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- Inaugural lectures by Professors from different Faculties of Lead City University
Recent Submissions
Home-related Factors and Social Media Usage as Determinants of Social Vices among Public Upper Basic School Students in Oyo State, Nigeria
(Lead City University, Ibadan, 2025-12) Titilola Rachel ADEYEMO
Social vices are bad behaviours exhibited by some students that are contrary to public upper basic school norms, rules, regulations and codes of conduct and may interfere with teaching and learning process. Some of these students exhibit all manners of delinquent behaviour ranging from stealing, bullying, examination malpractice, illicit sex, drug abuse, smoking, drug peddling and cultism. Therefore, this study investigated home-related factors and social media usage as determinants of social vices among public upper basic school students in Oyo State, Nigeria. Descriptive survey research design was employed. For this study, 364 teachers and 2,179 students were sampled using multi-stage procedure. The “Social Vices Questionnaire (SVQ)(α = .810)” and “Home-related factors and Social Media Usage on Social Vices Questionnaire (HFSMUSVQ)(α = .872)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed that most common social vices among students were:
stealing (72.3%), examination malpractices (71.4%), refusal to do homework and assignments (69.9%), fighting teachers and other students (63.6%), dishonesty to school authorities and parents (61.6%), bullying (60.4%), absenteeism (59.6%), disobedience to school authority (55.5%), vandalising school properties (56.6%), drinking of alcohol (39.0%), immoral sex (35.8%), smoking (30.9%), cultism (21.1%) and drug abuse (14.7%). The results showed the level of social vices that truancy was high (x̅= 3.276), examination malpractice was moderate (x̅= 2.612), and drug abuse was low (x̅= 2.195).The results showed a significant joint contribution of home-related factors and social media usage on social vices (F6, 339 = 3.450; R = .240; R2 = .058; Adjusted R2 = .041, error of estimate = 3.05912, p<0.05). Family structure (β = -.123; t = -2.335, p<0.05), parents’ income (β = -.109; t = -2.069, p<0.05), parental involvement (β = -.126; t = 2.366, p<0.05), and social networking sites usage (β = -.130; t = 2.453, p<0.05) are relatively significant on social vices whereas blogs usage (β = .041; t = -.775, p>0.05) and content communities usage (β = .026; t = .483, p>0.05) are not significant. There was no significant gender (male and female) difference (t(2), 344 = -.378, Sig. = .705, p>0.05) and no significant school location (rural and urban) difference (t(2), 344 = -.145, Sig. = .885, p>0.05) in social vices among the students. It was concluded that home-related factors and social networking usage negatively influenced social vices among students. It was recommended among others that parents and educational stakeholders should give attention and provide support so as to reduce various vices among students.
Keywords: Home related factors, Social media usage, Social vices, Truancy, Examination Malpractice
Word Count: 428
Predictive Modelling of Teachers’ Workload, Classroom Management Practices and Students’ Factors on SS2 Students’ Academic Performance in Chemistry in Southwest Nigeria
(Lead City University, Ibadan, 2026-12) Oluyemi Abiade ADETORO
This study investigated predictive modelling of Teachers’ Workload, Classroom Management Practices and Students’ Factors on SSS2 Students’ academic performance in Chemistry in Southwest Nigeria. Since most of the variables in behavioural science are categorical variables, there is need to use statistical tools that would correctly categorize data into different groups and predict academic performance from data from which reliable deductions could be drawn. Also, there is dearth of studies on predictive capabilities of AI algorithms in the prediction of students’ academic performance of students especially in African contexts. Consequently, the study leveraged machine learning algorithms to investigate the features that could contribute mostly to the performance of machine learning models in the prediction academic performance of students in Chemistry. Four research questions guided the study, and three Theories, Job Demand-Control Theory, Behaviourist Theory and Social Learning Theory provided the
needed insights into the study. The study adopted cross sectional research design. The population of the study comprised all the senior secondary school 2 students in the Southwest Nigeria. Multistage clustering sampling technique was used for the selection of participants. The process of data collection involved clustering of six states into three states in the southwest Nigeria. Each of the clustered states was stratified into three senatorial districts, and all the chemistry teachers in the sampled schools were selected for the study. Four research instruments were developed for data collection which include Teacher Workload Rating Scale (TWRS), Teacher Classroom Management Skills Questionnaire (TCMSQ), Students Factors
Questionnaires (SFQ), and Chemistry Achievement Test (CAT). The reliability coefficients of the instruments were established by using Cronbach Alpha with reliability coefficients in the range of (0.6-0.75). Data collected was analysed by using machine learning algorithms which include Gradient Boosting Model, Confusion Matrix and SHAP analysis. Results revealed that XGBoost achieved the highest overall test accuracy (0.6622) and a cross-validated F1-score (0.6313± 0.01422). However, Gradient Bosting exhibited strength in multi-class prediction F1-score (0.6524). It also achieved the highest Test ROC AUC (0.7714) which indicated a high performance accuracy in the classification of students on achievement basis. The most influential feature that contributed to the performance of the model in the prediction of students’ academic performance in chemistry was Teacher Non-Academic Workload (0.087354). Also, the study revealed that the model correctly predicted the academic performance of 160 students
accurately. SHAP analysis (Shapley Additive exPlanations) revealed that Teacher Non Academic Workload was the most impactful feature in the prediction of student chemistryperformance. The study concluded that a teacher’s daily workload is a far more powerful driver of students’ success. The study recommended among others that urgent intervention is needed to address the issue of teacher’s workload in secondary schools.
Keywords: Academic Performance, Teachers’ Workload, Management Skills, Students’ Factors
Word Count: 439
Trade Liberalization, Human Capital Development and Economic Growth in Sub Saharan African (SSA) Countries
(Lead City University, Ibadan, 2025-12) Bolanle Rahmon ADEROJU
This study investigates the effect of trade liberalization and human capital development on economic growth of Sub-Saharan African countries from 2000 to 2022. Cross-sectional and time series data on total trade to GDP ratio (TLIB), human capital development index, export, import, net foreign direct investment, gross capital formation, net migration, net official development assistance, population, labour force, government total expenditure on education, government total expenditure on health, primary school enrolment rate, secondary school enrolment rate, infant mortality rate, life expectancy rate and inflation rate obtained from World Development Indicators (WDI) were utilized for the study. Pooled Ordinary Least Squares (POLS), Fixed Effects Model (FEM) and Two Step Difference Generalized Method of Moments (TSDGMM) were the econometric techniques employed in estimating the parameters of the four models developed for the study. Empirical findings for (Model 1) revealed that trade liberalization has a statistically significant positive impact on human capital development. Imports and gross capital formation variables exerted statistically significant positive impacts while net foreign direct investment, net migration and net official development assistance influenced human capital development
positively but insignificant. The empirical results for (Model 2) showed that trade liberalization has statistically significant positive effect on economic growth of SSA countries. Exports, net foreign direct investment and population impacted economic growth positively and significantly while import, gross capital formation and labour force had negative contributions. Moreover, the empirical results for (Model 3) indicated that human capital development has a statistically significant positive impact on economic growth of SSA countries. Other explanatory variables of the model influenced economic growth negatively and significantly with the exception of secondary school enrolment rate that had significant positive impact. The results for (Model 4) showed that the interactive effect of trade liberalization and human capital development on economic growth for SSA countries was negative and statistically significant. Government total expenditure on education, government total expenditure on health, exports and imports had
negative and significant influence on economic growth while gross capital formation, labour force, secondary school enrolment rate and infant mortality rate made insignificant positive contributions. Other independent variables of the model like net foreign direct investment, primary school enrolment rate and life expectancy rate influenced economic growth positively and significantly. Based on the estimated results, governments of Sub-Saharan African countries should invest massively in education and skills development, particularly in areas related to the needs of a more open and globally integrated economy; there should be implementation of complementary policies that address potential challenges and enhance the benefits of trade liberalization like strengthening of domestic revenue mobilization, investing in infrastructure, and providing targeted support for small and medium enterprises (SMEs) to mitigate the negative impacts of increased competition; and there should also be prioritization of investments in quality
education and skills development. In addition, governments should also prioritize trade liberalization alongside investments in quality education and skills development; and finally massive investments should be made in trade infrastructure and technology to reduce logistic costs, enhance trade efficiency and promote regional connectivity.
Keywords: Trade liberalization, human capital development, economic growth, generalized method of moments, Sub-Saharan Africa.
Word Count: 490
Parental Involvement, Peer Influence and Study Habit as Predictors of Academic Motivation among Senior Secondary School Students in Southwest Nigeria
(Lead City University, Ibadan, 2025-12) Adewumi Adeoye ADEPOJU
Academic motivation plays a vital role in students’ learning outcomes and overall academic achievement. However, anecdotal evidence suggests that many public senior secondary school students in Southwest Nigeria exhibit low levels of academic motivation, which may negatively affect their engagement and performance. This study examined the impact of parental involvement, peer influence, and study habits on academic motivation among public senior secondary school students in Southwestern Nigeria. The study employed a descriptive research design. Four research questions were posed and answered, three hypotheses were formulated and answered. The population comprised 39,975 students from public senior secondary schools across the six states in Southwest Nigeria. Using a multi-stage sampling procedure, a total of 599 schools and 1,187 students were selected. Data were collected using a structured and adapted instrument titled Secondary School Students’ Academic Motivation Questionnaire (SSAMQ) (α = 0.985). Findings indicated that students reported a high level of academic motivation (x̄ = 3.1). Parental involvement in students’ academic work was low (x̄= 2.48), there was a high level of peer influence (x̄ = 2.86). Study planning was the most frequently practiced of the study habits (69.3%). Parental involvement, peer influence, and study habits jointly had a significant effect on academic motivation (Adjusted R² = 0.987; F(3, 948) = 24,985.816, p < 0.05). Peer influence (β = 0.870, t = 128.663, p < 0.05) and parental involvement (β = 0.309, t = 39.372, p < 0.05) were both significant individual predictors, with peer influence having the most potent positive effect. In contrast, study habits (β = -0.116, t = -10.979, p < 0.05) showed a negative relative influence. A significant gender difference was observed, with male students (x̄ = 35.58) exhibiting higher academic motivation than their female counterparts (x̄ = 24.93). In conclusion, academic motivation among senior secondary school students is shaped by a complex interplay of parental support, peer dynamics, and personal study habits. Fostering motivation requires a holistic approach that strengthens home school collaboration, encourages healthy peer relationships, and promotes effective learning strategies. Educational stakeholders, including schools and policymakers, should implement sustainable programmes such as recognition programs for students, workshops on effective parenting for parents, and better channels of communication in a program that aims to maintain and enhance students’ motivation to learn.
Keywords: Academic Motivation, Parental Involvement, Peer Influence, Study Habit.
Word Count: 370
Goal Setting, Self-Confidence and Group Cohesion as Predictors of Sports Performance among Football Academy Trainees in Ibadan Metropolis, Oyo State, Nigeria
(Lead City University, Ibadan, 2025-12) Adeoye Obaseyi ONIGBINDE
The research addressed the persistent underperformance of amateur footballers in the region, despite physical training efforts, by focusing on critical but often overlooked psychological determinants. This study investigated the self-confidence, group cohesion and goal-setting on sports performance among football academy trainees in Ibadan Metropolis, Nigeria. The study was based on Edwin A. Locke Goal Setting Theory and Festinger’s Theory of Cohesion. This study adopted a descriptive survey research design. The population was all registered football academies in Ibadan Metropolis. A sample size comprised of 1 120 male trainees across five registered football academies. Standardized instruments, which included the Trait Sport-Confidence Inventory (TSCI), Group Environment Questionnaire (GEQ), Goal Setting Questionnaire (GSQ) and the Perceived Sports Performance Scale (PSPS) were all adopted and used for the study. Findings revealed that the joint prediction of self confidence components self-assurance, self-belief, and self-efficacy did not significantly predict sports performance (F (3, 116) = 1.604, p > 0.05). There was no significant relative prediction of self-confidence component; self-belief (β = -0.287, p = >0.05), self-efficacy (β = -0.052, p = 0.05) and self-assurance (β = 0.019, p =0.05) on sports performance. There was a significant joint significant prediction of team cohesion (F (4, 115) = 2.512, p < 0.05) on performance. There was no significant relative prediction of team cohesion components attraction to group-social (β=-0.226, p>0.05), group integration-social (β=-0.052, p>0.05), group integration-task (β=-0.173, p>0.05), only attraction to group-social was a significant predictor (β = 0.238, p = 0.045). Goal-setting was not a significant predictor of sports performance (F(3, 116) = 1.273, p > 0.05). There was no significant relative prediction of process goals (β =-0.150, p = 0.126), performance goals (β=-0.057, p=0.561) and outcome goals (β=0.025, p= 0.788) on sports performance. There was no significant difference among the groups based on age (t=-1.045, df=118, p>0.05) There was no significant difference among the groups based on playing experience (F(2, 117)=1.217, p>0.05). Based on the findings of this study, it was concluded that there was no significant joint and relative prediction of self-confidence on sports performance among the respondents. There was a significant joint prediction of team cohesion on sports performance among football academy trainees in Ibadan Metropolis, Nigeria. There was no significant relative prediction of team cohesion components on sports performance only attraction to group-social was significant on sports performance among the respondents. There was no significant joint and relative prediction of goal-setting on sports performance. There was no significant difference among the groups based on age and playing experience. The study, therefore, recommended that football academies should prioritise interventions that enhance social bonding and team culture, rather than relying solely on traditional goal-setting or confidence-boosting strategies.
Keywords: Sports Performance, Self-confidence, Group Cohesion, Goal Setting, Football Academy Trainees.
Word Count: 442