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All Journal ProGCouns: Journal of Professionals in Guidance and Counseling ASEAN Journal of Educational Research and Technology
Suleiman, Abdullahi
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Education Social Sciences Other

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Self-Concept as Predictors of Internet Addiction Among Undergraduate Students of Kwara State University, Nigeria Hassan, Abdulhafis Adeyinka; Abdulkareem, Habibat Bolanle; Suleiman, Abdullahi
ASEAN Journal of Educational Research and Technology Vol 3, No 1 (2024): AJERT: VOLUME 3, ISSUE 1, March 2024
Publisher : Bumi Publikasi Nusantara

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Abstract

This study investigated self-concept as a predictor of internet addiction among Undergraduates at Kwara State University Malete. The objectives of the study were to examine the relationship between self-concept and internet addiction, gender, and the joint relationship among undergraduate students of Kwara State University, Malete. Four hundred University Undergraduates were selected through convenient sampling techniques which were used in sampling participants from their various departments within the school. Pearson Product Moment Correlation and Multiple Regression analysis were used to analyze the data collected. Results revealed that there is a significant relationship between self-concept and internet addiction (r = 0.097 p <0.05), there is no significant relationship between gender and internet addiction (r = 0.041 p <0.05), there is a joint relative relationship between self-concept, gender and internet addiction (F2, = 1.92, p <0.05) predict internet addiction (t = 0.639 p < 0.05) and self-concept statistically predict internet addiction (t =1.656 p<0.05). The study recommends among others that school counsellors and policymakers should organize seminars, workshops, and conferences to sensitize the students to the need to have realistic and objective self-assessment and Self-concept.
Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria Suleiman, Abdullahi; Abdulkareem, Habibat Bolanle
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 4 No. 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v4i1.55757

Abstract

Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils' academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils' academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils' numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils' performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils' performance in numeracy. Gender and school type did not significantly affect pupils' academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.
Co-Authors ABDULKAREEM, Habibat Bolanle Hassan, Abdulhafis Adeyinka