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- ItemKNOWLEDGE OF CHILD SAFETY AMONG NURSING MOTHERS ATTENDING A TERTIARY HEALTH SETTING IN BENIN CITY(Department of Early Childhood and Primary Education, 2025) Aideyan, Chioma Maryjane, Msc & Aideyan, Osarenmwanta Daniel, PhDChildren are fragile and tend to explore their physical environment without fear or caution and this action can results to harm, injuries and even death, hence child safety is very paramount. This study investigates knowledge of child safety among nursing mothers attending a tertiary healthcare setting in Benin City. The study was directed with three research questions which used the survey research design. 124nursing mothers who attended the post natal care clinic between May to November 2023 served as the respondents which were purposively selected in relation to dispersed clinic days. A researcher developed questionnaire after validation and reliability (0.81) tested was used for data collection. 120 questionnaires were retrieved duly completed after administration and data analyzed using frequency counts, percentages and Pearson Product Moment Correlation. The study findings revealed that nursing mothers have significant knowledge about child safety; the most common childhood injuries include falls, poisoning, drowning, burns and nursing mothers are well educated about child safety during post natal clinic. The study therefore recommended that health facilities should provide health knowledge on child safety to nursing mothers especially when they come for post natal care and simple preventive facilities and methods such as labeling, enclosed cabinet should be provided by governmen
- ItemImpostor Syndrome as Correlates of Academic Performance among Early Childhood and Primary Education Undergraduates in Kwara State(Department of Early Childhood and Primary Education, 2025) Usman Saadu Tunde, Hafees Tosin SULYMAN, Akeem Opeyemi RAHEEMThis study explored the relationship between impostor syndrome and academic performance among Early Childhood and Primary Education undergraduates in Kwara State. A correlational descriptive research design was adopted. The population comprised all undergraduates in the Early Childhood and Primary Education program, with 136 first-year studentsfrom the University of Ilorin and Kwara State University serving as the sample. Census sampling was employed to ensure representativeness. Data collection utilized a structured, validated questionnaire titled "Impostor Syndrome as Correlate of Academic Performance Among Early Childhood Undergraduates (ISACAPAECU)" and a proforma to record cumulative grade point averages (CGPA). The instrument’s content validity was ensured through expert review, while internal consistency reliability yielded a Cronbach Alpha coefficient of 0.83. Data analysis was conducted using descriptive statistics, Pearson Product-Moment Correlation, and independent t-tests.Results revealed that 50.7% of respondents exhibited intense impostor syndrome characteristics, while 46.3% demonstrated moderate academic performance (CGPA: 2.40–3.49). A low positive correlation (r = 0.18, p = 0.03) was observed between impostor syndrome and academic performance, indicating statistical significance. Furthermore, no significant difference in impostor syndrome based on gender was identified (t = 0.69, p > 0.05).The study concluded that intense impostor syndrome significantly impacts academic outcomes among undergraduates. Recommendations include institutional development of tools to assess impostor syndrome, implementation of targeted awareness campaigns, and provision of mentoring programs to address self-doubt and build resilience. These measures are vital for enhancing students’ mental well-being and academic success.
- ItemPrevalence and Causes of Mathematics Phobia among Primary school pupils in Kwara State, Nigeria(Department of Early Childhood and Primary Education, 2025) Usman Tunde SAADU, Hafees Tosin SULYMAN & Mutiat Taiye ADEKEYEMathematics phobia is a widespread emotional response that negatively impacts pupils’ attitudes, confidence, and performance in mathematics, particularly among primary school learners in Kwara State, Nigeria. The study therefore examined the prevalence and causes of mathematics phobia among primary school pupils in Kwara State. Six purposes, two research questions, and four hypotheses were used. The study used constructivist learning theory and theory of anxiety unpinned for the study. Descriptive survey research design was used for the study. The total population was106,832 public and private primary school pupils, the study sample size was 379 pupils, and multistage sampling techniques were used to select sample for the study. The instrument was used to collect data from the pupils tagged “Mathematics phobia, prevalence and causes Questionnaire (MPPCQ). The reliability coefficient for the questionnaire was 0.70 at 0.05 level of significance. Data obtained from the respondents were analyzed using frequency count and percentage for the demographic profile, and research questions. The formulated hypotheses were tested using independent sample t-test at 0.05 level of significance. The findings showed that the prevalent of mathematics phobia among primary school pupils in Kwara State was high (Mean=2.52), it was also found out that the causes of mathematics phobia is I have had unpleasant experiences with mathematics in the past that still affect my attitude toward the subject (weighted mean 3.06), it was revealed that there was no significant difference in the prevalence of mathematics phobia among primary school pupils in Kwara State, Nigeria, based on gender (t = .928; df = 377; P >0.05), there was no significant difference in the causes of mathematics phobia among primary school pupils in Kwara State, Nigeria. Based on gender (t = 1.555; df = 377; P >0.05). It was also showed that there was no significant difference in the prevalence of mathematics phobia among primary school pupils in Kwara State, Nigeria, based on school type (t = 1.359; df = 377; P >0.05). there was no significant difference in the causes of mathematics phobia among primary school pupils in Kwara State, Nigeria, based on school type (t = 6.048; df = 377; P >0.05). Based on the findings, it was concluded that there was high prevalent of mathematics phobia among primary school pupils, the causes of mathematics phobia among primary school pupils are unpleasant experience with math, discouraged from asking questions during math class. It was therefore recommended among others that The teachers should address negative past experiences with mathematics, given that unpleasant past experiences strongly influence pupils’ attitudes toward mathematics, teachers should adopt positive reinforcement strategies, provide constructive feedback, and avoid practices that may humiliate or discourage pupils
- ItemEFFECT OF STORYTELLING ON DEVELOPING EMPATHY SKILL AMONG PUBLIC PRIMARY SCHOOL PUPILS IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE(Department of Early Childhood and Primary Education, 2025-09-19) Usman Tunde SAADU, Hafees Tosin SULYMAN, Fatima Hajiya YUSUFEmpathy is considered an essential skill for creating a generation of compassionate and socially responsible individuals. Therefore, this study examined the impact of storytelling on developing empathy skill among public primary school pupils in Ilorin South Local Government Area of Kwara State. Using a pre-test, post-test quasi-experimental design with a factorial design of 2x2x2. The population comprises all public primary school pupils in Ilorin South LGA of Kwara State and the study targeted basic-one pupils in public primary schools. A multistage sampling technique was employed, using simple random sampling technique to select two schools and purposive sampling to focus on 82 basic-one pupils from intact classes. Two instruments were utilized: an instructional guide for the storytelling intervention and a 15-item rating scale titled “Effect of Storytelling on Developing Empathy Skills among Public Primary School Pupils (ESDESPPSP)”, using a three-point Likert scale of Always, Sometimes, and Never. While both groups underwent pre-test and post-test evaluations, only the experimental group received the storytelling treatment. The instrument was tested using Internal Consistency reliability, with Cronbach Alpha coefficient of 0.83. Data was analysed using Analysis of CO-Variance (ANCOVA) revealed that storytelling significantly enhanced empathy skill (P = 0.00 < 0.05). However, there were no significant interaction effects of storytelling with gender, age, or their combination on empathy development. These findings highlight storytelling as an effective universal tool for fostering empathy, irrespective of demographic differences. The study recommends integrating storytelling into teaching methodologies to support holistic education and nurture empathy in pupils, contributing to their social and emotional development.
- ItemSCHOOL EFFECTIVENESS VARIABLES AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN QUANTITATIVE ECONOMICS IN OSUN STATE(Department of Early Childhood and Primary Education, 2025-01-23) Kehinde Lateef ADEBISI, & Ibrahim Abiodun AMODUThe viability of the schools and the students’ achievement called for a special attention of the Education stakeholders nowadays, though several factors have been attributed to the school effectiveness and their contributions to students achievement have been investigated, but it seems there are dearth of literatures on the school effectiveness in the area of school administrations that include student welfare and school safety as well as school learning culture that used Active learning and Collaborative learning practices. Therefore, this study examines the extent to which these School Effectiveness variables predict secondary school student’s academic achievements in quantitative Economics in Osun State. The study adopted correlation research design. The population of the study consists 14,346 Economics students for the 2023/2024 academic session in 364Government Senior Secondary Schools Students, in Osun State. Multistage sampling technique was used. the state was stratified into three senatorial districts. Four Local Governments were purposively selected from each district, three schools were purposively sampled each Local Government Area, and thirty S.S.S.II Economics students were randomly selected from each of the sampled schools. A total of 1080 students were randomly sampled for the study Three instruments were used for the data collection, two of them were validated using Cronbach Alpha; School Administration Practices Scale (SAPS) with reliability coefficient of 0.91, School Learning Cultures Scale (SLCS)with reliability coefficient of 0.90 while Quantitative Economics Achievement Test was validated using KR20 and the reliability coefficient was 0.88. Findings revealed that School administrative practices and school learning culture as the variables of school effectiveness significantly predict Academic Achievement in Quantitative Economics (R =0.409, P<0.05). It was concluded that School safety, student welfare, Active learning and collaborative learning practices significantly contributed to prediction of Academic Achievement in Quantitative Economics. The study recommended that school administrator should always prioritized students’ welfare, and schools should spell out various welfare measures to improve students’ academic achievement, School safety should be considered as an important aspect of school effectiveness and learning cultures should include active and collaborative learning approaches to aid students’ academic achievement, and school learning culture should be officially guided by a written template to improve students’ academic achievement.