Valentine Joseph Owan

This study used a path analytic approach to examine the composite interaction of supervisory and records management with secondary school system effectiveness in terms of students' academic performance, teachers' job effectiveness and principals' administrative effectiveness. Two research questions were answered while one null hypothesis was tested. The study adopted a factorial research design. Convenience sampling technique was adopted by the researchers in selecting a sample of 1,200 respondents which comprised 271 principals and 929 teachers from a population of 271 principals, and 4,878 teachers. Principal Innovative Management Practices and Administrative Effectiveness Questionnaire (PIMPAEQ), Teachers work effectiveness questionnaire (TWEQ), and Students Mathematics Achievement Test (SMAT) were all used as instruments for data collection. Collected data were analyzed using descriptive statistics, the research questions and null hypothesis were answered and tested (at .05 level of significance) respectively using multiple regression and path analyses with the aid of SPSS v25 and Amos v22. Findings from the study established amongst others that; supervisory management and records management practices have a significant joint contribution to students’ academic performance by 66.4%, teachers’ job effectiveness by 71%, and principals’ administrative effectiveness by 86.8%. Supervisory management and records management practices had a significant influence on students’ academic performance (F= 1183.641, p<.05), teachers’ job effectiveness (F= 1465.615, p<.05), and principals’ administrative effectiveness (F=3924.763, p<.05). It was recommended amongst others that; secondary school principals should jointly use supervisory and records management practices as innovative techniques for improving students’ academic performance, teachers’ job effectiveness and their own administrative effectiveness. KEYWORDS:

A structural equation modelling approach was used to analyse 32 factors affecting students’ attitudes towards test-taking in secondary schools. Data for the study were obtained from a sample of 1,276 students using the proportionate stratified random sampling technique. The instrument used for data collection was a Rating Scale on Factors Affecting Students’ Attitudes Towards Test-Taking (RSFASATTT). Findings of the study revealed a total of 21 factors that significantly affect students’ attitudes towards test-taking in secondary schools. Out of these significant factors, 14 had a positive effect while 7 factors negatively affected students’ attitudes towards test-taking. However, 11 factors were not significant predictors of students’ attitudes towards test-taking. Based on these findings, it was concluded that students’ attitudes towards test-taking are affected by several factors. These factors are either traceable to the students’ emotions, their family background, or the school environment. Based on this conclusion, recommendations and policy implications were made.

The relative contributions of gender, test anxiety and test items scrambling on performance in Mathematics has been widely assessed, although there is an inconclusive argument regarding the magnitude of such effects. This study was designed to contribute to this debate, while also being the first study to evaluate the interactive effects of the three dimensions of test anxiety (worry, emotion and total) on performance in Mathematics. A systematic random sample of 1,358 SS3 students participated in a quasi-experiment. Data were obtained using the Test Anxiety Scale (TAI) (Spielberger, 1980) and a Mathematics Achievement Test (MAT) developed by Etuk (2019). Findings indicated that there was no significant gender difference on performance; tests anxiety and items scrambling had significant effects on performance in Mathematics respectively; low students' performance in Mathematics was associated with high test anxiety and test items arrangement from complex to simple; there was a significant interaction of test anxiety worry, emotion and total on performance in Mathematics. It was concluded that gender does not play a significant role in the performance of students in mathematics. Test anxiety in terms of worry, emotion and total affect the performance of students in Mathematics. Based on the conclusions, relevant implications are discussed

The main objective of this paper was to examine the relationship between management of educational support services and the attainment of Universal Basic Education goals in Cross River State. Three null hypotheses were formulated in this study. The study adopted correlational research design. Census technique was employed in selecting the entire population of 2,078 primary school administrators in the state. The instruments used for data collection were “Management of Educational Support Services Questionnaire (MESSQ); and Attainment of Universal Basic Education Goals Questionnaire (AUBEGQ)” respectively. The data collected were analyzed using descriptive statistics, while the null hypotheses were all tested using Pearson Product Moment Correlation Analysis at .05 alpha levels. The results from the study revealed that; management of guidance/counselling services, staff development services, and ICT services are significantly related to the attainment of Universal Basic Education goals respectively. Based on these results, it was recommended among others that; the ministry of education should ensure that there is adequate provision of professional guidance counsellors to every primary school in Cross River State in order to help address the psychological and persona-social needs of the pupils. Contribution/Originality:

The study evaluated primary texts' availability and utilisation status in core subjects (English Language, Mathematics, Social Studies and Basic Science) in primary schools’ libraries in Obubra Local Government Area of Cross River State. The researchers formulated six null hypotheses to guide the study. The study adopted the descriptive survey research design. The target population of this study comprised a total of 30,036 teachers and pupils, distributed across the 73 public primary schools. A proportionate stratified sampling technique was used to select 30% and 5% of the available teachers and pupils in each school, resulting in a sample of 270 respondents. Two instruments were used for data collection: Availability and Pupils Utilisation of Primary Texts in Core Subjects Questionnaire (APUPTCSQ) and Teachers Utilization of Primary Texts in Core Subjects Questionnaire (TUPTCSQ). Collected data were analysed using descriptive statistics, while the null hypotheses were all tested at the .05 level of significance using population t-test and independent t-test statistical techniques. Findings revealed that textbooks in core subjects are available to a significant extent; the utilisation status of texts in core subjects is not significantly low; the available books in core subjects are not considerably utilised by the pupils and teachers respectively; factors affecting availability are not substantially different from those affecting utilisation of textbooks in core subjects in the area of study. Based on the study's findings, it was recommended, among others, that textbooks be procured and distributed evenly across all subjects and schools in the Local Government Area by the Government. Outdated books should also be eliminated from the school libraries frequently by the primary school librarians or other people assigned to do so.

This study assessed the mode of test administration, birth variables, and students’ academic performance in Mathematics in Obubra Local Government Area of Cross River State, Nigeria. The study was guided by three null hypotheses following a quasi- experimental research design. Simple random and purposive sampling techniques were employed in selecting a sample of 250 respondents from a population of 5,792 students. Birth Order Checklist (BOC) and Mathematics Achievement Test (MAT) were used for data collection. The experimental group was assigned to take a Computer-Based Test (CBT) while the control group took a Paper-Pencil Test (PPT) in mathematics. The null hypotheses were tested at .05 alpha level using two-way analysis of variance. Major findings revealed that, the interactive effects of gender and mode of test administration on the academic performance of students is non- significant [F(1,249)=0.028, p>.05, partial η2=.000]; the interactive effects of gender and birth order on the academic performance of students was not statistically significant [F(3,249)=0.782, p>.05, partial η2=.010]; the interactive effect of gender and birth order on the academic performance of students in mathematics is statistically significant [F(3,249)=2.854, p<.05, partial η2 =.034]. Based on these findings conclusions and recommendations were made for improved academic performance and school system effectiveness.

This study assessed the partial as well as the collaborative impact of age and gender on academic staff preparedness to adopt Internet tools for research sharing in African universities during Covid-19. Although evidence abounds in the literature on gender and age as they affect relatively, scholars’ utilisation of digital tools for research communication, such studies did not examine scholars’ preparedness to adopt from a broad perspective of Africa. This study was conducted based on the argument that the preparedness of scholars may affect their future interest to utilize digital tools for research sharing. A quantitative method, based on the descriptive survey research design, was adopted to provide answers to four prevailing research questions. The examination focused on a populace of 8,591 staff in African universities, nonetheless, information was gathered from 1,977 of them, who deliberately took part from 24 African nations. A validated electronic rating scale, which was mailed/posted to targeted participants, was used as the instrument for data collection. Gender and age significantly affected academic staff preparedness to adopt Internet tools for research sharing partially and interactively in African Universities during Covid-19. Female staff were more prepared than males to adopt internet tools for research sharing during the pandemic. Older lecturers reported a higher rate of preparedness than their younger colleagues to adopt Internet tools for research sharing during Covid-19. In light of these proofs, ramifications and proposals for future exploration are discussed

This study explored the nexus between teachers’, students’, and school system effectiveness in Cross River State, following a factorial research design. One null hypothesis was formulated to guide the study. Convenient sampling technique aided in selecting a sample of 271 principals and 329 teachers from a population of 271 principals and 4,336 teachers respectively. “Teachers’, Students’ and School System Effectiveness Scale (TSSSES)” was constructed. The validity of the instrument was established through Factor analyses (EFA and CFA) with Promax rotation and eigenvalues greater than one. Cronbach Alpha yielded reliability coefficients of .982, .983, .930, and .941 obtained for teachers’, students’, school system effectiveness, and the overall instrument. The Kaiser-Meyer-Olkin measure of sampling adequacy was employed and revealed a coefficient of .960 providing sufficient evidence to conduct factor analysis. The confirmatory factor model fit determined by RMSEA (.068), CFI (.935), TLI (.931), and SRMR (.029) all indicated a good model fit for accepting the proposed model. The null hypothesis was tested at .05 level of significance using Path analysis. All the computations and analyses were aided using MS-EXCEL v2016, Stata v15, SPSS v23, and Amos v23. Findings from the study revealed, among others that, there is a significant direct and indirect parsimonious nexus between teachers’ effectiveness, students’ effectiveness, and school system effectiveness. It was recommended that the government at all levels should provide funds and supply public schools with good school plants such as buildings, laboratories, libraries and teaching aids towards promoting effectiveness.

The rationale of this study was to examine the interactive effect of gender, test anxiety, and test items sequencing on the academic performance in mathematics among SS3 students in Calabar Education Zone, Cross River State. Two formulated null hypotheses directed the study. The study adopted the quasi-experimental design. Simple random sampling technique was used in drawing a sample of 474 students from a population of 8,549 SS3 students. A Mathematics Achievement Test (MAT) and a Test Anxiety Scale (TAS) were used primarily as the instruments for data collection. The reliability coefficient obtained for both instruments were .88 and .82 respectively. The data collected were analyzed using descriptive statistics such as mean and standard deviation, while the null hypotheses were tested respectively, using Pearson product-moment Correlation, and Analysis of Covariance where applicable. Findings indicated that test anxiety contributes negatively to academic performance in Mathematics; there is a significant interaction effect between item sequencing and gender on academic performance; between item sequencing and test anxiety on academic performance; and between gender and test anxiety on academic performance in Mathematics respectively; The findings also showed that Based on these findings conclusion and recommendations were made.

The study examined disciplinary management in public primary schools and teachers' job effectiveness in Yakurr Local Government Area, Cross River State. Three null hypotheses were formulated accordingly to guide the study. The study adopted a descriptive survey research design. Census technique was adopted in selecting the entire population of 98 primary school managers which comprised of 49 head teachers and 49 deputy head teachers across 49 public primary schools available in the area. A questionnaire tagged: "Disciplinary Control in Public Primary Schools and Teachers' Job Effectiveness Questionnaire (DCPPSTJEQ)" designed and administered by the researcher was used as an instrument for data collection. The null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation Analysis. Findings from the study revealed that warning, suspension, and dismissal have significant relationships respectively, to primary school teachers' job effectiveness. Based on the findings of this study, it was recommended among others that; there should be fairness in the administration of suspension to all teachers through well- documented procedures.

The existing body of knowledge has witnessed gaps arising from the paucity of research literature on the quality of educational research output in higher education. This study shows how the management of data in higher education affects the quality of academic research conducted by university lecturers in South-South Nigeria. A sample of 602 lecturers were accessed during data collection and responded to two questionnaires (Data Management Practices Questionnaire – DMPQ and "Educational Research Effectiveness Questionnaire – EREQ). Multiple regression was employed in the analysis of data. Findings revealed amongst others that; data storage, data security, data retrieval, data sharing, and data re-use jointly contributed to the total variance in educational research effectiveness of university lecturers in terms of proper citations by 56.25%, problem-solving by 22.14%, knowledge creation by 34.50%, and generation of testable data by 36.88%. The five data management practices compositely influences the educational research effectiveness of university lecturers in terms of proper citations (F=152.25,p<.05), problem-solving (F=33.90,p<.05), knowledge creation (F=62.78,p<.05), and the generation of testable data (F=69.65,p<.05), is statistically significant. Based on the findings of this study, it was concluded that data management practices (storage, security, retrieval, sharing, and re-use) jointly and relatively contributes to the total variance in educational research effectiveness in terms of proper citations, problem-solving, knowledge creation and generation of testable data at varying extents. It was recommended, among others that, lecturers should practice the habit of managing research data in their personal computers and through manual channels. These records could become vital in the future for further problem-solving.

The study was conducted to compare manual and computerized software techniques of data management and analysis in educational research. Specifically, the study investigated whether there was a significant difference in the results of Pearson correlation, independent t-test and ANOVA obtained from using manual and computerized software technique of data analyses. Three null hypotheses were formulated accordingly to guide the study. The study adopted a quasi-experimental research design where several data were generated by the researchers and analyzed using manual and computerized software techniques. The data were generated to suit the required data of each statistical method of analysis. CASIO fx-991ES PLUS NATURAL DISPLAY scientific calculator and statistical tables were used for manual analysis; while data analysis tool pack of Microsoft Excel version 2013 were used for computerized software analysis. The results of the analysis revealed that both manual and computerized software techniques yielded the same results for Pearson correlation, independent t-test and ANOVA. It was concluded that though both manual and computerized techniques are reliable and dependable, computerized technique is faster and efficient in managing and analyzing data than manual technique. It was recommended, among other things, that any of the techniques should be used without fear when computing Pearson, independent t-test and one-way ANOVA as it is the same results that will be gotten.

The dishonest practices in the conduct of educational research in South-South region particularly, and Nigeria generally, has called for urgent intervention. This study assessed data management practices and educational research effectiveness of University Lecturers in South-South Nigeria. A sample of 602 lecturers that were accessible during data collection responded to two questionnaires (Data Management Practices Questionnaire – DMPQ and "Educational Research Effectiveness Questionnaire – EREQ). Multiple regression was employed in the analysis of data. Findings revealed amongst others that; data storage, data security, data retrieval, data sharing, and data re-use jointly contributed to the total variance in educational research effectiveness in terms of proper citations by 56.25%, problem-solving by 22.14%, knowledge creation by 34.50%, and generation of testable data by 36.88%; and their composite influence on educational research effectiveness in terms of proper citations (F=152.25,p<.05), problem-solving (F=33.90,p<.05), knowledge creation (F=62.78,p<.05), and generation of testable data (F=69.65,p<.05), is statistically significant. Based on the findings of this study, it was recommended among others that, there should be an up-to-date database or data warehouse in Ministries of Education where researchers can easily access data in order to increase the quality of researches by eliminating the problems of data fabrication and falsification. This study contributes to the existing body of knowledge by addressing the gaps arising from the paucity of research literature on educational research effectiveness. This study shows how data management practices affects the quality of educational research output of university lecturers using empirical evidence from Nigeria

Economic diversification has been the glamour of successive administrations in Nigeria, especially amidst the dwindling oil-revenue in recent years, which has resulted from the fluctuations in world crude oil prices. This study aims at investigating the impact of diversifying the economy on the economic growth in Nigeria. Secondary data on GDP growth rate as a proxy for economic growth, non-oil GDP as a proxy for GDP diversification, non-oil export as a proxy for export diversification, investment and exchange rate, between 1981 and 2016, were adopted in the study. An econometric approach of Ordinary Least Squares (OLS) was adopted to empirically analyze the collected data and the result revealed that non-oil gross domestic product impacted positively and significantly on economic growth while exchange rate had an inverse but significant nexus on economic growth in Nigeria, within the period covered in the study. However, non-oil export and investment impacted positively but insignificantly on economic growth in Nigeria. The study recommends the encouragement of increased productivity in the real sector as well as the adoption of stable and favourable exchange rate policies by the government in order to accelerate economic growth in Nigeria.

With the rapid advancement of society, online learning has become more popular in the entire world due to Covid-19 pandemic. The pandemic offered almost a total paradigm shift to online teaching and learning across various educational platforms. This paper was aimed at reviewing the teaching and learning changes in higher education during COVID-19 Lockdown using empirical evidence from central universities in India. The study adopted a survey method utilizing an online questionnaire as the primary tool for data collection. The study covered 19 Central Universities in India that are offering Library and Information Science courses. Major findings showed, amongst others, that- most universities provided online classes during the lockdown period; Zoom application was the most utilized for online instructional during the COVID-19 Lockdown; the major difficulty faced by students during the online classes was the lack of internet facilities; the use of webinars in the field of LIS field was considered as an important source of education and learning. Based on these findings, key implications were discussed for the sustainability of LIS teaching and learning in higher education

Recent studies tend to explain the importance of communication in the organisation as well as prescribing the most commonly practised techniques adopted by school managers. Studies on financial management are quite limited with the available ones suggesting that poor financial management is a source of conflict between school leaders and host communities. Little seems to be known on the connection between principals’ communication patterns and funds’ management as predictors of school-community relationship. This study builds on existing studies and appears to be the first to assess the linkages between principals’ communication patterns, fund management practices and school- community relationship based on empirical rather than subjective data. A structural modelling approach was adopted to examine the nexus using quantitative primary data obtained from a random sample of 2108 respondents. A questionnaire which was designed and validated by the researchers served as the data collection device. Collected data were subjected to Exploratory and Confirmatory Factor Analyses, as well as Multiple Regression Analysis. Findings revealed various significant communication, funds management and school-community relationship practices that are available for adoption. However, it was found that the extent to which principals utilised such practices were below expected minimum standards. It was also found that there were no significant partial and composite effects of principals’ communication and funds management practices on school-community relationship (SCR). Based on these results, relevant theoretical, policy and practical implications are discussed

This study assessed classroom management variables and primary school system effectiveness in Calabar-South Local Government Area of Cross River State. Three null hypotheses were formulated to direct the study. The ex-post facto research design was adopted for the study. Census technique was employed in selecting the entire population of 525 academic staff (21 head teachers, 21 deputy head teachers, and 483 teachers) distributed across 21 public primary schools in the area of study. “Classroom Management Variables and School Effectiveness Questionnaire (CMVSEQ) was the instrument used for data collection, with reliability estimates which ranged from .86 and .91 that were obtained through Cronbach Alpha technique. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation and One-Way ANOVA where applicable. Findings from the study revealed that public primary school system effectiveness in the area of study, was generally low; there is a significant relationship between classroom coordination and primary school system effectiveness; there is a significant influence of class size and classroom learning environment respectively, on primary school system effectiveness. Based on the findings, it was recommended amongst others that teachers be retrained in terms of classroom coordination and management, to enable them to acquire new techniques of classroom management, as well as the modification or elimination of obsolete ones.

There is currently an academic debate among researchers regarding the influence of age and gender on ICT utilisation generally among lecturers. This study was designed to contribute to this debate and open up new paths to areas on which researchers have focused little or no attention. This study examined lecturers’ variables (gender, age, educational qualification and rank) and the utilisation of ICT resources for teaching, research, and records management in higher education. The study adopted a descriptive survey design. The study’s population comprised of 9,604 lecturers at the University of Calabar. A total of 313 lecturers who were available in their offices during data collection responded to a questionnaire which was designed by the researchers. Major findings showed that the extent of lecturers' utilisation of ICT for teaching, research, and records management is significantly low. Also, staff' educational qualification, rank, gender, and age significantly influence the utilisation of ICT for teaching, research and records management. Also, the utilisation of ICT resources decreased with lecturers’ educational qualifications, rank and age; male lecturers were more competent in the use of ICT resources than females. It was concluded that lecturers' variables play a significant role on the extent to which they utilise ICT resources for teaching, research and records management in higher education. This study creates a new path of innovation in education on which prospective researches could focus.

The use of impact factor (IF) in the scientific and academic world is not new. A phenomenon that has gained widespread recognition and utilization. However, in modern-day usage, there seems to be a trend in higher education where academics are evaluated based on the impact factor of journals where scholarly works are published. This trend is gradually shifting the paradigm from the assessment of research contents to publication venues. This does not align with the original purpose of IF conceived by Garfield in 1955. One question that has continued to agitate the minds of concerned academics is whether the IF of journals is a dependable measure of research quality. This paper is an attempt to clarify or address this problem. Based on a thorough literature search and filtration, several problems about the use of IF as a research quality measure are discussed as well as their implications. Recommendations were also made aimed at providing a way forward in higher education.

This research assessed certain socio-demographic variables and how they affect students’ satisfaction with the study of ICT in secondary schools. The study adopted a survey research design and was guided by six specific objectives. A total of 4,484 senior secondary school students represented the study’s population, while a simple random sampling technique was adopted in selecting a sample of 2,242 respondents. Secondary school Students’ Satisfaction with the Study of ICT Questionnaire (SSSSSICTQ)” was used primarily as the tool for data collection. Although there are differences in students’ satisfaction levels across various groups, age, gender, parents’ income level, students’ education level and school location do not significantly influence students’ satisfaction with the study of ICT in secondary schools respectively. It was concluded that the socio-demographic factors of students do not influence to a notable extent, students’ satisfaction with the study of ICT in secondary schools. Based on this conclusion, the implication imposes additional responsibilities for future studies to attempt to uncover reasons why socio-demographic factors do not affect the satisfaction of students with the study of ICT at the secondary education level.

This study linked strategic planning and staff management relatively and cumulatively to the effectiveness of post-graduate programmes at two public Nigerian universities. The study was directed by the formulation and testing of three null hypotheses. The entire population of 157 administrators (including 24 deans and 133 HODs) participated in a survey, where a questionnaire was used to elicit responses. The questionnaire was designed by the researcher but validated by five experts. The reliability for internal consistency was determined using Cronbach’s alpha, with acceptable indices. Data obtained were analysed using Pearson correlation and multiple linear regression analyses. In a bivariate sense, both strategic planning and staff management significantly correlated with the effectiveness of post-graduate programmes respectively. Cumulatively, the two predictors are responsible for explaining 57% of the variation in the effectiveness of post-graduate programmes, with the remaining 43% of the unexplained variance attributable to other extraneous variables. The composite contribution of the two predictors was verified to be statistically significant. Staff management was the strongest predictor ahead of strategic planning. It was recommended, among other things, that the coordinator of post-graduate programmes should ensure that plans are made concerning the procurement and maintenance of facilities that will be required for the smooth running of the programmes in graduate schools.

Assessment of students’ attitudes towards test-taking in secondary schools in Afikpo Education Zone of Ebonyi State, Nigeria was the main thrust of this study. The study was guided by four null hypotheses in line with the ex-post facto research design. Proportionate stratified random sampling technique was employed in selecting a sample 1,276 respondents from a population of 12,763 students distributed across 43 public and 71 private secondary schools in the study area. Students’ Attitudes Towards Test-Taking Questionnaire (SATTQ) with Cronbach's alpha reliability coefficient of .893 was used for data collection. The null hypotheses were all tested at .05 level of significance using population t-test and independent t-test statistical methods. Emerging findings showed that the level of students’ attitudes towards test-taking as an academic activity in secondary schools is significantly high. It was also shown that males students, students in urban and private schools significantly differ in their attitudes towards test-taking as an academic activity, from female students and students in rural and public secondary schools. Based on these findings, it was recommended, amongst others, that all students irrespective of gender, school type and school location should be properly counselled by both teachers and professional counsellors to develop positive attitudes towards taking tests in schools. Keywords:

This study assessed the administration of punishment, students’ test anxiety, and performance in mathematics in secondary schools of Cross River State. Three null hypotheses were formulated following a correlational research design. Proportionate stratified random sampling technique was employed in selecting a sample of 2,554 respondents representing 5% of the population of 51,097 junior secondary school students distributed across 271 public secondary schools in Cross River State. Administration of Punishment Questionnaire (APQ) designed by the researchers, Test Anxiety Inventory (TAI) developed by Dawood et al., (2016), and Mathematics Achievement Test (MAT) designed by Owan (2012), were used as instruments for data collection. The null hypotheses were tested using one-way MANOVA), Pearson Product Moment Correlation, and Multiple regression analyses with the aid of SPSS v23. Findings revealed amongst others that administration of punishment has a significant influence on students’ test anxiety and performance in mathematics F (6, 5098) = 24.149, p<.05; Wilk’s Λ = 0.945, partial η2 = .028 on a joint basis; administration of punishment has a significant influence respectively on students’ test anxiety F (3, 2550) = 22.697, p<.0005, partial η2 =.026 and performance in mathematics F (3, 2550) = 23.090, P<.0005, partial η2 =.026; there is an inverse significant relationship (r= -339, p<0.05) between students’ tests anxiety and performance in mathematics. It was recommended that the use of corporal punishment should be totally abolished on strict grounds that it hurts the psychological disposition of learners resulting in a dip in their performance consequently

This study analyzed the utilization of social media platforms and university students' attitudes towards academic activities in Cross River State. A descriptive survey research design was adopted for the study. The population of this study comprised all the private and public university students in Cross River State. A sample of 1,600 students, which cuts across the three universities in the area of study, was selected using the convenience sampling technique. A questionnaire (r=.849) and a rating scale (r=.786) were used as the instruments for data collection. Findings emerged amongst others that the utilization status of social media platforms by university students is generally high; the utilization of Facebook, WhatsApp, Instagram, Twitter, WeChat, Skype, Snapchat, Eskimi, Telegram and YouTube social media platforms has a significant composite influence (F=52.453, p<.05) on university students' attitudes towards academic activities. Relatively, utilization of Facebook was the highest predictor (t=11.222, β=.232, p<.05), followed by the utilization of WhatsApp (t=11.068, β=.229, p<.05), utilization of Twitter (t=5.977, β=.118, p<.05), and the utilization of Instagram (t=2.772, β=.056, p<.05), in that order. It was recommended that secondary school students should develop positive attitudes towards their academic activities and abhor activities that will lead to a decline in the learning outcomes.

This study evaluated the relationship between participative management practices and institutional goal attainment among Nigerian universities, with University of Calabar in focus. To achieve the purpose of the study, two research questions and two null hypotheses where developed to guide the study. The descriptive survey research design was adopted for the study. The population and sample of the study was one hundred and twenty-two (122) deans of faculties and heads of departments using the census approach. An instrument titled Participative Management Practices and Institutional Goal Attainment Questionnaire (PMPIGAQ) was used for data collection. The instrument was validated by three experts in Higher Education Administration and Measurement and Evaluation. The instrument yielded Cronbach’s reliability alpha ranging from α=.75-86. Data were collected and analyzed through mean, Standard deviation, Pearson Product Moment Correlation Analysis. The results of the study showed that there is a significant relationship between participation in decision making, participation in planning and institutional goal attainment. It was recommended that managers of universities should promote participatory management practices to enhance high morale, commitment and enthusiasm among staff in the pursuit and attainment of institutional goals.

This study examined adolescents’ perception management and attitudes towards sex education in secondary schools in Cross River State, Nigeria. The study was guided by three null hypotheses that were formulated. The study adopted a descriptive survey design. Purposive sampling technique was employed by the researchers in selecting a sample of 1,080 students from a population of 98,915 secondary school students distributed across 271 public secondary schools in Cross River State. Adolescents Perception Management and Attitudes towards Sex Education Questionnaire (APMATSEQ) was used as an instrument for data collection. The null hypotheses were all tested at .05 level of significance using Pearson product moment correlation and multiple regression analyses. Findings from the study revealed that adolescents' counseling and sensitization are significantly related to their attitudes towards sex education respectively and jointly; both variables accounted for 50.3 percent (R2 = .503, Adj. R2 = .502) of the total variance of adolescents’ attitudes towards sex education. Findings also revealed that adolescents’ counselling and sensitization have a significant composite influence (F = 544.924, p < .05) on their attitudes towards sex education, with adolescents’ counselling being the highest predictor (β = .499, t = 19.392), followed by adolescents’ sensitization (β = .299, t = 11.632). Based on the findings, it was recommended amongst others that; professional counselors should be employed by the government to enable secondary schools to have at least three counselors per school in order for schools to effectively manage students’ perception.

The importance of education in boosting the manpower of an economy cannot be overemphasized. This critical sector has been bastardized, relegated and put in a dust bin position through paltry figures usually allocated to it by the Federal Government of Nigeria. This paper presents a holistic trend of budgetary activities in Nigeria with a particular focus on the allocation to the Education sector using times series approach from 2009-2018. Two research questions were answered using secondary data gathered from the Central Bank of Nigeria's Statistical Bulletin, 2018. Collected data were analyzed using descriptive statistics, while the results of the analysis showed that, the total allocation to the education sector from 2009 – 2018 is N4,038,115,000,000. The results further revealed a difference of N 10,311,805,000,000 between UNESCO benchmark of 26% and the actual allocation to the education sector for the same time period. It was concluded that the total allocation made to the education sector within the time period of 2009-2018 is generally low, and below the UNESCO benchmark. Based on the findings, it was recommended amongst others that the Federal Government of Nigeria should adequately fund the educational sector by allocating at least 26% of her budget to the education sector as prescribed by UNESCO.

This study was designed to develop and validate an instrument that can enable researchers and scholars to measure the attitudes of teachers towards learners with disabilities in an inclusive classroom. The study was grounded on the three-components theory of attitude. A series of steps were followed to ascertain the face and content validity of the instrument. Based on the data collected from 532 respondents, preliminary screening was performed, items with weak or high correlation to others were dropped or retained. The construct validity and dimensionality of the instrument was evaluated using Exploratory Factor Analysis (EFA), following the Principal Component Analysis (PCA) extraction, with a varimax rotation based on Eigenvalues greater than one. The results yielded a three-factor solution after suppressing loadings less than.40. These factors were labelled carefully based on the statements of the leading items loading. Cronbach alpha was employed in evaluating the reliability of the instrument, with values ranging from.849 to.938, indicating that the instrument is internally consistent. Consequently, the proposed 36 items instrument was reduced to 30 items. The procedures followed, coupled with the removal of dysfunctional items, resulted in an instrument with appropriate psychometric properties and high reliability for measurement.

The study investigated principals’ supervisory techniques for combating corruption and the attainment of quality school governance. Two null hypotheses were formulated. The ex-post facto research design was adopted for the study. Census technique was used to draw the entire population of 81 principals from all the public secondary schools in Aba Education Zone of Abia State. Data collection was carried out with the use of a research instrument titled: “Principals’ Supervisory Techniques for Combating Corruption and Attainment of Quality School Governance Questionnaire (PSTCCAQSGQ)”. The instrument was validated by two experts of Test and Measurement in the Department of Educational Foundations, University of Calabar. The reliability value obtained was .88 using Cronbach Alpha technique. One-way analysis of variance was used in testing the null hypotheses at .05 level of significance. Findings revealed that there is a significant influence of principals’ clinical and demonstration techniques of supervision for combating corruption on quality school governance. Based on the findings, it was concluded that school governance should be enhanced with supervisory techniques by principals for the attainment of anti-corruption culture in Aba education zone of Abia State, Nigeria

This study investigated innovation management and effectiveness of educational research in tertiary institutions in Cross River State. One research question and one null hypothesis were formulated to direct the study. The study adopted factorial research design. Census technique was adopted by the researcher in selecting the entire population of 80 participants from four (4) tertiary institutions in Cross River State. “Innovation Management Questionnaire (IMQ)” and “Effectiveness of Educational Research Rating Scale (EERRS) were used as instruments for data collection. The reliability of the instruments was established through test-retest method and reliability estimates of.89 and.86 were obtained. The null hypothesis was tested at.05 level of significance using multiple regression analysis with the aid of SPSS version 21. Findings from the study established a composite contribution of 70.5% of data management innovations, research ethics management, provision of research grants to effectiveness of educational research (Adj. R2=.705). The findings of this study also established that; data management innovations, research ethics management, and provision of research grants jointly has a significant influence on effectiveness of educational research (F = 64.055, p