GRACE EDU

The main purpose of this study was to examine the influence of improvement strategies on teachers' perceived teaching effectiveness in Calabar Metropolis of Cross River State, Nigeria. The research design that was adopted in the conduct of this study is the Ex-Post Facto research design. Ex-post Facto research design is a design where the researcher does not have direct control of the independent variables, because their manifestation has already occurred. The variables involved in the study cannot be manipulated. The population of this study comprised all 6 principals, 72 vice principals and 1290 secondary school teachers in 21 public secondary schools in Calabar Metropolis (State Secondary Education Board, Cross River State, 2021). Calabar Metropolis consist of two Local Government Areas; namely, Calabar South and Calabar Municipality respectively). There are 8 public secondary schools in Calabar South and 16 public secondary schools in Calabar Municipality. Three research questions were poised and three statement of hypotheses were formulated to guide the study. A sample of 309 respondents was used in the study using Taro Yamane's formula. The instruments that were used for data collection were a questionnaire titled Improvement Strategies; Principals' Role Scale (ISPRS) and Teachers' Teaching Effectiveness Questionnaire (TTEQ) designed by the researchers. The instrument that was used for data collection is a questionnaire titled Improvement Strategies and Principals' Role Scale (ISPRS). The instrument comprised two sections A and B. Section A of the instrument consists of demographic sub-variables meant to obtain personal information about the subjects used in this study. Section B comprised 15-structured items questionnaire covering the sub-variables, in a four-point modified Likert Scale items. The internal consistency of the research instrument (ISQ) was tested using the Cronbach Alpha reliability estimate method. The statistical tool used for analysis is oneway analysis of variance (ANOVA) and the hypotheses were tested at 0.05 level of significance. The findings revealed that there was significant influence of in-service training, motivation and teachers' involvement in decisionmaking on teaching effectiveness in public secondary schools in the study area. Based on the findings, it was recommended among others that teachers should be exposed to regular in-service training to help them acquire the requisite skills that will make them productive in their service delivery.

study examined the teachers’ competences in the utilization of digital learning tools in upper basic schools in Cross River State. To achieve this, four research questions were raised. Literature was reviewed according to the variables of the study. The study adopted a descriptive survey research design with a stratified random sampling technique. The sample of the study was made up of 768 teachers across the 18 local government of the state.  An instrument titled ‘Teachers Competence in Digital Learning Tools Scale (TCDLTS)’ was used for data collection. The instrument was validated and the reliability of the instrument was established using Cronbach alpha reliability estimate and the coefficients of the scales ranged from 0.78-0.81. The data collected were analysed using simple percentages, bar graphs and other inferential statistical techniques. The result showed that teacher’s competence in the utilization of digitalized learning tools such as zoom facilities, google classrooms, and video clips is very low. The result also showed that there is no significant difference between male and female teachers, but years of teaching and qualification significantly influences teachers’ competence in utilizing digital learning tools in upper basic schools in Cross River State. Based on the findings, it was recommended that teachers should be trained on the modern use of technology in teaching and learning to increase students’ level of independent learning among others.

This study examined the perception of difficult concepts in Basic Science and the influence of gender on the perceived difficulty among Junior Secondary Education teachers in Cross River State of NIGERIA.  A sample of 78 Basic Science teachers was randomly drawn from thirty-six randomly selected secondary schools in the three education zones of the state. One research question was asked, and one hypothesis was formulated to guide the study.  Expost facto design was used for the study. a questionnaire based on the 48 concepts in the Basic Science curriculum was used to obtain relevant data for the study.  the data was analyzed using frequencies and percentages to answer the research question and the independent t-test analysis technique to test the hypothesis. The findings revealed that though most of the concepts were found easy by teachers, there was perceived difficulty in seven concepts. it was also revealed that the gender of teachers does not have a significant influence on the perception of difficult concepts in the subject. Based on the results, the researchers concluded that since basic science is the foundation for all the science subjects at the secondary school level of education, perceived difficulty on the part of teachers will lead to a gap in the teaching and learning of science at all levels. it was therefore recommended among others that educational planners should package the identified difficult concepts in the basic science curriculum and plan possible remedial programmes for all teachers to achieve the millennium development goals.

This study investigated primary school teachers’ attitude and teaching experience as some of the variables influencing teachers’ perception of difficult concepts in Primary Science in Ikom Educational Zone of Cross River State. Three null hypotheses were formulated on the basis of the identified independent variables of attitude and years of teaching experience. The teacher variables and perception of difficult concepts in Primary Science Inventory (TVPDCPSI) was developed and used in gathering data from 482 primary school teachers in 33(out of 330) primary schools in the study area as sample, using cluster and random sampling procedures and the ex-post facto design. Generated data were analyzed using population t-test, independent t-test and one way analysis of variance (ANOVA) at .05 alpha levels. It was revealed that teachers found some concepts/topics in the primary science curriculum difficult; and that their attitude and experience/years of service significantly influence the...

This study investigated primary school teachers' attitude and teaching experience as some of the variables influencing teachers' perception of difficult concepts in Primary Science in Ikom Educational Zone of Cross River State. Three null hypotheses were formulated on the basis of the identified independent variables of attitude and years of teaching experience. The teacher variables and perception of difficult concepts in Primary Science Inventory (TVPDCPSI) was developed and used in gathering data from 482 primary school teachers in 33(out of 330) primary schools in the study area as sample, using cluster and random sampling procedures and the ex-post facto design. Generated data were analyzed using population t-test, independent t-test and one way analysis of variance (ANOVA) at .05 alpha levels. It was revealed that teachers found some concepts/topics in the primary science curriculum difficult; and that their attitude and experience/years of service significantly influence their perception of this difficulty. It was concluded that teachers who cultivate negative attitude towards Primary Science, as well as those with less than five (5) years of teaching experience significantly find the teaching of the subject/concepts more difficulty than those who cultivate positive attitude. Recommendations were that compulsory teaching of Primary Science by all primary school teachers should be discouraged, while teachers should be motivated by in-service training for specialization in such specific school subjects, among others.

Globalization as the rapid increase in cross-border economic, social and technological exchange is not limited to industry and business. Education systems being part of the information business can be seen as the core of globalization. This paper provides an analysis of the relevant literature on the implications of globalization for education in Nigeria. The nature and objectives of global education and the move towards standardized curricula were highlighted. Perceived barriers to globalization of education and the Nigerian situation were also analyzed. This paper finally provides information and recommendations to those responsible for the planning of the educational curricula for all levels of education in Nigeria

Nigeria is blessed with abundant natural and human resources including vocational talents and callings. There are some persons in the society who are naturally endowed with vocational talents but may never have the opportunity to develop them. Such talents may remain undiscovered and undeveloped unless opportunities are created. It is the opinion of the writers that Government and other interested developmental agencies ought to embark on massive talent-hunt, beginning with children at the elementary level of education so as to tap the rich human resources the nation is so-blessed with. This article seeks to highlight the problems associated with early detection and development of vocational skills in children which include, late awareness of the importance of Vocational/Technological Education in Nigeria, failure to identify vocational talents in early childhood education, lack of follow-up of children's vocational callings and misconceptions about vocational education. Attempt was also made to identify some implications of these problems for education in Nigeria. The article finally proffers suggestions for improvement in the early identification and development of talents in technology education especially at the elementary level.

This study aimed at investigating teachers' classroom management and pupils' academic performance in Social studies in Calabar Metropolis, Cross River State, Nigeria. To achieve the purpose of this study, three null hypotheses were formulated to guide the study. Ex-Post facto research design was used for the study because the independent variables of the study have already occurred and the researchers did not have direct control over them. The population of the study consisted of all primary five pupils in the study area. The stratified random sampling technique was adopted in selecting thirteen public primary schools while proportional simple random sampling technique was adopted in selecting the three hundred and twenty eight respondents. An eighteen item four point Likert scale questionnaire tagged Teacher Classroom Management Questionnaire (TCMQ) and students achievement test were the instruments used for data collection. The instruments were validated by three Lecturers in the field of test and Measurement. They were tested for reliability using Cronbach alpha method before it was administered. Data obtained were analyzed using Pearson product moment correlation statistical tool. The result obtained from analysis of data revealed that there is a significant relationship between teachers' management of indiscipline behaviour, teachers' management of entry/exit procedure and pupils' academic performance in Social studies. Based on these findings it was recommended among others that teachers should be encouraged to attend conferences, workshops and symposium that will improve their ability to control indiscipline behaviour among pupils in their classroom in order to improve their academic performance.

The study examined the efficacy of using environmental resources in teaching Matter and its properties amongst Basic Science pupils in Cross River State, Nigeria. The environmental resources used for teaching Matter included camphor balls,, egg in a bottle, kerosene, balloon, and a piece of magnet. Two null hypotheses were formulated to guide the investigation. The design adopted was a quasi-experimental design where the experimental group was taught the concept of Mater and its properties with innovative approach of making students interact with environmental resources that are locally sourced while the control subjects were taught the same topic without these environmental materials. The treatment lasted for two months. The reliability of the instrument used for obtaining data (Basic Science Performance Test (BSPT) was established using Richard-Kudarson formula (KR-21). The reliability yielded a coefficient of 0.86. The data obtained were analyzed using the independent t-test analysis technique. Results revealed that the experimental class which was allowed to interact with environmental resources as they were taught Matter and its properties, performed significantly better than the control group taught without this interaction. On this basis recommendations were made in support of teaching basic science with environmental resources, which will help to enhance the efficiency of learning the subject among pupils in primary schools. Primary School science teachers should adopt the use of environmental resources which abound within the learners' environment to promote performance of pupils in Basic Science.

This study investigated primary school teachers' attitude and teaching experience as some of the variables influencing teachers' perception of difficult concepts in Primary Science in Ikom Educational Zone of Cross River State. Three null hypotheses were formulated on the basis of the identified independent variables of attitude and years of teaching experience. The teacher variables and perception of difficult concepts in Primary Science Inventory (TVPDCPSI) was developed and used in gathering data from 482 primary school teachers in 33(out of 330) primary schools in the study area as sample, using cluster and random sampling procedures and the ex-post facto design. Generated data were analyzed using population t-test, independent t-test and one way analysis of variance (ANOVA) at .05 alpha levels. It was revealed that teachers found some concepts/topics in the primary science curriculum difficult; and that their attitude and experience/years of service significantly influence their perception of this difficulty. It was concluded that teachers who cultivate negative attitude towards Primary Science, as well as those with less than five (5) years of teaching experience significantly find the teaching of the subject/concepts more difficulty than those who cultivate positive attitude. Recommendations were that compulsory teaching of Primary Science by all primary school teachers should be discouraged, while teachers should be motivated by in-service training for specialization in such specific school subjects, among others.

The teaching process strives to bring fundamental change in learners by employing effective teaching methods in the way of students' preferences to actualize educational goal attainment. In line with this, this study aimed at analyzing teaching methods in tourism-related topics in selected Basic Education schools in Calabar Municipality of Cross River State, Nigeria. Two null hypotheses were generated for the study. Quasi experimental design was adopted. A sample of two hundred and forty (240) respondents was randomly selected from three schools using simple random sampling procedure. Eighty (80) respondents were chosen from each of the three randomly selected schools, for the three methods of teaching (80 for lecture method being the control group, 80 for field trips method and 80 for discussion method). A 30-item achievement test was used for data collection. The achievement test was administered to the respondents, data obtained and analyzed using the independent t-test analysis at 0.05 level of significance with 238 degrees of freedom. The findings showed significant differences in academic performance between students taught Tourism-related topics with lecture method and those taught with field trips and discussion methods respectively. Based on these findings, recommendations were made among which are, that teachers should employ appropriate teaching methods that are best suitable for a specified subject, especially tourism-related topics, which are mostly outdoor, for easy understanding and enhancement of students' performance.