Schools In Nigeria Research Articles

The Symphony of HRM, Ethical Climate, and Dynamic Capability in Competitive Advantage

This study investigates how human resource management (HRM) practices influence competitive advantage in Nigerian private schools amidst ethical, market, and technological challenges. The research proposes that effective HRM practices — recruitment, training, compensation, and performance appraisal— foster a strong ethical climate and dynamic capability, ultimately leading to a competitive advantage (CA). Analysing data from 465 staff members of private schools in Nigeria, the findings reveal that HRM practices, notably recruitment and selection, training and development, and performance appraisal, directly impact CA. While dynamic capability influences CA, it also plays a mediating role between training and CA. This study provides quantitative evidence for the strategic value of HRM in this context, offering insights for cultivating high-performing workforces and achieving sustainable success in a competitive landscape.

Effects of Repeated Reading Approach on Primary 3 Pupils in Public-Primary Schools in Central Nigeria

The study looked at the effects of repeated reading approach on primary three pupils reading in Pankshin Local Government Area of Plateau State, North Central Nigeria and was carried out in five (5) different public schools located in the rural areas of the Local Government. The main objective of the study was to significantly remedy the reading challenges of primary 3 pupils by increasing their reading ability. The study was a true experimental design of pre-test and post-test with a sample of 110 pupils. The study was conducted within one academic session: September 2022 – July 2023. Means, standard deviation and ANCOVA using IBM SPPS version 22 and Microsoft Excel Spread sheet were used. The study revealed that pupils achieved a significant level of fluency in their reading ability, and it recommended the use of the Repeated Reading Approach to teach learners who have challenges with reading in primary schools.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

Influence of teacher availability on student academic achievement in public secondary schools in Southwestern Nigeria

Influence of teacher availability on student academic achievement in public secondary schools in Southwestern Nigeria

Adapting the Nigerian Architectural Educational Schools Curriculum Towards Global Competitiveness

Globalization refers to the increasing connectedness of nations and peoples around the world through trade, investment, travel, popular culture and other forms of interaction. Globalization through information technology has brought so many openings that are breaking down boundaries hitherto existing in the practice of architecture. To enhance his place in the global market, the Nigerian architect needs to improve his skills on information communication technology (ICT). This paper examines how ICT enhances the global relevance of the Nigerian architect. It also examines the effectiveness and deficiencies of the curriculum in the Nigeria Schools of architecture. The paper therefore advocates a review of the curriculum in the Nigerian Schools of architecture to position the Nigerian architect for global competitiveness.

Teachers’ Recruitment Procedure in Nigeria: Challenges and Prospects

Nigeria is equally befallen with numerous challenges in its public-school teacher recruitment drive that negatively infiltrate its education system. This paper discusses the challenges experienced in recruiting teachers in public schools in Nigeria. Some forms of obstacles presented are characterized by bureaucratic bottlenecks, flaws in transparency, lack of adequate funding, and nepotism among others. This paper attempts to explore the chances to improve the method of recruiting teachers through policy reforms, increased financing and merit-based choosing criteria. The challenges include bureaucratic bottlenecks, impunity, lack of transparency, inadequate funding, and nepotism. The reform process would promote responsiveness to policy in recruitment through the possibility of further funding and the use of merit selection, and there would be far-reaching change in the process of online recruitment. If these problems are solved, and opportunities gradually positioned in their rightful places, the teacher recruitment process in Nigeria will be better and as such, the quality of education in this country will progress. Based on this, it is advised that any obstacles in the current selection process be routinely reviewed and fixed.

The Teaching of Literature as a Tool for the Development of Literacy Skills in Wukari

This quasi-experimental study investigated the effectiveness of using literature to teach literacy skills to pupils at the Central Primary School, Wukari, Taraba State, Nigeria. A sample of 330 pupils in primary three and four participated in a 6-week long, literature-based literacy intervention. Pre- and post-intervention tests were used to measure phonological awareness, alphabet knowledge, fluency, vocabulary and comprehension. Regression analysis was used to compare pre-post gains in both classes. Results showed significant improvements in the post-intervention scores. The findings support the use of literature as an effective tool to teach literacy in primary schools in Nigeria. It also has implications for educators, curriculum designers, policy makers and future researchers.

Evaluating the Entrepreneurship Pedagogy and Support Landscape in Secondary Schools in Nigeria

The study examines the entrepreneurship pedagogy and support landscape in secondary schools in Kaduna metropolis. Through the application of qualitative and quantitative methodologies, critical stakeholders including teachers, quality directors, school principals and proprietors were interviewed to determine the state of entrepreneurship education/training in Nigeria, using Kaduna metropolis as case study. Findings reveal poor articulation of national entrepreneurship curriculum, inadequate facilities and resources in the schools visited. Subsequently, some far-reaching suggestions and recommendations were offered to improve entrepreneurship pedagogy in Nigeria in general.

Experiences of School Management Teams in Implementing School Feeding Programs in Public Primary Schools in Nigeria During Covid-19

Experiences of School Management Teams in Implementing School Feeding Programs in Public Primary Schools in Nigeria During Covid-19

Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria

Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria

Effect of a context-specific health education intervention on knowledge of health risk behaviors among adolescents in Nigerian public and private secondary schools: a comparative study.

Health education programmes that utilizes multicomponent classroom teaching strategies have the potential to enhance knowledge, attitudes, and actions of adolescents concerning health risk behaviors (HRBs). This study assessed the effect of a school-based context-specific health education intervention (CsHEI) on knowledge of HRBs among in-school adolescents in public- and private-owned secondary schools in Nigeria. In-school adolescents were recruited into this quasi-experimental study using stratified random sampling from secondary schools in Ile-Ife, Osun-State, Nigeria. Knowledge of HRBs was assessed pre- and post-implementation of a CsHEI. The intervention was a four-week instructor-led health education class on HRBs, delivered over a 2-h class activity per week. Data was summarized using descriptive statistics as well as Inferential statistics. With a mean age of 14.9 ± 1.56 years, a total of 145 females (54.3 %) and 122 males (45.7 %) participated in this study. Over 70 % of the participants had good knowledge of HRBs prior to the intervention with the pre-test mean general knowledge of HRB (t=-3.13, p=0.002) and knowledge of personal safety (t=-2.99, p=0.003) being significantly lower between students in public-schools compared to their private-school counterparts. Post-intervention, a significant improvement in participants' knowledge was observed in all HRB domains with over 90 % of participants having a good knowledge of HRBs. The CsHEI improved knowledge of in-school adolescents in public- and private-owned secondary schools in Osun state, Nigeria in all domains of HRBs. Integrating the CsHEI with other health behavioral change strategies can mitigate prevalence of HRBs among adolescents, thereby improving health-outcomes and well-being of adolescents.

Universal Basic Education Implementation Issues in Nigeria: Options of Innovation for Improvement in the Administration of Basic Education System

The paper explored Universal Basic Education, UBE implementation issues in its systemic administration and management of basic schools in Nigeria. On a more specific note, it discusses: the roles of Universal Basic Education at federal and State government levels; beneficiaries of UBE; existing implementation issues of UBE; and other Basic Issues termed unique UBE implementation Programme. All these put together may work against innovative ideas that existed with the UBE programme as stipulated in the Basic Education Act of 2004. The paper concluded and recommended the following among others, the actual statistics of out-of-school children should be obtained and balanced provision of education resources to rehabilitate them should be done by the commission, and UBE teacher’s capacity building boost should be revisited to train many of them to acquire knowledge regarding UBE operations in addition to their existing academic qualifications.

DEVELOPMENT OF A MOBILE APPLICATION FOR LEARNING BASIC TECHNOLOGY CONCEPTS IN UPPER-BASIC SCHOOLS

Despite the quick advancements in technology, students still have to attend demanding in-person classes. However, students can get curriculum-based instruction remotely via mobile devices. As a result, a mobile application was developed for usage in Nigerian upper basic schools using the ASSDURE (Analysis, Statement of Objectives, Design, Development, Utilization, Response, and Evaluation) paradigm. This study's model-type design and development research included a single-group pre-test-post-test design. The population consisted of students from upper-basic schools in Nigeria, specifically from upper-basic school two. Findings indicated that the developed application improved students' academic performance, as evidenced by their respective pre- and post-test performance percentage scores of 53.0% and 66.4%. The mobile app received positive evaluations from experts in instructional design, basic technology, and educational technology, with scores of 85%, 79.7%, and 88.3%, respectively. The study's conclusions indicate that the developed application is appropriate for educational purposes. It is inferred that pupils will perform better academically. Thus, among other things, it was proposed that mobile applications be included in basic technology instruction.

Music Education in the Senior Secondary Schools in Nigeria: An Overview and the Experience

Music Education in the Senior Secondary Schools in Nigeria: An Overview and the Experience

Availability and Utilization of Instructional Materials for Teaching Mathematics in Senior Secondary Schools in Nigeria

Availability and Utilization of Instructional Materials for Teaching Mathematics in Senior Secondary Schools in Nigeria

Omicron Variant of COVID-19 Pandemic as Correlates of Periods Allocation of Basic Science Curriculum Implementation in Junior Secondary Schools in Nigeria

This study investigated the Omicron Variant of the COVID-19 pandemic as a correlate of Periods Allocation of Basic Science Curriculum in Junior Secondary Schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students who were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Implementation of “Basic Science Curriculum Questionnaire (IBSC) and Teachers Assessment Questionnaire (TAQ).” The reliability of the instruments was determined through Cronbach Alpha, and this yielded a correlation coefficient of 0.74 and 0.78 for IBSCQ and TAQ, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyse the data. The results revealed that the Omicron Variant of the COVID-19 Pandemic affects enough periods on the school timetable for the implementation of the Basic Science curriculum.

Multimedia-based instructional delivery practices for interactive teaching and learning in selected secondary schools in Nigeria

Rationale of Study – Despite its numerous benefits, the use of multimedia in teaching and learning in secondary schools in Ijebu North-East Local Government of Ogun state is currently low. Ogun state prides itself on being the education capital of the nation, and to preserve its standing, it is essential to give the education system more attention. Therefore, the study investigated the nature of the problem that caused the low level of multimedia incorporation into teaching and learning.Methodology – This study used a descriptive survey design with a two-stage sampling strategy. It involved 1850 students, 370 of whom were drawn from four schools. A questionnaire was used for data collection, and results were presented using simple frequency, percentage, mean, and standard deviation.Findings – The study has established that the interactive multimedia-based resources available were barely sufficient or inadequate and in poor condition, mainly due to a poor maintenance culture. Consequently, they were lowly used, which complicated interactive teaching and learning in secondary schools.Implications – The low use of the few multimedia resources available for interactive teaching and learning suggests that the government has not invested in multimedia infrastructure. This hinders the full realisation of the benefits of using multimedia resources for interactive teaching and learning in the secondary schools in Ijebu North-East, Ogun State.Originality – The study distinctly explored the principles of learning by doing and how deep learning occurs using multimedia as instructional delivery tools, aiming to enhance knowledge management in the educational system.

Academic performance prediction using Machine Learning algorithms

An excellent secondary school education becomes evident in students’ performance after they graduate or further their education. No matter their career choice, they can genuinely excel if they can identify areas that require them to put in more effort to have an overall excellent performance in school. In Nigeria, several solutions address students' learning needs or the administrative needs of the schools. Still, no systems cater to analysing and monitoring students’ performance, causing failures that can be averted. This dissertation reviews five different machine learning algorithms using data from students in public and private schools in rural and urban Nigeria to identify which algorithm performs best in predicting students’ performance using the Waikato Environment for Knowledge Analysis tool for modelling and the cross-industry standard process for data mining (CRISP-DM) research methodology. The result shows the Decision Tree as the algorithm with the best performance for the dataset. It is recommended that the findings be used to build a system embedded into a school management or learning management software to enable students, parents, and teachers to channel the right resources into areas where it has been predicted that the student will underperform to change the narrative.

Religious coping and delinquent behaviors: Moderated mediation roles of religion affiliation and prosocial moral reasoning.

Religion has been shown to have a positive impact for developing adolescents; however, the processes underlying this relation are not well known. In his almighty prosocial theory, Anazonwu (Conceptualizing and testing almighty prosociality theory for a more peaceful world, SCOA Heritage Nigeria, 2017) proposed that the activation of learnt prosocial moral reasoning through religion enabled performance of prosocial peace behavior that will benefit society. Thus, religion coping enhances the development of prosocial reasoning which in turn propagate prosocial acts while reducing delinquent behaviors. Similarly, developmental system theory (Lerner, Developmental science, developmental systems, and contemporary theories of human development, John Wiley & Sons, 2006) assumed that in every individual three mechanisms: plasticity (potential to change), context (environment), and developmental regulation (learnable principles) interact to describe the direction of the transactions between individuals and their various embedded sociocultural context of development which will also determine other developmental outcomes. Based on these two theoretical assumptions, the present study examined whether prosocial moral reasoning (developmental regulation) was the mechanism in the negative correlation between religious coping (plasticity) and delinquent behaviors (outcome), and if religious affiliation(context) (Christianity and Islam) moderated these paths. We hypothesized that the link from prosocial moral reasoning to lower delinquent behaviors would be stronger for Muslim compared with Christian youth. These questions were tested among Nigerian adolescence, an important sample because of high interreligious and interethnic tension among youth in the country. 298 adolescents (Mean age = 15.03 years, SD = 1.76; male = 176, female = 122; 46.3% Muslim, 53.7% Christian) were sampled using questionnaires in senior secondary schools in Nigeria. Moderated mediation result shows that greater religious coping was linked with higher prosocial moral reasoning, which in turn predicted fewer delinquent behaviors. Religious coping interacted with religion affiliation to influence delinquent behavior; there was a stronger link between these two constructs for Muslim compared to Christian youth. Thus, interventions aiming to reduce youth delinquent behaviors should consider promoting prosocial moral reasoning, particularly among the various religions (i.e., Christian/Muslim) communities.

Selling world-class education: British private schools, whiteness and the soft-sell technique

ABSTRACT Education-UK and British private schools more specifically are often framed as a global brand of ‘world-class’ quality. However, the increased competition within the international education market has meant British private schools cannot rest on their laurels but instead must continue to project their ‘world-classness’ in a way that does not diminish their brand image. Drawing on interviews of parents and key gatekeepers, this paper examines how British private schools in Nigeria (BPS-NIG) and British private boarding schools in the UK (BPBS-UK) evoked and projected their supposed world-classness through the strategic use of white symbolism and the expensive admission process. The paper contends that the latter are types of soft-sell marketing techniques utilised by BPS-NIG and BPBS-UK to sell British schools without imperilling their brand image. The paper concludes by drawing attention to the racial implication of framing whiteness and white British specifically as synonymous with high-quality, ‘world-class’ education.