Background: Extensive review of literature showed that no available study in Nigeria has explored the impact of cognitive behavior therapy (CBT) on the management of occupational stress among open and distance learning (ODL) centers science and social science education facilitators. Thus, this study determined the impacts of CBT on the management of occupational stress among science and social science education facilitators in ODL centers in South-South Nigeria. Methods: A randomized controlled trial experimental design was adopted for the study with a sample size of 68 science and social science education facilitators in ODL centers in South-South states, Nigeria. Perceived stress scale (PSS) and Occupational stress index (OSI) were used for data collection. Using Cronbach alpha method, internal consistency reliability indices of 0.81 and 0.85 for PSS and OSI respectively were obtained in the Nigerian context. A 12-week cognitive behavior therapy intervention was conducted after which the participants in both the intervention group and the non-intervention group were administered posttest, while a follow-up assessment was administered after 2 months. Data collected were analyzed using mixed-design repeated-measures analysis of variance for the within-groups and between-groups effects. Results: It was found that CBT intervention led to a significant decrease in the occupational stress among science and social science education facilitators in ODL in the South-South region of Nigeria. Conclusion: Cognitive behavior therapy is effective in the management of occupational stress among science and social science education facilitators in distance learning centers.

Background: This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. Method: A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. Results: The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. Conclusion: Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.

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The twenty-first-century classroom comes with changes in instructional delivery. This has demanded a paradigm shift on pedagogical practices. In the Nigerian context, literature is scarce on the impact of two-dimensional (2D) animation on students' achievement. Thus, this study explored the impact of 2D animation technique on students' achievement in mathematical contents of Economics. Non-equivalent groups quasi-experimental design was adopted for the study with a sample size of 162 senior secondary 2 Economics students. The sample is made up of 80 male students and 82 female students drawn from four coeducational secondary schools in Enugu metropolis, Enugu State. Economics Achievement Test (EAT) was used for data collection. An internal consistency reliability coefficient of the items of the EAT was obtained to be 0.79 using Kudder-Richardson's formula 20. Data collected were analysed using mean and analysis of covariance. The results showed that students taught the mathematical contents of Economics with two-dimensional animation technique had significantly higher post-test and follow-up mean achievement scores than those exposed to the conventional method. Thus, the 2D animation technique impacted positively on students' achievement in mathematical contents of economics. This finding has implication for science teaching meaning that 2D can equally be applied in the teaching of mathematically related science subjects such as physics and chemistry. It was recommended among others that 2D animation technique should be used in teaching economics in secondary schools.

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Background: The dispositions of students towards critical thinking (CT) no doubt improve their clinical practice and performance. Hence, efforts to explore ways to help students become aware and conscious of the need for CT are imperative for their selfactualization, development, and improved professional practice. It is worrisome that in spite of the limited intervention addressing CT disposition challenges, scholars are yet to study the problem, especially in developing countries.Methods: In view of that, we assessed how CT disposition can be improved among students enrolled in cognitive-behavioral reflective training programme (CBRT-P) using a group-randomized control study with three months follow-up. To achieve this, 163 students were allocated to different groups. The recruited participants were exposed to CBRT-P.Results: Repeated-measures analysis performed shows that at the posttest, the mean CT disposition scores of the participants enrolled in CBRT-programme (treatment group) were significantly greater compared to the counterpart group that is the comparison group. At the third assessment, the mean score of the dependent measure consistently remained higher in favor of the experimental group. Conclusion:Given the results, it is concluded that the treatment programme improves the CT disposition of students over time.Abbreviations: CBRT = cognitive-behavioral reflective training, CT = critical thinking, CTDI-M = critical thinking disposition inventory for Chinese medical college students, F = value from analysis of variance test, M = mean, SD = standard deviation.

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