Garuda - Garba Rujukan Digital

Implications of Single Motherhood on Primary Education in Anambra State, Nigeria Umeji, Ifeoma Chinyere
EDUCTUM: Journal Research Vol. 3 No. 6 (2024): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v3i6.741

Single motherhood can impact primary education by limiting children’s academic support and increasing emotional challenges, potentially leading to behavioral issues and lower academic performance. This study investigated the implications of single motherhood on primary education in Anambra State, Nigeria. Employing a descriptive survey research design, the study targeted primary school teachers across Anambra State as key informants due to their role in observing and supporting students’ development. Using a simple random sampling method, 400 teachers were selected, and data were collected through a structured questionnaire. The questionnaire's validity was confirmed through expert review, and a pilot test yielded a reliability score of 0.71. Data were analyzed using mean and standard deviation to identify trends and patterns. Findings revealed that children from single-mother households often experience reduced parental guidance, emotional challenges, and behavioral issues that impact their academic and social development. However, strong mother-child bonds and community support services were identified as positive influences that can mitigate some of these challenges. The study underscores the importance of tailored support for single-parent households, emphasizing self-care strategies, community resources, and open parent-child communication. The findings suggest that educational stakeholders and policymakers should prioritize resources and programs that address the unique needs of children in single-mother families, fostering a more inclusive educational environment.

Research Attitude, Achievement Motivation, and Self-Efficacy Among Post-Graduate Students Specializing in Primary Education Umeji, Ifeoma Chinyere
Journal of Education and Teacher Training Innovation Vol. 2 No. 1 (2024): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v2i1.108

This study investigates the research attitude, achievement motivation, and self-efficacy concepts among post-graduate students specializing in primary education. The research aims to understand the interplay between these constructs and their implications for academic success and research engagement. A quantitative research design was employed, and data were collected using structured questionnaires from a sample of 62 post-graduate students. Descriptive statistics, and correlation analyses were conducted to examine the relationships between research attitude, achievement motivation, and self-efficacy. Statistical analyses showed non-significant correlations: between research attitude and achievement motivation (Kendall's tau_b = -.048, p = .881; Spearman's rho = -.036, p = .939), achievement motivation and self-efficacy (Kendall's tau_b = -.109, p = .708; Spearman's rho = -.204, p = .629), and research attitude and self-efficacy (Kendall's tau_b = .293, p = .362; Spearman's rho = .360, p = .427) among post-graduate students. The findings contribute to a better understanding of the factors influencing post-graduate students' research experiences and offer insights for academic institutions to enhance support mechanisms for student researchers. The implications of the study underscore the importance of fostering positive research attitudes, strengthening achievement motivation, and enhancing self-efficacy among post-graduate students specializing in primary education. Targeted interventions can optimize academic support and promote professional development in research-intensive environments

Challenges Encountered by Head Teachers in the Administration of Pupils' Indiscipline in Primary Schools in Anambra State Umeji, Ifeoma Chinyere
Journal of Education and Teacher Training Innovation Vol. 2 No. 1 (2024): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v2i1.109

This study investigates the difficulties experienced by head teachers in dealing with pupils' indiscipline in primary schools in Anambra State, Nigeria. Utilizing an unmistakable examination plan, information was gathered from head teachers through organized polls and semi-organized interviews. The study uncovered a few difficulties, remembering troubles for recognizing main drivers of indiscipline, guaranteeing consistency in disciplinary activities, tending to peer strain and social elements, and overseeing huge class sizes. Regardless of these difficulties, head teachers executed different systems to oversee indiscipline, including cultivating positive connections, empowering open correspondence channels, offering advising and support benefits, and advancing pupil contribution in dynamic cycles. The findings highlight the significance of proactive intercessions and cooperative endeavors among school partners to actually address indiscipline. This study adds to the current writing by giving bits of knowledge into the one of a kind difficulties encountered by head teachers in Anambra State and gives proposals for working on disciplinary practices in primary schools

Factors Responsible for the Students Declining Interest in Primary Education in Anambra State, Nigeria Umeji, Ifeoma Chinyere
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): IJCES, Volume 2 No 1 (2025): March-August Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.240

Background: Student interest in pursuing primary education has been declining in Anambra State, Nigeria, raising concerns about the future of foundational education and its role in national development. Understanding the root causes of this trend is essential for implementing effective interventions. Objective: This study aimed to explore the factors responsible for the waning enthusiasm for primary education among students in Anambra State and to propose strategies to address this issue. Method: A survey research design was adopted, targeting students enrolled in primary and early childhood education programs across tertiary institutions in Anambra State. Data were collected using a self-structured questionnaire administered via Google Forms. The instrument was validated by experts and tested for reliability. Responses from 100 participants were analyzed using SPSS, employing weighted mean scores to determine the perceived influence of various factors. Result: The analysis revealed that several interconnected factors contributed to the declining interest in primary education. These included poor educational infrastructure, insufficient funding, low levels of motivation among students and teachers, negative societal perceptions, and a shortage of qualified teaching staff. Conclusion: The findings indicate an urgent need for comprehensive reforms in primary education. Addressing these challenges through targeted investment, motivation initiatives, public perception campaigns, and strategic recruitment efforts is essential to revitalize student interest and strengthen the primary education system. Contribution: This study contributes to educational research by offering empirical insights into the specific challenges affecting primary education in Anambra State. It also provides practical recommendations for policymakers and education stakeholders aimed at improving student enrollment and interest in the field.

Impact of Continuous Assessment on Primary Education Students’ Attitude towards Learning in Tertiary Institutions in Anambra State, Nigeria Umeji, Ifeoma Chinyere
Jurnal Indonesia Pendidikan Profesi Guru Vol. 2 No. 1 (2025): JIPPG, Volume 2, Issue 1 (2025): January-April Period
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jippg.v2i1.251

Background: Continuous Assessment (CA) plays a critical role in shaping students’ learning experiences and academic attitudes. In tertiary institutions, especially those training future educators, understanding the influence of CA on students' learning attitudes is essential for improving instructional practices and learning outcomes. Objective: This study investigated the influence of continuous assessment (CA) on primary education students' attitudes towards learning in tertiary institutions in Anambra State. It also examined contributing factors such as CA practices, resource availability, and student-lecturer ratios. Method: A descriptive research design was employed. Data were collected using a 40-item questionnaire validated by experts. The questionnaire was distributed via Google Forms and shared through social media platforms such as WhatsApp, Instagram, and Facebook groups. A total of 63 correctly completed responses were obtained. The data were extracted, coded in Microsoft Excel, and analyzed using SPSS software through mean and standard deviation calculations. Result: Findings show that CA has a positive impact on students' attitudes by offering regular feedback, fostering self-awareness, and reducing test anxiety. Nonetheless, effective implementation of CA is challenged by limited resources, time constraints, and large student-lecturer ratios. Conclusion: While continuous assessment contributes significantly to improving students' attitudes toward learning, systemic issues must be addressed to maximize its benefits. Contribution: This study provides valuable insights for educational stakeholders on the strengths and challenges of implementing continuous assessment in tertiary education. It underscores the need for collaborative efforts to improve resource allocation and lecturer support. Further research is recommended to investigate other variables affecting students’ learning attitudes in higher education contexts.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search