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Effects of Self-Concept and Emotional Intelligence Training on Occupational Stress of Public Secondary School Administrators in Southwestern, Nigeria
Published 2015Subjects: “…Self-concept training…”
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Psychosocial factors as correlates of reading achievement of students with hearing impairment in Ibadan, Oyo State, Nigeria
Published 2020-06Subjects: “…Reading Achievement Self-concept…”
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Page will reload when a filter is selected or excluded.- Attitude 2 results 2
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- A lot of theories had been propounded by early and modem philosophers in order to have a suitable, stable and desirable political industry in Africa and the world at large. Such include Thomas Hobbes’s concept of political representation or individualization and modem democracy, John Locke’s theory of state of nature and social contract, Ibn Khaldun’s theory of As-Sabiyyah (Solidarity) and yet the Realists, Liberals and Radicals were unable to supply a perfect model. Some scholars clamour that religion, gender discrimination and racial identity should be detached from the politics for its sustainability yet, their efforts have not yielded deserved results. The penetrating dynamism of the Qur’àn is tremendous and irresistible, the practicability of its teachings are far all the ages. Therefore the paper examines the dictates of the Qur'an, whose universality is encompassing irrespective of race, gender and religion. Its concept of Politics, Election/Selection of a leader and Electorate could be a model to be adopted to the present nature of Nigeria politics as described by scholars and the adoption of this Qur’anic model might proffer permanent solution for stability, suitability and desirability of political industry in Africa and world at large. 1 results 1
- Academic motivation 1 results 1
- Achievement 1 results 1
- Achievement in Redox concept 1 results 1
- Achievement in concepts of light in Physics 1 results 1
- Achievement in physics concepts 1 results 1
- African religion 1 results 1
- Aggression 1 results 1
- Anchored and cognitive flexibility strategies 1 results 1
- Anselm‟s Argument 1 results 1
- Anxiety 1 results 1
- Atheism 1 results 1
- Attitude to Physics 1 results 1
- Basic Science 1 results 1
- Basic Science is a useful subject for developing scientific knowledge and technological skills in young learners. However, students’ achievement in the subject is dwindling at the junior secondary school level. Numerous efforts made to resolve the problems notwithstanding, little success has been achieved. As part of the sustained efforts in finding new ways of boosting students’ achievement, this study investigated the use of two conceptual change strategies (Simplex and Cognitive Coaching) and the moderating influence of mental ability and self-concept on students’ learning outcomes in Basic Science. The study employed a pretest-posttest, control group, quasi-experimental design, using a 3 x 3 x 2 factorial matrix. Intact classes made up of two hundred and twenty three students, having high, medium and low mental abilities, from six secondary schools in Kwara state were randomly selected. Eight instruments were used for this study: Teacher’s Instructional Guides for: Simplex, Cognitive Coaching and Conventional method; Basic Science Concepts Achievement Test (r = 0.73); Attitude Towards Basic Science Scale (r = 0.83); Mental Ability Test (r = 0.67); Self-Concept Inventory (r = 0.79) and Basic Science Conceptual Change Debriefing Protocol (r = 0.67). Two research questions were answered and seven null hypotheses were tested at the 0.05 level of significance. Data were analysed using Descriptive statistics, Analysis of Covariance (ANCOVA), Scheffe post hoc test and graphs. The two teaching strategies had significant effect on achievement in (F(2,204)=10.624;P < .05), attitude towards (F(2, 204) = 4.360; P < .05) and retention of (F(2,204)=32.602;P<.05) Basic Science concepts. Students exposed to Simplex strategy had the highest post-test mean score ( ̅ = 9.32) on achievement in Basic Science concepts, followed by those of the Cognitive Coaching strategy ( ̅ = 8.85) and the Conventional method ( ̅ = 7.68). The students taught with Conventional method had highest mean score ( ̅ = 53.28) than the Cognitive Coaching strategy ( ̅ = 48.69) and the Simplex strategy ( ̅ = 46.55) on attitude towards Basic Science concepts. For retention of Basic Science concepts, Simplex group had highest mean score ( ̅ = 7.84) than the Cognitive Coaching group ( ̅ = 7.67) and the Control group ( ̅ = 4.91). There was significant effect of mental ability on students’ achievement in (F(2, 204) = 7.600;P<.05) and on their retention of (F(2, 204) = 8.518; P < .05) Basic Science concepts. High mental ability students’ had highest attitude mean score ( ̅ = 51.89) than low mental ability ( ̅ = 48.79) and medium mental ability ( ̅ = 48.16) students’. Self-Concept had significant effect on students’ achievement in Basic Science (F(2, 204) = 4.261; P < .05). Students having low self-concept had higher attitude mean score ( ̅ = 50.20) than those with high self-concept ( ̅ = 49.18). A significant interaction effect existed between teaching strategies and mental ability on students attitude towards Basic Science concepts (F(4, 204) = 2.423; P < .05). The Conventional strategy favoured low and high mental ability students on attitude towards Basic Science concepts than the Cognitive Coaching and Simplex strategies. The medium mental ability students’ had better attitude towards Basic Science concepts with Cognitive Coaching strategy being better than their counterparts in other groups. Simplex and Cognitive Coaching strategies were effective in caausing conceptual change and improving students’ learning outcomes in Basic Science. Basic Science teachers should therefore, use Simplex and Cognitive Coaching strategies for enhancing students’ learning outcomes in Basic Science while also considering the possible additional effects of self-concept and mental ability. 1 results 1
- Behaviour 1 results 1
- Climate change concepts 1 results 1
- Climate change is an environmental challenge that needs urgent attention. It is for this reason it is taught in Social Studies at the Junior Secondary School level to impart environmental knowledge. Literature was largely descriptive survey on awareness, perception and attitude to climate change without considering instructional interventions. This study determined the effects of mentoring and field study instructional strategies on students’ learning outcomes in climate change concepts in Social Studies in Lagos State. It also examined the moderating effects of gender and school location. The Constructivist, Eco-biological system and Social-learning theories provided the framework. The study adopted pretest-posttest, control group, quasi-experimental design of 3x2x2 matrix. Six public Junior Secondary Schools (JSS) were purposively selected from Lagos Island and Lagos Mainland Education Districts, Lagos State. The justification for the choice of these districts is that Lagos Island schools are mostly bounded by creeks and rivers while Lagos Mainland schools are mainly upland. Six intact JSS classes (one per school) comprising 284 students (143 males and 141 females) were randomly assigned to Mentoring (100), Field study (96) and Conventional (88) strategies. Treatment lasted ten weeks. Instruments used were: Students’ Knowledge of climate change test (r=0.77); Students’ attitude to climate change questionnaire (r=0.96); Climate change reduction practice questionnaire (r=0.96), and Instructional Guides for Mentoring, Field study and Conventional Strategies. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. Treatment had significant main effects on students’ knowledge of climate change concepts (F(2,271) =11.86, η2=0.08), attitude (F(2,271)=8.74; η2= 0.06), and reduction practices (F(2,271) = 12.72; η2= 0.09). Students in mentoring strategy group had highest mean knowledge score (x ̅=12.35), followed by their counterparts in field study (x ̅=11.88) and control group (x ̅=10.67). For students’ attitude to climate change concepts, (F(2,271)= 8.74; η2= 0.06), control group had highest score (x ̅=42.36), followed by those in field study strategy group (x ̅= 41.67) and mentoring strategy group (x ̅ = 40.08). Field study strategy( x ̅ = 45.57) and mentoring strategy group (x ̅=45.00) scored higher than the control group (x ̅=40.86) in climate change reduction practices.There was a significant interaction effect of treatment and school location on knowledge of climate change concepts (F(2,271) = 3.45; η2= 0.03), and attitude scores(F(2,271) = 4.37;η2= 0.03) of students from Lagos Island and Mainland schools. There was no significant interaction effect of treatment and school location on the climate change reduction practices scores of students from Lagos Island and Mainland schools.The two-way interaction as well as the three-way interaction effects were not significant. Mentoring and field study instructional strategies were effective in enhancing students’ learning outcomes in climate change concepts in Social Studies in Lagos state, Nigeria. Teachers should adopt these strategies for effective teaching and learning of climate change concepts in Social Studies. 1 results 1
- Cognitive Coaching 1 results 1
- Cognitive style 1 results 1
- Concept mapping 1 results 1
- Concept of God 1 results 1
- Concept of Housing 1 results 1
- Concept of a human being 1 results 1
- Contextualization 1 results 1
- Cooperative learning 1 results 1
- Cultic intention 1 results 1
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