBE) learners in Okitipupa metropolis and its environs: Igbokoda and Irele. Survey and experimentation methods were adopted while questionnaires and interviews were the instruments used for data collection. The study found that the leadership capacity and national consciousness development components of the current civic education among learners within this scope of study are extremely inadequate. The study recommended a review of the civic education curriculum content, training of personnel and adoption of integrated learning methodology effective civic education experience M&UBE learners.
| 4 |
Author(s):
Anthony Ogbonna Uche, Adanma Vivian Obiora, Fidelis Chike Nwabudike.
Page No : 48-58
|
Ethical Considerations and Applications of AI-Generated Content in Communication and Media Studies in Nigeria.
Abstract
Artificial intelligence (AI) and automated technologies have made great inroads into tertiary education across the globe including Nigeria. Communication and Media Studies is one of the areas where the impact is already being felt as students rely on automated technologies to generate content for their class assignments and projects. With the unbundling of Mass Communication into several Departments across University and Polytechnic systems in Nigeria, raising ethically minded individuals and professionals across the different dimensions of communication and media studies has been placed in the front burner. AI use has become increasingly compounded by the non-availability of a regulatory framework in the Nigeria’s educational system. Employing qualitative literature review, this study leans on the Technology Acceptance Model (TAM) as its theoretical framework to expose the use of AI tools and the ethical implications of their use in media studies in Nigeria. The study recommends a paradigm shift in media literacy to include developing technical skills and technologically innovative tools for the detection of AI-generated content.
| 5 |
Author(s):
Ako Benjamin Tavershima, Tyav Orya Herbert.
Page No : 59-75
|
Assessing the Preparedness and Impact of NCE-Trained Mathematics Teachers on Junior Secondary School Students’ Academic Achievement in Benue State, Nigeria.
Abstract
This study assessed the preparedness and impact of NCE-trained mathematics teachers on Junior Secondary School students’ academic achievement in Benue State. Both cross sectional survey and experimental research designs were employed for the study. The population of the study consisted of all 45,172 JSS 2 students in 749 secondary schools. A sample of 360 students were selected using simple random sampling technique. Data was collected using Mathematic Achievement Test (MAT) and questionnaire. Data was analyzed using chart, frequency, percentage, mean and standard deviation as well as simple regression analysis. The study revealed that the level of preparedness of Mathematics teachers trained in the NCE program in the study area was low. Furthermore, there was no effectiveness of NCE-trained teachers in delivering Mathematics instruction. However, the study established that there was significant impact of NCE-trained Mathematics teachers on students’ academic achievement in Junior Secondary Schools in the study area. The study further showed that the problems faced by NCE-trained teachers for the effective delivery of Mathematics instruction were absence of education professional academy, lack of professional and in-service trainings, poor welfares, politicizing education among others. The study concluded that improvement in the level of training of NCE Mathematics teachers will lead to the higher academic achievement of the students in Junior Secondary Schools in the study area. The study recommended that government should restructure NCE program and also ensure that only qualified teachers are allowed to teach at all levels of education in the study area.
| 6 |
Author(s):
Samuel Osei, Joseph Yaw Dwamena Quansah, Dacosta Aboagye.
Page No : 76-92
|
Ghanaian Headteachers’ and Teachers’ Perspectives on Distributed Leadership Practices in Schools: A Phenomenological Inquiry.
Abstract
Distributed Leadership practices in schools have gained prominence as a critical approach to meeting global educational goals. This study explores the perceptions of headteachers and teachers regarding distributed leadership practices in schools in Ghana. Anchored in the Distributed Leadership Theoretical Framework, the study adopted a qualitative descriptive phenomenological design underpinned by the constructivist philosophical paradigm. The research focused on headteachers and teachers in public basic schools within the Old-Tafo Municipal area of the Ashanti Region, Ghana. Using multiple sampling techniques, 15 participants were selected through census, purposive, and simple random sampling methods. Data were collected using a semi-structured interview guide and analysed through thematic analysis. The study found that distributed leadership fosters collaboration, inclusivity, shared responsibility, mutual trust among school stakeholders, and serves as an effective strategy to alleviate headteacher burnout and reduce leadership overload. The study concludes that distributed leadership is essential for enhancing teacher morale, building leadership capacity, and reducing headteacher workload. The study recommends that the Ministry of Education, teacher training institutions, and headteachers prioritize continuous professional development programmes to equip teachers with leadership skills. Also, headteachers should establish formal structures to support collaborative decision-making in schools.
| 7 |
Author(s):
Peter Yidana (Ph.D.), Elliot Akuna.
Page No : 93-113
|
Academic Records Management Practices in Africa Higher Education Institutions: Empirical Review.
Abstract
Students’ academic records encompass all academic information related to individuals, maintained in various formats and media by educational institutions. Effective management of these records is crucial for the success of higher education institutions. This review examines the management of academic records in colleges and universities across Africa, with the aim of evaluating current practices. The scoping review method was employed to gather and analyze empirical studies from 15 African countries, published between 2001 and 2024. A total of 65 studies were reviewed, focusing on four main themes: (1) practices and processes of academic records management in African higher education institutions; (2) the efficiency and effectiveness of digital academic records management; (3) the challenges faced by these institutions in implementing and maintaining digital record systems; and (4) measures taken to ensure the integrity, privacy, and security of students' records in digital formats. The findings indicate that while many African higher education institutions have developed robust systems for managing academic records, these systems are not always fully aligned with institutional policies. Furthermore, institutions that have established records management policies often encounter challenges in effectively implementing the processes outlined in these policies. The findings also highlight that the adoption and effective management of digital record systems can significantly enhance the overall efficiency of academic records management. However, challenges such as inadequate IT infrastructure, lack of digital skills, resistance to change, and security threats hinder the smooth adoption of digital systems. The absence of clear policies, strategic planning, and integrated systems further complicates efforts to achieve successful digital transformation in these institutions. Additionally, the review underscores that African higher education authorities are taking proactive measures to protect students' academic records, including the implementation of blockchain technology, credential-based authentication, and security frameworks such as the PIEM model. Key practices, such as conducting risk assessments and employing robust encryption techniques, are identified as essential for safeguarding sensitive student information. This study advocates for higher education institutions to develop clear and comprehensive records management policies that address both manual and digital processes. These policies should establish standards for the creation, storage, retrieval, disposal, and security of records, alongside a system for regular review and continuous improvement.
