Junior Secondary School Level Research Articles

Effect of Gamification Element on Students Academic Performance In Mathematics In Basic Schools In Kwara State

Gamification elements are excellent tools for promoting specific behaviors and enhancing academic performance. Method: The study used a non-equivalent group design using a 2x2x2 factorial, quasi-experimental pre-test-post-test format. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students in basic 2 (J.i.S 2) in Kwara-North. Two junior secondary schools in Kwara-North L.G.A. were chosen using a purposive sample technique because they have functional and well-equipped computer labs. School B was the control group, whereas School A was the experimental group. The two groups were intact classes. The instruments used for data collection were: The Mathematics Concepts Performance Test (MCPT) and the Quizalize gamification application. To ensure the reliability of the instrument, a pilot study was carried out the acquired results were tested using split-half Reliability coefficients, and a value of .89 was obtained. The findings of the study revealed that the adoption of gamification element has an impact on junior secondary school students’ mathematics performance, female students performed better than male students after the treatment was administered. It was recommended among others that the gamification element is successful in lowering the level of abstractness connected with the teaching and learning of some mathematical concepts at the junior secondary school level of education, mathematics teachers should incorporate it into the classroom.

Varying behavioral differences and correlates of HPV infection among young adolescents in Benue state, Nigeria

BackgroundHuman Papillomavirus (HPV) infection is a significant public health concern globally, especially in low- and middle-income countries. In Africa, including Nigeria, HPV prevalence is high, contributing to a substantial burden of cervical cancer. Despite challenges, massive HPV vaccination campaigns in Africa show promise for preventing cervical cancer cases. In Benue State, Nigeria, limited research exists on several aspects of HPV knowledge and attitudes towards HPV among secondary school students. This study aims to bridge this gap by assessing HPV knowledge, prevention practices, willingness to uptake HPV vaccination, and associated attitudes and behaviors among secondary school students in the state.MethodsThe cross-sectional study was conducted among adolescents aged 10–19 years in six secondary schools in three local government areas (LGAs) in Benue State, Nigeria. Two-stage sampling was used to select the LGAs and schools, with a final sample size of 591 students. The selected schools represent both junior and senior secondary school levels and span across the three senatorial districts of the state. Data were collected using a self-administered questionnaire covering sociodemographic characteristics, HPV knowledge, prevention practices, and willingness for HPV vaccination. Statistical analyses included univariate analyses and tests of association, with significance set at p < 0.05 or 0.001 depending on the level of the stringency of the evidence required. Data were analyzed using SPSS version 25.ResultsOnly 35.4% of the participants were males, and 86.8% were between the ages of 10 and 16. Only 24.7% acknowledged that HPV can be transmitted during sexual intercourse, and 36.2% recognized that HPV can be transmitted via skin-to-skin contact. 48.1% noted that HPV can cause cervical cancer. Half (50.9%) acknowledged that early sexual debut increases the risk of acquiring HPV, while only 28.1% recognized vaccination as a preventive strategy against HPV infection. Only 35% correctly stated the best time for the HPV vaccine. In assessing the practice of HPV prevention, 14.9% are in a sexual relationship and 10.3% admitted to not using condoms during sexual intercourse. Also, 11.8% have had STIs, and 27.2% have previously undergone HIV screening. Various bivariate analyses showed some varying behavioral differences and correlates of HPV infection among young adolescents in Benue State, Nigeria.ConclusionsThis study provides valuable insights into HPV knowledge, prevention practices, and willingness to uptake HPV vaccination among secondary school students in Benue State, Nigeria. The significance of the differences and correlates was discussed using themes. The research has unpacked complex relationships that could have public health implications for researchers and policymakers. Moreover, ten actionable policy recommendations were prescribed. Several interventions and areas for further study were proposed.

Problems of the Merdeka Curriculum Policy in Efforts to Improve the Academic Quality of Students at SMPN

An educational concept known as the Independent Curriculum allows schools more latitude in creating curriculum that meet the requirements of their communities. The goal of this policy is to raise the academic caliber of SMPN students, however there are several obstacles in the way of its execution. Information gathered and acquired by library research. This article analyzes a few of the major obstacles encountered while attempting to raise SMPN students' academic standards. The issues with the autonomous curriculum policy in attempts to raise SMPN students' academic standards are the research's results. These challenges involve differences in quality between schools, difficulties in maintaining consistent educational standards, the readiness of teachers and stakeholders, as well as the need for proper evaluation and monitoring. appropriate. Apart from that, the involvement of parents and other stakeholders as well as an emphasis on local skills are also important aspects in overcoming these problems. This article provides a holistic picture of the condition of the Merdeka Curriculum in the context of efforts to improve academic quality in junior secondary schools, with the hope of contributing to further understanding of the dynamics and improvement of educational policies at the junior secondary school level.

NAVIGATING CHALLENGES IN ARABIC PEDAGOGY: INTERROGATING THE ROLE OF SCIENCE AND TECHNOLOGY

Arabic plays a crucial role on the global stage, being deemed indispensable. Within the United Nations, three languages are officially recognised: Arabic, French, and English. However, unlike its counterparts, Arabic receives limited support from the Nigerian government. Despite being a subject offered at both Junior and Senior Secondary School levels, the approach to teaching Arabic needs enhancement to captivate and stimulate the learners' interest. This study delves into the traditional methods employed by Arabic teachers in the past, which have inadvertently discouraged students from selecting Arabic for their professional development. The paper explores how incorporating science and technology can serve as a remedy to make Arabic more appealing and interesting to students. Furthermore, the introduction of new ideas, innovations, techniques, and scientific and technological instructional materials is considered to be a potential solution for effective teaching and learning of Arabic literature

Assessment of Gender Differences among Secondary School Students on Social Vices in the Federal Capital Territory of Abuja.

This study examined how secondary school students in Abuja, the Federal Capital Territory, perceived gender differences in social vices. The study used a mixed approach method. A sample of 300 respondents were drawn from both the senior and junior secondary school levels, and the population were all students attending secondary schools in the Federal Capital Territory of Abuja. Fifty respondents were chosen from each of the six secondary schools from which samples were drawn; however, ten individuals failed to return their questionnaires. The study’s schools and participants were chosen using simple stratified random sampling procedures. To gather data on social vices in secondary schools, a self-designed instrument was employed. A significance threshold of 0.05 was used to assess two hypotheses and three research questions. To address the research question, t-test statistics were employed, and two hypotheses were tested using mean, standard deviation, t-value, and p-value. The findings showed that students’ perceptions of social vices were comparable throughout the Federal Capital Territory, Abuja. Also, it demonstrated that while gender had no discernible impact on the social vices’ students committed, males were more likely than females to participate in certain categories of social vices. Additionally, the results showed that male students had a higher propensity than female students for aggressive social vices. To help students learn how to behave properly in and out of the classroom, it has recommended among other things that school administrators and other educational stakeholders organize seminars and workshops on the risk of social vices. Additionally, parents should be educated on how to properly care for and raise their children and dependents.

Enhancing Classroom Learning Outcomes: The Power of Immediate Feedback Strategy

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasi-experimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language &amp;amp; Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles.

PERCEIVED CHALLENGES OF ICT AS AN EXAMINABLE CURRICULUM SUBJECT IN RURAL SECONDARY SCHOOLS: VOICES OF TEACHERS AND LEARNERS IN SOUTHERN ZAMBIA

The study interrogated teachers’ and pupils’ perceptions of Information Communication Technology (ICT) as an examinable curriculum subject in secondary schools of Mazabuka district in Southern Zambia. In 2013 Ministry of Education (MoE) reviewed the National School Curriculum introducing ICT as an examinable subject at the junior secondary school level. This development was, however, received with mixed feelings among different stakeholders across the nation. The study employed Davis’ (1989) Technology Acceptance Model (TAM) as a theoretical framework to establish the teachers’ and pupils’ perceptions of ICT as an examinable curriculum subject. A descriptive research design was used to collect qualitative data from a sample size of 36 participants which included school administrators, ICT teachers, and pupils. Purposive and quota sampling was applied to select the participants. Data were collected using unstructured questionnaires, interviews, and focus group discussions. The data were analysed thematically by categorization of major and sub-themes that emerged from the study. The study showed that both teachers and pupils had positive perceptions towards ICT as an examinable curriculum subject. The majority of the participants strongly felt that the current times demanded for ICT knowledge in order for learners to fit well in the world of technology. The study also identified challenges faced in the teaching and learning of ICT such as; a lack of trained teachers, inadequate computer hardware and software, and irregular power supply. Various measures were employed in mitigating the challenges such as community engagement, voluntary teaching, class splitting, use of alternative sources of power, and explorations of online resources. The study recommended that the Ministry of Education should revert to its earlier policy position where all schools were to offer ICT as a compulsory examinable subject at the junior secondary school level. The government also should consider the reduction of taxes and tariffs on end-user consumer ICT products such as desktops computers, iPads, projectors, and others.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0019/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Junior secondary students&amp;rsquo; satisfaction of basic psychological needs and their achievement in physics

Self-Determination Theory (SDT) is a broad theory of human development and wellness, with strong implications in education. According to SDT, three psychological needs are essential settings for self-growth, integrity and well-being viz., competence, autonomy, and relatedness (CAR). This study investigates the relations of junior secondary students’ physics achievement with the satisfaction of their Basic Psychological Needs (CAR). A mixed methods approach was used in the study and selected a convenience sample of 855 junior secondary students and 8 principals in all five educational zones in Jaffna District in the North Province, Sri Lanka. The student related quantitative data were collected using standard Korean Basic Psychological Needs Scale (K-BPNS) with four-point Likert scale and assessment test papers for each Grade. Qualitative data were gathered in interviews from eight principals to explore their views on current situation of physics teaching-learning processes according to the framework for comprehending motivation in SDT. Quantitative data were analysed descriptively using SPSS 20.0. Qualitative data were analysed in narrative analysis. The results revealed that students’ satisfaction with BPN (CAR) factors were directly correlated with their achievement in physics. Principals’ perception on Reeve’s student-teacher dialectical frame is not at a satisfactory level. Thus, this study provides essential information for policymakers on enhancing students’ physics achievement at the junior secondary school level.

AN INVESTIGATION INTO SOME MISCONCEPTIONS ABOUT MASS AND VOLUME BY JUNIOR SECONDARY SCHOOL LEARNERS IN ESWATINI

Mass and Volume are important fundamental concepts in Mathematics and they are normally introduced at the Junior Secondary School level across Swaziland. However, simple as the concepts appear to be, it has been observed, as presented in recent annual diagnostic reports, that learners repeatedly make some errors informed by their misconception about these measurements. This paper investigates the causes of the common errors with a view to arresting the trend. 200 students and 15 science teachers were randomly selected from 5 secondary schools in Manzini region as a representation of the other three regions in Swaziland. A combination of cluster sampling and rating scale analysis was employed. Responses collected from questionnaires administered in the course of the work were thoroughly analyzed and interpreted. Some recommendations were also suggested.

Youths’ participation in agrobusiness in Ondo state

The important role small businesses and entrepreneurship play in stimulating job creation, economic growth, poverty alleviation and general uplifting of living standards has been recognized both internationally and in Nigeria. The study aimed to analyze youths participation in agribusiness; a case of cassava production in Ondo State, Nigeria. Data were collected using questionnaires which were administered to the respondents. A total of 120 youths involved in cassava production under Ondo State Wealth Creation Agency (WECA) were purposively selected and administered the questionnaires. Descriptive statistical tools such as frequency distribution, percentages and regression analysis were used for analyzing the data. The results revealed that majority (65.8%) of the respondents were within the age range of 26-35 years of age and male (65.8%). With respect to their marital status55% were single, while 45% were married. Also 0.8% of the youths had attained junior secondary school education and the rest (96.7%) had education above junior secondary school level and 2.5% others. Farm output of less 200 and between 200-400 cassava roots was found to be the average yield while the annual income was equal or greater than N35, 000. Results of the regression analysis show that only farm experience had significant relationships with the respondents’ levels of cassava production. They constituted the R2 value of 0.79. It was recommended that credit facilities should be provided to the youth. Modern farm inputs and implements should also be timely provided at affordable rates. Various states of the country should develop strategies targeting improving the literacy levels of farmers through workshops, seminars and other training programmes to motivate and encourage the youth involved in cassava production.

The Role of Mathematics Knowledge in Advancing Learning of Science in Public Junior Secondary Schools in Rivers States

The study investigated the roles of Mathematic knowledge in advancing learning of science in public junior secondary schools in River State. It identified mathematics knowledge and other factors required for advancing learning of science teaching and learning in public secondary schools. A descriptive survey method involving a population of 635 (585 students and 50 teachers) was adopted for the study. The study was guided by four research questions and one hypothesis. Mean was used to answer the research questions while t- test was used to test the hypothesis at 0.05 level of significance. The instrument Advancing Science through Mathematics Knowledge Questionnaire (ASMKQ) consisting of 20 items was validated by two experts in Integrated Science for content and face validity. The reliability coefficient of the instrument was 0.89 obtained using test- retest method and Pearson Product Moments correlation coefficient (r). The main findings of the study are that, the effectiveness of student mathematics knowledge is required for their advancement of science learning, teachers mathematics knowledge influences the advancement of science teaching at the junior secondary school level and there are challenges to the advancement of science such as inadequate infrastructures (laboratories for experimentation), poor attitude to learning of science and mathematics, teachers lack of empathy. Also, the influence of the male and female teachers’ mathematics knowledge for the advancement of science teaching at the junior secondary school does not differ significantly. Based on these findings, it was recommended that students should improve in their mathematics knowledge and interest in science learning while the teachers’ mathematics knowledge and integration skills be improved if remarkable advances will be made in science teaching.

Developing Instructional Processes for Competency Based Learning of Integrated Science at Junior Secondary School in Kenya

Curriculum reforms world over indicate an overwhelming acceptance of Competency Based Learning in basic education. The curriculum reform in Kenya from the content based learning in the 8-4-4 system of education to Competency Based Curriculum (CBC) entails a paradigm shift in pedagogical approaches from content-based approaches to learner-based approaches. Competence-based learning approach is an integrated and holistic understanding of what we want the young people to learn, be able to do, and to become. This is demonstrated in competencies developed by learners. Such a change in the curriculum require that teachers be adequately trained and supported for its successful implementation. It is however notable that as the first CBC class enters junior secondary school level at Grade 7, many teachers are not adequately prepared for competence-based teaching/learning. This situation informs the need to develop a guide that can be used to assist teachers in implementing competence-based learning. This paper therefore seeks to answer the question ‘How should teachers design competence-based learning of Integrated Science for junior secondary school?’. Research work has been done over time to unveil the best processes that help learners acquire competencies in learning. This paper consolidates from literature views on the best practices that help teachers implement heuristic teaching strategies required in the competence-based learning of integrated science. An elaboration on the importance of teacher preparedness for competence-based learning of science at junior secondary school is discussed. The teacher is then guided through designing appropriate competence-based learning environment which involves: (i) Adequate understanding of integrated science curriculum design and competence-based teaching and learning situation; (ii) Creating the learning environment and preparation of resources; (iii) Planning for competence-based learning; (iv) an understanding different heuristic teaching strategies, approaches and methods; (v) Appropriate interaction with learners and (vi) Appropriate assessment of learning. The paper consolidates the characteristics of approaches and methods of teaching science in competence-based learning with a focus on their application by the teacher in a face-to-face classroom situation. Keywords: Competence-Based Learning, Developing Competency, Heuristic Teaching Methods, Junior Secondary School, Integrated Science Learning, Teacher Preparedness for Competency Based Curriculum. DOI: 10.7176/JEP/13-35-02 Publication date: December 31 st 2022

Teacher training pathways for competency based curriculum (CBC) in the university education in Kenya

The education reform in Kenya recommended phasing out of the 8-4-4 education system to embrace the 2-6-3-3-3 competency based curriculum (CBC). The embraced curriculum has three learning pathways or pillars at senior secondary and university education. The three pathways are Talent Pillar, Languages and Social Sciences Pillar, Science, Technology, Engineering and Mathematics (STEM) pillar. The Higher Education Curriculum Framework (HECF) and universities are yet to provide clear policy guidelines for training teachers and align their skill and competencies with the CBC curriculum framework. The phenomenon is compounded by the fact that, the Ministry of Education through teacher service commission without any empirical data suggested the bedrock of education training programs, the Bachelor of education arts (B. Ed, arts) and Bachelor of Education science (B.Ed. arts) programs to be eradicated in favor of Bachelor of Arts (B.A) and Sciences (B.Sc.) as the pathways to teaching profession through a Post Graduate Diploma in Education (PGDE). The Teachers Service Commission is championing multi-tasking competences where those graduates teaching in secondary schools should be trained to teach more than the traditional two teaching subjects. The Basic Education Curriculum Framework (BECF) has categorized Junior and Senior Secondary School levels which the training of teachers in the university education program must align itself with. While students study all the compulsory subjects in junior secondary, they branch to specialize in their preferred pathways at senior secondary levels. The recruitment of students to both public and private universities for teaching career is based on high school credentials that have now to consider talent including talents in sports, creative and performing arts. The study was designed to explore the teacher training programs embracing talent for university education in order to address both the needs of Junior and senior secondary schools under the three pillars embraced in the Competency Based Curriculum (CBC) in Kenya.

Crises in Implementation of English Studies Curriculum at Junior Secondary School Level in Nigeria

English language plays roles as language of instruction and core subject at junior secondary school (JSS) level in Nigeria as it is indicated in the National policy on Education (NPE (2004). The English studies curriculum at JSS level of education is an integrative document where English language and Literature in English language were integrated to achieve the set objectives of language education. This paper, therefore, attempts to make a review on the challenges in the implementation of JSS English studies curriculum in Nigeria. A review of the previous studies related to this paper, revealed that the crises include lack of teaching materials and ICT instructional gadgets, lack of provision of incentives to language teachers, insufficient time to cover the curriculum, lack of mentoring, lack of steady supervision, monitoring and evaluation. The paper suggests that Literature in English and English language should be taught separately and school principals should encourage mentoring relationship among the language teachers. It was also suggested that parents should learn the key components of the curriculum and develop attitude of visiting the academic works of their wards at home, so as to take appropriate actions at school level in the event they noticed lack of content coverage of the curriculum.

Crises in Implementation of English Studies Curriculum at Junior Secondary School Level in Nigeria

Crises in Implementation of English Studies Curriculum at Junior Secondary School Level in Nigeria

CURRICULUM IMPLEMENTATION STRATEGIES AT THE JUNIOR SECONDARY SCHOOL: SOCIAL STUDIES PERSPECTIVES

Development of curriculum is one of the major debates in the developing countries with particular reference to Nigeria but the detail of how the curriculum will be implemented at school level are often neglected. This paper examined curriculum implementation strategies at the junior secondary school level. The study adopted a descriptive survey design which focused on investigating curriculum implementation strategies at the junior secondary school. The target population for the study comprised all the junior secondary schools in Ankpa Local Government Area, Kogi State and the sample for the study consisted of 120 junior secondary school teachers drawn using purposive sampling technique from the selected junior secondary schools in Ankpa Local Government Area, Kogi State. Researchers’ constructed questionnaire titled Curriculum Implementation Strategies at the Junior Secondary School Questionnaire (CISJSSQ) was used to measure teachers’ opinion on curriculum implementation strategies at the junior secondary school. The instrument has 15 items on a four-point Likert-scale of strongly agree (SA), Agree (A), Disagree (D) and strongly disagree (SD). This instrument was validated by three experts in the departments of Social Science Education, and Educational Psychology, Guidance and Counselling Nnamdi Azikiwe University. The researchers distributed and collected the copies of the questionnaire with the help of eight research assistants from the junior secondary schools. The data collected were analyzed using the weighted mean of 2.50 computed as 4+3+2+1=10/4=2.5. Any mean score that is equal to or above 2.50 was considered significant and therefore, accepted while the one that is less than 2.50 was rejected. Findings showed that teachers of social studies are not effective in implementing various curriculum strategies during teaching and learning in junior secondary school, teachers of social studies do not teach appropriate contents in the social studies curriculum during classes and teachers of Social Studies do not employ proper method of teaching social studies and the objectives are not achieved. Based on this, it was recommended that the federal and state ministry of education should encourage the teachers through training and re-training to employ better implementation strategies for social studies curriculum among others. KEYWORDS: Curriculum implementation, strategies, junior secondary school, social studies and Perspectives

Teachers’ Perceptions Towards the Usefulness of Lesson Plan Manuals in the Teaching of Language Arts at the Junior Secondary School level

This paper examined the perceptions of teachers regarding the use of Lesson Plan Manuals (LPMs) in the teaching of Language Arts at the Junior Secondary School level within Bo using data from an MA dissertation. Since the introduction of the Lesson Plan Manuals in 2016, a study to assess the impact of their use in schools has not been done. It is based on this that an assessment was carried out to seek the opinion of Language Arts teachers with regards the use of the Lesson Plan Manuals. It was also intended to investigate whether pupils’ performance in Language Arts has improved or not since the introduction of the Lesson Plan Manuals. The study adopted a qualitative study design and non-probabilistic sample design paradigms. A total of forty (40) Language Arts teachers at the Junior Secondary School level were purposefully selected to serve as respondents for this study. Twenty-five(25) respondents completed and returned the five-pointLikert scale that was used for data collection. Respondents were also interviewed in focused group discussions on some key issues that were not captured in the questionnaires. The results indicate that Lesson Plan Manuals in Language Arts are available in most schools. However, not all pupils have access to these manuals, which makes it difficulfor most of the learners to follow the steps and actively participate in the lessons. It was also revealed that with the use of the Lesson Plan Manuals, the performance of pupils has gradually improved, although some teachers need training in the use of these Lesson Plan Manuals.

Science, technology, engineering and mathematics enrolment patterns and factors influencing the choice to study science among female secondary school students in Nigeria.

Access to education has been listed as one of the Sustainable Development Goals (SDG4). Achieving this goal, however, is predicated upon the elimination of widely prevalent gender disparities in education. In this report, we first examine the differences in enrolment in STEM-related courses between the genders then we proceed to explore the factors that may affect the choice of STEM in pre-university female students in Ogun state, Nigeria. Two publicly available datasets, the Joint Admissions Matriculation Board (JAMB) enrolment data for 2012 - 2015 and data on the performance of students enrolled in Covenant University from 2010-2014 were used in this study. A survey of pre-university students in Ogun state, to examine factors that influence career choice was also conducted and used in this study. Our findings showed that men were more likely to be enrolled in a STEM discipline than women. This disparity was, however, not observed for non-STEM disciplines were both genders were equally likely to be enrolled. Responses from our survey of female secondary school students showed that a good number (47.6%) were not confident to take pre-university STEM subjects and were likely to enrol in non-STEM courses at the university. These findings emphasise the need to sensitise junior secondary school level girls to take on more technical courses in a bid to have adequate representation across the STEM disciplines.

Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents

Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.

The Effective Ways Of Entrepreneurial Opportunities For Small And Medium Enterprise Scheme (SMEs) In Borno State

The study investigated effects of insurgency on educational development in Borno State. Basic education is the first level of education for children at primary 1 level to basic 9 which is the junior secondary school level in Nigeria. However, achieving education for all Nigerian children, Borno state need a secured teaching and learning environment. The study examined the effect of insurgent activities such as abduction of pupils and attacks on teachers in basic schools of Borno State and its effect to the development of the education in the state. The sample for the study was 270 teachers of basic schools, selected on the basis of 10 teachers from each of the 27 local government area that constitute Borno State. The instrument for data collection was a 20 items questionnaire title: Boko Haram Insurgency and educational development Questionnaires (HIEDQ). Two research questions were formulated, data collected were converted to mean, standard deviation and used to answer the research questions. It was therefore recommended that the Nigerian government should provide security to the state. The government should show higher commitment in mobilizing the armed forces to end the insurgency in the State and provide adequate security in schools. It was further recommended that the religious leaders should preach against violence act in their respective communities.