Direct Research Journal of Education and Vocational Studies
Direct Research Journal of Education and Vocational Studies (DRJEVS) ISSN:2734-2174 is an open-access journal that publishes well-researched articles in all areas of education and vocational studies. DRJEVS publishes papers in the following areas Educational Research, Social Sciences Education (Economics Education, Geography Education, Political Science Education, Account Education, Social Studies Education), Language Education (Arabic, English, French, Mother Tongue), Arts Education (History, Christian religion, Islamic Religion) and Foundations of Education (History of Education, Comparative Education, Philosophy of Education, Educational Psychology, Nursery and Primary Education, Sociology of Education). All papers submitted to the journal will be peer review. Submit your manuscript using the submission link Submit Manuscript The journal’s scope is centered on advancing knowledge in education and vocational studies, covering areas such as: • Educational theory and practice o Curriculum development, pedagogy, instructional design, and teaching methodologies. • Vocational and technical education o Skills acquisition, workforce development, and training programs. • Educational policy and administration o Governance, leadership, and management in schools and vocational institutions. • Teacher education and professional development o Strategies for preparing and supporting educators. • Assessment and evaluation o Methods for measuring learning outcomes and vocational competencies. • Innovations in education and vocational training o Integration of technology, e-learning, and modern approaches to skill development. • Social and cultural aspects of education o The role of education in community development, equity, and inclusion. ARTICLE PROCESSING COST = 655USD FOR AUTHOR OTHER COUNTRIES OR 75000 NAIRA FOR NIGERIA. AUTHORS CAN APPLY FOR PARTIAL WAIVER TO THE JOURNAL EDITORIAL AT editorialoffice@directresearchpublisher.org
Co-operative Development: A Tool for Socio-Economic Development and Equality
Cooperative development has passed different down falls. They were imposed by colonialist during 1920s for the purpose of obtaining the agricultural produce. Despite of these missions, the cooperative had been agricultural based up to 1960s on independence. That went on up to 1980s when cooperatives were used as a tool for rural development. Afterwards, different cooperative forms started, such as saving and credits, consumers and others. The objective of tis review is to explore the genesis and growth of cooperatives as well as different downfall that cooperative had been experiencing. The theoretical reviews cooperative promotions and institutional capacity on co-operative promotion in its history, co-operative schemes through MSMES strategy, policy reforms and co-operative development, group action promotions through cooperative and funds promotions in co-operative development, promotion of nontraditional co-operative enterprises. The hindrance on cooperative development had been viewed in assessing the status of cooperatives on the position of co-operative in the bargaining power, members’ role in co-operative governance, the politicization of co-operative institutions, economic liberalization and co-operative development, agency problem to member ownership, unions formed on tribal and ethnic base as a common bond. empowering the Union on the expense of primary societies, change of co-operative management from weberian to democratization, co-operative being agents of the government, cut on prices syndrome to members profit gain, the economic democracy and co-operative competition, Global warming impacts on co-operative production margins, the blue print training on socialism co-operatives to member’s participation and politician’s decisions on co-operative status. The recommendations is based on promoting new forms of co-operatives that should be promoted as a co-operative had becomes a new sector of its own in promoting different sectors. In that we can promote co-operative new venture business in the area of new crops in agriculture that had no room on co-operative sector. Other promotion sectors being transport co-operatives is a new sector to be promoted. Other sector includes Health sector, tourism, and many more that should base on participatory policy reforms which should reflect shareholders on board. That will ensure member inclusion that will also support its implementation which will solve social economic member’s needs.
Cooperatives, Institutional capacity, Policy reforms, Global warming impacts, economic democracy.
Transactional and Transformational Leadership Styles and their Effects on Lecturers’ Job Performance in Universities in Taraba State
The study examined the effects of transactional and transformational leadership styles on lecturers’ job performance in universities in Taraba State, Nigeria. The population consisted of 1,715 academic staff, comprising 114 heads of department and 1,601 lecturers. A multi-stage sampling procedure was adopted to select a sample of 313 respondents. Data were gathered using two validated instruments: the Leadership Styles of Heads of Department Questionnaire (LSHDQ) and the Lecturers’ Job Performance Questionnaire (LJPQ). Descriptive statistics and Pearson correlation analysis were used for data analysis. Findings revealed that heads of department employed transactional leadership to a high extent, particularly through clear communication of expectations, strict adherence to rules, transparent decision-making, and consistent monitoring of staff performance (grand mean = 3.08). Transactional leadership showed a significant strong positive effect on lecturers’ job performance (r = .614, p = .035). Transformational leadership was also practiced to a high extent (grand mean = 3.27), especially in mentoring, collaboration, trust-building, and inspiring staff. However, transformational leadership demonstrated a non-significant moderate negative effect on lecturers’ job performance (r = –.501, p = .312). The study concludes that transactional leadership is a stronger predictor of lecturers’ job performance than transformational leadership in the institutions studied. It recommends that leadership development initiatives in universities should strengthen the effective use of transactional strategies while enhancing transformational behaviours that support long-term professional growth.
Transactional leadership; Transformational leadership; Lecturers’ job performance; University administration; Heads of departmen
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Community Involvement and Management Effectiveness of Technical Colleges in Calabar Education Zone, Cross River State, Nigeria
This study investigates the influence of community involvement on management effectiveness of technical colleges in Calabar education zone of Cross River State. To achieve this objective, two (2) research questions were posed along with corresponding null hypotheses to guide the study. The research employed a census approach as the manageable population size was all the 273 Teachers in Technical Colleges in Calabar Education Zone. Data collection was facilitated using a 24-item questionnaire titled "Community Involvement and Management Effectiveness of Technical Colleges' Questionnaire (CIMETCQ)," which underwent expert validation and reliability established using Cronbach Alpha. A reliability coefficient of .717 and .754 was obtained. The questionnaire employed a four-point rating scale to extract pertinent insights from respondents. Data was collected from technical college teachers within the research area and subjected to analysis. Simple linear regression was used to answer the two research questions. The two hypotheses were tested at a 0.05 level of significance. Results of the findings revealed that community involvement significantly and positively influences management in aspects of financial support, buildings and equipping library. Based on the results, it was concluded that community involvement in terms of financial support and equipping and building library has significant positive influence on management effectiveness in technical colleges. It was therefore recommended among others that communities should be actively involved in monitoring and supervising technical college facilities to optimize learning outcomes.
Strategic Communication by Principals and its Impact on Teachers’ Job Performance in Post-basic Schools in North-East Nigeria
The effective communication is a cornerstone of educational leadership, influencing teacher motivation, performance, and student outcomes. In North-East Nigeria, where post-basic schools face challenges such as insecurity, inadequate infrastructure, and limited supervision, the communication competence of principals is a key determinant of instructional effectiveness. This study employed a correlational survey design to investigate the influence of principals’ communication skills on teachers’ job performance in post-basic schools across Adamawa, Gombe, Bauchi, and Taraba States. The population comprised 19,797 teachers and principals, from which 592 respondents (516 teachers and 76 principals) were selected using stratified and simple random sampling. Two validated instruments—the Principals’ Communication Skills Questionnaire (PCSQ) and Teachers’ Job Performance Scale (TJPS)—were used for data collection. Data were analyzed using mean, standard deviation, Pearson correlation, regression, and ANOVA at the 0.05 significance level. Findings revealed that principals’ communication skills were generally high (M = 3.61, SD = 0.59) and significantly predicted teachers’ job performance (β = 0.84, p < 0.001, R² = 0.71). ANOVA results confirmed a statistically significant difference in teachers’ job performance based on principals’ communication skill levels (F (1, 590) = 243.2, p < 0.001), with a large effect size (ω² ≈ 0.70). Assumptions of normality and homoscedasticity were met, validating the regression model. The study concludes that effective, respectful, and consistent communication by principals significantly enhances teachers’ job performance. It recommends institutionalizing feedback mechanisms, conducting periodic communication audits, and strengthening principals’ professional development in communication and interpersonal skills to improve instructional quality and educational outcomes in the region.
Educational leadership; communication skills; strategic management; teacher performance; school administration; North-East Nigeria
Enhancing Social Studies Achievement: A Comparison of Concept Mapping and Discussion Methods in Adamawa State, Nigeria
Improving students’ achievement in Social Studies remains a key concern in Nigerian junior secondary schools, largely due to overreliance on lecture-based instruction. This study explored the effectiveness of concept mapping and discussion methods—learner-centered approaches that foster participation, visualization, and critical thinking. Using a quasi-experimental pretest–posttest–retention design, 326 JSS II students from six schools in Adamawa State were assigned to concept mapping, discussion, or lecture groups. The Social Studies Achievement Test (SSAT), validated and reliable (KR-20 = 0.89), was used for data collection. Results showed that both concept mapping and discussion methods significantly improved achievement over the lecture method, with discussion yielding the highest gain (Mdiff = 16.16). ANCOVA confirmed a significant effect of instructional method (F (2,294) = 14.47, p < .05, η² = 0.09). Gender and interaction effects were not significant, indicating equal benefits for male and female students. The study concludes that learner-centered strategies enhance understanding and retention in Social Studies and recommends their adoption in classrooms, along with teacher training to support interactive teaching.
Concept Mapping, Discussion Method, Instructional Strategies, Retention Test, Constructivist Pedagogy, Educational Innovation, Social Studies Achievement, Adamawa State
Developing a Web-Based Learning System for TVET: Enhancing Digital and Entrepreneurial Skills for African Youth
The emergence of Industry 4.0 necessitates a paradigm shift in Technical and Vocational Education and Training (TVET), particularly in sub-Saharan Africa, where conventional programmes often fail to meet the evolving demands of the digital economy. Traditional approaches remain limited in accessibility, scalability, and alignment with industry competencies, leaving a persistent gap between education and employability. This study introduces and evaluates a web-based learning system designed to deliver practical, industry-driven training in web development, digital entrepreneurship, and information and communication technology (ICT). The system integrates interactive learning modules, real-time coding exercises, and entrepreneurial project development to ensure experiential and market-relevant training. Built with adaptive offline capabilities, the platform caters to learners in remote areas with limited internet access, thus addressing the infrastructural constraints that hinder traditional TVET delivery. A six-month pilot study was conducted with 150 participants from Nigeria and Kenya, utilizing a mixed-methods research approach. Pre- and post-assessment data were analysed using the LeetCode for Africa benchmark to measure skill acquisition, while user engagement metrics and industry adoption analyses were employed to assess learning outcomes and relevance to the labour market. Results revealed a 72.4% average improvement in technical skill proficiency, accompanied by an 83% completion rate for entrepreneurial modules. Notably, 41% of participants successfully launched micro-businesses within three months of programme completion, indicating strong entrepreneurial translation of skills. Industry validation further confirmed that 78% of graduate projects achieved a ‘job-ready’ rating based on a four-dimensional employability rubric encompassing technical accuracy, innovation, scalability, and cultural relevance. Qualitative insights reinforced these findings, highlighting the platform’s contextual adaptability and mentorship-based learning. As one participant from rural Kenya stated, “The offline mode saved me when my village had no internet for weeks,” while another from Nigeria remarked, “Building a fintech prototype with a Lagos mentor gave me real startup experience.” The findings underscore the potential of technology-driven TVET to bridge industry-skills gaps, foster entrepreneurial ecosystems, and empower African youth to thrive in the global digital economy. The study offers a scalable model for future skills development, providing evidence-based insights for policymakers, educational institutions, and industry stakeholders seeking to reimagine TVET in the era of Industry 4.0.
TVET, digital skills, web-based learning, entrepreneurship, youth empowerment
Thriving under Pressure; Resilience Building for Female Administrators in Delta State Universities
This study, "Thriving Under Pressure: Resilience Building for Female Administrators in Delta State Universities," uses a sample size of 90 participants to examine the topic of resilience building among female administrators with a particular focus on coping mechanisms, organizational support, barriers, and institutional policies. To guarantee thorough insights, data were gathered using structured questionnaires and subjected to quantitative analysis. Important personal traits like optimism, self-efficacy, and emotional intelligence are crucial for surviving the demanding world of academic administration. Resilience is greatly enhanced by institutional support systems, such as professional development, mentoring, and a supportive institutional culture. Effective ways for sustaining resilience include time management, social support, ongoing education, and mindfulness practices, among other coping mechanisms. The study also identifies important obstacles, such as gender bias, job overload, and a lack of support, and offers solutions to these problems, such as gender-sensitive training, workload redistribution, and easier access to leadership positions. To foster a conducive atmosphere for female administrators, the study also highlights the significance of institutional policies and initiatives that encourage flexible work arrangements, all-inclusive wellness programs, and leadership development. With these measures, educational institutions can support the success of female administrators in high-pressure situations, thereby improving their professional efficacy and advancing higher education in Delta State.
Resilience, Female Administrators, Delta State Universities, Personal Qualities, Organizational Support, Coping Mechanisms, Gender Bias, Institutional Policies, Higher Education
Head teachers’ Planning Skills and Teachers’ Professional Growth in Selected Anglican Secondary Schools in Luweero Diocese, Uganda
This study investigated the influence of head teachers’ managerial and planning skills on the professional growth of teaching staff in Anglican secondary schools within Luweero Diocese, Uganda. Employing a descriptive survey design that integrated both qualitative and quantitative approaches, data were collected from a sample of 75 respondents, selected through simple random and purposive sampling techniques. Descriptive statistical analysis of responses from 63 participants revealed that the most positively rated planning skill was the promotion of a secure work environment (Mean = 4.016, SD = 1.129), followed by the provision of adequate planning materials (Mean = 3.921, SD = 1.248) and guidance on planning (Mean = 3.730, SD = 1.417). In contrast, supervision of lesson delivery recorded the lowest rating (Mean = 2.524, SD = 1.293), suggesting a significant gap in direct instructional oversight. Other dimensions, such as checking and approving schemes of work (Mean = 3.064, SD = 1.447) and recognizing best-performing teachers (Mean = 3.333, SD = 1.403), were rated moderately. The composite mean score of 3.463 (SD = 1.323) indicates that head teachers generally exhibit effective planning skills that have the potential to foster teachers’ professional growth. Nevertheless, findings revealed that despite the provision of planning materials, many teachers lacked schemes of work and lesson plans, limiting the potential benefits of these managerial efforts. The study recommends making lesson plan preparation mandatory for all teachers to ensure meaningful teaching and learning, alongside strengthening head teachers’ implementation plans through the District Education Department to improve instructional leadership and sustainable professional development.
Head teachers, planning skills, teachers’ professional growth, Anglican secondary schools, Luweero Diocese, Uganda
Implementation of the Competence Based Curriculum Activities of Integration and Group Activities on Teachers’ Performance: A Case of Public Secondary Schools in Mbale District, Uganda R. Victoria Tamale Kaggwa, John Paul Kasujj
The study focussed on assessing the Implementation of Competence Based Curriculum Activities of Integration and Group Activities on Teachers’ Performance in Public Secondary Schools in Mbale District, Uganda. Using a Cross sectional survey design with both quantitative and qualitative research approaches, a sample of 231 respondents was selected based on census and random sampling techniques. Both qualitative and quantitative data were collected using closed ended questionnaires and oral interview guides and data was analysed using descriptive statistics and Regression analysis while content method was used to analyse qualitative data. The study discovered that, activities of integration has a moderate significant influence on teachers’ performance (β = 0.573, p = 0.000<.05), and group activities has a strong statistically significant influence on teachers’ performance (β = 0.602, p = 0.000 < 0.05. The study concluded that, competence-based curriculum activities of integration and group activities are vital in enhancing teachers’ performance. The study recommended different stakeholders, that is to say, Government of the Republic of Uganda through the Ministry of Education and Sports, District Education Department and school administrators to provide mentorship, and resources in order to empower teachers in their roles so as to enhance teacher performance in government aided secondary schools in Mbale City.
Competence Based Curriculum, Activities of Integration, Group Activities, Teachers’ Performance, Public Secondary Schools and Mbale District
The Management of Project Work on Teachers’ Performance in Government Aided Secondary Schools in Mbale City, Uganda
The thrust of the study hinged on the Management of Project Work on Teachers’ Performance in Government-Aided Secondary Schools in Mbale City, Uganda The study adopted a cross sectional survey design with both quantitative and qualitative research approaches. A sample of 231 respondents was selected using census and simple random sampling techniques. Data collection instruments used were questionnaires and interview guides. Qualitative data was analysed using descriptive statistics and content analysis while quantitative data was analysed using Regression analysis. The study discovered that, project work has a moderate significant influence on teachers’ performance (β = .599, p = 0.000<.05). Project work was seen as the major contributing factor in the prediction of teachers’ performance. The study concluded that, project work was necessary in enhancing teachers’ performance. The study recommended the Ministry of Education and Sports together with school administrators to provide mentorship, sufficient resources and recognition in order to empower teachers in their roles in using project as a method of instruction to enhance teachers’ performance.
Management, project work, teachers’ performance, secondary schools, and Mbale City
Video-based Instruction and Pre-degree Students’ Academic Performance in Effect of Chemical Fertilizers and Pesticides on Human Health in Rivers State Nigeria
This study investigated video-based instruction and pre-degree students’ academic performance in effect of chemical fertilizers and pesticides on human health in Rivers state Nigeria. Two research questions were answered and two null hypotheses tested at 0.05 significant level. The research design employed was quasi experimental which involved the use of pretest and posttest in two intact pre-degree chemistry classes. The population was made up of all the pre-degree chemistry students in the three universities in Rivers State. Purposive sampling technique was used to select a sample of one hundred and twenty seven (127) pre-degree chemistry students from the target population of the study. The instrument used to collect data was a teacher-made performance test named Chemistry Performance Test (CPT). The instrument consisted of twenty test items on chemical fertilizers and pesticides. CPT was validated and Kuder Richardson formula 21 (KR-21) was used to establish an internal stability of 0.83. The experimental group was taught with video-based instruction while the control group was taught same contents with chart-based instructional mode. Mean and standard deviation were used to answer the research questions while analysis of covariance was used to test the null hypotheses. The result showed that the students that were taught effect of chemical fertilizers and pesticides on human health with video-based instruction performed better than those that were taught with chart-based instruction. The result also showed that the female students that were taught effect of chemical fertilizers and pesticides on human health with video-based instruction performed better than their male counterpart in the same group. When subjected to statistical test, it was shown that there was a significant difference between the performance of students that were taught effect of chemical fertilizers and pesticides on human health using video-based instruction and those taught with chart-based instruction. It was also shown that there was no significant difference between the performance of the male and female students who were taught effect of chemical fertilizer on human health using video-based instruction. The study concluded that the use of video-based instruction to teach pre-degree students chemistry was more effective than the use of chart-based instruction. Based on the findings, it was recommended that chemistry teachers should use video-based instructional strategy to teach certain chemistry concepts and the male students should be encouraged to embrace learning with technology.
Arousing and sustaining senior secondary school Students’ interest in Mathematics in Aba north local Government area of Abia State Nigeria
This study investigated arousing and sustaining senior secondary school students’ interest in Mathematics. Four research questions and four null hypotheses were answered and tested at .05 significant level respectively. This study employed the descriptive survey research design. Three hundred and fifty (350) s students were sampled from a population of one thousand seven hundred and three (1,703) public senior secondary one (SS1) students in Aba North Local Government Area of Abia State, Nigeria. The purposive sampling technique was used for the sampling. The instrument that was used to collect the data for the study was a researcher structured questionnaire named “Students’ Interest in Mathematics Questionnaire” (SIMQ). The instrument was rated on a four-point Likert scale with a criterion mean of 2.5. Face and content validity of the instrument was ascertained. Crombach alpha method was used to obtain an internal consistency of 0.86. Mean, standard deviation and independent sample t-test were used for analysis. The result showed that senior secondary students disagreed that they have an interest in the learning of Mathematics. The result also showed that some of the strategies that can be employed by teachers to arouse of students in the learning of Mathematics are mixed modes of assessment, cooperative learning, strategic questioning, games and puzzles. Strategies that can be employed to motivate students in the learning of Mathematics are creating cohesive learning environment, use of technology in classroom, inducing friendly competition, and boosting of students’ confidence by the teacher. All the tested hypotheses showed that there was no significant difference in the responses of the male and female students in all the variables considered. It was therefore recommended that Mathematics teachers should endeavor to use strategies that have the capacity to arouse, sustain and motivate students’ interest in the learning of Mathematics.
Mathematics, Interest, Arouse, Sustain, Motivate, Student
Effect of Dienes base ten block manipulative on middle basic pupils’ performance in Mathematics in rivers State, Nigeria
This study focused on the effect of Dienes base ten block manipulative on middle basic pupils’ performance in mathematics in Obio/Akpor local government area of Rivers State, Nigeria. Quasi-experimental design of pre-test and posttest was adopted. The population of the study consisted of 4,503 basic five pupils in 55 middle basic schools in the local government area. The sample of the study was one hundred and ninety-three basic five pupils. The multi-stage and simple random sampling techniques were used to select two schools and basic five level of primary education. One hundred and two students were in the experimental group while the control group was 91 students; and in all 72 high ability and 121 low ability students. The instrument used for data collection was Mathematics Performance Test (MPT) with twenty (20) multiple choice items in Highest Common Factor and Lowest Common Multiple and types of fractions. Three research questions and three hypotheses were answered and tested at 0.05 level of significance respectively. The study used mean, standard deviation and ANCOVA for analysis. It was found among others that: there was a significant difference in the performance mean score of pupils taught mathematics with Dienes base ten block manipulative and those taught using the deductive teaching method; and there was a significant difference in the performance of pupils taught mathematics with Dienes base ten manipulative and those taught using the deductive teaching method. It was also found that Dienes base ten block manipulative improved the academic performance of students in mathematics. It was recommended among others that, the Dienes base ten block manipulative should be procured and used in public primary schools.
Base ten block, Mathematics, Performance, Retention, Manipulative
Bottlenecks in applying Chemistry knowledge for commercial purpose as viewed by graduates’ students of Ignatius Ajuru University of Education
The study examined the bottle necks in applying chemistry knowledge for commercial purpose as viewed by graduate student in Ignatius Ajuru University of Education. A descriptive survey research design was employed, three (3) research questions and three (3) hypotheses was adopted. The population of the study comprises of all 2023 Chemistry graduate in Ignatius Ajuru University of Education. A sample size of 115 students was selected through simple random sampling. Data was collected using a self-structured questionnaire titled “Bottlenecks for applying chemistry knowledge questionnaire” (BCKQ) and was validated by experts in the Science education department of Ignatius Ajuru University of Education, Rumuolumeni. The reliability of the instrument was obtained through a test re-test and a reliability coefficient of 0.82 The method of data analysis was obtained using mean scores and standard deviation for research questions while t-test and ANOVA was used to analyze the hypotheses at 0.05 level of significance. The findings of this study indicate that while chemistry graduates recognize the value of laboratory facilities for their training and have positive attitudes towards applying their knowledge in commercial settings, they encounter significant challenges in accessing the necessary funding and resources for commercialization. The study recommends among others to develop and integrate more hands-on laboratory experiences and industry internships into the curriculum to provide students with practical skills and exposure to commercial applications of chemistry.
Bottlenecks, Chemistry knowledge, commercial purpose
Effect of Computer Assisted Instructions on Students’ Acquisition of Building Technology Skills in Polytechnics in Rivers State
The aim of the study is to explore the effect of computer assisted instructions on students’ acquisition of building technology skills in Polytechnics in Rivers State. Specifically, the study determined the effect of computer assisted instructions on students’ acquisition of damp proofing skills in building construction in Polytechnics in Rivers State. One objective, one research question and one hypothesis guided the study. The design of this study is a quasi-experimental design. The population for the study comprised 160 Ordinary Diploma Level II Building Technology students in two Polytechnic in Rivers State which include: Captain Elechi Amadi Polytechnic, Rumuola and Ken Sarowiwa Polytechnic, Bori. The instrument is an achievement test. The instrument, lesson plans and the answer to the Test Blue Print were subjected to face and content validation by two experts. The instrument yielded a reliability index of 0.76. The data for the research question of this study was analyzed using mean and standard deviation. The hypothesis was tested at 0.005 level of significance using analysis of covariance (ANCOVA). The findings of the study revealed that the experimental group had a higher achievement mean score when compared with the control group. The following recommendations were made based on the findings of the study: Computer assisted instructions should be adopted by curriculum designers and teachers as one of the participatory methods of teaching and learning of building technology in the Polytechnics. Lecturers should be trained and retrained by the government on how to use computer assisted instructions in order to improve students’ academic achievements.
Computer Assisted Instructions, Building Technology Skills, damp proofing course and Polytechnics
Chemistry Teachers’ Perception of Professional Development Strategies
The study is a descriptive survey design on chemistry teachers’ perception of professional development strategies. The population of the study comprised all chemistry teachers in the 13 public senior secondary schools in Ikwerre local government area in Rivers State, Nigeria .A sample size of 52 chemistry teachers was drawn at random from the population to respond to the researched structured questionnaire on teachers’ perception of professional development strategies titled (QTPPDS). The questionnaire consist of 15 items covering in-service training, seminar and workshop professional development strategies .A reliability coefficient 0.86 was obtained using Cronbach’s alpha method and the data collected were analyzed using mean and standard deviation. The findings of this study revealed that there is no significant difference between mean scores of chemistry teachers’ perception of professional development strategies based on teachers’ gender (t-call=0.243< t- tab =2.009) .There is no significant differences between mean scores of chemistry teachers’ perception of professional development based on teachers’ qualifications (t- cal = 0.695< t- tab = 2.009) . There is also no significant difference between mean score of chemistry teachers’ perception of professional development strategies based on working experience (t- cal =0.78< t-tab =2.009). The study recommends amongst others that teachers should be encouraged to engage in diverse professional development activities that respond to the inadequacies in their professional competences.
profession, in-service, seminar, workshop chemistry, teaching
Assessment of Outdoor Learning Activities in the Teaching and Learning of Chemistry
The paper sought to assess outdoor learning activities for teaching of chemistry in Etche Local Government Area of Rivers State. The descriptive survey design was adopted for the study. The population of the study was all the public senior secondary schools chemistry two (SS11) and three (SS111) chemistry students and chemistry teachers in Etche Local Government Area in Rivers State. 120 chemistry students and twenty-five (25) chemistry teachers used for the study were drawn from the population to comprise the sample size of 145 using simple random sampling techniques. Three research questions were raised to guide the study. This research used two separate questionnaires, the one for students consist of 10 items and the one for the teachers equally consist of 10 items and both questionnaires were tagged as questionnaire for assessment of outdoor learning activities (QAOLA). Data collected using these questionnaires were analyzed using mean and standard deviation for the research questions. The results of the study showed low extents both for outdoor learning activities type engaged on by students and for the skills acquired by the teachers in the use of outdoor learning activities. Furthermore, it was perceived by both teachers and the students that outdoor learning activities if engage in the teaching-learning process can enhance learning in chemistry. Hence, recommendations made include that schools should occasionally embark their students on outdoor learning activities in other to enhance the quality of chemistry education.
Outdoor, Chemistry, Nature, Environment, Learning, classroom
Effects of Demonstration, Project-based and Lecture Instructional Methods on Polytechnics Students’ Academic Achievement in Workshop Practice in Delta and Edo States
The study examined the effects of demonstration, project-based, and lecture instructional methods on polytechnic students’ academic achievement in workshop practice in Delta and Edo States. Four research questions were raised and answered and four corresponding hypotheses were formulated and tested at the 0.05 significant level. A non-equivalent pre-test, post-test, quasi-experimental research design using a factorial design was adopted for the study. The population of this study comprised a total of 235 National Diploma (ND) Year II workshop practice students in three (3) government-owned polytechnics in Delta and Edo States for the 2022/2023 session. As the number of ND II polytechnics students offering Workshop Practice was not large, purposive sampling techniques were carried out, and the sample size of the study remained 235. The instrument used for the study was the Work Practice Achievement Test (WPAT). Face validity of the WPAT was done by three experts from Delta State University, Abraka. The reliability of the validated instrument was computed using the Kuder-Richardson formula-21, and a reliability index of 0.71 was obtained. The students learned in their various groups for six weeks and at the end of the instruction, a post-test was administered to the students with the WPAT. Data collected for the research questions were answered using mean scores and standard deviations. The findings showed that there was: significant difference in the mean academic achievement scores of polytechnic students taught workshop practice using demonstration, project-based and lecture instructional methods but no significant difference in the mean academic achievement scores of male and female students taught workshop practice with various instructional methods in Delta and Edo States polytechnics.
Academic achievement, Delta and Edo States, demonstration, gender, lecture, project-based, pre-test, post-test
Evaluation of ICT Competence among Secondary School Biology Teachers: Implication for the 21ST Century Teacher Educators
The study assessed the ICT competencies of biology teachers in Calabar Metropolis. The total population of 107 senior secondary school biology teachers in the 22 public schools formed the sample for the study. It was a census study. A 34 item questionnaire titled “Biology Teachers Information and Communication Technology Competency Status” (BTICTCS) was developed, and used to collect data from the respondents. The questionnaire had 5 sections. The instrument was face and content validated by 2 lecturers in Tests and Measurement Department, University of Calabar. The questionnaire was administered to 59 biology teachers seen on ground; 57 were returned and 53 (M=9; F=44) found useable. Four research questions guided the study. The results showed that (1) 75.5% of biology teachers possessed high basic ICT competency skills (2) Only 13 (24.5%) possess the higher skills (3) only 13 (24%) show a high level of internet competency. (4) Less female biology teachers possess higher ICT or internet competencies. (5) There is very low (9 =16.98%) utilisation of computers in lesson delivery. Based on the results it was recommended that (1) biology teachers be re trained and encouraged to promote computer/ICT based lessons. (2) Schools also are encouraged to obtain some of these software which can be purchased off the shelf. (3) Teachers should also be encouraged to sharpen their internet skills by surfing the internet.
Biology teachers, ICT, ICT Competence, internet skills
The Impact of Head Teachers’ Characteristics on Primary School Effectiveness in Delta Central Senatorial District
This paper examines the effects of some demographic variables such as status (experience), gender, and location of head teachers’ characteristics on administrative effectiveness. The target population of the study consisted of all the head teachers in Delta Central Public Primary Schools. A simple random sampling technique was used to select the schools and teachers from eight local government areas. Head teachers from 26 schools and 156 teachers were selected from 4 local government area were used for the study. Questions were posed to guide the study and jive null hypothesis were tested. A reliability of 0.69 was obtained using statistical tools such as simple percentage, mean score, standard deviation and Z- statistical test. The findings from the result shows that head teachers in Delta Central Public Primary Schools were effective in the administrative task. The study recommended that areas of least effectiveness should be examined and improved upon, more female head teachers should be made to head schools, incentives should be given to head teachers in rural areas, the department in charge of appointment and promotion of teachers to the rank of head teachers should consider greatly the attribute of prospective head teachers. The ministry of education should employ the services of experience head teacher who are in the senior level by deploying such persons into school for effectiveness and finally, the ministry of education should employ head teachers who obtain their degree in education, such persons are more of professional model are competent in heading a school.
Impact of head teachers, characteristics of head teachers, primary school and effectiveness
Teacher-Student Interaction and Classroom Management as Predictors of Achievement among Secondary School Students in Cross River State
This study considers the place of teacher-student interaction and classroom management as predictors of academic achievement among secondary school students in Cross River State, Nigeria. Utilizing a multi-stage sampling technique, the study selected a representative sample of 1,176 junior secondary school students from 45 schools offering Basic Technology across three educational zones: Calabar, Ikom, and Ogoja. The research aimed to determine which classroom variables, specifically teacher-student interaction and classroom management, effectively distinguish between high and low academic achievement groups. The study employed Fisher’s linear stepwise discriminant analysis to analyze the data, revealing significant differences between classroom variables. Results indicated that teacher-student interaction (Wilk’s Lambda = .993, F = 7.779, p = .005) and classroom management (Wilk’s Lambda = .998, F = 2.514, p = .113) are crucial predictors of students' academic achievement levels. The classification function accurately predicted 80.1% of the original group memberships, demonstrating a high efficiency in distinguishing between students with high and low academic achievement. Moreover, the study found that classroom settings and thermal conditions also significantly influence students' academic achievement. However, factors such as student-student interaction and classroom lighting showed no significant predictive power. The results underscore the importance of effective teacher-student interactions and robust classroom management in fostering an environment conducive to academic achievement. The findings of this study have important implications for educational policy and practice, suggesting that enhancing teacher-student interactions and improving classroom management can significantly boost academic achievement among secondary school students. The findings will guide educators, school administrators, and policymakers in implementing strategies that enhance learning outcomes and equip students with essential skills for future success.
Principals’ Leadership Function and Teachers’ Role of Record-Keeping in Missionary Secondary Schools in Plateau State, Nigeria
This study investigates the relationship between principals’ leadership function and teachers’ role of record-keeping at missionary secondary schools in Plateau State, Nigeria. The study sought to ascertain the level of principals’ leadership function, the effectiveness of teachers’ role of record-keeping, and the significant relationship between principals’ leadership function and teachers’ role of record-keeping. A cross-sectional survey was used with 690 participants from 30 missionary secondary schools. The findings revealed that principals perform leadership functions in missionary secondary schools to a high extent; teachers carry out record-keeping in missionary secondary schools in Plateau State, Nigeria to a high extent and there is no significant relationship between principals’ administrative functions of leadership and teachers’ job performance of record keeping in missionary secondary schools in Plateau State. The findings can guide measures for improving principals’ performance of their leadership function and creating a more effective record keeping system in missionary secondary schools in Plateau State.
Principals’ Leadership Function, Teachers’ Job Performance, Record Keeping, Missionary Secondary Schools, Plateau State, Nigeria
Head Teachers’ Leadership Styles and Quality of Education in Primary Schools in South Western Uganda: A Case Study of Ntoroko District
This study examined the impact of head teachers' leadership styles on the standard of instruction in Ntoroko District primary schools. The purpose of the study was to determine the degree to which head teachers' assistance and supervision affect the quality of education in primary schools in the Karugutu sub county, Ntoroko District, as well as the effects of delegation and good communication. A case study research design was used in the study. The primary schools in the sample consisted of 132 respondents who included 80 long-serving teachers, 40 senior teachers, 10 head teachers, and 2 education officers. The primary instruments for gathering data were the questionnaire and the interview guide. After the data was manually coded, descriptive statistics, namely percentages and content analysis, were used to assess the data both statistically and qualitatively. The findings showed that leadership styles of head teachers had an impact on educational quality. Seldom did head teachers advocate for oversight. This suggested that a high level of laziness was the cause of the poor grades. The results of the study showed that assigning tasks to head teachers raises the caliber of work produced by instructors. As a result, individuals are able to decide and finish activities in areas of direct knowledge. It also showed that the majority of institutions lacked developed communication plans.
Headteachers, leadership styles, quality of education, primary schools, Ntoroko District and Uganda
Teachers’ Views about Teaching Children with Disabilities in Primary Schools in Tororo District, Uganda
This study examined the teachers’ views towards teaching children with different categories of disabilities in primary schools in Tororo district. Across sectional survey research design was used. The study utilized both quantitative and qualitative research approaches to gather data from 79 respondents who included teachers and Head teachers in inclusive primary schools in Tororo District, selected using purposive and random sampling techniques. The study also found that teachers’ views on teaching children with disabilities did not have any significant relationship with inclusion in primary schools in Tororo District. It was concluded that teachers’ views on teaching does not have any significant relationship with inclusion in education of children with different types of disabilities in primary schools in Tororo District, However, results from qualitative data indicated a great concern about the negative attitude teachers have and face with pupils of learning disabilities. The study recommended the following: The government through the Ministry of Education and Sports should harness change of attitude of various stake holders by sensitizing them about the benefits of inclusion of learners with disabilities in education. This can be achieved through teacher training course reviews to include sign language to all teachers so as to equip them with the skills of communication to carter for learners with disabilities in class.
eachers’ views, children, disabilities, primary schools, Tororo District
Teacher-Student Interaction and Its Effect on Attitude to learning Outcomes in Basic Technology among Secondary School Students in Cross River State, Nigeria
This study investigates the impact of teacher-student interaction on attitude to learning outcomes in basic technology among secondary school students in Cross River State, Nigeria. The research adopts a descriptive research design, utilizing both quantitative and qualitative data collection methods to evaluate the relationship between interactive teaching practices and student performance. A sample size of 400 students from various secondary schools in the state was selected through stratified random sampling to ensure a diverse representation of the student population. Structured questionnaires were administered to gather quantitative data on students' perceptions of teacher-student interactions and their corresponding attitude to learning outcomes in basic technology. Meanwhile, in-depth interviews and focus group discussions with teachers and students provided data on the dynamics of classroom interactions and their effects on learning. The study's findings indicate a significant positive correlation between the frequency and quality of teacher-student interactions and improved attitude to learning outcomes in basic technology. Furthermore, the research highlights the importance of interactive teaching methods, timely feedback, and supportive communication in enhancing students' understanding and retention of basic technology concepts. Based on the study findings, it was recommended that the policy makers and educators should to invest in training programs that enhance interactive teaching skills and promote effective teacher-student communication.
Teacher-Student interaction; attitude to learning outcomes; basic technology, secondary
Human Resource Management Practices and Effective Tertiary Education Delivery: A Review of Rivers State Owned Tertiary Institutions
The study investigated human resource management practices and effective tertiary education delivery: A review of Rivers State owned tertiary institutions. This study used correlational research design and comprised three specific objectives, research questions and hypotheses. The population of the study was 4121 teaching staff from all Rivers State owned tertiary institutions. A sample size of 400 was derived from the population using Taro Yamane Formula. The data collecting instruments were two structured questionnaires titled Human Resource Management Practices Questionnaire and Effective Tertiary Education Delivery Questionnaire. The instruments were face and content validated by two experts in the Departments of Measurement and Evaluation and Educational Management of Faculty of Education, Rivers State University. A total of 400 copies of the instruments were distributed and only 387 copies were retrieved for analyses. Pearson Product Moment Correlation was used to achieve reliability indexes of 0.80, 0.86 and 0.82 respectively and used to answer the research questions while the null hypotheses formulated for the study were tested using z-Transformation at 0.05 level of significance with a critical value of ±1.96. Findings revealed that a high positive relationship exists between staff performance appraisal and training and development of staff and staff remunerations and effective tertiary education delivery in Rivers State owned tertiary institutions. Results from the three formulated null hypotheses showed significant relationship between staff performance appraisal, training and development of staff and staff remunerations and effective tertiary education delivery in Rivers State owned tertiary institutions. Accordingly, recommendations made were that tertiary institutions management should ensure regular and timely staff appraisal for enhanced teaching delivery amongst teaching staff, tertiary institutions management should promote staff training and development by liaising with international donors agencies and countries for scholarship awards, provision of research grants and fellowship programmes for their teaching staff and Rivers State Government should motivate the staff of its tertiary institutions through prompt payment of salaries and compensations for improved, effective and quality staff job performance.
Relationship between programmatic functional skilling and women’s socio-economic empowerment in Malaba Town council
The study examined the relationship between programmatic functional skilling and socio-economic empowerment of women in Malaba Municipality. A cross-sectional survey design was adopted as a multi-method approach that can be combined with qualitative and quantitative data collection methods, correlation and descriptive approaches. A total of 281 respondents were selected for the study using the random sampling method. Interview schedules (guides), questionnaires and a focus discussion guide were used in this study. The researcher organized the collected data according to the themes of the study, edited, coded and classified them. Using Statistical Package for Social Science (SPSS) software, version 22, the data were also sorted and ordered according to the frequency of similar responses (frequencies) and percentages were calculated, which formed the basis for the correlation analysis used to identify key variables such as women's socio-economic empowerment and functional skilling, thus forming the basis for data analysis, discussion, conclusions and recommendations. Taking the conclusions of the women and the leaders on the subject of skilling, it is obvious that no real attempts have been made to introduce women in Malaba Town Council to skills of any kind. And, because the majority of women attributed their predicament to a lack of knowledge, it is safe to conclude that the lack of efforts to teach women skills is largely to blame for their current socioeconomic situation. In other words, it is reasonable to argue that women lack empowerment because they lack skills. The fact that the women had no livelihoods or skills but were willing to be trained implies that they were yearning to engage in something profitable so that their lives may change for the better; this would occur through functional skilling.
The Nigeria Civil War: A Historical Analysis 1967-1970
The years 1967-1970 remained a major landmark in the history of Nigeria as it marked the period the nation (young) witnessed catastrophic unrest which shook its fabrics to its foundations. Lives and properties of no accurate count were lost, and trust and confidence were broken. National u, therefore, fore has come under serious threat. The major question for this research is to interpret the historical event within the context of the post-conflict period Nigerian environment. Most of the writings on the Nigerian civil war fail to analyze the war and its effects on contemporary Nigerian politics. Therefore, the research aims at; a contextual historical analysis of the Nigerian civil war in view of contemporary Nigeria’s political stability. The research is designed as a pure qualitative work and data is obtained through both primary and secondary sources. The face-face oral interview is conducted among five elders who participated/witnessed the war (Creswell, 2015; Greg, 2014), the information gathered was manually corroborated with the available primary source materials in archives and secondary works found in both hard copy prints namely; textbooks, journals, magazines, and audio-visual programs. The findings show that since the war unity of the country has remained more fragile and mutual distrust exists among sections of the country. The significance of the research lay in understanding contemporary Nigerian politics and its relationship with the civil war. It is vital to politicians and administrators in addition to being a contribution to lite the maturity of the Nigerian civil war.
Nigeria, Federalism, Igbo, Biafra, civil war, conflict, politics
Copyright (c) 2024 Direct Research Journal of Education and Vocational Studies
The Necessities of Theories in the Management of Education in Nigeria
This paper discussed the necessities of theories in the management of education in Nigeria. The concept, types of theory and the Stages in theoretical Development were outlined. The examined the uses of theories in administration to include increase in productivity, prevention of conflict. The qualities of a good theory were also examined. The paper revealed that there is relevance of theories in Educational Management which include provision a framework for the explanation and interpretation of facts. It also outlined some theories and their necessities educational management namely: Scientific Management Theory, Classical Organization Theory, Human Relations Theory, and Incremental Theory among others. It was also recommended that Educational management theory should be applied regularly because it provides the basis for decision-making and judgment, Government should promote inquiry and logical reasoning in educational management, because it makes rational and systematic as easily possible.
Educational management, theories, necessities of theories, Nigeria
Copyright (c) 2023 Direct Research Journal of Education and Vocational Studies
An Appraisal of Cultism as a Contemporary Social Vice in Tertiary Institutions in Nigeria
This study examined cultism as one of the contemporary social vices in tertiary institutions in Nigeria. The concept of cultism and its brief historical background and original objectives were considered in this paper. It also discussed the characteristics and different types of cultism in Nigerian tertiary institutions. The causes and effects of sectarianism and some strategies to curb sectarian activities on campus were outlined, such as education on discipline and moral values by parents, avoidance of bad company by students and others. The paper suggested that the government should introduce the death penalty that religious leaders should preach and realign their values, and that campus publication such as newsletters, journals and magazines should be encouraged to publish to expose cult activities.
Cultism, moral decadence, tertiary institution, social vices