Public Junior Secondary Schools Research Articles

Networking for the turnaround of an underperforming school: understanding the role of multiple external providers in China

PurposeWhile recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.Design/methodology/approachThis study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.FindingsThis study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.Originality/valueThis study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.

Exploring Teacher Deployment Challenges in Public Junior Secondary Schools in Nandi County, Kenya

Exploring Teacher Deployment Challenges in Public Junior Secondary Schools in Nandi County, Kenya

Impact of Gender and School Location on Correlate of Political Education Knowledge in Civic Education and Attitude to Political Participation

This study looked into how students’ attitudes toward political engagement in Edo State and their knowledge of political education concepts in civic education were correlated with their gender and the location of their school. The need for a true and unadulterated democratic process, a solid education that fosters critical and analytical thinking, and responsible and effective citizen engagement became essential for both meaningful development and good governance. There were three hypotheses developed to direct the investigation. For this investigation, a descriptive survey design was used. Using the multi-stage sampling technique, 840 students were selected among 74,440 public Junior Secondary School I-III students in the Edo South Senatorial District. The Knowledge of Political Education Test, an achievement test, and the Students’ Attitude to Political Participation Likert scale, which was intended to gather data from respondents, were the two tools utilized in the study. For the hypotheses, data was gathered and analyzed using Pearson’s “r” at the 0.05 level of significance. The study’s conclusions showed a strong correlation between students’ attitudes on voting, voter registration drives, the rule of law, and the electoral process and political education. It also showed that there are no appreciable differences between gender and school location in terms of students’ attitudes toward political engagement and their understanding of political education concepts. The study recommends amongst others that Civic Education curriculum contents be enhanced to accommodate more of political education concepts. Keywords: Gender, School Location, Political Education Knowledge, Civil Education, Attitude, Political Participation

Relationship between Political Education Concepts in Civic Education on Students’ Knowledge and Attitude to Political Participation in Edo State

The study looked into how well-versed pupils were in civic education concepts and how they felt about participating in politics in Edo State. Due to Nigeria’s ongoing election irregularities and several other electoral transgressions, which give the appearance that civic education has not had a significant influence, the study became imperative. Six research questions were posed, four of which were hypothesized, to help direct the investigation. For this investigation, a descriptive survey design was used. Using the multi-stage sampling technique, 840 students were selected among 74,440 public Junior Secondary School I-III students in the Edo South Senatorial district. Two instruments were used for the study, an achievement test titled, ‘Knowledge of Political Education Test’ and a Likert scale designed to collect information from the respondents on, ’Students’ Attitude to Political Participation’. For research questions 1 and 2, data was gathered and analyzed using the mean and standard deviation. For hypotheses 1 through 4, Pearson’s “r” was used to determine significance at the 0.05 level. The study’s conclusions showed that pupils have a strong understanding of political education ideas and a favorable outlook on getting involved in politics. It also showed tha’ t“e”e is a strong correlation between students' attitudes toward voting, voter registration exercise, the rule of law, a’d “h” electoral process and political education. The study recommends amongst others that Civic Education curriculum contents be enhanced to accommodate more of political education concepts. Keywords: Political Education, Civic Education, Students’ Knowledge, Political Participation

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

Exploring Classroom Environment as a Predominant Factor Affecting Students' Academic Performance in Lagos State Junior Secondary Schools, Nigeria

This study was conducted to investigate the classroom environment as a predominant factor affecting students' academic performance in Lagos State junior secondary schools, Nigeria. A sample size of 250 students was drawn using both purposive and simple random sampling techniques. The instruments used for data collection were a questionnaire titled “Classroom Environment Questionnaire and tagged (CEQ),” whose reliability coefficient was found to be 0.85, and an achievement test to measure the students’ academic performance. Findings from the study revealed that there is a significant relationship between class size and students' academic performance in public junior secondary schools (r =.829), a significant relationship exists between instructional material usage and students' academic performance in public junior secondary schools (r =.745), a significant relationship exists between school climate and students' academic performance in public junior secondary schools (r =.775), and a significant relationship exists between classroom organization and students' academic performance in public junior secondary schools in Lagos State (r =.925). It was recommended that to ensure efficient service delivery, or the teaching-learning process, the government, through the Education Districts, pledge to supply junior secondary schools with economically improved and pertinent instructional resources, as this would enhance students’ academic performance in schools.

School Facilities Maintenance Strategies and Quality Education Delivery in Public Junior Secondary Schools, Lagos State

This study used five assumptions to guide the examination of the techniques for maintaining school infrastructure and providing high-quality education in public junior secondary schools in Lagos State Education District 1. All 42 public junior secondary school principals and teachers in the chosen education district made up the study's population, which used a descriptive and correlational research approach. 216 principals and teachers made up the sample, which was selected using multistage - stratified, simple random, and purposive selection approaches from the sampled 18 schools. A self-constructed questionnaire with two dimensions, one with 20 items on quality education delivery and the other dimension on school facilities maintenance strategies, were used to collect data for the study. For each dimension, the reliability coefficients for this instrument's were found to be 0.77 and 0.79, respectively with a face and content validity being ensured. Person product moment correlation analysis was used as an inferential statistical technique to analyze the data at the 0.05 level of significance. The research findings indicates a noteworthy correlation between preventative maintenance strategy(r = .813; N=216; p< .05), corrective maintenance strategy (r = .786; N=216; p< .05), routine maintenance strategy (r = .765; N=216; p< .05), emergency maintenance strategy (r = .745; N=216; p< .05), remedial maintenance strategy (r = .925; N=216; p< .05) and quality education delivery in Lagos State Education District I. The study thereafter concluded that school facilities maintenance strategies is apparently a major determining factor of quality education delivery in public junior secondary schools in Lagos State Education District I. Thus, the study's recommendations include, among other things, the requirement that maintenance practices and culture be ingrained in everyone and that all parties involved in the education sector bear responsibility for them in order to guarantee the delivery of high-quality education.

Effectiveness of Social Studies Curriculum Instruction on Adolescent Risky Sexual Behaviour of Junior Secondary Students in Calabar Municipality, Cross River State

Objectives: The increasing number of children between the ages of 11-14 becoming mothers is expanding the rate of out of school going- children in Nigeria. This phenomenon was hitherto synonymous with the northern part of the country but today, is gradually submerging the serenity of Cross River State education system. However, Social Studies was introduced into the Nigerian school system as a corrective subject to address some of the social vices in the society. Hence, the need to assess its effectiveness in relation to some common social vices among in-school adolescent. The study evaluates the effectiveness of Social Studies curriculum instruction on adolescent risky sexual behaviour of junior secondary two students in Calabar Municipality, Cross River State. Method: The researchers adopted the correlational survey research design. The population consists of 21 public junior secondary schools with 15,739 students and 48 Social Studies teachers in Calabar Municipal. 243 students and 17 teachers Social Studies responded to Social Studies Curriculum Instruction and Adolescent Risky Sexual Behaviour Questionnaire (SSCIARSBQ) and Social Studies Curriculum Instruction Evaluation for Adolescent Risky Sexual Behaviour Questionnaire (SSCIEARSBQ)”. In the data analysis, mean and standard deviation was employed to answer all the research questions while the hypothesis formulated was tested using Pearson’s Product Moment Correlation (PPMC) statistic. Results: The research finding revealed that both students and teachers are of the opinion that drug abuse, poor societal values, multi-sex partners, poor parental upbringing and peer influence are causes of adolescents’ indulgement in risky sexual behaviours. Conclusion: Social Studies curriculum at the junior secondary two level effectively address the issues of risky sexual behaviour and that there is a significant relationship between JSS II Social Studies curriculum effectiveness and students’ knowledge of risky sexual behaviour in Calabar Municipality.

Academic Resilience and Self-Concept as Correlates of School Satisfaction among Form Two Students in the North East Region of Botswana.

There is paucity of studies on academic resilience, academic self-concept and school satisfaction in the North East Region, Botswana. Available studies globally revealed inconsistent findings on school satisfaction over the years. The research goal was to examine the correlation between academic resilience, academic self-concept and school satisfaction. The study was anchored on Flach`s Theory of Resilience and the Self Determination Theory. It targeted 3514 form two students in the 18 public Junior Secondary Schools in the North East Region, Botswana. Proportionate stratified and simple random sampling were used to select 450 respondents across 9 junior secondary schools to fill self-report measures. Academic Resilience Scale (ARS-6), Academic Self-Concept Questionnaire and the School Satisfaction Subscale from the Multidimensional Student Life Satisfaction Scale were used. Data was analysed using Pearson product moment correlation coefficient. The results revealed a significant, positive, albeit weak relationship between, academic resilience (r (444) = 20 p < 0.01) and academic self-concept (r (444) = .26, p < .01) with school satisfaction. Further moderation analyses reveal that the relationships between academic resilience, academic self-concept and school satisfaction were weaker for females compared to males. The findings have implications for teachers, counselors and parents to integrate and infuse academic resilience and academic self-concept in different subjects and school activities so as to evoke student`s satisfaction with school.

MANAGEMENT AND EVALUATION OF NATIONAL CURRICULUM FOR FRENCH LANGUAGE IN NORTH CENTRAL BASIC SCHOOLS, NIGERIA

This study examined the implementation of the national curriculum for French language in upper basic schools in North Central, Nigeria. The research design for this study is a descriptive survey design with the aim of getting valuable data for the research. The study’s respondents were 384 students from urban public junior secondary schools in North Central zone. The instrument used for the collection of data was a researcher-developed questionnaire structured on a 4-point Likert scale. In establishing the internal consistency of the instrument, Cronbach alpha reliability method was adopted with a coefficient index of .84 which adjudged the instrument reliable. Collected data were analyzed using Mean with standard deviation. The findings of the study revealed that the participants accept that the nature of French is abstract and that poor instructional strategy top the factors that could hinder the delivery of the contents, on the part of teachers, and understanding those contents, on the part of students. It was recommended that poor teaching on the part of teachers need to be examined by the school administrators and that experienced, passionate and trained teachers in language instructional delivery be deployed to schools as findings in field revealed that some schools do not teach French language while some are being taught by Corp members and student teachers.

Managing School Plant Planning for Climate Change in Public Secondary Schools in Rivers State, Nigeria: A Prerequisite for the Attainment of Sustainable Educational Development

This study examined managing school plant planning for climate change in the attainment of sustainable educational development for public secondary schools in Rivers State. Two research questions and two hypotheses guided the study. The descriptive design was adopted. The population of the study comprised all the 542 public junior and senior secondary schools in Rivers State. A sample of 304 principals representing 56% of the population served as the study respondents. This sample was selected using the stratified random sampling technique. A validated Likert-modified 4-scale 16 item instrument titled: ‘Managing School Plant Planning for Climate Change in Public Secondary Schools Questionnaire (MSPPCCPSSQ)’ was used for data collection and its reliability coefficient was established at 0.82 using the Cronbach Alpha Correlation coefficient. Mean and standard deviation were used to analyze the research questions while the z-test statistics was used to test the hypotheses at 0.05 level of significance. The findings of this study revealed that discouraging deforestation while encouraging afforestation where trees acting as wind breakers are planted; communicating effectively with students by promoting students’ engagements by means of enlightening students on the importance of respecting green spaces such as school gardens, parks are some of the ways of managing school plant planning for climate change in the attainment of sustainable educational development in public secondary schools in Rivers State, Nigeria. Based on these findings, the researcher recommended that Rivers State government should endeavor to champion the course of initiating proactive ways and policies in managing school plant planning for public secondary schools aimed at curbing the negative effects of climate change in Rivers State.

Students’ Knowledge of Political Education Concepts in Social Studies Curriculum as a Determinant of their Attitude Towards Political Participation in Edo State

This study investigated the knowledge of concepts of political education in the Social Studies curriculum on students’ knowledge and attitude to political participation in Edo State. Over time, there has been expressed dissatisfaction by the Edo people that the government officials and representatives do not reflect public choice. There are also situations where individuals show up for voters’ registration and still fail to vote when the time comes. Nigeria has continuously been plagued by election malpractices and a whole lot of electoral misconducts which gives the impression that Social Studies education has not made a remarkable impact. The purpose of this study is to examine if the knowledge of the concepts of political education in the Social Studies curriculum can influence students’ knowledge and attitude to political participation in Edo State. Four research questions were raised to guide the study and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted the descriptive survey research design while the population comprised all JSS I-III students from the public Junior Secondary Schools in the seven (7) local government areas in Edo South senatorial district. The Edo South senatorial district has a total of one hundred and thirty-eight (138) public Junior Secondary Schools with a population of seventy-four thousand, four hundred and forty (74,440) Junior Secondary School students. The multi-stage sampling procedure was used to draw a sample size of eight hundred and forty (840) students used for the study. The instrument for data collection was an achievement test titled, “Knowledge of Political Education Test (KPET). Its reliability was ascertained using the Kuder- Richardson 20 and it gave a value of 0.95. The data obtained were analyzed using Mean and Standard Deviation. The findings from the study indicated that political education has the capacity of influencing students’ attitude toward voters’ registration and the voting exercises. It also revealed that political education can significantly influence the attitude of students towards the rule of law, electoral process and political participation. Based on the above findings, it was recommended that Social Studies curriculum content be broadened to address the issues of political education.

Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State

The study investigated the effects of computer game-based teaching strategy on Computer Studies students’ retention abilities and gender in junior secondary schools. Two research questions guided the study while three null hypotheses were formulated and tested at .05 level of significance. The quasi-experimental research design was adopted for the study. A total of 2,162 students of public junior secondary schools in Ogba Education Zone made up the population of the study. 380 students from 4 intact classes were sampled using the census sampling technique. A structured 30-item validated Computer Studies Retention Test (CSRT) was used for data collection. Three experts validated the instrument and an overall reliability index of .73 was obtained using Kuder-Richardson20. Data related to the research questions were analyzed using mean and standard deviation while Analysis of Covariance (ANCOVA) statistics was used to test the null hypotheses. The finding revealed that students taught Computer Studies using game-based teaching strategy have higher retention ability scores than those taught with the expository method. The study also revealed that female students had higher retention ability scores than the male students taught Computer Studies using computer game-based strategy. This implied that the female students benefited from the use of computer game-based strategy than their male counterparts. It was concluded that using game-based teaching strategy is effective in improving students’ retention abilities in Computer Studies. It was therefore, recommended that Computer Studies teachers should adopt and utilize the computer game-based teaching strategy as a teaching pedagogy in junior secondary schools. This is because, the strategy facilitated the attainment of higher retention abilities in students, among others.

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.

Enhancing Student’s Academic Performance in Social Studies Using Conventional and Blended Teaching Strategy in Rivers State

The study was designed to find out the effect of conventional and blended learning strategy on academic performance of social studies students in Gokana Local Government Area of Rivers State. A nonequivalent control group quisi-experimental design was adopted. Stage sampling technique was used in selecting four hundred and eighty (480) students from eight (8) public junior secondary schools for the study. Three research questions and three hypotheses were formulated to guide the study. The researchers developed instrument termed “social studies performance test (SOSPT) to test the students after three weeks of treatment. Mean and standard deviation was used for the research questions while an independent t-test was used to test the hypothesis at 0.05 level of significance. Results of the findings revealed that students in the blended learning class performed better than those in the conventional class. Also, the male students in the blended learning class performed better than their female counterparts. Although, there was no significant differences among the male and female students in the conventional class. On the bases of these findings, it was recommended- among others that social studies teachers be encouraged to used blended learning strategy while blended learning facilities be provided in schools to enhance higher academic performance.

Effects of Personality Traits on Students’ Academic Performance in Business Studies in Public Junior Secondary Schools in Rivers State, Nigeria

This study examined effects of personality traits on students’ academic performance in Business Studies in Public junior Secondary Schools in Rivers State, two research questions and two hypotheses guided the study, the study employed quasi-experimental design. Specifically, the study adopted pretest-posttest non- randomized control group design. The target population of the study was 1,500 students of business studies in all Junior Secondary School II (JSS 2) in public secondary schools in Emohua Local Government Area of Rivers state. Purposive sampling technique was used to select six (6) public secondary schools. Simple random sampling techniques was used to select 20 JSS 2 students in each of the selected schools, making it a total number of one hundred and twenty (120) students in public secondary schools in Emohua Local Government Area of Rivers state. A self-structured questionnaire titled: Students Personality Trait Questionnaire (SPTQ) and Student Business Achiement Test (SBAT) were used for data collection. The instrument were validated by two expert’s judgment in measurement and evaluation in the department of educational foundations in Rivers State University. The reliability of the instruments was established using test- retest and a reliability coefficient of 0.78 was obtained. Mean and standard deviation were used in answering the research questions. Systematic sampling technique was used to select 10 students who scored within 0 – 59 (introverts) and 10 students’ who scored 60 and above (extroverts), while t-test statistics was used to test the hypotheses at 0.05 level of significance. The findings of the study in research question one revealed that Business Education Students given pretest did not perform better as of when posttest was administered to them, whereas research question two shows that Business Education students given posttest perform better as of when posttest was administered to them. Based on the findings it was recommended that business subject teachers should as a matter of importance not rely on pretest scores in judging students with extroversion traits because the students’ were not taught before administering the test to them.

Assessment of Multiple-Choice Construction Competence Among Public Junior Secondary School Teachers in Edo Central Senatorial District, Nigeria

This study assessed multiple-choice construction competence among public junior secondary school teachers in Edo Central Senatorial District, Nigeria. Two research questions were raised and one hypothesis was formulated and tested. This study adopted the descriptive study design. The population of the study covers the six hundred and sixteen (616) Secondary School teachers in all the 69 public secondary schools in Edo Central Senatorial District. The simple random sampling technique was used to select 125 subject head teachers who were drawn as the representative sample to measure teachers’ competence. These subject head teachers cover language subject head teachers, Science subject head teachers, and Art subject head teachers in schools. These subject teachers were draw using purposive sampling because they are like supervising teachers who work hand in hand with the management and school principals on administrative and management related duties. The instrument used was a 20-item survey questionnaire adapted from the work of Kissi (2020). The instrument was used to measure multiple-choice construction competencies and items’ quality among teachers. The test-retest reliability coefficient produced an r-value of 0.74 which shows that the instrument is reliable. Research question 1 was analyzed using mean () while the independent t-test for two sample means was used to test the hypothesis at 0.05 level of significance. Findings revealed that the level of multiple-choice construction competence among public junior secondary school teachers in Edo Central Senatorial District, Nigeria is low and female teachers had higher level of multiple-choice construction competencies than male teachers in secondary schools in the district. It was concluded that sex differences in favour of female teachers, exist in teachers’ multiple-choice construction competencies. It was recommended that the district education administrators from the Local Government Education Council Authorities should place more emphasis on exposing classroom teachers on more practical ways of constructing multiple-choice items especially on how to effectively handle items‟ alternatives. This can be achieved through workshops, or training in test construction.

Proficiency in Algebraic Equations as a Predictor of Secondary School Students’ Academic Achievement in Mathematics

Mathematics is a tool for achieving educational and economic goals and aims in a nation or society. Thus, being good in mathematics will pave the way to excel in other subjects. Algebra has always been one of the main subjects in mathematics all over the world. This is probably due to the fact that algebra is the door to the extension of complex arithmetic calculations. This study therefore examined proficiency in algebraic equation as predictors of secondary school students’ performance in mathematics in Benin Metropolis. To achieve this, four research questions were raised. The design of this study was survey. The population of the study consisted of all the public junior secondary schools in Benin Metropolis, Edo State. One thousand one hundred and forty (1,140) students from 38 junior secondary schools serve as the sample for the study. The instrument for the data collection was an achievement test constructed by the researcher, which was drawn from past Basic Education Certificate Examination conducted by the National Examination Council for the 2018, 2019, 2020 and 2021 academic sessions. The validity of the instrument was presumed to have been carried out by the National Examination Council, being an examination body saddled with the responsibility of conducting examinations in Nigeria. The reliability of the instrument was ascertained using the Kuder-Richardson Formula 20 and it gave the reliability indices of 0.90 and 0.93 respectively. The data collected were analyzed using mean and standard deviation, two-way Analysis of Variance, and Pearson Product Moment Correlation Coefficient (r). The finding that emerged from the study revealed that the level of students’ proficiency in solving algebraic equations and mathematics was low. A significant relationship existed between proficiency in solving algebraic equations and students’ performance in mathematics, and sex was not a determining factor in students’ proficiency in algebraic equations and performance. It was recommended among others that teachers should ensure that students are well taught using various methods that will promote their comprehension of mathematical concepts.

SCHOOL CLIMATE, PRINCIPAL MANAGERIAL STYLES AND ORGANISATIONAL COMMITMENT AMONG JUNIOR SECONDARY SCHOOL TEACHERS IN OYO STATE, NIGERIA

This study seeks to investigate the influence of school climate and principal managerial styles on organisational commitment in public junior secondary schools in Oyo State, Nigeria. A descriptive research design survey type was adopted in this study. Three research questions were raised and answered, while two hypotheses were formulated and tested at a 0.05 per cent level of significance. The population consisted of 604 principals and 14,508 teachers from public junior secondary schools in Oyo state. The multistage sampling procedure uses the Simple Random Sampling technique to select 316 principals and 2,960 teachers. A mixed-method of two validated questionnaires, SCMSOCQ (α = 0.87), MSPQ (α = 0.89), and Key Informant Interview (KII) were used to collect data. The descriptive statistics of mean and percentages were used to analyse the demographic variables while inferential statistics of Factorial ANOVA were used to test hypotheses at a 0.05 level of significance. Discourse analysis was used for the interview. The result revealed that the transformational managerial style is mostly adopted by principals (weighted mean=3.38). Also, there is no interaction between school climate, and principal managerial styles but both are significant to organizational commitment (P<0.05). Based on the findings the study concludes that school climate and principal managerial styles can influence organisational commitment among public junior secondary school teachers in Oyo State. However, based on the results, recommendations were made to improve school climate and principals’ managerial styles that will enhance organisational commitment domain among public junior secondary school teachers in Oyo State.