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...

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

African societies have much to learn from the exemplary programs and projects on disabilities, adult literacy and special education provisions in developed societies, like the United States, where effective legislations, curriculum and support services are provided at all levels for individuals with disabilities.  This paper discusses the academic and social challenges facing students with developmental and learning disabilities in higher institutions; including available  services in institutions of higher learning for such individuals-something that is yet to be introduced or effectively conducted  in most African nations unlike in the United States.  This paper noted the challenges which developmental and learning disabilities pose to students in general; as well as recognize the potentials, talents, and individual abilities of such students in contemporary institutions of higher learning which could be applicable to African universities and colleges. In this regards, recommendations on understanding student developmental and learning disabilities; application of universal design for learning (UDL), and the institutional roles needed to ensure that such students cope in class and achieve success on campus, were provided.

The study investigated the effect of bibliotherapy on the truant behaviour of schooling adolescents in North West Nigeria. Two research questions were posed to guide the study. The study adopted a Quasi-experimental design. The population for the study comprised of 824 identified SSII schooling adolescents with truancy behavioural problems drawn from the four selected schools in the North West Nigeria. The sample size used for the study was 296 SS II schooling adolescents with truant behaviour. The study adopted a structured questionnaire which was developed by the researchers for data collection. The instrument was validated by three experts drawn from Department of Educational Foundations (Special Education Unit), University of Nigeria, Nsukka; Department of Educational Psychology and Counselling, Aminu Kano College of Islamic and Legal Studies, Kano State and Department of Psychology, Ebonyi State University, Abakaliki, Nigeria. The reliability of the instruments was subjected to Cronbach Alpha Statistics and reliability coefficient of 0.91 was obtained. Mean score and standard deviation were used to analyze the data. The findings of the study revealed that school location is not a significant factor in the mean truancy behaviour of schooling adolescents; though urban schooling adolescents had a reduced mean truancy behaviour compared to their rural counterpart. The findings of the study with respect to the interaction effect of treatments and gender on schooling adolescents’ truancy behaviours revealed no significant interaction effect of treatments and gender. Based on the findings of the study, it was recommended among others that special educators, guidance counsellors, educational psychologists, and curriculum planners should plan a programme of intervention based on the bibliotherapy techniques for schooling adolescents.

This study was designed to identify some English grammar pronunciation problems and how the problems can be managed. The population consists of all the first-year students in the University of Nigeria, Nsukka in Enugu State of Nigeria. Nine hundred and ninety-nine (999) students from four departments were sampled using simple random sampling technique. Three research questions and one null hypothesis were generated to guide the study. Mean and standard deviation were used to answer the three research questions while t-test statistic was used to test the null hypothesis. The results revealed that consonant and vowel phonemes, syllabic consonants, consonant cluster, unstressed vowels and stress timing are the aspects of pronunciation that are considered problematic among some first-year students. It also revealed that gender does not play a functional role on pronunciation problems among these first year students in the learning of English Grammar, and that teachers’ emphasis on the problematic area of pronunciation, constant practice, teachers’ knowledge of Oral English, building of language laboratories, teachers’ use of compact disks and tapes on pronunciation, students access to compact disks and tapes on pronunciation dictionaries are the management strategies that can be used to improve pronunciation in English language.