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All Journal EDUMALSYS Journal of Research in Education Management ALSYSTECH Journal of Education Technology
Ayang, Ethelbert E.
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Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Materials Science & Nanotechnology Social Sciences

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Vertical Up-Scaling and Academic Job Performance in Tertiary Institutions in Calabar Education Zone of Cross River State Ayang, Ethelbert E.
ALSYSTECH Journal of Education Technology Vol 3 No 3 (2025): ALSYSTECH Journal of Education Technology
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsystech.v3i3.6220

Abstract

This study investigated the relationship between vertical up-scaling and lecturers’ academic job performance in tertiary institutions within the Calabar Education Zone of Cross River State. Guided by two research questions and two null hypotheses, the study adopted a descriptive survey design and utilized a stratified random sampling technique to select 369 lecturers as respondents. Data were collected using the Questionnaire for Vertical Up-scaling on Academic Job Performance in Tertiary Institutions (QVUSAJP). Responses were analyzed using mean and standard deviation for research questions, while simple linear regression was employed to test the hypotheses at the 0.05 significance level. The findings revealed that professional development opportunities accounted for 33.8% of the variance in academic job performance and had a statistically significant positive influence. Similarly, enhancing research capacities explained 34.8% of the variance and also demonstrated a significant effect on lecturers’ academic job performance. Based on these findings, it was recommended that institutions promote regular workshops, training sessions, and mentorship programs to enhance pedagogical competencies. Furthermore, lecturers should be encouraged to participate in national and international conferences to remain current with global educational and research developments. Future research should extend this study to other regions and explore alternative data collection instruments to enrich understanding of the impact of vertical up-scaling on academic performance.
Self-Efficacy and Test Anxiety as Predictors of Achievement in Uni-Dimensional Mathematics Objectives Test: A Study of Secondary School Students in Calabar, Nigeria Ayang, Ethelbert E.; Ngwu, Ukam Ivi
EDUMALSYS Journal of Research in Education Management Vol 3 No 2 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i2.6114

Abstract

This study examined the influence of self-efficacy and test anxiety on mathematics achievement among Senior Secondary School One (SSSI) students in Calabar Metropolis, Cross River State, Nigeria. An ex post facto research design was adopted, involving a sample of 309 students selected through stratified random sampling. Data were collected using a structured questionnaire and a standardized Uni-Dimensional Mathematics Objectives Test. Two hypotheses were tested using the One-Way ANOVA statistical technique. Results indicated that self-efficacy had a significant positive impact on students’ achievement in mathematics, while test anxiety was found to significantly impair mathematical performance. The findings underscore the importance of psychological factors in academic success and highlight the need for interventions at both the instructional and institutional levels. The study recommends that educators implement teaching strategies that bolster students’ self-efficacy while minimizing test anxiety. Furthermore, schools are advised to introduce structured programs targeting anxiety reduction, such as relaxation techniques, mindfulness practices, and effective test-taking strategies. These measures are essential for enhancing mathematics achievement and overall academic outcomes in senior secondary education.
Co-Authors Ngwu, Ukam Ivi