TRANSNATIONAL JOURNAL OF EDUCATION AND SCIENTIFIC DEVELOPMENT
Transnational Journal of Education and Scientific Development (TJESD) is a peer-reviewed and open-access interdisciplinary academic journal published quarterly by Word Astra Publishers, Southern Europe, and available in Africa and Asia.
Family Dynamics and Social Adjustment of Secondary School Students in Uyo and Nsit Ubium Local Government Areas of Akwa Ibom State
The study investigated the relationship between family dynamics and the social adjustment of secondary school students in the Uyo and Nsit Ubium Local Government Areas of Akwa Ibom State, Nigeria. Specifically, the study investigated the relationship between family cohesion, family communication, parenting style, and social adjustment of students. The study adopted a correlational research design. The population of the study consisted of 8,065 secondary school students, while a sample of 667 SS II students was selected using the proportionate stratified random sampling technique. The instrument for data collection was a structured questionnaire titled “Family Dynamics and Social Adjustment Questionnaire (FDSAQ)”. The instrument was validated by experts in guidance and counseling and measurement and evaluation, and its internal consistency reliability was established using the Cronbach alpha method, which yielded an overall coefficient of 0.80. Data collected were analyzed using Pearson Product Moment Correlation (PPMC) statistics to answer the research questions and test the null hypotheses at a 0.05 level of significance. The findings of the study revealed that family cohesion and family communication have strong positive relationships with social adjustment, while parenting style has a very strong positive relationship with social adjustment of secondary school students. All the relationships were found to be statistically significant. Based on these findings, the study concluded that family dynamics play a significant role in enhancing the social adjustment of secondary school students. It was recommended among others that parents should maintain strong emotional bonds, practice effective communication, and adopt appropriate parenting styles to enhance students’ social adjustment
Copyright (c) 2026 Author https://creativecommons.org/licenses/by/4.0
Marketing Educational Services in a Multilingual Society: Challenges and Opportunities for Language Institutes in Nigeria
This study examines the challenges and opportunities associated with marketing educational services in a multilingual society, with particular focus on language institutes in Nigeria. Nigeria’s linguistic diversity, characterized by the coexistence of indigenous languages, English, and foreign languages, presents both constraints and prospects for educational service providers. The study explores how language institutes navigate communication barriers, cultural diversity, and market segmentation while leveraging digital platforms and globalization trends to expand their reach. Using a qualitative-quantitative approach, the study analyses the effectiveness of marketing strategies such as multilingual communication, digital marketing, and culturally responsive branding. Findings indicate that while linguistic diversity poses challenges in message delivery and audience targeting, it also creates opportunities for niche specialization and increased demand for language acquisition. The study concludes that institutions that adopt adaptive, culturally sensitive, and digitally driven marketing strategies are better positioned to succeed. The study recommends the integration of multilingual marketing approaches, investment in digital platforms, and the development of culturally inclusive communication strategies.
Social Adjustment Strategies and Mental Well-Being of Secondary School Students in Uyo and Ibesikpo/Asutan Local Government Areas of Akwa Ibom State, Nigeria
The study investigated the extent to which social adjustment strategies predict the mental well-being of secondary school students in Uyo and Ibesikpo/Asutan Local Government Areas of Akwa Ibom State, Nigeria. Three research questions and three corresponding null hypotheses guided the study. A correlational research design was adopted for the study. The study population consisted of 7,864 SS2 students in public secondary schools. A sample of 650 SS2 was selected for the study using a proportionate stratified random sampling technique. The instrument used for data collection in this study was a structured questionnaire titled “Social Adjustment Strategies and Mental Well-being Questionnaire (SASMWQ)” developed by the researchers. The instrument was face validated by three experts. The reliability of the instrument was established using the internal consistency method, and reliability coefficients obtained were 0.79 for emotional regulation, 0.82 for social support, 0.76 for problem-solving ability, and 0.81 for mental well-being, with an overall reliability coefficient of 0.80. Data were analyzed using simple linear regression statistics. The analysis of data revealed that the three social adjustment strategies investigated, namely emotional regulation, social support, and problem-solving, significantly predicted the mental well-being of secondary school students. It was concluded that effective improvement of students’ mental health requires a holistic approach that integrates emotional, social, and cognitive support systems within the school environment. Based on the major findings of the study, three recommendations were made, among which is that secondary schools in Uyo and Ibesikpo/Asutan Local Government Areas of Akwa Ibom State should integrate structured emotional regulation training and counseling services into their guidance programs to help students develop effective coping strategies for stress and emotional challenges.
Marital Adjustment Strategies and Job Performance of Female Bankers in Akwa Ibom State, Nigeria
The study investigated the extent to which marital adjustment strategies predict the job performance of female bankers in Akwa Ibom State, Nigeria. Specifically, the study investigated the extent to which spousal communication, spousal conflict resolution pattern, and spousal emotional support predict job performance. The study adopted a correlational research design. The population of the study consisted of 412 respondents comprising 327 married female bankers and 85 bank managers, and census sampling technique was used to include all members of the population. The instrument for data collection was a structured questionnaire by the researchers titled “Marital Adjustment Strategies and Job Performance Questionnaire (MASJPQ).” The instrument was validated by experts in Guidance and Counselling and Measurement and Evaluation, and its internal reliability was established with an overall coefficient of 0.82. Data collected were analyzed using simple regression analysis to answer the research questions and test the null hypotheses at a 0.05 level of significance. The findings of the study revealed that spousal communication and spousal emotional support predict job performance to a moderate extent, while spousal conflict resolution predicts job performance to a high extent. All the variables were found to significantly predict job performance of married female bankers. Based on these findings, the study concluded that effective marital adjustment strategies play a significant role in enhancing job performance. It was recommended, among others, that married female bankers and their spouses should improve communication, adopt effective conflict resolution strategies, and provide emotional support to enhance job performance.
Guidance Services and Academic Adjustment of Secondary School Students in Uyo and Itu Local Government Areas of Akwa Ibom State, Nigeria
This study investigated the relationship between guidance services and academic adjustment of secondary school students in Uyo and Itu Local Government Areas of Akwa Ibom State. Specifically, the study explored the extent to which information service, counselling service, and orientation service relate to students’ academic adjustment. A correlational research design was adopted for the study. The population of the study consisted of 6,303 SS Two students in thirteen public secondary schools in Uyo and Itu local government areas with functional counselling units. A sample of 781 SS Two was selected using the proportionate stratified random sampling technique. Data were collected using a structured questionnaire titled Guidance Services and Academic Adjustment Questionnaire (GSAAQ). The instrument was validated by three experts. The reliability of the instrument was established using the Cronbach Alpha method, and an overall reliability coefficient of 0.82 was obtained. Data collected were analysed using Pearson Product Moment Correlation (PPMC) statistic to answer the research questions and also to test the hypotheses at 0.05 level of significance. The findings revealed that information service, counselling service, and orientation service all positively and significantly relate to the academic adjustment of secondary school students. Based on the findings, it was concluded that guidance services play a crucial role in promoting students’ academic adjustment. It was recommended, among others, that secondary school administrators in Uyo Local Government Area should ensure that functional guidance and counselling units are established and adequately staffed with qualified counsellors to provide effective information, counselling, and orientation services.
Marital Disharmony and Academic Adjustment of Secondary School Students in Uyo Local Education Committee
This study aimed at determining the relationship between marital disharmony and academic adjustment of secondary school students in the Uyo Local Education Committee. Two purposes and two research questions guided the study. A correlational survey design was adopted for the study, while the population of this study consisted of all 6,603 senior secondary two (SS2) students in the fifteen (15) public secondary schools in the study area. A sample size of 378 Senior Secondary Two (SS2) students was selected for the study, representing 5 percent of the study population, using Taro Yamane sampling formulas. A self-structured questionnaire titled “Marital Disharmony and Academic Adjustment of Secondary School Students Questionnaire (MDAASSSQ)" was used for data collection. Data generated were analysed using Pearson Product Moment Correlation (PPMC) statistics, and the finding revealed a very high positive and significant relationship between communication issues in marriage, financial disagreement, and the academic adjustment of secondary school students in the study area. A conclusion was drawn from the findings, and the researchers recommended, among other things, that husbands and wives should strive to maintain a friendly, happy, and peaceful family environment, avoiding painful conflicts that could lead to emotional and behavioural problems affecting students’ academic adjustment.
Computer Simulation, Guided Discovery, and Expository Methods of Teaching Ecological Management and Biology Students’ Academic Achievement in Osisioma, Abia State
The study is an empirical examination of computer-simulation, guided-discovery, and expository methods of teaching ecological management and biology students’ academic achievement and retention in Osisioma, Abia State. Three research questions and three null hypotheses guided the study. The design of the study was quasi-experimental with a non-randomized pretest, posttest control group factorial design. The population consisted of all 5,102 Senior Secondary School Two (SS 2) biology students. The sample size of 183 (88 males and 95 females) Senior Secondary Two (SS 2) students in three intact classes of three co-educational secondary schools in Osisioma Local Government Area, Abia State, was selected using a purposive sampling technique. The Biology Achievement Test (BAT) was used for data collection. The Biology Achievement Test (BAT) had fifty (50) multiple-choice items. The test measured students’ pretest, posttest, and achievement in the concept. The reliability of BAT was determined using the test-retest method with a reliability index of 0.75. Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The result showed that there is a significant difference among the mean achievement scores of biology students taught ecological management using computer simulation, guided discovery, and expository methods, respectively. In addition, there exists no significant difference among the mean achievement scores of male and female biology students taught ecological management using computer simulation, guided discovery, and expository methods, respectively. More so, there exist significant interaction effects of instructional methods and gender on biology students’ achievement scores on ecological management. It was concluded that computer-simulation and guided-discovery methods were more effective than expository methods in facilitating students’ achievement in ecological management in biology. Based on the findings, it was recommended, among others, that biology teachers should make effective use of computer simulations and guided-discovery methods in teaching the concept of ecological management in biology.
Demographic Variables and Coping Strategies of People Living with HIV/AIDS in the University of Uyo Teaching Hospital, Uyo, Nigeria
The study investigated the influence of demographic variables on coping strategies of people living with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) at the University of Uyo Teaching Hospital, Uyo, Nigeria. Three research questions and three corresponding null hypotheses guided the conduct of the study. The review of related literature was organized under three sub-headings: theoretical framework, conceptual framework, and empirical framework. A descriptive survey design was adopted for the study. The population of the study consisted of 3,980 people living with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome on anti-retroviral therapy (ART) attending HIV clinics, from which a sample of 357 participants was selected using a convenience sampling technique. Data were collected using a researcher-developed instrument titled “Demographic Variables and Coping Strategies Questionnaire for People Living with HIV/AIDS” (DVCSQPLWHA), which was face-validated by three experts. The internal consistency method was used to establish reliability, yielding a Cronbach’s alpha coefficient of α = 0.74. Mean and standard deviation were used to answer the research questions. All the hypotheses were tested using one-way analysis of variance at 0.05 level of significance. The findings revealed significant influence of level of age and duration since diagnosis on coping strategies of people living with HIV/AIDS (PLWHA). However, the study found no significant influence of employment status on PLWHA. Thus, the study highlighted the importance of age-specific interventions and continuous support over time in enhancing coping abilities among people living with HIV/AIDS. Based on these findings, it was recommended that the Federal and State Ministries of Health, in collaboration with non-governmental organizations such as AIDS-focused groups, should prioritize education and awareness programmes for PLWHA by providing access to health literacy campaigns, counselling services, and skill acquisition initiatives.
Impact of AI-Driven Curriculum Adaptation on Teacher Agency and Student Engagement in High and Low AI Adoption Education Systems
This research investigates the impact of AI-driven curriculum adaptation on teacher agency and student engagement by comparing high and low AI adoption education systems. Utilizing a mixed-methods, comparative cross-national design, the study examines educators and students in Australia (high adoption) and Nigeria (low adoption). Findings indicate that teachers in high adoption systems report greater professional autonomy (mean = 4.032) compared to those in low adoption settings (mean = 3.956), as AI tools like ChatGPT facilitate more dynamic and tailored curriculum design. While AI significantly enhances student engagement through personalization and real-time feedback, challenges such as overstimulation, social isolation, and the need to balance algorithmic recommendations with pedagogical judgment persist. The study reveals that institutional support and clear policy frameworks are critical factors; high adoption systems benefit from structured training and infrastructure, whereas low adoption systems face barriers including resource constraints and limited AI literacy. The research concludes that while AI offers transformative potential for educational efficiency and student-centered learning, its successful integration requires robust policy development and comprehensive professional development to safeguard teacher agency.
Copyright (c) 2026 Monday Markson Akpaette (Ph.D) (Author) https://creativecommons.org/licenses/by/4.0
Efficacy of Corporal Punishment in Modifying Student Behavior
This study investigates the efficacy of corporal punishment in modifying student behaviour in secondary schools, focusing on a comparative analysis between public and private schools in Eket Local Government Area, Akwa Ibom State, Nigeria. The researcher employed a descriptive survey design, gathering data from 15 teachers and counsellors using structured questionnaires. The findings indicate significant differences in the application and effectiveness of corporal punishment between public and private schools. Public schools reported a higher frequency of corporal punishment, which, while effective in achieving short-term compliance, was associated with negative long-term behavioural outcomes, including aggression, anxiety, and decreased self-esteem among students. In contrast, private schools applied corporal punishment less frequently, favouring alternative methods such as positive reinforcement and counselling, which resulted in more sustainable behavioural changes. The analysis revealed significant relationships between corporal punishment and behaviour modification in both school types, with the practice showing stronger short-term effectiveness in public schools. The study concludes that, while corporal punishment may lead to immediate compliance, it fails to produce lasting behavioural changes and may have harmful psychological effects. Based on these findings, the study recommends the gradual phasing out of corporal punishment in favour of more constructive, non-violent disciplinary practices that encourage self-discipline and emotional well-being. The research also suggests further investigations into alternative disciplinary strategies and their impact on student behaviour.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Teachers' and Students' Perceptions of Improvised Instructional Materials and the Challenges of Improvisation in Physics Education
This study examines the perceptions of teachers and students regarding the use of improvised instructional materials in physics education, alongside the challenges teachers face in their creation. Specifically, it investigates the impact of improvised materials on students' academic performance and explores the obstacles teachers encounter during the improvisation process. A mixed-method sequential exploratory design was employed, involving 136 physics students and 6 physics teachers from Government Secondary School, Afaha Atai, Eket. Data were gathered through questionnaires, achievement tests, and focus group discussions. Quantitative data were analysed using descriptive statistics and paired sample t-tests, while qualitative data were analysed thematically. The findings indicate that both teachers and students view improvised instructional materials as valuable tools that enhance comprehension, student engagement, and academic achievement in physics. However, teachers identified significant challenges in improvisation, including financial constraints, limited skills, lack of administrative support, and low motivation. The study concludes that while improvised instructional materials play a crucial role in improving learning outcomes, their effective utilisation is constrained by contextual and institutional barriers. Recommendations include the need for professional development for teachers, increased funding, and the establishment of school-level policies that foster innovation and support improvisation in resource-limited physics classrooms.
Coping Strategies and Social Adjustment of Boarding Students in Uyo Local Government Area
This study investigated the relationship between coping strategies and social adjustment among boarding students in secondary schools in Uyo Local Government Area, Akwa Ibom State, Nigeria. Three research questions and corresponding null hypotheses guided the study. A correlational survey design was adopted. The population consisted of all boarding students in selected secondary schools in Uyo, with a sample of 350 SS II boarding students selected via multistage sampling techniques. Data were collected using a structured questionnaire titled "Coping Strategies and Social Adjustment Questionnaire (CSSAQ)", which was face validated and had a reliability coefficient of 0.84. The Pearson product-moment correlation coefficient was used for data analysis at the 0.05 level of significance. The results showed that there is a significant moderate positive relationship between problem-focused coping strategy and social adjustment, a significant low to moderate positive relationship between emotion-focused coping and social adjustment, and a significant moderate negative relationship between avoidance coping strategy and social adjustment among boarding students. The study concluded that coping strategies significantly impact boarding students' social adjustment, with problem-focused and emotion-focused strategies enhancing adjustment, while avoidance coping undermines it. It was recommended that school counsellors, administrators, parents, and teachers develop programmes to teach adaptive coping skills, provide emotional support, identify students using avoidance coping early, and collaboratively reinforce positive coping strategies for better social adjustment in boarding schools.
Professional Ethics in Educational Governance, Politics, and Practices: Implications for Universities in Abia State
This study examined the predictive influence of professional ethics on educational governance, politics, and academic practices in Abia State’s higher education system, with emphasis on Abia State University (ABSU), Michael Okpara University of Agriculture, Umudike (MOUAU), and the National Institute for Nigerian Languages (NINLAN), Aba. The persistent challenges of political interference, weak accountability, and inconsistent ethical standards in university governance motivated this investigation. A correlational research design was employed to ascertain the degree to which ethical governance, political neutrality, and professional practice forecast significant institutional outcomes. The study population comprised 4,380 academic and administrative staff across the three universities in the state, from which a sample of 366 respondents was drawn using the Taro Yamane formula. The Professional Ethics and University Governance Questionnaire (PEUGQ) was used to collect data. Experts validated it, and it had a reliability coefficient of 0.86. Data analysis using simple linear regression and t-tests at a 0.05 significance level revealed that ethical governance significantly predicted transparency and accountability (R = .762; R² = .581; p < .05); political neutrality significantly predicted the reduction of undue influence in appointments and resource allocation (R = .689; R² = .475; p < .05); and professional practice significantly predicted the quality of academic delivery (R = .711; R² = .506; p < .05). The results confirm that professional ethics are essential for improving institutional integrity, governance transparency, and academic quality. The study recommends, among other things, institutionalising enforceable ethical codes, promoting transparent appointment processes, and providing continuous ethics training to sustain integrity and accountability across Abia State’s higher education institutions.
Educational Attainment and Cultural Beliefs as Determinants of Exclusive Breastfeeding Practice Among Working Nursing Mothers in Akwa Ibom North-West Senatorial District
This study examines the influence of educational attainment and cultural beliefs on the practice of exclusive breastfeeding (EBF) among working nursing mothers attending immunization clinics in the Akwa Ibom North-West Senatorial District. A descriptive survey design was employed, and 200 working nursing mothers were selected using a multi-stage sampling procedure from general hospitals within the district. Data were collected through a validated, researcher-developed questionnaire titled Knowledge, Attitude, and Practice of Exclusive Breastfeeding Questionnaire (KAPEBQ), with reliability coefficients ranging from 0.71 to 0.88. Data analysis utilized descriptive statistics and inferential tests at a 0.05 significance level. The findings indicated that educational attainment significantly influenced mothers' likelihood of practicing EBF, with higher-educated mothers showing better adherence to recommended practices. Cultural beliefs also played a significant role in breastfeeding decisions, particularly those related to colostrum disposal, pre-lacteal feeding, and family-driven feeding norms. The study concludes that both educational level and cultural beliefs are critical factors shaping EBF behavior among working mothers. It recommends strengthening community-based health education, offering culturally sensitive breastfeeding counseling, and implementing workplace support systems to improve EBF uptake in the district.
Psychological Variables and Social Adjustment of Parents of Hearing-impaired Pupils in Uyo Local Government Area of Akwa Ibom State, Nigeria
The study investigated the relationship between psychological variables and social adjustment of parents of hearing-impaired pupils in the Uyo Local Government Area of Akwa Ibom State. Three research questions and three null hypotheses guided the conduct of the study. A correlational research design was adopted for the study. The population of the study comprised 185 parents of hearing-impaired pupils in the Uyo Local Government Area of Akwa Ibom State. A sample of 185 parents of hearing-impaired pupils in the Uyo Local Government Area of Akwa Ibom State was selected for the study using the census sampling technique. A researcher-made instrument, entitled “Psychological Variables and Social Adjustment Questionnaire for Parents” (PVSAQP), was used for data collection. The instrument was face validated by three experts. The internal consistency method was used to establish the reliability of the instrument, and a reliability coefficient of 0.76 was obtained. Pearson Product Moment Correlation statistics were used to answer the research questions and also test their corresponding null hypotheses. Data analysis revealed that there is a significant relationship between fear of judgement and social adjustment of parents of hearing-impaired pupils, while no significant relationship was found between emotional stress, self-doubt and social adjustment of parents of hearing-impaired pupils. In view of the findings of the study, conclusions were drawn and recommendations made, among which is that community sensitisation and awareness programmes should be implemented to reduce stigma and negative perceptions associated with hearing impairment, thereby alleviating parents’ fear of judgement and promoting their social engagement.
Practicum in Educational Management and Planning at Emperor High School, Ukana East, Akwa Ibom State, Nigeria
The practicum was conducted at Emperor High School, a secondary school located in Ukana East, Akwa Ibom State, Nigeria. The student administrator spent a total of six weeks as a participant observer to evaluate the viability of the school's entire curriculum, assess the performance of both teachers and students, and examine the general functions and administrative system of the institution. At the end of the practicum exercise, it was observed that private schools contribute significantly to the educational development of society. It was therefore recommended that the government should support such institutions to ensure their survival and coexistence alongside public schools in order to achieve broader educational goals for societal development.
Work-Life Balance and Emotional Wellbeing of Married Female Teachers in Uyo Local Government Area, Akwa Ibom State, Nigeria
This study investigated the relationship between work-life balance and emotional well-being of married female teachers in public secondary schools in Uyo Local Government Area, Akwa Ibom State, Nigeria. Three research questions and three null hypotheses guided the study. Correlational research design was adopted for the study. The sample included 200 married female teachers selected through multi-stage sampling. Data was collected using a researcher-developed instrument named “Work-Life Balance and Emotional Wellbeing Questionnaire” (WLBEWQ). The instrument was subjected to content validity by three experts who rated items for relevance using the Content Validity Index (CVI > 0.80). Data was analysed using Pearson Product Moment Correlation (PPMC) for testing the null hypotheses at the 0.05 level of significance. Results revealed significant positive correlations between time management (r = 0.45, p < 0.01), job flexibility (r = 0.38, p < 0.01), and spousal support (r = 0.52, p < 0.01) with emotional well-being, leading to rejection of all null hypotheses. Findings suggest that efficient time allocation, supportive spousal relationships, and flexible job conditions are crucial for improving the emotional wellbeing of married female teachers. The study concludes that work-life balance components are vital to teachers’ emotional well-being in this Nigerian educational context and recommends targeted interventions such as time management workshops, flexible policy advocacy, and family-inclusive support programmes to mitigate stress and burnout.
Role-Play, Peer Tutoring and Expository Method of Teaching Ecological Management and Biology Students' Academic Performance in Uyo, Akwa Ibom State, Nigeria
The study conducts an empirical examination of the effectiveness of role-play, peer tutoring, and the expository method in teaching ecological management, focusing on the academic performance of biology students in Uyo, Akwa Ibom State, Nigeria. Three research questions and three null hypotheses guided the study. The design of the study was quasi-experimental with a non-randomised pretest, posttest control group. The sample size of 183 (92 males and 91 females) Senior Secondary Two (SS 2) students in three intact classes of three co-educational secondary schools in Uyo Local Government Area, Nigeria, was selected using the purposive sampling technique. The Biology Performance Test (BPT) was used for data collection. The Biology Performance Test (BPT) had forty (40) multiple-choice questions. The test measured students’ pretest and posttest performance in the concept. The reliability of BPT was determined using Kuder-Richardson 21 (KR-21) with reliability indices of 0.87. Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the null hypotheses at the 0.05 level of significance. The results indicated significant differences in the mean performance scores of biology students taught ecological management through role-play, peer tutoring, and expository methods, with the role-play and peer tutoring methods yielding better outcomes than the expository method. Additionally, there were no significant differences in the mean performance scores between male and female biology students taught ecological management using role-play, peer tutoring, and expository methods, respectively. It was also found that there are no significant interaction effects of teaching methods and gender on biology students’ performance on ecological management. It was concluded that role-play and peer tutoring teaching methods were more effective than expository in facilitating students’ performance in ecological management in biology. Based on the findings, it was recommended, among others, that biology teachers should make effective use of role-play and peer tutoring in teaching the concept of ecological management in biology.
Principals' Managerial Variables and Teachers' Job Performance in Public Secondary Schools in Akwa Ibom State, Nigeria
This study investigates the extent of the relationship between principals' managerial variables and teachers' job performance in public secondary schools in Akwa Ibom State, Nigeria. To achieve this purpose, two research questions and two null hypotheses were formulated to guide the study. Ex post facto research design was adopted for the study. The population of the study comprised all 762 principals and 7,607 teachers drawn from the 254 public secondary schools in Akwa Ibom State, Nigeria. The sample of this study consisted of 381 principals representing 50% of the population and 1,481 teachers representing 30% of the teaching population, giving a total of 1,862 respondents. A multistage sampling technique was adopted for the study, whereby purposive and stratified sampling techniques were used for the selection. Two researcher-developed instruments, tagged Principals' Managerial Variables Questionnaire (PMVQ) and Teachers' Job Performance Questionnaire (TJPQ) were used for data collection. The instruments were validated and pilot tested using the face validation method. The reliability of the instruments was established using the Cronbach alpha analysis method, which yielded reliability coefficients of .81 and .90 for the independent and the dependent variables, respectively. Regression coefficient was used to answer the research questions, while simple linear regression analysis was used to test the hypotheses at .05 level of significance. The results of the analyses revealed that principals' reward systems and mentoring have significant relationships with teachers' job performance. It was therefore recommended, among others, that principals should adopt a reward system for teachers to motivate them and give adequate mentoring to teachers in order to improve their job performance.
Revitalisation of Young Farmers' Club in Secondary Schools for Economic Empowerment of Students in Onelga, Rivers State, Nigeria
This study investigates strategies for revitalising Young Farmers' Clubs (YFCs) in secondary schools for the economic empowerment of students in the Ogba/Egbema/Ndoni Local Government Area (ONELGA) of Rivers State. Three specific objectives and corresponding research questions and null hypotheses were formulated and tested at 0.05 level of significance. The descriptive survey design was adopted for the study. The population comprised 56 agricultural science teachers and 30,529 secondary school students from 27 public secondary schools in the study area. A sample of 442 respondents, consisting of 49 agricultural science teachers and 393 students, was selected using random sampling and the Taro Yamane formula. A structured questionnaire titled Revitalisation of Young Farmers' Clubs in Secondary Schools for Economic Empowerment Questionnaire (RYFCSSEEQ) served as the instrument for data collection. Data were analysed using mean and standard deviation, while the null hypotheses were tested using the z-test statistic at the 0.05 level of significance. Findings revealed that most respondents held mixed opinions regarding policy development and implementation. Some respondents disagreed, indicating unawareness of the existence of Young Farmers' Clubs among secondary school students in ONELGA, whereas the majority agreed that policy implementation would help revitalise the YFCs (teachers: X ̄= 2.80; students: X ̄= 2.63). Other strategies such as ̄ ̄ increased funding (Teachers: X = 2.90; Students: X = 2.79) and ̄ improved access to resources (Teachers: X = 1.70; Students: X ̄ = 1.99) were also agreed upon as essential for revitalising YFCs in the study area. Based on the findings, it was recommended that state and local governments implement policies aimed at enhancing the capacity of teachers and students involved in YFCs through training programmes on modern agricultural practices, with emphasis on hands-on and practical experiences. Furthermore, government agencies, non-governmental organisations (NGOs), and other relevant bodies should provide financial support to young individuals interested in agriculture through loans, grants, and related initiatives.
Influence of Economics of Education on Educational Policy Making in Nigeria
This study investigates the role of the economics of education in shaping Nigeria's educational policymaking, with emphasis on the interplay between funding, labour market alignment, and equity. Using a qualitative analysis of key policy documents like the National Policy on Education (2008) and the Universal Basic Education Act (2004), and international reports, complemented by recent Nigerian budgetary and employment data, the paper applies the “3Es” framework (effectiveness, efficiency, and equity) to evaluate policy outcomes. Findings reveal persistent underinvestment, structural inefficiencies, and a misalignment between education outputs and labour market demands, resulting in high graduate unemployment and inequities in access. Beyond diagnosing these gaps, the paper proposes a resource-alignment model that integrates manpower forecasting, targeted investments, and accountability mechanisms. By situating Nigeria's policy experience within global and regional benchmarks, the study contributes a framework for enhancing efficiency and inclusiveness in education financing and planning.
The attainment gap remains one of the most persistent challenges in the United Kingdom's education system, with significant implications for social mobility, equality of opportunity, and long-term economic outcomes. Despite sustained policy interventions, disparities in educational outcomes between pupils from advantaged and disadvantaged backgrounds, as well as across ethnic, regional, and gender lines, continue to widen. This article critically examines the structural, socio-economic, and institutional factors that underpin the attainment gap, drawing on empirical evidence from primary, secondary, and higher education contexts. It evaluates the effectiveness of existing government strategies, including the Pupil Premium, targeted funding mechanisms, and widening participation initiatives, while also considering the role of schools, teachers, and communities in fostering inclusive educational practices. The analysis highlights how digital access, teacher retention, and curriculum reform intersect with issues of inequality, particularly in the wake of COVID-19 disruptions. The paper argues for a holistic, multi-stakeholder approach to educational reform that prioritises equity, evidence-based practices, and sustainable policy innovation. Ultimately, bridging the attainment gap requires not only addressing immediate barriers to learning but also reimagining the broader purposes of education in the UK to ensure fairness, inclusivity, and resilience for future generations.
Assessing Students' Mastery and Attitudes Towards Basic Science Skills
This study examines the relationship between students' mastery of basic science skills, their attitudes toward science, and their cognitive performance in junior secondary schools in Aba Metropolis, Abia State, Nigeria. Despite the recognised role of science education in national development, evidence suggests that many students struggle to acquire foundational scientific process skills, which hampers their performance and reduces their interest in science. The purpose of the study was to assess how mastery of selected science process skills (observation, classification, measurement, inference, and experimentation) relates to students' attitudes toward science and their cognitive performance in science learning tasks. A correlational research design was employed with a stratified random sample of 300 junior secondary school students drawn from public schools in Aba Metropolis. Data were collected through three validated instruments: a Basic Science Skills Test (BSST), a Science Attitude Scale (SAS), and a Cognitive Performance Test (CPT). Simulated findings indicate that students with higher mastery of science skills displayed more positive attitudes toward science and significantly better performance in cognitive tasks compared to those with weaker skill mastery. Results further suggest a strong positive correlation between mastery of basic science skills and cognitive performance (r = 0.68, p < .01), as well as between mastery of skills and attitudes toward science (r = 0.54, p < .01). The study concludes that improving the mastery of science skills is crucial to enhancing both performance and attitudes in science education. Recommendations are made for teachers, curriculum planners, and policymakers to prioritise activity-based learning strategies and digital support tools to foster more profound engagement with science.
Artistic Skills Acquisition and Teaching Competencies in Classroom Instructional Delivery
It is becoming increasingly clear to policymakers that artistic skills acquisition plays a vital role in the development of individuals and in overall national progress. While the education of citizens is essential, societies must also address the socio-economic challenge of gainful employment. Education is most relevant when it provides not only knowledge but also the capacity for individuals to become self-reliant and to create employment opportunities for others when such opportunities are scarce. This is achievable only if educational curricula are designed to empower learners with practical and sustainable skills. This study, therefore, examines the importance of artistic skills acquisition and teaching competencies in effective instructional delivery. It explores the conceptual frameworks for effective instruction, the seven broad purposes of fine arts education, and the challenges facing artistic skills acquisition in teacher education. The paper concludes that education programmes should prioritise artistic skills acquisition as a basis for teaching competence, rather than relying solely on academic qualifications and experience.