<p>This study determined the influence of using social media on the academic achievement of senior secondary school students. A sample of 150 students comprising 70 males and 80 females were drawn from five schools and used for the study, this was arrived at through multi-stage sampling procedure. Social Media Questionnaire (SMQ) and Students’ Accounting Achievement Proforma (SAAP) were used for data collection. The result showed that students frequently engage in social media in order to make new friends, research about their assignments and source for other educational materials, stay up to dates with latest trends and news. The finding also showed that students spend an average, 2 to 4 hours daily on social media. There was no significant influence of frequency of social media use by students on their mean academic achievements in Accounting; however, gender of students was found to have a significant influence on students’ mean academic achievement in Accounting. Students should be guided properly and informed on the vulnerabilities likely to come their way if they fail to appropriately utilize the opportunities that come with having social media platforms.</p>
Background:We determined the effects of rational-emotive psychotherapy on the perception of Business Education Students about TVET Image. Negative perception about TVET by youths, parents and the society has made TVET programs unattractive, uninteresting, less productive and by extension created an unhealthy organizational climate. Improving participants’ perception will assist them to mitigate the effect of irrational beliefs, emotional distress, strengthening their psychosocial wellbeing and occupational health.Method:This study adopted a pre-test–post-test control group design. Data were collected from 568 participants comprising 104, 137, and 333 from nine federal, state and private owned universities in South-East Nigeria.Results:The result showed that rational-emotive psychotherapy significantly improved the emotional distress, perceptions of TVET image and positively addressed the organizational climate among participants in the intervention group compared to the participants in the waitlist group. The result also revealed that occupational risk management practices of the participants in the intervention group improved significantly more than those in the waitlist group. From the result, we conclude that TVET institutions can apply the REBT model as an intervention program for improving the perceptions of stakeholders about TVET image in order to increase students’ interest, boost their self-confidence, self-esteem, and zeal for TVET practices.Conclusion:It was concluded that the REBT-oriented therapy helped to improve the emotional distress, irrational beliefs, and poor perception of the Business Education students who perceived TVET programs as an inferior and low-esteemed profession.
The study sought to ascertain the content validity of West African Examination Council Multiple-Choice Test Items in Financial Accounting from 2016-2018. The researchers assessed how spread taxonomically the content of the core curriculum in the WASSCE Financial Accounting questions were. The population of the study included all the West African Senior School Certificate Examination (WASSCE) multiple-choice question papers in Financial Accounting set by the Council. The sample covered multiple-choice test items from 2016-2018. Two research questions and two hypotheses guided the study. The Financial Accounting curriculum and the WASSCE Financial Accounting questions were the main instruments used for data collection. A total of 150 WASSCE objective questions papers were categorized in line with the various cognitive levels. The results revealed that some topics were overemphasized while others were underemphasized. Some topics like introduction to accounting were ignored. The spread of the questions to different cognitive levels did not comply with the required standard; therefore, the WASSCE questions within the period have low content validity. The curriculum should
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