Alternative Primary and Secondary Education and Its Influence on Access to University Education and Self-Efficacy of Undergraduate Students in Nigeria

The purpose of the study was to specifically investigated the availability of first aid, teachers’ level of knowledge and skilled in first aid administration, and common injuries that require emergency administration of first aid in public and private primary schools. The population for the study comprised teachers from all public and private primary schools in Oyo State. The sample size consisted of 480 teachers selected from the 32 schools selected using simple random sampling technique. This instrument used was self-constructed questionnaire. The test-re-test method was used to determine the reliability which yielded correlation coefficient of 0.98, very consistent and significant at 0.05 level. Collected data was analysed using frequency counts, percentages with inferential statistics of t-test. Findings revealed that first aid equipment were significantly available with 92.4% among the private primary schools. The private primary school teachers were more knowledgeable and skilled in the administration of first aid with 76.8%. So many common injuries were common in the public primary schools than in the private primary schools. Finally, there was a significant difference in the teachers’ administration of first aid treatment between private and public primary schools in south-western Nigeria with the t-critic = 1.323, t-cal = 1.613, P>0.05 alpha level of significance. The study concluded that the private secondary teachers were knowledgeable about first aid and the management. It was recommended that the authorities of both the public and private schools should provide first aid box with adequate materials/equipment and the three tiers of the government should be involved.

Studies in the five recent years have shown that more than half of Nigerian undergraduate students changed their study programs and career decisions. Notwithstanding this fact, lack of research addresses factors that affect the Nigerian undergraduate students made such a decision. Therefore, the present study aims to explore the influence of academic performance, family support, and interest on career decision of undergraduate students in Jigawa state Nigeria. A set of questionnaires was utilized as an instrument to collect the data from a total of 373 Nigerian undergraduate students. Drawing on correlational study using structural equation modelling approach, this study revealed that academic reason (t=3.452; β=0.191; P=0.001) and family support (t=4.554; β=0.234; P=0.000) have statistically significant correlation with career decision making of the students. On the contrary, interest was empirically proven to not have a significant relationship with the career decision making (t=0.899; β=-.056; P=0.369). Thus, it is concluded that academic reason and family support play more crucial role in determining the career decision of undergraduate students in Nigeria than their interest abilities. This study provides implication for Nigerian government and non-government organizations to massively educate parents and families so that they can encourage their children’s career paths and support their career choices.

The purpose of this study was to compare the influence of management styles of head teacher’s on pupils’ performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education level. The population comprised of teachers and head teachers in public primary schools. The study adopted the ex post facto survey research design and used a sample size of 70 primary schools in which 70 Head teachers and 70 teachers were interviewed. The respondents were selected using simple random sampling technique. Data for the study was collected by use of questionnaires and interview schedules. The study collected both qualitative and quantitative data. Data collected was analyzed through descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences version 17. The results were presented by descriptive statistics. The study findings revealed that most public primary schools were using democratic and participatory leadership styles as opposed to private primary schools, which were mainly using autocratic leadership style; private primary schools were performing better than Public primary schools in Kenya Certificate of Primary Education (KCPE) in Nakuru municipality; most teachers in both private and public primary schools were not comfortable with the prevailing / current leadership styles and administration standards, and negatively related this with student performance. The findings further revealed a positive Spearman rank correlation between school mean mark and team working spirit r(62)=0.078) p>0.05; and a positive Spearman rank correlation between school mean mark and adequate reading materials r(62)= 0.094) p>0.05. Although the two correlations were not significant. Following these findings, the study recommends that the Ministry of Education, school governing bodies, and concerned stakeholders should consider mobilizing and allocating resources geared towards mitigating the impediments to the effectiveness of primary school leadership styles. Key words: Head teachers’ management styles, pupils’ performance, KCPE, primary schools, Kenya.

Purpose: The aim of the study was to investigate the impact of information literacy on academic performance among undergraduate students in Nigeria.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: A study on the impact of information literacy on academic performance among undergraduate students in Nigeria found a significant positive correlation between information literacy skills and academic achievement. The research highlighted that students with higher levels of information literacy were more likely to demonstrate better performance in their coursework, exams, and overall academic outcomes.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, information processing theory& constructivist learning theory may be used to anchor future studies on the impact of information literacy on academic performance among undergraduate students in Nigeria. Integrate information literacy instruction into the university curriculum across disciplines, ensuring that students acquire essential skills for locating, evaluating, and utilizing information effectively. Develop national guidelines for information literacy instruction within Nigerian higher education institutions, outlining standards and best practices for integrating information literacy into the curriculum.

Constrained by inadequate bed ~paces for her teeming students population, the management of the University of Ibadan evolved a policy ensuring that, on the average, each undergraduate student is accommodated on-campus yin the first and final veal’s while intervening years are spent off-campus. The study investigated the effects of this students’ housing programme 011 academic performance. Faculty of the Social Sciences was randomly selected, front where all final year undergraduate students were purposively sampled for the study; using a set of pre-tested questionnaires and in-depth interviews. Only 195 of the 230 copies of the questionnaire administered were returned and analyzed for the study. Secondary data were also obtained front both published and unpublished sources. Both descriptive and inferential statistics were used to analyze the data collected Significant differences were not found in academic performances of on-campus and Off-campus students. While analysis of quantitative data revealed no significant relationships between indicators of students’ housing quality and academic performance, qualitative data from in-depth interviews identified diverse challenges posed by these indicators to students’ academic performance in the university. Strategies were proposed to address the identified

Most educational institutions in Nigeria were shut down for a long while at the onset of the COVID-19 pandemic as a preventive measure, and this affected dental students' academic and clinical training. To determine the influence of the pandemic on the academic, clinical training, and psychosocial well-being of dental students in Nigeria. This cross-sectional survey was conducted among undergraduate dental students in clinical years in Nigerian dental schools. Participants received the questionnaire through an online platform, it had four sections; socio-demographics, impact on academic training, psychosocial well-being, and an open-ended segment for participants' suggestions to challenges. A mixed method was utilized to analyze the data. The statistical significance level was P < 0.05. One hundred two dental students from nine dental schools participated, with a mean age of 25.3 ± 2.4 years. There were 56 (54.9%) males. Most students, 80 (78.4%) reported that their stay-at-home had not been rewarding academically. The majority, 90 (88.2%) were worried about contracting COVID-19 on school resumption. Participants' psychosocial well-being had significant associations with gender (P = 0.001) and self-directed learning during their stay-at-home (P = 0.001). More female students, 33 (71.7%) were severely worried compared to males 20 (35.7%). Their major suggestions were to commence online teaching and examinations (40.1%) and be provided with adequate personal protective equipment (18.6%). Most undergraduate students in Nigeria were anxious about COVID-19, and females were more affected. This negatively impacted their academic and clinical training. This underscores the importance of adequate psychological support for undergraduate dental students by school authorities.

A study was conducted to assess the microbial safety of ready-to-eat (RTE) foods sold in private and public primary schools in Abeokuta, South-western Nigeria. One hundred and sixty RTE food samples were collected from forty food vendors in thirty primary schools and analysed microbiologically. Socio-economic status and their knowledge of food safety were assessed using the structured questionnaires. Total bacterial counts, total coliform counts and total fungal counts of RTE foods in public primary schools ranged from 6.27 log10cfu/g to 6.47 log10cfu/g, 6.00 log10cfu/g to 6.28 log10cfu/g and 5.85 log10cfu/g to 6.16 log10cfu/g respectively while those of private primary schools ranged from 6.30 log10cfu/g to 7.47 log10cfu/g, 6.15 log10cfu/g to 6.54 log10cfu/g and 5.60 log10cfu/g to 6.70 log10cfu/g respectively. Bacteria isolated from these samples were Bacillus cereus, Pseudomonas aeruginosa, Klebsiella pneumoniae, Staphylococcus aureus, Proteus spp, Enterobacter aerogenes, Shigella dysenteriae and Escherichia coli while the fungal isolates includeAspergillus niger, Aspergillus fumigatus, Rhizopus spp, Penicillium viridicatum, Mucor spp and Fusarium spp. RTE foods sold in both private and public primary schools were found to be highly contaminated. Inappropriate storage conditions, inadequate knowledge of food safety, attitudes and practices of the food vendors are the factors that may allow the food contamination. These findings demonstrate that ready-to-eat foods vended in public and private primary schools in Abeokuta, South-western Nigeria constitute an hazard to the pupils’ health. Provision of health education to the vendors and enforcing implementation of appropriate hygienic practices would improve food quality.Keywords · Ready-to-eat foods · Microbial safety · Primary schools

Background: The School Health Service is to help children at school to achieve the maximum health possible for them to obtain full benefit from their education. This study aimed to examine the differ-ence in the knowledge and practice of school health services between public and private primary schools in Ado Ekiti.Methods: This was a comparative cross-sectional study of public and private primary schools. A multistage sampling technique was used to recruit 425 teachers in 80 public and private schools into the study. A semi-structured, self-administered questionnaire and observational checklist were used for data collection. Data were analysed using SPSS version 25. Descriptive statistics such as per-centages, the sample mean, and frequency tables were done. Inferential statistics were used to test for associations between categorical variables and statistical significance set at p-value &lt; 0.05.Results: The mean age of the teachers in public schools was 42.0 ± 7.5 years, compared to 30.46 ± 7.2 years for teachers in private schools. Married teachers in public and private schools were 202 (92.7%) and 125 (60.4%) respectively. In the public schools, 64 (29.4%) teachers had more than 15 years’ experience and 11 (5.3%) in private schools. More than half of the teachers in both public and private schools had good knowledge of school health services, 118 (59.0%) and 89 (55.3%) respec-tively with p value of 0.477. Only 4 (10%) of the public schools investigated had good practice of school health service while it was 23 (57.5%) in private schools, this was statistically significant with p value of 0.001.Conclusions: There was no significant difference between the knowledge of school health services among teachers of public and private schools. School health services were better practiced in private schools when compared to public schools. Advocacy for strategies that promote a more comprehensive practice of school health services is especially recommended in public schools.

This paper compares pupils’ academic performance between the private and public primary schools. The sample,made up of 240 pupils were randomly selected from the private and public primary schools in Ilesa East and WestLocal Government Council Areas of Osun State, Nigeria. Two instruments were used. A structured questionnaireand Pupils’ Achievement Test (PAT) in three core-subject areas of the Primary School Curriculum namely: EnglishLanguage, Mathematics and Social Studies. While the questionnaire was used to collect relevant bio- data of therespondents, the instrument on achievement tests (PAT) was used to collect data on students' performance in thethree subjects involved in the study. Data were analyzed using frequency count, simple percentages and Z-test.Results showed that pupils in the private primary schools performed better than their counterparts in the publicschools and therefore call for improvement in the public schools to enhance the learning opportunity of the vastmajority of pupils attending the public schools.

In public schools, particularly in Kimilili Sub-County, student transfers are commonplace; nevertheless, the results of current empirical research on the impact of these transfers on students' academic performance are inconclusive. This study assessed the effects of student transfers on academic performance in public primary schools in Kimilili Sub-County, Kenya, because academic performance in public schools in the sub-county has been below average and the influence of these transfers on academic performance are not known. The research accomplished two goals: determined the impact of psychological factors on students' academic performance and ascertained the influence of social factors on the academic performance of transferred students in public primary schools respectively. The study used a mixed methods approach with a target population of 470 head teachers, 150 class teachers, and 308 pupils who transferred to different public primary schools. Data was collected through questionnaires, focused group discussions, and key informant interviews. The study used SPSS for quantitative analysis and thematic analysis for qualitative analysis. The Cronbach Alpha coefficient method confirmed questionnaire reliability, and expert evaluation confirmed content and construct validity. The study found that social and psychological factors significantly impact students' academic performance. The Pearsons correlation coefficient method yielded (r=0.671, p=0.001&lt; 0.05) for social factors and (r= 0.714, p=0.000 &lt; 0.05) for psychological factors respectively. Qualitative data also confirmed the results. These findings are crucial for addressing challenges faced by students and contribute to existing literature on pupils’ transfers and academic performance especially in public primary schools. Based on these findings, schools, TSC, and Ministry of Education should develop guidelines for transferred pupils, strengthen guidance and counseling programs, and build teacher capacity. This study supports further research on the influence of pupils’ transfers on their academic performance in private primary schools

Background/ problem: In recent years, there has been an increase of student participation in protests and other forms of civil unrest within Nigerian educational institutions. This trend has contributed to social tension and may be linked to a rise in antisocial behavior. Objective/ purpose: The current study investigates the effects of antisocial behavior (physical aggression, social aggression and rule breaking) on academic performance, with a particular focus on the mediating role of social support. Design and Methodology: Data was collected from 257 undergraduate students in Nigeria. A statistical analysis was conducted using SEM-covariance with AMOS software. Results: The findings of the study revealed a significant negative effect between physical aggression and academic performance (β = -.17, CR = -2.85, p = .03). In addition, the findings indicate that social aggression and rule breaking shows no significant relation to students’ academic performance (β = .13, CR = 1.07, p = .20, and (β = -.11, CR = 1.00, p =.24). However, the findings support the link between social support and academic performance (β= .58, CR = 8.01, p = .00). Additionally, it signifies that social support partially mediates the link between academic performance and antisocial behavior. Conclusion and Implications: These findings suggest that social support not only helps to diminish antisocial behavior among students but also contributes positively to their academic outcomes. Therefore, it is recommended that university administration provides awareness to students on the benefits of engaging in prosocial behavior and clearly outlines the consequences of antisocial behavior.

The study focused on comparative assessment of facilities provision in public and private primary schools in Irepodun Local government of Kwara state Descriptive survey research design was used for this study. population of this study comprises all private and public primary school teachers in Irepodun Local Government Area of Kwara State. The sample size comprised of 80 teachers in 16 schools selected by simple random sampling technique from the total population of primary school. From the study, it shows Facilities provided based on findings includes: headmaster/principals offices, classrooms, laboratory, playground (WA=2.56) There was significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school type 01 (P0.05) There was no significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school location. 55 (P0.05). It was therefore recommended that, the management of both public and private primary schools should endeavor to provide adequate classroom facilities to meet up school enrolment, School administrators should establish good relationship with communities and organization that can assist them in the provision of playground/sporting facilities to facilitate effective teaching and learning.

This study aimed to investigate attitudes and self-efficacy beliefs of classroom and physical education teachers teaching in public and private primary schools and providing education through games and physical activity lessons. As per the study screening criteria, teachers who were engaged in education and teaching in Istanbul for the academic period 2018–2019 were selected. Game and physical activity lesson attitude scale and teacher self-efficacy belief scale used as data collection tools in the study. In addition, another scale was used to determine the demographic characteristics of the teachers. The research universe, formerly called Game and Physical Activities and now named Physical Education and Game lesson, consists of classroom and physical education teachers in all private and public primary schools of the Ministry of Education in Istanbul. The study sample consisted of private and public primary schools in Bahçelievler, Bakırköy, Bağcılar, Küçükçekmece, and Sultangazi districts in Istanbul. The sample group consisted of 211 teachers, including 106 classroom teachers (50.2% of our sample group) and 105 physical education teachers (49.8% of our sample group) working in these schools. The game and physical activities lesson attitude scale has 19 questions and is a five-point Likert-type scale. The questions cover the cognitive attitude toward the benefits of the lesson, behavioral attitude toward the lesson, and emotional attitude toward the lesson and consist of three different sub-dimensions. The self-efficacy belief scale is a five-point Likert-type scale with 27 questions covering academic self-efficacy, social self-efficacy, intellectual self-efficacy, and vocational self-efficacy and four sub-dimensions. Since the hypothesis about the sub-factors is not specified for either scale, in this study no evaluation was made according to sub-factors. Attitudes toward play and physical activity lessons among physical education teachers with 1–8 years of teaching background, in licensed sportsmen and in school team coaches was found to be high. Self-efficacy beliefs in physical education teachers, private school teachers, and school team coaches was found to be high. There were no differences in the other variables of both scales. Cite this article as: Yılmaz, N., Akgün, G., Öztürk, M. The Investigation of Game and Physical Activities Lesson Attitude and Teacher Self-Efficacy Beliefs of Class Teachers and Physical Education Teachers. Research in Sports Science 2020, 10(1); 7-14.

BackgroundGlobally the number of children reaching school age is estimated to be 1.2 billion children (18 % of the world’s population) and rising. This study was therefore designed to determine the school health services available and its practices in primary schools in Ogun state, Western Nigeria.MethodsThe study was a comparative cross-sectional survey of private and public primary schools in Ogun state using a multi-stage sampling technique. Participants were interviewed using a structured, interviewer administered questionnaire and a checklist. Data collected was analyzed using the SPSS version 15.0.ResultsA total of 360 head teachers served as respondents for the study with the overall mean age of 45.7 ± 9.9 years. More than three quarters of the respondents in both groups could not correctly define the school health programme. There were no health personnel or a trained first aider in 86 (47.8 %) public and 110 (61.1 %) private schools but a nurse/midwife was present in 57 (31.7 %) and 27 (15.0 %) public and private schools. (χ2 = 17.122, P = 0.002). In about 95 % of the schools, the teacher carried out routine inspection of the pupils while periodic medical examination for staff and pupils was carried out in only 13 (7.2 %) public and 31 (17.2 %) private schools (χ2 = 8.398, P = 0.004). A sick bay/clinic was present in 26 (14.4 %) and 67 (37.2 %) public and private schools respectively (χ2 = 24.371, P = 0.001). The practice of school health programme was dependent on the age (χ2 = 12.53, P = 0.006) and the ethnicity of the respondents (χ2 = 6.330, P = 0.042). Using multivariate analysis only one variable (type of school) was found to be a predictor of school health programme. (OR 4.55, CI 1.918–10.79).ConclusionThe study concludes that the practice of the various components of school health services was poor but better in private primary schools in Nigeria. Routine inspection by teachers was the commonest form of health appraisal. This may suggest that more health personnel need to be employed to cater for the health of the school children in Nigeria and other similar developing countries.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-016-2006-6) contains supplementary material, which is available to authorized users.

Objective: Using a quantitative survey research approach, this study aims to investigate some risk factors associated with suicidal tendencies among undergraduate students in Nigeria. There is concern by society about the recent reported increased rate of suicide among undergraduate students in Nigeria Methods: A multistage sampling method was used to select 2 100 undergraduate students in South West Nigeria. A questionnaire consisting of indices of suicidal tendencies was used to collect data and logistic regression was employed as a statistical tool. Results and Discussion: Findings suggest that 151 (7.5%) of the respondents with risk factors such as alcoholism (OR = 1.02, {1.01–1.04}) and helplessness (OR = 1.04, {1.01–1.06}) reported strong and significant association (p &lt; 0.05) with suicidal tendencies. Depression (OR = .985, {.960–1.01}), hopelessness (OR = .999, {.971–1.01}), self-worry (OR = 1.00, {.988–1.02}), self-doubt (OR = 1.00, {.983–1.03}), inefficacy (OR = .991, {.966–1.02}), age (OR = 1.00, {.043–2.325}), and gender (OR = 1.04, {.724–1.50}) showed weak and insignificant association with suicidal tendencies (p &gt; 0.05). This study concludes that there is a slight prevalence of suicidal tendencies among undergraduate students, and that there is a need to introduce suicidal prevention education into the university curriculum as a way of containing the prevalence of suicide among adolescents and youths. Conclusion: For individuals identified with suicidal tendencies, studies should focus on the development of psychosocial interventions that can be used, such as counselling by psychologists and public health and social health workers. In the interim, urgent regular suicide awareness and prevention programs are suggested.