Onitsha Education Zone Research Articles

Impacts of Computer-Managed Instruction in Basic Technology Education in Junior Secondary Schools in Anambra State

This study utilised a cross-sectional survey design in order to evaluate the impact of computer-managed instruction (CMI) on teaching basic technology in junior secondary schools in Anambra State. Covering the Onitsha Education Zone, the study employed a multi-stage sampling to select 20 schools and 840 students and teachers. Data was collected through a structured questionnaire assessing CMI availability and impact, validated by experts and tested for reliability. The questionnaires were administered over a month, with data analysed using the SPSS software and statistical techniques. The results indicated a positive correlation between CMI integration and enhanced learning experiences, with students reporting increased motivation, interest, and engagement in Basic Technology lessons. Additionally, CMI is found to enhance problem-solving abilities, confidence in learning, and performance outcomes. Both teachers and students recognize the transformative possibilities of CMI, despite differences in their perceptions. These findings underscored the importance of embracing technological advancements in education to cultivate dynamic learning environments. The study offers practical implications for educational stakeholders, advocating for the continued integration of CMI to meet the evolving needs of students and prepare them for success in a digital age.

Impact of Social Media and Peer Pressure on Moral Disengagement among Secondary School Students in Onitsha North LGA, Anambra State

Nigerian students are at a crossroads because of the rapid erosion of the value system in Nigeria, not because of corruption, unemployment, and poverty. The emergence of social media and peer influence has a different impact. This study explored the effects of social media and peer pressure on moral disengagement among secondary school students in Onitsha North LGA of Anambra State. The research sample size was 400 secondary school students selected through a multi-stage sampling technique from a population of 1,400 secondary school students in 12 government secondary schools in the Onitsha Education Zone. The results show that the presence of participants on social media, such as WhatsApp, Facebook, Instagram, etc., is quite high, with more than half of the population 167 (50.9%) always using social media. These findings also reveal the high use of social media among students, which may hurt student life, especially moral life. It was also confirmed that friendship and fun were the main satisfactions students got from social media, with a combined rate of 68% for 238 students. In addition, peer pressure has a negative (but not significant) impact on students' moral disengagement. However, this impact did not reach a substantial proportion at β = 0.06, p > 0.05 (n = 389), which means that the results did not support the first hypothesis, so it was rejected. Social media has a positive and significant impact on students' moral disengagement at β = 0.49, p < 0.05 (n = 389). These findings reveal a directly proportional impact of social media use on students' moral disengagement. It is recommended that parents, teachers, and other guardians regulate internet exposure via social media in teenagers and young adults to prevent them from becoming too busy or becoming addicted.

EXPLORING THE PSYCHO-SOCIAL DYNAMICS: EXAMINING THE EFFECT OF ASSERTIVENESS TECHNIQUE ON LOW ACADEMIC SELF-CONCEPT AMONG SECONDARY SCHOOL STUDENTS

This study explored the psycho-social dynamics by examining the effect of assertiveness technique on low academic self-concept among secondary school students in the Onitsha education zone. Two research questions guided the study, and two null hypotheses were tested at a 0.05 level of significance. The study design was quasi-experimental, non-randomised pre-test and post-test, control group research. The population of the study was composed of 988 senior secondary school students in the Onitsha education zone, and a sample of 70 students was selected through purposive sampling. The data was collected using the Academic Self-Concept Survey (ASS) questionnaire, and the internal consistency reliability coefficient of the instrument was 0.84. The questionnaires were administered through direct delivery. Mean scores were used to answer the research questions, and the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The instrument norm of 72.50 was used to make decisions when answering the research questions. The findings of the study showed that assertiveness training was effective in improving the low academic self-concepts of secondary school students. Furthermore, it was revealed that the assertiveness training technique was more effective in improving the academic self-concepts of female secondary school students. Based on the findings and implications of the study, it was suggested that counsellors and therapists should use modelling and assertiveness training techniques in counselling sessions to enhance the academic self-concepts of secondary school students. KEYWORDS: Psycho-social dynamics, assertiveness, technique, academic self-concept

Effect of Brain-Based Learning on Conceptual Change in Acid, Base and Salt among Chemistry Students of Varied Cognitive Ability in Onitsha Education Zone

The study investigated the effect of brain-based learning on conceptual change in acid, base and salt among chemistry students of varied cognitive ability in Onitsha Education Zone. Three research questions guided the study and five hypotheses were tested at 0.05 alpha level. Quasi-experimental design was used in the study, specifically, the pretest-posttest non-equivalent control group design. The study population comprised 3, 103 SS2 students offering chemistry in Onitsha Education Zone, out which 108 students were selected using random and purposive sampling techniques. The instruments used for data collection were Test of Logical Thinking (TOLT) adopted from Tobin and Capie (1981) and Chemistry Students’ Conceptual Change Test (CSCCT) adopted from Zudonu (2013). Data was generated for the study by administering the instruments as pretest and posttest. Research questions were answered using mean and standard deviation while analysis of covariance was used to test the null hypotheses. The findings of the study showed that students taught acid, base and salt chemistry using brain-based learning had significantly higher mean conceptual change scores than those taught using lecture method. Also, there was a significant influence of cognitive ability level and gender on students’ conceptual change. It was recommended that seminars and workshop should be organized for chemistry teachers by school administrators to acquaint them with the effective ways of integrating brain-based learning into the teaching process of chemistry.

Relative Effectiveness of Polya’s Problem Solving and Algebraic Games Methods on Secondary School Students’ Achievement in Algebra in Onitsha Education Zone

Relative Effectiveness of Polya’s Problem Solving and Algebraic Games Methods on Secondary School Students’ Achievement in Algebra in Onitsha Education Zone

Examining of crossover instructional strategy toward biology students’ academic performance in secondary schools

The study investigated how the crossover instructional strategy (CIS) affected secondary school students' biology academic performance in Onitsha Education zone. The non-randomized control group design, a quasi-experimental research strategy, was used in the study. A multi-stage sampling technique was used to choose 52 Senior Secondary Year Two (SS2) students (21 boys and 31 girls) from the 5,132 biology students in the zone. A coin toss was used to assign the sampled students, who were enrolled in two intact classes, to the control (10 males and 15 girls) or experimental (11 boys and 16 girls) groups at random. The researchers created a 50-item biology achievement test (BAT), which has a reliability coefficient of 0.81. The results demonstrated that CIS increased biology students' academic success more than the Conventional Lecture Method (CLM). Biology student academic achievement was unaffected by gender either alone or in combination with the teaching strategies. The research found that CIS is a cutting-edge educational strategy that actively involves students in the learning process in both formal and informal settings, helping them retain biology concepts and ultimately improve their academic performance. In accordance with the findings, the study recommended that biology teachers implement CIS in schools to improve students' biology achievement.

Effect of Assessment Supported Instructional Model on Secondary School Students’ Interest in Mathematics in Onitsha Education Zone

The study investigated the effect of Assessment supported instructional model (ASIM) on students’ interest in mathematics in Onitsha Education zone of Anambra state. Two questions guided the study while three hypotheses were tested. Quasi-experimental research design was adopted for the study. The population was made up of 6,257 senior secondary two student (SS2) offering mathematics. Purposive and random sampling techniques were used to draw a sample of 130 SS2 students offering mathematics from 19 co-educational schools in the Zone. Students’ Mathematics Interest Rating Scale (SMIRS) was used to collect data for the study. The instruments was validated by three experts and the reliability coefficient of 0.81 was obtained for SMIRS using Cronbach Alpha. Data were collected by administering the instruments as pretest and posttest. Mean and standard deviation were used to answer the research questions while Analysis of Covariance was used to test the null hypotheses at 0.05 alpha level. Findings of the study showed that assessment supported instructional model (ASIM) significantly improved students’ interest in mathematics more than Conventional System of Instruction (CSI). Also, ASIM enhanced interest of students in Mathematics equally irrespective of gender. Based on the findings, it recommended that ASIM should be used in teaching and learning of mathematics in secondary school by mathematics teachers

The Relationship between Teacher’s Motivation and their Job Satisfaction in Secondary Schools in Onitsh Education Zone, Anambra State, Nigeria

Aims: This study determined.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 Study Design: This study adopted the Correlation Survey Research Design.
 Place and Duration of Study: This study was conducted among secondary school teachers in secondary schools in Onitsha Education Zone of Anambra State, Nigeria.
 Methodology: The population of this study comprised 1,179 (male = 92, female = 1087) teachers in government owned secondary schools in Onitsha education zone. The sample for this study is 300 teachers (175 – schools in urban areas, 125 – schools in rural areas). The instruments adopted for data collection were the Work Task Motivation Scale for Teachers (WTMST) and the Minnesota Satisfaction Questionnaire (MSQ). The Work task Motivation Scale for Teachers was developed by Fernet, Senecal, Guay, Marsh, Dowson (2008). The questionnaire contains 15 items on why teachers are motivated to carry out teaching tasks. The MSQ is developed by Weiss, Dawis, England and Lofquist (1967) to measure an employees’ satisfaction with their job. The MSQ consist of 20-items from the long form MSQ that best represent each of the 20 scales. The instruments for data collection were not subjected to further validation because they are standardized instruments. However, both the WTMST and MSQ have been adopted for use in other studies in Nigeria. Based on this usability, the instrument will be adopted for the present study. The administration of the instrument was done through direct delivery approach. In this approach, copies of the questionnaire were distributed personally to the respondents by the researcher with the help of some research assistants. The data collected was analyzed using the Pearson Product Moment Correlation Coefficient (Pearson r), applying the statistical package for social science (SPSS) for data coding and analysis.
 Results: The finding of this study revealed that a high positive relationship of 0.632 exist between intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone, A moderate positive relationship of 0.530 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha Education zone, A moderate positive relationship of 0.482 exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone, A high positive relationship of 0.70 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone.
 Conclusion: This study concludes that a high and positive relationship exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural and urban areas, a moderate and positive relationship exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural and urban areas.

Effect of Flipped Classroom Instruction via Google Classroom on Secondary School Students’ Academic Attitude Towards Chemistry in Onitsha Education Zone of Anambra State of Nigeria

The study investigated the effect of flipped classroom instruction via Google classroom on secondary school students’ academic attitude wards chemistry in Onitsha educational zone. The study was conducted at Onitsha education zone of Anambra State. The influence of gender on students’ achievement was determined. Two research questions were raised to guide the study and three hypotheses were tested at 0.05 alpha levels. A quasi-experimental of research design was adopted; specifically the pre-test and post-test non-randomized control group design was used. The population of the study was 3192 senior secondary year two students offering chemistry in Onitsha education zone out of which a sample size of 109 students was drawn using purposive and random sampling techniques. Also two schools were chosen through simple random sampling techniques as experimental and control group centre. The instruments for data collection was Chemistry Attitude Questionnaire (CAQ).The instruments were validated by two experts in departments of science education and one in educational foundation from Nnamdi Azikwe University, Akwa. The reliability of CAT was established using Cronbach Alpha method with reliability value of 0.82. The data for the study were obtained by administering the instrument to the respondent as pretestposttest, data gathered were analyzed using mean and standard deviation to answer research questions and the null hypotheses were tested using Analysis of covariance (ANCOVA). The findings from the results showed that there is a significant difference in the academic attitude of students taught chemistry using FCIVGC and those taught lectured method in favour of the FCIVGC group. Gender was not significant in the attitude of students taught chemistry using FCIVGC and LM. There was no significant interaction effect of instructional approach and gender on students’ attitude in chemistry. Generally, the study has shown that FCIVGC of Brame is effective in enhancing attitude of students in chemistry. It was concluded that FCIVGC is more effective for male students academic attitude which has encourages positive attitude of male chemistry students in learning chemistry. It was recommended that teachers should employ FCIVGC in teaching and learning of chemistry.

Effectiveness of Visual Video Tutoring on Students’ Learning in Coping with Covid-19 in the New Normal

The study examined the extent of effectiveness of Visual Video Tutoring on student’ learning in coping with COVID-19 pandemic. The design of the study was descriptive survey and the area of the study was Anambra State, Nigeria. The sample of the study comprised 30 teachers in three selected private schools in Onitsha education zone. The instrument for data collection was structured questionnaire on the effectiveness of visual video tutoring on students learning. One research question and a null hypothesis guided the study. The instrument was validated by three experts and the reliability was established using Cronbach Alpha Co-efficient, which yielded an index of 0.85. Data collected was analysed using mean and standard deviation, while the null hypothesis was tested using t-test statistics at 0.05 level of significance. The major findings of the study indicated that teachers in private secondary schools, to a high extent viewed that Visual Video Tutoring (VVT) is effective for students’ learning. The study recommends that since private schools have successfully used VVT to help students cope and learn, the Government and school administrators in public secondary schools should key into the use of any multimedia platforms to keep the students busy in the face of hazardous situations like pandemic and current security challenges in the country particularly in Anambra State, where students have been compelled to sit at home on Mondays for almost a year, for fear of being attacked by some pressure groups in the state. Keywords: COVID-19, E-learning, Visual Video Tutoring DOI: 10.7176/JEP/13-21-03 Publication date: June 30 th 2022

Students’ Perceived Influence of Broken Homes on their Academic Achievement in Secondary Schools in Anambra State, Nigeria

Aims: This study seeks to determine students perceived influence of broken homes on their academic achievement in secondary schools in Anambra State.
 Place and Duration of Study: This study was carried out in Anambra State, Nigeria, conducted between August 2021 and January 2022.
 Methodology: The design for this study is the descriptive survey research design. The sample size of 420 SS II adolescents (male=262, female=158) gotten through multistage sampling procedure where disproportionate stratified sampling techniques was used to select 5 senior secondary schools from the existing 3 local governments in Onitsha education zone. Secondly, the purposive sampling technique was adopted to sample students from broken homes. To achieve this, a questionnaire on broken homes was administered to secondary schools’ students through this, the sample of the study was drawn and it amounted to 420 secondary school II students from broken homes. The instrument for data collection is a 21 – item structured questionnaire titled “Influence of Broken Homes on Academic Achievement Questionnaire (IBAAQ)”. The face and content validation of the instrument was conducted by two experts in the Department of Guidance and Counselling and one from the Department of Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha statistics and yielded a reliability statistic of 0.715. The data collected was analysed using Mean, Standard Deviation (Mean±STD) and t-test for independent sample.
 Results: This study revealed that equal number of the items on students’ perceived influence of broken homes on their academic achievement in English language in secondary schools were rated as agreed to as well as disagreed. More so, there is a significant difference in the mean rating of male and female students on the perceived influence of broken homes on their academic achievement in English Language in secondary schools in Anambra state. Majority of the items raised were agreed to by secondary school students in Anambra state, there is no significant difference in the mean rating of students in urban and rural areas on the perceived influence of broken homes on their academic achievement in Mathematics in secondary schools in Anambra state.
 Conclusion: it was concluded that equal number of items raised on students’ perceived influence of broken homes on their academic achievement in English language in secondary schools were rated as agreed to as well as disagreed. This study further concluded to have a significant difference in the mean rating of male and female students on the perceived influence of broken homes on their academic achievement in English Language in secondary schools in Anambra state. On the other hand, there is no significant difference in the mean rating of students in urban and rural areas on the perceived influence of broken homes on their academic achievement in Mathematics in secondary schools in Anambra state.

Students’ Conception of Heat Energy in Senior Secondary School Physics

The purpose of the study was to determine students’ conceptions of heat energy in senior secondary school physics. Three research questions and two null hypotheses guided the study. Ex-post facto research design was adopted for the study. The population of the study consisted of 6,270 senior secondary school two (SSS2) physics students in all the government owned educational secondary schools in Onitsha Education Zone in Nigeria. The sample size of the study comprised of 357 senior secondary two (SS2) students drawn from the population using multi-stage sampling procedure. Heat Energy Conception Test (HECT) which consists of 16 essay items was used as instrument for data collection. The reliability coefficient of 0.747 for the instrument was ascertained using Cronbach Alpha. Frequency and percentage were used to answer research question one and students’ responses were described based on research question two. Chi-square was used in testing the two null hypotheses of the study at 0.05 level of significance. The findings of the study showed that the level of students’ conception is low; only 5.6% have Sound Conception, 6.7% have Partial Conception, 13.7% have Alternative Conception while 74% have No Conception. Based on the findings of the study, recommendations were made.

Helicopter Parenting as Correlate of Self Confidence and Esteem of Adolescents in Secondary Schools in Anambra State, Nigeria

The study is on adolescents’ helicopter parenting as correlate of their self confidence and esteem in Onitsha Education zone, Anambra State. Three research questions guided the study while one null hypothesis was tested at 0.05 level of significance. Correlational research design was adopted for this study. The population of the study comprised 17,200 secondary school adolescents from which a sample size of 1760 adolescents was selected using simple random sampling and disproportionate stratified random sampling techniques. Two research instruments, namely: Adolescent helicopter parenting Questionnaire (AHPQ) and Adolescents’ Self confidence and esteem Questionnaire (ASCEQ) were used for the study. The instruments were duly validated by experts before it was used in conducting this study. The reliability of the instrument is as follows: 0.949 for AHPQ, and 0.928 for ASCEQ. Data was collected through direct delivery method. Research questions 1 to 2 were answered using range of summated scores, while research questions 3 was answered and the null hypotheses was tested using Pearson Product Moment Correlation Coefficients. The findings of the study revealed among others that secondary school adolescents’ helicopter parenting has high negative relationship with their self confidence and esteem. It was recommended among others that the Government and the school administrators should organize seminars, workshops and symposia for parents so that resource persons will educate and direct them on the right parenting style and the likely implication of wrong parenting styles.

Parents’ and Teachers’ Perceived Strategies for Reducing Truancy among Secondary School Students: Implication for Students’ Behaviour Modification

This study examined the parents and teachers’ perceived strategies for reducing truancy among secondary school students. The population for the study is all the parents and teachers from Onitsha Education Zone in their first year in-service training, University of Nigeria Nsukka. The sample for the study comprised of 91 teachers and 207 parents randomly drawn from parents and teachers offering Educational Psychology 1 (Edu2 11). A 25-item instrument named Perceived Strategies for Curbing Truancy Questionnaire (PSCTQ) was used to collect data. The instrument was validated with the estimated reliability coefficient of 0.97. Three research questions and one hypothesis guided the study. Mean and standard deviation were used to analyze the research questions while t-test statistics was used to test the hypothesis. The result showed that parents and teachers have the same perception of the strategies for reducing truancy. However, the result statistically revealed significant difference in the scores of parents’ and teachers’ perception. It is recommended that parents should provide the needed materials for their children’s schooling and also encourage them in their academic work. Teachers should vary the teaching methods they use in the classroom to motivate the students; and they should also report truancy cases of the students to their parents.

EFFECT OF MODELLING TECHNIQUE IN ENHANCING LOW ACADEMIC SELF-CONCEPT OF SECONDARY SCHOOL STUDENTS

Academic self-concept is important for secondary school students’ personal adjustment and for the influence it has on other desired educational outcomes. This study investigated the effects of modelling technique in enhancing low academic self-concept of senior secondary school students in Onitsha education zone. One research question guided the study, while two null hypotheses were tested at 0.05 level of significance. The design for the study is quasi-experimental, non-randomised pre-test and post-test, control group research. The target population of this study was 988 senior secondary school students having low academic self-concept in Onitsha education zone. A sample size of 108 students was selected using purposive sampling technique. A validated instrument for data collection was Academic Self-concept Survey (ASS). The internal consistency reliability coefficient for the instrument is 0.84. Data was collected through direct delivery of the instrument to the respondents. Mean scores were used to answer the research question, while the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The instrument norm 72.50 guided the decision. The finding of the study revealed that Modelling technique enhanced the academic self-concept of the secondary school students, but the effect was not significant when compared with those who received conventional counselling; the findings further revealed that the difference in the effect of Modelling technique on male and female secondary school students’ Academic self-concepts is not significant. Based on the findings and implications of the study, it was recommended that the practicing counsellors and therapist should make use of the modelling in combination with other effective techniques in administering counselling and therapy of secondary school students to modify and enhance their academic self-concept. Article visualizations:

Exploring Effects of Science-Technology-Society Instructional Approach as an Innovation in Improving Learners’ Interest in Chemistry

Continuous dwindling in learners’ interest in chemistry is a threat to global development. The abstract nature of chemistry and other factors are capable of damping the interest of the learner during instruction which can mar the realization aims and objectives of chemistry instruction. The learning environment is shaped by the instructional approaches adopted by the teacher. Thus, the use of innovative instructional approach capable of making the learning experiences relevant to the learner, build and sustain the interest in the learner during chemistry instruction becomes very imperative. This study investigated Science-technology-society (STS) instructional approach as an innovation in improving learners’ interest in chemistry. The study was conducted using senior secondary school 2 chemistry learners in Onitsha Education zone of Anambra state, South-East of Nigeria. The study adopted quasi experimental design of the pretest posttest non equivalent control group design. Two research questions and two hypotheses guided the study. Three hundred and ten students from purposively sampled twelve coeducational public secondary schools were used for the study. Six schools were randomly assigned to the treatment group while the remaining six assigned to the control group. The treatment group was taught electrolysis using Science-technology-society instructional approach while the control group was taught the electrolysis using the conventional instructional approach. Validated Chemistry Interest Inventory (CII) was used to collect data for the study. The CII had reliability index of 0.93. The mean score and standard deviation were used to answer the research questions while analysis of variance (ANCOVA) was used to test the hypotheses at 0.05 level of confidence. The study revealed among other things that there was significant difference in the interest mean scores of learners taught chemistry using Science-technology-society instructional approach and those taught chemistry using conventional instructional approach. From the findings of the study, the following recommendations among others were made: Chemistry teachers should adopt STS instructional approach in teaching and learning chemistry and use of STS instructional approach should included in chemistry teacher education programme

IMPACT OF GENERATIVE LEARNING MODEL ON ACADEMIC SELF CONCEPT AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN ONITSHA EDUCATION ZONE, ANAMBRA STATE, NIGERIA

The study investigated the impact of generative learning model (GLM) on academic self-concept and achievement of secondary school students in Chemistry in Onitsha Education Zone, Nigeria. A quasi-experimental design was used involving a sample of 98 students, 67 males and 31 females from Onitsha education zone. The instruments known as chemistry self concept scale (CSCS) and chemistry achievement test (CAT) were used for data collection. The instruments were validated by three experts one from educational psychology and two from science education department all from Nnamdi Azikiwe University Awka-with reliability coefficient of 0.87 and 0.81 respectively were used for data collection. Four research questions and four hypotheses guided the study. Mean and standard deviation were used to answer research questions while analysis of Covalence (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results revealed that academic self concept of experimental group (GLM) improved more than control group, also GLM enhance achievement more than conventional method in teaching chemistry. Finding implies there is need for chemistry teachers to use GLM in teaching chemistry. Recommendations were made on how chemistry teachers, educational and institutional bodies should adopt the use of GLM to improve teaching and performance of students in chemistry.

Motivational Techniques Employed by Teachers’ in Secondary School Teaching and Learning of Account

The purpose of the study was to ascertain the motivational techniques employed by teachers in secondary schools for teaching and learning of account in Awka education zone of Anambra State. It was a descriptive research guided by two research questions and two null hypotheses. The public and private secondary schools in the area were studied. All the 99 teachers of account in the area formed the population. There was no sampling. A researcher-developed questionnaire was the instrument for data collection. Four experts, all in Nnamdi Azikiwe University validated the instrument. The reliability of the study was established through pilot test in Onitsha education zone of Anambra State. The reliability coefficient of section 1 is 0.87 and that of section2 is 0.84 respectively. The direct approach was employed in the data collection. Out of the 99 copies of the instrument distributed, 96 copies were retrieved and correctly filled. They were subjected to data analysis. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested at 0.05 level of significance using t-test. Findings of the study indicated that teachers in secondary school employed both positive negative reinforcement techniques for teaching and learning of account. Based on this, it was recommended that teachers should also motivate their students through appreciation when they perform well (for instance, a teacher can say, ‘high five’ to a wellbehaved student)

Behaviour Modification as An Effective Technique in Classroom Teaching

This study investigated of teachers’ perception of the use of behaviour modification techniques in reducing truancy among primary school pupils in the Onitsha Education zone, Anambra State, Nigeria. Secondly, the study also examined the effectiveness of the various behaviour modification strategies employed by teachers in checking truancy in Onitsha Education Zone. The study used qualitative research methodology such as focus group discussion, key informant interview and questionnaire to elicit information from the respondents. The study population of the study was primary school teachers in the zone. A sample size of 250 respondents was selected. The teachers were randomly selected from 10 public primary schools. In each of the ten selected schools, (15 female and 10 male respondents were selected as samples making it 100. The stratified random sampling technique was used to select the respondents from different strata. The study used descriptive statistics for hypotheses testing. The results from our findings reveal that there is no significant difference in mean score of male and female teachers’ perception in use of behaviour modification techniques in the classroom. This connotes that the respondents have positive reactions to behaviour modification techniques in the study area. In addition, empirical analysis from our findings reveals further that commending a truant who starts attending lessons will make him/her to improve, promising a truant a pen any day he comes to school will encourage him/her to come often. That is, by implication, the study found significant negative relationship between material and non-material motivations and behaviour modification among primary school pupils in the study area. This indicates the effectiveness of the behaviour modification techniques in the study areas. Based on the results of our findings, this study recommends that the government through the ministry of education both at the federal, state and local levels should liaise with school authorities, Non-governmental organizations and relevant stakeholders to organize seminars and workshops to educate teachers on the appropriate use of behaviour modification techniques in order to revamp the system and structure of education in Nigeria . Keywords: Behaviour modification techniques, truancy, material and non-material motivations, perception, effectiveness. DOI: 10.7176/RHSS/10-12-04 Publication date: June 30th 2020

Gender as a Moderator of the Association Between Exposure to Violent Media Contents and Aggressive Behaviour in a Sample of Nigerian In-School Adolescents

This is a correlational survey research which was carried out to find out if gender is a moderator of the association between exposure to violent media contents and aggressive behaviour in a sample of Nigerian in-school adolescents. The respondents were 603 senior secondary class 2 adolescents in Onitsha Education Zone of Anambra State. Two self-report questionnaires measuring violent media contents consumption and aggressive behaviour respectively were used for collection of data. Chart, partial correlation, and regression statistics were utlized to analyze and interpret the data. The research hypothesis was considered significant at .05 probability level. Results indicate that, to a very high extent, gender moderated the relationship between exposure to violent media contents and aggressive behaviour among in-school adolescents. Also, it was found that gender significantly moderated the relationship between exposure to violent media contents and aggressive behaviour among in-school adolescents. It is recommended that Nigerian secondary schools should initiate and promote gender-friendly and gender-transformative school-based interventions that would help mitigate aggression among in-school adolescents.