INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH
PARENTING TYPES AND ITS EFFECT ONACADEMIC PERFORMANCE OF PUBLIC SENIORSECONDARY SCHOOL STUDENTS IN CENTRALSENATORIAL DISTRICT OF EDO STATE
The study examined the influence of single parenthood on the academic performance of students in Central Senatorial District of Edo State. Single parenthood background variables covered include: single parenting type, single parents’ educational qualification and their income status. The study adopted the ex-post facto design. The population of the study consists of the 5,048 Senior Secondary School one (SSS I) students in the 69 public secondary schools in Central Senatorial District of Edo State. A sample of 350 senior secondary school one (SS1) students were covered of which only 145 students from single parents families were included in the analysis. The research instrument used for the collection of data was a checklist titled: “Parents’ Socioeconomic Status and Students’ Academic Achievement Checklist - PASESAC”. The instrument of the study was not subjected to any reliability technique. The researcher personally administered the questionnaire to students after due permission was taken from the school principal. Frequency, percentages and inferential statistics were used for the study. The Analysis of Variance (ANOVA) and Tukey Highest Significant Difference (HSD) mean post-hoc test were used to test for the significance of the hypothesis at 0.05 level of significance. The result showed that single parenting type, single parents’ educational and income status has significant influence on students’ academic achievement in secondary schools in Central Senatorial District of Edo State. It was recommended that personnel and educational psychologist have a role to play in providing moral support to students of single parents from economically disadvantaged backgrounds
Parenting, Single Parenthood, Academic Performance
Copyright (c) 2025 INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH
EFFECTS OF INNOVATIONS IN SCIENCE TEACHING FORNURTURING CURIOSITY AND CRITICAL THINKING INSECONDARY SCHOOLS
This study investigated the Effects of Innovations in Science Teaching for Nurturing Curiosity and Critical Thinking on Secondary School Students. It explored the evolving landscape of science education, focusing on innovative pedagogical approaches that aim to enhance students' curiosity and critical thinking skills. The study analyzes a variety of teaching methods, including inquiry-based learning, project-based learning, and the integration of technology in the classroom. The quasi-experimental design was adopted in the study. Three research questions were raised and with the corresponding three null hypotheses. 84 SSII students were purposively selected. The instruments used for data collection were validated by experts in Science Education. “Students Engagement and Interest in Science Questionnaire” (SEISQ) and Teachers’ Challenges and Effectiveness of Teaching Methods Questionnaire (TCAEFTMQ). Data was analyzed using Mean, Standard deviation and ANCOVA. The findings revealed that when teachers employ innovative teaching strategies, students are more likely to engage with the material, ask probing questions, and develop the critical thinking skills necessary for success in the 21st century. Recommendations based on the findings includes among others; professional development and training should be provided to teachers to equip them with the skills and knowledge necessary to implement innovative teaching strategies effectively and Curriculum developers and educators should integrate innovative teaching methods into the science curriculum.
Critical Thinking, Curiosity, Innovation, Science Teaching
Copyright (c) 2026 INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH
This study examines key techniques of educational analysis including Cost–Benefit Analysis (CBA), Planning, Programming and Budgeting System (PPBS), Programme Evaluation and Review Technique (PERT), and Cost-Effectiveness Analysis (CEA) with the aim of highlighting their relevance to educational planning, policy formulation, and resource allocation. The study adopts a qualitative and analytical research design, relying primarily on an extensive review of contemporary literature, policy documents, and empirical studies in educational economics, planning, and public sector management. Through systematic content analysis, the study synthesises theoretical perspectives and practical applications of each technique, identifying their core principles, methodological approaches, strengths, and limitations. The methodology involves comparative analysis to examine similarities and differences among the techniques, as well as contextual assessment to determine their situational suitability within educational systems. Emphasis is placed on understanding how each technique supports rational decisionmaking under conditions of limited resources, increasing accountability demands, and complex educational challenges. Rather than generating primary data, the study draws on established scholarly and institutional sources to ensure analytical depth, reliability, and relevance. The findings indicate that no single technique is sufficient for addressing all educational planning and management needs. Instead, the combined and context-sensitive application of multiple analytical tools enhances efficiency, transparency, and effectiveness in educational decision-making. The study contributes to existing knowledge by providing an integrated framework for understanding and applying educational analysis techniques, with practical implications for policymakers, administrators, and researchers seeking to strengthen evidencebased governance in education
Educational analysis, cost–benefit analysis, cost-effectiveness analysis, PPBS, PERT, educational planning, policy analysis
IMPROVED RURAL WOMEN POPULATION IN EDUCATION: PANACEA FORCOMBATING FOOD CRISIS IN EBONYI STATE
The study investigated the roles of rural women in agricultural production, causes and strategies for combating food crisis in Ebonyi State. The population of the study was 213 respondents comprised of 15 lecturers from EBSCO1, 4 lecturers from EBSU and 194 extension officers of the Ministry of Agriculture Ebonyi State. The sample size of 131 was determined using Yaro Yameni formula and drawn through simple random sampling applied only on the extension officers, whereas all the 19 lecturers were involved in the study. Three research questions and one null hypothesis guided the study. Twenty-eight items questionnaire was constructed by the researcher, validated and its reliability coefficient of 0.81 was determined using Cronbach Alpha method and was used in generating data for the study. The data collected was analyzed using mean with standard deviation to answer the research question, whereas the null hypothesis was tested using ANOVA at 0.05 level of significance. The study found that the seven factors examined in this study were root causes of food crisis. It was therefore recommend that government should establish global fund to support micro finance to boost small scale farmers’ productivity, among others.
Improved population, Food Crisis, Rural Women, Education
EXPLORING THE SOCIOECONOMIC AND EDUCATIONAL CONSEQUENCES OFTEACHERS’ INVOLVEMENT IN PETTY TRADING ON JOB DEDICATION, JOBFULFILLMENT AND STUDENT ACADEMIC ACHIEVEMENT IN PUBLICSECONDARY SCHOOLS OF CROSS RIVER STATE, NIGERIA
This study investigated the implications of teachers’ petty trading and job dedication on teachers’ job satisfaction and students’ academic performance in public secondary schools in Cross River State. The study was guided by four research objectives. A descriptive survey research design was employed, with a population of 5,853 teachers and 162,020 students across public secondary schools in Cross River State. Using multistage and stratified random sampling techniques, 400 teachers and 1,200 students were selected as the study sample. Data were collected using structured questionnaires for teachers and students’ academic records from the past three academic sessions. The research instruments were validated by experts, and a pilot study yielded a reliability coefficient of 0.82, indicating strong internal consistency. Data were analyzed using descriptive statistics and inferential statistics at a 0.05 level of significance. Findings revealed that teachers moderately to highly engage in petty trading to supplement their income. Engagement in petty trading was found to negatively affect job dedication, as teachers allocate less time and attention to classroom activities. There was a positive and significant relationship between job dedication and job satisfaction, indicating that more dedicated teachers experience higher levels of professional fulfillment. Furthermore, teachers’ petty trading was found to negatively impact students’ academic performance, primarily due to reduced instructional time and engagement. Regression analysis confirmed that petty trading is a negative predictor of students’ academic performance, while job dedication is a positive predictor. The study concluded that while petty trading helps teachers cope with financial challenges, it can compromise job dedication and students’ learning outcomes. Recommendations include improving teachers’ salary and welfare packages, creating a supportive and conducive working environment, promoting recognition and motivational programs, and encouraging teachers to balance income-generating activities with professional responsibilities. This study provides empirical insights for policymakers, school administrators, and teachers seeking to enhance educational quality and student performance in public secondary schools
Teachers’ Petty Trading, Job Dedication, Job Satisfaction, Students’ Academic Performance, Public Secondary Schools, Cross River State
AN EVALUATION OF THE SYSTEMIC CHALLENGES INFLUENCING THE IMPLEMENTATION OFTHE TEACHERS’ REGISTRATION COUNCIL OF NIGERIA (TRCN) REGULATORY FRAMEWORK:IMPLICATIONS FOR STRENGTHENING TEACHER PROFESSIONALISM AND QUALITYASSURANCE IN NIGERIA’S EDUCATION SECTOR
The effective regulation of teaching practice is central to ensuring teacher professionalism, instructional quality, and quality assurance in Nigeria’s education sector. This study critically evaluated the implementation of the Teachers’ Registration Council of Nigeria (TRCN) regulatory framework, examining teacher registration, certification, licensing, and continuous professional development (CPD), as well as the systemic, institutional, and policy-related challenges that hinder compliance. A descriptive survey design was adopted, targeting 1,179 teachers across 325 public and 854 private schools in Nigeria. Data were collected using structured questionnaires and analysed using descriptive statistics and inferential analyses, including Pearson’s correlation and multiple regression. The findings revealed that while registration and certification were relatively well implemented, licensing and CPD exhibited moderate compliance levels. Weak enforcement, limited CPD access, inadequate ICT infrastructure, financial constraints, low policy awareness, and policy inconsistencies were identified as significant barriers to full implementation. Regression analyses showed that these challenges significantly influenced teacher professionalism, instructional quality, and overall quality assurance (p < 0.05). The study concludes that the TRCN regulatory framework is essential for professionalising teaching in Nigeria, but its effectiveness is constrained by systemic and institutional limitations. Recommendations include strengthening enforcement and monitoring mechanisms, expanding CPD access, improving infrastructure, harmonising policies, and providing financial and technical support to teachers. These measures are critical for enhancing teacher competence, professional ethics, and the overall quality of education in Nigeria.
TRCN, teacher professionalism, regulatory framework, continuous professional development, quality assurance, Nigeria
PROBING THE IMPACT OF TEACHER QUALITY CIRCLE (TQC) TO TEACHINGPERFORMANCE AS A BASIS FOR PROGRAM ENHANCEMENT
Achieving sustainable success requires organizations to utilize a variety of strategic approaches. In order to satisfy strict quality requirements, all staff members—from top managers to frontline personnel—are expected to exhibit outstanding performance and an unwavering dedication to ongoing improvement. Initiatives like Quality Circles (QCs) are established with the express objective of increasing operational effectiveness and overall quality results. Similarly, employees in educational institutions must consistently perform effectively in order to lead necessary changes and enhancements that improve the standard of service for all stakeholders.This study explicitly examined the impact of the Teacher Quality Circle (TQC) on teaching performance. This revealed that while TQC effectively fostered employee involvement, team spirit, and an improved working environment, and aided in constructing a stronger professional knowledge base among teachers, the analysis revealed that TQC did not have a statistically significant impact on teaching performance. This outcome, consistent with research, signifies difficulties in identifying and measuring the direct effects of collaborative administrative procedures on complex classroom outcomes. Factors such as teaching experience, current workload, and specialized training received were likely more influential contributors to their performance level. Notwithstanding the nonsignificant impact on performance metrics, teachers rated the TQC as "very satisfactory," indicating its value in encouraging peer collaboration. Therefore, the proposed teacher enhancement program is designed to build upon the TCQ’s success in fostering collaboration. This focused intervention will significantly booster teacher effectiveness by directly enhancing the quality of instructional delivery in the classroom targeting instructional skill to drive measurable performance improvement.
Teacher Quality Circle (TQC), teaching performance, program enhancement
EXPLORING THE STRATEGIES AND PERFORMANCE OF NON-SPECIALIZEDMUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH) TEACHERSTOWARDS CRAFTING A TRAINING PROGRAM
Teaching out of the field is often a sign of systemic issues in the academe that eventually will lead to compromised student learning. It is not only becoming detrimental to the institution and learners but also to the mental and professional life of the teacher. Recognizing that out-of-field teaching is an established systemic reality, the immediate priority must be to proactively equip and empower them with the specialized training necessary to minimize the adverse impact on student learning. The research sought to determine the strategies utilized and the performance of non-specialized MAPEH teachers in order to craft a training program tailored to their needs. The study revealed that these educators deployed core teaching methods that profoundly sharpened their expertise. They were notably proficient at optimizing workflow, consistently maintained their composure, embodied self-assured commitment to their vocation, and voluntarily provided mentorship to students outside of regular class time. There is a strong, positive, and statistically significant relationship between their teaching strategies and their teaching performance. As the quality or frequency of the strategies used by teachers increases, their performance also tends to increase and vice versa. The assessment also confirms high competence in facilitation, but a gap exists in coaching and training skills. Bridging this gap offers a direct opportunity to improve instructional efficacy. The proposed professional development program for non-specialized MAPEH teachers will substantially assist faculty and the academic institution in elevating overall performance and instructional quality within the classroom environment. This initiative supports both the teachers and the school
Non-Specialized Music, Arts, Physical Education And Health (MAPEH) Teachers, strategies, performance, training program
ASSESSING THE NATIONAL LEARNING CAMP (NLC) ASAN INTERVENTION FOR NON-READERS
Making a country strong and successful depends entirely on students’ literacy and numeracy skills. These are the foundations for having a highly effective human capital pool. In addition to providing individuals with the critical thinking skills required for informed civic engagement and improved societal outcomes, these are crucial for developing a competitive, high-productivity workforce capable of economic innovation and global participation. As a result, strengthening these fundamental disciplines directly accelerates the generation of national wealth and fosters long-term social equality. National Learning Camp (NLC) as one of the initiatives of the Department of Education seeks to reduce the achievement gap among students pre and post pandemic. This study primarily focused on assessing the NLC as a reading intervention program for nonreaders on the areas of participation of learners and teachers, engagement of stakeholders, and strategies used by teachers and utilization of materials. It revealed that NLC, as a mediation program, was successfully implemented and widely endorsed by both parents and teachers, indicating success across all metrics in addition to high student participation and effective teaching. Despite its overall approval, there was a significant difference in how teachers and parents rated the program’s effectiveness, specifically pointing to alignment in expectations and shared feedback systems. It also showcased that NLC can be both an effective remedy for addressing literacy deficits and NLC as a reinforcement for those who already reached near-mastery. The author proposed an enhancement program with targeted activities in order to enhance and stabilize NLCs implementation and ultimately improve student outcomes.
National Learning Camp (NLC), nonreaders, intervention
LIVED EXPERIENCES OF SPECIAL EDUCATION TEACHERS IN IMPLEMENTINGINCLUSIVE EDUCATION IN MANDAUE CITY DIVISION:A PROPOSED TEACHER PROGRAM
The study aimed to produce evidence-based insights to support the design of a proposed teacher development program focused on strengthening educators’ competencies and advancing effective inclusive education. A phenomenological research approach was employed to explore the participants lived personal and professional experiences, with emphasis on their perceptions, challenges, coping mechanisms, and teaching practices. Data were gathered through indepth interviews and open-ended questionnaires, allowing participants to provide rich and detailed narratives of their experiences. Inclusive education is a transformative experience for teachers, reshaping their professional identity, pedagogy, and overall well-being. SPED teachers develop patience, flexibility, creativity, and resilience, while deriving personal fulfillment from students’ progress. Intentional and compassionate teaching within inclusive classrooms fosters professional growth, strengthens beliefs in equity, and reinforces the potential of every child to learn. It is recommended that SPED teachers engage in continuous professional development on inclusive strategies, leadership, and mental health resilience. They should advocate for manageable workloads, access to teaching assistants, and participate in peer mentoring and collaborative planning to share best practices and strengthen the supportive teaching community.
CHALLENGES IN THE DELIVERY SYSTEM OF THE INCLUSIVE EDUCATIONPROGRAM IN SELECTED PUBLIC SCHOOLS IN THE DIVISION OF TAYABAS:BASIS FOR A PROPOSED INTERVENTION PLAN
The paper was anchored on a comprehensive theoretical framework that integrated Ecological Systems Theory, which considered the various environmental contexts influencing a child's development; Inclusive Pedagogy, which guided the creation of flexible learning environments; and Self-Efficacy Theory, as it pertained to teachers' beliefs in their ability to succeed. The primary objective was to assess the perceived challenges encountered by public elementary school teachers in the delivery of the Inclusive Education Program and to propose a research-based intervention plan to address these issues. A structured survey questionnaire served as the primary data collection tool and was administered to a representative sample of public elementary school teachers in the specified division. The study found that teachers perceived significant challenges related to learners, such as the need for more individualized support, and a critical lack of appropriate curriculum and instructional materials. While the analysis revealed no statistically significant relationship between a teacher's demographic profile and the challenges they encountered, there was a significant relationship between the challenges faced and the category of training or seminars attended by the teachers. This finding highlighted a crucial gap between the theoretical knowledge and the practical skills required for effective inclusive teaching. The study proposed a comprehensive, mandatory professional development program. This intervention aimed to equip educators with practical skills, foster collaborative professional learning communities, and provide ongoing support to effectively manage diverse learning needs and adapt the curriculum.
Inclusive Education, Delivery System, Challenges, Public Elementary Schools, Pedagogical Strategies
EXPLORING THE LIVED EXPERIENCE OF OCCUPATIONAL STRESS AMONGSPECIAL EDUCATION TEACHERS: A PROPOSED STRESS MANAGEMENTSTRATEGY PLAN
Special education teachers have different and more difficult obligations than general education teachers. They work with students who have a wide range of needs, from developmental disabilities to behavioral issues. Using a thematic analysis approach, the study aimed to understand the primary sources of stress, how these stressors influence instructional effectiveness, the coping strategies employed by teachers, and the support systems they consider essential for reducing stress. Data were collected through in-depth interviews with nine SPED teachers from public schools, focusing on their experiences working with learners with intellectual disabilities. Findings indicate that occupational stress among SPED teachers is multifaceted, arising from both learner-related and administrative factors. Teachers reported that unpredictable student behaviors, such as tantrums, meltdowns, and repetitive actions, often created emotional and physical strain, particularly for those in the early months of teaching. Furthermore, the study highlighted the critical role of social and institutional support systems in mitigating stress. Peer and co-teacher support, family encouragement, and recognition from school leaders were consistently identified as essential in fostering emotional resilience and professional sustainability. In conclusion, occupational stress among SPED teachers is influenced by a combination of learner behaviors, administrative demands, and interpersonal dynamics, which can adversely affect teaching performance and professional confidence. Nevertheless, teachers employ diverse coping strategies and rely on strong support systems to sustain their effectiveness and well-being. The study recommends that schools implement structured interventions, such as peer mentoring programs, recognition initiatives, professional development workshops, and family engagement strategies, to alleviate stress and enhance teacher resilience.
Occupational stress, SPED teachers, Stress management, Strategy plan
LEVEL OF LITERACY AND NUMERACY SKILLS OF STUDENTS IN THEALTERNATIVE LEARNING SYSTEM AT DR. JOSE P. RIZAL SENIOR HIGHSCHOOL:BASIS FOR A PROPOSED INTERVENTION PLAN
The Alternative Learning System (ALS) at Dr. Jose P. Rizal Senior High School was introduced in 2023, offering Academic and Technical-Vocational-Livelihood tracks. To fill the gap in assessing ALS learners’ literacy and numeracy skills, research was conducted involving 65 participants through pre- and posttests using standardized reading and math assessments. The study employed a descriptive quantitative research design, analyzing data through both descriptive and inferential statistics. Results showed that most learners were females aged 21–30, with varied employment status. All demonstrated at least functional literacy and basic numeracy, while over half reached independent and highly numerate levels. Age and employment positively affected performance. Significant improvements were found in literacy (speed, accuracy, vocabulary, comprehension) and numeracy (number sense, operations, measurement, patterns, algebra), but not in geometry, statistics, and probability. The study concluded that ALS should continue using flexible, learner-centered approaches, provide differentiated instruction, and integrate real-world, work-based learning. It also emphasized the need for improved teaching strategies in the above said subjects, and for regular assessments to ensure foundational skill development among ALS learners.
Collaborative Strategies and Techniques, Literacy and Numeracy Skills, Alternative Learning System, Intervention plan
AN EXAMINATION OF DIGITAL-PEDAGOGICAL PRACTICES AS CORRELATESOF TEACHERS’ PROFESSIONAL DEVELOPMENT TRAJECTORIES ANDINSTRUCTIONAL PERFORMANCE DYNAMICS IN SECONDARY SCHOOLS INIKOM EDUCATION ZONE, CROSS RIVER STATE
This study examined digital teaching as a correlate of teachers’ professional development and instructional performance in secondary schools in Ikom Education Zone of Cross River State. The research sought to determine the extent to which teachers use digital teaching tools, how these tools influence their professional development, and their effect on instructional performance. The study adopted a descriptive survey design, involving 300 teachers selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson’s Product-Moment Correlation to test the hypothesized relationships at a 0.05 level of significance. Findings revealed that teachers moderately integrate digital teaching into classroom instruction. Digital teaching was found to significantly enhance teachers’ professional development by equipping them with contemporary pedagogical skills and improving instructional planning and delivery. Additionally, there was a significant positive relationship between the use of digital teaching and teachers’ instructional performance. The study concluded that effective integration of digital teaching positively influences teachers’ professional growth and performance, highlighting the need for systematic training, provision of technological resources, and policy support to optimize teaching outcomes. The study recommends that school authorities and policymakers prioritize continuous professional development programs and strengthen digital infrastructure to enhance teacher effectiveness in the Ikom Education Zone.
Digital teaching, teachers’ professional development, instructional performance, secondary schools, Ikom Education Zone, Cross River State
AN EXAMINATION OF DIGITAL-PEDAGOGICAL PRACTICES AS CORRELATES OF TEACHERS’PROFESSIONAL DEVELOPMENT TRAJECTORIES AND INSTRUCTIONAL PERFORMANCEDYNAMICS IN SECONDARY SCHOOLS IN IKOM EDUCATION ZONE, CROSS RIVER STATE
CHALLENGES IN THE DELIVERY SYSTEM OF THE INCLUSIVEEDUCATION PROGRAM IN SELECTED PUBLIC SCHOOLS IN THEDIVISION OF TAYABAS: BASIS FOR A PROPOSED INTERVENTION PLAN
EXPLORING THE LIVED EXPERIENCE OF OCCUPATIONAL STRESSAMONG SPECIAL EDUCATION TEACHERS: A PROPOSED STRESSMANAGEMENT STRATEGY PLAN
LEVEL OF LITERACY AND NUMERACY SKILLS OF STUDENTS INTHE ALTERNATIVE LEARNING SYSTEM AT DR. JOSE P. RIZALSENIOR HIGH SCHOOL:BASIS FOR A PROPOSED INTERVENTION PLAN
IMPACT OF SOCIOECONOMIC STATUS ON READING COMPREHENSION SKILLSOF ELEMENTARY STUDENTS
This study examined the impact of socioeconomic status (SES) on the reading comprehension skills of elementary students in selected public schools. Using a descriptive-correlational research design, the study involved 200 Grade 5 pupils representing different socioeconomic backgrounds. Data were collected through a standardized reading comprehension test and a parent survey questionnaire that assessed indicators of SES, including family income, parental education, and home learning resources. Results revealed a significant positive correlation between socioeconomic status and reading comprehension performance, indicating that students from higher SES backgrounds achieved higher comprehension scores. The findings highlight the need for targeted interventions and reading support programs for learners from lower-income households to bridge literacy gaps and promote educational equity
socioeconomic status, reading comprehension, elementary education, literacy, educational inequality PUBLISHER: E
LIVED EXPERIENCES OF PARENTS TEACHING SELF-HELP SKILLS FORCHILDREN WITH AUTISM: A PROPOSED HOME INTERVENTION PLAN
Autism Spectrum Disorder (ASD) is a developmental condition that affects children’s communication, interaction, and adaptability, making it difficult for them to learn essential self-help skills such as eating and dressing. In the Philippines, these challenges are intensified by limited access to therapy, high costs, and minimal government support, placing the burden on parents who must act as teachers and caregivers without formal training. This qualitative phenomenological study explored the lived experiences of eight Filipino parents of children with ASD aged 5–9 years. Using semi-structured interviews and thematic analysis, the study identified three major themes: establishing structure and routines, relying on informal monitoring, and coping with emotional fatigue. Parents faced emotional, environmental, and behavioral challenges but showed adaptability through strategies like routine integration, positive reinforcement, and visual modeling. The study proposed a home-based intervention plan emphasizing family involvement, parent training, financial and emotional support, and progress monitoring tools. Findings highlight Filipino parents’ resilience and the urgent need for accessible, culturally relevant programs to support both children and their caregivers.
Autism, Self Help Skills, Home Intervention Plan, Phenomenological design
HOMEROOM GUIDANCE AND SELF-REGULATION OF GRADE VI PUPILS OFKALUBKOBELEMENTARY SCHOOL: SELF-AWARENESS AND GUIDANCEENHANCEMENT PROGRAM
The elementary years are crucial for developing self-regulation, emotional management, and responsible decision-making—skills that support both academic and personal success. This study, “Homeroom Guidance and Self-Regulation of Grade VI Pupils of Kalubkob Elementary School: Self-Awareness and Guidance Enhancement (SAGE) Program,” examined the influence of homeroom guidance on pupils’ socio-emotional development. Anchored on Bandura’s Self-Regulation Theory, Vygotsky’s Sociocultural Theory, and the CASEL Social and Emotional Learning (SEL) framework, the research posited that structured guidance can enhance learners’ ability to manage emotions and behavior effectively.A descriptive research design using surveys, interviews, and classroom observations was employed to assess self-regulation in terms of emotional management, behavioral control, and responsible decision-making. Findings revealed that while students exhibited emerging self-regulatory skills, many faced challenges in maintaining focus, resisting peer pressure, and applying positive coping strategies. To address these gaps, the Self-Awareness and Guidance Enhancement (SAGE) Program was developed—a structured homeroom-based intervention featuring guided reflections, role-playing, journaling, and collaborative activities. Post-implementation results showed significant improvements in learners’ self-control, emotional regulation, focus, and resilience. The study concludes that integrating homeroom guidance with structured SEL-based interventions effectively enhances self-regulation among elementary pupils. It recommends the continued implementation of SEL-oriented programs, teacher training in socio-emotional facilitation, and stronger school–parent collaboration to sustain positive behavioral and academic outcomes.
Guidance Enhancement Program, Homeroom Guidance, Kalubkob Elementary School, Social and Emotional Learning (SEL) framework.
THE ROLE OF SCHOOL LEADERS IN IMPLEMENTING THESCHOOL IMPROVEMENT PROGRAM IN SELECTEDSCHOOLS IN JIGJIGA CITY
This study investigates the role of school leaders in implementing the School Improvement Program (SIP) in selected schools in Jigjiga City, Ethiopia. Recognizing the importance of education as a tool for societal development, the research aims to address the gaps in leadership roles related to SIP execution. Utilizing a mixed-method approach, data were collected through questionnaires, interviews, focus group discussions, document analysis, and observations involving teachers, principals, and educational experts. The findings reveal that the majority of respondents are young and possess firstdegree qualifications, with a notable representation of male leaders. The study indicates that while school leaders demonstrate moderate involvement in planning and coordination during the preparation stage of SIP, their effectiveness in assessment procedures and instructional supervision is limited. Consequently, this inadequacy hampers the overall success of SIP implementation. Recommendations include enhancing stakeholder participation, prioritizing critical issues in SIP planning, and providing targeted training for school leaders to foster effective teaching methodologies. The study underscores the necessity for improved leadership practices to elevate educational quality and achieve the objectives of the School Improvement Program.
School Improvement Program, leadership roles, educational quality, mixed-method research, Jigjiga City, Ethiopia.
SIGNIFICANCE OF INTEGRATING VOCATIONAL STUDIESIN SECONDARY SCHOOL EDUCATION CURRICULUM INNIGERIA
This study investigates the role of school leaders in implementing the School Improvement Program (SIP) in selected schools in Jigjiga City, Ethiopia. Recognizing the importance of education as a tool for societal development, the research aims to address the gaps in leadership roles related to SIP execution. Utilizing a mixed-method approach, data were collected through questionnaires, interviews, focus group discussions, document analysis, and observations involving teachers, principals, and educational experts. The findings reveal that the majority of respondents are young and possess firstdegree qualifications, with a notable representation of male leaders. The study indicates that while school leaders demonstrate moderate involvement in planning and coordination during the preparation stage of SIP, their effectiveness in assessment procedures and instructional supervision is limited. Consequently, this inadequacy hampers the overall success of SIP implementation. Recommendations include enhancing stakeholder participation, prioritizing critical issues in SIP planning, and providing targeted training for school leaders to foster effective teaching methodologies. The study underscores the necessity for improved leadership practices to elevate educational quality and achieve the objectives of the School Improvement Program
Curriculum; Secondary school; Vocational
THE USE OF PIDGIN IN NIGERIAN LITERATURE: A LINGUISTIC ANDCULTURAL STUDY
This study explores the use of Nigerian Pidgin in Nigerian literature from a linguistic and cultural perspective, focusing on its representation in literary texts. Nigerian Pidgin, as an evolving and dynamic language, has gained recognition as a significant medium of expression in both oral and written forms. The research aims to analyze the linguistic features of Nigerian Pidgin, particularly its syntax, phonology, and lexicon, and to examine how these features reflect the cultural and social realities of Nigerian society, especially in terms of class, ethnicity, and identity. The study employs a quantitative research design, utilizing a Likert-scale questionnaire administered to 343 lecturers of English and Linguistics in tertiary institutions in Delta State, Nigeria. The study area was chosen due to the linguistic diversity and the prevalence of Nigerian Pidgin in daily communication and literature within the region. Data collected from respondents were analyzed to determine their perspectives on the use of Nigerian Pidgin in literary works, its socio-cultural implications, and its role in literary expression. The findings indicate that Nigerian Pidgin serves as an important tool for reflecting the complexities of Nigerian society, particularly the marginalized classes. It plays a key role in expressing the cultural identity of its speakers and in challenging linguistic hierarchies. The linguistic features of Nigerian Pidgin, such as its flexible syntax and rich lexicon, contribute to its effectiveness in conveying social realities and cultural nuances. The study also highlights the growing acceptance of Nigerian Pidgin in contemporary Nigerian literature and the need for its inclusion in academic research, literary studies, and educational curricula. Based on the findings, the study recommends promoting the use of Nigerian Pidgin in literary works, encouraging more research on its linguistic features, and advocating for policy reforms to recognize Nigerian Pidgin as an important language in Nigeria’s educational, literary, and cultural contexts. Ultimately, the study emphasizes the need to overcome the stigma associated with Nigerian Pidgin and to foster greater linguistic and cultural pride in its use.
Nigerian Pidgin, literature, linguistic features, cultural identity, ethnicity, identity, syntax, phonology, lexicon, literary expression.
TEACHERS’ PERSPECTIVE ON THE EFFECTS OF PARENTAL INVOLVEMENT INSTUDENTS WITH INTELLECTUAL DISABILITIES: BASIS FOR A PROPOSEDSUSTAINABILITY PLAN
Education thrives on collaboration, with teachers playing a vital role in shaping students’ growth while parents provide essential support beyond the classroom. For students with intellectual disabilities, this partnership becomes even more crucial, as their learning and development often require tailored strategies and consistent encouragement from both educators and families. This study explored teachers’ perceptions of parental involvement in the education of students with intellectual disabilities. Specifically, it examined how teachers view the influence of parental engagement on student outcomes, the forms it takes, and the obstacles they encounter in sustaining it. The findings showed that (1) localized studies are needed to attract experienced teachers, particularly as they approach expert levels in handling learners with intellectual disabilities, with findings suggesting that female educators are often preferred in classroom management and parent engagement. Schools providing special education for learners with intellectual disabilities need teachers who can enhance parental involvement and encourage broader engagement to meet learners’ needs. Such efforts help sustain a supportive pedagogical environment even in challenging situations, promoting flexible approaches like extended or flipped classrooms. Ultimately, stronger parent-school collaboration ensures that family orientations are integrated with school-based practices to support learners with cognitive disabilities better. The primary goal of parents’ efforts is to help special education teachers by actively participating in programs like the Individualized Education Program (IEP) and the Parent–Teacher Association. These initiatives offer effective avenues for schools to strengthen parental involvement, ensuring sustained engagement in children's learning with intellectual disabilities. Parents' desire to support their child's success and well-being includes the belief that their involvement has a positive impact on academic achievement, fosters a love of learning, and helps develop a well-rounded individual. Providing financial aid to both parents and children can motivate them if they are focused on achieving a financial breakthrough while patiently teaching their child in a flipped classroom, and Regular updates or concerns about students will encourage parents to share their thoughts and ideas through orientation or counseling.
Teachers’ Perspective, Effects Of Parental Involvement , Students, Intellectual Disabilities.
PROJECT DATA (DATA ANALYSIS TOOLS ASSESSMENT): ENHANCINGSTUDENTS' ACADEMIC PERFORMANCE IN RESEARCH AT BARAS PINUGAYINTEGRATED HIGH SCHOOL
This study investigates the effectiveness of the Data Analysis Tools Assessment DATA Laboratory as an intervention for Grade 11 and Grade 12 students enrolled in Practical Research and mathematics subjects at Baras-Pinugay Integrated High School during the 2022–2023 school year. The 30 participants were purposively selected, 15 from Grade 11 and 15 from Grade 12, who initially had low scores in assessments. They were exposed to the project DATA (Data Analysis Tools Assessment) to improve their mathematical skills, data analysis, and research skills. To measure the impact, a pre-test and post-test method was used. The results showed a significant improvement in students' academic performance after the intervention. These findings highlight the effectiveness of the Project DATA (Data Analysis Tools Assessment) in enhancing the academic performance of students in mathematics and researchrelated subjects based on the competencies. The study highlights the importance of using Project DATA as an intervention to enhance or improved the academic performance of students.
research-related subject, intervention, competencybased, learner’s performance, peer tutoring, struggling students
PRINCIPALS’ DEMOGRAPHIC VARIABLES ON AWARENESS AND UTILIZATIONOF LEGAL PROVISIONS IN PUBLIC SECONDARY SCHOOLS ADMINISTRATIONIN CROSS RIVER STATE OF NIGERIA
This study investigated the influence of principals’ demographic variables on their awareness and utilization of legal provisions in public secondary school administration in Cross River State, Nigeria. The study adopted a descriptive survey design and involved the entire population of 306 principals from public secondary schools across the three educational zones (Calabar, Ikom, and Ogoja) in the state. Data were collected using a selfdeveloped questionnaire titled Legal Provisions and Secondary School Administration Questionnaire (LPSSAQ), comprising 96 items. The instrument was validated by experts and yielded a high reliability coefficient of 0.998 using Cronbach Alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (t-tests) were used for data analysis. Findings revealed that principals possessed a high level of awareness of legal provisions relevant to school administration, particularly regarding fundamental human rights and disciplinary procedures. However, the study showed that sex and marital status had low and very low influence, respectively, on the principals’ utilization of these legal provisions. Furthermore, no significant differences were found between male and female principals in their awareness or application of legal provisions. The study concluded that while principals are generally aware of legal frameworks, demographic factors such as age and years of experience are more likely to influence their administrative practices than sex or marital status. The study recommended regular legal literacy training, provision of educational legal materials, and the inclusion of age and experience as criteria in the appointment of principals. These measures are aimed at enhancing effective, lawful, and rights-based school administration in Cross River State.
Legal Provisions, Principals, Demographic Variables, School Administration, Awareness, Utilization, Cross River State.
PROFESSIONAL DEVELOPMENT NEEDS OF LECTURERS FORWOODWORK TECHNOLOGY INSTRUCTIONAL DELIVERY INCOLLEGES OF EDUCATION IN NORTH CENTRAL STATES, NIGERIA
This study investigated the Professional Development Needs of Lecturers for Woodwork Technology Instructional Delivery in Colleges of Education in North Central States, Nigeria. The study was guided by ten specific objectives with their corresponding research questions and null hypotheses and relevant literature related to the objectives of the study were reviewed. The study adopted the descriptive survey research design and the study was conducted in Colleges of Education in North-Central States of Nigeria. The study had a population of fortyone respondents comprised 31 Experience Lecturers and 10 Inexperienced Lecturers of Woodwork Technology Education in Colleges of Education in the North-Central States of Nigeria. Total Population Sample (TPS) was used for the study and 35 questionnaire was returned for both respondents. The instrument for data collection was a structured questionnaire developed by the researcher and was validated by 5 research experts. Pilot study was conducted in Colleges of Education in North-East, Nigeria and the reliability coefficient of the instrument was found to be .830 and hence was found to be reliable. Statistical Package for Social Sciences (IBM SPSS) version 25 was used to analyze the data that was collected. The data obtained was analyzed using Descriptive Statistics of Mean and Standard Deviation to answer the research questions and independent t-test was used to test the null hypotheses at 0.05 level of significance. In line with the analysis of data collected for this study, the findings of the study among others revealed that: The current professional development practices for woodwork technology lecturers is high, Woodwork Technology Education lecturers need specific professional development to enhance their instructional delivery skills, the existing professional development programs is effective in improving instructional delivery outcomes among woodwork technology lecturers, evidence-based insights abound that can inform the development of policies / strategies to enhance the professional growth and instructional effectiveness of woodwork technology lecturers in Colleges of Education in North Central State of Nigeria among others. Based on these findings, the study recommends among others that: The government should provide professional development programs for woodwork technology lecturers, government and relevant stakeholders should provide Woodwork Technology Education lecturers with specific professional development to enhance their instructional delivery skills, more input by the government should be provided to the existing professional development programs to make it more effective in improving instructional delivery outcomes among woodwork technology lecturers, government and relevant stakeholders should encourage evidence-based insights abound that can inform the development of policies / strategies to enhance the professional growth and instructional effectiveness of woodwork technology lecturers in Colleges of Education in North Central State of Nigeria
Professional Development, Woodwork Technology, Colleges Of Education, North Central States.
ENHANCING LEARNERS’ PERFOMANCE THROUGH TASK-BASEDANALYTIC RUBRICS IN COMPUTER SYSTEM SERVICING 10
The study developed and evaluated the Task-Based Analytic Rubrics in Computer System Servicing (TBARCSS) for Grade 10 learners. It aimed to assess and improve the performance of Grade 10 learners in TLE Computer System Servicing. The study was conducted at BarasPinugay Integrated High School during the second quarter of the school year 2023–2024. The study employed a developmental and quasi-experimental research method to determine the level of performance of the students in the pretest and posttest results and the difference between the pretest and post-test before and after the utilization of the TBARCSS. Fifty Grade 10 low-performing or at-risk students were purposively selected as respondents of the study. The Task-based Analytic Rubrics in Computer System Servicing was developed based on identified least learned competencies in TLE 10. The experts evaluated the developed Taskbased Analytic Rubrics in Computer System Servicing as “Very Much Acceptable” with respect to performance criteria, rating scale, performance level delivery, description of standard and task, and usefulness. The level of performance of the learners before and after exposure to the developed task-based analytic rubrics was “Excellent” and concluded that Grade 10 learners improved their performance after exposure to the developed material. The result of t-test revealed that there is a significant difference between the performance of the learners before and after the exposure to the developed Task-based Analytic Rubrics in Computer System Servicing 10. It was concluded that the utilization of the TBARCSS was effective in increasing the level of performance of the grade10 students. The study recommended that the developed TBARCSS may be used by the TLE Computer System Servicing 10 teachers in teaching and assessing the competency on configuring computer system and network to improve learners’ performance; that the output can be modified and improved by the teachers and professionals in terms of performance tasks, criteria, and performance descriptors depending upon the needs and abilities of the learners; that TLE teachers are encouraged to develop Task-Based Analytic Rubrics in other specialization courses in TLE to improve the performance of the learners; that the results of the study may be integrated on school-based and department LAC session; that parallel studies may be conducted utilizing the Task-Based Analytic Rubrics in other subject areas; and experimental research may be conducted utilizing controlled and experimental group, other variables, and wider scope to test the effectiveness of the Task-Based Analytic Rubrics in Computer System Servicing 10 in improving the performance of the learners.
Enhancing learners, performance, task-based
IMPACT OF ECHO (End-of-Class-Hurdle) JOURNAL ON REDUCINGLEARNING LOSS IN EMPOWERMENT TECHNOLOGY SUBJECT
This study assessed the effectiveness of the End-of-Class-Hurdle (ECHO) Journal as an intervention to reduce learning loss and enhance student performance in the Empowerment Technology subject among Grade 11 TechVoc students at Isabela School of Arts and Trade for the school year 2024–2025. Using a descriptive quantitative research design, the study involved 143 students selected through simple random sampling. A diagnostic pre-test was conducted to identify existing learning losses in the Most Essential Learning Competencies (MELCs), followed by the implementation of the ECHO Journal and a post-test evaluation. Additionally, a validated survey instrument was used to gather students’ perceptions of the benefits and challenges of the journal. The findings revealed that students initially exhibited low to very low mastery across key technology topics. After the intervention, students demonstrated moderate to high mastery, with a statistically significant difference between pre-test and post-test scores as shown by the paired sample t-test (t = 21.37, p < 0.05). Students strongly agreed that the journal improved their focus, comprehension, and retention, while only minimal challenges were reported. The study concluded that the ECHO Journal was an effective tool for reflective learning, fostering knowledge reinforcement and addressing learning deficiencies in technology-based education. It recommended further exploration of the journal’s application in other subjects and contexts, including digital and blended learning environments.
ECHO Journal, Learning Loss, Empowerment Technology, Reflective Learning, Educational Intervention