The media, including print, broadcast, social, and other online sources, are core features of the present digital society. Media literacy is concerned with a set of skills and competencies required to access, analyse, evaluate, create, understand and use the complex messages communicated via all forms of media. Our children, adolescents, and young adults (CAYA) are constantly exposed to a variety of media, with their content and messages, many of which are uncivil and alien to our culture, values and norms. Unfortunately, the educational system of Nigeria, specifically at the primary, secondary, and tertiary school levels, did not make provisions for inculcating media literacy skills in these CAYA for understanding, withstanding, and appropriately coping with the messages of these media outlets. This is in addition to scholarly publications that revealed obvious loopholes with reference to media literacy skills level of CAYA in the society. Thus, there is a media literacy gap that needs to be addressed. This paper articulated the concept of media literacy, media literacy education, developing media literacy skills using appropriate learning theories, and strategies of fostering and addressing media literacy education in the educational system of Nigeria.
This study determined how preferences for specialised areas of business education - accounting, entrepreneurship, office management, and marketing and distributive education predict the academic achievement of business education students in University of Calabar using results of four different courses as determinant factors. The study answered four research questions and tested four null hypotheses. The study adopted a descriptive survey design and was conducted in Calabar. The population of the study comprised 96 participants, including 32 business education lecturers and 64 students who completed year one under the CCMAS curriculum. The purposive sampling technique enabled the use of all 96 respondents. Data were collected using a researcher-designed questionnaire, the "Diversity of Business Education Courses and Academic Achievement of Undergraduates Questionnaire (DBECAAQ)," validated by three experts. Simple linear regression was used for data analysis. The findings reveal that accounting, entrepreneurship, office management, and marketing and distributive education significantly predict academic achievement of business education students. It is concluded that academic achievement in business education undergraduate programmes depends on students’ preference for specialised areas. Recommendations include developing attractive teaching strategies and course advisory mechanisms for each specialised area to enhance student interest and performance.
This multiple-case qualitative study explored how English teachers in rural and urban Junior High Schools in Ho Municipality, Ghana, assess learners and provide feedback in classrooms where digital technologies were unavailable or unusable. Six English teachers (three rural; three urban) were selected through criterion-based purposive sampling. Data were generated through semi-structured interviews, classroom observations, and document analysis of learners' exercise books. Instruments were refined through expert review and piloting and the dataset was analysed thematically with cross-case comparison. Findings indicate that teachers in both settings relied mainly on oral questioning and short written tasks for formative purposes, alongside periodic tests for summative purposes. However, feedback was predominantly evaluative and corrective with limited opportunity for learner uptake through revision. Urban cases showed more structured marking while rural cases more often faced non-specialist teaching and acute resource constraints that narrowed feedback options. Conceptually, the study characterises these patterns as analogue feedback ecologies where teacher specialism and class size in no technology environments shaped low-cost feedback routines. The study recommends context-sensitive professional development focused on workable feedback design routines alongside minimum resourcing to support consistent follow-up.
This study assessed psychological variables and research skills acquisition among postgraduate students in public universities in Cross River State, Nigeria. Ex post factor research design was adopted for the study, while stratified random sampling technique was used to select a sample of 400 from a population of 2,651 post graduate students in the universities of the study. An instrument developed by the researcher and titled: “Research Skills Acquisition Questionnaire” (PVRSAQ), duly validated with reliability estimates of the sub-variables between .72 and .81 was used to collect data for the study. The data collected were subjected to statistical analysis using simple linear regression analysis. The study revealed that psychological variables (attitude to; and, interest in research methods) significantly influence the postgraduate’s education students’ research skills acquisition. Based on the findings, it was recommended among others, that educators should consider focusing on developing intervention aimed at improving students’ attitudes towards research and identifying best practices for enhancing research engagements in postgraduate education. Also, educators are encouraged to focus on identifying effective strategies to enhance research interest and explore the long-term impacts of these strategies on students’ academic and professional success.
The extent to which one is informed about the practice and benefits of family planning influences one’s decisions and levels of acceptance of the practices. This study examined how the levels of awareness of public school teachers influence their attitudes towards the practice of family planning in Delta and Edo States. Correlational survey design was adopted in this study. The population was 20,038 public school teachers, from which 2,003 being 10% of the study population was sampled. The population of 1,242 and 761 which represented 10% of public school teachers in the 463 and 259 public schools in Delta and Edo States respectively were selected using the stratified proportional random technique of sampling. This research investigation was carried out in 722 public secondary schools. The study made use of questionnaire as research instrument for the collection of data for a period of one month which involved the services of field assistants. The instrument’s reliability and coefficient Alpha were ascertained following Cronbach's Alpha statistics. The values of the internal constancy dependability for self-awareness scale was 0.86 (P < 0.5), while that for family panning scale was 0.91 (P < 0.5). Research questions were raised and answered, while a hypothesis was posited and tested. Findings showed a computed F-value of 13.92 at (P < 0.05) thus, implies that significant relationship exist between public school teacher’s levels of self-awareness and their attitudes towards the adoption of family planning at 0.05 alpha level. Therefore, the more people get informed about the practice and associated benefits of family planning, the more their attitudes towards adopting the practice get positive. Since the level of awareness of public school teachers is capable of influencing their attitudes towards adopting the practice of family planning, it is therefore recommended that more efforts should be put in place to get people more and widely informed about the family planning practices and the associated benefits
The study aimed at exploring sexual victimization as a challenge faced by street children. To get clear understanding of the study, different literature was consulted, including sociological study to help in understanding street children, child protection and abuse literature to understand violence and abuse, human rights and legal literature to highlight child right and final Routine Activity Theory which explains why crimes happen in everyday life. The study employed qualitative approach in which 30 participants were obtained through purposive sampling and snowball technique. Data collection methods included focused group discussion, in depth interview and documentary review. Data were analysis through thematic analysis procedures. NVIVO version 16 was used to analyze data obtained from the field. The finding revealed different form of sexual victimization faced by street children including rape, transectional sex, commercial sex and sexual harassment. On the other hand the study explored the nature of commercial sex among street children including coercive commercial sex and survival based commercial sex. The study recommended for policies strengthening, support service improvement and preventive measures against children sexual abuse.
The study examined demographic factors and the dissemination of misinformation on social media among undergraduate students in University of Calabar. Two purposes and two research questions were formulated. The study adopted the descriptive survey research design, with a sample of 256 undergraduate students from the department of Mass Communication, University of Calabar for the 2023/2024 academic session. The major instrument used for data collection was Social Media Use and Fake News Dissemination Questionnaire (SMUFNDQ). Data collection was done by the researcher who randomly administered the instruments to the students. The data collected were analyzed using frequency counts and the results of the analysis revealed that over 50% of the respondents have a negative perception of fake news dissemination. Also there was a significant relationship between social media and fake news dissemination among the students’. It was also revealed that the probability of sharing misinformation on social media was higher among female students, and students between the ages of 26-30 years. This spread of misinformation is also prevalent among year two mass communication students and also, that students used Facebook more to disseminate misinformation compared to other social media platforms. It was concluded that the university management should put up some check mechanism to reduce the dissemination of fake news among students generally. The study recommended among others that the school authority should workout modalities to reduce spread of misinformation among students of higher institutions.
This study investigated the relationship between ethical personnel management practices and institutional goal attainment in public secondary schools in Calabar Municipality, Cross River State, Nigeria. Guided by Goal Setting Theory and Herzberg’s Two-Factor Theory, the study examined three dimensions of ethical personnel management, namely: management–staff relations, employee promotion, and financial benefits and their relationships with school goal attainment. A correlational research design was adopted, with data collected from 155 teachers out of a population of 473 using systematic random sampling technique. Data were generated through questionnaire titled, “Personnel Management Practices and Goal Attainment of Secondary Schools Questionnaire (PMPGASSQ)”, which was validated by three experts, and reliabilited tested with a reliability coefficient of .87 using Crobach Alpha reliability analysis. Data analysis involved weighted means, standard deviations, and Pearson Product Moment Correlation at the 0.05 significance level. Findings revealed that management–staff relations (r = 0.656), employee promotion (r = 0.674), and employee financial benefits (r = 0.750) positively and significantly relate to school goal attainment. The results indicate that participative decision-making, democratic leadership, fair promotion, recognition of effort, and adequate financial benefits enhance teacher motivation, commitment, and performance, ultimately improving institutional outcomes. It is recommended that school administrators and education authorities institutionalize transparent ethical personnel management frameworks, enforce merit-based and timely promotion policies, and ensure adequate and regular financial benefits for teachers in order to enhance motivation, professional commitment, and goal attainment in public secondary schools. It is concluded that sustainable goal attainment in public secondary schools depends largely on the ethical management of personnel, where fairness, transparency, and attention to teachers’ professional and welfare needs create a supportive environment that strengthens commitment to institutional objectives. The study underscores the importance of ethically grounded personnel management as a key driver of educational effectiveness. It contributes empirical evidence to educational management and ethics scholarship, offering actionable insights for administrators, policymakers, and stakeholders seeking to align personnel practices with institutional goals in public secondary schools.
Artificial intelligence (AI) is a set of technologies that enable computers to perform a variety of advanced functions, including the ability to see, understand and translate spoken and written language, analyze data, make recommendations, and many more. It is often assumed that artificial intelligence would eliminate jobs and raise unemployment. The same was assumed when the Internet was in its early stages, but the internet opened far more new doors and provided individuals with new work prospects that no one could have imagined at the time. With the progress of Artificial Intelligence, we can say the same thing is possible. This paper shall examines the concepts of artificial intelligence and the place of job creation, it shall discuss the relevance of job creation and AI perspectives, examine criticism from different scholar regarding the two concepts and the role of artificial intelligence and job creation will be mention which are; skill transformation, job displacement, debate, organizational productivity, entrepreneurship development in generating new employment opportunities, while enhancing productivity. However, the effective utilization of AI for job creation requires adequate training, digital literacy, and supportive government policies that encourage innovation and workforce development. Recommendations are; emerging economies should prioritize, Strengthen Technical and Vocational Education (TVET), Promote Inclusive AI Policies, Invest in Digital Infrastructure, Support Small and Medium Enterprises (SMEs, Encourage Public–Private Partnerships, Foster Entrepreneurship and Startup Ecosystems. SBTC theory was adopted as a frame work this paper. So therefore, embracing artificial intelligence while investing in human capacity building is essential for maximizing its potential to generate sustainable employment opportunities and contribute to national development.
The study was designed to evaluate the pre-NCE programme of the College of Education Obudu in terms of respecting the National Commission for Colleges of Education (NCCE) standard for operation. Detail literature review was carried out on the variables of the study while ex-post facto research design was adopted and census sampling approach was used by this the entire enrolment of 4114 in 2019/2020, 2020/2021, and 2021/2022 was used. The instrument used for data collection was interview. The data collected for analysis was students records which include their enrolment list, their performance at internal/external examination and list of transited students, Simple percentage and ratio was used to analyses the data. The results revealed that the College did not respect either transition requirement to NCE programme nor respect the nation benchmark of admission of 30:70 ratio for Art and Science based courses. Based on the findings, it was recommended that NCCE should monitor Colleges well to see that they keep all standard expected of them in order to improve the quality of their graduates that will turn out teachers for our basic school in Nigeria.
The effective application of AI in teaching Business Education courses in tertiary institutions is fraught with challenges that necessitate collaborative strategies among stakeholders. This study ascertained the collaborative strategies for the effective application of Artificial Intelligence in teaching of Business Education courses in tertiary institutions in Cross River State. Two specific purposes and research questions guided the study. Descriptive research design was used in the study. The population comprised 96 business educators in four public tertiary institutions in Cross River State. The population size was manageable, therefore census sampling technique was adopted. The instruments used for data collection was questionnaire of four rating scale designed by the researcher. The instruments was validated by three experts and tested for reliability using Cronbach Alpha coefficient. The overall reliability obtained was 0.83. Data collected were tested in SPSS using mean and standard deviation to answer the research questions. Findings revealed that interdisciplinary team formation, co-design with stakeholders, cross-institutional research networks, industry-academia partnerships, human-centred evaluation panels, shared data repositories, multi-agent simulation projects and collaborative professional development are strong collaborative strategies for the effective application of artificial intelligence in teaching business education courses in tertiary institutions in Cross River State. The gains of collaborative strategies was also strongly agreed to. The implication is that AI integration policies and capacity building especially, business educators’ training on AI applications is necessary to improve their teaching skills in the tertiary institutions. It was recommended that business education stakeholders should develop transparent, adaptable, and human-centred AI solutions that forges through active collaboration.
Gambling is an activity that occupies different spaces and roles across different cultures. Gambling do not only lead to waste of resources but could also lead to depression, anxiety, restlessness, suicidal thought or suicide. While much has been written about gambling in developed nation, only few studies have examined the predictive factor of gambling among out of school adolescents in Nigeria. This study, therefore investigated dysfunctional family, socio economic status and religiosity as determinants of gambling among out-of-school adolescents in the Ibadan Metropolis. A descriptive research design of correlational type was employed in the selection of Two hundred and fifty (250) out-of-school adolescents within the Ibadan Metropolis using simple random sampling technique. Three research questions were raised and answered in the study. The independent variables were measured with relevant standardized instruments. These include dysfunctional family scale (α =.68) socio economic status (α = .64) religiosity (α= .73) and the gambling motivation scale (r = .69). Data was analyzed using Pearson Product Moment Correlation coefficient and multiple regressions at 0.05 level of significance. The result showed that there was a significant positive relationship between gambling and dysfunctional family (r = 0.275, p < 0.05), socio economic status (r = 0.222, p < 0.05) and religiosity (r= 0.310, p < 0.05) among the participants. It was also discovered that dysfunctional family, socio economic status and religiosity jointly predicted gambling. (Adj.R2= 0.230) This suggests that all the factors combined accounted for 23.0% in the prediction of gambling. On the relative contribution, socio economic status was found to be the most potent contributor of gambling, followed by dysfunctional family and lastly, religiosity. In conclusion, the three independent variables (dysfunctional family, socio economic status and religiosity) are determinants of gambling among out-of-school adolescents in the Ibadan Metropolis. In view of this, it was recommended that religious bodies should assist and guide adolescents in their worship centers to deviate from patronizing bet shops and other gambling activities. The concept of contentment and hard work should also be taught to the adolescents at home. Lastly, parents should also leave up to their responsibilities as failure could promote gambling behaviour among the adolescents in attempt to meet their basic needs.
Ethical issues in educational assessment have become increasingly significant as schools and educational authorities seek fairness, accountability, and credibility in evaluation processes. This paper discusses the moral dimensions that guide assessment practices and how unethical conduct can weaken the quality and trustworthiness of educational results. Key issues such as bias, validity, reliability, authenticity, confidentiality, privacy, and the rights of test-takers were discussed. Each issue is explored in relation to its practical implications for teachers, learners, and policymakers. The discussion extends to emerging concerns, such as test preparation and coaching, technology-based assessment, inclusion and diversity, social and emotional learning, as well as high-stakes and standardised testing. The paper draws on recent literature and professional codes to explain how these matters influence the fairness and credibility of assessment practices. It argues that ethical awareness and integrity are essential for educators and evaluators to uphold justice and objectivity in measuring learners’ performance. It was suggested that ethical guidelines and best practices that can support fairness, transparency, and accountability in educational assessment be provided. When applied with commitment and honesty, these principles can enhance trust in educational outcomes and contribute to a more just and responsible assessment culture.
This study explores the effectiveness of Drama in health education as a tool for sensitizing teenage girls about menstrual cramps using Big qua girls’ Secondary school as a case study. Grounded in Albert Banduras social learning theory, the research employed an experimental design with 120 participants divided equally into an experimental group engaged in drama based menstrual health education sessions while the control group received traditional classroom instructions. Pre-test and post-test questionnaire assessed participant’s menstrual cramps. The results from this study revealed a clear improvement in awareness levels regarding menstrual cramps among teenage girls who participated in the drama-based health education sessions.
This study investigated the trends, major challenges, and potential remedies concerning access to and participation in education for day students in secondary schools in Tanzania. The study population consisted of Kibasila and Jangwani secondary schools in Dar es Salaam, from which 100 students and 30 teachers were selected through stratified and cluster sampling. Qualitative and quantitative designs were adopted. Questionnaires were administered to teachers and students. In addition, a focus group discussion with students was employed in order to get information on access and participation challenges and their possible remedies. Data was analyzed qualitatively and quantitatively using descriptive statistics and the Kruskal - Walli’s test. The findings show that enrolment was rising and retention was falling, despite the students many challenges. The study revealed that student attendance was poor. The study also showed that distance had an impact only on attendance, while time had an impact on enrolment, attendance, and retention trends. The major challenges identified include transport, distance from home to school, and financial constraints. Measures proposed to minimize or alleviate these challenges include providing school buses, building hostels, ensuring there are enough schools, expanding roads, introducing commuter buses that can carry passengers’, enrolling students in schools close to home, parents and the government providing sufficient support to students.
Access to healthcare is a basic human right closely linked to the principles of equity, which strive to guarantee that all individuals receive healthcare services, regardless of their background or socioeconomic status. This study, therefore, sought to examine healthcare personnel's perceptions of community involvement in healthcare utilization. A simple random technique was employed to sample 352 respondents from a population of 2927. The cross-sectional survey was conducted using a structured questionnaire with a 5-point Likert scale to elicit responses. The study was anchored on Andersen’s model of health service utilization. Partial least squares Structural Equation Model was used to test the hypotheses. All three hypotheses were found to be statistically significant and positively related. Furthermore, social media mediates the relationship between community involvement and healthcare utilization. It is recommended that social media be employed as a strategic tool to disseminate health information to the public. Moreover, social media should be used as a means of promoting healthcare utilization. The study concludes that community involvement strongly influences how often people use healthcare. It also highlights the critical role social media plays in facilitating this connection.
This paper examines the politicization of educational evaluation in Nigeria and its effects on education quality, governance, and social justice. Educational evaluation, which aims to assess programs, policies, and institutional performance, is often influenced by political interests that determine what is measured, who conducts the evaluation, and how results are used. Policymakers, senior administrators, and politically connected actors tend to benefit from these evaluations, while teachers, learners in rural or under-resourced areas, and low-income communities are frequently excluded. Nigerian case studies from primary, secondary, and tertiary education show how political considerations affect evaluation goals, methods, evaluator selection, data interpretation, and dissemination of results. Politicized evaluation distorts educational priorities, produces inequitable resource allocation, undermines institutional credibility, reduces teacher morale, and limits student learning. These outcomes reinforce social inequalities and weaken the capacity of education to promote fairness and opportunity. The paper argues that evaluation should be transparent, independent, merit-based, and inclusive, allowing meaningful participation from all stakeholders. Evidence-based evaluation can improve educational quality, enhance accountability, and provide equitable learning opportunities. It is suggested, among others, that depoliticizing evaluation is essential for ensuring that education serves public interest rather than political expedience, and for supporting reforms that address structural inequalities in Nigerian education.
This research was carried out to investigate the management of personal hygiene among secondary school students in post Covid-19 Era in South-South geopolitical Zone of Nigeria. The implication of this study was to encourage a good personal hygiene daily routine among secondary school female students so as to forestall onset of diseases that could go a long way to affect their well-being as well as academic performance. Three research questions and three hypotheses guided the study. Six intact classes were selected from a population of eighty-four thousand six hundred and four (84,604) secondary school female students. Using multistage sampling, a total of three hundred and sixty (360) secondary school female students were selected from the six states that make up the South-South Nigeria (60 per state).A causal-comparative design was utilized for the study. The Management of Personal Hygiene Questionnaire (MPHQ), validated by experts which achieved a Cronbach’s alpha of 0.82 was used for data collection. Independent t-test was used for data analysis, to compare urban and rural secondary school female students at p < 0.05. Result revealed that urban secondary school female students reported significantly higher management of personal hygiene than their rural counterparts. The study concluded that location is a key determinant of personal hygiene management. It was therefore recommended among others that, seminars and public campaigns on personal hygiene should be highly promoted and enforced in schools, the home-front, and communities at large by public health experts and related NGOs, as these will go a long way to teach secondary school female students, especially in rural areas to understand the importance of hand-washing, regular use of sanitizer and mask-wearing on their personal hygiene.
This study examined the relationship between generalized anxiety disorder and academic performance of senior secondary school students in the Federal Capital Territory (FCT), Abuja, Nigeria. The correlational design was adopted for the study. Proportionate and random samplings were adopted to select a sample of 1,106 (530 boys and 576 girls) students from a population of 23,072 of SSS II students of public secondary schools in the area of study. Two instruments namely GADQ and MET were used to collect data. The simple linear and multiple regression statistical tools were also used to test the hypotheses at 0.05 level of significance. Results revealed a negative relationship between generalized anxiety disorder and academic performance of students (F = 1.14; b= -0.071, P= 0.285, > 0.05) but not significant; and sex as an interaction term influenced the relationship between generalized anxiety disorder and academic performance (b = 0.189; P = 0.282, > 0.05), but also not significant. It is therefore suggested that students should be helped by government, counsellors, school administrators, parents, teachers and other stakeholders to deescalate the prevalence of generalized anxiety disorder among students.
The relationship between professional development opportunities and job effectiveness of agricultural educators in University of Calabar was determined in this study. Three research questions and hypotheses guided the study. Applying correlation design, the study targeted 16 agricultural educators currently engaged by UNICAL and was all involved in the study. Mixed methods of data collection were employed by the researchers. The quantitative data was collected through a 28-item structured questionnaire while the qualitative data was collected through Focused Group Discussion (FGD). The qualitative data obtained through FGD was used to answer the research questions while Pearson Product Moment Correlation analysis was used to test the hypotheses at 0.05 level of significance. From the data analyzed, agricultural educators agreed that both staff training, conference attendance and use of ICT gadgets are invaluable to their job effectiveness and decried the near absence of these career opportunities at the moment in UNICAL. The result of the test of hypotheses indicated a moderate relationship between staff training, conference attendance, use of ICT gadgets and job effectiveness of agricultural educators in UNICAL. It was concluded that a positive relationship existed between professional development opportunities and job effectiveness of agricultural educators in UNICAL and recommended among others that the management of the institution should rise up and ensure that staff training opportunities are available and assessable to agricultural educators to enable them remain committed and effective in their teaching, research and community services.
