Godfrey Okoye University Journals
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Availability and Utilization of Information and Communication Technology in the Teaching and Learning of Business Education in Colleges of Education in Enugu State, Nigeria
No full textThe study determined the availability and utilization of information and communication technology (ICT) in teaching and learning of Business education in colleges of education (government owned) in Enugu State. The population for the study consisted of two hundred and sixty-five lecturers and Business education NCE 3 students of government-owned Colleges of Education in Enugu state. A sample of 80 respondents, made up of fifteen (15) Business education lecturers and sixty-five (65) NCE three (3) students of Business education was used for the study. Stratified random sampling technique was used to compose the sample. The study adopted Descriptive Survey research Design. A structured questionnaire made up of thirty-one (31) items in accordance with the three research questions was used as the instrument for data collection. Cronbach Alpha was used to determine the reliability of the instrument and the reliability coefficient of 0.97 was obtained indicating that the instrument was highly reliable. Statistical mean, standard deviation and simple percentage were used to analyze the research questions. It was found among others that; relevant ICT resources were not available for teaching and learning of Business education courses in government-owned Colleges of Education in Enugu state and there are lots of challenges in the use of ICT recourse. It was recommended, among others thus, Business education lecturers should engage themselves in continuous training in ICT recourse, Colleges of Education should fully equip Business education department with ICT resources and adequate use and management of facilities should be ensured by the heads of the department as well as lecturers. It was concluded based on the findings that Business education students will not be able to acquire ICT skills that will give them competitive advantage in the world of work since ICT resources are not available and utilized in teaching Business education courses in Colleges of Education in Enugu state and suggestions for further studies were made.  
Promoting Diversity in Our Classrooms
No full textThe issue of diversity plays a role in how students and teachers view the importance of classroom and activities involved therein. For instance, assumption about what a typical student should know, the resources they have and their prior knowledge are essentially important. Promoting diversity in our schools in Nigeria is a goal that is shared by many education stakeholders, but achieving this goal in the day-to-day classroom activities is often difficult to do. Religious, cultural and gender differences are important factors in a person’s identity, and it is extremely valuable for teaching to help students understand differences better. Therefore, school diversity inclusion and representation are crucial in education. Diverse schools see students who are more empathetic and less prejudiced, allowing everyone to feel safer and more confident in their learning environment. No matter what age, elementary or high school, introduction to culture and religious differences can have great positive impacts on students. Different understanding of culture can help student see how people that are like them have succeeded. However, efforts that teachers make to improve diversity in the classroom that can benefit all learners in a variety of ways from primary pupils to secondary school students; seem not to highlight the unique differences in the past, present and future. The aim of the paper is to highlight a few of challenges and concerns in promoting diversity and ways to include an understanding of diversity in the classroom. 
Innovative Pedagogical Approaches in Religious Education: Panacea to Moral Decadence among Nigerian Youths in Post Covid-19 Pandemic
No full textGod made man higher than the lower animals, creating him in his own image and likeness, “imago dei,”and endowed him with intellect and will, thus making him the apex of all creation, yet man has from the origin exhibited instances of character deficiency. It has always been a constant and consistent rising and falling, wittingly or unwittingly, irrespective of the age. There is no time that man is totally free from one moral shortcoming or the other. This moral inadequacy is more prevalent among the youths. Then, the COVID-19 pandemic broke out in December 2019 un-prognosticated. It landed suddenly, taking everyone, every country unawares. Actually, it left a lot of bad memories on its trail. The writer aims to restore moral standard which had been wobbling, even before the Covid-19 through Religious Education. Although traditionally, religious education has been on-going for years, he is strongly persuaded that the twenty first century religious education should adopt Innovative Pedagogical Approaches in tackling youths’ problems, especially as modern technology has influenced them adversely. Innovative Pedagogical Approaches as a medium in teaching religious education is geared to combat moral decadence among the Nigerian Youths. It is envisaged that this method will engender anew awakening for people to embrace Religious Knowledge and its practice, with greater seriousness and commitment. Sincerely, it is only aggressive Religious Education that has the capacity to help man answer these three-pronged constantly vexing and existential questions: Who am I? Why am I here? Where am I going
Perceived Challenges of Effective Implementation of Secondary School Education Curriculum in Post Covid-19 Pandemic Nigeria
No full textThe COVID-19 pandemic like a dream took Nigeria and the rest of the world by surprise and gave rise to the shutting down of educational and other socio-economic activities worldwide. The students were asked to return to their homes to avoid staying and working in groups. The traditional talk/chalk approaches were no longer helpful and solution, to the problem on ground due to social-distancing measures adopted at the time. Using ICT (information and communication technology) in education has now made for a paradigm shift in curriculum implementation process. The implementers of curriculum can now employ different platforms like WhatsApp, Zoom, Skype Virtual Classrooms, and Facebook etc. to deliver lectures to students in their comfort zones. The challenges of innovative pedagogical approaches in curriculum implementation like limited funding of schools, inadequate supply of school facilities, poor motivation of teachers, non-compliance of majority of students and teachers among others. This paper presented the conceptual meaning of the key variables, secondary school Education, Effective Curriculum Implementation Sustainable Development. The challenges of Innovative Pedagogical approaches in curriculum implementation and the way forward were highlighte
INDEPENDENT NATIONAL ELECTORAL COMMISSION AS INSTRUMENT OF DEMOCRATIC CONSOLIDATION IN NIGERIA
Get PDFThis article examines the Independent National Electoral Commission (INEC) as instrument of Democratic Consolidation in Nigeria. The main objective is to examine INEC role in democratic consolidation in Nigeria. Data were collected from secondary source. the article is anchored on the institutionalization theory. It was discovered that some of the challenges INEC faces in its effort to consolidate democracy in Nigeria includes: the activities of anti-democratic elements in Nigeria political space, vote buying and election violence, and frivolous court injunctions. The paper recommends among other things that Nigeria’s political elites’ value orientation needs to change for democracy to be strengthened in the nation. Political parties\u27 ideological foundations, which encourage political decamping must be changed. and democratic values must not only be ingrained but also reinforced. The piece concluded that Nigerians recognized and welcomed democracy because it has the potential to guarantee political stability and advancemen
ANALYSIS OF AUDIT QUALITY AND INVESTORS PERCEPTION: THE CASE OF LISTED NON-FINANCIAL COMPANIES IN NIGERIA
Get PDFThe study sets to examine the effect of audit quality on investors’ perception amongst listed non-financial companies in Nigeria. The study employed a purposive sampling technique to select 32 companies from a population of 107 listed non-financial companies in Nigeria as at 31st December 2021. Secondary data were sourced from the annual reports of the companies from 2012 to 2021 (a period of 10 years). By way of utilizing the panel regression in testing the study hypotheses; the findings established that, audit tenure and audit rotation does not significantly affect investors perception measured through market share price of listed non-financial companies in Nigeria. On the other hand, audit firm size does significantly affect the investors’ perception amongst listed non-financial companies in Nigeria. Based on the conclusion, the study recommends that, the audit firms employed for audit services by Nigeria\u27s listed non-financial companies should not be retained for more than ten years as this does not signal the right perception for investors about the company. In addition, the audit firms retained by the entities should be rotated on a five-year basis. This will strengthen the level of audit quality by avoiding overfamiliarity in the relationship between the audit firm and the company\u27s management, which may impede audit independence and, as a result, cause investors to lose confidence in the audited reports of the companies when making market investment decision
EFFECT OF CO-OPERATIVE LEARNING AND PEER-TEACHING STRATEGIES ON STUDENTS ACADEMIC ACHIEVEMENT AND INTEREST IN BIOLOGY IN ISHIELU LOCAL GOVERNMENT AREA OF EBONYI STATE
No full textThis study investigated the effectiveness of cooperative learning and peer-teaching strategies on students’ achievement and interest in Biology in Ishielu local government area of Ebonyi State. Two research questions and two hypotheses were formulated to guide the study. The research work was quasi-experimental design type, specifically the non-achievement control group design. Two hundred and eighty three (283) biology students drawn from nine co-education public schools within the Ishielu local government area of Ebonyi State were used for the study. Simple random sampling technique was applied in choosing the schools as well as assigning each of the teaching approaches to the sample schools. The cooperative learning and peer-teaching groups were the experimental groups while the conventional teaching groups were group were treated as the control group, validated Biology Achievement Test (BAT) and Biology Interest Inventory (BII) were administered to the students as pretest and posttest for the collection of data. Biology Achievement Test (BAT) had reliability index of 0.86 while Biology Interest Inventory (BII) had reliability index of 0.83. Mean and standard deviation were used to answer the research questions while analysis of convance (ANCOVA) was used to test the hypotheses of 0.05 level of significance. The study revealed that teaching approach used in difficult biology concepts is significantly responsible for the poor performance of students in senior secondary schools biology. It revealed that more of cooperative learning should be used as it has better effect on students’ interest and achievement in learning difficult biology concept than the peer-teaching it was therefore recommended that workshops and seminars should be organized for teachers on the use of cooperating and peer-teaching in biology instructions
EFFECTS OF IMPROVISED INSTRUCTIONAL MATERIALS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND INTEREST IN MATHEMATICS IN ENUGU EAST LOCAL GOVERNMENT AREA ENUGU STATE, NIGERIA
No full textThe study investigated the effects of improvised instructional materials on senior secondary school students’ academic achievement and interest in Mathematics in Enugu East local government area of Enugu state. A quasi-experimental pre-test, post-test control group design was adopted for the study. A population of 1650 students and a sample of 78 students from public secondary schools in Enugu east local government area of Enugu state participated in the study. The researcher used Mathematics achievement test (M AT) and Mathematics Interest Inventory (MII) to collect relevant data for the study. The instruments were validated by three experts from measurement and evaluation and Mathematics education all from Godfrey Okoye University Enugu. The instruments were trial tested and the reliability index found to be 0.75 using Kudar-Richrdson 20 (K R 20). The MII yielded a reliability of 0.65 using Cronbach’s Alpha formula. The data was analyzed using means and standard deviation while t-test analysis used to test the hypotheses. The findings of the study include those students who were taught Mathematics using improvised instructional materials significantly achieved better and showed higher interest rate than those who were taught with the conventional method. The researcher recommended among others those Mathematics teachers should be proactive in the provision of improvised instructional materials in the teaching of Mathematics in school
EFFECT OF COMPUTER AIDED INSTRUCTION ON STUDENTS ACADEMIC ACHIEVEMENT IN COMPUTER STUDIES IN SENIOR SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA, ENUGU STATE
No full textThis study focused on determining the effect of CAI on the academic achievement of SSII students in computer studies in Enugu East Local Government Area in Enugu state. Two research questions and two hypotheses guided the study. The study adopted quasi experimental research design. The population for the study was 1368 SSII students comprised of 653 males and 715 females. Sample size was 75 SS II students that’s offering computer studies. Purposive sampling techniques was adopted. The instrument used for data collection was Computer studies Achievement Test (CAT) developed by the researcher. The Computer studies Achievement Test (CAT) is a 25-item multiple choice questions with four options lettered A-D for each question. The reliability index of 0.87 was established using Kuder-Richardson 20 (K-R 20) formula for internal consistency. To avoid experimental bias, regular class teachers in the participated secondary schools were used to teach their students. The classroom teachers involved in administering the instrument were briefed by the researcher for both the experimental and control groups in order to ensure homogeneous instruction across the groups. The experimental group was taught with computer aided instruction (CAI) while the control group was taught with conventional teaching method. Prior to the treatment, pre-test was administered in the first week to all the groups as the experiment followed for a period of 6 weeks. After the treatment, post-test was administered to the two groups. The test scores generated from the pre-test and post-test was analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. Data analyzed revealed that experimental group performed better than the control group in computer studies. Furthermore, the findings on hypothesis, no significant difference exists between the mean scores of male and female students taught computer studies using CAI. It was therefore concluded that CAI is gender friendly hence, it was recommended among others that CAI should be adopted by computer studies teachers and curriculum planners for effective instructional delivery and outcome
Family Background as Correlates of Academic Achievement of Secondary School Students in Bomadi Education Zone, Delta State, Nigeria
No full textThe population of the study consists of 1483 SS3 students in three selected LGAs in Bomadi education zone in Delta State. The stratified simple random sampling (proportionate stratified) was used to determine a sample size of 222 respondents. Cronbach’s Alpha method was used to test the internal consistency of the instrument which revealed a coefficient of 0.769. Out of the 222 copies of the questionnaire administered to the respondents only 204 copies were recovered well completed and used for analysis. Mean and percentage to analyse data collected and Pearson’s Product Moment Correlation was used to test the hypotheses of the study. The findings of the study revealed that: there is a significant positive correlation between and family background on academic achievement of Secondary School in Bomadi education zone, Delta State, Nigeria. Based on the findings of the study, it is recommended as follows: Parents should make judicious use of family resources to enhance academic achievement of their children and wards in secondary schools. Suggestions for further studies were also made