Department of Educational Management

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    Academic Self-concept, Self-efficacy and Social Support as Determinants of Entrepreneurial Intention among Emerging Adults of Private Universities in Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Tunde Sunday OLAKUNLE
    The present economic challenges and lack of self-actualisation among emerging adults may worsen societal ills and maladjustment. There is scarcity of empirical researches investigating influence of academic self-concept, self-efficacy and social support on entrepreneurial intention of emerging adults in private universities. This study, therefore, investigated academic self- concept, self-efficacy and social support as determinants of entrepreneurial intention emerging adults in private universities.as determinants of entrepreneurial intention among emerging of private universities in South-west, Nigeria. The study adopted the descriptive research design of survey type. Multistage sampling procedure was employed in selecting 1305 emerging adults of private universities in South-west, Nigeria. Data were generated with a questionnaire on Academic Self-concept, Self-efficacy, Social Support and Entrepreneurial Intention (α =.79). Data were analysed using descriptive and inferential statistics at 0.05 alpha level. The result showed that: the level of entrepreneurial intention among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 2.89; there is a high level of academic self-concept among emerging adults of private universities in South-west, Nigeria, with weighted average mean (x̅) of 2.88; the level of self-efficacy among emerging adults of private universities in South-west, Nigeria is low, with weighted average mean (x̅) of 2.24; the level of perceived social support among emerging adults of private universities in South-west, Nigeria is high, with weighted average mean (x̅) of 3.29; there is a significant joint influence of academic self-concept, self-efficacy and social support on entrepreneurial intention among emerging adults of private universities in South-west, Nigeria (F (3,1099) =73269.990, R2=.987); there is a significant relative influence of academic self-concept (β =0.544; t=28.689), self-efficacy (β= 0.193; t=17.582) and social support (β= 0.277; t=26.757) on entrepreneurial intention of emerging adults of private universities in South-west, Nigeria; there is a significant positive relationship between academic self-concept and entrepreneurial intention (r=0.724) among emerging adults of private universities in South-west, Nigeria; there is a significant gender difference in entrepreneurial intention among emerging adults of private universities in South- west, Nigeria (male=3.21, female= 3.02); there is a significant gender difference in self-efficacy among emerging adults of private universities in South-west, Nigeria (male=2.30, female= 2.17). It is concluded that psychological variables in this study influence entrepreneurial intention, thus these variables should be enhanced to make emerging adults actively work towards owning business ventures. Academic self-concept should be enhanced among emerging adults of private universities to ensure entrepreneurial intention, among other recommendations. Keywords: Academic self-concept, self-efficacy, social support, entrepreneurial intention, emerging adults of private universities Word Count: 397
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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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    Classroom Management Styles, Workload and Teachers’ Job Performance in Public and Private Secondary Schools in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Adebanke Gift OGBODO
    This study investigated classroom management styles, workload, and teachers’ job performance in public and private secondary schools in Oyo State, Nigeria. There seem to be a decline in the quality of teachers' job performance within numerous secondary schools in Nigeria, Oyo state. Recent observations indicate that these teachers are not fulfilling their roles as expected. Instances to support that claim further include delayed attendance to lessons, inadequate syllabus coverage, insufficient grasp of subject matter, ineffective use of teaching aids, and lateness to school. There are numerous studies on factors driving teacher job performance in the literature but with little or no attention paid to classroom management styles and workload. Also, there are limited number of studies that have succeeded in deciphering the reasons behind the extremely poor job performance exhibited by public and private secondary school teachers in the Oyo State, Nigeria. Besides the scarcity of comprehensive investigations into the determinants of secondary school teachers' job performance in Oyo State, Nigeria, there exists an evident gap in the examination of two crucial factors: Teacher Classroom Management Styles and Workload. Thus, this study was carried out to bridge the gaps identified. Social cognitive theory and apple’s theory of intensification serves as theoretical framework for the study. Descriptive research design was used to guide the study. The population of the study consisted of 14,508 teachers from 625 public secondary schools and 10,693 teachers from 195 private secondary schools. Multi- stage sampling procedure was used to select the sample size of 1,184 teachers from 83 public secondary schools and 559 teachers from 32 public secondary schools. A self-developed questionnaire titled (JPPSSQ) for teachers was used to collect data from respondents. The reliability of the instrument was determined using cronbach’s alpha α = 0.850. Findings revealed that level of teachers’ job performance in public secondary schools was very high (x̄ = 3.69); level of teachers’ job performance in private secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in public secondary schools was high (x̄= 3.46); status of teachers’ classroom management styles in private secondary schools was very high (x̄= 3.63); status of teachers’ workload in public secondary schools was very high (x̄= 3.58); status of teachers’ workload in private secondary schools was high (x̄= 3.31); the independent variables has a combined influence on the dependent variable (Adj. R 2 = 0.051) and (F(2,1657) = 479.665; p < 0.05); relatively, all independent variables has a significant influence on the dependent variable (p < 0.05). Based on these findings, it was recommended among others that schools should introduce initiatives that support a healthy work-life balance for teachers, such as flexible working conditions, mental health support, and resources that assist teachers in managing personal responsibilities alongside professional duties. This could include access to childcare facilities, wellness programs, and a supportive school community that recognizes the dual roles many teachers play. Keywords: Classroom Management Styles, Workload, Job Performance, Public Secondary Schools, Private Secondary Schools. Word Count: 480
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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 Leadership, Innovation and Strategic Skills as Determinants of Public Primary School Teachers’ Job Performance in Oyo State, Nigeria
    (Lead City University, Ibadan, 2024-12) Chinenye Christiana OBADIMEJI
    Teachers' job performance is germane to the academic performance of pupils. Becoming digital leaders in this era is not sufficient but necessary to achieve educational goals. Researchers have studied some factors, such as digital leadership and leadership styles, but little is known about digital leadership, innovation, and strategic skills. This study was initiated in order to assess the job performance of public primary school teachers in Oyo State. Oyo State has two thousand four hundred and fifty-four (2,454) schools and nineteen thousand and twenty-nine (19,029) qualified public primary school teachers. A descriptive research design was used. A multi-stage sampling procedure was used in the qualitative (purposive and systematic techniques) and the quantitative approaches (purposive and proportionate techniques). One thousand three hundred and thirty-six (1336) teachers and fifteen (15) school administrators were sampled. One thousand one hundred and fifteen (1115) public primary school teachers from the three Senatorial Districts submitted some filled copies of the teachers' questionnaire, and all the selected school administrators participated in the interview. The teachers' questionnaire (TQ) and school administrators' interview guide (SAIG) were validated using face-to-face and content validity. Internal consistency was used for TQ to determine the reliability test of the instrument, having a value of 0.985, while a comparison of data was used to determine the reliability of SAIG. Descriptive statistics such as percentages, frequency, and mean were used to analyse and respond to the research questions. Multiple linear regression analysis, an inferential statistical tool, was used to determine whether each hypothesis was accepted or rejected at a 5% level of significance. For the qualitative approach, the content analysis method entailed interviewing, recording, and transcribing information using a converter called TurboScibe.ai to provide participant information based on the study's research objectives. The findings showed that the level of teachers' job performance in Oyo state public primary schools at all times is high, except for the ability to access technology for current issues. It confirmed that the most used leadership innovation skill by public primary school administrators in Oyo State is critical thinking. The test of hypotheses revealed that there is a combined significant influence of public primary school administrators' digital leadership, innovation, and strategic skills on public primary school teachers' job performance in Oyo State (F(3,1108) = 1056.694; P < 0.05). Public primary school teachers' job performance is significantly influenced by digital leadership, innovation, and strategic skills (P < 0.05). However, only school leaders' strategic skills (β = 0.466) have a high standardised coefficient value. This study shows that digital leadership, innovation, and strategic skills have a positive impact on public primary school teachers' job performance in Oyo State, particularly with the conceptual model, which adds knowledge to existing theories. It was suggested that public primary school teachers stay up to date on current trends in digital tools suitable for use in education. Keywords: Digital leadership skill, innovation skill, strategic skill, teachers’ job performance Word Count: 469
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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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    Effect of Academic Functional Learning Aptitude Test Strategies on the Academic Achievement of Learners with Autism Spectrum Disorder in Nigerian Inclusive Schools
    (Lead City University, Ibadan, 2025-12) Bolanle Titilayo SEGILOLA
    The Joint National Association of Persons with Disabilities (JONAPWD) in Nigeria categorises learners with Autism Spectrum Disorder (ASD) under intellectually challenged group in both the constitution and the Inclusive Education Policy. This classification limits the exploration of academic achievement among ASD learners in Nigerian inclusive schools. To address this gap, the Academic Functional Learning Aptitude Test (AFLAT) model was developed. AFLAT comprises three components: academic aptitude diagnostics battery, teaching-learning strategies, and a support learning plan. This study aims to examines the main and interaction effects of AFLAT strategies on the academic achievement of ASD learners in inclusive settings, considering moderators such as gender, location, and socioeconomic status (SES). The study applies the treatment of AFLAT strategies with consideration to three theoretical reviews of ASD’s mind perception, functional cognition and Blooms taxonomy of learning to improve the academic achievement. Seven research objectives and hypotheses were formulated and tested at a 0.05 level of significance. A quasi-experimental design was employed to assess the impact of AFLAT strategies (independent variable) on academic achievement (dependent variable), incorporating moderating variables. A sample of 60 ASD learners was selected from a population of 954 across four Nigerian regions and five states using a multi-stage sampling technique. Instruments used for data collection include the AFLAT’s Specified Achievement Test (SAT-Guided) in selected subjects, and the Academic Aptitude Assessment Report (AAA-R), which provides aptitude ratings for academic performance. Instruments were subjected to face and content validity, and inter-rater reliability yielded a coefficient of 0.781, indicating good consistency. Data were analysed using descriptive statistics (frequency and percentage) and inferential statistics (Analysis of Covariance). Results showed significant main effects of AFLAT strategies on academic achievement (F(1,57)=19.812, p<0.05, η²=0.258), and a significant effect based on residential location, particularly among urban participants (F(1,57)=5.714, p<0.05, η²=0.091). These findings led to the rejection of null hypotheses 1 and 3. Post hoc was further used to estimate the direction of marginal means of the covariates in a chart. However, null hypotheses 2 and 4 were accepted, indicating no significant main effects for gender, (F(1,57)=0.910, p>0.05, η²=0.016) and main effect of socio-economic status (SES), (F(2,56)=0.807, p>0.05, η²=0.028) on academic achievement of ASD learners. Also, no significant interactions between AFLAT strategies and the moderating variables in hypotheses 5 to 7. These include; gender, (F(1,55)=0.249, p>0.05, η²=0.005), location of residence (F(1,55)=0.824, p>0.05, η²=0.015), and SES, (F(2,53)=0.260, p>0.05, η²=0.010). The estimated marginal means here differed only minimally across groups. In conclusion, ASD learners in the treatment group showed immediate academic improvement, when compared to the control group. The study recommends that stakeholders in education, health, and social inclusion sectors should prioritise the learning of specially impaired learners considering academic and aptitude approaches based on AFLAT strategies to enhance learning outcomes in inclusive schools. This research contributes to the pedagogical structure of inclusive education, highlighting AFLAT’s potential to benefit not only ASD learners but also those with other impairments and neurotypical learners in the Nigerian inclusive schools. Keywords: Academic Functional Learning, Aptitude Test, Autism Spectrum Disorder, Academic Achievement. Word Count: 500
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    Effects of Think-Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting Among Business Education Students in Public Universities, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Elizabeth Remilekun ORE
    The teaching of Financial Accounting in universities is of great interest as the general low academic achievement of Business Education students in this course in public universities in Nigeria is becoming alarming. It is based on this that study investigated the effects of Think- Pair-Share and Problem-Solving Teaching Methods on Academic Achievement in Financial Accounting among Business Education Students in Public Universities, Southwest, Nigeria. The study anchored on three theories namely: Walberg Theory of Educational Productivity, Social Interdependence Theory and Gestalt Theory. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted. The population of the study was 1,270 200 level Business Education students from all public universities in Southwest, Nigeria offering Business Education as a course of study. Sample size was 423 intact class participants drawn using simple random and purposive sampling techniques; however, only 384 participated. Two research instruments; Financial Accounting Achievement Test and Instructional Guide were used for the study with a reliability coefficient of 0.75 for the Financial Accounting Achievement Test” (FAAT) instrument. One-way Analysis of Variance (ANOVA) was used to test Hypothesis One; a Two- way Analysis of Variance (ANOVA) was used to test Hypothesis Two while dependent sample test (paired sample t) was used to test Hypotheses Three, Four and Five with the aid of Statistical Product and Service Solution version 27.0. Findings of the research question showed that 185 students representing 48.2% fell in the low achievement group, 154 students representing 40.10% fell into the moderate achievement group while 45 students, corresponding to11.72% performed excellently. Findings of hypotheses showed that: the mean score (59.75 ± 12.46) of students who were taught using problem-solving teaching method, indicates superior performance compared to those taught with the think-pair-share method (51.59 ± 14.16) and the lecture method (41.94 ± 11.86)n with a F-statistic of 73.470 with p-value of 0.000, (F (1, 378) =.367, p =.545) also indicated that gender by itself does not significantly affect students' academic achievements. Also, the mean score (51.59± 14.16) of students who were taught using Think-Pair-Share teaching method was significantly different (t = 5.520, df = 78, p<0.01) from the mean score of students taught using conventional lecture method (40.75± 11.61), the mean score (59.70± 12.52) of students who were taught using problem-solving teaching method was significantly different (t = 11.405, df = 109, p<0.01) from the mean score of students taught using conventional lecture method (40.85±10.88). The pre-test mean score (43.75± 13.66) is significantly different (t = -7.659, df = 383, p<0.01) from the post-test mean score of students taught using think-pair-share, problem solving and conventional lecture methods (49.08± 14.68). It was concluded that the use of learner- centred methods such as think-pair-share and problem-solving teaching methods are more effective in improving Business Education students’ academic achievement in Financial Accounting. The researcher recommended among others that lecturers should implement a mixed strategy that incorporates TPS and problem-solving teaching methods in order to improve overall student engagement and achievement in Financial Accounting. Keyword: Corporative Learning, Financial Accounting, Problem-Solving, Think-Pair-Share Word Count: 500
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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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    Evaluation of the Universal Basic Education Programme in Ondo State, Nigeria
    (Lead City University, Ibadan, 2025-12) Folake Sarah OLANIYAN
    Despite numerous policy interventions such as Infrastructure Development, Teacher Training and Development, Provision of Educational Materials, Increased Funding, Recruitment of Teachers, Provision of Furniture and Equipment etc and significant investments by the Ondo State Government to achieve universal access to quality education, major challenges persist. The continued prevalence of street hawking among school-age children, high failure rates, moral decadence, truancy, indiscipline, and a troublingly high illiteracy rate highlight deep rooted obstacles within the educational system. Although previous studies have addressed aspects of educational challenges, there remains a gap in existing literature that holistically assesses the overall success of the Universal Basic Education (UBE) Programme in achieving its intended objectives in Ondo State, Nigeria. This study therefore aims to fill this gap by conducting a comprehensive evaluation of the UBE Programme in the state. Five research questions were raised, two theories were used for the study namely: System Theory and Context, Input, Process, Product (CIPP) Theoretical Model. Descriptive research design was used to guide the study. The study population comprised 31,360 SSS1 students, 2,835 teachers, and 308 principals across public secondary schools in the state. Using a multi-stage sampling procedure, 2,204 students, 177 teachers, and 20 principals were selected. Data were collected through three self-designed instruments — the Student Questionnaire (SQEUBEP), Teacher Questionnaire (TQEUBEP), and Principal Questionnaire (PQEUBEP) — all validated with a Cronbach’s Alpha reliability coefficient of 0.889, 0.756 and 0.811 respectively. Findings revealed that the UBE Programme, to a high extent,has developed a strong educational consciousness and commitment among the citizenry (x̄ = 3.28); UBE programme has effectively provided free, universal basic education to children of school- going age to a high extent (x̄= 3.17); to a high extent, there is a significant reduction in school dropout rates, attributed to improvements in the relevance, quality, and efficiency of education delivery (x̄= 3.14). In addressing the needs of young persons who interrupted their schooling, the UBE programme was rated highly (x̄= 3.05); lastly, the programme’s efforts to ensure the acquisition of literacy, numeracy, life skills, and moral and civic values were rated highly (x̄ = 3.17). In conclusion, the UBE Programme in Ondo State stands as a transformative initiative that is contributing positively to the realization of basic education for all. Based on these findings, it was recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Based on these findings, it is recommended that the government sustain and intensify awareness campaigns and community sensitization efforts about the value of basic education, leveraging local media and grassroots mobilization to further strengthen citizens’ commitment, particularly in underserved rural communities. Keywords: Evaluation, Universal Basic Education, and Public Secondary Schools in Ondo State. Word Count: 453
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    Gender, Socioeconomic Status and Cybercrime Intentions among Social Studies Students in Colleges of Education, Southwest, Nigeria
    (Lead City University, Ibadan, 2025-12) Olanrewaju Saheed JIMOH
    The growing trend of cybercrime in Nigeria diverts students’ attention from educational goals, potentially hindering their development as responsible citizens and obstructing national educational objectives. This study investigated the influence of gender and socioeconomic status on cybercrime intentions among social studies students in Colleges of Education across Southwest, Nigeria. It was anchored on social learning theory, feminist criminology theory, and strain theory. The study adopted a descriptive survey design. The population comprised all 1,439 second-year social studies students in 23 Colleges of Education located in Oyo, Osun, and Ogun States, representing federal, state, and private institutions. The entire population was sampled using the census method for comprehensive coverage. Data were collected using a self- structured instrument, the Gender and Socioeconomic Status on Cybercrime Intention Questionnaire (GSSCIQ), with a Cronbach’s Alpha reliability coefficient of 0.89. The data were analysed using descriptive statistics, multiple regression, and an independent samples t-test using SPSS version 27. The findings revealed that the most prevalent cybercrime intention among social studies students was an attitude towards cybercrime (46.76%). The relationship between gender and socioeconomic status and cybercrime intentions was that male gender exhibited higher cybercrime intentions compared to their female counterparts (r = -0.251, p < 0.05). The level of socioeconomic status, showed that economic situation has the highest with a weighted mean of (x̅ = 2.37). There was a significant joint influence of gender and socioeconomic status on cybercrime intention (F (2; 1427) = 17.617, Adj R2 0.023, p < 0.05). The relative influence of gender and socioeconomic status on cybercrime intention, was that peer influence has highest influence (B = 0.0398, SE = 0.029, β = 0.487, t = 13.592, p < 0.01). There was a substantial difference between the mean score of social studies students’ cybercrime intention between students living in rural and urban areas (t = 5.552, p< 0.05). The study concludes that cybercrime intentions among Social Studies students are significantly influenced by gender, socioeconomic status, and residential location. To mitigate these tendencies, Colleges of Education should integrate compulsory cybersecurity ethics modules contextualised with Nigerian case studies and conduct first-year boot camps with law enforcement. Gender-sensitive strategies, including ethical hacking contests for males and peer led forums for females, should be introduced. Programmes on financial literacy and anti- cybercrime clubs can counter socioeconomic risks. Finally, urban-targeted interventions and rural community workshops, supported by community policing, are essential for comprehensive prevention. Keywords: Cybercrime Intentions, Cybercriminal Motivation, Attitude Towards Crime, Latent Cybercriminal, Risk Perception, Moral Disengagement, Socioeconomic Status. Word Counts: 431
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    Goal-Settings and Study Skills Training in Enhancing Academic Motivation among Second Year Students in Colleges of Education in South-West Nigeria
    (Lead City University, Ibadan, 2025-12) Alaba Cynthia AIGBEKAEN
    Academic motivation a form of behaviours the need for academic success is still lacking among Students especially in the Colleges of Education in South-West Nigeria. Most of the previous studies on academic motivation had examined its predisposing factors such as low academic self-efficacy, poor study habits, lack of self-regulation and inadequate learning practices, while little attention is paid to interventions to remediate the problem such as Goal- Settings and Study Skills Training. This study, was therefore, designed to investigate the effect of goal-settings and study skills training on academic motivation among second year students in colleges of Education in South-West Nigeria. The moderating effects of academic self-efficacy and locus of control were also examined. Self-Determination, Expectancy-value and self-regulation learning theories served as the framework. A quasi-experimental design with a 3×2×3 functional matrix was adopted. All Colleges of Education in South-West formed the population selected for this study. A multi-stage sampling technique was used to select 300 students who consented to participate and were screened with academic motivation scale and 96 who scored below 40 were selected. The instruments used were Academic Motivation Scale (α=087), Academic Self-Efficacy Scale (α=081) and Locus of Control (α=0.79) scales and intervention guides. The treatment lasted 10 weeks. The data were analysed using descriptive statistics Analysis of Covariance and Sheffer post-hoc test at 0.05 level of significance. There was a significant main effect of treatments in the enhancement of academic motivation among the participant. The findings of the study indicated that the main effect of Goal-Settings (F(1,351)=22.364, p<0.05) and Study Skills Training (F(1,351)=18.473, p<0.05) on academic motivation were significant. The main effect of academic self-efficacy was significant (F(1,351)=15.218, p<0.05), the main effect of locus of control was significant (F(1,351)=13.487, p<0.05). The statistical significance of the interaction effects between treatment and self-efficacy (F(2,351)=9.667, p<0.05), treatment and locus of control (F(2,351)=8.314, p<0.05), and the three-way interaction among treatment, academic self- efficacy, and locus of control (F(4,351)=6.927, p<0.05) was not significant.. Academic motivation of second year students in Colleges of Education South-West Nigeria was effectively enhanced by the application of Goal–Settings and Study Skills Training among second year students in Colleges of Education South-West of Nigeria. Counselling psychologist and other educational experts should adopt both techniques when handling academic motivation among students of Colleges of Education Keywords: Goal-Setting, Study Skills Training, Locus Control, Academic Motivation Second Year Student, Self-Efficacy Word Count: 376
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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