Department of Educational Management

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    Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness in Nigerian Universities
    (Lead City University, Ibadan, 2024-12) Wasiu OLANREWAJU- SMART
    In recent years, Nigerian universities have grappled with challenges impacting its effectiveness, particularly in administration. This study investigated the influence of University Autonomy, Educational Regulatory Laws, and Institutional Factors on Administrative Effectiveness in Nigerian universities. Emphasizing employee satisfaction, alumni engagement, and faculty development, the research assesses autonomy levels (administrative, pedagogical, and financial) and examines the influence of Autonomy, Regulatory Laws, and Institutional Factors, including Lecturer/Student Ratio, School Calendar Stability, and Governance Structure. Differences in administrative effectiveness based on Institutional Type (Federal, State, and Private) are explored. Using a multi-stage sampling procedure, 4,051 principal and administrative officers across Nigerian universities participated in the study. Data were collected through a self- designed Likert-scaled questionnaire (AERLIFAENU), ensuring validity and reliability through face, content, and construct validation. The instrument demonstrated high reliability (Cronbach alpha = 0.73). Data analysis, employing descriptive and inferential statistics, revealed notable administrative effectiveness: employee satisfaction (69%), alumni engagement (61%), and faculty development (82%). Regression analysis rejected the three hypotheses. Hypothesis one indicated a significant combined influence of Autonomy, Regulatory Laws, and Institutional Factors (p-value = 0.000) on administrative effectiveness. Hypothesis two refuted the idea of no significant relative influence, revealing Autonomy as the most influential (Beta = 0.783), followed by Institutional Factors (Beta = 0.356), and Regulatory Laws (Beta = 0.220). Furthermore, findings showed that Private universities exhibited the highest administrative effectiveness, followed by State and Federal universities. In conclusion, the research provided insights into factors shaping administrative effectiveness in Nigerian universities. Positive aspects, including autonomy and regulatory frameworks, paved the way for targeted interventions and continuous improvement. Recommendations include heightened focus on employee engagement initiatives, alumni and stakeholders’ engagement and strategic faculty development programs to enhance overall education and research quality. It also includes facilitation of updates of education regulatory laws to meet modern day realities. Keywords: Autonomy, Educational Regulatory Laws, Institutional Factors and Administrative Effectiveness Word Count: 293
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    Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria
    (Lead City University, 2023-12) Akinola Olusegun ADESOPE
    It has been observed that students’ academic achievement in Economics has not been encouraging. The statistics from West African Examination Council (WAEC) examination results from 2014 to 2021 indicated low percentage performance of students in Economics in Southwest, Nigeria. This may be attributed to various factors. This study investigated Class Size and Teacher Factors as Determinants of Academic Achievement of Students in Economics in Public Secondary Schools in Southwest, Nigeria. Three research questions and two hypotheses guided the study. Study population consisted of Economics teachers (6,855) and SSS2 students (289,132) in public secondary schools in Southwest. 840 teachers and 3500 students used as sample size. Descriptive survey research design was used. A questionnaires tagged – Class Size and Teachers Factor Questionnaire, CSTFQ (α = .808) and an “Economics Achievement Test, EAT (KR21 = .765) were used to collect data. Data were analysed using percentage and multiple regrssion. Results revealed poor level of students’ academic achievement in Economics (x̅ = 1.202), high class size level (x̅= 3.428), poor level of teacher factors such as attitude (x̅= 1.900), mastery of subject matter (x̅= 1.953), experience (x̅= 2.181) and educational qualification (x̅= 2.353) but good level of teaching styles (x̅= 3.169). Hypotheses revealed significant joint contribution of class size and teacher factors on students’ academic achievement in Economics (F6, 833 = 9.961, P<0.05). It also revealed that class size (Beta = -.084; t = -2.475), teachers’ attitude (Beta = .179; t = 4.960), mastery of subject matter (Beta = .157; t = 2.423) and teaching styles (Beta = .216; t = 5.383) are relatively significant at P<0.05 while teachers’ experience (Beta = -.066; t = -.723) and educational qualifications (Beta = .102; t = 1.235) are not relatively significant at P>0.05. It was concluded that class size and teacher factors influence students’ academic achievement in Economics in Public Secondary Schools in Southwest, Nigeria. It was recommended amongst others that teachers should be trained continuously and the recommended class size should be strictly adhered to. Keywords: Class Size. Teacher Factors, Students’ Academic Achievement, Economics Word Count: 295
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    Classroom Management and Educational Resources as Determinants of Teachers’ Job Commitment in Public Secondary Schools in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Babatunde Joseph KOLASHI
    This research investigated Classroom Management and Educational Resources as determinants of teachers’ job commitment in Public Secondary Schools in Southwest, Nigeria. The missing gap filled was dearth of research on joint influence of classroom management and educational resources on teacher’s job commitment. The research was guided by Resources Dependent theory, side-Bet and Behavioural learning theories. Three research questions and three hypotheses were formulated and tested. Descriptive survey research design was adopted. The population consisted of principals (2,262) and teachers (56,827). Sample size comprised of (4,354) teachers and 1,061 principals. Two self constructed questionnaires:- Educational Resources and Classroom Management Questionnaire (ERCMQ) ( =0.892) and Teacher’s Job Commitment Questionnaire (TJCQ) ( = 0.871) were used. Data collected were analysed using descriptive and inferential statistics. Results revealed high level of teacher’s job commitment ( ?ത = 4.88), classroom management in public Secondary School, Southwest, Nigeria is moderate (?ത= 2.99). The level of educational resources available in public Secondary school is poor (?ത= 1.88). There was a combined significant influence of classroom management and educational resources on teachers’ job commitment (Adjusted R 2 = 0.674) (F = 342.861 = 0.000, P ˂ 0.05). There was a significant relative influence of classroom management (Beta = 0.155, t = 4.488) and educational resources (Beta = 0.807, t = 23. 325) on teachers’ job commitment. There was a significant relative influence of classroom management (Discipline and control; Beta 0.454, t = 21.461, communication; Beta = 0.109, t = 4.813, Instructional materials; Beta = 0.286, t = 4.836) educational resources (physical; plant; Beta = 0.897, t = 17.865, printed; Beta 0.598, t = 10.372, Non-printed; Beta = 0.450, t = 9.417) on teachers’ job commitment. It was recommended amongst others that educational resources should be available in the schools, monitoring and evaluating the utilization of educational resources and effective classroom management strategies should be implemented to improve teachers’ job commitment. Keywords: Classroom Management, Educational Resources, Teacher’s Job Commitment, Physical Plants Word Count: 300
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    Classroom Management Practices and Teaching Methods as Predators of Senior Secondary School Students’ Academic Achievement in Mathematics in Oyo Town, Oyo State
    (Lead City University, Ibadan, 2023-12) Moses Bamidele AKINLOYE
    The study examined the influence of Classroom Management Practices and Teaching Methods on the Academic Achievement of Secondary School Students in Mathematics in Oyo Town, Oyo State. The study was based on the Theory of Planned Behavior and Theory of Reasoned Action. The descriptive survey research design was adopted for this study. The sample size was 2185 students, using a multi-stage sampling technique. A modified questionnaire was used as the research instrument with a reliability coefficient of 0.86. The results showed that the secondary school students' average academic achievement in mathematics in Oyo Town was low (X̄=2.35). The majority of teachers used Teacher- centered methods (weighted mean=3.18), while student-centered (weighted mean=1.99) and teacher-student interactive (weighted mean=1.97) methods were used less. The results also indicated that Classroom Management Practices and Teaching Methods have a significant influence on Academic Achievement in mathematics (R 2= 0.413, F= 190.74, p<0.05). Where R 2 is the coefficient of influence, together they contribute or determine 41.3% of student Achievement in Mathematics. Classroom rules (41.7% or 0.417), teacher-student interaction method (35.0% or 0.318) and classroom design (31.8% or 0.318) had major influence while student centred (19.5% or 0.195), teacher centred (9.5% or 0.095) and discipline (2.5% or0.025) had lesser influence. Male students (=2.33, Std=0.979, p<0.05) had higher achievement compared to female students (=2.13, Std=0.828, p<0.05). The study concluded that teacher-centered methods are mostly used to teach M athematics, and classroom rules have the most significant influence on students' academic achievement. Classroom Management Practices and Teaching Methods have a significant influence on students' Academic Achievement in mathematics in Oyo Town. The study recommended that teachers adopt teacher-student interaction and that there should be provisions made for workshops on classroom management practices to improve learning. Keywords: Classroom Management Practices, Teaching Methods, Academic Achievement, Teaching, Learning Word Count: 282
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    Development Programmes, Availability of Physical Resources and Staff Job Performance in Colleges of Education Delta State, Nigeria
    (Lead City University, Ibadan, 2024-12) Stella Ekpebide OGHENERUME
    Job performance among Staff in Colleges of Education, Delta State seem to be declining. This is evident in inadequate publications, missed deadlines, poor communication and others. Factors contributing to this include: absenteeism, work-related stress, low leadership quality skills, inadequate training, and resistance to change among others. While many studies have explored the causes of these issues in other states, it appears that there is a gap in research specifically focused on Delta State. To address this gap this study aims to investigate the influence of development Programmes and availability physical resources on staff job performance in Colleges of Education Delta State, Nigeria. A descriptive survey research design was used in this study. The population comprised 784 academic and senior administration staff in Colleges of Education Delta State. A complete enumeration sampling technique was used. The findings reveal that the level of Staff Job Performance was high ('x=̄2.89), the level of Development Programmes, is high ('x̄=2.96), and Physical resource availability is high ('x̄=2.51). The combined influence of Development Programmes and the availability of physical resources had a significant influence on staff job performance (Adj. R 2= 0.971) and (F2781) = 12880.166; p < 0.000.) among staff development programme, conference demonstrate the strongest on staff job performance (β =0.429, t =10.761, p < 0.000) and coaching does not have significant influence on job performance ((β = -0.003, t = -0.124, p > 0.05). Based on the findings of this study, it was recommended among other Colleges of Education should prioritize and fund Development Programmes, giving special attention to conferences, workshops, job rotation, and orientation. Keywords: Staff Job Performance, Development Programmes, Physical Resource Word Count: 260
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    Digital Teachers’ Competence, Virtual Classroom Management and Secondary Schools Students' Attitude Towards Learning in COVID-19 Era, Lagos State
    (Lead City University, 2023-12) Julianah Oladunni FALORE
    The COVID-19 pandemic has significantly impacted Nigeria's secondary education, prompting a shift to virtual learning. This study examines the influence of digital teacher competence and virtual classroom management on secondary school students’ attitudes during the pandemic Era. The study was anchored by Connectivism and Technological Pedagogical Content Knowledge (TPACK) theories. Using a descriptive survey design, the study employed multi-stage sampling procedure using simple random sampling technique to select a representative sample size of 1435 teachers and 1595 students respectively 935(65.9%) and 1495(91.7%) were retrieved. Data collection involved structured questionnaires and interviews, yielding quantitative and qualitative data for analysis. Descriptive statistics of simple percentages, mean and frequency was used to answer research questions while inferential statistics of multiple regression analysis (ANOVA) was used to test formulated hypotheses. Students displayed commendable adaptability, determination, and dedication to learning throughout and after the pandemic (mean = 3.44). Digital teacher competence remained high during and after the COVID-19 Era (mean = 3.38 and mean = 2.79, respectively). WhatsApp was the predominant virtual classroom platform during the pandemic, later supplanted by Zoom. Challenges included poor internet access for students and irregular power supply for teachers. However, both students and teachers demonstrated high compliance with virtual teaching rules during and after the pandemic. Furthermore, the study unveiled a significant combined influence of digital teacher competence, virtual classroom management on student attitudes (R² = 0.707, p < 0.05). Virtual classroom management made a substantial contribution (t = 29.777, p < 0.05), with directing having the highest influence (t = 19.071; p < 0.05). In conclusion, Lagos State secondary students exhibited remarkable resilience, commitment, and a growth-oriented mindset amid various challenges during and after the COVID-19 Era. To leverage these findings, it was recommended among others that educational institutions integrate online learning tools effectively into their curricula and undertake additional measures to enhance the learning experience. Keywords: Digital teachers' competence, Virtual classroom management practices, Students' attitudes toward learning, COVID-19 Era. Wordcount: 292
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    Emotional Intelligence and Self-esteem as Determinants of Social Adjustment among Students with Hearing Impairment in the Federal College of Education (Special) Oyo
    (Lead City University, 2023-12) Adeolu Akintunde ADELEYE
    Issues with social adjustment among college of education students with hearing impairment may jeopardise optimal interpersonal functioning. There is dearth of empirical studies in the area of psychological determinants of social adjustment among students with hearing impairment in colleges of education especially in Oyo State. This study therefore investigated emotional intelligence and self-esteem as determinants of social adjustment among students with hearing impairment in the Federal College of Education (Special) Oyo. The study employed the descriptive survey research design. The population of four hundred and fifty 450 male and female students with hearing impairment in 100, 200 and 300 level was totally sampled. Data were collected using a research instrument with three subscales (.712). Frequency count, percentages, mean, and standard deviation, were utilised to answer the research questions. Multiple regression analysis was used to test the hypotheses at 0.05 alpha level. The results revealed that: there is high level of social adjustment (x̅=3.04) among students with hearing impairment in the Federal College of Education (Special), Oyo; there is high level of emotional intelligence among students with hearing impairment (x̅=3.00); there is low level of self-esteem (x̅=2.45) among students with hearing impairment; emotional intelligence and self-esteem significantly jointly influence social adjustment of students with hearing impairment (F(2,399)=56273.375, Adj.R2=.635); emotional intelligence (β=0.965, t=44.957) and self-esteem (β=0.034, t=1.570) significantly relatively influence social adjustment of students with hearing impairment. It is recommended among others that, periodic intervention by counselling psychologists be implemented for students with hearing impairment to enhance their self-esteem for social adjustment. Keywords: Emotional intelligence, self-esteem, social adjustment, students with hearing impairment Word Count: 249
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    Employee Psychosocial Factors, Institutional Empowerment Strategies and Service Delivery in Private Universities in Southwest, Nigeria
    (Lead City University, 2023-12) Gabriel Oladotun OLATOYE
    The private sector-led economy aims at efficiency and sustainability, but for private universities in Southwest, Nigeria, there is an observed shortfall. Previous studies focused on public universities' service delivery issues, neglecting private universities' efficiency. This study investigated influence of employee psychosocial factors and institutional empowerment strategies on service delivery of private universities in Southwest, Nigeria. It adopted descriptive research design. The employee psychosocial factors are workload, personnel autonomy and workplace relationship while institutional empowerment strategies are training, employee recognition and job security. The participants for the study were 1434 academic and non-academic staff randomly selected from private universities in Southwest, Nigeria. Three instruments; Lecturer Questionnaire, Administrator Questionnaire and Key Informant Interview were used for the study. Four research questions were answered while data collected were analysed using frequency, percentages, and multiple regression analysis at 0.05 significance level. The findings revealed a high level of service delivery, with non- academic staff demonstrating greater efficiency (x̄= 3.45) than their academic counterparts (x̄ = 3.37). Additionally, academic staff exhibited higher psychosocial factors (x̄ =3.30) compared to non-academic staff (x̄= 3.00). Institutional empowerment among non-academic staff was higher (x̄= 3.18) than that of academic personnel (x̄= 2.29). There was significant combined influence of psychosocial factors and institutional empowerment strategies on service delivery of academic staff (Adj. R2 = .967, p < 0.05) and Non-Academic Staff (Adj. R 2 = .972, p < 0.05) in private universities in Southwest, Nigeria. There was significant relative influence of psychosocial factors and institutional empowerment strategies on service delivery. There was significant difference in service delivery with secular universities having a higher mean service delivery level (x̄= 31.41) compared to faith-based universities (x̄= 30.70). It was recommended that private universities should invest in staff training, alleviate staff high workload, enhance empowerment initiatives among others. Keywords: Employee Psychosocial Factors, Institutional Empowerment Strategies, Service Delivery, Private Universities Word count: 298
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    Environmental Factors, Reviewed Curriculum and Social Studies Lecturers’ Work Performance in Public Colleges of Education in Nigeria
    (Lead City University, Ibadan, 2024-12) Iyiade ADEBUSUYI
    This study investigated the influence of environmental factors, reviewed curriculum and social studies lecturers work performance in public Colleges of Education in Nigeria. This study used descriptive survey research design that employs mixed method of both quantitative and qualitative data collection. The population of the study was one thousand, one hundred and twelve social studies lecturers and sixty two heads of department. In this study, seven hundred and twenty five lecturers were sampled with forty four heads of department. The study used ‘Environmental Factors, Reviewed Curriculum and Social Studies Lecturers’ Work Performance Questionnaire’ (EFRCSSLWPQ) and Key Informant Interviews (KII) to collect data. Data collected were analysed using both descriptive and inferential statistics. The result showed significant combined influence of environmental factors and reviewed curriculum on work performance of social studies lecturers in colleges of education in Nigeria (Adjusted R2 = 0.956, F = 7536.543, p<0.05) explaining 95.6% of the variation. Regression analysis also revealed that both environmental factors (Beta= 0.408, t=30.474, p<0.05) and reviewed curriculum (Beta=0.619, t=46.234, p<0.05) had significant relative influence on lecturers’ work performance. The result also showed a significant relative influence of environmental factors indices and reviewed curriculum on lecturers’ work performance. Leadership style emerged as the most influential factor (Beta = 0.813), followed by the reviewed curriculum (Beta=0.473) and infrastructural facilities (Beta = 0.321). Furthermore, the study found a significant difference in the level of curriculum acceptability between federal and state colleges (t (229) = 72.451, p<0.05) for federal; t(472) = 83.996, p<0.05) for state), highlighting potential disparity in resources and support system. The finding highlighted the importance of addressing environmental factors, curriculum enhancements and leadership development to improve lecturers’ performance and educational quality in colleges of education in Nigeria. Social studies lecturers in Nigerian public colleges of education should work in the available environment and implement the curriculum as prepared by the Nigerian government. Based on the findings, it was recommended that lecturers should carry out their primary assignment, inclusive decision-making process should be adopted by the head of department, infrastructure improvement should be given priority by the college management, the college authority should enhance safety measures and effort should be made to address curriculum acceptability disparities. Keywords: Environmental Factors, Reviewed Curriculum, Social Studies Lecturers’, Work Performance, Colleges of Education in Nigeria Environmental Factors, Reviewed Curriculum, Social Studies Lecturers’, Work Performance, Colleges of Education in Nigeria Word Count: 380
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    Evaluation of Availability and Adequacy of State Universal Basic Education Library Resources in Primary schools in South West, Nigeria
    (Lead City University, Ibadan, 2024-12) Olabisi Olaitan ADEBAMBO
    Education is developmental instrument that is dedicated to and societal development. Reading is indispensable tools that form an integral part of any learning situation. Over the years, the effectiveness of SUBEB in meeting the educational needs of the learner remains uncertain. The study evaluated the availability and adequacy of State Universal Basic Education Library Resources in Primary Schools in Southwest, Nigeria; examined if teachers and pupils are aware of SUBEB library resources and its uses; investigated the level of adequacy of SUBEB library resources in primary schools; ascertained the challenges mitigating the success of SUBEB library resources in primary schools in Southwest; and determined the ways to improve SUBEB library resources in primary schools. These were with the main aim of evaluating the level of availability and adequacy of state universal basic education library services in primary schools in Southwest, Nigeria. Descriptive Survey research design was adopted. The population was made up of all pupils and teachers from public primary schools in Southwest Nigeria. The study population is made up of all pupils and teachers from primary schools in Southwest Nigeria. A total of 2,065 respondents formed the sample for this study; consisting of 179 teachers and 1886 pupils, randomly selected, formed the sample for the study. Two self-developed research instruments titled; State Universal Basic Education Library Services Questionnaire for Teachers (UBELSQ) and State Universal Basic Education Library Services Questionnaire for Pupil (UBELPQ) were used in the study. The data collected with the research instruments were analysed using appropriate descriptive, inferential statistics. The findings of the study showed that most of the SUBEB library resources were moderately available (2.49-3.00); the level of Teachers’ and pupils awareness of SUBEB Library resources and uses were high (44.7%) and moderate (30.1%) respectively; the level of adequacy of SUBEB library resources in view of pupils was found to be moderately adequate ( weighted average 2.88). The challenges mitigating against the success of SUBEB Library resources were found to be enormous; unconducive environment ( ?ത =3.22), pupils cannot read for a long time ( ?ത =3.03), poor parental guidance (?ത=2.92), need to introduce ICT in primary school libraries (?ത=2.89) in that descending order, showing there are a lot of challenges. New books (according to pupils) should be provided in the libraries (?ത=3.45) and automated library management (?ത=3.40) according to the teachers. There was a significant association between teachers’ awareness and availability of SUBEB library resources (p<0.05). There was no significant difference between pupils’ awareness and availability of SUBEB library resources based on teachers’ gender (p>0.05). There was no difference between pupils’ awareness and availability of SUBEB library resources based on pupils’ gender (p>0.05). Keywords: State Library Resources, Availability and Adequacy of Library Resources, Public Primary Schools, Universal Basic Education Library (UBEC) Word Count: 434s
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    Home - related and Personal Factors as Determinants of Career Choice among Undergraduates in Public and Private Universities in Oyo state, Nigeria
    (Lead City University, Ibadan, 2024-12) Ayobami Olubayo ADETOKUNBO
    This study investigated Home related and Personal Factors as Determinants of Career Choice among Undergraduate in Public and Private Universities in Oyo state. Three research questions were raised and three hypotheses guided the study. Study population comprised of all the 300 level universities students (27993) in Oyo State, Nigeria. Sample size consisted of 1,858 university students using multi-stage technique. Descriptive survey research was adopted. Two self-constructed questionnaires titled: Home-related Factors and Personal Factors Questionnaire (HRDF) (r = 0.84) and Career Choice of Undergraduate Questionnaire (CCQ) (r = 0.81) were used to collect data. Data collected were analyzed using descriptive and inferential statistics. Results showed high level of career choice of undergraduate students (x=3.51), high level of personal factors of undergraduate students (x=3.19).There was high level of home-related factors of undergraduate students (x=3.42). There was significant influence of personal factors and home – related factors on career choice among undergraduate students in private universities (F8, 1078= 3.217; p < 0.05) and (F8, 764= 4.557 (p < 0.05) for public universities. Believes and attitude (β =.214; t = 2.128 ;( p< 0.05) ability to adapt(β =.242; t = 1.403; Significance p < 0.05), gender (β =.271; t = 1.241; Significance p < 0.05), assertiveness (β =.012; t = 1.135; Significance p <0.05), Parental Education(β = .302; t = 2.613; Significant p< 0.05), Family Income (β = .122; t = 321; Significant p < 0.05), Parental Occupation (β = .213; t = 2.108; Significant p <.0.05), Family Size (β = .033; t = 0.134; Significant p< 0.05), are significant at p>0.05 on career choice among undergraduate students. Therefore there should be improvement on the issue of personal factors in terms of believe, ability to adapt as well as assertiveness on the undergraduate students. Also, parents should ensure that students have positive interaction in terms of parent occupation, family size, family income in which this can improve their career choice in the university. Keywords: Home-related Factors, Personal Factors, Career Choice, Undergraduate Students, Private & Public Universities. Word Count: 299
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    Home and School Factors as Determinants of Public Secondary School Students’ Motivation towards Learning in Oyo Town, Nigeria
    (Lead City University, 2023-12) Modupe Olajumoke ADAMS
    This study investigated Home and School factors as determinants of public secondary school students’ motivation towards learning in Oyo town, Nigeria as literature shows scarcity of studies on this subject area. The Theory of Systems, Motivation and Behaviorism guided the study. Five research questions were raised and two hypotheses formulated. Descriptive survey research design was adopted. Study population comprised of all public secondary schools fifty four (54) and secondary schools students (6,568) of which 36 schools and 1226 students were sampled using multi-stage procedure. Questionnaires titled – ‘Home and School Factors Questionnaire (HSFQ) (r = 0.81) and Students ’Motivation towards Learning Questionnaire (SMLQ) (r = 0.82) were used in collecting data. Data collected were analyzed using descriptive and inferential statistical methods. Results showed low level of motivation towards learning (x=1.85) and low status of school facilities in term of school factors (x= 1.87). Furthermore, it revealed that home factor such as peer influence is moderate (x=2.70). Hypotheses showed a significant combined influence of home and school factors on motivation of students towards learning in secondary schools in Oyo town (F=6,1090) = 19441.4, p<0.05). Furthermore, Parenting style (Beta=.070, t= 3.074), peer influence (Beta=.017, t= 10.277), school facilities (Beta=.337, t = 13.503), parental involvement (Beta=.145, t=7.881) and interpersonal relationship (Beta=.261,t=9.877) have positive influence on students’ motivation towards learning. It can be concluded that low status of school facilities, moderate level of peer influence could be responsible for the low students’ motivation towards learning. It was recommended amongst others that adequate educational facilities should be provided by the government and parents should be actively involved in the children academic affairs. Keywords: Home Factor, School Factors, School Facilities, Students Motivation towards Learning, Oyo Town Word Count: 283
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    Home and School Factors as Determinants of Secondary School Students’ Academic Achievement in English Grammar in Ibadan North West, Oyo State
    (Lead City University, Ibadan, 2024-12) Riches Ekaete OYENIYI
    This research investigated home and school factors as determinants of academic achievement in English grammar among students in public secondary schools, Ibadan Northwest, Oyo State, Nigeria. Three research questions were answered, while two hypotheses were tested at 0.05 significance. Descriptive survey research design was employed. Target population comprised of one thousand, nine hundred and eighteen (1918) students in Ibadan Northwest, Oyo State, Nigeria. Two hundred and fifty (250) students were sampled using multi-stage sampling procedure. Two instruments–Home and School factors Questionnaire (HSFQ)(α = .886)”and “English Grammar Academic Achievement Test (EGAAT)(K20 = .881)”were used to collect data. Data were analysed using descriptive and inferential statistics. Results showed low academic achievement in English grammar (x̅= 2.367) of students. Availability of learning amenities at home (x̅= 2.476), Parental socio-economic of the students (x̅= 2.492) and Parental educational background (x̅= 2.411) are of “low level by the students. In addition, availability of instructional materials (x̅= 2.405), school location (x̅= 2.152) and peer pressure of the students (x̅= 2.405) are of “low level”, while teaching methods of the teachers (x̅= 2.562) is at a “moderate level by the students. There was a significant joint contribution of home and school factors to students’ academic achievement in English grammar (F6; 249 = 1.728, R2 = .014 Adjusted R2 = .024, P<0.05). Home factors had a coefficient β of 1.314 with a p-value of 0.178 and school factors had a coefficient β of 0.778 with a p-value of 0.371 do have significant relative influence on academic achievement of students in English grammar at P<0.05. In conclusion, low academic achievement of students in English grammar, low level of home and school factors negatively affected academic achievement of students’ English grammar. It was recommended that Parents should support students by recognising and mitigating the impact of workload on students' ability to engage fully in academic activities by making flexible scheduling options. Keywords: School Factors, Home Factors, Academic Achievement, English grammar Word Count: 300
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    Home and School Factors as Determinants of Students’ Conduct in Colleges of Education in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Amidu Kolawole AJAYI
    This study investigated home and school factors as determinants of students' conduct in colleges of education in southwest, Nigeria. The descriptive survey research design was used. The sample size for this study was 1254 and purposive sampling technique was used to select 15 colleges of education and 200 level Social Studies Students in Southwest, Nigeria. The research instrument used was a self-structured questionnaire tagged “Home and School Factors on Students’ Conduct Questionnaire (HSFSCQ)”, with reliability value of 0.82. Data collected were analysed using descriptive statistics of simple frequency count, percentages and mean value for the demographic data and research questions. For the hypotheses, Pearson Product Moment Correlation (PPMC), Multiple Regression, General Linear Modelling (GLM) of Multivariate and Univariate were used and tested at 0.05 level of significance. The result revealed that the level of students’ compliance to both academic and moral conduct was low (x = 2.177; x = 2.476) respectively. All home factors and school factors were dominant in determining students’ ethical conduct except family size and parental social status (x =2.431; x =2.352) respectively. Home factors exhibit significant positive correlations with both academic and moral conducts (r = 0.247, p < 0.01;r = 0.312, p < 0.01) respectively and school factors (r = 0.214, p < 0.01; r = 0.465, p < 0.01) respectively. Home and school factors had combined significant influence on students’conduct (F = 119.185, P < 0.000). home factors had relative influence on students’ academic and moral conduct respectively (F = 46.780, P < 0.01; F = 73.535, P < 0.01), also, school factors had significant influence on students’ academic and moral conduct (F = 18.553, P < 0.01; F = 100.326, P < 0.01 ) respectively. However, religion had positive influence on the interaction effect of home factors and students’ conduct (F = 40.151, P < 0.000), as well as school factors and students’ conduct (F = 43.985, P < 0.000). This study concluded that interconnected influences on students' conduct; including home and school factors and religious affiliation contribute to students’ moral and academic conduct, emphasizing the need for a holistic approach to address conduct related issues in colleges of education in Southwest, Nigeria. Based on the findings, it was recommended that a stable connection should be developed between teachers and students for good ethical behaviour, school authority should develop standard disciplinary measures and safety regulations for sudents’ conduct and strong collaborative platform between home and school should be created for cooperative decision making and problem solving to ensure ethical students’ conduct. Keywords: Students’ Conduct, Academic Conduct, Moral Conduct, Home Factor, School Factor Word Count: 300
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    Human Resource Factors, Academic Curriculum and Employability of Educational Management Undergraduates in Southwest, Nigeria
    (Lead City University, 2023-12) Kayode Musibau OJOOGUN
    It has been observed that graduates of Educational Management in Southwest, Nigeria seem to lack practical knowledge of their course as most of them are unable to put into practice what they have been taught. This study therefore examined human resource factors, academic curriculum and employability of educational management undergraduates in Southwest, Nigeria. Human capital and system theories guided the study. Descriptive survey research design was employed. Study population consisted of all Educational Management Lecturers (154) and 300 level undergraduates (1,201). Data was analysed using descriptive, inferential and thematic content analyses. Results showed low level of employability of educational management undergraduates in areas of competence (x̅=2.355) and attitude (x̅=2.434); low level of human resource factors in terms of lecturers’ classroom management (x̅=2.376) and instructional delivery (x̅=2.468) but high level in terms of lecturers’ educational qualification (x̅=2.643) and attitude (x̅=2.624); low extent of curriculum content (x̅=2.335) and curriculum delivery (x̅=2.441) for educational management undergraduates’ employability; high significant joint influence of human resource factors and academic curriculum on the employability of educational management undergraduates (F4, 143 = 3.361; P<0.05). Lecturers’ classroom management (β = .199; t = 2.719, P<0.05), instructional delivery (β = .191; t = 2.589, P<0.05), educational qualification (β = .93; t = 1.907, P<0.05), attitude (β = .91; t = 1.899, P<0.05), curriculum content (β = .201; t = 2.995, P<0.05) and curriculum delivery (β = .208; t = 3.157, P<0.05) had significant relative influence on the undergraduates’ employability. There was a significant institutional difference in the employability of the undergraduates (t(2), 852 = 2.721, P<0.05). It was recommended amongst others that human resource factors be improved upon and curriculum be re-visited to ensure positive impact on the employability of undergraduates in Educational Management. Keywords: Human resource factors, academic curriculum, employability, undergraduates, southwest. Word Count: 294
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    Human Resources Management Practices and Leadership Styles as Correlates of Lecturers’ Job Satisfaction and Retention in Colleges of Education in Oyo State
    (Lead City University, 2023-12) Abiodun Adewole OKE
    The dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria is disheartening and not only jeopardizes the quality of education but also undermines the foundation upon which our educational system stands. Studies have been done on related issues but little attention has been paid on the contribution of leadership styles and human resources management practices to this dwindling level of job satisfaction and retention among lecturers in colleges of education in Nigeria in general and Oyo State in particular . This study therefore investigated the influence of human resources management practices and leadership styles on job satisfaction and retention of lecturers in colleges of education in Oyo State. A descriptive survey design was used, while three questions were raised and five hypotheses tested at 0.005 level of significance. Lecturers were chosen through intact sampling. The findings revealed that human resources management practices significantly influenced job satisfaction and retention. Also, leadership styles significantly influenced job satisfaction and job retention. The model explained a significant portion of the variance in job satisfaction (85.6%) and job retention (94.7%). Leadership styles accounted for 36.5% of the variance in job satisfaction and 42.0% of the variance in job retention, while human resources management practices accounted for 42.0% of the variance in job satisfaction and 33.3% of the variance in job retention. Overall, lecturers expressed dissatisfaction with their jobs, except for aspects like job autonomy, advancement opportunities, and work hours. They were most satisfied with job security and advancement prospects, while work variety and decision-making were the least satisfying aspects. Although training and development opportunities were viewed positively, feedback on performance and support for skill improvement were lacking. All the leadership styles exhibited moderate levels with limited communication of vision and encouragement of innovative thinking. It is recommended that colleges of education in Oyo State, Nigeria, address areas of job dissatisfaction and improve their human resources management practices. Keywords: Human Resources Management Practices, Leadership Styles, Lecturers’ Job Satisfaction, Retention, Colleges of Education in Oyo state Word Count: 295
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    Influence of ICT and Field Work on Senior Secondary School Students’ Academic Achievements in Agricultural Science in Oyo Central Senatorial District, Oyo State
    (Lead City University, Ibadan, 2024-12) Adewumi John AKINRINOLA
    This study investigated the influence of ICT and fieldwork on academic achievement in Agricultural Science among SS2 students in Oyo Central Senatorial District. Using a descriptive survey design. The total population was 924 students. The study used a multi-stage sampling method to select six secondary schools meeting specific criteria. Sample sizes were determined proportionally based on population size, totalling 414 students. Instruments include ICT and Fieldwork Questionnaires (IFQ) and an Agric Science Achievement Test (AAT). Questionnaire reliability was assessed with Cronbach's Alpha (0.891), and AAT reliability with the Kudar Richanson KR20 method (0.883). Data was analysed using simple percentages and multiple regression was used to test the hypotheses. Challenges with ICT facilities in teaching Agricultural Science are notably high (x̅= 2.6148), while fieldwork areas' availability is also extensive (x̅= 2.1734). Relevancy of fieldwork areas scores very high (x̅= 3.186), while challenges related to fieldwork are moderately extensive (x̅= 1.948). The analysis reveals a significant contribution of both ICT facilities and fieldwork factors to students' academic achievement in Agricultural Science (F2, 214 = 1.085, Adj. R 2 = 0.158, P < 0.05). Computer and Email usage positively impact academic performance (Computer: Beta = 0.106, p = 0.015; Email: Beta = 0.593, p = 0.000), while Radio usage has a negative effect (Beta = 0.335, p = 0.000). Planting Bed and Livestock activities significantly contribute to academic achievement (Planting Bed: Beta = 0.710, p = 0.000; Livestock: Beta = 0.601, p = 0.000), but the Irrigation System does not (p = 0.507). This study reveals that ICT tools and fieldwork activities significantly boost SS2 students' academic achievement in Agricultural Science. Computers, email, and hands-on activities, like planting and livestock care, enhance learning, though challenges with ICT and fieldwork resources remain. Addressing these issues could further improve outcomes in Agricultural Science education. Recommendations included improving ICT infrastructure, providing financial aid, training maintenance personnel, addressing power supply issues, and implementing land allocation strategies. Keywords: Information Communication Technology, Fieldwork, Academic Achievement, Facilities Word Count: 299
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    Influence of Leadership Styles and Motivational Factors on Job Commitment of Public Secondary School Teachers in Ibadan Metropolis, Oyo State, Nigeria
    (Lead City University, 2022-12) David Adeshina ADEBIYI
    Despite literature-identified explanations for the problem of secondary school teachers' poor job commitment in Nigeria, researchers seem to have given little attention to the influence of leadership styles and motivation factors. The study investigates the influence of leadership styles and motivation factors on secondary schools teachers’ job commitment in Ibadan metropolis, Nigeria. Three questions were raised while two hypotheses were tested. Descriptive design of the survey type was adopted while the population comprised 2,064 public secondary school teachers. Self-developed instrument titled Leadership Style, Motivation Factors, and Job Commitment Questionnaire (LMJCQ) (r = 0.75) data were analyzed using descriptive and inferential. Results showed that leadership styles and motivational factors have a significant combined influence on the job commitment of secondary school teachers in Ibadan metropolis, Oyo State (F = 6151.648, p < 0.05), (Adj. R2 =.974) ; there is a significant relative influence of leadership styles and motivational factors on secondary school teachers' job commitment in Ibadan metropolis (strategic leadership (Beta = 0.959, t = 87.096, p 0.05), promotion (Beta = 0.38, t = 5.679, p < 0.05), and remuneration (Beta = 0.16, t = 2.139, p < 0.05)). It was concluded that the level of job commitment of public secondary school teachers is high in public secondary schools in Ibadan metropolis; there is combined and relative influence of leadership styles and motivational factors on the job commitment of secondary school teachers in Ibadan metropolis. It is recommended that government should ensure that measures are put in place to increase the job commitment of public secondary school teachers and that they are maintained and sustained. Keywords: Leadership Styles, Motivation Factors, Secondary Schools, Oyo State, Nigeria. Word Count: 264
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    Infrastructural Facilities and Teachers’ Indices as Determinants of Academic Achievement among Social Studies Students in Oyo State, Nigeria
    (Lead City University, 2022-12) Anthony Oluwadamilare ODUWOLE
    To propel teaching and learning in secondary schools, there is a need to put in place the necessary infrastructural facilities for effective achievement in learning. Despite this, inadequate infrastructural facilities were identified by the researchers, and the limited available ones appeared to be poorly managed. Many studies have been conducted to determine or assess the influence of school infrastructural facilities on students’ academic achievement but it appears little had been done on its availability, adequacy and usage. Against the background, the study examined infrastructural facilities and teachers’ indices as Determinants of academic achievement among Social studies students in Oyo State. Descriptive survey research design was used with three research questions and two hypotheses, population comprised students and teachers in public junior secondary schools in Oyo State, The total number of public junior secondary schools in Oyo State as at the time of the study was 324. Multi-stage sampling procedure was used to select seventy six (76) teachers and four hundred and eighteen (418) students, two instruments were used for data collection. Results showed that level of infrastructural facilities to teach social studies in junior secondary schools students was low (Weighted Mean= 2.17), teaching methods was low (Weighted mean= 2.30), teacher experience was also low (Weighted mean=2.43). It was also indicated in the study that the level of students’ academic achievement in social studies was equally low with (52%). There was significant combined influence of infrastructure facilities and teachers’ indices on academic achievement in Social Studies (F= 78.655; P<0.05). The study concluded that the level of infrastructural availability is a great determinant of students’ academic achievement in social studies. It was recommended among others that the government should invest more in the provision of certain infrastructural facilities in schools. Key Words: Infrastructural Facilities, Teachers’ Indices, Students’ Academic Achievement Social Studies Word count: 286
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    Instructional Facilities, Lecturers’ Indices, Attitude and Time Management as Determinants of Students’ Academic Achievement in Keyboarding in Colleges of Education, Southwest, Nigeria
    (Lead City University, 2023-12) Sikirat Aderonke RAMONI
    Students’ poor academic achievement has been a great concern to the stakeholders in Business Education, especially with performance in Keyboarding in Colleges of Education in Southwest, Nigeria. This signifies a critical setback to Business Education in particular and economic growth in general. This study investigates possible causes that could serve as determining factors to poor students’ academic achievement in Keyboarding in Colleges of Education in Southwest, Nigeria. Five research questions were raised and five hypotheses were formulated to guide the study. Descriptive research design of survey type was used for the study. The population consisted of Business Education students and their lecturers in Colleges of Education in Southwest, Nigeria. The sample size consisted of 600 students who have completed required BED courses and 70 lecturers. Data were collected using the adopted NCCE Checklist and standardised questionnaires. The instrument has a reliability coefficient of 0.87. Research questions were analysed with descriptive statistics using mean ( ?ത ) and standard deviation while the hypotheses were analysed with inferential statistics using Multiple Regression Analysis and t-test at 0.05 significant level. Findings revealed that instructional facilities availability was below NCCE requirement (˂ 100%), adequacy was moderate (?ത = 3.11; SD = 0.91) while utilization was very high (?ത = 3.51; SD = 0.81). Lecturers’ indices were moderate ( ?ത = 2.06; SD = 0.83), students’ time management was moderate (?ത = 3.06, SD = 0.91), students’ academic achievement was average (69%) while there was negative attitude of students towards Keyboarding ( ?ത = 2.70; SD =0.96). All formulated hypotheses were significant with adequacy and time management (F(2, 597) =602.096, R2 = 0.669, Adjusted R2 = 0.667), on relative influence, time management (β = - 0.134, t = -0.624); adequacy (β = 0.951, t = 4.434), on joint influence, adequacy, students’ attitude and time management (F(3, 596) = 406.778, R2 = 0.672, Adjusted R2 = 0.670), academic staff indices and utilisation (β = 0.307, t = 2.723, β = 0.562, t = 4.996) while institution ownership difference (federal (?ത = 3.18, SD = 0.47), state (?ത = 2.41, SD = 0.65), (F(1, 598) = 279.928), all significant at 0.05). It was concluded that instructional facilities, lecturers’ indices, students’ attitude and time management all have significant impact on students’ academic achievement. The study therefore, recommends that there should be strict compliance to the BMAS while NCCE should ensure adequate supervision of all Colleges of Education in the country. Keywords: Instructional Facilities, Students’ Attitude, Time Management, Lecturers’ Indices, Academic Achievement Word Count: 298