International Research Journal of Transdisciplinary Perspectives
IRJTP publishes breakthrough scholarship that challenges conventional knowledge boundaries. Each issue combines theoretical insights, empirical research, and applied case studies to address critical global problems. The journal positions itself as an authoritative resource for academics, policymakers, NGOs, and interdisciplinary research centers.
SCHOOL NORMS AS CORRELATES OF TEACHERS’ ORGANISATIONAL BEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN AGUATA EDUCATION ZONE OF ANAMBRA STATE
The study examined school norms as correlates of teachers’ organisational behaviour in public secondary schools in Aguata Education Zone of Anambra State. Two research questions guided the study, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a correlational survey research design. The population of the study comprised 1,041 teachers in public secondary schools in Aguata Education Zone of Anambra State. A sample of 209 teachers was drawn using proportionate stratified sampling technique to ensure adequate representation across the Local Government Areas in the zone, while simple random sampling was used to select respondents within each stratum. Data for the study were collected using two structured questionnaires developed by the researcher. the School Norms Questionnaire, and the Teachers’ Organisational Behaviour Questionnaire. The instruments were validated through face and construct validation by experts in Educational Management and Measurement and Evaluation. Reliability of the instruments were established using the Cronbach Alpha method. The data were collated were analysed with Cronbach Alpha to determine the internal consistency of the items of the instrument. The reliability coefficient values of 0.76 and 0.80 for clusters 1 and 2 respectively with an overall reliability coefficient of 0.78 for SNQ. The reliability coefficient value of 0.80 was obtained for TOBQ. The research questions were answered using Pearson Product Moment Correlation, while the hypotheses were tested using Pearson ‘r’ statistic at the 0.05 level of significance. Data analysis was carried out using the Statistical Package for Social Sciences (SPSS) version 26. Correlation coefficients were interpreted using established criteria ranging from very low to very high relationships. The finding of the study revealed that there is a very high positive relationship between teachers’ participation in decision making, recognition and teachers’ organizational behaviour in public secondary schools in Aguata Education Zone. Furthermore, finding revealed that there is a significant relationship between teachers’ participation in decision making, recognition and teachers’ organizational behaviour in public secondary schools in Aguata Education Zone. Based on the findings of the study, the researcher recommends among others that principals and school administrators should involve teachers in decision-making processes related to school policies, curriculum implementation, and administrative matters.
School Norms, Teachers Organizational Behaviour, Public Secondary Schools
Copyright (c) 2026 International Research Journal of Transdisciplinary Perspectives https://creativecommons.org/licenses/by-nc/4.0
TEACHERS' WELFARE PACKAGES AS CORRELATESS OF TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined Teachers' Welfare Packages as Correlates of teachers’ job satisfaction in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study comprised of 6,598 teachers in 267 public secondary schools in the study area. Simple random sampling techniques were used to sample 200 respondents. Self-structured questionnaire was used for data collection. 282 valid instruments were completed and retrieved after distributions. Data generated for reliability of the instrument was computed using Cronbach Alpha technique. The average coefficient values of0.8.2 for Competitive Salary Questionnaire (CSQ), 0.84 for Comprehensive BenefitsQuestionnaire (CBQ) and 0.81 for Teachers’ Job SatisfactionQuestionnaire (TJSQ)are considered highly reliable and suitable for the study.Pearson Product Moment Correlation coefficient (r) was used to answer the research questions. The hypotheses were tested at 0.05 level of significance using test of significance of Pearson product moment Correlation Coefficient. The p-value was used to determine the significance of dependent variables in all hypotheses. The findings of the study showed that there is correlation between competitive salary and teachers’job satisfaction in public secondary schools in Anambra State. Based on the findings, the study concluded that teachers’ welfare packages correlates to teachers’ job satisfaction. The study, therefore, recommended that the state government and educational authorities should consider enhancing the welfare packages provided to teachers. Ensuring that welfare packages are competitive and commensurate with the demands of the teaching profession can significantly boost job satisfaction.
Welfare Packages, Job Satisfaction Teacher and Public Secondary Schools.
RELATIONSHIP BETWEEN PRINCIPALS’ SUPERVISORY SKILLS AND EFFECTIVE TEACHING OF ECONOMICS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA
The study examined the relationship between principals' supervisory skills and effective teaching of Economics in public secondary schools in Anambra State. Two research questions and two null hypotheses were tested at 0.05level of significance. The literature was reviewed under conceptual review, theoretical framework and empirical studies. The study adopted a correlational research design. The population of the study comprised of 342 Economics teachers in 267 public secondary schools in Anambra state. The sample of the study comprised of all 342 economics teacher. The instruments for data collection were two questionnaires structured by the researcher and titled "Principals’ Supervisory Skills Questionnaire (PSSQ)” and “Effective Teaching of Economics Questionnaire (ETEQ)". The instruments were subjected to face and construct validity by three experts. The reliability of the instruments was established using Cronbach’s Alpha techniques and the average coefficient were established at 0.83 for “Principals’ Supervisory Skills Questionnaire (PSSQ)” and 0.86 for effective teaching of economics. The researcher visited the sampled schools with the aid of six research-assistants who were briefed and given proper orientation on how to administer and retrieve the copies of the questionnaire to the teachers in their respective schools. Pearson Product Moment Correlation Coefficient method was used for data analysis. The study reviewed that communication skills and classroom visitation skills are positive and significant correlates on effective teaching of economics. The study concluded that principals’ supervisory skills fosters effective teaching of Economics. Based on the findings the study recommended that principals in public secondary schools in Anambra state should prioritize the development of their communication skills to enhance effectiveness teaching of Economics through training programs, workshops and coaching.
education, principals, secondary, schools, Nigeria, economics, skills, Anambra, State
WORK ENVIRONMENT AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined work environment as predictors of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study consist 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. Work Environment Questionnaire (WEQ) and Teachers’ Job Commitment Questionnaire (TJCQ) was used for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficients were established at 0.83 for WEQ and 0.86 for TJCQ. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that physical and social work environment exhibited a moderate positive and significant predictive value on teachers’ job commitment while teachers’ age and experience exhibited a high positive and significant predictive value on teachers’ job commitment in public secondary schools in Anambra State. The study concluded that the study concluded that teachers’ characteristics and work environment are positive and significant predictors of teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended that Post Primary Schools Service Commission should focus on providing and maintaining good physical work environment in their schools so as to boost teachers’ commitment, wellbeing and overall performance in public secondary schools in Anambra State.
work environment, teachers’ job commitment, public secondary schools
CULTURAL DIMENSIONS OF CLIMATE CHANGE ADAPTATION: INTERROGATING THE INTERPLAY BETWEEN TRADITIONAL PRACTICES AND ENVIRONMENTAL REALITIES IN AFRICA.
Climate change presents profound challenges for African societies, where adaptation decisions are deeply embedded in cultural worldviews, traditional practices, and indigenous ecological knowledge (IEK). Yet, scholarly and policy discussions often understate the cultural dimensions that mediate community-level responses to environmental stress. This study interrogates the interplay between traditional practices and environmental realities across three diverse African contexts—Kenya, Nigeria, and Cameroon—using a mixed-methods design involving household surveys (N ≈ 900), focus group discussions, key informant interviews, and long-term climate trend analysis. Results demonstrate that cultural beliefs exert significant influence on adaptation behavior. Regression analyses reveal that belief in supernatural causation of climate events reduces the likelihood of adopting adaptive practices (OR = 0.62, p < .001), whereas reliance on IEK strongly enhances adaptive action (OR = 1.85, p < .001). Multilevel modeling further indicates that community-level traditional norms significantly strengthen individual adaptation behavior (p = .01), highlighting the importance of cultural institutions such as elders’ councils, rituals, taboos, and customary land-use systems. Qualitative findings show that metaphysical beliefs, ritual water practices, phenological forecasting, and culturally regulated mobility shape perceptions of climate risks and guide responses. Environmental trend analysis reveals high congruence between perceived climatic changes and observed patterns in two of the three study sites, validating the empirical robustness of IEK as a “local sensor” of climate variability. Overall, the study demonstrates that cultural systems can simultaneously constrain and enable adaptation, functioning as both barriers and resources. We argue that effective climate policy in Africa must integrate cultural variables, support knowledge co-production, and strengthen customary institutions to achieve socially legitimate and environmentally resilient adaptation pathways. These findings contribute to a deeper understanding of the sociocultural foundations of climate resilience and provide actionable implications for climate governance, development planning, and community-led adaptation initiatives.
climate change adaptation, indigenous ecological knowledge, African traditional practices, cultural worldviews, environmental perception, resilience, policy integration.
Copyright (c) 2026 International Research Journal of Transdiscplinary Perspectives https://creativecommons.org/licenses/by-nc/4.0
GENDER EQUALITY POLICIES AND HUMAN DEVELOPMENT: A COMPARATIVE ANALYSIS OF POLICY IMPLEMENTATION AND OUTCOMES IN SUB-SAHARAN AFRICA
Gender equality remains a central pillar of human development, yet its practical realization varies significantly across Sub-Saharan Africa. This study conducts a comparative analysis of gender equality policies and their impact on human development outcomes in Nigeria, South Africa, Rwanda, and Ethiopia. Using a mixed-methods approach that combines primary survey data (n = 612) and focus group discussions from Nigeria and South Africa with secondary national and international datasets from Rwanda and Ethiopia, the study evaluates progress in education, health, economic empowerment, and political participation. Results indicate that while gender equality frameworks have been widely adopted across the four countries, policy implementation outcomes remain uneven. Rwanda exhibits the strongest gender policy outcomes, driven by coherent institutional coordination and sustained political commitment. South Africa demonstrates progress but is hindered by persistent racial and socioeconomic inequalities. Nigeria and Ethiopia lag significantly in key indicators due to weak institutional capacity, low policy awareness, and entrenched patriarchal norms. Quantitative analysis reveals significant associations between women’s education, employment status, marital status, urban residence, policy awareness, and access to political or economic opportunities (p < .001). Regression analyses further show that education, urban residence, and national context are strong predictors of women’s agency and socioeconomic outcomes. The study concludes that gender equality policies are necessary but insufficient on their own. Effective outcomes require strong institutions, community engagement, accountability mechanisms, and efforts to dismantle sociocultural norms that restrict women’s choices and capabilities. The findings underscore the need for context-specific reforms and long-term investment in gender-transformative development strategies.
Gender equality; human development; Sub-Saharan Africa; policy implementation; political participation; women’s empowerment; education; health outcomes
IMPACT OF ARTIFICIAL INTELLIGENCE ON EDUCATIONAL PLANNING: A REVIEW PAPER
This review paper examines the impact of Artificial Intelligence (AI) on educational planning in Nigeria. Educational planning, traditionally reliant on manual processes and administrative judgment, faces challenges such as inefficiencies, resource constraints, and disparities in access to quality education. AI offers transformative solutions by enabling data-driven decision-making, optimizing resource allocation, automating administrative tasks, supporting personalized learning, and enhancing policy formulation. Through a systematic literature review of studies published between 2015 and 2025, this paper highlights how AI tools and technologies are improving planning efficiency, promoting equity, and enhancing educational outcomes. Findings indicate that AI-driven educational analytics, predictive modeling, and intelligent. This study examined the impact of artificial intelligence on educational planning in Nigeria.
Artificial Intelligence (AI), Education, Educational planning
Odunola Lovelynn Boluwatife MOGBEYITEREN
THE IMPACT OF THE MIDDLE EAST CRISIS ON GLOBAL TERTIARY EDUCATION
The increasing instability in the Middle East has generated significant consequences beyond the immediate region, particularly in the area of global tertiary education. This paper examines how ongoing conflicts affect higher education systems worldwide. It highlights the destruction of academic infrastructure, displacement of students and scholars, disruption of international student mobility, and the weakening of global research collaboration. The study also considers the psychological and academic implications for students within and outside the affected regions. Drawing on evidence from international organizations and media reports, the paper argues that the interconnected nature of global higher education makes it highly vulnerable to geopolitical crises. It concludes that sustained conflict in the Middle East not only undermines local educational development but also poses long-term challenges to global knowledge exchange, academic cooperation, and human capital development.
ACADEMIC PROCRASTINATION AS A PREDICTOR OF ACHIEVEMENT ORIENTATION AMONG SECONDARY SCHOOL ADOLESCENTS IN ANAMBRA STATE.
The study investigated academic procrastination as a predictor of achievement orientation among secondary school adolescents in Anambra State. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study; Conceptual, theoretical and empirical studies were reviewed. The study adopted a correlational research design. The population of the study was 11,773 SSII students. Sample for the study consisted of 589 SSS2 students from public and private secondary schools in Onitsha Education zone. They were drawn using simple and stratified random sampling technique. The instrument for data collection includes Achievement Orientation Questionnaire (AOQ) and Academic Procrastination Scale (APS). The instruments were subjected to face validation. The reliability of the instrument was established using Cronbach Alpha. The result gave co efficient value of 0.86 for academic procrastination and 0.71 for achievement orientation. Simple regression analysis was used to answer research questions 1-4, Regression ANOVA test of significance was used to test hypotheses 1-4. The findings from the study revealed that academic procrastination was a significant factor for predicting achievement orientation among secondary school adolescents in Onitsha Education Zone of Anambra state. Finding also revealed that students in the urban and rural academic procrastination significantly predicted urban and rural achievement orientation. Based on the findings it was recommended among others that trained counsellors should be posted to all secondary schools to help counsel secondary school adolescents with procrastination tendency.
Academic Procrastination, Achievement, Orientation, Secondary School, and Adolescents.
TEACHERS’ COMPETENCIES AS PREDICTORS OF STUDENTS’ ACADEMIC ENGAGEMENT IN CIVIC EDUCATION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ competencies as predictors of students’ academic engagement in civic education in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consisted of 24,933 SS2 students in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,247 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instruments Teachers’ Competencies Questionnaire (TCQ) and Students’ Academic Engagement Questionnaire (SAEQ) were used for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts while construct validation was carried out with Principal Component Analysis approach using SSPS volume 26 and the results showed that the construct validity was met. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient value of 0.82 for TCQ and 0.85 for SAEQ were obtained and considered highly reliable and suitable for the study. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that teachers’ instructional delivery competency is a moderate positive and significant predictor of students’ academic engagement in civic education while teachers’ classroom management competency is a high positive and significant predictor of students’ academic engagement in civic education in public secondary schools in Anambra State. The study concluded that teachers’ competencies are positive and significant predictors of students’ academic engagement in civic education in public secondary schools in Anambra State. Based on the findings, the study recommended that principals should monitor the implementation of teachers ‘instructional roles to ensure that they prepare their lesson notes in line with the curriculum objectives and deliver them in conformity with the allotted time range, since it is a known fact that when teachers perform well in the classroom, students will likely be engaged and perform better academically
Copyright (c) 2026 Journals International Research Journal of Transdisciplinary Perspectives https://creativecommons.org/licenses/by-nc/4.0
EFFECT OF BEHAVIOURAL COUNSELLING APPROACH ON BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE.
The study investigated the effect of behavioural counselling approach on bullying behaviour among secondary school students in Onitsha Education Zone, Anambra State. The main purpose of this study examined the effect of behavioural counselling approach on bullying behaviour of secondary school students in Onitsha education zone, Anambra State. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a quasi-experimental pre-test and post-test research design. The population of the study comprised 180 senior secondary two (SS2) student bullies in co-educational secondary school in Onitsha Education zone. A sample of 36 student bullies made up 20 males and 16 females were purposively drawn from the population of the study. The instrument for data collection was Students Bullying Behaviour Questionnaire (SBBQ) were adapted as instruments for data collection. The instrument was face validated by three experts in Guidance and Counseling. The reliability of the instruments was established using Cronbach Alpha. The computation yielded co-efficient value of 0.78. Mean and standard deviation were used to answer research questions, while the null hypotheses were tested using Analysis of Co-Variance (ANCOVA). The findings of the study showed that students exposed to Behavioural Counselling Approach had a significant reduction in bullying behaviour compared to those exposed to conventional counselling. The findings equally indicated that the behavioural counselling approach reduced the bullying behaviour of both male and female students compared to the conventional counselling approach. Based on the findings of the study it was recommended that Behavioural Counselling Approach should be used by guidance counsellors working in secondary schools to modify behaviours of students with bullying behaviour. The management of secondary school should regularly organize in service education programme such as conference, workshop, and seminars to educate the participants on the consequences and dangers of maladaptive behaviour such as Bullying.
Behavioural Counselling Approach, Bullying Behaviour
THE RE-AWAKENING OF AFRICAN TRADITIONAL RELIGION IN IGBO LAND
This study explores the reawakening of African Traditional Religion (ATR) among the Igbo people, analyzing the remote and proximate causes of this phenomenon in light of historical, cultural, and socio-economic factors. The arrival of Christianity, intertwined with colonialism and Western cultural imposition, initially marginalized traditional practices as many converts adopted a dualistic religious identity characterized by syncretism. However, recent trends indicate a resurgence of ATR, particularly among the youth, driven by disillusionment with contemporary Christianity, economic hardship, and a search for authentic cultural identity. The proliferation of churches and perceived inauthenticity among religious leaders has contributed to a growing skepticism towards organized religion, prompting a return to ancestral beliefs and practices as individuals seek immediate solutions to existential concerns. This revival poses significant implications for the Igbo Church, which must address its shift towards a materialistic focus and re-emphasize spiritual fellowship to retain its youth. Recommendations for the Church include embracing inculturation to reconcile Igbo cultural heritage within the Christian faith and enhancing theological education to promote a deeper understanding of Christianity among Igbo people. This study concludes that the path forward for the Igbo Church lies in fostering genuine dialogue between ATR and Christianity, ensuring that the spiritual needs of the community are met in a culturally relevant manner.
African Traditional Religion, Igbo, Re-Awakening
EXAMINING BARRIERS AND FACILITATORS TO COMMUNITY PARTICIPATION IN WATERBORNE DISEASE PREVENTION IN RIVERS STATE: A QUALITATIVE STUDY
Introduction: Water is essential for life, yet in many riverine communities of Rivers State, Nigeria, it also serves as a conduit for diseases such as cholera, typhoid, and diarrheal infections. Persistent outbreaks highlight gaps in community participation, undermining the effectiveness of preventive interventions. Understanding socio-cultural, economic, and institutional barriers, alongside facilitators, is crucial for designing sustainable waterborne disease prevention strategies. Methodology: A mixed-methods quasi-experimental pretest–post-test design was employed across 15 purposively selected riverine communities over 15 months. Quantitative surveys (n = 600 households) assessed knowledge, attitudes, and participation, while in-depth interviews explored barriers and facilitators qualitatively. Multistage cluster sampling, validated instruments (α = 0.81–0.87), and triangulated data collection ensured reliability. Ethical approval, informed consent, and confidentiality were rigorously maintained. Results: Economic constraints, including opportunity and transport costs, limited participation, while flexible scheduling and in-kind contributions facilitated engagement. Knowledge and attitudes improved significantly post-intervention, particularly among higher-educated and income groups. Community responsibility and trust in local health workers increased by over 25%, and active women and youth participation correlated with improved preventive behaviors. Discussion: Sustainable participation requires interventions that align with local socio-economic and cultural contexts. Trust, social capital, experiential learning, and economic incentives were pivotal, while traditional beliefs persisted, demonstrating the need for culturally congruent approaches. Recommendations: Integrating participatory learning and action (PLA) tools into routine health outreach can strengthen experiential engagement, ownership, and long-term WASH outcomes. Conclusion: Community-driven, context-sensitive interventions significantly enhance waterborne disease prevention, highlighting the centrality of trust, inclusion, and culturally congruent strategies for sustainable public health impact.
Water, WASH, Preventive Interventions, Persistent Outbreaks, Waterborne Disease Prevention, Public Health
KNOWLEDGE PRODUCTION IN NIGERIAN TERTIARY INSTITUTIONS AS A CRITICAL DRIVER OF SUSTAINABLE DEVELOPMENT
The study discussed knowledge production in Nigerian tertiary institutions as a critical driver of sustainable development in Nigeria. Depending on secondary data obtained from recognized online and print resources. The study concluded that research and innovation, curriculum development and knowledge dissemination, policy influence and advisory role, community engagement and extension services, collaboration and knowledge networks and capacity building for sustainable development are some of the critical roles of tertiary institutions in supporting knowledge production in the tertiary institutions in Nigeria. The paper also identified; inadequate research funding, poor research infrastructure, brain drain and shortage of skilled personnel, weak university–industry collaboration, inadequate policy support and governance issues, limited access to research information, high teaching loads and administrative burdens and inadequate research culture and motivation as the various challenges militating against knowledge production in the tertiary institutions in Nigeria. Based on the findings, the paper recommends that that the government and private institutions should increase research funding and financial support, upgrade research infrastructure, address brain drain and build human capacity, strengthen university–industry collaboration, enhance policy support and governance for research, improve access to research information and digital, resources, reduce teaching and administrative burdens on academics, foster a strong research culture and motivation, encourage local and context-specific research and promote collaboration among Nigerian universities
Knowledge Production, Tertiary Institutions, Sustainable Development
Copyright (c) 2025 International Research Journal of Transdiscplinary Perspectives https://creativecommons.org/licenses/by-nc/4.0
TEACHERS’ PROFESSIONAL STANDARDS AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS IN NORTH - CENTRAL, NIGERIA.
This investigated teachers’ professional standard and students’ academic performance in public senior secondary schools in North – Central, Nigeria. This study adopted the correlational survey and ex-post facto research designs and the target population comprised teachers, principals from the 586 public senior secondary schools in North - Central, Nigeria. The sample size for the study consisted of 370 teachers and 226 principals. Questionnaires and proforma Instrument were adopted for the study. The validation of the research instruments was carried out by researcher through the input of the thesis supervisors and other experts in the Department of Educational Management. Thus, face and content validity were conducted by the validators. The reliability indexes of 0.68 and 0.73 were obtained. Descriptive and inferential statistical tools were adopted for data analysis using the Statistical Package for Social Sciences (SSPS Version 23). Percentage, and mean scores were used to answer the research questions while linear regression analysis was used to test the null hypothesis at 0.05 level of significant. The study revealed that teachers’ professional standard enhances effective students’ academic performance. The study also indicated that the teachers’ professional standard includes dimensions of teachers’ professional knowledge, professional skills and professional conduct. Based on the findings of the study, the school principals should emphasis regular organization of professional development and in-service training programmes for teaching staff in order to enhance teachers’ professional knowledge of contemporary trends and practices in the teaching profession.
Copyright (c) 2025 International Research Journal of Transdiscplinary Perspectives https://creativecommons.org/licenses/by-nc-nd/4.0
IMPLEMENTATION OF CLIMATE CHANGE IN SECONDARY SCHOOL CURRICULUM FOR SUSTAINABLE DEVELOPMENT IN NIGERIA
Climate change is a global phenomenon that has a potential to negatively affect all countries and regions of the world. Nigeria suffers from some of its worst effects due to its over-reliance on oil and gas production, as well as its already fragile environment. In order to address these issues and contribute to sustainable development in the country, the Nigerian government must recognize the importance of climate change education in secondary schools. This study examines the role of climate change education in secondary school curriculum and its potential implementation in Nigeria. The paper begins by discussing the implications of climate change on Nigeria and the importance of education in addressing the challenge. The various strategies and methods for climate change education in secondary schools are then explored. Educational materials, curricula and activities, as well as current efforts from both government and non-governmental organizations are highlighted. Finally, the findings from this study provide potential recommendations for the Nigerian government to consider in order to ensure the successful implementation of climate change education in secondary school curriculum. Overall, the results of this research suggest that climate change education should be part of the Nigerian secondary school curriculum. The government has an important role to play in introducing climate change education in the classroom and supporting its successful implementation. With effective implementation, the Nigerian government can contribute significantly to sustainable development in the country.
Implementation, Climate, Change, Curriculum and Sustainable Development
EXTENT TETFUND FUNDING OF PHYSICAL INFRASTRUCTURE AND EQUIPMENT HAS IMPROVED THE QUALITY OF HIGHER EDUCATION IN EBONYI STATE, NIGERIA
Higher education is a key factor in the development of any nation as its quality can determine the level of a nation's capacity for progress and growth. However, funding of physical infrastructure and equipment for higher education facilities has been a perennial challenge in Nigeria. As part of its efforts towards achieving quality, the Federal Government of Nigeria, through the Tertiary Education Trust Fund (TETFund) has been involved in the provision of infrastructural and equipment grants to higher institutions in the country. This study, therefore, examines the extent of TETFund funding of physical infrastructure and equipment and its impact on the quality of higher education in Ebonyi State, Nigeria. The descriptive research design was adopted for the study. A population of 1,372 lecturers from three Higher Institutions in Ebonyi State. A sample of 230 respondents was selected for the study through the multi-stage sampling technique from the two universities and Colleges of Education in Ebonyi State. Data were collected through structured questionnaire instrument and analyzed using descriptive statistics such as frequency counts and percentages. The results of the study revealed that the level of TETFund funding of physical infrastructure and equipment was generally adequate in all the higher institutions in the state. The study also revealed that there has been a significant increase in the quality of higher education in Ebonyi State as a result of the funding. The study concluded that TETFund interventions have had a positive impact on the quality of higher education in Ebonyi State. The study therefore recommends that the Federal Government of Nigeria should increase the level of TETFund funding of physical infrastructure and equipment for higher institutions in the state as one of the measures of improving the quality of higher education.
Physical Infrastructure, Tertiary Education and Funding.
INFLUENCE OF SOCIAL NETWORKING SITES ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENTS IN NATIONAL OPEN UNIVERSITY OF NIGERIA
The study focused on the influence of social networking sites on the academic performance of biology student in National Open University of Nigeria. Four research questions guided the study. The sample size was 187. The instrument used for data collection was questionnaire which was validated by three experts. Split half method was used to determine the reliability of the instrument and a reliability index of 0.76 was obtained. Mean was used to answer the research questions. The findings revealed among others that social media (facebook, twitter and linkedln), media sharing networks (instagram, snapchat, youtube), discussion forums (reddit, quora, digg), bookmarking and content curation networks (pinterest, flipboard)influence the academic performance of biology students in National Open Universiy of Nigeria. Based on the findings, the researcher recommended among others that lecturers should embrace and effectively use social media to teach, give assignments to students, and create reading groups and other learning activities.
Social Networking Sites, Academic Performance, Biology Students.
AVAILABILITY AND IMPLEMENTATION OF LEARNING MANAGEMENT SYSTEMS IN SECONDARY SCHOOLS IN ABA EDUCATION ZONE OF ABIA STATE
This paper examines the availability of Learning Management Systems (LMS) in secondary schools in Aba Education Zone, Nigeria. The Aba Education Zone is made up of ten local government areas and spans the urban and rural areas of Abia State in South-Eastern Nigeria. The study employed a survey of secondary school teachers in the area to investigate the availability and use of LMS in the zone. The findings showed that LMS were not widely available in the Aba Education Zone: only one in five secondary schools had an LMS installed and in use. Furthermore, most secondary schools had no plans to install and use an LMS in the near future. The study also found that most school teachers did not have the skills necessary to effectively use and teach with an LMS. The paper concludes by discussing the implications of the research for stakeholders in secondary education in the Aba Education Zone.The purpose of this study was to analyze the availability of Learning Management Systems (LMS) in secondary schools in ABA Education Zone, Nigeria. Two specific purposes and two corresponding research questions were raised to guide the study. The population of the study comprised 1763 teachers from 30 secondary schools making the total population of 1796 in the Aba Education Zone. Simple random sampling technique was used to sample 360 that is 20% of the entire population of Principals and Teachers of Aba Education Zone. The instrument used to obtain data was a structured online Questionnaire constructed by the researcher and online interview using phone call for some of the respondents that are not in social media. The instrument used was validated by three experts. The data collected were analyzed using mean statistics. Data were collected from a sample of thirty (30) secondary schools in the zone and analyzed using descriptive statistics. The results show that there is limited adoption of LMS in ABA Education Zone, with a majority of schools not taking advantage of its benefits. Of the 30 schools surveyed, only 8 were found to have an LMS in place, while the remaining 22 reported not having one. Additionally, a major challenge faced by the schools with LMS in place was the lack of proper and adequate training of both teachers and students in the use of the system. The findings of this study have implications for policy makers, school administrators, and teachers, as they provide insights into the extent of LMS adoption in secondary schools in ABA Education Zone, as well as the challenges schools face in terms of training and adoption. This information can inform policy decisions on the use of LMS in schools, as well as providing guidance to improve the quality of training received by both teachers and students.The findings showed that there are enough computers available for learning, television sets are available for to learn at home students, mobile internet accessible phones are available for learning and the is adequate internet connection in Aba Education Zone, Abia State, Nigeria. Also, it was found that desktop computers, laptops, televisions and mobile device are type of learning management system used in secondary schools in Aba Education Zone, Abia State, Nigeria Based on the findings of this study, the researchers recommended that enough computers should be purchased by the schools for successful implementation of e-learning system. The e-learning system should be accessible both on Local Area Network (LAN) and on internet.
Learning Management System, and Availability of Learning Management System in Secondary Schools in Aba Education Zone.