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    Prevalence 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 ADEKEYE
    Mathematics 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
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    EFFECT 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 YUSUF
    Empathy 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.
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    SCHOOL 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 AMODU
    The 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.
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    CORRELATIONAL ANALYSIS OF THE INFLUENCE OF INTERACTIVE PEDAGOGY AND TEACHERS CLASSROOM EFFECTIVENESS IN IBADAN NORTH LOCAL GOVENMENT AREA, OYO STATE, NIGERIA
    (Department of Early Childhood and Primary Education, 2025-01-23) Adedayo Aliu ADEDIRAN, Adewara Oluwasegun Seun, Falola-Ojo Oluwafeyisetan Ibukun, & Ayegboyin Kayode Adeniyi
    The quality of education in any nation is largely dependent on the effectiveness of its teachers. Teachers are the primary drivers of the teaching-learning process, and their ability to facilitate learning significantly impacts students' academic outcomes. In recent times, there has been a growing emphasis on the use of interactive pedagogy to enhance classroom effectiveness and improve the overall quality of education. This shift recognizes that effective teaching goes beyond the mere transmission of knowledge; it involves creating dynamic and engaging learning environments where students are active participants in their own learning. This study seeks to explore the correlation between interactive pedagogy and teachers' classroom effectiveness within the context of Ibadan North Local Government Area in Oyo State, Nigeria. This study employed a correlational survey research design. The target population comprised all primary school teachers in Ibadan North Local Government Area. A sample of 100 teachers was selected using a simple random sampling technique. A self-designed questionnaire titled "Influence of Interactive Pedagogy on Teachers’ Classroom Effectiveness Questionnaire (IIPTCEQ)" was used for data collection. The questionnaire was divided into two sections: Section A elicited demographic information of the respondents, while Section B contained items that measured the influence of interactive pedagogy on teachers’ classroom effectiveness. The instrument's validity was ensured through expert scrutiny, and its reliability (0.79) was established using Cronbach's alpha. Inferential statistics (t-test and ANOVA) were used to test the hypotheses at a 0.05 significance level. The study found a significant difference in the influence of interactive pedagogy on male and female teachers’ classroom effectiveness (t = 0.42; df = 98; p < 0.05). However, no significant relationship was found between the influence of interactive pedagogy on teachers’ classroom effectiveness and their years of teaching experience (F(5,94) = 0.35; P > 0.05). in Nigeria, informing the development of interventions and professional development programs that can enhance teachers' ability to effectively use interactive pedagogy, thereby improving their classroom effectiveness and ultimately leading to improved student outcomes.
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    EFFECTS OF WATER, SANITATION AND HYGIENE (WASH) EDUCATION ON LOWER BASIC PUPILS’ HEALTH PRACTICES IN ASA LOCAL GOVERNMENT AREA OF KWARA STATE
    (Ife Centre for Psychological Studies/Services, Nigeria, 2022-03-01) Olumuyiwa Ayobami Ajayi; Asmau Bolanle Qudus
    Water, Sanitation and Hygiene (WASH) are issues that affect the health of every person in the world, everyone needs clean water to drink and a safe place to urinate and defecate. Studies have shown that most primary schools in the country lack good toilet facilities, access to good water, and they lack the requirements needed for health practices. Poor WASH practice or education can impair health, reduce life expectancy and cause gender inequality and also contribute to poor social-economic development. It is on this note that the researchers examined the effects of WASH education on lower basic pupils’ health practices in Asa Local Government Area of Kwara State. Pre-test, post-test, control group quasi-experimental design was used for the study. Stratified random sampling technique was used was used to select the schools where the research was carried out into public and private schools. Purposive sampling technique was used to select four (4) primary schools two public and two privates in Asa Local Government Area of Kwara State. These schools were randomly assigned to an experimental groups and control groups respectively. Seven hypotheses were formulated; two instrument were used titled Pupils Health Practices Rating scale (PHPRS) with reliability coefficient of 0.75, one treatment package was used, Instructional Guide for Water Sanitation and Hygiene (IGWASH). Frequency counts, mean and percentage were used for demographical data of the participants while research hypotheses were tested using the Analysis of Covariance (ANCOVA) all at 0.05 level of significance. The study showed that there was a significant main effect of treatment on pupils’ health practices in Asa Local Government Area; (F(1,63) = 30.29; p< 0.05; ɳ2 =0.33), there was a significant main effect of gender on pupils’ health practices in Asa Local Government Area; (F(1,63) = 7.54; p<0.05; ɳ2 = 0.107), there was no significant main effect of school type on pupils’ health practices in Asa Local Government Area; (F(1,63) = 0.51; p> 0.05; ɳ2 = 0.008), there was a significant interaction effect of treatment and gender on pupils’ health practices in Asa Local Government;(F(1,63) = 8.10; p< 0.05; ɳ2 = 0.114), there was no significant interaction effect of treatment and school type on ,pupils’ health practices in Asa Local Government Area; F(1,63) = 0.17; p> 0.05;ɳ2 = 0.003), there was no significant interaction effect of gender and school type on pupils’ health practices in Asa Local Government Area; (F(1,63) = 1.38; p> 0.05; ɳ2 = 0.021) and there was a significant interaction effect of treatment, gender and school type on pupils’ health practices in Asa Local Government Area (F(1,63) = 3.85; p< 0.05; ɳ2 = 0.058). The study concluded that Water Sanitation and Hygiene (WASH) are to be reckoned with if pupils’ health practices must be improved. It was, therefore, recommended among others that teachers should always carry out WASH education where necessary to promote good health practices among pupils; Government and private body should train Early childhood educators on effective procedures for WASH education in their schools by organizing extensive seminars and workshops. This will assist in improving pupils’ health practices.