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EFFECT OF ROUND ROBIN AND JIGSAW COOPERATIVE LEARNING STRATEGIES ON PHYSICS STUDENTS ACADEMIC ACHIEVEMENT ON MODERN PHYSICS IN SECONDARY SCHOOLS IN KWANDE LGA OF BENUE STATE
Abstract
This study investigates the effect of Round Robin and Jigsaw cooperative learning strategies on the academic achievement of secondary school students in Modern Physics in Kwande Local Government Area of Benue State. The persistent low performance of students in Physics, particularly in abstract concepts like Modern Physics, necessitated the adoption of innovative teaching approaches that actively engage learners. A quasi-experimental pretest-posttest control group design was employed. The population comprised senior secondary two (SS2) Physics students across selected schools, while the sample consisted of 150 students randomly assigned to three groups: Round Robin, Jigsaw, and a control group taught with conventional lecture method. The Physics Achievement Test (PAT), validated by experts and with a reliability coefficient of 0.87, was used for data collection. Data were analyzed using Analysis of Covariance (ANCOVA). The findings revealed that students exposed to Round Robin and Jigsaw strategies significantly outperformed those in the control group. Additionally, the Round Robin group showed slightly higher achievement gains compared to the Jigsaw group, though the difference was not statistically significant. The study concludes that cooperative learning strategies enhance students’ understanding and performance in complex Physics concepts. It recommends that Physics teachers adopt Round Robin and Jigsaw strategies to promote active learning, deeper conceptual understanding, and improved academic outcomes in Modern Physics.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Physics is a fundamental science subject that forms the backbone of many technological advancements. However, students’ performance in Physics at the secondary school level in Nigeria has been persistently low, especially in abstract areas like Modern Physics (WAEC, 2022). This low performance has been largely attributed to the use of ineffective instructional methods, such as the traditional lecture method, which often discourages active student engagement and critical thinking (Okebukola, 2012; Udo & Udofia, 2020).
Modern Physics, which includes topics like atomic structure, quantum theory, and nuclear physics, requires a high level of conceptual understanding. Traditional teaching methods may not effectively support students in grasping these abstract concepts (Agommuoh & Nzewi, 2003). As such, there is a growing emphasis on student-centered teaching strategies, especially cooperative learning approaches, which have been shown to foster greater engagement and understanding (Johnson & Johnson, 1999).
Cooperative learning is an instructional strategy in which students work in small groups to achieve common academic goals. Two widely researched cooperative learning methods are Round Robin and Jigsaw. The Round Robin strategy involves group members taking turns to contribute ideas or solutions, promoting equal participation and confidence among students (Slavin, 2014). On the other hand, the Jigsaw strategy involves dividing learning tasks into segments, assigning each student a segment, and requiring them to teach their segment to others in the group, thus encouraging interdependence and accountability (Aronson, 2002).
Research has demonstrated that cooperative learning strategies can lead to improved academic achievement, especially in science subjects (Adeyemi, 2008; Akinbobola, 2009). These methods not only enhance academic performance but also promote critical thinking, peer learning, and communication skills (Gillies, 2007). However, despite the proven benefits of these strategies, their application in Nigerian classrooms remains limited, especially in rural areas such as Kwande Local Government Area of Benue State.
1.2 Statement of the Problem
The consistent underachievement of secondary school students in Physics, particularly in the area of Modern Physics, poses a significant educational challenge in Kwande LGA. Students often perceive the subject as abstract and difficult, leading to low interest and poor performance (Eze, 2011). Despite reforms in the science curriculum, the persistent reliance on conventional lecture methods continues to limit student interaction and engagement.
Given the potential of cooperative learning strategies like Round Robin and Jigsaw to improve learning outcomes, there is a need to empirically investigate their effects on students’ academic achievement in Modern Physics. This study seeks to determine whether the implementation of these strategies can significantly enhance the academic performance of Physics students in Kwande LGA.
1.3 Purpose of the Study
The purpose of this study is to examine the effect of Round Robin and Jigsaw cooperative learning strategies on Physics students’ academic achievement in Modern Physics in secondary schools in Kwande LGA of Benue State. Specifically, the study aims to:
Determine the effect of the Round Robin strategy on students’ academic achievement in Modern Physics.
Determine the effect of the Jigsaw strategy on students’ academic achievement in Modern Physics.
Compare the effects of Round Robin and Jigsaw strategies on students’ achievement in Modern Physics.
Compare the performance of students taught using cooperative learning strategies with those taught using conventional methods.
1.4 Research Questions
The following research questions guide the study:
What is the effect of the Round Robin strategy on students’ academic achievement in Modern Physics?
What is the effect of the Jigsaw strategy on students’ academic achievement in Modern Physics?
Is there any significant difference in the academic achievement of students taught with Round Robin and Jigsaw strategies?
How does the performance of students taught with cooperative strategies compare to those taught with traditional methods?
1.5 Hypotheses
The following null hypotheses will be tested at 0.05 level of significance:
H₀₁: There is no significant difference in academic achievement between students taught using Round Robin strategy and those taught using conventional methods.
H₀₂: There is no significant difference in academic achievement between students taught using Jigsaw strategy and those taught using conventional methods.
H₀₃: There is no significant difference in academic achievement between students taught using Round Robin strategy and those taught using Jigsaw strategy.
1.6 Significance of the Study
This study is expected to be of great benefit to Physics teachers, curriculum planners, school administrators, students, and educational researchers. For teachers, the findings will offer insight into alternative instructional methods that can enhance learning outcomes. Curriculum developers may find evidence to support the inclusion of cooperative learning strategies in teacher training and classroom practices. Students are likely to benefit through improved understanding and academic performance. Educational researchers may use this study as a basis for further exploration into effective pedagogies in science education.
1.7 Scope of the Study
This study focuses on the effects of Round Robin and Jigsaw cooperative learning strategies on the academic achievement of Physics students in Modern Physics. It is delimited to selected senior secondary schools in Kwande Local Government Area of Benue State. The study will target SS2 students due to their curriculum alignment with Modern Physics concepts.
1.8 Operational Definition of Terms
Cooperative Learning Strategies: Teaching approaches where students work together in structured group activities to achieve learning goals.
Round Robin Strategy: A cooperative method in which students take turns to contribute ideas or answers within a group setting.
Jigsaw Strategy: A method in which each student in a group learns a portion of the content and teaches it to their peers.
Modern Physics: A branch of Physics that deals with concepts developed in the 20th century, such as relativity, quantum mechanics, and atomic structure.
Academic Achievement: The extent to which students have attained their educational goals, often measured through test scores.
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EFFECT OF DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN CHEMISTRY
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Science subjects constitute a major part of the subjects being offered in most post-primary institutions in Nigeria today. These subjects are so important that the Federal Government National
Policy on Education [1], Section 5, Item 22(c) states in specific terms that “The Secondary School Education shall provide trained manpower in the applied science and technology. The National Policy on Education [1] further states that science subjects constitute part of the core subjects at both Junior and Senior Secondary School levels. The importance attached to science by the Federal Government could be due to the general belief that science is capable of improving and changing skills, attitudes and cognition by increasing pupils, store of knowledge’s about themselves, their environment and their world.
The importance of chemistry in the development of any nation cannot be underrated especially in Nigeria where the national income rests on petroleum and petrochemical industries. The performance of chemistry students at the secondary and tertiary levels has been poor and deplorable over the years [2-4]. Analysis of students’ performance in the science at SSCE level as noted by Njoku [4] revealed that between 1980 and 1991, the annual average pass rate at credit level (grade 1-6) in chemistry was 15.41%, while the absolute failure rate (grade 9) was 61.82%.
Methodology is very vital in any teaching-learning situation. The method adopted by the teacher may promote or hinder learning. It may sharpen mental activities which are the bases of social power or may discourage initiatives and curiosity thus making self-reliance and survival difficult. There are different types of methods for efficient and effective teaching. These methods include: Discussion, demonstration, laboratory, field trip, assignment, peer-teaching method, etc.
The adoption of discussion method by most teachers in order to overcome the bulky chemistry syllabus before the SSCE affects students’ performance. Researchers believe that in the discussion method, theory is taught as an absolute knowledge; hence pupil-centered activities for developing scientific reasoning skills and processes are lacking. The discussion method is also known to cause lack of interest and poor performance in science as opined by Njoku [4]. Aghadinano [2] contended that science teaching limited exclusively to telling, reciting and testing of information is sterile as it does not convey either the meaning or intent of science. Akpan [5] specifically stated that this is the method dominating science teaching in Nigerian Secondary Schools. Mari [6] and Okebukola [7] have called for a change from discussion method in teaching Chemistry. This is because of its disadvantages in the learning of science in science classrooms. The demonstration method has the advantage of being a good way of motivating students to learn and also believed to save time and materials as well as shows how to avoid breakages and accidents. However, it does not allow pupils/students to develop manipulation demands for carrying out activities on their own. Also, less scope is covered in demonstration seeing details of objects being demonstration.
1.2 Statement of the Problem
Students’ persistent poor performance has been partly ascribed to inadequate teaching and instructional methods adopted by science teachers [8]. Derek [9] in supporting this view reported the seriousness of the deplorable performance of secondary school students in science subjects and identified persistent use of the traditional mode of instruction as one of the major short-coming affecting the learning and higher achievement in science subjects.
Chemistry as a science subject is bulky in nature. The subject teachers usually adopt discussion method in teaching in order to cover the syllabus within the stipulated time and this do not give room for proper understanding of the subject. The Chief WAEC Examiner Report [10] noted that the rush over the topics to cover could be responsible for the poor performance in chemistry.
In view of the foregoing, this study examined the acquisition of chemistry knowledge in the classroom using two instructional strategies: discussion and demonstration methods with the aim of determining the effect of each method on the academic achievement of students in Senior Secondary School Year one (SS1).
1.3 Research Question
The following research questions were formulated to guide the study:
i. Is there any difference in the academic achievement of students exposed to discussion method and those exposed to demonstration method?
ii. Is there any difference in the academic achievement of male students taught using discussion method and those taught using demonstration method?
iii. Is there any difference in the academic achievement of female students taught by demonstration method and those taught by discussion method?
iv. Is there any difference in the academic achievement between male and female students taught using demonstration method?
1.4 Significance of the Study
The search for innovations in industrial strategy is a continuous process in an educational system. The need to choose suitable instructional strategies in the teaching and learning of science has been of great importance.
Akpan [5] and Akinleye [11] in separate findings have stated that the prevailing teaching method in most Nigerian schools is discussion method. This method according to them does not allow active student’s participation in science lessons. Student memorizes and regurgitates facts and concepts.
Recent researches in science education have been geared towards improving the method of teaching science so as to improve students’ performance in science subject. This research work aims at finding out the effects of discussion and demonstration methods on the academic performance of students in Chemistry as a way of searching for more effective methods for teaching the subject and enhancing meaningful learning.
The findings might also influence the curriculum innovation programmes in Chemistry. Of importance in this study is the effect of discussion and demonstration method on the performance of male and female students taught using the strategies. The findings from this study would therefore shed light on the instructional strategy that as suitable for both sexes.
The findings from this research work is also hoped to provide a teaching/learning strategy that teachers’ of Chemistry could adopt so that students in their classes will benefit maximally, thereby meeting the needs of individual students in the class.
1.5 Basic Assumptions
• The schools used for the study were representative of secondary schools in the Nassarawa Local Government where the study was carried out.
• The discussion and demonstration method of teaching are appropriate for teaching the topic selected.
• The selected topic is appropriate for the class (SS1) used in the study as it is stated in the scheme of work.
1.6 Research hypothesis
H0:There is no relationship between discussions and demonstration methods and students’ academic performance in chemistry
H1: There is no relationship between discussions and demonstration methods and students’ academic performance in chemistry
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EFFECT OF CLASSROOM MANAGEMENT STRATEGIES ON ACADEMIC PERFORMANCE OF STUDENTS IN SELECTED JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Using pupils’ and teachers’ perceptions to study educational environments can be contrasted with the external observer’s direct observation and systematic coding of classroom communication and events (Brophy & Good 1986). Murray (1938) introduced the term alpha press to describe the environment as assessed by a detached observer and the term beta press to describe the environment as perceived by milieu inhabitants. Another approach to studying educational environments involves application of the techniques of naturalistic inquiry, ethnography, case study or interpretive research (see Erickson’s chapter in this Handbook). Defining the classroom or school environment in terms of the shared perceptions of the pupils and teachers has the dual advantage of characterising the setting through the eyes of the participants themselves and capturing data which the observer could miss or consider unimportant. Pupils are at a good vantage point to make judgements about Primary classrooms because they have encountered many different learning environments and have enough time in a class to form accurate impressions. Also, even if teachers are inconsistent in their day-to-day behaviour, they usually project a consistent image of the long-standing attributes of classroom environment. Later in this chapter, discussion focuses on the merits of combining quantitative and qualitative sttrategies when studying educational environments (Fraser & Tobin 1991).
According to Fraser (2000), pupils have spent approximately 20.000 hours in Primary classrooms by the time they finish their pre-primary school education. This time devoted to schooling is focused mainly on the academic achievement of pupils. Teachers, pupils and schools face a variety of problems when realizing a productive learning environment for all these hours, such as lack of choice and opportunity in educational programs, lack of funding, dissatisfied and burnt-out teachers, problems in teacher quality, low grades, et cetera. Another problem, often mentioned byboth experienced and beginning teachers, is low attitudes of pupils toward school and school subjects (e.g. Veenman, 1984). Because student attitudes are such a point of concern, in particularin the Primary subjects, because they are the focus of many governments due to shortage of teachers and pupils in these subjects, and due to the fact that there is a strong relationshipbetween pupils’ attitudes and their academic and cognitive achievement (e.g. Creemers, 1994),the present study focuses on student attitudes and the way these are affected by the classroomenvironment.Fraser (1986) argues that perceptions of the pupils and the teachers are crucial if one isto investigate the learning environment (see also Wubbels, & Brekelmans, 1998). The role of teachers’ and pupils’ perceptions of the classroom environment in influencing cognitive andaffective outcomes has been addressed in many learning environment studies and a strong linkbetween student outcomes and their perceptions of learning environment’s have been shown bymany researchers (Fraser & Fisher, 1982; Wubbels, & Brekelmans, 1998; den Brok, Brekelmans, & Wubbels, 2004). In his review of past studies, Fraser (1998) stated that associations betweenoutcome measures and classroom environment perceptions have been replicated for a variety of cognitive and affective outcomes, with a variety of instruments, across numerous countries and grade levels. Learning environment research has studied these associations in different types of classroom environments (Fraser, 2002), such as Primary classroom environments, computer-assisted instruction Primary classrooms, constructivist classroom environments, cross-national studies of Primary classroom environments and computer classroom environments. Researchers studying classroom environments have used various instruments for collecting data over the years (Fraser, 1998)
1.2 PROBLEM OF THE STUDY
Pupils have been unable to answer and still fail in the Pre-primary school examinations although various strategies have been taken to enhance pupils’ achievement in Primary . Why do pupils fail in the Pre-primary school examinations every year? Apparently, pupils still fail to understand Primary concepts and they have misconceptions about concepts such as mitosis and meiosis. Pupils still have difficulty in understanding and are confused about the terms related to cell division process. Confusion about the terms leads to pupils misconceptions about the cell division concept..
The use of various teaching aids and materials in the teaching and learning process make the learning process more interactive, attract pupils to pay more attention and create a deep curiosity towards the subject that they are learning. Furthermore, teaching aids and materials help pupils to understand concepts clearly through visualization . Better understandings lead to good academic performance and high achievement among pupils. Pupils’ achievement in Primary and technology subjects including Primary will determine the extent of effectiveness of teaching and learning sttrategies that used by teachers. Therefore, teachers should consider pupils’ needs in the learning process by selecting effective teaching aids and materials based on pupils’ ability and level of understanding so as to reduce pupils’ misconceptions and improve their achievement.
Computer simulation is one of the effective teaching sttrategies that facilitate pupils’ learning in Primary . Simulation is an ICT based teaching and learning method
1.3 OBJECTIVES OF THE STUDY
1. To know the effect of classroom environment on the teaching and learning of Primary school subjects in pre-primary schools especially in Ofu local government area.
2. To research the different sttrategies used by primary teachers and their effects on the success of the pupils.
1.4 RESEARCH QUESTIONS
1. Does salary structure affect teachers motivation and productivity.
2. Does primary classroom environment affect teachers level of output.
1.5. RESEARCH HYPOTHESES
H0: The salary does not affect teachers motivation and productivity.
H1: The salary structure affects teachers motivation and productivity.
H0: Primary classroom environment does not affect teachers level of output.
H1: Primary classroom environment affect teachers level of output.
1.6 SCOPE OF THE STUDY
This study is centered on effect of classroom environment on the teaching and learning of Primary in pre-primary schools in Ofu local government area.
.1.7 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers and pupils in Ofu local government area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.8 DEFINITION OF TERMS
Attitudes: Attitudes are defined as “a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert feelings of favorability or unfavorability toward an object, person, issue, or behavior. People learn attitudes over time by being in contact with the object directly (experience) or through receiving information about the object.
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EFFECT OF BULLYING ON ACADEMIC PERFORMANCE OF STUDENTS
Abstract:
Effect of Bullying on Academic Performance of Students in Selected Secondary Schools
This study investigates the impact of bullying on the academic performance of students in selected secondary schools. Bullying remains a pervasive issue in educational settings, with detrimental effects on victims’ psychological well-being and social adjustment. However, limited research has explored the specific influence of bullying on academic outcomes, particularly in secondary school contexts.
Utilizing a mixed-methods approach, the research examines the prevalence and types of bullying experienced by students, as well as the associated academic consequences. Quantitative surveys are administered to measure the frequency and severity of bullying incidents, while qualitative interviews provide insights into students’ perceptions and experiences.
Findings reveal a significant negative correlation between bullying victimization and academic performance, with victims reporting lower grades, decreased attendance, and heightened levels of stress and anxiety. Moreover, qualitative data highlight the pervasive impact of bullying on students’ self-esteem, motivation, and classroom engagement.
Implications for school-based interventions and support services are discussed, emphasizing the importance of creating safe and inclusive learning environments that foster positive social interactions and mitigate the detrimental effects of bullying on academic achievement. By addressing the underlying factors contributing to bullying and implementing targeted interventions, educators and policymakers can promote academic success and well-being among students in secondary schools.
THE EFFECT OF BULLYING ON ACADEMIC PERFORMANCE OF STUDENTS IN SELECTED SECONDARY SCHOOLS
ABSTRACT
The project consist of five (5) chapters among the important content of chapter one include the introduction, background to the study, statement of problems, limitation of t he study, definition of terms and purposes of study. All these are some of the important issues discussed in the chapter. Chapter two was devoted to literature review, where different theories were put to proper explanation. Such theories as developmental theory and other theories. Facts and figures of bullying were also included in this chapter. Chapter three focuses on methodology of data gathered. Chapter four dealt on the analysis of data and interpretation of results, while chapter five dealt with the conclusion, summary, and recommendations.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
In schools, bullying occurs in all areas. It can occur in nearly any part in or around the school building, thought it more often occurs in recess, hallways, bathrooms, on school buses and waiting for buses, classes that require group work or after school activities. Bullying in school sometimes consist of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders, who, in some cases want to avoid becoming the next victim. School bullying is a widespread issue that affects secondary school students in three essential parts of their lives; psychologically, educationally and professionally. Bullying is a sort of aggressive behaviour against others such as, verbal by calling nasty names, physical by kicking, pushing or tripping up and social by everyone stopped talking to you.
Academic achievement is the first aspect which influences bullying at school. therefore, bullied children live within fear, self-blame, feel weak and it affects their personality traits and self-confidence, so this situation makes them unable to study well and they might hate going to school. Furthermore, they will lose their opportunities to participate with others or enjoy school activities. Hence, they will gain less academic performance and low educational attainment. There is a strong relationship between bullying and school quality such as class size, lack of library, sports facilities. Both bullies and victims feel more negative about school, and persistent bullying may lead to stress and depression. Bullying can lead to anxiety, low self-esteem, hopelessness and isolation. Children miss lessons or are scared to attend school. They lose concentration when they do attend. Some of the effects last long after the bullying, until they are adults.
One adverse effect of bullying is that it also leads to suicide. While suicide is rare in bullied children, the other effects of bullying are also devastating and last well beyond the time when the child is actually bullied. Many schools have a zero tolerance policy towards bullying, but sometimes have difficulty identifying the victims and the abusers because children are afraid to come forward. Bullying causes long-term problems such as depression and anxiety. In his essay “The long term effects of bullying”, psychologist Mark Dombeck relays his own bullying experiences as a child, as well as the experience of his patients and then, asserts that the anger, anxiety, and depression of that moment often lingers into adulthood, causing problems with keeping a job, forming relationship and even continued victimization in abusive relationship or work environment.
Students who are bullied cannot concentrate in schools, so their grades may be a warning sign that a student is being bullied. A child’s grade may also suffer if he or she misses a lot of school due to bullying. Children who are bullied will complain of headaches, stomachaches, and overall fatigue. This issues are usually caused by mental anguish that manifest in physical ailments. Students who are bullied often use physical complaints to get out of school. additionally, they may avoid infectious from holding crime during the day. A particularly unfortunate effect of bullying is that some children who are bullied go on to victimize and harass other children. In the same way that some student begin to bully at school because they are bullied at home, children who are bullied at school will begin to look for children more vulnerable than they are to bully. It is an effort to exert any power they may have over someone more vulnerable. A bullied children, may, at the demand of his own bully become a bully to another child.
In the light of this problem, the study is designed to assist students, teachers, parents, and concerned bodies on how to avoid bullying in some selected secondary school in Oredo Local Government Area of Edo State.
1.2STATEMENT OF PROBLEM
This research is aimed at finding the causes and proposing solutions to bullying in the school environment. The problem will investigate into bullying by some set of students and the victims. Whether there are better supervisions during recess, launch time, and break time, whether there are class rules against bullying and class meetings. Whether there are creative solutions to helps students by classroom teachers, whether there are talks with targets, bullies and their parents.
1.3PURPOSE OF THE STUDY
Having examined the problem to be investigated in the study, it is imperative to state the purpose of this study, hence these include;
i. To find out the negative impact of bullying on students in schools in Edo State.
ii. To find out whether students in Edo State are really bullied in schools.
iii. To find out why the students are bullied.
iv. To make recommendations on the ways to stop bullying.
v. To find out the extent to which it has affected the academic performance in Edo State.
1.4SIGNIFICANCE OF STUDY
This research will enable those concerned know how to deal with the problem of bullying and its obvious consequences on school children. These include;
i. It will enable the victims know why they are bullied and how to avoid being bullied.
ii. Schools in Edo State will now adopt measures stated to avoid bulling in their schools.
iii. The effects of bullying on students in Edo State will be better solved in the overall academic performance enhanced.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
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]]>ATTENTION:
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CONTRIBUTION OF TEACHERS CLASSROOM PRACTICES TO IMPROVEMENT OF STUDENTS PERFORMANCE IN JSS ENGLISH STUDIES IN AKOKO EDO LGA, EDO STATE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Classroom management has proved to be a plaguing aspect of the teaching and learning process over the recent past. This single skill has heavily contributed to the teacher stress and burnout, overall teacher self-efficacy student achievement and teacher performance in the classroom. (Edwards, Green and Lyons, 2002; Gordon, 2002; Jepson and Forrest 2006)
Education is the most important component of human resources development and is accorded a pride of place in many countries‟ developmental activities. There is no doubt that the importance of education cannot be underscored because there is no country that has succeeded without educating its people. Education according to Osokoya (2009) helps to improve security, health, prosperity and ecological balance in the world. It encourages social, economic and cultural progress, tolerance, national and international cooperation. Akomolafe (2009) describes education as a single most effective means of curbing size growth, reducing child mortality, eradicating poverty and ensuring democracy, peace and sustainable development.
Education is an instrument for the acquisition of appropriate skills, ability and competence both mental and physical also as equipment for individual to live and contribute to the development of his/her society (Lawal, 2003). Also, in the views of Usha (2007) it is the process of teaching and training of the child which has to do with impacting and acquisition of skills for a particular trade or profession in which applicable methods are used.
In today’s society, schools are being held accountable for every aspect of student achievement. Classroom management plays a major role in a student’s classroom achievement. Unfortunately, many of the education reforms have failed to mention or address the relationship between student achievement and student discipline (American Association of School Administrators, 2002; Brannon, 2010). Throughout the decades, classroom discipline has been cited as a major issue for teachers (Martin, Chiodo, & Chang, 2001; Martin & Sass, 2010). According to Shupe (1998), student achievement has been affected in schools where discipline and behavioral issues are not appropriately handled (p. 27).
There is a growing body of literature from researchers and educationists which have made an attempt to examine the relationship between education management and students academic performance (Orodho, 2014; United Nations, 2013; Waweru and Orodho, 2014). Classroom management has been defined broadly as any action a teacher takes to create an environment that supports and facilitates both academic and social-emotional learning (Evertson and Weinstein, 2006). Procedures that structure the classroom environment, encourage appropriate behaviour, and reduce the occurrence of inappropriate behaviour are necessary for strong classroom management (Evertson, Emmer, Sanford, and Clements, 1983). Classroom management is seen as the process of enhancing the learning environment, physical interaction between teachers and students, student to student, parents and others, stimulating and motivating children to learn to learning objectives, control and supervision throughout the school to facilitate and encourage co-operation in teaching and learning activities in the classroom smoothly, will as a result, improve the quality of students performance (Wisetrinthong, Sirisuthi and Weangsamoot, 2012).
Research has provided definitions of classroom management. McCreary (2010) defined classroom management as “the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning” (p. 1). Efficient teachers should acquire a toolbox of classroom management strategies that they can use within their classrooms.
Some teachers may use classroom management strategies that have a positive impact on the behavior of students, but some methods may be harmful for the child and the classroom. However, little is known regarding how student outcomes might differ by teacher classroom management style. Therefore, what was needed is a study that contrasts teacher instructional and behavioral classroom management styles in the important outcomes.
Therefore, in Lagos Metropolis where the research was carried out, the activities that was conducted is to know The Impact of Classroom Practices on Academic Performance among secondary school students.
1.2 Statement of the Problem
The poor achievement of learners in national exams is a clear example that there are deficiencies with respect to classroom management practices within public secondary schools in Kenya and more so in Meru South Sub-County. The underperformance of learners in this region has therefore led the researcher to ask whether classroom management practices can be the main reason for the said underachievement. This is based on the fact that no study has addressed this issue in the sub-county and or few studies have been done on the influence of classroom management practices on learners‟ achievement in public secondary schools. This study sought to address this by assessing the influence of classroom management practices on learners‟ academic achievements in public secondary school in Meru South Sub-County.
Unconducive learning environment in the public schools has posed serious problems to students’ academic performance over many decades ago. This trend has been on the increase on daily basis. Its prevalence has attracted the concern of the teachers, parents, the guidance counselors and many researchers. Effective classroom management has been discussed extensively at educational seminars and workshops, with efforts aimed at bringing lasting solution to the problem of students’ poor academic performance encountered in secondary schools.
In most cases, classroom teachers become tired of using verbal instruction in attempts to establish effective classroom management, but this method alone does not produce desired results. Many teachers use corporal punishment to instill fear and discipline in the classroom yet there are prevalence of disruptive behaviors in the classroom. A lot of teachers waste time and energy in intensive classroom supervision so that the classroom climate could be conducive for lessons. Some classroom teachers delegates authority to deserving prefects such as time – keeper, noise prefects, class prefects, etc. to share in the responsibility of ensuring a conducive learning atmosphere in the classroom. These methods are adopted by teachers to enable the classroom become conducive enough for effective teaching – learning process and to facilitate higher academic performance of the students.
1.3 Aim and Objectives of the Study
The aim of the study is to investigate The Impact of Classroom Practices on Academic Performance among secondary school students in Lagos metropolis. In achieving this aim, the following specific objectives were laid out as follows:
To determine the impact of classroom management practice on the performance of students in senior secondary schools in Lagos metropolis.
To determine the impact of adequate classroom culture on the performance of students in senior secondary schools in Lagos metropolis.
To ascertain the impact of small class size on the performance of students in senior secondary schools in Lagos metropolis.
To ascertain the impact of the use of classroom management techniques on the performance of students in senior secondary schools in Lagos metropolis.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
What is the impact of classroom management practice on the performance of students in senior secondary schools in Lagos metropolis?
What is the impact of the provision of adequate classroom culture on the performance of students in senior secondary schools in Lagos metropolis?
What is the impact of small class size on the performance of students in senior secondary schools in Lagos metropolis?
What is the impact of the use of classroom management techniques on the performance of students in senior secondary schools in Lagos metropolis?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
H0: There is no significant difference in the performances of students taught social studies with classroom management practices and those in dilapidated buildings in Lagos metropolis
H1: There is significant difference in the performances of students taught social studies with classroom management practices and those in dilapidated buildings in Lagos metropolis
Hypothesis Two
H0: There is no significant difference in the performances of students taught social studies in class with adequate classroom culture and those without classroom culture in Lagos metropolis
H1: There is significant difference in the performances of students taught social studies in class with adequate classroom culture and those without classroom culture in Lagos metropolis
Hypothesis Three
H0: There is no significant difference in the performances of students taught social studies in a small class size and those in a large class size in Lagos metropolis
H1: There is significant difference in the performances of students taught social studies in a small class size and those in a large class size in Lagos metropolis
Hypothesis Four
H0: There is no significant difference in the performances of students taught social studies using classroom management techniques and those taught without classroom management techniques in Lagos metropolis
H1: There is significant difference in the performances of students taught social studies using classroom management techniques and those taught without classroom management techniques in Lagos metropolis
1.6 Significance of Study
The findings of this study are of relevant to teachers who are the principal agents of curriculum implementation because it provides recommendations that would help them to make appropriate utilization of classroom management to create conducive atmosphere that would enhance effective teaching and learning. It is a fact that people work better in places where they feel comfortable and it is believed that the results of this work offered recommendations on how to better up poor conditions of schools thereby creating enabling environment for teachers‟ job satisfaction which no doubt will have positive effect on students‟ learning outcome. The work is of great advantage to non-governmental organization such as United Nation Children and Education Fund (UNICEF), United Nation Educational Scientific and Cultural Organization (UNESCO) and other related agencies to see the poor conditions of secondary schools in Nigeria and intervene where necessary.
Also, in a situation where government has been incurring a lot of expenditure in her budget in order to enhance educational programmes for individual and national development and for the attainment of educational goals in general. But, only to discover that her efforts have not been yielding the desired results. This kind of situation is usually not a healthy one hence calls for immediate solutions of which the results of these findings might be of help to government to compare its allocation of resources to education and what is obtainable in reality and adjust where necessary.
1.7 Scope of the Study
The study was conducted to examine The Impact of Classroom Practices on Academic Performance among secondary school students in Lagos metropolis.
1.8 Limitations of the study
During the course of this study, many things militated against its completion, some of which are:
Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
Research material: availability of research material is a major setback to the scope of the study.
Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
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ATTITUDE TOWARDS RESEARCH AMONG UNDERGRADUATE STUDENTS IN SELECTED NIGERIA UNIVERSITIES
Abstract:
This study investigates the attitude towards research among undergraduate students in selected universities in Nigeria. The research climate in tertiary institutions plays a crucial role in shaping students’ perceptions of research, influencing their engagement with scholarly activities and potentially impacting the overall research culture of the nation. The objective of this research is to assess the attitudes of undergraduate students towards research, identify influencing factors, and propose strategies for cultivating a positive research culture in Nigerian universities.
The study employs a mixed-methods approach, incorporating surveys, interviews, and focus group discussions to gather comprehensive data. A structured questionnaire is distributed to a representative sample of undergraduate students across diverse disciplines, gauging their attitudes, motivations, and perceived barriers towards research involvement. In-depth interviews and focus group discussions further explore nuanced aspects of their attitudes, shedding light on the role of academic environment, mentorship, and awareness in shaping research perceptions.
Through rigorous data analysis, the research aims to unveil patterns in students’ attitudes towards research and to highlight critical factors that contribute to positive or negative perceptions. Findings from this study are expected to inform recommendations for educational institutions, policymakers, and educators to foster a research-friendly environment, nurture a research-oriented mindset among undergraduates, and enhance the overall research culture in Nigerian universities. The implications of this research extend beyond the individual academic journey of students, potentially influencing the broader landscape of research and innovation in Nigeria.
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
Research is the cornerstone of academic inquiry, contributing significantly to the advancement of knowledge and the development of societies. As undergraduate students embark on their educational journey, cultivating a positive attitude towards research is paramount for fostering critical thinking skills, intellectual curiosity, and a deep understanding of their chosen disciplines. This study aims to explore the attitude towards research among undergraduate students in selected universities in Nigeria, shedding light on the factors that influence their perception and engagement with research activities.
Nigeria, with its diverse cultural and academic landscape, boasts numerous universities that play a crucial role in shaping the future leaders and professionals of the nation. Understanding the attitudes of undergraduate students towards research is essential for designing effective research-oriented educational programs and interventions. This research focuses on uncovering the various dimensions of undergraduate students’ attitudes towards research, including their perceptions, motivations, challenges, and the impact of institutional support.
Research occupies a pivotal role in the academic journey of undergraduate students, serving as a conduit for intellectual exploration, critical thinking, and the development of analytical skills. The attitude towards research among undergraduate students is a critical aspect that significantly influences their engagement with scholarly activities and contributes to the cultivation of a research culture within academic institutions. In the context of Nigerian universities, where diverse challenges and opportunities shape the higher education landscape, understanding the attitudes of undergraduate students towards research becomes essential.
Nigeria, home to a multitude of universities, represents a vibrant academic environment with students pursuing diverse disciplines. The research culture within these institutions is instrumental not only for academic excellence but also for the societal development that stems from innovative and informed contributions. Exploring the attitude of undergraduate students towards research is a key step in gauging their preparedness for the evolving demands of the academic and professional realms.
Despite the intrinsic value of research in academic and professional development, there exists a gap in understanding the attitudes of undergraduate students towards research in Nigerian universities. Various factors, including the quality of research exposure, institutional support, and individual motivations, can significantly influence students’ inclination towards research activities. Addressing these factors is crucial for fostering a positive research culture among undergraduate students and preparing them for the challenges and opportunities of a knowledge-driven society.
1.2 Statement of the Problem
Despite the undeniable importance of research in academic and professional development, there is a need to investigate the attitudes of undergraduate students towards research in the context of Nigerian universities. Challenges such as a lack of exposure to research methodologies, limited access to research resources, and varying degrees of institutional support may influence students’ willingness to engage in research activities. This research seeks to identify and address these challenges, providing insights that can inform strategies to enhance the research culture among undergraduate students.
1.3 Objectives of the Study
The primary objectives of this research are as follows:
To assess the overall attitude of undergraduate students towards research in selected Nigerian universities.
To explore the factors influencing undergraduate students’ attitudes towards research.
To examine the impact of institutional support on students’ engagement in research activities.
To identify challenges faced by undergraduate students in undertaking research and its implications.
To propose recommendations for fostering a positive research culture among undergraduate students in Nigerian universities.
1.4 Research Questions
This study will address the following research questions:
What is the overall attitude of undergraduate students towards research in selected Nigerian universities?
What factors influence undergraduate students’ attitudes towards research?
How does institutional support impact students’ engagement in research activities?
What challenges do undergraduate students face in undertaking research, and what are the implications?
What recommendations can be made to foster a positive research culture among undergraduate students in Nigerian universities?
1.5 Significance of the Study
Understanding the attitudes of undergraduate students towards research holds significance for various stakeholders, including educators, university administrators, policymakers, and the students themselves. This research will provide valuable insights that can guide the development of strategies to enhance research-oriented education, improve institutional support, and ultimately contribute to the overall academic and professional development of undergraduate students in Nigerian universities.
1.6 Scope of the Study
This study focuses on undergraduate students in selected universities in Nigeria. The research will consider factors such as the students’ perceptions of research, motivations for engaging in research activities, challenges faced, and the role of institutional support. While acknowledging the broader context of research in higher education, the scope deliberately narrows to provide targeted insights applicable to the Nigerian university setting.
1.7 Structure of the Thesis
This thesis is organized into five chapters, each addressing specific aspects of the research. Chapter Two reviews relevant literature on the attitudes towards research among undergraduate students, highlighting key concepts, theoretical frameworks, and empirical studies. Chapter Three outlines the research methodology, detailing the research design, sampling procedures, data collection, and data analysis techniques. Chapter Four presents the findings of the study, while Chapter Five offers conclusions, implications, and recommendations based on the research outcomes.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
]]>ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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ASSESSMENT OF THE ROLE OF THE SCHOOL MANAGEMENT TEAM IN IMPLEMENTING NATIONAL POLICY ON EDUCATION
ABSTRACT
This study investigated the management of education in primary schools in Rivers State, Nigeria. As a correlation research, the study population comprised all the 694 primary schools in the State. Out of this, a sample of 320 schools was selected through the process of purposive and stratified random sampling. The instrument used to collect data for the study was a questionnaire which consisted of questions pertinent to the study. The data collected were analyzed using the t-test, correlation analysis and multiple regression. The findings show that the level of management of primary schools in the State was low and ineffective. Human resources were better managed than physical resources in the schools while small schools were found to be more effectively managed than large schools. Rural schools were also more effectively managed than urban schools while years of teaching experience show significant relationship with effective management of schools. It was however, found that there was a low level usage of certain management tools by school head teachers. Based on these finding, it was recommended that head teachers should be exposed to seminars and workshops to equip them with modern tools and techniques of management while the State Ministry of Education and the State Primary Education Board should intensify more efforts at regular supervision and monitoring of schools for effective management.
Education in Nigeria is overseen by the Ministry of Education. And the local authorities take responsibility for implementing policy for state-controlled public education and state schools at a regional level. The education system is divided into Kindergarten, primary education, primary education and tertiary education.
This paper highlights some crucial issues that could affect the effectiveness of the management of primary education in Nigeria. The issues among other raised include, policy, funding, data and institutional capacity building gaps. The paper concludes by making some possible suggestions on how to tackle these issues and problems both in the far and near future.
Primary education, in the geographical entity that is referred to presently as Nigeria, was 164 years old early this year. Before independence, the system was administered by different sets of managers including the Christian missionaries (1843-1882), the colonial government (1882-1940’s) and the regional governments (1950’s). Since, independence in 1960, the federal, state and local governments have played significant role in the administration of primary education. Poor administration has been the bane of the education system since inception. It is displayed in different ugly forms including poor timing of policy inauguration and programme implementation and pupil population explosion with the attendant result of dearth of educational resources. Statistical constraint, financial constraint and political constraint have contributed to the problem of poor management. For the system to survive, there is the need on the part of the nation to ensure political stability. It is only, when the polity is stable and all the tiers of government display the necessary political will that all the 3 constraints will be taken care of once and for all. The system will thus be invigorated and made fully prepared for the challenges in the future.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
There is no gainsaying the fact that education is very vital to the pace of social, political and economic development of any nation. This is why most nations of the world strive to devote a sizeable proportion of their Gross National Income to develop the educational sector. In Nigeria, between 7.6% and 9.9% of our annual expenditure is devoted to education. Management of primary education refers to the process of planning, organizing, directing, staffing, coordinating, budgeting for and reporting on primary education system.
Primary education in Nigeria refers to the education which children receive from the age of 6 years to 11 years plus. It is the foundation level of the educational system which runs for six years, and it is aimed at developing basic literacy, numeracy, communication skills and transmission of the culture of the people to younger generations. Information gathered through the education data bank shows that as at 1998, there were 41,814 primary schools with an enrolment of 16,348,324 (13.75% of these were females) and 468,770 teachers (26.45%) of these were non-qualified teachers). The teacher/pupil ratio at the level was 1:38 while the completion rate was 64.1 percent and the transition rate of products to Junior Primary Education level was 39.1 percent. The structure of our population in Nigeria is such that about 45% of the people are within the age bracket of six to twelve years. According to the provisions of National Policy on Education, this is the corresponding age group for primary education.
Obviously, the enrolment pattern in the educational system follows the pyramidal structure of the nation’s population distribution. The primary level has the largest enrolment, followed by the primary level and then the tertiary level. This enrolment structure, no doubt, depicts the structure of our social demand for the various levels of education. The primary education level, being the bedrock of the child’s basic education, is a very vital aspect of the nation’s educational system that deserves to be handled with great care and caution. Any error committed in the organization and management of this level of education may reverberate on other levels and thus seriously mar the lives of the people and indeed the overall development of the nation. This is one good reason why all the stakeholders must show enough concern for those issues that concern the organizing and managing of our primary education system.
This paper presents a humble attempt to highlight some contemporary issues and problems facing the organization and management of primary education in Nigeria with a view to proffering possible solutions to them.
Primary education is very important in the Nigerian education system. It is the oldest system. Its history, in the geographical entity that is now known as Nigeria, dates back to 164 years ago, precisely 1843. It is 16 years, about 9 decades and at least a century older than primary education, the Higher College, Yaba, the first known institution of higher learning, whose all departments were sited at one location and pre-primary education, respectively. Also, no other level comes close to primary education in terms of clientele. As at December 1996, there were 48,242 primary schools. Total 16,761,591 pupils attended these. Total 14,796,074 of them were in government or public institutions and the rest, 1,965,517, were in private schools (Gidado, 1997). By 2003, the number of primary schools had increased to 74,982 (The Universal Basic Education Commission, 2004).
In addition, primary education is the only link between pre-primary education and primary education systems. It takes in successful beneficiaries of the former and supplies entrants into the latter. But more importantly, it is generally regarded as the very foundation upon which the other strata of the educational edifice are built. Granted that pre-primary education is a level below primary education, it is not considered as the foundation. This is because pre-primary education is available only in big towns and enjoyed by few children whose parents could afford the high fees and other charges demanded by the private proprietors. Besides, primary education is the first level of the nation 6-3-3-4 education system i.e., 6, 3, 3 and 4 years of primary education, junior primary education, senior primary education and university education, respectively.
Primary education, in the Nigerian education system, is very old, has the highest patronage and occupies a very important position. Uninterestingly, however, it is a weak system resulting from poor administration.
Primary education is very important in the Nigerian education system. It is the oldest system. Its history, in the geographical entity that is now known as Nigeria, dates back to 164 years ago, precisely 1843. It is 16 years, about 9 decades and at least a century older than primary education, the Higher College, Yaba, the first known institution of higher learning, whose all departments were sited at one location and pre-primary education, respectively. Also, no other level comes close to primary education in terms of clientele. As at December 1996, there were 48,242 primary schools. Total 16,761,591 pupils attended these. Total 14,796,074 of them were in government or public institutions and the rest, 1,965,517, were in private schools (Gidado, 1997). By 2003, the number of primary schools had increased to 74,982 (The Universal Basic Education Commission, 2004).
In addition, primary education is the only link between pre-primary education and primary education systems. It takes in successful beneficiaries of the former and supplies entrants into the latter. But more importantly, it is generally regarded as the very foundation upon which the other strata of the educational edifice are built. Granted that pre-primary education is a level below primary education, it is not considered as the foundation. This is because pre-primary education is available only in big towns and enjoyed by few children whose parents could afford the high fees and other charges demanded by the private proprietors. Besides, primary education is the first level of the nationâ€
s 6-3-3-4 education system i.e., 6, 3, 3 and 4 years of primary education, junior primary education, senior primary education and university education, respectively. Primary education, in the Nigerian education system, is very old, has the highest patronage and occupies a very important position. Uninterestingly, however, it is a weak system resulting from poor administration.
1.2 PROBLEM OF THE STUDY
Management of primary education in Nigeria can hardly be given a pass mark is spite of all the efforts put up all these long decades. The first set of managers, the missionaries, could not accomplish much as evangelization was their goal. During the time, the management of the system was rather shoddy with the attendant result of poor quality of education.
Uninterestingly, however, poor administration is still a problem. This fact has been acknowledged openly by the nation rulers during their tenure in office. While, inaugurating the National Primary Education Commission in 1989, General Ibrahim Babangida agreed that poor management was part of what led to the collapse of the 1976 free Universal Primary Education scheme (The Guardian, 1989). In the same vein, Chief Olusegun Obasanjo remarked, at the launching of the Universal Basic Education, that a number of unexpected and preventable problems made the Universal Primary Education of 1976 a programme that could not continue or last for a long time (The Guardian, 1999).
Poor administration is noticed in different ways. One of them is poor timing of policy inauguration and programme implementation. A case that readily comes to mind is that of the timing of the implementation of the free Universal Primary Education programme and the National Policy on Education. Ideally, a policy should first be in place before the implementation of an educational programme. But this was not the case as regards the inauguration of the UPE, a scheme believed to be the biggest of its kind in the continent and the launching of the National Policy on Education through which the scheme was managed. The exercise was carried out anti-clockwise, so to say. The policy came out in 1977, whereas, the UPE programme was launched in a hurry a year earlier.
Pupil population explosion is another way of showing poor administration. The free Universal Primary Education scheme launched by the regional governments, for instance, was not a story of full success. In Western Region, 547,760 pupils showed up to be taught in class I whereas the government planned for just 170,000 persons. The situation was even worse in the Eastern Region. The same experience was had during the launching of the UPE scheme in 1976. Whereas, it was projected that 2,300,000 6 years old would be admitted to primary class I at the commencement of the programme, 3,000,000 children actually appeared. This was 30% underestimation.
Naturally, the attendant result of pupil population explosion is inadequacy of educational resources. A decade after the federal government started the free UPE scheme and the full involvement of the local government in its administration; a one-time Minister of Education and Youth Development, Aminu (1986), presented this deeply shocking picture:
The problem was compounded the more by the inadequacy in quantity and quality of the most important resource-teachers. The number available was grossly insufficient to cope with the myriads of pupils. Besides, the quality of the teaching workforce on ground was poor outright. The government herself admitted, in 1977, that … a large number of our primary school teachers are below Grade II certificate or are untrained (Federal Republic of Nigeria, 1978). The case of most of the teachers, who were ignorant as to the objectives of the system let alone knowing how to assist their pupils to achieve them, was like that of a blind leading the blind.
Many of the teachers in the system presently have Teachers†Grade II Certificate through the distance-learning programme provided by the National Teachers†Institute. According to Oni (1995) Anyone who has participated in the grading of the examination scripts of this crop of teachers will sympathize with the primary education system. . . . In not too distant future, all . . . will acquire the Nigeria Certificate in Education but whether they have benefited from the teacher education programme or not is another thing entirely.
Pupil population explosion is as a result of poor projection. Poor projection again, is caused by statistical deficiency. This is a major constraint.
There can be no doubt that when policy decisions are based on Incorrect figures, the anticipated quantitative targets can never be attained. For years, conduct of census has not been regular. Besides, on a number of occasions, the exercise had suffered from different difficulties including inadequate funds, manpower and uncooperative attitude of the citizenry when, they thought that it was a method devised by the government to have information for the purpose of taxation or they entertained the phobia of domination. Educational planners are thus handicapped when it comes to answering questions such as the number of children in the country presently or the number that will likely be each year in the years of the planning period.
Another major constraint is financial constraint. Inadequate financial resources had affected the supply of competent personnel and the provision of physical/material resources for the system almost since inception.
The missionaries could not accomplish much because the funds available to them were limited. Understandably, the colonial government introduced grants-in-aid system to assist any mission that applied. The 8-year free Universal Primary Education programme of the Eastern Regional Government in the 50â€s failed due partly to inadequate financing. In the early part of 80â€s, global oil crisis resulted in drop in national revenue and again took toll on the educational system. The Universal Primary Education scheme launched in 1976 too suffered major setback because the policy was conceived at a time Nigeria was a land flowing with milk and honey, but born during the period of serious economic recession.
The problem of funding the educational system in Rivers State, Nigeria has been a matter of concern to stakeholders in education[22,33]. The problem of pupils’ repeating a class for 1 or 2 years tends to constitute wastage in the system. This is in view of the fact that the space which could have been occupied by a new pupil would have to be retained for a repeater thereby siphoning more funds from government in terms of the continued teaching of the repeater in the same class for more than one year. Many reasons perhaps could be responsible for this development. Prominent among these reasons was perhaps the quality of teachers’ in the school system. The problem of this study therefore was to determine what influence teacher quality had on internal efficiency of primary schools in Rivers State, Nigeria?
1.3 OBJECTIVE OF THE STUDY
1. To evaluate the management of primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
2. To know the strategies of managing primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
3. To assess the effort of government and community involvement in the management of primary schools in Nigeria.
4. To evaluate Nigeria primary education policy and its implication and efficiency in the management of primary schools in Obio/Akpor local government of Rivers state.
5. To challenges and problems in the management of primary schools in Nigeria.
6. To recommend possible solution to the challenges and problems in the management of primary schools in Nigeria.
1.4 RESEARCH QUESTION
1. How can one evaluate the management of primary schools in Nigeria especially Obio/Akpor local government of Rivers state?
2. What are the strategies of managing primary schools in Nigeria especially Obio/Akpor local government of Rivers state?
3. What are the effort of government and community involvement in the management of primary schools in Nigeria?
4.Is Nigeria primary education policies efficiency in the management of primary schools in Obio/Akpor local government of Rivers state?
What are the challenges and problems in the management of primary schools in Nigeria?
6. Are there possible solution to the challenges and problems in the management of primary schools in Nigeria?
1.5 RESEARCH HYPOTHESIS
H0: One cannot evaluate the management of primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
H1: One can evaluate the management of primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
H0: There is no strategies of managing primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
H1: There is strategies of managing primary schools in Nigeria especially Obio/Akpor local government of Rivers state.
H0: There are no efforts of government and community involvement in the management of primary schools in Nigeria.
H1: There are efforts of government and community involvement in the management of primary schools in Nigeria.
H0: There is no significant relationship between Nigeria primary education policies efficiency in the management of primary schools in Obio/Akpor local government of Rivers state.
H1: There is a significant relationship between Nigeria primary education policies efficiency in the management of primary schools in Obio/Akpor local government of Rivers state.
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ASSESSING THE ROLE OF MENTORSHIP IN INTERNSHIP SUCCESS: A CASE STUDY OF APPROACH
Chapter One:
Introduction
- Background of the Study
Internships play a crucial role in preparing students and young professionals for the transition from academia to the workforce. They offer invaluable opportunities to gain practical experience, develop skills, and explore career paths in real-world settings. However, the success of an internship often depends not only on the tasks assigned or the projects completed but also on the support and guidance provided by mentors.
Mentorship, defined as a developmental partnership between a more experienced mentor and a less experienced mentee, has emerged as a key factor in enhancing the outcomes of internship programs. By offering personalized guidance, feedback, and advice, mentors can help interns navigate challenges, set goals, and maximize their learning and growth during their internship experiences.
This study aims to assess the role of mentorship in internship success, with a focus on a specific mentorship approach implemented in a case study organization. By examining the mentorship program’s objectives, structure, activities, outcomes, and impact, this research seeks to provide insights into the effectiveness of mentorship in supporting interns’ professional development and achieving organizational objectives.
Through a combination of literature review, case study analysis, and empirical investigation, this study aims to address the following research questions:
What is the role of mentorship in enhancing the success of internship programs?
How does the mentorship approach implemented in the case study organization contribute to interns’ professional development and organizational outcomes?
What are the key success factors, challenges, and lessons learned from the mentorship program?
By exploring these questions, this study seeks to contribute to the existing body of knowledge on mentorship in internship contexts and provide practical recommendations for organizations looking to enhance their internship programs through effective mentorship approaches. Ultimately, the goal is to foster a deeper understanding of the role of mentorship in shaping the future workforce and supporting the next generation of professionals as they embark on their career journeys.
Internships play a pivotal role in bridging the gap between academic learning and real-world professional experiences. As organizations increasingly recognize the value of internships in shaping the future workforce, the need to enhance the effectiveness of these programs becomes imperative. One key factor that significantly influences the success of internships is mentorship. Mentorship provides interns with guidance, support, and a structured pathway to navigate the complexities of the professional world.
This chapter focuses on assessing the role of mentorship in internship success, using a case study approach to delve deeper into the intricacies of mentor-intern relationships. The research aims to explore how mentorship contributes to the overall success and development of interns, examining the various dimensions of mentorship that influence the internship experience.
This inquiry explores the benefits of mentorship for students in WIL through a social learning lens to elaborate on the content of career-related support and psycho-social support for the hospitality management students completing internships in the hospitality sector. For this study, we define mentoring as a form of social learning in a work-integrated context. Mentorship as a form of social learning has dual functions (Kram, 1985):
1) Career-related support – to help the mentee advance through the organization
2) Psycho-social support – interpersonal aspects between mentor and mentee
Who Mentors During WIL?
In the aforementioned study by Keating (2012), survey responses indicated that students expected the role of supervisor and the role of mentor to be the same. Keating (2012) however made a distinction between these roles and argued that while “the role of mentor and that of the supervisor is often expected to be the same by the student. It is, however, quite different, since the supervisor is an operational figure whose relationship to the students would be that of tasks and operations, whereas a mentor forges a strong supportive relationship” (p. 98).
The authors of this paper question this statement as it seems reasonable to expect supervisors to be able to navigate both mentorship and supervision roles, especially in short internships. Lunsford et al. (2017) noted that in Canada “the tension between supervision and mentorship is one of the fundamental differences in mentoring constructs” (p. 322). Considering the relatively short internship duration, typically 420 hours and a minimum of 12 weeks, it is understandable that a student may look to a supervisor for both operational supervision and mentorship.
In a study of the links between mentoring and work-integrated learning, career-related support provided by mentors related to education in organizational culture, and in particular the values, norms and behaviours within a particular workplace was imparted through role modelling and conversation (Smith-Ruig, 2014). This finding suggests that those in a supervisory role in the workplace are positioned well to be able to offer both role modelling and situated insight regarding workplace organizational culture.
1.2 Statement of the Problem
Despite the recognized importance of mentorship in internship programs, there is a dearth of comprehensive studies that systematically assess the impact of mentorship on internship success. This research seeks to address this gap by investigating the specific ways in which mentorship affects the professional and personal growth of interns. Additionally, the study will explore any challenges or limitations that may hinder the effectiveness of mentorship in the context of internships.
1.3 Objectives of the Study
The primary objectives of this research are as follows:
To evaluate the influence of mentorship on the success of internships.
To identify the key components and characteristics of effective mentorship in the context of internships.
To explore the impact of mentorship on the professional development and career readiness of interns.
To investigate potential challenges and barriers faced by mentors and interns in the mentorship process during internships.
1.4 Research Questions
To guide the investigation, the following research questions will be addressed:
What is the influence of mentorship on the success of internships?
What are the key components and characteristics of effective mentorship in the context of internships?
How does mentorship impact the professional development and career readiness of interns?
What challenges and barriers are faced by mentors and interns in the mentorship process during internships?
1.5 Significance of the Study
This research holds significance for various stakeholders, including educational institutions, employers, mentors, and interns. Understanding the role of mentorship in internship success can inform the design and implementation of more effective internship programs, ultimately benefiting both students and organizations.
1.6 Scope and Limitations
The study focuses on mentorship within the context of internships, primarily in professional settings. The research is limited to a specific timeframe and geographic location. Limitations may include potential bias in self-reported data and the generalizability of findings to diverse internship programs.
1.7 Organization of the Thesis
The remainder of this thesis is organized as follows: Chapter Two provides a comprehensive review of relevant literature on mentorship, internships, and the intersection of the two. Chapter Three outlines the research methodology employed in this study. Chapter Four presents the findings, and Chapter Five concludes the thesis with a discussion of implications, recommendations, and avenues for future research.
HOW TO RECEIVE PROJECT MATERIAL (S)
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]]>ATTENTION:
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ASSESSING THE IMPACT OF HANDS ON LABORATORY EXEPERIMENTS ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT AND RETENTION IN TEACHING AND LEARNING , ELECTRICITY, SOUND,LIGHT
Abstract:
This research project explores the impact of hands-on laboratory experiments on the academic achievement and retention of secondary school students in the teaching and learning of physics concepts related to electricity, sound, and light. The study is motivated by the recognition of the pivotal role that practical experiences play in enhancing students’ understanding of scientific principles and the need to assess the effectiveness of hands-on laboratory activities in the physics curriculum.
The research employs a mixed-methods approach, combining quantitative analysis of academic performance data with qualitative insights gathered through interviews and observations. A sample of secondary school students will be divided into two groups: one exposed to traditional lecture-based instruction and another engaged in hands-on laboratory experiments related to electricity, sound, and light.
Quantitative data will be collected through pre- and post-tests to measure students’ achievement levels, and subsequent assessments will be conducted to evaluate long-term retention of knowledge. Additionally, qualitative data will be gathered through interviews with students and teachers, as well as observations of laboratory sessions, to provide a nuanced understanding of the students’ experiences and perceptions.
The anticipated outcomes of this research include insights into the effectiveness of hands-on laboratory experiments in enhancing students’ comprehension and retention of physics concepts. The findings are expected to contribute valuable information to educational practitioners, curriculum developers, and policymakers, providing evidence-based recommendations for the integration of practical, experiential learning approaches in the physics curriculum at the secondary school level. Ultimately, this research seeks to inform pedagogical practices that foster a more engaging and effective learning environment in physics education.
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
In recent years, there has been a growing emphasis on inquiry-based learning and practical approaches to science education. Hands-on experiments offer students the chance to move beyond theoretical knowledge, allowing them to observe, experiment, and draw conclusions from direct experiences. This study focuses on assessing the impact of hands-on laboratory experiments in three key physics domains: electricity, sound, and light. By investigating the effectiveness of these experiments, the research aims to contribute valuable insights to science educators, curriculum developers, and policymakers.
In the realm of science education, the significance of hands-on laboratory experiments as a catalyst for student engagement, comprehension, and retention cannot be overstated. The pedagogical shift towards experiential learning has garnered attention for its potential to bridge theoretical concepts with real-world applications, particularly in the intricate domains of physics. This research endeavors to explore the profound impact of hands-on laboratory experiments on the academic achievement and retention of secondary school students, with a specific focus on the teaching and learning of fundamental physics principles related to electricity, sound, and light.
Physics, as a discipline, often poses challenges to students due to its abstract and theoretical nature. The incorporation of hands-on laboratory experiments serves as a promising avenue to demystify these concepts, offering students tangible experiences that transcend traditional classroom instruction. The subjects of electricity, sound, and light form the crux of this investigation, representing key domains where practical application can enhance theoretical understanding.
The motivation behind this research lies in the imperative to assess the efficacy of hands-on laboratory experiments in secondary school physics education. While the theoretical framework is crucial, the application of scientific principles in a laboratory setting has the potential to deepen students’ comprehension, foster a love for scientific inquiry, and enhance long-term knowledge retention. Understanding the impact of such practical experiences is essential for shaping pedagogical practices that align with the dynamic needs of contemporary science education.
This study adopts a mixed-methods approach, combining quantitative assessments of academic performance with qualitative insights garnered through interviews and observations. By evaluating the achievement levels and retention of knowledge among students exposed to hands-on laboratory experiments in comparison to those following traditional lecture-based instruction, this research aspires to provide empirical evidence that informs educational practitioners, curriculum developers, and policymakers alike.
As we embark on this exploration, we anticipate uncovering valuable insights into the transformative potential of hands-on laboratory experiments in the realm of secondary school physics education. The outcomes of this research have the potential to not only contribute to the academic discourse surrounding science education but also offer pragmatic recommendations for educators seeking to enrich the learning experience and ignite a lasting passion for the principles of physics among secondary school students.
1.2 Statement of the Problem
While the importance of hands-on laboratory experiments in science education is widely acknowledged, there is a need for empirical research to assess their specific impact on secondary school students’ achievement and retention in the study of physics, particularly in the areas of electricity, sound, and light. Understanding how these hands-on experiences influence learning outcomes is crucial for optimizing science education strategies and ensuring that students acquire a solid foundation in these fundamental physics concepts.
1.3 Purpose of the Study
The primary purpose of this study is to assess the impact of hands-on laboratory experiments on secondary school students’ achievement and retention in the teaching and learning of physics, with a focus on the specific domains of electricity, sound, and light. The research aims to:
a. Evaluate the effectiveness of hands-on laboratory experiments in enhancing students’ understanding of electricity, sound, and light.
b. Investigate the influence of hands-on experiments on students’ achievement levels in physics.
c. Examine the long-term retention of knowledge acquired through hands-on laboratory experiences.
1.4 Research Questions
To guide the study, the following research questions are formulated:
a. How do hands-on laboratory experiments impact students’ understanding of electricity, sound, and light in secondary school physics education?
b. What is the influence of hands-on experiments on students’ achievement levels in physics?
c. To what extent do students retain knowledge acquired through hands-on laboratory experiences in the long term?
1.5 Significance of the Study
This research holds significance for various stakeholders in the field of science education. The findings of the study can benefit:
a. Educators: Insights into the impact of hands-on laboratory experiments can guide educators in designing and implementing effective teaching strategies to enhance student learning in physics.
b. Curriculum Developers: Understanding the effectiveness of hands-on experiences can inform the development of curriculum materials that prioritize practical, inquiry-based learning in physics education.
c. Policy Makers: The study may provide evidence to support the integration of hands-on laboratory experiments in national or institutional education policies, emphasizing their importance in achieving educational goals.
d. Students: By improving teaching methods through hands-on experiences, students may gain a more profound understanding of physics concepts, fostering a greater interest and motivation for further scientific inquiry.
1.6 Scope of the Study
This study focuses specifically on secondary school students enrolled in physics courses, exploring the impact of hands-on laboratory experiments in the domains of electricity, sound, and light. The research will be conducted within a defined geographical area and a specific timeframe to ensure the feasibility and depth of the investigation.
1.7 Organization of the Thesis
The thesis will be organized into distinct chapters to systematically address the research questions and objectives. Chapter Two will review relevant literature, providing a theoretical framework and background for the study. Chapter Three will detail the research methodology, including the design, participants, instruments, and procedures. Chapter Four will present the analysis of data and findings, while Chapter Five will offer conclusions, implications, and recommendations based on the study’s outcomes.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
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(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
]]>ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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ASSESSING THE EFFECTIVENESS OF TEACHER MADE TEST IN MEASURING STUDENTS ACHIEVEMENT
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
The evaluation of students’ progress and the ultimate level of achievement in schools is a very important part of any educational system. The utilization of formative testing in the teaching learning process involve breaking up the subject matter content or course into smaller hierarchical units for instruction; specifying objectives for each units; designing and administration of validated formative test; offering a group based remediation in areas where students are deficient before moving to another units and then administration of summative test on completion of all units.
Ajogbeje (2010) opined that the breaking up of subject or course into small units enable students to adequately prepare for periodic tests. And these periodic tests also provide a means of getting the students to be more involved and committed to the teaching-learning process thereby enhancing their performance. Hence the regular testing of students’ ability as demanded by the “6-3-3-4” system of education assists greatly in discovering the performance of students and could also be used to improve learning The essence of using tests and other evaluation instruments during the instructional process is to guide, direct and monitor students’ learning and progress towards attainment of course objectives (Alonge, 2004; Kolawole, 2010).
Teachers and learners cannot perform optimally or effectively without the availability of adequate information on student’s standing at any given time and the extent of his progress towards the achievement of instructional objectives.
Hence, the tests given periodically, as continuous assessment tests, are supposed to remove the threatening effects of a single test (summative test) generally given at the end of a course of study.
Some of the aspects of continuous assessment that are very relevant the teaching-learning outcomes include the frequency of the period of reporting on teacher-learner achievements, effecting immediate feedback of results into the teaching-learning situation and the emphasis that the results of these in-course assessments be combined with those of terminal assessments in deciding the final output of the individual learner. Bardwell (1981) submitted that feedback is the information, which a teacher provides a student about his/her performance on a particular task or test. He further argued that when such information is provided, the student concern begins to have a better understanding of his/her capabilities and he/she might begins also to have a different perception of himself/herself.
Studies have shown that feedback provides (1) reinforcement effect (Gronlund & Linn, 1990) and (2) correctional information (Bardwell, 1981; Gronlund & Linn, 1990). Ajogbeje (2012a) opined that formative evaluation process includes the provision of feedback to students on their scores or performance in a given test. Kulharvy (1977) reported that there are two conditions under which feedback does not perform its facilitative role.
One, if the feedback has high availability for the learner before he responds and two, if the material studied is very difficult for the learner. He further stated that in the absence of these conditions, one would conclude that studies which are based on both theories agreed that feedback on performance helps to confirm correct responses as well as to identify and correct errors. This correctional function is probably the most important aspect of feedback, and if one was given the choice, feedback following wrong responses probably has the greatest positive effect. Hence in this study, feedback was used as means of effecting correction and reinforcing students learning.
Among educators, an excellent way to incite a debate is to discuss the strengths and weaknesses of any particular testing protocol. In an era of unprecedented change to the educational landscape, including curricula innovations, new approaches to teaching and assessment, and an emphasis on process improvement have created an environment that is often referred to as learning-centered (Ramaley & Leskes, 2002).
Additionally, the proliferation of distance education and the abundance of credible on-line degree and certification programs have highlighted student interest and motivation. In this dynamic educational environment there has also been an increase in concerns about testing protocols, addressing learning outcomes, and assessment of student performance (Yang & Cornelious, 2005). These realities coupled with the inexorable transition from traditional pencil-and-paper exams to computer-mediated exams have authors investigating many different aspects of various new testing protocols including; test anxiety, preparation, and how students feel about various exam modes (Alltizer & Clausen, 2008).
With alternative educational approaches, there are often concerns about cheating and plagiarism (Damast, 2007) and discussion on how to address them (Williams, 2006) continue as well. These pressures for transformation have also motivated educators to investigate a wide variety of improvement opportunities including testing, assessment, and assurance of learning. We feel examining open-book exams, and making the findings available, will encourage educators to investigate and identify opportunities for educational process improvement.
1.2 STATEMENT OF THE PROBLEM:
The study on the effect of periodic testing on students’ academic achievement in studying mathematics in senior secondary school came about as a result of deficiency of secondary school students in some topics in Mathematics due to the method of teaching of those topics. Secondly most of the research has been carried out on other methods of teaching but not even a single research has been done on effect of periodic testing on student academic achievement in studying mathematics in secondary school.
1.3 AIMS AND OBJECTIVES OF STUDY
The main aim of the research work is to determine the effect of periodic testing on student academic achievement in studying mathematics in senior secondary schools. Other specific objectives of the study include:
1 to determine the constraints and limitations teacher face in the use of periodic method of teaching.
2 to determine teacher’s competencies and ability in the use of identified teaching method.
3 to determine the influence of periodic testing on male and female.
4 to explore possible strategies to encourage teachers on the use of other method of teaching.
1.4 RESEARCH QUESTIONS
1 What are the constraints and limitations teacher faces in the use of periodic method of teaching?
2 How can teacher’s competencies and ability in the use of identified teaching method be determined?
3 How does periodic testing method influence male and female?
4 What are the possible strategies in encouraging teachers on the use of other method of teaching?
1.5 STATEMENT OF RESEARCH HYPOTHESIS
Hypothesis 1
H0 There is no significance differences in the academic achievement of students under periodic testing method and other method of teaching.
H1 There is significance differences in the academic achievement of students under periodic testing method and other method of teaching.
Hypothesis 2
H0 there is no difference based on gender on the assimilation of students under periodic testing method.
H1 There is difference based on gender on the assimilation of student under periodic testing method.
1.6 SIGNIFICANCE OF STUDY
The study on the effect of periodic testing on student academic achievement in studying mathematics in senior secondary schools will be of immense benefit to the entire secondary schools in Jos. The findings will reveal the factors affecting periodical testing method of teaching and also will educate the teachers to use other method of teaching to enhance a good academic achievement of students of mathematics. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research.
1.7 SCOPE OF STUDY
The study on effect of periodic testing on student academic achievement in studying Mathematics in senior secondary school is limited to Jos (North).
1.8 LIMITATION OF STUDY
Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 DEFINITION OF TERMS
Effect: A change which is a result or consequence of an action or other cause.
Periodic: Appearing or occurring at intervals.
TestingAn assessment intended to measure the respondents’ knowledge or other abilities.
Student:A learner or someone who attends an educational institution.
Academic Achievement Is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
Studying: application of the mind to the acquisition of knowledge by reading, investigation, or reflection.
Mathematics: It is a social science concerned with the production, distribution and consumption of goods and service
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
]]>