International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-004, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
The Link Between ICT Proficiency and Technology Adoption Attitudes Among Lecturers in Nigerian Tertiary Institutions
Philip Olu Jegede1*, Odusola Olutoyin Dibu-Ojerinde1 and Matthew Olugbenga Ilori2
1Faculty of Education, Obafemi Awolowo University, Nigeria
2Faculty of Technology Obafemi Awolowo University, Nigeria
Accepted 21 November, 2024
The study investigates the relationship between ICT competence and attitude as well as attitudinal constructs of teachers. Four hundred and sixty seven teachers randomly selected from 10 institutions (5 universities and 5 colleges of education) participated in the study. Information bordering on ICT competence and attitude of the teachers were collected employing two research instruments. The resulting data were analyzed using multiple regressions. Findings revealed that attitude bears signi-ficant relationship with and also predicts competence. It was further obtained that two of the five attitude constructs predict competence. It was observed that as teachers perceived computers to be useful in their pedagogical enterprise, the interests become aroused which in turn help their computer skills.
Key words: Computer attitude, Competence, Relationships.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-006, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
Research Output of Academic Staff in the South-South Zone of Nigeria
Bassey Usang1*, Akuegwu Basil1, Udida Lucy1 and Udey Franca .U.2
1Department of Educational Administration and Planning, University of Calabar, Calabar Nigeria. 2Department of Educational Foundations and Administration, Guidance and Counseling, Cross River State University of Technology, Calabar, Nigeria
Accepted 2 January, 2025
This study examined academic staff research productivity in Universities in South-South zone of Nigeria. Ex post facto design was adopted for this study. Three hypotheses were formulated to guide this study. The sample size comprised of 480 academic staff drawn from a population of 3120. Data collection was carried out using a researcher – constructed instrument called Academic Staff Research Productivity Inventory (A.S.R.P.I.), which was validated and pilot tested. The data obtained were treated statistically using Independent t -test and contingency Chi-square (X2) analyses. Results indicated that male and female academic staff differed significantly in their research productivity; married and single academic staff differed significantly in their research productivity and there is a significant influence of areas of specialization on academic staff research productivity. It was recommended that academic staff in universities should be encouraged to carry out research work irrespective of their gender, marital status and areas of specialization.
Key words: Academic staff, research productivity, South South zone, Nigerian Universities.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (3), pp. 001-007, March, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
Managing and Addressing Conflicts in Secular and Non-Secular Tertiary Institutions of South West Nigeria
Joseph Babatola Ayodele and Joseph Olukayode Adewumi
Department of Educational Foundations and Management, Faculty of Education, University of Ado-Ekiti, Nigeria Department of Christian Religious Education, Baptist College of Theology, Igede-Ekiti, Nigeria.
Accepted 16 January, 2025
This paper compared the incidence and management of conflicts in secular and non-secular tertiary institutions in Nigeria. The sample of this study was made of sixty staff, and two hundred and forty students randomly selected each from two secular and two non-secular tertiary institutions in south western Nigeria. A validated questionnaire was designed and administered to collect data on the occurrence of conflict and conflict management strategies. Data collected were analyzed using frequency counts and percentage. In addition, t-test and Pearson Product Moment Correlation statistics were used to test the hypotheses at 0.05 level of significance. The findings revealed that conflict is common to both secular and non-secular tertiary institutions. The study however revealed that the level of occurrence of conflict is low in the two types of institutions. It was also revealed that there is no significant difference in the conflict management strategies adopted by authorities of both secular and non-secular tertiary institutions. In addition, the study revealed that the conflict management strategies adopted by authorities of both secular and non-secular tertiary institutions are significantly related to their effectiveness. Based on the findings, it was recommended that authorities need to give prompt attention to addressing causes of conflicts. The use of dialogue in resolving conflicts should be embraced. In addition, all stakeholders in tertiary institutions are encouraged to employ religious exercises for divine intervention to reduce the emergence of conflict or for resolving existing conflicts.
Key words: Conflict, occurrence of conflict, conflict management, secular tertiary institutions, non-secular tertiary institutions.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (2), pp. 001-008, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
Postmodern Moral Education: Concepts, Foundations, and Critique
Seyed Mahdi Sajjadi
Department of Education, Tarbiat Modares University, Tehran, Iran. E-mail: sajadism@modares.ac.ir, sajjadi@deakin.edu.au
Accepted 11 October, 2024
Moral education is an important and complicated issue facing the educational institutions, specifically in religious societies in the modern world .The existing flaws and shortcomings in moral education arise in the first place, from the lack of a precise definition for the concepts, processes, content, aims, principles and foundations of moral education and in the second place, is affected by changes and transformations that might induce in the elements enumerated above. In the modern world, be it in religious or irreligious societies, post-modern teachings, principles and foundations are in the process of development and spreading, bringing about contradictions with the specific religious teachings of a society. As a result, ambiguity in principles of moral education is one of the problems of moral education. This paper provides an explanation and critique of the principles of moral education from the post-modern point of view.
Key words: Moral education, moral principles, post-modernism, meta-narratives, critique.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (2), pp. 001-009, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
Comparative Analysis of Project-Based, Inquiry-Based, and Lecture-Demonstration Methods on Secondary Students' Performance in Mixture Separation Practical Assessments
Agboola Omowunmi Sola* and Oloyede Ezekiel Ojo
1Institute of Education, Faculty of Education, Obafemi Awolowo University, Ile–Ife 220005, Nigeria.
2Department of Special Education and Curriculum Studies, Faculty of Education, Obafemi Awolowo Universty, Ile-Ife
220005, Nigeria.
Accepted 2 January, 2025
This study assessed and compared the relative effectiveness of three methods for teaching and conducting experiments in separation of mixtures in chemistry. A pre-test, post–test experimental design with a control group was used. Two hundred and thirty three randomly selected Senior Secondary School I (SSS I) chemistry students were drawn from four Local Governments Areas of Osun State, Nigeria. The research instruments developed were a twenty-five item supply/select response questions used for the pre-test and post-test tagged Chemistry Achievement Test (CAT). Students were divided into three experimental and one control groups. Students in the three experimental groups were subjected to treatment using project, inquiry or lecture-demonstration method respectively while students in the control group were taught using the traditional method of teaching. The pre-test was administered to students in all the four groups before teaching commenced and after the teaching and the experiment, a post-test was then administered. The data was analyzed using t-test analysis, one way Analysis of Variance (ANOVA) and Scheffe post–hoc analysis. The results of ANOVA of the difference in the scores of the post-test of the project, inquiry, lecture-demonstration methods and control group showed a significant difference between the groups (Fc= 327.258 > Ft = 2.60 at þ < 0.05, df (3,229)). Students taught with project method performed better in the Chemistry Achievement Test (CAT) than the students taught with lecture-demonstration method (tc = 5.60 > tt = 1.64 at þ < 0.05, df = 127), while those students taught with the lecture-demonstration method performed better than those taught with inquiry method (tc = 6.39 > tt = 1.64 at þ<0.05, df = 122). Students taught with project method performed better than students taught with inquiry method (tc = 9.22 > tt = 1.64 at þ < 0.05, df = 133). The study concluded that the project method enhanced better performance in Chemistry practical better than either inquiry or lecture-demonstration method.
Key words: Lecture-demonstration, inquiry, project, chemistry practical, chemistry, chemistry achievement test, separation of mixtures.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (2), pp. 001-007, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Reviews
Implementing HIV/AIDS Education in Nigerian Secondary Social Studies: An Analysis of Policy, Philosophy, and Pedagogy.
O. E. Ojedokun, L. M. Oyewusi and S. A. Oluwatosin
Faculty of Education Obafemi Awolowo University, Ile-Ife, Nigeria.
Accepted 21 October, 2024
This paper attempts a review of the Nigerian National Policy on Education, in the context of the overall philosophy of the Nigerian national life as reflected in the objectives of Social Studies – a subject in the Nigerian Junior Secondary Social Studies curriculum. Its main objective is to make justification for the teaching of the subject -matter of HIV/AIDS as an emerging national problem in the school, and to provide some paradigm by which its learning content could be taught, using Social Studies as a carrier subject. The paper thus reviews policy provisions and philosophical background to Social Studies teaching, and provides some guidelines by which curriculum developers could design relevant content-valid curricula; and also provides a possible guide to classroom teachers in planning and implementing teaching plans. It also suggests some ideas that are likely to guide and facilitate the development of textbooks that may integrate the learning content of HIV/AIDS within the Social Studies curriculum.
Key words: Policy, philosophy, pedagogical initiative, HIV/AIDS’ education, Nigerian Secondary School, Social Studies.
International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 13 (1), pp. 001-008, January, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals
Full Length Research Paper
Impact of Management Information Systems on Decision Making Effectiveness in South-West Nigerian Universities
Ajayi, I. A. and Omirin, Fadekemi F.
1Department OF Educational Foundations and Management, Faculty of Education, University of Ado-Ekiti, Nigeria
2Department of Educational Foundations and Management, Faculty of Education, University of Ado-Ekiti, Nigeria
Accepted 21 November, 2024
This study investigated the use of Management Information Systems (MIS) in decision-making on long-term planning, short- term planning and budgeting in the South-West Nigerian Universities. The study used the descriptive research design of the survey type. Data were collected from a sample of 600 subjects consisting of 400 academic staff holding administrative staff positions and 200 senior administrative staff heading units using stratified random sampling technique. Data collected were analyzed using frequency counts, percentages, means, standard deviation and t-test statistics. The three hypotheses generated were tested at 0.05 level of significance. The study revealed that MIS was not adequately used in decision making process on long-term planning, short-term planning and budgeting. There was no significant difference between Federal and State universities in terms of the use of MIS for decision making on both long and short term planning. There was significant difference in the use of MIS for decision making on budgeting between Federal and State universities in favour of the Federal universities. It was recommended that the MIS units should be adequately financed and maintained to ensure a free flow of information and adequate use of MIS in decision-making on short-term and long-term planning as well as budgeting.
Key words: The Use, Management Information Systems (MIS), Decision Making, South-West Nigerian Universities
