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Family and community inputs as predictors of students’ overall, cognitive, affective and psychomotor learning outcomes in secondary schools
By John A. Ekpenyong
There are contradictory results regarding how students' learning outcomes can be predicted by various family and community inputs among previous studies, creating an evidence gap. Furthermore, previous studies have mostly concentrated on the cognitive aspect of students' learning outcomes, ignoring the affective and psychomotor dimensions, creating key knowledge gaps. Bridging these gaps, this predictive correlational study was conducted to understand how cultural capital, parental involvement (family inputs), support for schools, security network and school reforms (community inputs) jointly and partially predict students' overall, cognitive, affective and psychomotor learning outcomes in the context of Calabar Education Zone, Nigeria. A random sample of principals (n = 78) and students (n = 915) recruited through a multistage approach, participated in the study. Data were collected through the physical administration of three sets of questionnaires designed by the researchers. The psychometric properties of the questionnaires (such as validity, dimensionality, reliability and goodness of fit) were all analysed and found acceptable based on pilot data. Data analysis was performed using SPSS version 27 and AMOS version 26 software. Results from the main study proved, among others, that family inputs (family social capital and parental involvement) jointly and individually had a significant contribution to students' overall, cognitive, affective and psychomotor learning outcomes. Similarly, community inputs (support for school, security network and school reforms) have significant composite and partial contributions to students' overall, cognitive, affective and psychomotor learning outcomes in public secondary schools. This result implies that parents and host community leaders must strengthen their partnerships with secondary schools and contribute their quota to institutions' curricular and co-curricular activities. © 2023, Pharmaceutical Association of Serbia. All rights reserved.
Embracing Diversity in the Educational Landscape: Resource Supply and Inclusive Education in Secondary Schools
By Usen F. Mbon
Several studies have examined the challenges affecting the smooth implementation of inclusive education; focusing on resource inadequacies. However, these studies primarily relied on descriptive statistics: describing resource availability but not assessing their impact on policy implementation. The current study addresses this gap by analysing the extent of critical resource supply for implementing inclusive education and its influence on policy implementation. A descriptive survey design was adopted, targeting 281 principals from public secondary schools across three educational zones in Cross River State. Stratified proportionate sampling was used in selecting 120 principals as the sample. Data collection involved a structured questionnaire with an acceptable validity and a reliability indices. Descriptive statistics were used to answer the research questions, and Simple and multiple linear regression were used to test the hypotheses at the .05 level of significance. The findings of the study revealed low supply levels of physical, human, and financial resources for implementing inclusive education in secondary schools. The extent of inclusive education implementation was also found to be low. The study further indicated that the supply of physical, human, and financial resources collectively affected policy implementation, with physical resources having a greater impact. These results have practical implications for the government and stakeholders; emphasising the need for adequate physical, human, and financial resources to implement inclusive education in secondary schools. © 2023 Mbon et al.
Personality Traits of Administrators and Accountability in Secondary Education: Evidence from Survey in Nigeria
By Ekpenyong E. Ekanem
Introduction: Accountability etiquette tends to be given less attention in secondary education due to low justification of performance related to schoo0l goal attainment. Hence, this study was undertaken to assess relationship between personality traits of administrators and accountability in secondary education in Cross River State, Nigeria. Method: This study applied descriptive survey research design aimed at the relationship of personality of administrators and accountability in secondary education in terms of school objectives and senior officers' responsiveness. The population included 246 secondary schools in Cross River State, Nigeria. The sample consisted of the entire population of 246 secondary schools selected using census sampling technique. 492 principals and vice principals of secondary schools were used to assess the secondary education in the state. Data collection was done with researchers' constructed instrument validated and with a reliability coefficient of 0.87 using cronbatch alpha method for the competence. Alpha reliabilities average of 0.80 (ranging from 0.17 to 0.88) was obtained using test retest reliability coefficient for adopted Big Five Inventory (BFI). Three research questions guided the study. Data were analyzed using Correlation and Multiple Regression Analysis. Results: The results showed that personality traits of administrators were positive significant predictors of accountability in secondary education. However, neuroticism behaviour dimension was negatively related to accountability in the secondary school system. Discussion and conclusion: Based on the results above, personality traits of administrators guaranteed improvement of accountability. The implication of this finding was that secondary education system could not inspire engagement and high level of performance without desirable natural ability traits of educational administrators. Therefore, innate characteristics of administrators were keystones of accountability in terms of achieving optimality in educational objectives and senior officers' responsiveness in secondary education system. © 2023 Ekanem et al.
Perspectives of Nigerian Graduates on Curriculum Reengineering, Acquisition of Emerging Technologies, and Job Creation: A Descriptive Study
By Valentine J. Owan
Curriculum reengineering, web-based technology acquisition, and job creation among Nigerian tertiary institution graduates were all examined in this research. The researchers used a descriptive survey design following the quantitative research approach. The study included all Nigerian graduates eligible for national service or its exemption who earned their diplomas or degrees between 2016 and 2021. The data was gathered via an online survey titled "Curriculum Re-engineering, Acquisition of Emerging Technologies, and Job Creation Questionnaire (CRAETJCQ). To assemble the data for this study, we used a snowball method. There were 4,874 replies countrywide after four months of data collection; however, only 4,628 responses satisfied the data analysis conditions after screening out irrelevant responses. Results indicated low curriculum reengineering in Nigerian postsecondary institutions. Nigerian graduates had a poor adoption of new web-based technologies but are increasingly using them for word processing, graphics, data science and data analysis. Nevertheless, only a few graduates employed emerging techs for other purposes (such as printing, YouTube video creation, course design and development, software development, digital marketing, online advertising, and consumer outreach). Although 58.30 per cent of graduates reported having not created any job, 41.70 per cent have done so between 2016 and 2021. Of the 1,930 graduates who owned at least one small or medium enterprise, 58.96% had no employees, whereas 41.04% had hired at least one employee between 2016 and 2021. The graduates' job creation index was estimated to be approximately 50% using a new formula. Based on these results, conclusions and recommendations were made. © 2022 by the Author(s).
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