Asukwo uya

This study was to determine the extent to which personality trait influences students' study habit in senior secondary school in Uyo Local Government Area of Akwa Ibom State. Three research questions and three null hypotheses were formulated and tested at 0.05 level of significance. The research design adopted for the study was ex-post facto design. A sample size of 200 students from the population 3300 was drawn from five schools using simple random sampling technique. A researcher-developed instrument Personality Trait and Students' Study Habit Questionnaire (PTSSHQ) was used for data collection. Face validity of the instrument was used, and internal consistency reliability with reliability coefficient of 0.68 was established using Cronbach Alpha statistics. Data gathered in this study were analysed using mean and standard deviation to answer research questions, and independent t-test for the three hypotheses. The results of the findings show that students' study habit in secondary schools significantly differs based on their conscientiousness, extroversion and agreeableness. It is concluded that personality traits influences students' study habit. It was recommended that parents and teachers should encourage the students to learn the art of cooperating first with siblings at home and then with their peer in school, and should do everything possible to discourage siblings, rivalry as this does not encourage agreeableness. Group assignments requiring cooperation should be encouraged by teacher to draw out the isolate and improve communication among the students.

The paper reviews the critical roles tertiary education plays in preventing corrupt generally in the school system. The paper also pointed out some of the effects of corruption in the society, establishes role of education in preventing corruption via teaching values education and social pedagogy in curbing corruption. Creating and maintaining transparent regulatory systems, strengthening management capacities for greater accountability and enhancing ownership of the management process can help build an environment, which is favorable to educational systems free from corruption. Education is passport would help a person to gain a deeper understanding of themselves, their relationship with others and collective social life for the benefit of entire society. It is proposed that tertiary education should teach teachers to encourage and facilitate the incorporation of ethics issues within their classes; and appreciate the opportunity to shape professional identities, which set the boundaries of future acceptable behaviour. Also, creative and effective educational innovations are needed whose purpose is not to achieve sterile learning but to establish healthy attitudes, perceptions and convictions in society, communities, states and the nation at large.

The paper studied the potent roles of effective curriculum implementation and their impact towards national development in Nigerian tertiary institutions. The paper established the fact that education at the tertiary level is an investment that equips the individual for proper understanding of important phenomena and fuller exploitation of human experiences. The sustainability of national development is dependent on the quality of education, government investment and commitment of the stakeholders in the sector. A nation cannot therefore be said to have developed when a significant percent of her population are not literate and there is decay in the country's educational system. Nigeria as a nation is struggling pretentiously to come out of underdevelopment without getting ready to take responsibilities. Lecturers are passionate but yet handicapped to implement curriculum effectively. Critical positions have been highlighted, conclusions reached and it was recommended among other fact that governments and policy makers should strategize ways through massive investment in infrastructures at all levels of education, providing conducive teaching/learning environment, upgrading of lecturer's quality through professional development and creating appropriate funds to enable the universities develop her programmes that would benefit the society and produce useful and quality graduates for the development of the society.

The study sought to find out the influence of teachers’ professional attributes on students’ attitude and their academic achievement in mathematics. The population of the study comprised all the second year students in Senior Secondary Schools in Oron Education Zone. The study sample consisted of 930 students selected through cluster and simple random sampling techniques. Two instruments; Teachers’ Professional Attributes and Students’ Attitude towards Mathematics Questionnaire (TPASAMQ) and Students’ Achievement Scores in Mathematics (SASM) were administered on the respondents with reliability coefficients of 0.76 and 0.85 respectively. Mean, standard deviation and Analysis of Variance (ANOVA) were used to answer the research questions and test the hypotheses respectively. Findings show that teachers’ knowledge of subject matter, teachers’ attitude to teaching/learning, teachers’ motivational abilities and evaluation of the teaching/learning process significantly influence students’ attitude and their academic achievement in mathematics while teacher use of instructional resources has no significant influence on students’ attitude and academic achievement in mathematics. Students’ outcomes in their study are primarily the function of their attitude which in turn affects their academic achievement. It was recommended among others that teachers should adopt variety of teaching strategies to enable them teach effectively and to promote positive attitude among students.

The study was conducted to determine the relationship between work-related learning and community partnership in Akwa Ibom State. Ex-post facto design was used for the study. The target population for the study consisted of all the 584 undergraduate students during 2016/2017 academic session. Sample size of 150 students was selected from the departments of Curriculum Studies through simple random sampling technique for the study. The instrument used was Work-Related Learning and Community Partnership Questionnaire (WRLCPQ). Face validity was adopted and the reliability of the instrument was determined using Cronbach Alpha formula to measure the internal consistency and the average coefficients of .74 and .82 were obtained. Simple Linear Regression to answer the research questions and to also test the null hypotheses at the 0.05 level of significance. Findings revealed that employability and enterprise skills predict community partnership, and also there is a significant relationship between employability, enterprise skills and community partnership. Based on the findings of this study, it is concluded that if the curriculum of our tertiary institutions is properly reformed and reviewed with visionary management of the system, effective community partnership will be promoted to enhance the acquisition of employability and enterprise skills among students in Nigeria. It is recommended, among others, that Universities should create opportunities for students to engage in high-quality education and research experiences which are fundamental to their development of employability and enterprise skills. The curricula that are research-led; by continuing to promote research-based investigative-based approaches should be developed to furnish our students with the skills and abilities needed for future employment and further study.

The study was conducted to determine the relationship between contextual forces of curriculum delivery and security challenges among secondary school students in Akwa Ibom State, Nigeria. Three research objectives and hypotheses were formulated and postulated to guide the study. Correlational design was used for the study. The population comprised of 17,223 senior secondary schools students during the 2020/2021 academic session in Uyo Local Government area. A total of 1223 teachers made up the population. A sample of 560 respondents was selected through multi-stage and simple random sampling technique. A researchers' developed instrument namely Contextual Forces of Curriculum Delivery and School Security Challenges Questionnaire (CFCDSSCQ) was used. The CFCDSSCQ was face validated by three validators. Cronbach Alpha formula was used to determine the internal consistency reliability where the average reliability coefficient was

The study sought to find out the relationship between how students perceive their teachers ’ in respect of knowledge of Mathematics content, communication ability, use of appropriate teaching strategies and teachers’ classroom management skills and students ’ attitude towards mathematics. The population of the study comprised all the second year students in senior secondary schools in Oron Education Zone. The study sample consisted of 640 students selected through cluster and simple random sampling techniques. Two instruments – Students’ Perception of Teacher Characteristics Questionnaire (SPTCQ) and Students ’ Attitude towards Mathematics Questionnaire (SATMQ) were developed and administered on the respondents. A trial test of 50 students using split-half reliability test was carried out which yielded reliability coefficients of 0.86 and 0.94 for SPTCQ and SATMQ respectively. Pearson Product Moment Correlation and t-statistics were used to answer the research questions and test the...