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All Journal Cakrawala Pendidikan Jurnal Bidang Pendidikan Dasar
Adewale, Sulaimon
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Education

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Utilisation of audiovisual aids in the teaching and learning of business studies in secondary schools in Lagos State, Nigeria Adewale, Sulaimon
Jurnal Bidang Pendidikan Dasar Vol 8 No 2 (2024): June
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v8i2.10167

Abstract

The paper examined the utilisation of audiovisual aids in teaching and learning business studies in junior secondary schools in the Ojo local government area of Lagos State, Nigeria. The study adopted a descriptive research design of survey type. A sample of 60 teachers was selected purposively. data collected were analysed using descriptive statistics to answer research questions, while a t-test was used to analyse the hypotheses. The finding revealed a significant difference between teachers’ qualifications, gender, and availability of audiovisual aids and their use by business studies teachers in secondary schools in Lagos State. Based on the findings, it was recommended, among others, that the government give more priority to the enhancement of teachers' job performance through adequate provision of audiovisual instructional aids, and principals should supervise teachers in the classroom to ensure compliance with the use of available audiovisual instructional aids.
A study of teaching experience and teacher-parent collaboration in managing students' disruptive behaviours Adewale, Sulaimon; Moyo, Zvisinei
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.77032

Abstract

Managing students' disruptive behaviours remains a critical challenge in secondary education, requiring effective strategies that leverage teachers' experience and collaborative efforts with parents. This study explores the influence of teaching experience and teacher-parent collaboration on managing disruptive behaviours among secondary school students in Nigeria. 367 teachers participated in the study, with data collected through a structured questionnaire. Statistical analyses, including one-way Analysis of Variance (ANOVA) and Pearson's Product-Moment Correlation, were employed to examine the relationships among the variables. The findings reveal that teachers' years of experience significantly impact their ability to manage students' disruptive behaviours, suggesting that seasoned teachers employ more effective behavioural management strategies. Conversely, a weak positive but non-significant correlation (r = 0.95, p = .068) was found between teacher-parent collaboration and disruptive behaviour management, indicating that while parental involvement may play a role, it does not strongly influence classroom management outcomes. These results highlight the necessity of structured professional development initiatives tailored to classroom behaviour management. Based on the findings, the study recommends implementing a teacher mentoring programme where experienced educators mentor their less experienced counterparts to enhance classroom management skills. This approach can foster a more structured, experience-driven response to disruptive behaviours, creating a more conducive learning environment. Future research should explore additional contextual factors, such as school policies and socio-economic influences, to provide a more comprehensive understanding of effective behaviour management strategies.
Co-Authors Moyo, Zvisinei