Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.
This study examined the effect of concept-mapping instructional method on secondary school students’ performance in Islamic Studies in Oyo State, Nigeria. The study employed a pre-test, post-test control group, quasi-experimental design. The sample comprised Senior Secondary School class 2 (SSS 2) students purposively drawn from three secondary schools in Oyo State. The students in experimental and control groups were in their normal classroom setting (intact classes) and were not reorganized. Experimental group consisted of 45 students exposed to concept-mapping while the control group consisted of 48 students who received no treatment. Data were analysed using t-test, standard deviation and Analysis of Covariance (ANCOVA). Findings of the study showed that there was a significant difference in the performance of experimental and control groups after the treatment. Concept-mapping had significant effect on students’ performance with mean score of x=53.92. Effect of Conventional method was x=22.62. No significant difference existed in the performance in Islamic Studies of students exposed to concept-mapping based on gender, t-cal.( 0.1469 < 2.021) at 0.05 alpha level of significance. The study concluded that concept-mapping instructional method positively improved students’ understanding of Islamic Studies and invariably their performance. The study recommended that concept-mapping should be adopted as a teaching method of Islamic Studies, and that teachers of the subject should improve their pedagogical skills through seminars and workshops.
Managers motivate and induce subordinates to act in desirable ways by doing things which could satisfy their needs. This article examined the factors influencing lecturers' motivation for maximum job performance in higher education institutions in Nigeria. A research instrument titled "Lecturers' Motivation Questionnaire" (LMQ) was adapted from Kwarteng, Obeng-Mensah, and Bosompem (2012) to collect relevant data. Two hundred and forty one (241) lecturers were randomly selected from the sampled higher education institutions. They responded to the instrument which contained eight factors that could influence motivation. The instrument was validated using test-retest reliability method and a reliability coefficient of .7 was obtained. Descriptive and inferential statistics were applied in data analyses. The study showed that job satisfaction, recognition, work condition, supervision and staff involvement in decision-making were the most outstanding factors which could motivate lecturers. Furthermore, lecturers' age and experience were found to influence their motivation. Based on the findings, improvements in motivating factors such as recognition, work condition, supervision and staff involvement in decision-making were recommended.
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