JOURNAL OF THEORETICAL AND EMPIRICAL STUDIES IN EDUCATION

Preliminary Page

Dr. Oby Ikwuka — 2022-12-16

Editorial
The Journal of Theoretical and Empirical Studies in Education (JTESE),
belongs to the Department of Educational Foundations Nnamdi Azikiwe
University, Awka. It publishes well-researched theoretical and empirical
studies in all aspects of Education, hence it is an important source of academic
information. We assure all readers of this journal of highly investigated work
in education.
The seventh edition of the journal contains sixteen articles that have been
rigorously peer-reviewed. We believe that our readers will find this edition very
interesting and educative. The Editorial Board acknowledges with thanks all
the efforts of the team of editors, the reviewers, the contributors, and others
who contributed towards making this edition a success.
Dr. Oby Ikwuka
The Editor-in- Chief
Department of Educational Foundations
Nnamdi Azikiwe University, Awka, Nigeria
E-mail: obyikwuka@gmail.com

ASSESSMENT OF STUDENTS ENTRY RATE AND INTERNAL EFFICIENCY IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE, NIGERIA

B.N. Egwunatum — 2022-12-16

This study determined the entry rate of students into Junior Secondary School (JSS1) and the
internal efficiency of public secondary schools in Delta State. Entry rate examines the
percentage of enrolee in JSS1 to the population of 12years who ought to be in school.
However, internal efficiency evaluates the effective and productive output produced from the
school system through the utilization of scarce resources introduced as input. The study
employed the retrospective review on the trend of enrolment in public secondary schools in
Delta State from 2005 to 2014 to ascertain the enrolment growth rate (EGR) for the period.
To assess the factors that influence internal efficiency in public secondary schools, the simple
random sampling technique was employed to select 44 schools (10%) from a population of
440 across the state. Retrieved completed questionnaires were analysed using statistical
equations, to compute entry rate. Results obtained revealed that EGR has an undulating trend
with an average Enrolment Growth Rate (AEGR) of 7.4% while the entry rate progressively
increased annually with an Average Entry Rate (AER) of 96%. Reliability test result of
Cronbach Alpha and Guttman Split-Half coefficients were 0.98 and 0.98 respectively. The
grand mean of 3.97 from the analysis of the questionnaire corroborated the problems
associated with pedagogical activities such as; poor school attendance by learners, poor
socio-economic background of learners and lack of recommended textbooks by learners.
Consequently, the study recommends construction of more classroom blocks to accommodate
the ever-growing population as indicated by the entry rate, provision of recommended
textbooks by government, and periodic employment to improve ward’s parent economic
standing. These would in no small measure improve the teaching and learning process in all
public secondary schools in Delta State.

BEHAVIOURAL DISORDERS AS PREDICTORS OF RISKY SEXUAL BEHAVIOUR AMONG UNDERGRADUATE UNIVERSITY STUDENTS IN NIGERIA’S SOUTHEAST

Victor C. Nwasor, PhD — 2022-12-16

The study investigated the relationship between behavioural disorders and risky sexual
behaviour among undergraduate university students in South East, Nigeria. The study was
guided by seven null hypotheses, which were tested at 0.05 level of significance. The research
design utilized in the study was correlation design. The population of the study comprised
169,000 regular students in the 10 public universities in South East Nigeria. The study sample
comprised 1,200 regular undergraduates obtained through simple random sampling from six
public universities in three out of the five states that constitute the South East. Three selfreport instruments: the Attention Deficit/Hyperactivity Disorder Identification Questionnaire
(ADHDIQ), Obsessive-Compulsive Disorder Identification Questionnaire (OCDIQ), and the
Undergraduates’ Risky Sexual Behaviour Questionnaire (URSBQ) were used in collecting
data. These instruments were validated by three experts. Cronbach Alpha statistics was used
in determining the reliability index of the ADHDIQ (0.88) and OCDIQ (0.75), both of which
sought non-categorical data, while Kuder-Richardson 20 statistic was used in determining
the reliability index of the URSBQ (0.81), which sought categorical data. The research
questions were answered using Point Biserial Correlation, while six null hypotheses were
tested using multiple linear regression Point Biserial Correlation at 0.05 level of significance.
The seventh null hypothesis was tested using multiple linear regression analysis at 0.05 level
of significance. Findings indicated that Attention Deficit Hyperactivity Disorder (ADHD) had
non-significant low positive relationship with early sexual debut, and had a non-significant
low negative relationship with random sexual activity and disregard for protection during sex
(subscales of risky sexual behaviour). Obsessive-Compulsive Disorder (OCD) was found to
have significant low negative relationship with the three subscales of Risky Sexual Behaviour
(RSB). Both behavioural disorders contributed 6.70 percent of the variations in the responses
on risky sexual behaviour, therefore were unable to predict RSB among university students in
South East, Nigeria. The multiple linear regression analysis indicated (R = .067; R2 = .004;
F = 1.515) that the predictor variable (behavioural disorders) contributed only 0.4 percent
in explaining the variances in response. Therefore, the study concluded that behavioural
disorders do not significantly predict risky behaviour among university students in South East,
Nigeria. The study recommended among others, that government should populate counseling
units of public universities with persons that possess behaviour management skills, and that
sex education should start as early as possible in order to inculcate sexual values on time.
Suggestions were made for further research.

EFFECT OF SELF-DIRECTED LEARNING AS TEACHING METHOD ON SELF- CONFIDENCE OF SENIOR SECONDARY SCHOOL GOVERNMENT STUDENTS IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA

Ohadiugha Marian N. (Ph.D.) — 2021-09-01

The study was conducted to determine the effect of self-directed learning as a teaching method
on self-confidence among senior secondary school students in the Federal Capital Territory
(FCT), Nigeria. A true experimental research design was adopted for the study. The
population of the study comprised all senior secondary school government students in FCT
Abuja. While the sample size of the study comprised 90 senior secondary school government
(SSS 2) students were drawn from three Area Councils in FCT using multistage sampling
techniques. Data was collected for the study using a Students Self-confidence Rating Scale
(SSCRS) developed by the researchers. Two research questions and three hypotheses guided
the study. Mean and standard deviation were used to answer the two research questions while
a t-test was used to test hypotheses at 0.05 level of significance. Findings of the study revealed
among others that the mean self-confidence rating scores of senior secondary school
government (SSS 2) students taught using self-directed learning as a teaching method were
higher than those taught using the conventional (lecture) method and was statistically
significant in favour of self-directed learning. Though the group taught using the conventional
method gained, slightly higher mean self-confidence score than the control group but was not
significant at 0.05 significance level. It was therefore concluded that the teaching method has
an effect on theself–confidence of the learner. Based on the findings of the study it was
recommended among others that proactive action such as organizing symposium for teachers
and campaign on how to boost learners’ self-confidence and effect of teaching methods of
teaching on the self-confidence of the learner should be initiated by the Ministry of Education
and other stakeholders in education.

FEMALE LDL CHOLESTEROL RESPONSE TO BRISK WALKING EXERCISE AND JOGGING EXERCISE

Odo, Edward Odogbu — 2021-09-01

The purpose of this study was to establish the response to brisk walking and jogging of
volunteered female university staff Low density lipoprotein (LDL-c). The area of this study
was Michael Okpara University of Agriculture, Umudike, and Abia State, Nigeria. The age
range of the regular non academic staff was 35–60 years. As a result of the request for free
lipid profile test, the population of the study was 67 volunteers. Questionnaire that contained
both Inclusion and exclusion criteria were given to the volunteered staff and their response
collated. Thereafter, 54 Non-academic staff (15 male and 39 female) met the inclusion
criteria. The 39 female subjects for the study were randomly sampled into unequal three
groups- Brisk walking group 13 females, Jogging group 8 females, and Control group 18
females. Data were collected using Lipid and Risk Identification Questionnaire (LRIQ) and
Infrared vein viewer, Needles and Syringes, tourniquet for pre and post exercise measurement
of LDL-c. The hypothesis was tested using ANOVA. Findings of this study showed that after
the treatment the female Non-academic staff in the Brisk Walking group had more mean loss
than females in Jogging group with a significant difference. Exercise of about 50-60 minutes
per day could lead to significant depletion in LDL-c levels.

JEAN-JACQUES ROUSSEAU’S SOCIAL CONTRACT THEORY: RELEVANCE AND APPLICATION IN THE CONTEXT OF PEACE-BUILDING IN NIGERIA

Madu, Kenneth O. — 2021-09-01

This paper is an exposition on the relevance and application of Rousseau’s social contract
theory in the context of peace-building in Nigeria. The aim of the paper was to contribute to
the ongoing efforts at enthroning lasting peace in Nigeria, in the light of Rousseau’s social
contact theory. Content and conceptual analysis was adopted as a method, while secondary
sources were used for data collection. The study was a qualitative one. The paper discussed
the concept of peace education, peace-building, Rousseau’s social contract theory, and
relevance of the theory in the context of peace-building in Nigeria. These were critically
articulated. Sundry evidence from literature shows that peace education and peace-building
are indispensable for sustainable development in Nigeria. The paper postulated that
Rousseau’s ideas such as mutuality, communal justice and collective security have positively
contributed to the shaping of sustainable peace through peace-building. Observations are
that in Nigerian context, lack of teamwork in the spirit of mutuality, lack of social justice,
flagrant neglect of collective security, selfishness among the leaders, foreign interventions,
ethnic and religious bigotry among others, are some of the factors that affect peace-building
adversely. It was, therefore, concluded that Rousseau’s social contract theory, which
emphasizes teamwork, social justice, mutual agreement and collective interest, is relevant to
the Nigerian peace-building process, and so its application will boost the effort. Based on the
conclusion, the paper recommended, among others, that Rousseau’s social contract theory
be adopted and applied to the process of peace-building in Nigeria, and that the spirit of
mutuality should be entrenched in peace-building by peace builders, and that social justice
should be practiced for an effective and sustainable peace-building to thrive

ICT SKILLS AND UTILIZATION OF MOBILE LEARNING TECHNOLOGIES FOR INSTRUCTIONAL DELIVERY AMONG PRE-SERVICE TEACHERS IN TWO HIGHER INSTITUTIONS IN SOUTH-EASTERN NIGERIA

Dr. Ajuzie — 2021-09-01

This study examined ICT skills and utilization of mobile learning technologies for
instructional delivery among pre-service teachers in two higher institutions in South-Eastern
Nigeria. Three research questions guided the study. The study adopted a descriptive survey
design. Population of this study comprised 142 degree students from Alvan Ikoku Federal
College of Education and Imo State University, Owerri. Therefore the 62 students at the 3rd
year degree level from School of Education, Alvan Ikoku Federal College of Education and
80 students at the 3rd year degree level from Faculty of Education, Imo State University,
Owerri served as sample for the study. A twenty-one item rating scale developed by the
researchers titled “ICT Skills and Mobile Learning Technologies for Instructional Delivery
(ICTMLTID)” and validated by specialist was used for data collection. The reliability of the
instrument was obtained as 0.76 using Cronbach Alpha Statistics. Data were analyzed using
mean statistical tool. The level of ICT skills of pre-service teachers in the area investigated is
high. Following the findings of the study, it was recommended among others that school
authorities should ensure pre-service teachers are being encouraged to maintain high
standard in mobile learning through continuous training and retraining.

PHYSICAL EDUCATORS’ EFFORTS TO INCLUDE CHILDREN WITH DISABILITIES USING DATA ON ASSESSMENT SCORES IN IN GENERAL PHYSICAL EDUCATION CLASS IN ANAMBRA STATE: IMPACT OF GENDER AND EDUCATION QUALIFICATION

Okoroafor, Judith Chikamma — 2021-09-01

The study investigated the physical educators’ efforts to include children with disabilities
using data on assessment scores in in general physical education class in Anambra State and
the impact their gender and education qualification would have on these efforts. One research
questions guided the study and two null hypotheses were tested at 0.05 level of significance.
The descriptive survey research design was adopted for the study. The population of the study
comprised all the 91 teachers teaching Physical Education at the J.S.S 3 in the 261 public
secondary schools in Anambra State. All the 91 teachers were used for the study due to the
relatively manageable size of the population. The researchers adapted a research instrument
titled ‘‘Liberman Inclusion Rating Scale for Physical Education (LIRSPE)’’. This was used
for data collection. The instrument was validated by three experts. The reliability of the
instrument was ascertained using Cronbach Alpha which yielded an overall coefficient of
0.83. The researchers together with 6 research assistants collected data for the study and a
78% return rate was recorded. Mean and standard deviation were used to answer the
research questions while t-test was used to test the null hypotheses. The major findings of the
study revealed that physical educators made efforts to include children with disabilities using
assessment scores in general physical education class. It was also reported that the
professional and non-professional physical educators differ significantly in their efforts to
include children with disabilities using assessment scores in general physical education class.
Based on the findings, it was recommended among others that the Ministry of Education
should organize annual in-service training for physical education teachers’ especially nonprofessional ones to upgrade their skills and knowledge on current trends of including
children with disabilities using assessment scores in their class.

UNDERGRADUATE STUDENTS’ PERCEPTION OF ONLINE LEARNING AMIDST COVID-19 PANDEMIC IN NNAMDI AZIKIWE UNIVERSITY, AWKA

Obiageli Ifeoma Ikwuka Ph.D — 2021-09-01

Despite the increasing rate of online learning the world over, it seems that Nnamdi Azikiwe
University, Awka is yet to fully integrate online learning in adherence to the Covid-19
pandemic protocols. Since students are regarded as the pivot around which teaching-learning
context revolves, it is expedient to elicit their views about this form of education. It is in view
of the foregoing that the researchers sought to examine undergraduate students’ perception
of online learning amidst Covid-19 pandemic in Nnamdi Azikiwe University, Awka. A survey
research design was adopted for the study. The population of study comprised all 24,958
(14,304 Regular and 10,654 CEP) undergraduate students in Nnamdi Azikiwe University,
Awka according to Academic Planning Unit of the University (2021). The sample for the study
comprised 360 (194 Regular and 166 CEP) undergraduate students in Nnamdi Azikiwe
University, Awka obtained using simple random sampling, purposive sampling and
disproportionate sampling techniques. The instrument that was used for data collection was
the “Students’ Perception of Online Learning Amidst Covid-19 Pandemic Questionnaire”
(SPOLACPQ)’’. The instrument was validated by three experts. The reliability of the
instrument was tested using Cronbach Alpha which gave a reliability co-efficient of 0.76. The
indication of the findings of the study is that majority of regular undergraduate students
perceive that data package for online learning is unaffordable and that their academic
progress is difficult to monitor with online learning among others. It was further revealed
that the majority of CEP perceive that online learning prevents them from physically
interacting with their classmates on academic tasks and reduces their access to their
lecturers’ input in their classwork among others. Based on the findings of the study, it was
recommended that curriculum planners should consider the review of the curriculum contents
to capture online learning during and after Covid-19 pandemic.