scholarly journals An Investigation of the Relationship between Counselling Services and Adjustment of School-aged Children–in-Transition in Junior Secondary Schools in Ogun State, Nigeria

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ojo Yetunde Abiola ◽  
Ogunmilugba Bamidele Joke
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Sampling Technique ◽  
Junior Secondary Schools ◽  
School Aged Children ◽  
Counselling Services ◽  
Ogun State ◽  
School Counsellors ◽  
Junior Secondary ◽  
Effective Delivery

The crux of this study is to examine the role of counselling services in fostering adjustment of school-aged children-in-transition in junior secondary schools in Ogun state, Nigeria. Using simple random and purposive sampling technique, three hundred samples (males= 133 and females=167) of school-aged children with mean age 10.96 participated in the study. Respondents filled two standardized instruments which are School Counselling Services Scale (SCSS) and Student Adjustment Scale (SAS). Data were analysed using Pearson product moment correlation and t-test at 0.05 level of significance. Result revealed that counselling services was perceived to be an effective tool in fostering adjustment of school-aged children–in-transition in junior secondary schools. Consequent upon this, government, policy makers as well as school counsellors should ensure the efficient and effective delivery of counselling services in secondary schools for new students transitioning from primary schools to junior secondary schools.

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

2017 ◽  
Vol 7 (3) ◽  
pp. 139-146
Author(s):  
Simeon Olayinka Olajide ◽  
Thomas Ajibade Adebisi ◽  
Tosin Adebola Tewogbade
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Laboratory Facilities ◽  
Junior Secondary ◽  
Teachers And Students

Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.

scholarly journals BIAYA SATUAN PENDIDIKAN DASAR DAN KEBUTUHAN DANA UNTUK PENDIDIKAN DASAR GRATIS

2012 ◽  
Author(s):  
Abbas Ghozali
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Basic Education ◽  
Unit Cost ◽  
Educational Resource ◽  
Regional Government ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Resource Identification

Abstrak: Biaya Satuan Pendidikan Dasar dan Dana yang Dibutuhkan untuk Pendidikan Dasar Gratis. Penelitian ini bertujuan untuk memperkirakan dana yang diperlukan untuk melaksanakan pendidikan dasar gratis pada tahun 2009 dan membandingkannya dengan realisasi anggaran untuk pendidikan dasar. Metode yang digunakan meliputi proyeksi pendaftaran, identifikasi sumberdaya pendidikan yang diperlukan, ketersediaan dan keterbatasan, identifikasi biaya satuan masing-masing unsur dan perkiraan total dana yang diperlukan. Temuan penelitian menunjukkan bahwa pelaksanaan pendidikan dasar pada tahun 2009 membutuhkan dana sebesar Rp157,22 trilyun, termasuk anggaran untuk SD dan SMP. Pemerintah pusat dan daerah menyediakan anggaran hanya Rp132,24 trilyun sehingga ada kekurangan sebesar Rp25 trilyun. Kata Kunci: biaya satuan, pendidikandasar gratis Abstract: The Unit cost of Basic Education and the Funds Needed for Free Basic Education. This study was aimed to estimate the funds needed to implement free basic education in 2009 and compare it with the budget realization for basic education. The methods employed included projection of enrollment, required educational resource identification, the availability and shortage, identification of the unit cost of each component, and estimation of the total funds needed. The findings revealed that implementing free basic education in 2009 required as much as Rp157.22 trillion, including the budget for primary schools and junior secondary schools. The national and regional government levels provided the budget for basic education as much as Rp132.24 trillion only, and so there was a deficit of Rp25 trillion. Keywords: unit cost, free basic education

scholarly journals EFFECT OF MULTIMODAL STRATEGIES ON THE LEARNING OF LISTENING SKILLS AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN SOKOTO METROPOLIS, SOKOTO STATE, NIGERIA

2017 ◽  
Vol 17 (1) ◽  
pp. 9
Author(s):  
Chinyere Onyebuchi ◽  
Mohammed Ibrahim
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Language Education ◽  
Sampling Technique ◽  
Listening Skills ◽  
School Students ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Moment Coefficient ◽  
Junior Secondary

This research investigated the effect of multimodal strategies of teaching listening skills in Junior Secondary Schools in Sokoto metropolis, Sokoto State. The objective was to find out if using multimodal strategies to teach listening skills will enhance their learning when compared to traditional method. The population was 59,265 JSS students in Sokoto Metropolis. Stratified sampling technique was used to select the schools while random sampling technique was used to select one intact class from each school. Thus, the sample size was 394 JSS1 students. The instrument used for collecting data after treatment was Listening Level Test (LLT). Thirty questions were designed with options A, B and C. A group of 10 questions were set relating to each of the listening type: attitudinal, informative and appreciative. The validity of the instrument was determined by some Junior Secondary School English teachers and language education experts in the Department of Curriculum Studies and Educational Technology, Usmanu Danfodiyo University, Sokoto.  Pilot study was conducted on twenty students through test-re-tests method to determine the reliability of the study.  The results were correlated using Pearson’s Product Moment Coefficient formula which produced a reliability index of 0.83. The data collected after administration of the treatment was analyzed using mean, standard deviation to answer the research questions and t-test to test the null hypotheses of the research. It was found that multimodal strategies enhanced the listening comprehension skills of the subjects. The researchers recommended that teachers should use multimodal strategies to teach listening skills in junior secondary schools so as to help students perform very better in listening skills.

scholarly journals ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKA KASZUBSKIE-GO – DIAGNOZA POTRZEB DOTYCZĄCYCH SZKOLEŃ

Neofilolog ◽  
2019 ◽  
pp. 105-119
Author(s):  
Lucyna Radzimińska ◽  
Danuta Stanulewicz
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
School Subject ◽  
Junior Secondary Schools ◽  
School Year ◽  
Core Curricula ◽  
Junior Secondary ◽  
Senior Secondary Schools ◽  
Literature Culture ◽  
Senior Secondary

The Kashubian language was introduced as a school subject in 1991. In the school year 2013/2014, the number of students attending Kashubi-an classes amounted to 17,145. They were taught the language by ca. 620 teachers in 420 schools: 13,850 in 293 primary schools, 2,688 in 103 junior secondary schools and 607 in 24 senior secondary schools. The aim of this paper is to present the results of a questionnaire investi-gating the training needs of Kashubian teachers. It appears that they would willingly attend courses or workshops in all the areas mentioned in the questionnaire, including, inter alia, language teaching methodolo-gy as well as Kashubian literature, culture and history. It is no surprise that the demand for such courses is so high since the core curricula for all school levels emphasize the importance of teaching Kashubian cul-ture, history and geography alongside the Kashubian language.

scholarly journals Modelling the Spatial Distribution Differences of Compulsory Education Resource

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Weihong Liang ◽  
Changsong Ma
Keyword(s):  
Resource Allocation ◽  
Spatial Distribution ◽  
Secondary Schools ◽  
Primary Schools ◽  
Compulsory Education ◽  
Equilibrium Degree ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Education Resource ◽  
Statistical Yearbook

This paper aimed to explore the difference in the spatial distribution of compulsory education resource allocation. Raw data were collected from the 2020 China Statistical Yearbook (county/district level) and Guangxi Province Statistical Yearbook of China. Data analysis was conducted using the entropy method, comprehensive evaluation method, K-means clusters analysis, analysis of variance, and spatial statistical analysis (Moran’s I index). It was determined that there were significant differences in the spatial distribution of compulsory education. The equilibrium degree to mandatory education resource allocation was divided into three classes: high level, medium level, and low level, and each class presented a spatial aggregation effect in the spatial distribution. Compared with the primary schools, the equilibrium degree of junior secondary school was higher. However, the equilibrium fluctuation of junior secondary schools was more significant among different counties/districts. The equilibrium of educational resources of junior secondary schools in the urban areas was higher than that in the rural areas, but there was no significant difference for the primary school.

scholarly journals Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students

2021 ◽  
Vol 3 (2) ◽  
pp. 37-42
Author(s):  
Odewumi Michael Olubunmi
Keyword(s):  
Secondary Schools ◽  
Teaching Method ◽  
Research Question ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Creative Arts ◽  
Junior Secondary Schools ◽  
Conventional Teaching ◽  
Junior Secondary ◽  
Quasi Experimental

This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60  junior secondary schools of  three  co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected.  Frequency counts and percentage distribution, mean,  standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their  students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students.  It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords:  Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games

scholarly journals MINIMIZING THE RATE OF STUDENTS DEVIANT BEHAVIOURS THROUGH INSTRUCTION IN SOCIAL STUDIES IN EKITI AND ONDO STATES, NIGERIA

2014 ◽  
Vol 4 (3) ◽  
pp. 600-603
Author(s):  
Dr (Mrs) F.M. Osalusi ◽  
Prof.G. Olu Oyinloye Oyinloye
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Sampling Technique ◽  
School Students ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
The Social ◽  
The Impact ◽  
Social Studies Instruction

This study examines the need to reduce deviant behaviours among junior secondary schools through the teaching of Social Studies. Deviant behaviours manifest in many ways among the junior secondary school students in Nigeria. The impact of such behaviour is not only felt in the academic achievement of students but also manifests in the social vices committed by these students in the community. This study raises question about the nature of deviant behaviours manifested by these students and also raises questions about the causative factors and the influence of Social Studies instruction in minimizing the rate of deviant behaviours among the students. The population of the study is the Social Studies teachers in Ekiti and Ondo States Secondary Schools. The sample consists of One hundred and fifty teachers of Social Studies selected through random sampling technique from Ekiti and Ondo States. Two research questions and two hypotheses were formulated for the study. The Instrument for the study was a questionnaire designed for teachers. The questionnaire elicits information on the teachers perception on if Social Studies instruction could serve as a means of reducing students deviant behaviours. The data collected from the respondents were analysed using t. test statistics. It was found that teachers perceived that the deviant behaviours of the students will reduce significantly if they were taught Social Studies contents in school specifically in its areas that teach morals and culture. It was therefore recommended that the teachers should emphasise the lessons derived from the teaching of any Social Studies concepts in the secondary school.

Perception of Business Educators and Students on Curriculum Implementation in Junior Secondary Schools in Adamawa State, Nigeria

2020 ◽  
Vol 13 ◽  
pp. 85-93
Author(s):  
Muhammed Modibbo Buba
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
State Government ◽  
Significant Relationship ◽  
Curriculum Implementation ◽  
Sampling Technique ◽  
The State ◽  
Business Educators ◽  
Junior Secondary Schools ◽  
Junior Secondary

This study aims to determine the perception of business educators and students on curriculum implementation in junior secondary schools in Adamawa state. The descriptive co-relational study design was adopted. The population of the study was 260 teachers and 384 students who were drawn by using simple random sampling technique from junior secondary schools across the five educational zones in Adamawa State. A structured questionnaire of 25 items was used to collect data, and the data collected were analysed using descriptive statistics and Pearson Product Moment Correlation. The study found a significant relationship between the methods of teaching business studies and students’ academic performance. Moreover, there was also a significant relationship between the quality/quantity of manpower and students’ academic performance. This study recommends teachers to attend in-service training, workshops, and seminars to update their knowledge on the new curriculum being designed. Additionally, the state government should engage the services of more business educators in the state as a matter of urgency.

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