This study investigated the effect of inhibitory modelling technique (IMT) in modification of bullying behavior among senior secondary school boarding students in Zaria, Kaduna State, Nigeria. The pre-/post-test quasi experimental control group design was adopted. The entire senior secondary two boarding students in Zaria constituted the population for the study. The sample for the study was 282 (172 males and 110 females) students drawn from three boarding secondary schools. Two intact classes in each of the three schools were used. The treatment package for the experimental group was IMT. To establish the relative effect of the treatment in modifying bullying behavior, both experimental and control group were pre- and post-tested using research instrument titled involvement and attitude bullying rating scale. The instrument was validated and have the reliability coefficient of 0.87. Four hypotheses were formulated and were tested using t-test at the α=0.05 level of significance. The study revealed that IMT emerged superior to traditional school counselling technique for modifying attitude to, and involvement in bullying among secondary school boarding students. IMT was also found to be effective for modifying both male and female participants’ attitude to, and involvement in bullying. It was recommended among other that school counsellors should adopt IMT as an anti-bullying intervention for counselling secondary school students against bullying as well as for prevention or modification of bullying behavior in boarding schools.
This study aimed to investigate the enrollment trends, motivations, and future aspirations of female undergraduate students in Science, Technology, Engineering, and Mathematics (STEM) courses at the Federal University Gusau in Nigeria. A survey design was employed, and a 36-item questionnaire was used to collect data from a sample of 350 female undergraduate students studying STEM courses at the university. The questionnaire had three sections focusing on demographic information, motivations and future career aspirations of the respondents in STEM fields. The questionnaire was validated and reliability coefficient of 0.72 was obtained using Cronbach alpha. The data collected were analyzed using mean and standard deviation. The results showed that female students' overall enrollment in STEM courses was relatively low. However, there were variations across disciplines, with some courses having as high as 50.70% (Biotechnology) and 49.43% (Microbiology), and as low as 8.36% (Physics), 9.06% (Geology) and 11.06% (Mathematics) of female enrollment. The overall enrollment rose from 23% in the 2014/2015 academic year to 31.4% in the 2019/2020. The study also found that personal interest, background knowledge, and academic success in STEM-related subjects were the key motivators for females to pursue STEM courses. On the other hand, lack of family and community support, lack of confidence in problem-solving, and the need for role models and mentors were significant barriers. It is recommended among others that, universities and policymakers provide more resources and support to female students in STEM fields, such as mentorship programmes, scholarships, and initiatives to promote gender equity.
This study investigated the availability and utilization of instructional materials in the teaching and learning of biology in senior secondary schools in Talata Mafara Town, Zamfara State. A descriptive survey research design was adopted for the study using quantitative data. The population comprised all the heads of department of biology in the senior secondary schools (six public and four private) in Talata Mafara Town. The entire population constituted the sample of the study due to its small size. A validated questionnaire with reliability index of 0.63 obtained using Cronbach’s alpha was used as instrument for data collection. The data collected were analyzed using frequency counts and percentages presented in tables and charts. Five research questions guided the study. The findings of the study revealed that some of the required instructional materials are fairly available but are not regularly use by biology teachers. Biology laboratories and instructional materials relating to multimedia are lacking in most of the schools in Talata Mafara Town. Lack of fund for procurement and large class size coupled with lack of in-service training for serving biology teachers were major factors identified to inhibit effective provision and utilization of instructional materials respectively. Based on these findings, the study recommended among others that biology teachers in Talata Mafara Town should make effort in utilizing available instructional materials. Zamfara Sate Government should build biology laboratories and make provision for instructional materials especially multimedia related in all senior secondary schools in Talata Mafara. Professional development of biology teachers should be encouraged and sponsored by government and other relevant stake holders.
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