| 1 |
Author(s):
David Asuquo Edet (Ph.D.).
Page No : 1-12
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Study Skills and Upper Basic Education Students’ Retention of Business Studies Lessons in Calabar Municipal Local Government Area, Cross River State, Nigeria.
Abstract
This study investigated study skills and upper basic education students’ retention of business studies lessons in Calabar Municipal local government area of Cross River State, Nigeria. In order to achieve the objective of the study, two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The population of the study comprised 2, 333 upper basic educations two students in public secondary schools in the study area. Proportionate sampling technique was employed in selecting a sample of 233 respondents. Of these number, 230 copies of the instrument were retrieved and used in the analysis. The instrument for data collection was the Study Skills and Upper Basic Education Students Retention of Business Studies Lessons Questionnaire (SSUBESRBSLQ) containing 39 items. The instrument was validated by two lecturers in Business Education unit and one expert in Measurement and Evaluation unit all from the University of Cross River State, Calabar. Simple linear regression analysis was used in testing the hypotheses at .05 alpha level. Findings revealed that reading skills and note taking skills significantly influence upper basic education students’ retention of business studies lessons in Calabar Municipal local government area of Cross River State. Consequently. it was recommended amongst others that students should develop keen interest in seeking to know what every piece of write up they come across entails as this will improve their reading skills, boost their academic achievements and position them as star performers wherever they find themselves in life.
| 2 |
Author(s):
Peter Yidana (Ph.D.).
Page No : 13-36
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Intrapersonal Conflicts in Higher Education Institutions: An Investigation.
Abstract
Although existing research has predominantly focused on external conflicts, intrapersonal conflicts, such as cognitive dissonance, affective dissatisfaction, and role tension, have received comparatively less attention. This study examined the impact of intrapersonal conflict on job satisfaction and productivity within a higher education institution, with a particular focus on the mediating roles of cognitive overload, emotional regulation, and self-efficacy. The study was guided by the cognitive dissonance, self-determination, and stress and coping theories. A cross-sectional survey design was employed, involving 206 participants. Data were analyzed using one-sample t-tests and structural equation modeling. The findings show that although intrapersonal conflict directly, significantly, and negatively affects job satisfaction, its effect on productivity is insignificant and negative. The results further reveal that intrapersonal conflict significantly increases cognitive overload, which, in turn, negatively affects job satisfaction and productivity. The results additionally demonstrate that intrapersonal conflict improves staff emotional regulation and self-efficacy. However, emotional regulation and self-efficacy do not significantly mediate intrapersonal conflict on the one hand and staff productivity and job satisfaction on the other. These findings underscore the indirect mechanisms through which internal conflict shapes workplace experiences and suggest that additional mediators, such as emotional exhaustion and role ambiguity may be influential. This study challenges prevailing assumptions about the buffering role of self-regulatory resources in workplace stress and advocates for addressing cognitive load in conflict research. The study further recommends organizational interventions aimed at enhancing role clarity and reducing stress to improve staff satisfaction and productivity.
| 3 |
Author(s):
Christina Staikou, Christos Alexopoulos (Ph.D.), Despina Menti (Ph.D.), Niki Soulimioti.
Page No : 37-55
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Self-Forgiveness and Well-Being: A Correlational Study in a Sample of Greek Population.
Abstract
A great deal of research has been done on the idea of interpersonal forgiveness. The concept of self-forgiveness, however, has not received much attention. Self-forgiveness is defined as the transition from self-alienation to a sense of being at ease with oneself. People's positive experiences and evaluations of their life are included in the notion of well-being. Self-forgiveness is widely acknowledged to enhance psychological well-being but research suggests that self-forgiveness might not always be advantageous. The purpose of this research is to investigate the correlation of self-forgiveness and psychological well-being and the relationship of these variables with individual characteristics. The quantitative method was used. Totally 114 participants were gathered both online via Google forms on social media and face-to-face. The results revealed that there is a positive correlation between self-forgiveness and psychological well-being. Self-forgiveness helps lessen negative emotions associated with psychological or physical issues, such as guilt, shame, wrath, regret or disappointment.
| 4 |
Author(s):
Ugwu F. N., Ikwuakam O. T., Okeke C. O..
Page No : 56-71
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Examining Contemporary Challenges to Inclusive Education Implementation in Rural Public Senior Secondary Schools in Katsina State, Nigeria.
Abstract
The study examined contemporary challenges to inclusive education implementation across rural public senior secondary schools across the three senatorial districts (Katsina Central - KC, Katsina South - KS and Katsina North - KN) of Katsina State. A descriptive survey design was employed in the study. Structured questionnaire was used to collected on socioeconomic characteristics, resource implementation, involvement, and challenges from 210 teachers sampled using multistage sampling procedure. Frequency counts, means, standard deviation, ANOVA, and multiple linear regression were employed in data analysis. Results revealed that respondents were predominantly males (72.9%) with bachelor's degrees (66.2%) and moderate teaching experience. Majority ( 67.1%) had no special education training, with only 30.5% attending workshops. Implementation result revealed poor resource availability with 98.6%, 98.1% and 96.2% lacking braille materials, hearing aids, and assistive technology devices respectively. Overall (40.5%) implementation level was low. Involvement was worrisome, with 80.5% never advocating for inclusive resources and 75.7% not engaging in professional development. District-level analysis revealed significant variations with KS (77.8%) having low implementation and 73% low involvement, while KC showed better performance with 50% high implementation level. Key challenges included inadequate funding (84.3%), poor policy implementation (84.8%), insufficient teacher training (78.1%), and shortage of specialists (81%). Regression analysis indicated that gender, teaching experience, and education level influenced implementation, with female teachers showing better implementation outcomes. Advanced education (M.Ed) improved theoretical understanding but created a theory-practice gap in practical skills application. Substantial implementation gaps existed between inclusive education policies and practice in rural Katsina State schools. Critical challenges include inadequate resources, limited teacher training, poor stakeholder involvement, and significant district-level disparities. It is recommended that targeted interventions on funding mechanisms, teacher training programmes, resource provision, and district-specific implementation strategies should be pursued by the state government.
