scholarly journals Harnessing the Challenges of Covid-19 Ethics on Students Learning in Chemistry

2021 ◽  
pp. 70-75
Author(s):  
Julie N. Nnoli
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Stem Education ◽  
Null Hypothesis ◽  
Rating Scale ◽  
Learning Abilities ◽  
Chemistry Students ◽  
Anambra State ◽  
E Learning ◽  
At Home

This paper discusses the challenges of covid-19 ethics on students’ learning of chemistry in secondary schools in Anambra State and how to harness the challenges. Three research questions and one null hypothesis guided the study. A descriptive survey design was used. Three hundred (300) SS3 chemistry students drawn from 45 secondary schools out of 258 public schools in Anambra State formed the sample for the study. Twenty (20) item structured questionnaires on a four-point rating scale developed by the researchers were used for data collection. A reliability coefficient of 0.85 was established using Cronbach Alpha techniques. After the administration of the instrument to the respondents, the data obtained were analyzed using mean and standard deviation to answer the research question and z-test to test the null hypothesis at the significance level of 0.05. The results obtained showed that male chemistry students have greater challenges on covid-19 ethics than their female counterparts. They are faced with the following challenges of covid-19 ethics that hinder the inculcation of chemistry learning. Lack of interest in STEM education (chemistry) due to persistence lockdown, lack of E-learning abilities, lack of ICT knowledge, lack of computer or android phone to study at home and tired of being locked indoors. There is no significance difference between male and female chemistry students’ level on covid-19 ethics in the learning of chemistry in Anambra State. It was recommended that students should be encouraged to develop interest in chemistry, have access to ICT gadgets and computers, engage in E-learning abilities and inculcate more study habit at home. This should help the government and chemistry teachers to assist in ameliorating the predicaments in STEM education.

scholarly journals CHALLENGES IN THE APPLICATIONS OF E-LEARNING BY SECONDARY SCHOOL TEACHERS IN ANAMBRA STATE, NIGERIA

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sabina Nwana
Keyword(s):  
Secondary Schools ◽  
Secondary School Teachers ◽  
Computer Training ◽  
Computer Application ◽  
Learning Materials ◽  
Knowledge And Skills ◽  
Anambra State ◽  
Service Training ◽  
E Learning ◽  
The Government

This is an empirical research study which investigated the challenges in the application of e-learning in secondary schools in Onitsha North LGA, Anambra State, Nigeria. Two hundred and twenty-five (225) teachers in public secondary schools were used as the sample for the study. A self-developed instrument (TIUELM) on the availability and use of e-learning materials was used for data collection. The instrument contained 25 items. The reliability co-efficient of the instrument stood at 0.88. The data collected were analyzed using frequency distribution and mean. The findings revealed: acute shortage of e-learning materials such as on-line/internet-connected computers, e-mail facilities, multimedia television, multimedia computer and digital library. It was also revealed that the few available ones such as off-line/ordinary computers, scanner, printer and ready-made courseware are not utilized because the teachers lack the knowledge and skills of computer application. The only material identified as available and in use is the telephone. It was recommended among other things that, the government should embark on a massive computer training program for teachers. Teachers should be trained and retrained through in–service training, seminars, workshops and conferences for acquisition of the knowledge and skills needed for e-learning application in secondary schools in Nigeria.

scholarly journals Relationship between School Principals’ Distributed Leadership Style and Teachers’ Organizational Commitment in Public Secondary Schools in Anambra State, Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 7-11
Author(s):  
Victoria Chimezie Mbonu ◽  
Ifeanyi Mathew Azuji
Keyword(s):  
Organizational Commitment ◽  
Secondary Schools ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Null Hypothesis ◽  
School Principals ◽  
Research Question ◽  
Teacher Commitment ◽  
Anambra State ◽  
The Relationship

This study investigated the relationship between school principals’ distributed leadership style and teachers‟ organizational commitment in public secondary schools in Anambra State, Nigeria. Three research questions guided the study while one null hypothesis was tested at a 0.05 level of significance. Correlational research design was used in conducting the study. The sample comprised of 1,105 teachers. Two research instruments, namely; Leadership Density Inventory (LDI) (Smith, Ross, and Robichaux, 2004) and Organisational Commitment Questionnaire (OCQ) were used for data collection. The reliability coefficient value of the instruments is as follows; r = 0.85 for LDI and 0.73 for CDQ. Copies of the instruments were distributed by the researchers through direct delivery to the respondents. Pearson Product-Moment Correlation Coefficient was used to answer the research question, while a t-test of significance of relationship was used in testing the null hypothesis. The findings of the study showed, among others, that there is a significant low positive relationship between the distributed leadership style of Secondary school principals in Anambra State and the teacher’s commitment to the organisation. Based on the findings of the study, it is recommended that increased knowledge of the relationship between distributed leadership and teacher commitment should be applied by the school management commission in order to equip principals and other school leaders.

scholarly journals Status of Principals’ ICT Usage in Secondary School Administration in Rivers State

2020 ◽  
Vol 14 (1) ◽  
pp. 61-71
Author(s):  
Lois Nkechi Abraham ◽  
John Bariyaa
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Secondary Schools ◽  
School Administration ◽  
Rating Scale ◽  
Simple Random Sampling ◽  
Ict Literacy ◽  
Research Questions ◽  
Secondary School Administration ◽  
Rivers State

This study examined the status of principals’ ICT usage in secondary school administration in Rivers State. The study adopted a descriptive research design. The population of the study was 276 Principals from the 276 Senior Secondary Schools in Rivers State. A sample size of 138 was drawn using simple random sampling techniques. This represented 50% of the total population. Five research questions and five hypotheses guided the study. A self-designed questionnaire tagged “Principals’ Information and Communication Technology Usage Questionnaire (PICTUQ)”, which was a modified 2 points rating scale of YES =2 points and NO= 1 point. The data were analyzed using Mean and Standard Deviation. The criterion mean of 1.50 was used as benchmark for taking decision of each of the items of the research questions. Any score up to 1.50 and above was accepted; while score below 1.50 was rejected as not having desired impact. The z-test was used to test the hypotheses. The findings of the study revealed that both the rural and urban principals upheld the fact that there is no computer laboratory, computers, scanners, projector and power generating plants in public secondary schools in Rivers State. The study recommended that: ICT facilities should be installed in all secondary schools in Rivers State; adequate number of experts should be employed to train principals and students in ICT; adequate funds should be provided to manage the process for adequate educational quality service delivery in schools; government should set committee to install and monitor ICT facilities and its usage in public schools in Rivers State. Key Words: ICT, Administration, ICT access, ICT application, ICT literacy, Principals’ performance.

scholarly journals Assessing the Implementation of one of the Principles of Child Friendly School Model in Public Primary and Secondary Schools in Enugu State.

2019 ◽  
pp. 18-25
Author(s):  
Agbo Maria
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Rating Scale ◽  
Medical Attention ◽  
Health Seeking ◽  
Innovative Strategy ◽  
Enugu State ◽  
Child Friendly ◽  
School Model ◽  
Grassroots Education

Child Friendly School Model is an innovative strategy developed in United Nations level to enhance grassroots education for all children irrespective of race, nationality, gender, or physical disabilities. This model was developed to meet the requirements of trendy education practices in schools especially in developing countries including Nigeria. The purpose is to help salvage the salient lapses in some areas in basic educational system, such as poor enrolment and increase in school dropouts in public schools. To meet the objectives of enhancing grassroots education, Child Friendly School Model follows fundamental principles that guide its system and management. One of these principles is that schools must have healthy and health-seeking environments. Unfortunately, many public schools in Enugu State do not implement this principle. Survey design guided this study. The population of this study was the entire teachers and school heads in primary and Secondary Public Schools in Enugu State. 600 respondents were sampled, using stratified random sampling technique. Out of this, 300 respondents each were drawn from both Primary and Secondary Schools. A structured questionnaire containing 14 items was used for data collection. Data collected were analyzed using mean scores with standard deviations, derived from a 4-point rating scale. The results revealed that public schools in Enugu State do not have healthy and health-seeking environments. School children do not receive medical attention in the school, there are no adequate first Aid supplies, and sick-bays are not available in the school among other problems.

scholarly journals A SCORM compliant e-learning content prototype for the training of OBE mathematics educators in the context of developing countries

2010 ◽  
Author(s):  
◽  
Xolisa Piyose
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Public Schools ◽  
Secondary Schools ◽  
Mathematical Literacy ◽  
Course Content ◽  
Learning Content ◽  
E Learning ◽  
Literacy Educators ◽  
And Training

The main purpose of this study was to examine how e-learning can help resolve some of the most acute problems that are specific to the nature of the outcomes-based education (OBE) system in developing countries. This was accomplished by investigating the relevant literature on OBE and by designing an e-learning content prototype for the South African version of OBE, with the focus on the training of Mathematics and Mathematical Literacy educators. OBE is an education system centred on the theory of mastery of learning introduced by Bloom in the 1950s. It has been implemented worldwide in primary and secondary schools and also in tertiary institutions. Some studies have shown that OBE is problematic, and that both educators and learners are opposed to this system of education. Existing research also reports that the quality of education in OBE is very poor as compared to that of the traditional education system. This study was an attempt to identify the most acute problems experienced by educators and learners in the OBE context and to design a prototype for e-learning content that can be used in courses in an attempt to solve these problems. The research population of the perceptions survey consisted of Mathematics and Mathematical Literacy educators and learners from the 6 000 primary and secondary schools of the KwaZulu- Natal (KZN) province of South Africa. Eighteen schools formed part of the research sample, with an average of two schools per region (the KZN province is divided into nine regions). Both private and public schools were included in the study. Data for the study were collected from March 2007 to August 2007 in the form of a perceptions survey of 104 educators and 288 learners, yielding an average of six educators and sixteen learners for each randomly selected school. Results from the perceptions survey show that educators and learners do not understand OBE terminology. In addition, educators claim that they are not sufficiently trained for OBE. Research iii participants also report that schools’ basic infrastructure is unsatisfactory, and that their classrooms are overcrowded. Mathematics is perceived as the most difficult subject by both educators and learners. The survey also reveals that most public schools do not have computers and that neither educators nor learners have access to computers in their public libraries. A SCORM- (Sharable Content Object Reference Model) compliant e-learning course was developed in this study to address the most acute problems identified by the survey, based on the Software Engineering Unified Model. The designed e-course contains OBE terminology such as learning outcomes, OBE principles, assessment standards, assessment methods, national curriculum statement and learning fields. The e-learning course content also contains the Mathematics and Mathematical Literacy curriculum for grades 11 and 12. It was constructed using 16 documents extracted from the National Department of Education’s website: 7 documents under Further Education and Training, 4 under Teacher Guide, and 5 under General Education and Training. The evaluation of the e-learning content prototype was conducted through a survey among 36 educators from different primary and secondary schools of the Mnquma Municipality of the Eastern Cape province of South Africa. They were trained in the SCORM-compliant e-learning course content at the Walter Sisulu University’s Butterworth campus. The training took place from 10 to 13 November 2009. After the training, educators filled out a questionnaire on their perceptions of the effectiveness of the proposed e-learning content prototype with regard to the practice of OBE. Results from the SCORM e-course evaluation survey showed that the proposed SCORM software artefacts allow educators to have a better understanding of OBE terminology. The proposed software artefact is user-friendly and educators recommended its use not only for Mathematics but for all subjects.

scholarly journals Forms and Risk Factors of Domestic Violence among Married Secondary School Teachers in Anambra State

2021 ◽  
Vol 8 (10) ◽  
pp. 58-67
Author(s):  
A.I. Ogbalu, Iwuji, Ngozi Frances ◽  
Nnaemezie, Nkiru Onyinyechukwu
Keyword(s):  
Risk Factors ◽  
Domestic Violence ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Health Hazards ◽  
School Teachers ◽  
Anambra State ◽  
Research Questions ◽  
At Home

This study examined forms, risk factors and health hazards of domestic violence among married secondary school teachers in Anambra State. Four research questions and four hypothesis guided the study. The study used a descriptive survey research design. The population of the study comprised 2600 married teachers (male and female) in all secondary schools owned by Anambra State. The sample consisted of 1080 married teachers in secondary schools in Anambra State. The instrument used for data collection was a structured questionnaire titled Domestic Violence Questionnaire (DVQ). The DVQ was validated by experts in measurement and evaluation as health education. The reliability coefficient of the instrument was 0.947. Mean and standard deviation statistics were used to answer the research questions. T-test and ANOVA were used to test null hypotheses at .05 level of significance. The findings revealed among others that forms of domestic violence such as physical injuries, depression, abortion and others exist among married secondary school teachers in Anambra State. Risk factors of domestic violence such as low self-esteem, economic stress, unhealthy family relationship, distrust, sexual dissatisfaction and others exist among married teachers in secondary schools in Anambra State. Based on the findings, it was recommended among others that, health educators should provide a platform to educate married teachers in various secondary schools on the need to avoid domestic violence so as to have a peaceful environment at home. Married teachers should endeavour to learn and understand each other as this will enable them avoid any form of violence at home. Keywords: Domestic violence, risk factors, health hazards, married secondary school teachers, Anambra State.

PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN THE IMPLEMENTATION OF QUALITY ASSURANCE STANDARDS IN PUBLIC SECONDARY SCHOOLS IN EDO AND DELTA STATES

2015 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Umemetu Momoh ◽  
Nkechi Obiweluozor
Keyword(s):  
Quality Assurance ◽  
Public Schools ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Female Principals ◽  
The Public ◽  
Administrative Effectiveness ◽  
And Gender ◽  
Quality Assurance Standards

This study examined principals’ administrative effectiveness in the implementation of quality assurance standards in public secondary schools in Edo and Delta States. To guide the study, three hypotheses were raised. The study adopted the descriptive research design. The population of the study comprised all the principals and teachers in the public secondary schools in Edo and Delta States, Nigeria. Simple random sampling technique was used to select 240 principals and 720 teachers from the schools. Data was collected using ‘Administrative Effectiveness and Implementation of Quality Assurance Standards Questionnaire (AEIQASQ)’ to find out principals’ level of administrative effectiveness in the implementation of quality assurance standards using the Normative mean of 62.5 which was established from the instrument as the benchmark for effectiveness. The findings revealed that principals’ administrative effectiveness was high in the public secondary schools in Edo and Delta States. There was also a significant relationship between administrative effectiveness and implementation of quality assurance standards in the States based on principals’ gender and experience. It was therefore recommended that since principals in public schools are effective, Government should provide them with adequate funds and all necessary support to ensure that quality assurance standards are fully implemented in the schools. Also, experience and gender should be considered in appointing principals among other criteria as experienced female principals were found to be more effective.

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