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All Journal Universal Education Journal of Teaching and Learning
Ikechukwu Giveson Okafor
Department of Social Science Education, University of Nigeria, Nsukka
Education Other

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Influence of Environmental Shocks and Child Labour on Upper Basic Education Students’ Learning Outcomes: Evidence from South-East, Nigeria Emmanuel Chukwuma Eze; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.118

Abstract

This study investigated the influence of environmental shocks and child labour on upper basic education students’ learning outcomes in South-East Nigeria. The design for the study is an ex post facto design. The study sampled 571 upper basic education students. An environmental screening survey and a child time use survey were used to obtain data for this study. Students’ academic records and demographic information were obtained from the school authorities. Frequencies and mean statistics were used to analyze data collected, while ANCOVA was used to test the null hypotheses at a 0.05 level of significance. It was discovered that environmental shock and child labour significantly influence students' learning outcomes. The study's results highlight the need for policymakers and stakeholders to address the issues of environmental shock and child labour to improve the learning outcomes of students in South-East Nigeria.
Capacity Building Needs for Social ICT Skills Among Primary School Teachers in Enugu State Emmanuel Chukwuma Eze; Lilian Chidimma Ngwu; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.193

Abstract

This study examined the Social ICT capacity building needs of primary school teachers for effective technology integration to enhance teaching and learning in public primary schools in Enugu State. Two research questions and three null hypotheses guided the study. The study employed a descriptive survey research design. The population of the study comprises all 10,415 primary schools in Enugu State. The sample size of the study was 500. The instrument used for data collection was a structured questionnaire developed by the researcher, titled the Capacity Building Needs Questionnaire (CBNQ). This instrument was face validated by three experts from the University XXX. The reliability of internal consistency of the instrument was ascertained using Cronbach's alpha, which had an overall reliability index of 0.798. The data collected from 496 retrieved questionnaires for the study were analyzed using mean and standard deviation, while t-test and ANOVA were used to test the null hypotheses at a 0.05 level of significance. The study found that teachers in public primary schools in Enugu State require social ICT skills such as promoting responsibility and online safety, managing collaborative projects, among others. The study found that teachers do not possess social ICT skills to manage collaborative projects effectively, promote responsible technology use or support collaborative learning using smart boards. Hypothesis testing indicated that teachers’ years of teaching experience, school location, and gender all significantly influenced the social ICT skills they possessed. Finally, teachers’ years of experience, school location, and gender significantly influenced social ICT skills. Based on the findings, the study, among others, recommended that the Ministry of Education should organize regular, needs-based ICT training programs for public primary school teachers.
Prevailing Economic Conditions and Lecturers’ Productivity, Job Satisfaction, and Job Performance in Nigeria Emmanuel Chukwuma Eze; Ikechukwu Giveson Okafor
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.120

Abstract

This study examined how prevailing economic conditions relate to productivity, job satisfaction, and job performance of lecturers in public tertiary institutions in Imo State, Nigeria. A correlational survey research design was adopted. Three research questions and three hypotheses guided the study. The population comprised 160 Economics educators from six public tertiary institutions. Four instruments were used to collect data for this study: the Prevailing Economic Condition Questionnaire, Lecturers' Productivity Questionnaire, Job Satisfaction Questionnaire, and Job Performance Questionnaire. Pearson correlation coefficient analyzed relationships, while p-values tested significance. Results revealed that economic conditions had a strongly significant negative relationship with lecturers' productivity (r = -0.75, p < 0.05). Economic conditions showed an insignificant negative weak relationship with job satisfaction (r = -0.10, p > 0.05) and a significant negative moderate relationship with job performance (r = -0.62, p < 0.05). Findings indicate that poor economic conditions significantly impair teaching effectiveness, research output, and instructional delivery. The study links productivity and performance to teaching quality outcomes, addressing implications for curriculum delivery and student learning.
Influence of Parental Education Level and Involvement on Students’ Academic Achievement in Nsukka Local Government Area, Enugu State, Nigeria Ikechukwu Giveson Okafor; Maureen Ugonne Eze; Ernest Ihediwa
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.122

Abstract

This paper investigated the influence of parental educational level and parental involvement in the child’s education on students’ academic achievement in the Nsukka Local Government Area (LGA) of Enugu State in South-East Nigeria. Two research questions and two hypotheses were formulated for the study. The study adopted a descriptive design. The sample size comprised 384 grade 9 (JSS3) students in junior secondary schools in Southeast Nigeria. The instruments for data collection were a questionnaire on parental involvement in students’ education and a test instrument covering English Language, Mathematics, and Civic Education components. The data collected for the study were analysed using mean, standard deviation, and t-test. Findings revealed that parental education level significantly influenced students’ academic achievement; students whose parents have lower levels of education performed better than their counterparts in the achievement test. On the other hand, students whose parents were more involved in their education scored higher than those whose parents were less involved, although the mean difference was not statistically significant. The study concluded with a recommendation that schools should encourage parents to be actively involved in their children’s education, such as volunteering in the classroom or attending parent-teacher conferences, as well as home tutoring.
Co-Authors Emmanuel Chukwuma Eze Ernest Ihediwa Lilian Chidimma Ngwu Maureen Ugonne Eze