| 1 |
Author(s):
Winifred Dooshima Anikpa, Victoria Aluershima Amachigh.
Page No : 1-21
|
Impact of Implementation of Classroom Management Practices on Performance of Learners in English Language in Private Primary Schools, in Katsina-Ala, Benue State, Nigeria.
Abstract
This study investigated the level of implementation of classroom management practices and how it affects performance of learners in English Language in private primary schools in Katsina-Ala Local Government Area of Benue state, Nigeria. Five null hypotheses were formulated to guide this study. A sample of 200 teachers was selected using random sampling technique across a population of 746 teachers from all the private primary schools in the research area. The instrument for data collection was a self-developed questionnaire. The mean and standard deviation were used to answer the research questions while Spearman’s rho was used in testing the hypotheses at 0.05 level of significance. The findings of the study reject all the null hypothesis in favour of alternative hypotheses and recommend that positive reinforcement, motivational practices, good teacher-learner relationships, effective communication and good use of instructional materials be implemented in classroom management in schools as this can improve performance in English Language.
| 2 |
Author(s):
Sunday Alewo Omale Alewo, Idodo Momodu Daniel, Bukar Ali Bularafa.
Page No : 22-33
|
Factors Affecting Mentoring and Organizational Learning in Emerging African Economies: A Theoretical Review.
Abstract
While several mentors and learners end their relationships prematurely, many flourish and continue mentoring and learning till retirement. Understanding how these mentors and learners (mentees) maintain their enthusiasm can help identify the resources they need for their professional and personal growth. Nevertheless, research into the characteristics that drive sustained learning and mentorship is scarce. The primary objective of this research was to investigate the factors influencing mentoring and organizational learning in developing African economies over multiple decades, as well as how these aspects can be leveraged for organizational benefit. The pertinent research has been examined to provide greater detail and clarify the reasons for these characteristics. Mentoring and organizational learning were associated with various good outcomes, notably, enhanced performance, promotions, wage increases, work satisfaction, talent retention, and employee growth. Despite these benefits, issues like corporate culture, ineffective communication, mentor-mentee pairing, an absence of trust, and stated objectives and requirements continue to influence how effectively it operates in an organizational or social setting. The findings indicate that company culture should encourage development, learning, and knowledge exchange. These are critical for successful mentoring and organizational productivity. An organization that does not value or prioritize mentoring is bound to fail. Furthermore, businesses should encourage open and honest communication between mentors and mentees. This is vital for building trust and developing a positive learning relationship.
| 3 |
Author(s):
Okeke Charles Kelechi (Ph.D.), Ezemoyih Chuks Marcel (Ph.D.), Angela Eze (Ph.D.), Christain Njoku, Rosekate N. Uwazuruike.
Page No : 34-50
|
Vocational Guidance and Counseling: Focus of Extent of its Need in Secondary Schools in Imo State of Nigeria.
Abstract
This study aimed at examining the extent of the need for Vocational guidance in Secondary schools in Imo State. The study adopted a descriptive survey. The population for the study was made up of 105 students randomly selected from 98 public secondary schools across the three education zones in Imo State. Five research questions guided the study. A questionnaire named (ENVGSS) extent of Need for Vocational Guidance in secondary school was used for data collection. The questionnaire was validated by three experts from the Department of Measurement and Evaluation, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, and the instrument yielded .82,.95, .85, .93, and .92, which means that the instrument measured what it supposed to measure. It was recommended that students should be provided with adequate Vocational guidance to enable them to acquire enough occupational information so as to enable them to make correct occupational choices and decisions. It was concluded that vocational guidance should be provided adequately to secondary school students in the Imo state of Nigeria.
| 4 |
Author(s):
Okoro D. J., Inyang U. E.
Page No : 51-61
|
A Qualitative Exploration of the Support Needs of Caregivers of Children with Cerebral Palsy in Nigeria.
Abstract
Caring for children with cerebral palsy (CP) posed significant emotional, financial, and psychosocial challenges for caregivers, especially in resource-limited settings such as Nigeria. This qualitative phenomenological study explored the lived experiences of 26 caregivers (24 mothers and 2 fathers) in Cross River State, Nigeria, to identify their unmet support needs. Data were gathered through in-depth interviews and analyzed thematically. The findings revealed intense emotional distress among caregivers, including fatigue, anxiety about the future, and social isolation driven by stigma. Many caregivers lacked adequate information about CP management, which contributed to feelings of helplessness. Financial burdens stemming from high medical costs and loss of income, intensified their difficulties. Additionally, institutional barriers such as prolonged wait times and limited expertise within the healthcare system hindered access to appropriate care. Caregivers expressed a strong need for psychosocial support through peer groups and community education to address stigma. The study indicates the urgent need for comprehensive interventions, including financial assistance, improved healthcare services, and the establishment of community-based support systems to reduce caregiver burden and promote family well-being.
| 5 |
Author(s):
Onyeocha Felicia A..
Page No : 62-74
|
Parental Emotional Intelligence and Students’ Deviant Tendencies in Owerri Municipal, Imo State.
Abstract
The study examined the extent to which parents emotional intelligence predicts students' deviant tendencies in public secondary schools in Owerri municipal, Imo State, Nigeria. Three research questions guided the study. Correlation research design was adopted. The population of the study consisted 1277 senior secondary two students in the eight public secondary schools in Owerri Municipal from which sample and respondents of 383 was derived using proportionate (at 40%) and simple sampling technique respectively. The data collection process was handled through a researcher-designed research instrument entitled: Parents' Emotional Intelligence and Students Deviant Scale (PEISDS). The instrument validation was faced evaluated by two experts in the field of Instrument Test and Measurement and the reliability tested at 0.93 using Cronbach Alpha coefficient. The collated data were analyzed using descriptive and inferential statistics such as bar chart, percentage, mean and linear regression (R2). The result reveals that the extent of emulation of parents among students in public secondary schools in Owerri municipal was low (x̄=3.19). It was also revealed that the only 11.3 percent variation in students' deviant tendencies (SDTs) was explained or predicted by parents' self-awareness (PSA), implying a very low extent prediction. The results equally shown that only 23.3percent variation in SDTs was explained or predicted by parents' self-regulation (PSR), implying a very low extent prediction. It is therefore concluded that parents emotional intelligence (with specific consideration to PSA and PSR) do not contribute significantly in regulating students' deviant tendencies in schools. This perhaps due to secondary category factors such as peer group influence, self-oriented, self-originated, juvenile curiosity and continuous exposure to these sources or instructions. Therefore, it is recommended among others that parents should create and sustain a satisfactory home environment that can adequately retain the interest of their wards, establish attachment affinity in them, and maintain the status quo through a routinely observed conscious effort. This will spur their wards to emulate them and in turn, instill those values irrespective of the contentious influence of the school system (peer group influence and the teachers' mannerism).
| 6 |
Author(s):
Omaze Anthony Afemikhe, Kennedy Imasuen.
Page No : 75-85
|
Assessing Item Difficulty, Discrimination, Guessing, and Carelessness Parameters of a Mathematics Achievement test for Secondary School Students in Edo State, Nigeria.
Abstract
This study assessed the psychometric properties of the Mathematics Achievement test for Secondary School Students in Edo State, Nigeria, using the four-parameter logistic model (4PLM) of Item Response Theory (IRT). The study adopted a descriptive survey design. The population comprised students from 312 public junior secondary schools in Edo State, while the sample consisted of 2,204 students selected from this population. The research instrument was a 40-item multiple-choice Mathematics Achievement developed by Afemikhe and Imasuen (2024). The instrument, previously validated and standardized, had a reliability coefficient of 0.89 using the Kuder-Richardson Formula 20 (KR-20).
Unidimensionality of the data was verified through Principal Component Analysis using SPSS, while item calibration was conducted with Jmetrik IRT software to estimate item difficulty, discrimination, guessing, and carelessness parameters. The results revealed that most items demonstrated very high discrimination, indicating a strong capacity to differentiate between students with high and low levels of achievement in mathematics. Most items were difficult, suggesting that the test provided sufficient challenge for students. However, a high proportion of items displayed elevated guessing parameters, reflecting issues with distractor quality. On the positive side, carelessness was generally low, suggesting that students responded attentively. Based on the findings, it was recommended that the distractors of test items of the test be reviewed and improved to reduce guessing and that IRT frameworks be more widely adopted in the evaluation of educational assessments.
| 7 |
Author(s):
GuoQing Han, Zulfiqar Ali (Ph.D.), Syyed Ali Raza Kazmi, Hasan Raza Jafri.
Page No : 86-103
|
Reconstructing English Language Instruction: A Strategic Shift for Higher Retention and Engagement.
Abstract
Despite the well-established nature of mainstream English teaching systems, they often struggle to meet the evolving demands of contemporary education, particularly in fostering long-term retention and learner engagement. This study critiques the theoretical constraints of traditional pedagogical models and proposes a transformative framework designed to enhance both instructional effectiveness and student involvement. By identifying the core inefficiencies of conventional approaches primarily their reliance on rigid pre-set structures this paper introduces an innovative strategy: “conducting positive repetition by maximizing capacity.” This approach integrates repetition with cognitive capacity to ensure the prolonged activation of memorized materials, thereby strengthening language retention. Effective implementation hinges on fostering an interactive classroom environment, where spoken communication plays a central role in reinforcing phonological-semantic associations. The findings offer valuable insights for revitalizing English language instruction, promoting deeper learning, and advancing more sustainable and engaging language acquisition practices.
| 8 |
Author(s):
Peter Yidana (Ph.D.).
Page No : 104-127
|
Factionalism in Higher Education Institutions: A Case Study of Public Universities in Northern Ghana.
Abstract
Studies suggest that in relatively stable academic environments, internal divisions, whether political, ideological, or structural, can significantly influence governance and institutional effectiveness. However, much of Western literature fails to consider the nuanced interplay of ethnicity, traditional authority, and partisan politics. These factors are more prominently embedded in African academic settings, particularly in Northern Ghana. This study examined the impact of sociocultural and political affiliations on factionalism in higher education institutions, as well as the effects of factionalism on staff motivation, productivity, and intrapersonal conflict. Guided by Social Identity Theory, structural equation modeling was employed to analyze data from 200 university staff in Northern Ghana. The instrument for data collection was the questionnaire. The results showed that sociocultural and political affiliations significantly predicted factionalism, which in turn positively influenced staff motivation and productivity while also contributing to increased intrapersonal conflict. The findings highlight the dual nature of factionalism, both as a motivational driver and a source of psychological tension. The study underscores the importance of inclusive governance, merit-based management, and mental health support in diverse institutional contexts. It contributes to understanding how identity-based affiliations shape organizational behavior in higher education.
| 9 |
Author(s):
Dorothy J. Okoro.
Page No : 128-142
|
Substance Use and Menopausal Symptoms: A Scoping Review of Psychological Dimensions.
Abstract
Menopause is a significant biological transition marked by physical and psychological symptoms, including hot flashes, insomnia, mood disturbances, and cognitive difficulties. While many women employ adaptive coping strategies, some resort to substance use—such as alcohol, tobacco, sedatives, or illicit drugs—as a maladaptive means of managing distress. This scoping review examined the psychological dimensions of substance use during menopause, synthesizing evidence from 2011 to 2025 across multiple databases. Findings reveal that 65% of menopausal women use alcohol, followed by tobacco (45%), sedatives (30%), and cannabis (15%), primarily for self-medication of anxiety, depression, and sleep disturbances. Psychological motivations include trauma reactivation, identity loss, and social isolation, with substance use often exacerbating cognitive decline and emotional instability. Sociocultural factors, including stigma and inadequate healthcare access, further compound these risks. Effective interventions identified include cognitive-behavioral therapy (CBT), mindfulness-based stress reduction, and peer support groups, though gaps remain in culturally tailored and low-resource settings. The review emphasized the need for integrated care models that address substance use within the biopsychosocial context of menopause, alongside improved screening and trauma-informed approaches. Recommendations emphasize routine substance use assessments in menopause care, expanded mental health services, and targeted research on underrepresented populations.
