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All Journal Income: Innovation Of Economics And Management Jurnal Terapan Pendidikan Dasar dan Menengah Educalingua Journal Eduvis : Jurnal Manajemen Pendidikan Islam
Adeseko Sunday Olaifa
Al-Hikmah University Ilorin
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
School Grouping and Students' Goal Achievement in Universities in Kwara State, Nigeria Adeseko Sunday Olaifa; Meimuna Mohammed; Monsurat Iyabo Alao; , Hafiz Babajide Ibrahim; Oba Baba Ayoku
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3265

Abstract

School group dynamics are critical factors influencing students' educational experiences and outcomes. This study investigated the relationship between school group dynamics and students' goal achievement in Universities in Kwara State, Nigeria. The study was guided by two research questions and five research hypotheses. The descriptive survey of the correlational type was adopted for the study. The population of this study comprised 77,984 undergraduates. A sample of 385 undergraduates was selected using purposive and simple random sampling techniques. A researcher-designed instrument titled School Group Dynamic and Students' Goal Achievement Questionnaire (SGDSGAQ) was utilised for data collection. A reliability test was conducted, yielding coefficient values of 0.89. Mean ratings were used to answer the research questions, while Pearson product-moment correlation statistic was employed to test the hypotheses at a 0.05 significance level. The findings of this study showed that school groups in Kwara State Universities are highly available, including social groups, academic groups, political groups, and cultural groups. Similarly, the study showed that students’ achievement goals in universities at Kwara State are high. The study also revealed a significant relationship between school group dynamics and students' goal achievement in Universities in Kwara State. It was recommended that universities enhance the organisation and visibility of these groups by establishing a formal framework for group registration, participation, and leadership. Universities should encourage multidisciplinary collaborations across different types of groups (social, educational, political, and cultural).
School Work Environment and Teachers' Job Satisfaction in Private Senior Secondary Schools, Kwara State, Nigeria Adeseko Sunday Olaifa; Folake Sherifat Halim; Ebunlomo Oreoluwa Olaifa; Muritala Adaramaja Sheu; Godwin Oluwaseyi Are
Jurnal Terapan Pendidikan Dasar dan Menengah Vol 6 No 2 (2026): Volume 6, Nomor 2, Juni 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jtpdm.v6i2.2766

Abstract

This study examined the relationship between the school work environment and teachers' job satisfaction in private senior secondary schools in Kwara State, Nigeria. The main purpose was to identify the available school work environments and assess their influence on teachers' job satisfaction, with specific objectives exploring dimensions such as physical environment, administrative support, workload management, collegial relationships, and workplace policies. A descriptive survey research design of the correlational type was adopted. The population comprised all teachers and principals in private senior secondary schools across Kwara State, Nigeria. A multi-stage sampling technique was employed, involving purposive selection of local government areas, and proportional selection of 319 teachers and principals. Data were collected using a self-designed questionnaire titled the School Work Environment and Teachers' Job Satisfaction Questionnaire (SWETJSQ), which was validated by experts and tested for reliability in a pilot study, yielding a Cronbach's Alpha coefficient of 0.73. Descriptive statistics (mean, standard deviation) answered research questions, while Pearson Product-Moment Correlation (PPMC) tested hypotheses at the 0.05 significance level. Findings indicated that school work environments were adequately available, teacher job satisfaction was high, and significant positive relationships existed between all environmental dimensions and job satisfaction components (salary, health, welfare, and promotion). Recommendations include improving infrastructure, administrative support, workload balance, collegial collaboration, and fair policies to enhance teacher retention and performance.
Co-Authors , Hafiz Babajide Ibrahim Afeez Adesina Shittu Balikis Abdulsalam Ebunlomo Oreoluwa Olaifa Folake Sherifat Halim Godwin Oluwaseyi Are Kristian Wijaya Meimuna Mohammed Monsurat Iyabo Alao Moses Adeleke Adeoye Muritala Adaramaja Sheu Oba Baba Ayoku Rasheedat Modupe Oladimeji