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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Essential Competencies in Education
Atubi, Onamrewho Favour
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Education Mathematics Physics Other

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Teachers Perception, Usage of Community Resources in Social Studies and Civic Education, Delta State, Nigeria Atubi, Onamrewho Favour
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2: July 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.429

Abstract

The study aimed at reporting the perception and usage of community resources by Social Studies and Civic Education teachers in Delta State, South South, Nigeria. Two research questions and one hypothesis were raised to give the study a direction. A sample of 196 out of a population of 656 Social Studies and Civic Education teachers was used for this study. Instrumentation was done with researcher’s designed questionnaire with a reliability index of 0.89. Data was analyzed with percentage for research questions and Analysis of Variance (ANOVA) was used to test the hypothesis of the study. Findings of the study demonstrated that Social Studies and Civic Education teachers of public schools in Delta State perceive the use of community resources to be high for effective teaching but usage of the resources was relatively low. Hence the study concluded by recommending that spirited effort be made by all the stakeholders involved to employ the judicious use of community resources for Social Studies and Civic Education instructions in secondary schools of Delta State.
Information Communication Technology and Social Studies Instruction in Delta State, Nigeria Atubi, Onamrewho Favour
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 6 No. 1: March 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v6i1.579

Abstract

Introducing Information Communication Technology (ICT) resources and skills to Social Studies as instructional materials and aids can provide an accessible and flexible Social Studies education at the primary and secondary school levels in Delta State. Hence the aims of this study were to consider various ICT resources that can be harnessed and used by Social Studies teachers for social studies instructions; outline the benefits of ICT to students and teachers of Social Studies and identify the challenges affecting its usage for Social Studies instructions in Delta State. The study employed the survey research design, a sample of sixty (60) Social Studies teachers from six primaries and six Junior Secondary Schools selected randomly from six Local Government Areas of the state. The main instrument for data collection was a well- structured questionnaire designed to obtain data and centered around the main objectives of the study. Sixty (60) copies of the questionnaire were distributed and sixty (60) copies were retrieved and used for data analysis. While data gathered were analyzed using statistical tools of mean and percentages. The result revealed that ICT resources and skills such as android phones, internet browsing, power point projection, virtual learning and computers assist in teaching Social Studies concepts. Secondly, the study revealed that ICT skills and facilities contribute meaningfully to Social Studies instructions when used by teachers, students will derive holistic knowledge when taught with ICT tools. Meanwhile the findings showed that there exist many setbacks and challenges in ICT usage such as funding, capacity building and lack of electricity supply amongst others. Based on these findings, one of the recommendations made was that stakeholders in the education sector both government and private organizations, should be concerned with the provision of ICT facilities in primary and junior secondary schools across Delta State.
Relevance of Symbol Systems Theory to Instructional Media for the Enhancement of Social Studies Learning Outcome Atubi, Onamrewho Favour
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 7 No. 1: March 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v7i1.1067

Abstract

The application of instructional media resources for Social Studies instructions can offer a clear departure from traditional mode of teaching resources, methods and strategies. Hence this study looked at how the symbol system theory can be used as a basis for the application of instructional media to enhance social studies students’ learning outcome. The research design for the study was quasi experimental. Random sampling technique was applied in selecting 30 Junior Secondary school students from a population of 150 in Covenant school Eku in Delta State of Nigeria. Researchers developed test titled “Instructional Media Performance Test (IMPT)”, was the instrument of data collection. The reliability of the instrument using Cronbach alpha was 0.79, t-test was used to test the two hypotheses of the study. The findings revealed that there was no significant difference in the pre-tests given to the students in both treatment and control groups as calculated value of 4.04 was lesser than table value of 5.09; also there is a positive and significant influence of instructional media (television) on the learning outcome of Junior Secondary Students in social studies as calculated value of 5.68 is higher than table value of 4.09. To this end, the study suggested that social studies teachers should incorporate instructional media (television) where necessary to achieve optimum learning objective, goals and heighten the learning outcome of Junior Secondary School students in social studies.
Exploring the Relationship Between Coping Strategies and Resilience Among First-Year Kindergarten Children in Sapele, Delta State Ekedama, Kate; Atubi, Onamrewho Favour
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/j7v9r880

Abstract

This study examined the relationship between coping strategies and resilience among first-year kindergarten children in Sapele, Delta State. Specifically, it investigated the associations between problem-focused coping, emotion regulation coping, social support coping, and resilience during children’s early transition into formal schooling. A quantitative cross-sectional survey design was adopted. The study population comprised first-year kindergarten children enrolled in public and private schools in Sapele Local Government Area, Delta State. A stratified random sampling technique was used to select 316 children, ensuring proportional representation across school types. Data were collected using adapted measures of coping strategies and early childhood resilience. The instruments assessed problem-focused coping, emotion regulation coping, social support coping, and children’s academic, emotional, and social adaptation. Pearson Product-Moment Correlation was used to analyse the data at the .05 level of significance. The findings revealed a significant positive relationship between problem-focused coping and resilience, r = .263, p < .001, N = 316, indicating that children who engaged more actively in problem-solving tended to demonstrate higher resilience. However, emotion regulation coping was not significantly related to resilience, r = -.015, p = .793, N = 316, and social support coping also showed no significant relationship with resilience, r = -.026, p = .650, N = 316. These findings suggest that problem-focused coping may be a more visible coping resource among first-year kindergarten children, while emotion regulation and support-seeking behaviours may still be developing at this stage. The study highlights the need for early childhood classrooms to incorporate structured problem-solving activities and developmentally appropriate social-emotional learning experiences.
Co-Authors Ekedama, Kate