Nigerian Online Journal of Educational Sciences and Technology

AGREEABLENESS AND CONSCIENTIOUSNESS (BIG FIVE TRAITS) AS CORRELATES OF NEGLECT OF ADOLESCENTS IN SECONDARY SCHOOLS IN TANGAZA AND NEIGHBOURING AREAS IN SOKOTO STATE, NIGERIA

UMAR HAFIZ UMAR HAFIZ — 2024-02-07

The survey studied agreeableness and conscientiousness coming from the big-five personality theory by Fiske (1949) and McCrae & Costa (1987). The traits of agreeableness and conscientiousness were studied as correlates of neglect among adolescents in schools in Tangaza and neighbouring areas. Descriptive survey of correlational type was employed. Four research questions and two hypotheses were developed; six sub-hypotheses got tested. The eleven schools sited in Tangaza, Silame, and Binji local governments formed the population of the survey. Stratified, purposive, and simple random sampling techniques were used. The sample for the study was 164 generated from three randomly selected schools; two male schools and one female school. The sample was limited to this number due to high time constraint and other factors. Nonetheless, this number was thought to be enough to represent the entire population owing to the homogeneity of the schools, of the students, and of the localities affected. Instruments adopted in the research were the Neglect Assessment Scale (NAS) by Muhammad (2019) and the Big Five Inventory (Short) (BFI- 10) by Rammstedt & John (2007). Pearson r was the statistics used to test the hypotheses. Results showed there was no significant relationship between agreeableness and conscientiousness traits and neglect experience. Although no significant relationship in all the six sub-hypotheses, it was recommended that parents, guardians, and all other stakeholders responsible for child/adolescent care should be responsible so that the young human beings under their care received good care in order to develop positive personality as they transited into adulthood.

INFLUENCE OF MARCIA’S MORATORIUM AND FORECLOSURE EGO IDENTITY STATUSES ON READING ATTITUDE OF STUDENTS IN SECONDARY SCHOOLS IN TANGAZA AND NEIGHBOURING AREAS IN SOKOTO STATE, NIGERIA

MUHAMMAD SAMAILA MUHAMMAD SAMAILA — 2024-02-07

The paper studied how identity statuses of moratorium and foreclosure influenced the reading attitude of adolescent students in secondary schools in Tangaza and neighbouring areas. Correlational descriptive research design was used for the study. Six research questions and two hypotheses were formulated. A total of six sub-hypotheses were tested on Microsoft Excel software and www.statskingdom.com. The eleven senior secondary schools located in Tangaza, Silame, and Binji local governments formed the population of the survey. A three--stage sampling technique was used, consisting of stratified, purposive, and simple random sampling techniques. The sample for the study was 164 generated from three randomly selected schools; Instruments used in the research were the 16-item Ego Identity Scale (Short) (Greg, 2008) and the Reading Attitude Questionnaire adapted by Akhmetovaa, Imambayevab, and Csapo (2022). Pearson Product Moment Correlation (PPMC) was used to test the hypotheses. Results showed there was no significant relationship between moratorium and foreclosure ego identity statuses and reading attitude of the samples. The study recommended among others that parents, guardians and teachers should consistently guide and encourage adolescents to explore various options in different aspects of life and be committed to such according to their goals and aspirations as they develop into adults; students however should be encouraged by their teachers and parents to develop positive reading attitude as that is part of what lead to identity achievement.

TERTIARY TEACHERS’ USE OF DIGITAL TOOLS FOR BLENDED LEARNING IN THE 21ST CENTURY EDUCATION IN ABIA STATE, NIGERIA

AYENI, JULIANAH OLUKEMI AYENI, JULIANAH OLUKEMI — 2024-03-29

The study investigated the use of digital tools for blended learning among tertiary teachers in the 21^st century education in Abia State. Four research questions guided the study and three hypotheses formulated. Data were collected from the federal, state and private institutions. The population of the study was 267 academic staff from the Faculties of Education with a sample size of 110 using convenience sampling technique. The instrument for data collection was a 4-section questionnaire developed by the researchers. Data were analyzed using percentages, mean and standard deviation for the research questions, while t-test was used to test the hypotheses. The study revealed that digital tools are rarely used by tertiary teachers, but social media being the most popular with a percentage of 50.9 at the frequency of 56, followed Projector 32(29.1%), PowerPoint 30(27.3%), Google Meet and Zoom 17(15.5%). The attitudes of teachers towards the use of digital tools in blended learning showed a grand mean of 2.44 to the negative statements indicating positive attitudes while the challenges showed a grand mean of 3.70. The major challenge revealed teachers’ lack of technological know-how with a mean score of 4.80, followed by staff poor working condition (4.37), lack of power supply (4.35), poor internet connectivity (4.05), and lack of support from the faculty (3.34). It was recommended that tertiary teachers be exposed to periodic training on digital tools and their utilization for blended learning to keep them abreast of the latest technological advancement.