The African Journal of Behavioural and Scale Development Research

PERSONAL RESOURCES, JOB RESOURCES, WORK ENGAGEMENT, PSYCHOLOGICAL EMPOWERMENT AND JOB SATISFACTION

Thu, 01 Feb 2024 00:00:00 +0000

Purpose: Studies are extensive on job satisfaction and especially as related with psychological empowerment. However, the mediation effect of work engagement in their relationship and as moderated by personal and job resources, is not well supported by the available data. This study examined the conditional process of the moderating roles of personal resources and job resources in mediating the effect of work engagement between psychological empowerment and job satisfaction. Method: Using a descriptive survey research design, 510 teachers selected through a multi-stage process among teachers in the Ogun East Senatorial District, Nigeria took part in the study. Five instruments were used for data collection with analysis carried out using conditional process analysis macro Model 21 on IBM SPSS. Results: Findings showed psychological empowerment having a large unconditional direct effect on job satisfaction (coeff = .80; p < .05); a significant effect of psychological empowerment on work engagement (coeff = .65; p < .05); a significant effect of personal resources on work engagement (coeff = .16; p < .05); a significant effect of work engagement on job satisfaction (coeff = .41; p < .05); and a significant effect of job resources on job satisfaction (coeff = .48; p < .05). The relationship between work engagement and job satisfaction was significantly but inversely moderated by job resources (coeff = -.01; p < .05). Conclusion: Personal resources will not moderate the relationship between psychological empowerment and work engagement, but job resources will inversely moderate between work engagement and job satisfaction

COMPARATIVE ANALYSES OF GENDER, SCHOOL LOCATION, SCHOOL TYPE AND STUDENTS AGE IN MATHEMATICS BASIC SKILLS SCALE FOR SUSTAINABLE DEVELOPMENT

Flourish Oretipe Isaac-Oloniyo, Promise N. Okpala, Joshua Oluwatoyin Adeleke — Thu, 01 Feb 2024 00:00:00 +0000

Basic mathematics skills are part of the math values which underpins a country's economic development. For their purposes, the continual achievement of such mathematics skills should be measured using a psychometrically validated scale. The Mathematics Value Scale (MaVscale) is one of these scales, and the Mathematics Basic Skills' Scale is a sub-scale with eight items. Every item requires a certain mathematical ability. The scale was applied to 2,000 senior secondary school students in Nigeria, of whom 1,984 survived. The study adopted a comparative research type alongside with a correlational research design. Results from an investigation using the independent sample t-test in SPSS showed that two (H01 and H02) the four null hypotheses were kept and two (H03 and H04) were rejected. Independent sample size Cohen's d was -.109 and .060 for H03 and H04 respectively. This indicated that the difference's effect magnitude was very low for H01 and H02. Likewise, the Cohen's d independent sample effect size for H03 and H04. were .075 and -.356 respectively. It indicates that the effect size differences were extremely small.

INVESTIGATING THE MEDIATING INFLUENCE OF FACULTY ON GENDER-MODERATED ATTITUDES AND EXPOSURE TOWARDS RESEARCH COMPETENCE

Titilope Abosede Oderinwale, Folajogun Veronica Falaye, Enoch Olabode Olayori — Thu, 01 Feb 2024 00:00:00 +0000

Research competence is crucial for postgraduate students, since it develops analytical ability, critical thinking, and good communication. The effect of attitudes, faculty type, and gender on research competence among postgraduate students in Southwest Nigeria is examined in this study. The study assessed, with gender as a moderator, the direct and indirect links between attitude, faculty, and research competence using a moderated moderation analysis model. Data from 316 postgraduate students showed that research competence is much improved by a good attitude towards research. Still, faculty type and gender had no appreciable mediating effect on this association. The results underline the need of encouraging good research attitudes to improve research competence independent of faculty type and gender.

MEDIATION ANALYSIS OF PARENT-TEACHER-PARTNERSHIP ATTITUDE ON PARENTAL QUALIFICATION AND STUDENTS' MATHEMATICS ACHIEVEMENTS

Taiwo Oladipo-Abodunwa, Joshua Oluwatoyin Adeleke, Oluranti Adedamola Afolabi — Thu, 01 Feb 2024 00:00:00 +0000

One of the many ways of improving achievement in school subjects is to study factors that research have identified as aiding achievement. This is needed in mathematics because of the low achievement of learners in both school and public examinations at all levels of education in Nigeria. The study examined the mediating effect of Parent-Teacher-Partnership Attitude on the relationship between parent qualification and children mathematics achievement. A sample of 4146 students was drawn from 72 randomly selected private and public schools in 12 Local Government Areas (LGA) in the three senatorial districts of Oyo State. One rural LGA was purposively picked and three urban LGAs were randomly selected from each senatorial district. The result of the analysis revealed that Parent-Teacher-Partnership Attitude (PTP) partially mediates the relationship between parent qualification and children mathematics achievement since indirect effects (PQ → PPTPA, t=4.423,p=0.000; PPTPA → Math Ach, t=6.697, p=0.000) is significant and the direct effect (PQ → Math Ach, t=8.272, p=0.000) is also significant. Hence school administrators and policy makers should encourage mathematics teachers to develop healthy relationship with parents to boost students’ achievement in mathematics.

Key words: Parent-Teacher-Partnership Attitude, Parent qualification, Achievement and mediation analysis.

ASSESSMENT OF LECTURER'S TEACHING PRACTICES, STUDENT RESEARCH-RELATED COURSE CONTENT EXPOSURE AND RESEARCH COMPETENCE AMONG POSTGRADUATE STUDENTS IN SOUTHWEST NIGERIA

Titilope Abosede Oderinwale, Folajogun Veronica Falaye — Thu, 01 Feb 2024 00:00:00 +0000

Abstract

This study examines the influence of teaching methods employed by lecturers, the extent to which postgraduate students are exposed to research-related course content, and the research skills of postgraduate students in Southwest Nigeria. Using a correlational research design, standardised questionnaires were used to collect data from 316 postgraduate students across six universities in the region. The study utilised Pearson Product Moment Correlation (PPMC) and Multiple Regression analysis to investigate the correlations and predictive capacity of the variables. The findings revealed a moderate positive relationship between the teaching methods employed by the lecturer and student’s research competence (r = 0.36; P =0.00). Additionally, there were also a strong positive relationships between the level of course content exposure and the students' research competence (r = 0.53; P =0.00). The regression analysis revealed that the presence of research-related course content is a strong predictor of research competence (β = 0.736; p < 0.05), but teaching methods, although favourably associated, do not independently predict research competence (β = 0.249; p > 0.05). These findings highlight the significance of thorough course material and successful teaching methods in improving the research skills of postgraduate students. The paper discusses recommendations for enhancing research proficiency among postgraduate students.

INFLUENCE OF CLIMATIC FACTORS ON STUDENT AND TEACHER’S WELL-BEING IN SELECTED SCHOOLS IN IBADAN

Enoch Olabode Olayori — Thu, 01 Feb 2024 00:00:00 +0000

Climate change is a global issue that arises from a combination of anthropogenic activities and natural phenomena. Floods, rainstorms, and high temperatures are natural disasters that have a negative impact on the general wellbeing of people. The prevalence of climatic factors on school infrastructure leads to increased anxiety and fear among individuals, thereby impacting their overall wellbeing. Thus, the study examined the influence of climatic factors (flood, rainstorm, and high temperature) on students and teachers’ wellbeing in selected schools in Ibadan. A non-experimental research type with an ex-post factor design was used because the schools' climatic circumstances had previously occurred. Eight schools were purposely chosen for the study, while 410 pupils and 67 teachers were randomly picked. Two self-reporting scale was developed to collect data from study participants. The instruments' reliability indices are 0.78 and 0.80, respectively, after Cronbach alpha testing. The study found that climatic conditions significantly impact student and teacher wellbeing in Ibadan schools (F (3, 473) = 7.733, p < 0.05). The study found that climatic conditions in selected Ibadan schools affect student and teacher well-being.

PERCEIVED INFLUENCE OF INNOVATIVE INSTRUCTIONAL STRATEGIES ON FINANCIAL ACCOUNTING ACADEMIC ACHIEVEMENT OF EDUCATION DISTRICT III STUDENTS IN LAGOS STATE

Abolaji Olugbenga Bukki, Deborah Adedamola Olayiwola, Adeolu Oludare Olatoye — Thu, 01 Feb 2024 00:00:00 +0000

The research investigated the influence of innovative instructional strategies on the academic achievement of secondary schools students in financial accounting. The specific objectives were to assess the innovative instructional strategies adopted by the teachers and how these strategies influence academic achievement in financial accounting. A descriptive survey research design was employed for this study. A sample of 444 respondents comprising of 16 financial accounting teachers and 428 students were used for the study. Data were collected using innovative instructional strategies Questionnaire (r=0.80) and students academic achievement in Financial Accounting. Data analysis was conducted using Descriptive Statistics (Mean and Standard Deviation) and Regression analysis with a significance level set at 0.05. Findings showed a significant influence of innovative instructional strategies on financial accounting academic achievement of Education District III students in Lagos State (F_(1,426) = 21.468; p<0.05). The study therefore recommended that in order to enhance better academic achievement, instructors should be encouraged to consistently use innovative instructional strategies. School management should make it a priority to recruit teachers who are proficient in the application of novel instructional methods so as to ensure quality and effective teaching in the classroom.

TEACHERS AND STUDENTS' PERCEPTION OF DIFFICULT TOPICS IN SENIOR SECONDARY SCHOOLS ECONOMICS IN LAGOS STATE, NIGERIA

Lukmon Amao-Adeleke, Dr. Serifat F. Akorede — Thu, 01 Feb 2024 00:00:00 +0000

Oftentimes, some students perceive Economics to be difficult subject. This could be as a result of the mathematical activities that are embedded in the subject despite being an elective subject. The study investigated teachers and students perception of difficult topics in senior secondary schools Economics in Lagos State. The research study adopted a descriptive, survey research design. Four research questions guided the study. A simple random sampling technique was used to select thirty (30) senior secondary schools and their teachers across three educational Districts in Lagos. The sample population consisted of one thousand two hundred (1200) respondents (462 Males and 738 Females) SS 3 Economics students and thirty (30) Economics teachers (12 males and 18 females) teaching Economics. Three (3) different instruments were used for data. Face and content validity was adopted to establish the validity of the instrument. Test retest was used to establish the reliability of the instruments. Students Perception of Difficult Topics in Economics Questionnaire (SPDTEQ) has reliability coefficient of 0.75. Teachers Perception of Difficult Topics in Economics Questionnaire (TPDTEQ) has reliability coefficient of 0.80 and Students Reasons of Perception for Difficult Topics in Economics Questionnaire (SRPDTEQ) has a reliability coefficient of 0.78. Research questions were analyzed using simple frequency, percentage. Result finding shows that teachers qualifications and experiences has significant influence on students perception of difficult topics in Economics while teachers gender has no significant influence on students perception of difficult topics in Economics. Concept of demand, Concept of supply, Cost concept, Revenue concept, Elasticity of demand, Elasticity of supply, Price control/Legislation and Market structure were perceived to be difficult for students to learn in Economics Curriculum. While almost all the topics in Economics are easy to teach by the teachers. Based on these findings, it was recommended among others that regular seminars, trainings and workshops should be organized by the Teaching Service Commission to keep teachers abreast of current teaching and practices.

EFFECT OF GAME-BASED ACTIVITIES ON EXECUTIVE FUNCTIONING AMONG PRE-SCHOOL CHILDREN: GENDER AS A MODERATOR

Folami V. Osisanwo, Sesan O. Mabekoje, Opeyemi Shoaga, Temidayo Iheanyichukwu — Thu, 01 Feb 2024 00:00:00 +0000

A six-week intervention lasting 60 minutes per session was implemented with 80 pre-schoolers, ages five to six, using a 2x2 pre-test, post-test, control group design. This study experimentally investigated the effects of game-based activities on executive functioning of pre-school children with gender as a moderator. The data was collected using the Executive Skills Questionnaire for Children—Revised, and it was assessed at the 0.5 level of significance using the ANCOVA test. Results revealed a significant treatment effect on pre-school children executive function in favour of participants in game-based activity group over those in control group (F_(1,75) = 111.066; p < .001), but no gender (F_(1,75) = .381; p > .05) and two-way treatment and gender effects (F_(1,75) = 2.783; p > .05) on pre-school children executive functioning. It was concluded that game-based activities are effective in enhancing pre-school children executive functioning.

WORKSHOPPRACTICE, ENTREPRENEURAL TRAINING AND SKILL ACQUISITION FOR VOCATIONAL ENTERPRISES AMONG STUDENTS IN ABRAHAM ADESANYA POLYTECHNIC, IJEBU-IGBO

Thu, 01 Feb 2024 00:00:00 +0000

This study investigated workshop practice and entrepreneurial training in fostering skill acquisition among polytechnic students in Ogun state. The study employed a survey research design, a sample of sixty (60) students was used. Descriptive and simple percentage was utilized while the analysis of variance was used to test the hypothesis at 0.05 level of significance. The findings of the study showed that Workshop practices have any significant contributions on skill acquisition among polytechnic students. It also reveals that there is significant influence of entrepreneur training on skill acquisition among polytechnic students. There is no significant gender differences on workshop practice and entrepreneurial training in fostering skills acquisition among polytechnic students. The study recommended that the curriculum of the polytechnic students should intensified to ensure that it will give room for enduring workshop practice and entrepreneurial training