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
