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    EFFECTS OF SCHOOL TYPE AND LOCATION ON STRESS COPING STRATEGIES USED BY SCHOOL PRINCIPALS IN RIVERS STATE
    (Department of Early Childhood and Primary Education, 2025-11-14) ENOCH, EBIKETONE DIEMA
    This study explored the effects of school type, and location on stress coping strategies used by school principals in Rivers State. The research designed used for the study is an ex-post facto research design, the population of the study comprised all 258 principals of public secondary schools in Rivers State, a total of 155 school heads were selected through a stratified random sampling method. Two research questions and two hypotheses guided the investigation. Data collection was facilitated via an online survey instrument developed specifically for this study, title: Effects of School Type and Location on Stress Coping Strategies of Principals Scale (ESTLSCSPS). Mean and standard deviation were used to answer the research questions while independent z-test was used to test the hypotheses. The results indicated that there was no significant difference in the effects of the school type and location on stress coping strategies employed by school principals in Rivers State based on gender. Common strategies identified among participants across different groups included delegating tasks, engaging in physical activities, social interaction with peers, relaxation techniques, and fostering positive interpersonal relationships. Based on the findings, it was concluded that there was no significant difference between the stress coping strategies of male and female school principals based on their school type and there was no significant difference between the stress coping strategies of male and female school principals based on their location. It was recommended that Education authorities should institutionalize continuous professional development programs that strengthen principals’ stress-management and leadership resilience. Also, Stress-reduction interventions should be context-sensitive, addressing the distinct environmental and operational challenges faced by urban and rural schools.
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    ENHANCING THE ORIENTATION AND MOBILITY OF LEARNERS WITH VISUAL IMPAIRMENT IN UNIVERSITY OF ILORIN, KWARA STATE
    (Department of Early Childhood and Primary Education, 2025) Solihu, Nma Mohammed
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    EMOTIONAL INTELLIGENCE AND ACADEMIC SELF-CONCEPT AS DETERMINANTS OF DELINQUENT BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN KATSINA METROPOLIS, KATSINA STATE
    (Department of Early Childhood and Primary Education, 2025) Stephen Ilesanmi Ajiboye, Dr. Steve Olusegun Bada & Dr. Binta Ado Ali
    The study investigated emotional intelligence and academic self-concept as determinants of delinquent behaviour among secondary school students in Katsina state. The study adopted a correlational research design. The data collected were used to establish the relationship between emotional intelligence and academic self-concept on delinquent behaviour among secondary school students in Katsina metropolis. six (six) public schools were selected out of twelve (12) schools in Katsina metropolis using simple random sampling technique. The population for this study comprised of two thousand, five hundred (2500) senior secondary school 2 (SSII) students with a sample of three hundred and thirty three (333) students using Research Advisor (2006) to determine the sample size. The test-retest method of reliability was used in pilot testing the instruments to determine the reliability index of Students’ Emotional Intelligence Questionnaires (SEIQ), Students’ Academic Self-concept Questionnaires(SASEQ) and Students’ Delinquent Behaviour Questionnaires (SDBQ) at 0.755, 0.853 and 0.702 respectively. Pearson Product Moment Correlation (PPMC) statistics was used to test the hypotheses. The findings shows that there was a significant relationship between emotional intelligence and delinquent behaviour (r = .126, p-value = 0.022); that there is a significant relationship between academic self-concept and delinquent behaviours among senior secondary school students in Katsina metropolis, Katsina state (r = .123, p-value = 0.025). It was concluded that the emotional intelligence, academic self-concept and delinquent behaviours are elusive but valuable concepts in the life of students in secondary schools. It was recommended among others that parents, guardians, caregivers and teachers should try to ensure that students are guided on their emotions in other to measures and minimize the level of delinquency.
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    RELATIONSHIP AMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE
    (Department of Early Childhood and Primary Education, 2023-05-23) Dr. Yunusa Kayode, SAADU & Sheu Muritala Adaramoja
    Mathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in 2 Mathematics (R =.041; F=5.684, p􀀀 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a ositive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics.
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    STAKEHOLDERS LEVEL OF AWARENESS, INVOLVEMENT AND IMPLEMENTATION OF HOME-GROWN SCHOOL FEEDING PROGRAMME (H.G.S.F.P.) IN OYO STATE
    (Dpartment of Early Childhood and Primary Education, 2024-11-11) Abdulwahab Rafiu, PhD; HAMZAT B. Opeyemi2 & OYEWUMI, N. Opeyemi; SIMEON Ipinlaiye Johnson, PhD
    The study assessed stakeholders' level of awareness, involvement, and implementation of the Home-Grown School Feeding Programme in Oyo State. Descriptive urvey was adopted. Three research questions were generated. The targeted population comprised of all stakeholders (teachers, school proprietors and other relevant personnel involved in the Home-Grown School Feeding Programme) in Oyo State. A simple random sampling technique was used to select one hundred and fifty (150) participants from a population of stakeholders involved in primary schools implementing the Home-Grown School Feeding Programme in Oyo State. The sample size was determined based on the total number of teachers and other relevant personnel within the study area. This number was chosen to ensure adequate representation while considering logistical feasibility and the scope of the study. The sample was drawn from ten (10) primary schools, with ten (10) stakeholders, including teachers, school administrators, and other personnel, selected from each school to capture diverse perspectives. Descriptive statistical tool, mean and standard deviation were used for answering the generated research questions. The findings showed that stakeholders were aware of the home-grown feeding programme; they are involved and participating in the implementation of the programme to an extent beyond average; and some challenges were identified as hindrances to the implementation of the home-grown feeding programme in Oyo state. Conclusion and recommendations were made to beacon a strong stakeholder involvement in the program should be fostered; conduct regular sensitization campaigns at the community level, involve parents and community members in program committees and volunteering opportunities, and foster community ownership and support for the program; and develop a comprehensive monitoring and evaluation framework to track the program's progress, collect relevant data, and solicit feedback from stakeholders to use this information to identify areas for improvement and make evidence-based decisions.partnerships and collaboration among relevant stakeholders, including private sector organizations, civil society groups, and community leaders, to enhance coordination, resource sharing, and