Impacts of Teachers’ Time Management on Secondary School Students’ Academic Performance in Ekiti State, Nigeria
G. M. Kayode,
J. B. Ayodele
Issue:
Volume 3, Issue 1, February 2015
Pages:
1-7
Received:
6 January 2015
Accepted:
18 January 2015
Published:
1 February 2015
Abstract: This study examined the impact of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged ‘Questionnaire on Secondary School Teachers’ Time Management in Ekiti State, Nigeria’ (QSSTTM) was used to interview the teachers and the second instrument is an Inventory on Senior Secondary School Certificate Examination results obtained from the registrars. Face and content validity were used to ascertain the validity of the instruments. The Split half method was used to ascertain the reliability of the instrument and found to be 0.82 for QSSTTM. The data collected were analyzed using percentage, mean, standard deviation and Pearson’s Product Correlation Analysis. All the hypotheses were tested at 0.05 level of significance. The findings revealed that there was a significant relationship between teachers’ time management and students’ academic performance. The level of teachers’ time management and academic performance was moderate. It was therefore recommended that teachers should improve upon their time management, especially by being more conscious about how to control their time.
Abstract: This study examined the impact of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged ‘Questionnaire on Secondary School Teachers’ Time M...
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Visual Participatory as an Analytic Tool in Managing Violence among Students in an Urban Secondary School in Zimbabwe
Ephias Gudyanga,
Nomsa Matamba
Issue:
Volume 3, Issue 1, February 2015
Pages:
8-15
Received:
14 January 2015
Accepted:
22 January 2015
Published:
10 February 2015
Abstract: The research was set to determine management practices of students’ violent behaviour in an urban secondary school in Zimbabwe. The visual participatory methodology was used. Drawings and focus group discussions were the focal methods employed to generate data from 15 conveniently sampled participants over a period of two weeks. Involvement of parents, police, heads of schools and the perpetrators of violence were noted as violence reduction management practices. The school must adopt transparent and holistic approach where stakeholders including communities must engage with one another in an endeavour to eliminate violence. It was concluded that violence in schools can be eliminated.
Abstract: The research was set to determine management practices of students’ violent behaviour in an urban secondary school in Zimbabwe. The visual participatory methodology was used. Drawings and focus group discussions were the focal methods employed to generate data from 15 conveniently sampled participants over a period of two weeks. Involvement of pare...
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