Sokoto Educational Review

DIGITAL ENTREPRENEURIAL KNOWLEDGE AND ALERTNESS AS PREDICTORS OF BUSINESS EDUCATION STUDENTS’ DIGITAL ENTREPRENEURIAL INTENTION IN EDO STATE

KENNEDY EDIAGBONYA, GABRIEL CHIDIEBERE ALONTA, BENJAMIN ONABULU ANI — Fri, 06 Dec 2024 00:00:00 +0000

The increasing level of unemployment amongst graduates and non-graduates in this digital age is giving serious concern to stakeholders and this has informed this study. The purpose of this study was to ascertain the extent to which digital entrepreneurial knowledge and alertness predict business education students’ digital entrepreneurial intention in Edo State. A total of 382 students of business education from the University of Benin, Benin City and Ambrose Alli University, Ekpoma participated in the study. The "Digital Entrepreneurial Knowledge, Alertness and Digital Entrepreneurial Intention Questionnaire (DEKADEIQ)" was the instrument used to collect data. The Cronbach Alpha was used in ascertaining the reliability and each of the sub-scales yielded the following: digital entrepreneurial alertness (.912); digital entrepreneurial knowledge (.850) and digital entrepreneurial intention (.804). The Pearson Product Moment Correlation and simple linear regression analysis were used for the analysis. According to the results, digital entrepreneurial knowledge significantly predicted business education students’ digital entrepreneurial intention in Edo State (R² = .823, F (1, 242) = 1124.178, P <. 05, t = 33.529, ? = .977, SE = .029). Digital entrepreneurial alertness significantly predicted business education students’ digital entrepreneurial intention in Edo State (R² = .957, F (1, 242) = 5379.193, P <. 05, t = 73.343, ? = .519, SE = .007). The study therefore recommends that stakeholders should give emphasis on digital entrepreneurship in the face of this digital age.

ENVIROMENTAL FACTORS AS CORRELATES OF ACADEMIC PERFORMANCE AMONG INTERNALLY DISPLACED PUPILS IN NORTH CENTRAL, NIGERIA

EKELE COMFORT BISSALLAH — Fri, 06 Dec 2024 00:00:00 +0000

This study examined the impact of environmental factors on the academic performance of primary school pupils in Internally Displaced Persons (IDP) camps in North Central Nigeria. Utilizing a descriptive correlational survey design, the study involved 3,608 pupils from IDP camps across Abuja, Benue, Kogi, Kwara, Nasarawa, Niger, and Plateau states, with a sample size of 719 determined using Research Advisor (2006). Multistage, stratified, and simple random sampling techniques were employed to select the camps, schools, and pupils. Data were collected using the Environmental Factor Checklist (EFC) and the Pupils Performance Test (PPT), both validated with reliability indices of 0.71 and 0.72, respectively. Analysis using percentages and Pearson Product Moment Correlation (PPMC) revealed that inadequate infrastructure, poor water supply, insufficient sanitation, and substandard classroom facilities negatively affected academic performance. The study recommends that local voluntary organizations and government agencies collaborate to address these challenges by improving access to clean water, upgrading sanitation facilities, and ensuring safe and well-equipped learning environments to enhance the overall well-being and academic performance of pupils in IDP camps.

STUDY ON FOSTERING A STRONG NATIONAL IDENTITY AND EFFECTIVE STRATEGIES FOR IMPLEMENTING NATIONAL VALUES INSTRUCTION AMONG SENIOR SECONDARY SCHOOLS TEACHERS IN KANO STATE, NIGERIA

BELLO SHEHU — Fri, 06 Dec 2024 00:00:00 +0000

This study examined strategies for fostering a strong national identity and effectively implementing national values instruction among senior secondary school teachers in Kano State, Nigeria. Guided by five research objectives, two research questions, and three null hypotheses, the study used a descriptive survey design and a sample of 384 teachers selected through simple random, stratified proportionate, and systematic sampling techniques. The researcher-designed instrument, the “Teachers National Identity and National Values Instruction Questionnaire (TNINVIQ),” was validated by experts and demonstrated a reliability coefficient of 0.78. Data analysis involved frequency, percentage, mean, standard deviation, one-way analysis of variance, Pearson correlation, and regression analysis. Findings indicated that teachers perceive the implementation of national identity and values instruction as relatively high. However, challenges such as training needs, lack of resources, government policies, and cultural barriers significantly impact the implementation process. The study also found that demographic factors, such as age and experience, influence teachers' perceptions, with older and more experienced teachers reporting higher levels of national identity and values instruction. Lack of resources, cultural barriers, and training needs were negatively correlated with the implementation of national values instruction. The study concluded that effective strategies significantly impact national identity. Recommendations include developing targeted training programs to address teachers’ needs and allocating sufficient resources to schools to enhance the implementation of national values instruction.

ROLE OF ADULT AND NON-FORMAL EDUCATION PROGRAMMES IN PROMOTING SUSTAINABLE PEACE, SECURITY AND NATIONAL DEVELOPMENT IN NIGERIA

UMMU HASSAN BABANZARA — Fri, 06 Dec 2024 00:00:00 +0000

This paper examined the role of Adult and Non-formal education in building a sustainable national peace, security and development in Nigeria. Adult and Non-Formal Education aims at preventing violent conflict in advance and educating individuals and societies for peaceful and harmonious co-existence which in turn promotes tolerance, non-violence, equity, respect for one another and social justice. The study employed systematic method of review. Secondary data was used in the study. Literate individuals and societies resolve conflicts peacefully without resorting to violence or war which adversely affects the socio-economic, political and cultural life of the people and development of any nation. This type of education aims to prevent future conflicts and educate individuals and communities to coexist peacefully and harmoniously, promoting values like tolerance, non-violence, equality, and respect. The findings of the study revealed that educated individuals and societies are more likely to resolve disputes without resorting to violence, which negatively impacts society, politics, culture, and development. In Nigeria, ethnic tensions sometimes arise due to underdevelopment, political, social, and economic disparities, leading to violent clashes and conflicts. This research examines various aspects of adult and non-formal education, such as its relation to sustainable peace and security in Nigeria, sustainable national development, and peace for sustainable development. It also identifies challenges in adult and non-formal education and proposes strategies to achieve national peace, security, and development.

IMPACTFUL WOMEN EDUCATION IN POST-COVID-19 ERA FOR NATIONAL DEVELOPMENT IN NIGERIA

HALIMA SARKINFADA , NIYI JACOB OGUNODE, AMINU JABBI — Fri, 06 Dec 2024 00:00:00 +0000

Women’s education is crucial for national development. It is a key factor in alleviating poverty and fostering economic growth. The COVID-19 pandemic significantly impacted women’s education, affecting enrollment, retention, and completion rates in schools. This paper discusses the importance of women’s education in the post-COVID-19 era and its role in national development. Using secondary data from online literature and print publications, the paper concludes that impactful women’s education can be achieved through several strategies. These include adequate funding to fully implement gender policies, employing women teachers, providing social protections such as bursaries and scholarships, developing mass education centers, establishing more educational institutions, ensuring secure educational environments, and re-orienting societal values.

QUALIFICATION OF CLERICAL STAFF AND EFFICIENCY OF MANAGEMENT OF OFFICE CONDITIONS IN FEDERAL UNIVERSITIES OF NORTH-WEST NIGERIA

BINTU YUNISA, S.D. Manga — Fri, 06 Dec 2024 00:00:00 +0000

The efficient management of office conditions among clerical staff is crucial for the smooth functioning and productivity of any organization. This study investigated the relationship between the qualifications of clerical staff and the efficiency of office management in Federal Universities of North West Nigeria. Using a descriptive survey design, the study involved 403 participants, including 362 clerical staff and 41 administrators, with a sample size of 196 determined by the Research Advisor Table. Data were collected using two questionnaires: the Qualification of Clerical Staff Questionnaire (QCSQ) and the Efficiency of Management of Office Conditions Questionnaire (EMOCQ), with reliability indexes of 0.82 and 0.87, respectively. Data analysis was conducted using percentages, means, and Pearson’s Product-Moment Correlation (PPMC) via IBM Statistical Product and Service Solutions (IBM-SPSS). The findings revealed no significant relationship between the qualifications of clerical staff and the efficiency of office management in Federal Universities of North West Nigeria. The study recommends that university management should provide in-service training and workshops for clerical staff to enhance their understanding of proper office conditions. Further research is suggested to explore this relationship in state-owned universities.

POLICY PROVISIONS ON LANGUAGE OF INSTRUCTION AND CURRICULUM IMPLEMENTATION BY LANGUAGE TEACHERS IN BASIC EDUCATION SCHOOLS IN NIGERIA

MUSA JAURO MUSA, FATIMA USMAN BAKURA — Sun, 01 Dec 2024 00:00:00 +0000

This paper examines the policy provisions on the language of instruction and curriculum implementation by language teachers in basic education schools in Nigeria, as stipulated in the National Policy on Education (NPE, 2014): three languages for Basic 1-3, four languages for Basic 4-6, and in upper basic education schools. The objective of this paper is to outline the languages stipulated in the curriculum for the comprehension of language teachers in basic education schools and to clearly state the language of the curriculum used as a medium of instruction, as enshrined in the language policy in Nigeria. The paper compares the policy statements on language in NPE 2004 and NPE 2014, highlighting major changes in the provisions on the language of instruction and curriculum implementation. It discusses the challenges posed by the language policy, its educational implications, and provides recommendations, such as the need for the policy to establish a more adaptable framework that allows for regional modifications based on the linguistic needs of pupils. This would enable local educational authorities to tailor language instruction to their specific contexts. Additionally, the government should provide targeted teacher training and resources to equip language teachers with the necessary skills and tools to effectively teach in indigenous languages. This could involve language-specific professional development programs and the creation of indigenous language teaching materials.

USE OF ASSESSMENT TECHNIQUES AND HUMAN RESOURCES MANAGEMENT IN SCHOOL ADMINISTRATION

ODUNAYO HENRY ADEWALE ODUNAYO — Fri, 06 Dec 2024 00:00:00 +0000

This study investigated assessment techniques and human resource management in school administration. Proper assessment helps inform effective human resource management strategies for school administration. Two hypotheses guided the research. A descriptive survey research design was used to study a large sample of participants, allowing for generalization of the findings. A simple random sampling technique selected 120 participants, including school principals and teachers from 15 senior secondary schools in Ojo LGA, Lagos State. Data were collected using a 20-item close-ended self-designed questionnaire on Assessment Techniques and Human Resources Management in School Administration (QATHRMSA). The instrument was validated for both content and construct validity. A split-half reliability index of 0.873 indicated good internal consistency. Data analysis was performed using Pearson Product-Moment Correlation, and hypotheses were tested at a 0.05 significance level. The study found that both appropriate assessment techniques and human resource management have a significant relationship with effective school administration. It concluded that human resource management is a key component in identifying human-related factors that drive effective school administration.

IDENTIFICATION OF LOCATION-BASED DIFFERENTIAL ITEM FUNCTIONING OF 2022/2023 GENERAL STUDIES EXAMINATION (GSE) OF SA’ADATU RIMI COLLEGE OF EDUCATION KUMBOTSO, KANO, NIGERIA

ABUBAKAR ABDULLAHI , AMINA ABDUKADIR LAWAN, KHALIL YAHYA KAMAR — Sun, 01 Dec 2024 00:00:00 +0000

This study explored location-based Differential Item Functioning (DIF) in the General Studies Examination (GSE) Mathematics test administered to NCE I students at Sa’adatu Rimi College of Education, Kumbotso, Kano State, Nigeria. Employing an ex post facto design, the research examined a population of 6,132 NCE I students, from which a sample of 500 students was selected using a multi-stage sampling technique. Data from the 2022/2023 GSE 122 Examination, consisting of 30 items, were analyzed through binary logistic regression and Item Response Theory (IRT)-based item bias analysis. The findings revealed that 20.0% of the test items exhibited magnitude-level DIF, significantly favoring rural students over their urban counterparts, indicating that the examination items were not entirely fair across locations. The study concludes that location-based DIF exists in the GSE examination and recommends further investigation into variables such as location, gender, school type, tribe, culture, socio-economic status, and marital status to identify potential sources of DIF in the GSE 122 examination at Sa’adatu Rimi College of Education, Kumbotso.

ARTIFICIAL INTELLIGENCE (AI) AND ETHICS OF EDUCATIONAL RESEARCH

KUKAH AUGUSTINA YOHANNA, ISHAYA MATTHEW, HUDU DANASABE — Sun, 01 Dec 2024 00:00:00 +0000

Integrating Artificial Intelligence (AI) into educational research is rapidly advancing, offering innovative opportunities for personalized learning and data-driven insights. However, the ethical implications of AI use in education, including concerns about data privacy, algorithmic bias, transparency, and accountability, present significant challenges that must be addressed. This study examines the ethical dimensions of AI in educational research, focusing on how these technologies can be implemented in a way that respects ethical standards and promotes equity. Using a qualitative research methodology, it conducts in-depth interviews with key stakeholders, including educators, educational researchers, AI developers, and policymakers. Additionally, thematic analysis of relevant policy documents, AI ethics guidelines, and case studies provides a comprehensive understanding of the current ethical landscape. Through these methods, the research identifies prevalent ethical concerns and explores the perceptions and experiences of those directly involved with AI in educational settings. The findings reveal a widespread need for improved ethical oversight, highlighting issues such as inadequate data protection measures, the perpetuation of biases through AI algorithms, and a lack of transparency in AI decision-making processes. Participants emphasize the importance of involving diverse stakeholders in the development and deployment of AI systems to prevent these technologies from reinforcing existing educational inequities. The study concludes with recommendations for developing robust ethical frameworks and participatory approaches that include input from educators, students, and communities to guide the responsible use of AI in educational research. By prioritizing ethical considerations, this research aims to contribute to a balanced approach that harnesses AI's potential while safeguarding against its risks, promoting an equitable and ethical future for AI in education.

ASSESSING THE USE OF LAW LIBRARY COLLECTIONS AMONG FINAL-YEAR LAW STUDENTS OF USMANU DANFODIYO UNIVERSITY, SOKOTO STATE, NIGERIA

KASIM ABDULLAHI, ALI MUHAMMED FAKANDU — Sun, 01 Dec 2024 00:00:00 +0000

This study assessed the use of law library collections among the final-year law students of Usmanu Danfodiyo University, Sokoto State, Nigeria. The research objectives among others include: to assess the purpose of using the law library by final year students, to determine the availability of law library collection and to identify the challenges faced by the final year law students in unitizing the law library collection. The research design of the study was descriptive survey and the population of the study comprises one hundred and twenty-three (123) law students of 2018/2019 academic session. Questionnaire was used as the instrument for data collection. The findings revealed that law students used law library mostly for writing projects than reading, writing assignment, supplement lectures note writing project among others. The study revealed that law reports is the most available information in the law library compared to others such text books, journals, electronic resources and database. The study revealed that lack of standby generator is the major challenge faced by the final year law students in utilizing the law library collection. It was concluded that the final year law students used the library mostly for the purpose of writing projects. Despite the benefits of these library collections, the law library faced numerous challenges but lack of standby generator is the major challenge in the law library among the final-year students. The study recommends that, the law library should encourage the final year students to utilize other information resources such textbooks, reference materials, databases, among others. The faculty and law library should acquire more information resources and provided power back up in the library for effective service delivery.

WORKING CONDITIONS AS CAUSATIVE FACTOR FOR HIGH TURNOVER AMONG ICT STAFF IN FEDERAL UNIVERSITIES IN SOUH-WEST, NIGERIA

ANIKE. T ODUSANYA, MODINAT TANIMOSE ANDU-ANIMASHAUN — Sun, 01 Dec 2024 00:00:00 +0000

This research examined the relationship between working conditions and high turnover among ICT professionals in federal universities in South-West Nigeria. Guided by two research questions and two hypotheses, the study employed a descriptive survey approach to explore the impact of various factors on turnover rates. The population comprised all Information and Communication Technology (ICT) personnel employed in South-West Federal universities. A multi-stage sampling procedure selected 48 participants. Data was collected using a self-developed, structured instrument named the Working Conditions and Manpower Turnover Questionnaire (WCMTQ), which includes 10 items rated on a 4-point modified Likert scale, and has received favorable evaluations. The instrument was validated by measurement and assessment experts, and a pilot test yielded a reliability coefficient of 0.78. Descriptive statistics, including frequency counts and percentages, were used for demographic analysis, while means were computed for research questions. Hypotheses were tested using Chi-square statistics, with analyses conducted using the Statistical Package for the Social Sciences (SPSS).

THEORY AND PRACTICE OF FREE BASIC EDUCATION IN KANO STATE: A PHILOSOPHICAL CRITIQUE

KABIRU UBA, ABBAS A. MUHAMMAD, USMAN YUSUF — Sun, 01 Dec 2024 00:00:00 +0000

Education is a fundamental human right and a key driver of social justice and development. Since Nigeria's independence, successive governments have introduced several educational reforms, including the 1976 Universal Primary Education (UPE) and the 1999 Universal Basic Education (UBE) programs, aimed at making education free, accessible, and compulsory at the basic level. Despite these initiatives, challenges persist, including issues with implementation, enrollment, facilities, and funding. This paper reviews the historical perspectives of the UPE and UBE programs, assesses their successes and challenges, and critiques their philosophical underpinnings, suggesting that improved management, reduced corruption, and increased funding are essential for enhancing the effectiveness of free basic education in Nigeria.

OBSESSIVE COMPULSIVE DISORDER AS PREDICTOR OF POST BASIC SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ADAMAWA STATE, NIGERIA

Sun, 01 Dec 2024 00:00:00 +0000

Academic Achievement in Mathematics in Adamawa State, Nigeria. One research question and one hypothesis were formulated for the study. Correlation research design was adopted. Population of the study comprised of 3,314 SS II Mathematics students using 10% paradigm. Multi-stage sampling was used to select 336 students which is the 10% of the total population. Mathematics Students’ Obsessive Compulsive Disorder Questionnaire (MSOCDQ) and a student’s pro-forma result were used for data collection. The MSOCDQ was validated Cronbach’s alpha method was used to determine the reliability of the instrument and a reliability of 0.81 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research question while, the hypothesis was tested at 0.05 level of significance using linear regression analysis. The findings of the study showed average score, which is 3.92, indicates that these students were highly when it comes to Obsessive Compulsive Disorder, hypothetically, Obsessive Compulsive Disorder predicts Post Basic schools students’ academic achievement in Mathematics (r = 0.79 R-square = 0.62, ? = -0.79; t = -25.23, p < 0.05). In conclusion Obsessive Compulsive Disorder is a serious and often debilitating mental health condition that can have negative impacts on various areas of an individual's life, including academic achievement in Mathematics in Adamawa State. Therefore, it was recommended that Test anxiety can be a significant challenge for individuals with panic disorder. Developing coping strategies, such as deep breathing or visualization techniques, can help reduce anxiety and improve performance on tests.

IMPLEMENTATION OF CIVIC EDUCATION CURRICULUM AT SENIOR SECONDARY SCHOOLS: NEED TO INCORPORATE E-LEARNING STRATEGIES

TAHIR A. ABUBAKAR, MOJEED GBENGA OTENIYA — Sun, 01 Dec 2024 00:00:00 +0000

Success or failure of every education system largely dependants on the quality of implementation of the curriculum. This study is aimed at studying implementation of civic education curriculum at senior secondary schools and the essential needs to incorporate e-learning strategies in order to meet up with the 21^st digital era learning system. Senior secondary schools have been for long confronted with several problems which include failure to adequately incorporate e-Learning Strategies as an alternative to the commonly used physical learning situation in the implementation of civic education curiculum. The problem has undoubtedly resulted set back especially during the period which the entire world witnessed Corona Virus global pandemic, and that faults the process of civic education curriculum implementation in our senior seconadry schools. Thus, the quest of alternative to curriculum imlementation becomes necessary as to create enabling and smooth curriculum implementation processes. Therefore,involvement of e-learning in the curriculum implememntaion of civic education becomes paramount importance.in schools. This paper discusses the need to incorporate e-learning teaching in the implementation of Civic Education Curriculum (CEC) as to achieve uninterractive success and achievement of the subject (CEC) in senior secondary schools. The paper also described the concept of civic education, the relevant of e-learning teaching strategies that can be best consider and adopt in the delivery of civic education curriculum at the aforementioned level. Similarly, the paper discussed and higlighted importance and benefits of e-learning in the implementation strategies of civic education curriculum. Neverthelss,the paper proposed some useful and workable suggestions on how best the E-Learning Teaching Strategies can be optimally utilized and handled in the delivery of civic education in senior secondary schools.

ITEM PARAMETERS, SCORING MODELS AND ABILITY ESTIMATES OF DISTANCE EDUCATION STUDENTS: IMPLICATIONS FOR THE NATIONAL OPEN UNIVERSITY OF NIGERIA

AMOS ILIYA — Sun, 01 Dec 2024 00:00:00 +0000

This study investigates item parameters, scoring models, and ability estimates of distance education students, with implications for the National Open University of Nigeria (NOUN). As the institution continues to expand its distance education offerings, understanding the effectiveness of assessment tools becomes increasingly crucial. The study employs both Classical Test Theory (CTT) and Item Response Theory (IRT) to analyze item parameters. Survey data were collected from a sample of 126 second-year Mathematics students at NOUN. Instruments used for the analysis include 1-Parameter Logistic Model (1PLM-MAT), 2-Parameter Logistic Model (2PLM-MAT), and 3-Parameter Logistic Model (3PLM-MAT). Data were analyzed using R and SPSS software packages to facilitate data interpretation. The findings reveal that polytomous scoring models provide more reliable estimates of student ability compared to dichotomous scoring models under the 2-PL and 3-PL models. The study recommends that NOUN consider integrating a variety of scoring models, including those incorporating partial credit scoring and polytomous item responses, to enable a more detailed assessment of student performance, particularly in disciplines where binary scoring may not fully reflect learning outcomes.

INVESTIGATING THE READING DIFFICULTY OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN NIGERIA: WHAT ARE THE ROOT CAUSES?

AKINJIDE ARAMIDE KOLAWOLE, OLUWATOYIN ADIGUN IBITOLA — Mon, 02 Dec 2024 00:00:00 +0000

The study investigated factors causing reading difficulty among pupils in public primary schools, focusing on Abadina Primary School, University of Ibadan. Using a descriptive survey design, the study included 56 pupils initially identified by their teachers as having reading difficulties. Thirty-three (10 Primary Four and 23 Primary Five pupils) were confirmed after screening with the "Reading Ability Index Screening Scale". The Reading Difficulty Checklist was the primary instrument for data collection. The study examined cognitive, biological/physiological, and psychological factors related to reading difficulties. Parental and pupil consents were obtained through the school management. Data were analyzed using descriptive statistics. Results revealed that the major causes of reading difficulty in the pupils are the cognitive factors. The study concluded that inadequate cognitive abilities significantly influenced pupils’ reading difficulties. The study recommends children’s early exposure to reading activities at home and regular school engagement to help them in developing cognitive abilities and eliminating reading difficulties.

SCHOOL CONFLICT MANAGEMENT TECHNIQUES FOR IMPROVED TEACHERS JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RIVER STATE

OGOCHUKWU JUDITH OFFIA , Ibrahim Abudullahi — Mon, 02 Dec 2024 00:00:00 +0000

The study aimed to determine the effectiveness of school conflict management techniques in improving teachers' job performance in public secondary schools in River State. A descriptive survey design was used, with a self-designed questionnaire titled the School Conflict Management Techniques Questionnaire (SCMTQ) used for data collection. The study involved 6,893 teachers from 286 public secondary schools in River State, with a sample size of 378 respondents. The results showed that accommodating techniques had the highest influence on male and female teachers in urban and rural areas, followed by compromising, competing, collaborating, and avoiding techniques. The study also found a significant mean score difference in the influence of conflict management techniques on teachers' job performance. Based on these findings, recommendations were made for improving conflict management practices in public secondary schools.

EFFECT OF CLASS SIZE ON ACADEMIC PERFORMANCE IN SOCIAL STUDIES AMONG PUPILS OF SELECTED PUBLIC PRIMARY SCHOOLS IN ZARIA, KADUNA STATE, NIGERIA

TAWA ABDULRAHEEM, Murtala Akanbi Yusuf — Mon, 02 Dec 2024 00:00:00 +0000

The introduction of the Universal Basic Education (UBE) in Nigeria in 1999 led to an expansion in primary school enrollment rates, including in Zaria, Kaduna. This study investigates the impact of class size on the academic performance of primary school pupils in Social Studies. A quasi-experimental research design was adopted. The population of the study consisted of 193 primary 6 pupils purposively selected from four public primary schools in Zaria. A self-formulated Social Studies Performance Test (SPT) was designed and used for data collection. The test was piloted in schools not included in the study, resulting in a reliability index of 0.72. Mean and standard deviation were used to analyze the research question, while a t-test was used to test the hypotheses. The mean results obtained for pupils in normal class size and large class size were 13.45 and 7.10, respectively. The results indicated a significant difference in academic performance between pupils taught in large and normal class sizes in Social Studies, with pupils in normal classes performing better. The study concludes that normal class size is more effective in impacting knowledge and results in better academic performance of pupils in Social Studies. The study recommends that the government should control school enrollment by ensuring that pupils are admitted based on the recommendations outlined in the National Policy on Education 2013.

RELATIONSHIP BETWEEN CURRICULUM COMPONENTS AND STUDENTS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOLS IN DELTA CENTRAL SENATORIAL DISTRICT

OBORAKPORORO MORRISON IGBEN — Mon, 02 Dec 2024 00:00:00 +0000

The study investigated the relationship between curriculum components and students' academic performance in social studies among Junior Secondary Schools in the Delta Central senatorial District. Two research questions and hypotheses guided the study. A correlational research design was adopted. The population of the study consisted of 30,790 Junior Secondary Schools (J.S.S) II students in the Delta Central Senatorial District. A sample of 500 J.S.S II students was selected using a multi-stage sampling technique. Four Local Government Areas were drawn from the eight Local Government Areas that make up the Delta Central senatorial District using simple random sampling, ensuring equal representation. Subsequently, 25 J.S.S II students were selected from each school, totaling 500 participants. The instrument for the study was a structured questionnaire developed by the researcher and students' academic performance scores in Social Studies for the 2023/2024 academic session. The questionnaire, titled "Curriculum Content and Instructional Strategies," consisted of two sections: Section A, which collected personal biodata, and Section B, which contained 32 items divided into two clusters. Cluster one focused on curriculum content, while cluster two focused on instructional strategies. Pearson product moment correlation coefficient was used to test the hypotheses. Findings revealed a significant relationship between curriculum content and students' academic performance in social studies. Based on these findings, it was recommended that the social studies curriculum be reviewed to ensure it is comprehensive, relevant, and engaging for students.