UNIZIK Journal of Educational Management and Policy

COMPARATIVE ANALYSIS OF EDUCATIONAL RETURN IN ANAMBRA STATE: IMPLICATION FOR JOB COMMITMENT

Dr. Blessing Amaonye — Mon, 01 Apr 2024 00:00:00 +0100

Returns is regarded as earnings and that earnings increase as the level of education increases. However,
investigations have revealed that acquiring additional qualification has little or no impact on
promotional package or procedure. Hence, investing in extra schooling becomes unattractive to
workers. Coupled with the rising costs of schooling in the state which is completely borne by the
individual with no concession either by the government or the establishment to at least reduce the
overall cost effect on the meagre salaries of the workers. To assess the differences in return of civil
service worker and non-academic staff. To find any differences between the job commitment of civil
service workers and non-academic staff based on gender and the possible challenges militating against
the job commitment of civil servants and non-teaching staff in the state. A quantitative method was
adopted by the study. The population comprised 96 (60 and 36) respondents from the department of
educational management, faculty of education in state university and ministry of lands in Anambra
respectively. The sample of 30 respondents (15 civil service workers and 15 non-academic staff) with
10 years of working experience was purposely drawn for the study. A resercher adapted commitment
model questionnaire developed by Meyer and Allan (1997) and Cook & Wall’s questionnaire which
was used to collect data on job commitment of workers, while NPDV to calculate the monetary returns
from the respondents and the qualitative approach was used to determine the challenges militating
against job commitment among workers. Mean and percentages were used to analyze the data. The
results are reported in tables and represented graphically. The results indicated that the percentage return
of non-teaching staff of 0.00713 is more than the percentage return to civil servant workers of 0.019.
This implied that the non-teaching earned more than their counterparts in the civil service. it was found
that female demonstrated more job commitment in three components- organizational, affective and
normative commitments with 2.49, 1.61 and 1.66 respectively; than the males. Though, the males
reported 1.62 in continuance commitment implying their willingness to remain in their responsibilities
in the workplaces due to fear of disruption of life, few options or uncertainty in getting better job
opportunities, necessity and not being ready to make sacrifices. However, the overall aggregate means
were below the decision rule of 2.50. Therefore, male and female workers in the organizations
understudy disagreed on the basis that returns alone do not only affect or determine their job
commitment

STUDY HABITS AND ACADEMIC PROCRASTINATION AS CORRELATES OF ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN AWKA, ANAMBRA STATE.

Dr. Elizabeth Anierobi, Chisom Nwachukwu, Dr. Love Okika, Dr. Uju Nwanna — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated study habits and academic procrastination as correlates of the academic
performance of secondary school students in Awka. The study adopted a correlational research design
and was guided by two research questions and two null hypotheses tested at the 0.05 significance level.
A sample size of 560 (300 females; 260 males) was drawn through simple random sampling from the
population of 1571 senior secondary class 2 students in the 8 public secondary schools in Awka. Three
researcher-developed instruments were used for the study titled: Study Habits Questionnaire (SHQ) and
Academic Procrastination Questionnaire (APQ) and Academic Performance Scale (APS) were used for
the study. The SHQ and APQ were face and content validated, and the instrument's reliability was
determined using the test-retest method. The correlation coefficients obtained were 0.76 for study habits
and 0.69 for academic procrastination. Pearson Product Moment Correlation was used to answer the
research questions while Simple Regression Analysis was used to test the hypotheses. The study
revealed that both study habits and academic procrastination have a positive relationship with the
academic performance of secondary school students in Awka. It was recommended among others that
students should be encouraged to develop good study habits and eschew procrastination for maximal
success.

RELATIONSHIP BETWEEN PRINCIPALS’ PERSONNAL MANAGEMENT PRACTICES AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.

Dr. Emma Asiegbu, Nkiruka Anayokwu Emegwa — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated the relationship between principals’ personal management practices & teachers’ job
performance in public secondary schools in Anambra State. This study was guided by five research
questions and five null hypotheses tested at 0.05 level of significance level. Correlational Research
design was adopted for the study. The population consisted 7027 teachers in 263 public secondary
schools in the six educational zones of Anambra State. Simple random sample and Proportionate
Sampling techniques were used to compose the sample size of 382. A researcher developed instrument
titled “Principals Personnel Management Practices Questionnaire” and Teacher Job Performance
Questionnaire were used to collect data. The instruments were for teachers as the respondents. The
instruments was validated by three experts comprising two lecturers from the Department of Education
Management and Policy and the other, a specialist in measurement and Evaluation, all from the Faculty
of Education, Nnamdi Azikiwe University, Awka Cronbach Alpha was used to ascertain the reliability
of the instrument and yielded overall reliability index of 0.86. Pearson product moment correlation was
used to analyse the research question while t-test for correlation were used to test null hypothesis. The
findings of the study revealed among others that the high positive and significant relationship existed
between principal’s personnel management practice and teachers’ job performance. Based on the
findings, it was recommended that principal should collaborate with relevant stakeholders to improve
their knowledge on the use of personnel management practices with a view to boosting teacher job
performance

ROLE OF PRIVATE SECTOR IN OWNERSHIP AND FUNDING OF SECONDARY EDUCATION IN ANAMBRA STATE, NIGERIA

Dr. Ifeanyi Ikedimma, Dr. Chinwe Oshia, Ifeoma Ezinwa Dike — Mon, 01 Apr 2024 00:00:00 +0100

The study aimed at investigating the role of private sector in ownership and funding of secondary
education in Anambra State, Nigeria. The descriptive survey research design was adopted to provide
the right blueprint for the study and two research questions were formulated to guide the study. The
population of the study comprised all the 686 principals of the 686 private secondary schools in
Anambra State, Nigeria. Multi-stage sampling procedure was used to draw 446 principals as the sample
for the study. The researchers developed a structured questionnaire titled ‘Private Sector, Ownership
and Funding of Secondary Education Scale’ (PSOFSES), and it was used to collect relevant primary
data, and was validated by 3 experts. The reliability test of the questionnaire was ascertained through
Cronbach Alpha method, and with a coefficient of 0.83 was considered satisfactory for the study. The
researcher administered the instrument together with the help of 10 research assistants. Mean was
utilized as the descriptive statistical parameter to present and interpret results that answered the research
questions. The study found that the role of the private sector in relation to ownership of secondary
education among others include: bearing the cost involved in the acquisition of land for setting up of
the school, school buses and vehicles for operation, legal registration of the school/business name for
operations, and constantly promoting the school’s vision, mission, programmes and activities, as well
as bearing the cost of maintenance of the school plants. It was concluded that both schools type enjoy
the inherent benefits and bear potential risks, taking responsibility in sourcing for funds, allocation of
funds, and utilization of funds to keep the school operational and sustainable

INNOVATIVE MANAGEMENT PRACTICES ADOPTED BY PRINCIPALS AS MEASURES FOR TEACHERS’ EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS ANAMBRA STATE

Dr. Adaora Vivian Anyaeji, Dr. Victor Agogbua, Dr. Eucharia Okonkwo — Mon, 01 Apr 2024 00:00:00 +0100

The issues of innovative management practices in public schools are becoming increasingly important
as educators strive to improve student outcomes and prepare students for success in the 21st century.
The study investigated innovative management practices adopted by principals as measures for
teachers’ effectiveness in public secondary schools in Anambra State. Two research questions guided
the study. The descriptive survey design was adopted for the study. The population of the study
comprised 266 principals in public secondary schools in Anambra State. The entire population of the
study was used for the study. The instrument for data collection was researchers-structured
questionnaire titled “Questionnaire on Principals’ Innovative Management Practices for Teachers’
Effectiveness (QPIMPFTE)”. Face and content validation of the instrument was established by three
experts in education. The reliability of the instrument was established using Cronbach Alpha method.
The results yielded coefficient values of 0.80 and 0.85 for cluster B1 and B2 respectively with the
average reliability coefficient of 0.82. Data collected were analyzed using weighted mean score to
answer the research question. Findings of the study revealed that principals apply teamwork as a
measure for teachers’ effectiveness in public secondary schools in Anambra State to a high extent.
Findings also showed that principals adopt ICT integration as a measure for teachers’ effectiveness in
public secondary schools in Anambra State to a high extent. Based on the findings, it was recommended
that stakeholders should help the government in making funds available for the provision and
integration of information and communication technology in public secondary schools

ADULT LEARNING AND DIGITAL TRANSFORMATION IN THE 21ST CENTURY IN NIGERIA

Dr. Catherine Madu, Dr. Joseph Chike, Dr. Ogechi Roseline Obiozor — Mon, 01 Apr 2024 00:00:00 +0100

The world is technologically driven. Digital transformation has permeated all facets of life viz-a-viz,
health, banking, communication, business, politics, education, among others. This paper focused on
adult learning and digital transformation in the 21st century in Nigeria. The paper proposed that adult
learning should disengage from the traditional practice of face to face and effectively adopt digitization
which is the new normal. The paper made use of secondary source of information where concepts such
as adult learning, digital transformation and 21st century were clarified. The benefits of digital
transformation were x- rayed. Some challenges confronting digital transformation in adult learning
were highlighted. The paper further proposed some recommendations as a way forward towards
enhancing digital transformation in adult learning which include that digital technology should be
incorporated into adult learning. This will increase access to more and better information and
resources to the learners. There is need for training and re- training of adult facilitators and learners
on the use of digital technologies. This will help them to acquire the necessary skills and competences
to function effectively in this globalized society, among others.

PRINCIPALS’ COMMUNICATION PATTERNS AS CORRELATES OF ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN ANAMBRA STATE

Dr. Ifeanyichukwu Ugwu, Dr. Ferdinand Okoye — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated principals’ communication patterns as correlate of their administrative
effectiveness in public secondary schools in Anambra State. Two research questions guided the study
and two hypotheses were tested at .05 level of significance. Correlation research design was adopted
for the study. The population was 5,214 participants comprising 264 principals and 4,950 teachers in
public secondary schools in Anambra State. Proportionate stratified random sampling technique was
used to draw the sample for study. Structured questionnaires were used for data collection. The
instruments were face and construct validated. The researcher administered 341 copies of the
instruments were administered to the respondents with the help of two research assistants using direct
method. and retrieval. Data were analyzed using Pearson Product Moment Correlation Coefficient while
the p-value was used to determine the significance of relationship at 0.05 significant levels for all
hypotheses. The results among others revealed that there is relationship between principal
communication patterns and their administrative effectiveness in public secondary schools in
Anambra.It was recommended among others that Anambra State Ministry of Education should
regularly organize training programmes for principals and teachers on modern communication methods.

CONFLICT MANAGEMENT SKILLS AS CORRELATE OF TEACHING PARTNERSHIP IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Dr. Victor Agogbua — Mon, 01 Apr 2024 00:00:00 +0100

The study examined conflict management skills as correlate of teaching partnership in public secondary
schools in Anambra State. Two research questions guided the study and two null hypotheses were tested
at .05 level significance. The study adopted correlational research design. The population of the study
comprised 5133 teachers in 266 public secondary schools in the six Education Zones in Anambra State.
A sample of 513 teachers was used for the study. Multi-stage sampling technique was used for the
study. The instruments for data collection were a researcher-structured questionnaire titled: Conflict
Management Skills Questionnaire (CMSQ) and Teaching Partnership Questionnaire (TPQ). The
instruments were content validated while the construct validation was ascertained using Principle
Component Analysis Approach. The reliability of the instruments was determined using Cronbach
Alpha Coefficient method which gave coefficient values of 0.82 for effective communication skills,
0.78 for active listening skills and 0.81 for teaching partnership respectively. Simple regression analysis
was used for data analysis. The study revealed that effective communication skills (r = 0.682; P < 0.000)
and active listening skills (r = 0.675; P < 0.000) have positive and significant relationship with teaching
partnership in public secondary schools in Anambra State. The study concluded that there exists
relationship between conflict management skills and teaching partnership in public secondary schools
in Anambra State. Based on the findings, the study recommended among others that school
administrators should tackle the issues of improper conflict management skills adopted in the school
system in order to prompt good teaching partnership.

CLASSROOM AND INTER-SCHOOL VISITATION TECHNIQUES UTILIZED BY PRINCIPALS AND SUPERVISORS FOR PROMOTING TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.

Prof. Nkechi Ikediugwu, Mrs. Okeke — Mon, 01 Apr 2024 00:00:00 +0100

This study focused on ascertaining the extent of utilization of supervisory techniques by principals and
supervisors for promoting teacher effectiveness in public secondary schools in Anambra State. Four
research questions and four null hypotheses guided the study. The study was carried out in all the public
secondary schools in the six education zones in Anambra State. The study adopted a census-survey
research design on a population of 350 (268 principals and 82 supervisors) respondents. A 35-item
researcher constructed questionnaire was used to rate the extent of utilization of supervisory techniques
as it relates to; demonstration, classroom visitation, inter-school visitation and micro-teaching. The
instrument was validated by three experts, while a grand reliability index of 0.83 was obtained using
Cronbach alpha reliability coefficient. Mean scores were used to answer the four research questions
while z-test was used to test the four null hypotheses at 0.05 level of significance. The major findings
of the study indicated that both principals and supervisors utilize classroom and inter-school visitation
techniques for promoting teacher effectiveness in public secondary schools in Anambra State to a
moderate extent. Though they both utilize supervisory techniques to a moderate extent, the supervisors
seem to record higher utilization of these techniques compared to the principals. It was recommended
among others that the State Education Commission, especially the Post-Primary School Service
Commission (PPSSC) should embark on monitoring scheme to ensure that principals utilize the
supervisory techniques to a high extent.

USE OF INSTRUCTIONAL MATERIALS AS A DETERMINANT OF TEACHERS’ EFFECTIVENESS IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Dr. John Okechukwu, Dr. Kingsley Obiekwe, Dr. Athanasius Ironkwe — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated the use of instructional materials as a determinant of teachers’ effectiveness in
secondary schools in Awka South Local Government Area of Anambra State. Three specific purposes,
three research questions, and three hypotheses guided the study. Correlational design was adopted for
the study. The population of the study comprised all the 516 teachers in the 19 public secondary schools
in Awka South Local Government Area of Anambra State. A sample size of 258 teachers was drawn
for the study through proportionate stratified sampling technique. Structured questionnaires,
“Instructional Materials Questionnaire (IMQ) and Teachers’ Effectiveness Questionnaire (TEQ)” were
used for data collection. The instruments were face validated by three experts. Internal consistency
coefficients of 0.86 and 0.90 were obtained for IMQ and TEQ using Cronbach’s Alpha statistical
method. The researchers administered the instrument to the respondents with the help of three research
assistants. Data were analyzed using Pearson Moment Correlation Coefficient. The p-value was used
to determine the significance of relationship at 0.05 significant level for all hypotheses. The findings
revealed that there is positive relationship between instructional materials (audio instructional
materials, visual instructional materials, and audio-visual instructional materials) and teachers’
effectiveness. From the results of the hypotheses, significant relationship was established in all the
variables of the study. Based on the findings, the study recommended among others that educational
stakeholders should build a standardize laboratories and libraries which will be well equipped with
modern equipment and well-furnished to meet modern day demand in producing self-reliance
graduates

EXTENT OF PRINCIPALS’ IMPLEMENTATION OF QUALITY CARE, SAFETY AND CONDUCIVE LEARNING ENVIRONMENT IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN ANAMBRA STATE

Dr. Kingsley Obiekwe, Dr. German, Dr. F. O. Awodoyin — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated the extent of principals’ implementation of quality care, safety and conducive
learning environment in the administration of secondary schools in Anambra State. Two specific
purposes, two research questions, and two hypotheses guided the study. A descriptive survey research
design was adopted for the study. The population of the study was 5,515 and a sample of 1,300 was
drawn from the population using stage sampling procedure. A 19 item questionnaire developed by the
researchers titled “Principals’ Quality Care and Safety Questionnaire” (PQCSQ) which was validated
by three experts was used for data collection. The internal consistency of the instrument was ascertained
using Cronbach’s Alpha and this yielded reliability coefficient of 0.81 and 0.86 for two sections of the
questionnaire. Mean was used to answer the research questions while t-test was used to test the
hypotheses at 0.05 significant level. The findings revealed that Principals to a high extent, ensure that
quality care and safety are provided and that school environment is conducive for learning in public
secondary schools in Anambra State. Principals and teachers however, differ significantly in their mean
ratings of the extent principals ensure provision of quality care and safety, and conducive school
environment. Based on the findings, the researchers recommended among others that principals of
secondary schools should always ensure that the provision of quality care and safety is paramount in
the school. They should also make available basic tools for promoting health and safety as well as
ensure teaching of safety and security skills to staff and students in the school.

EXTENT OF IMPLEMENTATION OF EDUCATION SECTOR DEVELOPMENT STRATEGIC PLAN (2011-2015) ON SCHOOL BASED MANAGEMENT COMMITTEES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Dr. Ayodele Joseph, Dr. Chidumebi Oguejiofor, Dr. John Okechukwu — Mon, 01 Apr 2024 00:00:00 +0100

This study investigated the extent of the implementation of education sector development strategic plan
(2011-2015) on improving school based management committees in public secondary schools in
Anambra state. Two research questions guided the study and two hypotheses tested at .05 level of
significance. The descriptive survey research design was adopted for the study. The population of the
study comprised of the 263 principals of public secondary schools in Anambra State; who served as
study participants. A sample of 263 principals was drawn for the study using the census technique e. A
structured questionnaire (ESDSPQ) was used for data collection. Face validation of the instrument was
conducted by three experts in the Faculty of Education, Chukwuemeka Odumegwu Ojukwu University,
Igbariam Campus. Internal consistency coefficient of 0.81 was obtained using Cronbach Alpha
statistical method. The researchers administered the instrument to the respondents with the help of three
research assistants using the direct method. Aggregate mean score and standard deviation were used to
answer the research questions while t-test was used to test the hypotheses. The p-value was used to
determine the significant difference at .05 level of significance. Findings of the study revealed that the
strategic plan on school based management committee was implemented to a high extent. Findings
further revealed that gender and years of experience of the principals did not affect their opinion on the
extent of implementation of the strategy of improving the capacity of school based management
committees in public secondary schools in Anambra State. Based on these findings the researchers
recommended that further efforts should be made on increase the awareness level on the importance of
School-Based Management Committee (SBMC) in ensuring quality education service delivery.

INTELLECTUAL STIMULATION PRACTICES ADOPTED BY PRINCIPALS FOR ENHANCING TEACHERS’ TECHNOLOGY INNOVATION IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Sr. Judith Okafor — Mon, 01 Apr 2024 00:00:00 +0100

Despite the global era of technology and its impact on the economic development of the country, some
teachers are still not competent in the use of technology for creativity and innovation in the curriculum
delivery. This study becomes imperative to ascertain the intellectual stimulation practices adopted by
principals for enhancing teachers’ technology innovation in public secondary schools in Anambra State.
The study adopted a descriptive research design. The population of the study was 263 public principals
and 505 principals of private secondary schools. Two research questions guided the study and two
hypotheses formulated. A simple random sampling technique was used to select a sample of 381,
comprising 129 principals of public and 252 principals of private secondary schools in Anambra State.
Questionnaire was used to collect data and data was analyzed using descriptive and inferential statistics.
To answer the research questions, the responses from the research instrument were analyzed using
frequency and percentage scores. Validity of the instrument was determined by consulting 3 experts, 2
experts were from the department of educational management and Policy, while 1 expert was from the
department of Educational Foundations (Measurement and Evaluation Unit) both from Nnamdi
Azikiwe University, Awka Anambra state, in order to establish the face and content validity in line with
the purpose of the study. The scores obtained after collating the questionnaire were measured using
Cronbach Alpha to determine the inter consistency of the instrument and whose reliability yielded a
coefficient ® value of 0.74, indicating that the instrument was reliable and dependable to conduct the
study. However, the two null hypotheses were tested using Chi-Square statistic 0.05 level of
significance. Result showed that principals recommend teachers for professional training and also
involve teachers in decision making among others. It was recommended that principals should
emphasize on the expertise on the delivery of assigned work.

PRINCIPALS’ JOB COMPETENCIES AND TEACHERS’ COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Dr. Kingsley Obiekwe, Dr. Ayodele Joseph, Dr. Madudili — Mon, 01 Apr 2024 00:00:00 +0100

The study investigated principals’ job competencies and teachers’ commitment in public secondary
schools in Anambra State. Three research questions guided the study and three null hypothesis was
tested at 0.05 level of significance. A correlational survey research design was adopted for the study.
The population of the study consisted all the 7,027 teachers in the six education zones of Anambra
State. A sample size of 1405 teachers was drawn using multi-stage sampling technique. Two
questionnaires titled: “Principals’ Job Competencies Questionnaire” (PJCQ) and Teachers’
Commitment Scale (TCS) were used for data collection. The instruments were validated by three
experts and subjected to internal consistency test using Cronbach’s alpha method which yielded 0.75,
0.80 and 0.82 for three sections of PJCQ while that of TCS was 0.82. Data for the study were collected
using direct administration and retrieval method. Pearson’s Product Moment Correlation Co-efficient
was used to analyze data for the study. The findings of the study indicated that there is a moderate and
significant relationship between principals’ competency in supervision of instruction, staff personnel
management and communication and teachers’ commitment in public secondary schools in Anambra
State. Based on the findings, it was recommended among others that Anambra State government
through Post Primary School Service Commission (PPSSC) should establish a sustainable school-based
yearly training programme for principals to constantly upgrade their job competencies in supervision
of instruction, personnel management and communication in order to optimize teachers' commitment.

EVALUATION OF THE IMPLEMENTATION OF MATHEMATICS CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN ENUGU STATE

Mr. Anselem Akubue, Ngozi N. Agu, Nneka C. Ezeugo — Mon, 01 Apr 2024 00:00:00 +0100

While the study evaluated the implementation of Mathematics curriculum in junior secondary schools in Enugu State, it used Stufflebeam’s Context Input Process Product (CIPP) evaluation model. Six objectives and six research questions guided the study. The study adopted an evaluation survey design. The population of the study consisted of 30,154 students and 786 teachers. A sample of 400 students and 20 Mathematics teachers was randomly selected for the study. The instrument for data collection was validated by three experts. The instrument was Evaluation of the Implementation of Mathematics Curriculum in Junior Secondary Schools Questionnaire (EIMCJSSQ) and Mathematics Teachers Compliance Questionnaire (MTCQ). Cronbach Alpha Method was adopted to obtain the reliability coefficient of 0.81 for EIMCJSS and 0.75 for MTCQ. Data were analyzed using frequency counts, mean and standard deviation. Findings of the study revealed that the aims and objectives of mathematics curriculum were achieved to a high extent; the contents of mathematics curriculum have been covered very exhaustively by the teachers in junior secondary schools in Enugu State; teachers in Enugu State possess the required qualifications to teach Mathematics in junior secondary schools as stipulated in the curriculum. It is also found that the instructional materials/facilities necessary for teaching and learning mathematics were satisfactorily used; teachers sometimes complied with the use of appropriate teaching methods for teaching mathematics in junior secondary schools; teachers often used the various necessary evaluation techniques in the implementation of mathematics curriculum in junior secondary in Enugu. The study recommended that all stakeholders in the education sector should be actively involved in the junior secondary mathematics curriculum implementation because the promotion of mathematics education is the responsibility of all. Vice principals’ academics and principals should ensure that mathematics teachers very often adopt the teaching methods specified in the mathematics curriculum. Seminars and workshops geared towards effective teaching and learning should be organized for mathematics teachers, so as to enhance teachers’ use of appropriate teaching methods, and evaluation techniques to ensure maximum results

INFLUENCE OF FAMILY VARIABLES ON IN-SCHOOL ADOLESCENTS' ACADEMIC ACHIEVEMENT IN MATHEMATICS IN SECONDARY SCHOOL IN PORT HARCOURT LGA OF RIVERS STATE

Dr. Angela Abaa — Thu, 29 Feb 2024 00:00:00 +0100

The study investigated the influence of family variables on in-school adolescents' academic achievement
in mathematics in secondary schools in Port Harcourt LGA of Rivers State. Three research questions
were answered while three hypotheses were tested at 0.05 level of significance. The study adopted an
ex-post facto research design. The population of the study was 6,500 SS II students from 15 secondary
schools in Port Harcourt LGA of Rivers State. The sample size of the study was 200 SS II students
drawn using simple random sampling technique. A self-designed instrument titled Students Mathematics
Test (SMT) was used for data collection. The SMT was content validated through table of specification
as well as the help of classroom Mathematics teacher. Mean and standard deviation were used to answer
the research questions while t-test and ANOVA were used to test the hypotheses at 0.05 level of
significance. The study revealed that parental educational status is not a significant determinant of
students’ academic achievement in mathematics while their occupational level and marital status are
significant determinants of in-school adolescents' academic achievement in mathematics in secondary
school in Port Harcourt LGA of Rivers State. Based on the findings of this study, it was recommended
among other that parents with lower educational status should step up on their level of engagement and
support towards in-school adolescents’ achievement in Mathematics in secondary schools in Port
Harcourt LGA.