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All Journal Income: Innovation Of Economics And Management Educalingua Journal
Adeseko Sunday Olaifa
Al-Hikmah University Ilorin
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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The Meritorious Learning Rewards Promoted by Chat GPT in Academic Writing Classroom Contexts Kristian Wijaya; Adeseko Sunday Olaifa; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.581

Abstract

One of the most conspicuous and serious hindrances oftentimes confronted in these presently-situated academic writing learning dynamics is the constant presence of an emotionally-exhausting and anxiety-inducing learning environment in which EFL learners experience the absence of writing enjoyment. To better lessen this debilitating hurdle, second language educators are highly recommended to start activating the proper usage of artificial intelligence platforms in their regular academic writing learning enterprises. By carrying out this initiative, EFL learners will be mentally constructed upon facing the possible occurrence of taxing academic writing learning obstructions. This small-scale library investigation was initiated by the researcher to profoundly explore the potential meritorious learning rewards promoted by ChatGPT in modern academic writing classroom contexts. To achieve this major study objective, the researcher made use of a thematic analysis approach in analyzing the identical research results yielded by 20 previously-published ChatGPT scientific journals. The main purpose of embedding this research methodology is to ascertain the relevancy, applicability, and robustness of impendent research outcomes. Two major reasons underlined worldwide second language educationalists to internalize the ChatGPT tool at the onset of variegated academic writing classroom settings namely the significant reduction of writing errors and the realization of proficient academic writers.  
Principals’ Time Tabling Practices and School Effectiveness in Ilorin Metropolis Secondary Schools, Kwara State Adeseko Sunday Olaifa; Balikis Abdulsalam; Rasheedat Modupe Oladimeji; Ebunlomo Oreoluwa Olaifa; Afeez Adesina Shittu
INCOME: Innovation of Economics and Management Vol. 4 No. 3 (2025): February
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/income.v4i3.5618

Abstract

This study examined the correlation between principals' time-tabling practices and private secondary school effectiveness in Kwara State, Nigeria. Time-tabling practices, encompassing planning, allocation, implementation, and evaluation, are pivotal to optimizing school operations and achieving academic excellence. The study adopted a descriptive correlational research design, involving 276 teachers selected through multistage sampling from private secondary schools across Kwara State. Data were collected using a validated questionnaire, Principals’ Time-Tabling Practices and School Effectiveness Questionnaire (PTTPSEQ) and analyzed using Pearson’s Product-Moment Correlation at a 0.05 level of significance. Findings revealed that time-tabling planning and allocation practices were highly utilized by principals with implementation and evaluation practices moderately adopted. The level of school effectiveness in the sampled schools was found to be high, evidenced by strong academic outcomes, student engagement and positive teaching quality. However, areas such as resource allocation, infrastructure and extracurricular engagement showed room for improvement. Significant positive relationships were identified between time-tabling practices and school effectiveness, with planning practices exhibiting the strongest correlation (r = 0.779, p < 0.05). Allocation and implementation practices also significantly influenced school effectiveness (r = 0.539 and r = 0.276). These results underscore the critical role of well-structured time-tabling practices in enhancing school performance. The study recommends capacity-building programs for school administrators to optimize time-tabling processes and the integration of technology to streamline planning and scheduling. Continuous evaluation and stakeholder engagement in time-tabling decisions are also encouraged to ensure adaptability to evolving educational needs.
Co-Authors Afeez Adesina Shittu Balikis Abdulsalam Ebunlomo Oreoluwa Olaifa Kristian Wijaya Moses Adeleke Adeoye Rasheedat Modupe Oladimeji