The Nigerian society emphasizes the importance of academic achievement as a major yardstick for measuring students' ability and the effectiveness of the educational system. Thus, the academic performance of social work students has been the prime tool for admission into higher schools, employment and even the choice of future career. The present study investigated the relationship between psychological capital and academic performance of social work students in University of Ilorin, Ilorin, Nigeria. The descriptive survey research method of correlational type was adopted for the study. The study population consisted of all students in the Department of Social Work who were enrolled in the 2018-2019 academic year. The sample included 180 third and fourth year students, selected by simple random sampling. The research instrument for the collection of data was the Luthans's Psychological Capital Questionnaire (PCQ) and a pro forma. Three research questions were raised and one null hypothesis was formulated and tested. Data were subjected to frequency counts, percentage, correlation analysis and multiple regression. The results of this study showed that there is a significant positive relationship between the four factors of psychological capital (resilience, hope, optimism and self-efficacy) with academic performance. It was recommended that psychological capital should be incorporated into the social work curriculum in Nigerian universities so as to boost the level of students' performance in the social work programme.
The integration of technology in the teaching-learning process is a topical issue that has been under research light for decades. Consequently, findings on the achievement of students exposed to PowerPoint presentation have been inconclusive. To this end, this study determined the effect of PowerPoint presentation on students' cognitive achievement in Geography using a pre-testpost-test, non-randomized experimental group design. Ninety senior secondary school students from two secondary schools in Ilorin, Kwara State, Nigeria formed the sample, which was further subdivided into experimental and control groups. The experimental group was taught some selected concepts from Geography using PowerPoint presentation, while the conventional lecture method was used for the control group. A validated Geography Achievement Test (GAT) comprising 50 multiple-choice items was used for data collection. The reliability coefficient of GAT was .83 using Kuder Richardson (KR-21). The hypotheses were tested using t-test statistical tool. Results revealed that the students taught with PowerPoint presentation performed better than their counterparts taught using the lecture method. In addition, gender did not influence students' cognitive achievement in Geography. Based on the findings, it was recommended that teachers and resource persons in Geography education in Nigeria should use PowerPoint presentation.
This study investigated the causes, consequences and control of student protests, especially the EndSARS (Special Anti-Robbery Squad) protest. A descriptive survey was adopted for the study. A total of 600 undergraduates, selected by multi-stage sampling, participated in the study. Three research questions were raised and a questionnaire titled Causes, Consequences and Control of Youth Protest Questionnaire (CCCYPQ) was used to collect data. The findings showed that the protest was caused by extra-judicial killings, assaults, harassment, extortion, bad governance, and youth unemployment. In addition, the findings indicated that the consequences of the protest include destruction of lives and property, hacking of the websites of public ministries, departments, agencies and corporate organizations, destruction of public infrastructural facilities, and disruption of academic activities in schools. The various control measures include disbandment of SARS, compensation for victims of police brutality, and provision of skills acquisition programmes and employment opportunities for youths. There were no significant gender differences in the perceived causes, consequences and control of the protest. Based on the findings, it was recommended that dialogue and collaborative decision-making should be employed in controlling student protest.
Hraní video her se stalo populárním fenoménem mezi školu navštěvujícími adolescenty po celém světě, především z důvodu rychlého rozvoje herního průmyslu v 21. století. Proto má tato populace přístup k širokému spektru videoher s rozdílným potenciálem a možnostmi pro maximální hráčský zážitek. Na jedné straně mohou videohry přinést adolescentům jisté výhody, na straně druhé s sebou nesou i nebezpečí. Závislost na videohrách se dostala do popředí zájmu veřejnosti i aktérů v rámci nigerijského vzdělávacího systému. Tato studie má za cíl prozkoumat výskyt a korelace závislosti na videohrách mezi školu navštěvujícími adolescenty, kteří byli náhodně vybráni ze státních a soukromých škol ve státě Kwara (Nigerie). Studie se zúčastnilo 850 adolescentů z 20 středních škol. Nezávislé proměnné (gender, akademický výkon, životní spokojenost, sebevědomí, vliv vrstevníků, vnímaná hladina stresu a kognitivní exekutivní funkce) byly zachyceny pomocí standardizovaných škál. Nezávislá proměnná (závislost na videohrách) byla zkoumána pomocí Game Addiction Scale. Data byla zpracována do podoby absolutních a relativních četností, dále byla provedena korelační a regresní analýza. Výsledky studie ukazují, že většina respondentů (74 %) hraje online i offline videohry. 13,5 % respondentů spadají do kategorie závislých na videohrách. Závislost na videohrách významně koreluje s vlivem vrstevníků, genderem, akademickým výkonem, kognitivními exekutivními funkcemi a životní spokojeností. Na základě těchto zjištění lze doporučit využití preventivních opatření proti vzniku závislosti na videohrách a s ní souvisejícími jevy mezi nigerijskými adolescenty.
The development of ethnic identification plays an integral role in the formation of the self among in-school adolescents, especially in Nigeria, which is largely a multicultural and multi-ethnic nation. Thus, the present study investigated the extent to which ethnic identity and self-esteem could predict academic performance among Nigerian in-school adolescents. Methods: A total of 735 Nigerian in-school adolescents in public and private senior secondary schools in Ilorin, Kwara State, Nigeria participated in the study. The independent variables (ethnic identity and self-esteem) were assessed using the Multi-Ethnic Identity Measure (MEIM) and the Rosenberg Self-esteem Scale (RSE) respectively. The data was subjected to frequency counts, percentage analysis, correlation analysis, and multiple regression. Results: The results of this study showed that a majority of the respondents were identified as having a high level of ethnic identity and self-esteem. Furthermore, ethnic identity and self-esteem were significant predictors of academic performance. Recommendations: Hence, it was recommended that the development of the self-identity and group-identity of Nigerian in-school adolescents should be facilitated through various psychosocial interventions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.