Tag Archives: Ekiti State

Patterns and Prevalence of Gambling Behaviour among Youths in South-West Nigeria: A Case Study of Youths in Oyo and Ekiti State (Published)

Gambling has become an activity that most Nigerian youths and adolescents engaged in, with accessibility due to available internet. This study, therefore, aimed to investigate the patterns and prevalence of gambling behavior among youths in the South-West Nigeria. 320 participants were involved in the study. Four hypotheses were tested and result shows that there is a significant difference in the gambling behaviour of youth in Oyo and Ekiti State, Nigeria based on age (F(2,294) = 2.793, P(.009)<.05).also the research showed that there is a significant relationship between financial strain and gambling behaviour (r(297) = .561p<.05). Also, there is a significant relationship between personality and gambling. (r(297) = .275 p<.05). Furthermore, it was revealed that there is a relationship between depression and gambling behaviour. (r(297) = .321 p<.05). Findings were discussed in line with extant literature and recommendations were made.

Keywords: Behavior, Ekiti State, Gambling, Nigeria, Patterns, Youths

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables

RELATIONSHIP BETWEEN ORGANIZATIONAL BASED SELF-ESTEEM AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR AMONG SELECTED SECONDARY SCHOOL TEACHERS IN ADO EKITI, NIGERIA. (Published)

The study was carried out to investigate the relationship between organizational Based Self-Esteem (OBSE) and Organizational Citizenship Behavior (OCB) among selected secondary school teachers in Ado-Ekiti, Nigeria. A sample of 150 participants, 67 males and 83 females, who were selected using the random sampling technique from the population of 3 selected private secondary teachers in Ado-Ekiti participated in the study. A questionnaire comprising of the 10-items Organizational Based Self-Esteem measure developed by Pierce et. al (1989) and the 20 items Organizational Citizenship Behaviour Scale extracted by Belogolovsky and Somech (2010) from the original 24 items scale developed by Somech and Zahavy (2000) was used to gather data. It was hypothesized that: (a) there will be a significant relationship between OBSE and OCB among secondary school teachers, (b) there will be a significant effect of gender on levels of OBSE and OCB, (c) there will be significant effect of marital status on levels of OBSE and OCB, and (d) there will be a significant interaction effect of gender, age and marital status on OBSE and OCB. The result showed a positive relationship between OBSE and OCB while there is no significant effect of gender on levels of OBSE but on levels of OCB. There is a significant effect of age on levels of OBSE and OCB. Also, there is no significant interaction effect of marital status, gender and age on OBSE and OCB. Results were discussed in line with previous literature and it was recommended that teachers should be encouraged to develop a personal self-worth and identification with the teaching profession by according them respect and recognition; as it will automatically help them to provide quality services to the student, school and fellow colleagues.

Keywords: Ekiti State, Nigeria, Organizational Based Self-Esteem, Organizational Citizenship Behavior, Teachers