The aim of the study was to investigate the influence of gender stereotype as a predictor of secondary school students' selfconcept and academic achievement. The study was guided by four purposes, four research questions, and four hypotheses. The study adopted ex post facto design. The research sample was drawn from eight government/public senior secondary schools in Udi education zone. Nine schools were randomly selected from the 227 schools. A total of 342 senior secondary II school (SSII) students made up the sample of the study. A 20-item students' stereotype self-concept questionnaire (SSSCQ) was adapted from Marsh's Self Descriptive Questionnaire II (SDQII), and a 10-item students' mathematics achievement test (SMAT) was developed by the researchers after reviewing related literature. This was done with the help of experts in the areas. The instruments were face and content validated and used for the collection of data. In analyzing the data, mean and standard deviation were used in answering the research questions while a t test was used in testing the four hypotheses. The findings of the study indicate that gender stereotype has significant influence on students' self-concept and academic achievement in favor of the male students. On the other hand, school location has significant influence on academic achievement of students but has no significant influence on students' self-concept.Keywords self-concept, gender, gender stereotype, academic achievement 2 SAGE Open is associated with the development of beliefs concerning the traits supposedly possessed by most members of a society. It is an exaggerated belief that members of a group have certain traits that are peculiar to them. This implies that the impact of stereotype tends to change the individual's perception of reality over a period of time. Stereotypes are widely held beliefs about the character and behavior of all members of a group. Stereotyping is the perception, clarification, and assessment of social objects (events) on the basis of specific notion (Ramalingam, 2006). A stereotype is a rigid, simplistic caricature of a particular group of people, which in one way or the other can affect individuals by limiting them on their academic achievement (Kauchak & Eggen, 2011). From this evidence, it is possible that stereotype might limit children from pursuing their career choices. Stereotype becomes a problem when forces in schools and the society limit the academic potential of either male or female. According to Francis and Skelton (2005) and Wessel (2005), gender stereotypic views create negative influence on children in their choice of career decision, and females are less likely to study engineering and computer sciences than males. Therefore, there are some indications that gender stereotype can influence individuals' academic perceptions and achievement.Ryan and Adams (1999) developed a general model called the "family school relationship" (FSR). They proposed that those features of the child or family that have the most immediate co...

Background: Visually impaired students have been reported to struggle with value system and rash decision making process. This study examined the impact of rational emotive behavioral therapy (REBT) in reducing negative personal value system of visually impaired people. Method: A group-randomized trial design was adopted using 56 students with visual impairment. The participants received a value-based rational emotive behavior progamme and were assessed at 3 points using PVS and ABS-2-AV. Results: The result of analysis of covariance showed that there was no significant difference between the treatment and control groups in initial personal value in Nigerian as measured by PVS. At the post-treatment the effect of V-REBP was significant in personal value and follow-up assessment respectively in favour of treatment group. Conclusion: We concluded that there is significant impact of rational emotive behavioral therapy on reduction of negative personal value system of students with visual impairment.

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Background/objective: Hearing impaired students still face stigmatization and marginalization especially in inclusive classrooms in developing regions. This negatively impacts their school engagement. The present study aimed at ascertaining the effect of video-guided educational intervention on school engagement of hearing impaired students. Method: Randomized controlled trial design was adopted for the present study. A total of 46 junior secondary school students with hearing impairment and low school engagement symptoms participated in this study. The students were randomly assigned to groups – intervention group and care-as-usual control group. A video-guided educational intervention package which consists of 13-minutes captioned video clips with school engagement themes served as the treatment intervention. Data were collected at 3 different times (pre-test, post-test and follow up) using School Engagement Scale created by Fredericks, Blumenfeld, Friedel and Paris (2005). Data were analyzed using independent sample t-test, paired sample t-test, Cohen d and Chi-square. Results: Results showed that the video-guided educational intervention significantly improved school engagement level among hearing impaired adolescent students in the intervention group in comparison with the students in the care-as-usual control group as measured by the Student Engagement Scale [Behavioral: t(24) = −9.305, P  < .001; Emotional: t(24) = −7.772, P < .001; Cognitive: t(24) = −7.330 P  < .001) as well as total student engagement (t(24) = 12.022, P < .001, Δ = 5.362). Also, the students who took part in the video-guided educational intervention maintained improved school engagement at follow-up. Conclusion: Video-guided educational intervention is an effective intervention for improving school engagement of hearing impaired adolescent students. Since acquiring relevant education is essential for leading a quality life especially among the special needs population, it was recommended that students with hearing impairment should be helped to acquire life skills through education by fostering their school engagement.

The study objective was to investigate the impact of an educational digital storytelling intervention (EDSI) on human immunodeficiency virus (HIV) risk perception and knowledge among Nigerian adolescents. Methods: Using a randomized controlled trial design procedure, we recruited 98 Nigerian adolescents who were college students. Data were collected using the Perceived Risk of HIV Scale and the HIV Knowledge Questionnaire and were analysed using repeated measures analysis of variance. Results: The results showed that the EDSI was effective in increasing HIV risk perception and knowledge among adolescents in the treatment group compared with those in the no-treatment control group.