| 1 |
Author(s):
Dr. Abdulkarim Adebisi Musa.
Page No : 1-20
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Business Education Administrators’ Leadership Style and Staff Job Performance in Federal Colleges of Education (Technical) in South-South, Nigeria
Abstract
This study investigated the relationship between Business Education administrators’ leadership styles and staff job performance in Federal Colleges of Education (Technical) in south-south Nigeria. Five specific objectives, five research questions and two hypotheses guided the study. A Descriptive-correlation research design was adopted for the study as this enables the description of the variables and establishes their relationship. The population and sample consisted of 131 respondents made up of 12 administrators and 119 staff of the Business Education programme in Federal Colleges of Education (Technical) Asaba and Omoku in south-south, Nigeria during the 2021/2022 academic session. A structured questionnaire was used to collect data for the study. The questionnaire was face validated and tested for reliability using Cronbach Alpha to obtain reliability indexes of 0.72 and 0.76 for the two clusters of the instrument, with an average of 0.74. Mean and standard deviation was used to answer research questions 1, 2, and 4; while research questions 3 and 5, as well as the null hypotheses, were analysed using Spearman Rank Correlation (r). All computations were done using Statistical Package for Social Science (SPSS) version 21.0. For the relationship scale interpretation the scales by Bryman and Bell (2011) were used. The results of the study revealed that Business Education administrators used democratic/transformational leadership styles to drive job performance. The results also showed moderate positive and significant relationship between leadership styles of Business Education administrators and staff job performance which was deemed satisfactorily. The results also showed that work climate mediated on the relationship between Business Education administrators’ leadership styles and staff job performance. Based on the findings, it was recommended among others that Business Education administrators in Colleges of Education should make concerted effort to let financing stakeholders provide more funds for enhancing the task performance environment required by staff.
| 2 |
Author(s):
Rola Ahmed Massri.
Page No : 21-44
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Psychology of Efl Learners in Saudi Universities: A Literature Review
Abstract
With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.
| 3 |
Author(s):
Olayiwola A. Sojobi, Oladimeji Olanrewaju Adedipupo, Fadare Ayodeji, Egbedokun Gabriel Olumide, Ajobo James A..
Page No : 45-62
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Effect of COVID-19 on Educational System in Nigeria
Abstract
The purpose of this study is to examine the effect of Covid-19 on education system in Nigeria. Descriptive survey design was used for the study and 3 research questions were developed for the study as well. The sample for the study comprised of 400 students in Federal Polytechnic Ado-Ekiti, Ekiti State, Nigeria, using stratified random sampling to obtain the sample for the study. A well-structured questionnaire was used to obtain the data, which was analyzed with frequency distribution, percentages, bar-charts, relative importance index (RII) and proportional odds logistic model. The result indicates that covid-19 have effect on education system in Nigeria, majority of the respondents agreed that covid-19 will affect the academic calendar of all institution in Nigeria, and that it will also leads to suspension of lectures and examinations. The result also shows that 91% of the respondents agree that there is a negative impact of cocid-19 on education in Nigeria. The research also indicates the ways to control the spread of covid-19 in Nigeria. Its concluded that there should be public awareness to contain the spread of covid-19 across every states in Nigeria and also that institutions and government should make provisions for facemask and sanitizer so as to control the spread of covid-19 in Nigeria.
| 4 |
Author(s):
Jibril Yakubu Ibrahim, Dakur Dickson Sura (Ph.D).
Page No : 63-75
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Effects of Constructivist Teaching Approach on Secondary School Students’ Geography Achievement in Jos North LGA of Plateau State, Nigeria
Abstract
The study has investigated the effects of a Constructivist Instructional Approach on senior secondary (ii) school students’ geography achievement in Jos North Local Government Area of Plateau State, Nigeria. The study adopted the Quasi-experimental research design and random sampling method to select the sample of 110 students from the population of 859. The sample consisted of 46 students in the experimental group, 22 male and 24 females, and 64 students in the control 41 male and 23 females. Intact classes of two schools were used for the study. The research instrument was the Geography Achievement Test (GAT) that was adopted from the past questions of WAEC and NECO SSCE 2015 Gat was validated by three experts from the University of Jos in the department of science and technology education. A reliability coefficient of 0.73 was established through the Guttman split-half coefficient using SPSS 22. Two research questions were answered using mean and standard deviation while the null hypotheses were tested at α 0.05 level of significance using t-test, ANOVA and ANCOVA. Findings from the study revealed that there was a significant difference in the posttest score of the experimental and control group, in favour of the experimental group. The null hypothesis was rejected because (p ≤ 0.05). Furthermore, the study revealed that there was no significant score difference between male and female students of the experimental group that received the treatment on constructivist learning approaches. Based on the outcomes of the study, few recommendations were made.
| 5 |
Author(s):
Okechukwu Chibuzor Ajulek.
Page No : 76-90
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The Utilization of Creative Thinking Methods in Implementing Entrepreneurship Education Curriculum in Tertiary Institutions in Enugu State
Abstract
Entrepreneurship education is globally seen as the answer to the growing socio-economic problem of unemployment and also a crucial element of growth and stability in any economy. Indeed, the prosperity of every country to a large extent is dependent on entrepreneurship. This study examined the extent at which creative thinking method has been utilized in implementing entrepreneurship education curriculum in tertiary institutions in Enugu state, Nigeria. The population for this study includes all entrepreneurship students at Enugu State's four private universities. The total population of the study is made up of nine hundred and sixty-seven (967) respondents. The study's sample size is 322 respondents. This sample was determined using the formula recommended by Yamane (1973). Data for the study were collected through a structured questionnaire. The data collected was analyzed using mean and standard deviation to answer the research questions. The independent sample T-test was used to test the hypothesis. The study revealed that the utilization of creative thinking method in entrepreneurial skills is low. It is therefore the recommendation of this study that teachers should use a brainstorming strategy in teaching in schools and conduct more studies discussing this strategy and its relation to other variables such as critical thinking and teachers should use visual representations while teaching entrepreneurship lessons.
