Journal Plus Education

IMPLEMENTATION OF MODERN MANAGERIAL STRATEGIES IN ROMANIAN PRE-UNIVERSITY EDUCATION

Amalia VELICU — 2024-11-21

This article explores the transition towards modern
managerial strategies within the pre-university education system
in Romania, illustrating how this evolution responds to the
dynamics of contemporary social changes. At the center of the
discussion is the implementation of the concept of "new
management" in education, an emerging paradigm that
distances itself from traditional hierarchical approaches,
moving towards a more fluid, adaptable and participative
organizational framework. The article analyzes the key features
of this new management model, such as distributed leadership,
decentralization of decision-making and the emphasis on the
development of key skills, as well as the benefits it brings to the
current educational context. In addition, the study examines the
role of institutional actors in this transition, from the Ministry of
Education to individual educational units, highlighting how each
contributes to the implementation and adaptation of these
strategies. Particular attention is paid to the specific tools used
to increase organizational performance, including the
Institutional Development Plan (IDP), the School Action Plan
(SAP) and the Management Plan.

ROLES OF BUSINESS SUBJECT TEACHERS IN PROMOTING ENTREPRENEURIAL SKILLS AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

Gabriel Chidiebere ALONTA — 2024-11-21

This study investigated the Role of Business Subject Teachers
in Promoting Entrepreneurial Skills among Secondary School
Students in Awka South L.G.A of Anambra State. A descriptive
research design was adopted, with a population comprising 80
Business Subject Teachers from 19 public secondary schools in
Awka South Local Government Area. A sample of 67 respondents
was selected using simple random sampling. Data were collected
using a 16-item structured questionnaire titled “Role of Business
Subject Teachers in Promoting Entrepreneurial Skills among
Secondary School Students Questionnaire (RBSTPESSSSQ)”
and analyzed using mean scores. The findings revealed that
business subject teachers can enhance students’ knowledge of
effective technical writing techniques and identify necessary
technological software to meet new business trends.
Additionally, business subject teachers assist students in
developing interpersonal skills and financial literacy to avoid
impulse buying. The study recommends adequate funding of
business studies subjects by stakeholders at all levels and
emphasizes the importance of procurement of requisite teaching
materials.

SCHOOL TYPE AND SCHOOL LOCATION AS PREDICTORS OF STUDENTS’ LEARNING OUTCOMES IN SOUTHWESTERN NIGERIA SECONDARY SCHOOLS

Margaret Funke FAREMI — 2024-11-21

This study investigated the effect of school types and locations
on students’ learning outcomes in southwest Nigerian secondary
schools. The study was a descriptive research of the survey type.
The sample for this study was 1650 respondents comprising of
150 Principals and 1500 students from 150 secondary schools
selected for the study. Two sets of instruments were used to
collect relevant data from the subjects. The first instrument was
tagged “Questionnaire on School Plants (QSP) while the second
instrument was tagged Affective and Psychomotor Domain
Questionnaire (APDQ). The reliability coefficient for each
section was as follows: section C (0.85), section D (0.82), section
E (0.72), section F (0.85), section G (0.74) and section H (0.87)
for School plants instrument. The Affective and Psychomotor
Domain instrument had a reliability coefficient of 0.77. Data
collected were analyzed using percentage score, multiple
regression, step-wise regression, F-ratio Pearson Product
Moment Correlation and t-test statistics. All the hypotheses
generated were tested at 0.05 level of significance.
The study revealed that there was no significant difference
between rural and urban areas and students’ learning outcomes
(with t-cal 0.2, P>0.05). There was significant difference in
students learning outcomes between private and public schools
(with t-cal 2.11, P<0.05).
Governments should continue to lay more emphasis on some
private and public- school partnership in order to improve the
students’ learning outcomes.

THE DYNAMICS OF EMOTIONAL DEVELOPMENT AT PRESCHOOL CHILDREN

Valentina PASCARI — 2024-11-21

The article "The Dynamics of Emotional Development at
Preschool Children" presents, selectively, various scientific
approaches related to the concept of "emotions" in general and,
specifically, during the preschool period. It reviews some
contemporary debates concerning the content characteristics of
emotional development dynamics and the functional nature of
emotions in preschool children. Exploring scientific approaches
to the concept of "emotions" in psychopedagogy, in search of its
practical essence, generates a perspective that encompasses as
much of the relevant field as possible and determines the basis
for emotional development in children. As a result, criteria for
evaluating emotions were identified and examined: perception,
understanding, recognition of emotional states, and social
emotions. Analyzing the issue at hand is not intended to be
polemical but aims to demonstrate why it is necessary to revisit
this topic, which is not actually new.

EXPLORING CLIMATE CHANGE IMPACT ON TEACHERS’ EFFICIENCY AND STUDENTS’ LEARNING OPTIMISATION IN LAGOS NIGERIA

Peter Sanjo ADEWALE — 2024-11-21

Amidst the myriad challenges that threaten Nigeria’s
educational system is the declining learning outcomes of students
across schools in Nigeria. Identifying and mitigating the
challenges and deploying global innovative best practices into
Nigeria's educational system may provide the needed solution.
Therefore, the impact of climate change (CC) on teachers’
efficiency, educational resources and students’ learning
optimization in Lagos State was examined. A mixed research
method, involving quantitative and qualitative methods, was
adopted for the study. CC learning optimizations (CCLO)
questionnaire was used as an instrument for data collection.
Random sampling technique was used to select 480 respondents
for the study. Frequency counts with percentages and a t-test statistical analysis were used to analyses the data. Result showed
that CC effects like heat waves, high rainfall and flooding can
threaten teachers’ classroom efficiency, and learning resources
and thus negatively influence students' learning outcomes.
Excessive heat due to global warming could affect students’
comprehension and retention. Extreme temperature and rainfall
experienced in early school year can cause few years of
schooling later in life. There was no significant difference in
perception of impact of CC on student learning optimization
based on gender (t-test). It was concluded that CC affects
teachers' efficiency, learning resources, and students’ learning
optimization. Addressing the problem of CC can support
teachers’ efficiency and improve students’ learning outcomes.

SPECIAL EDUCATORS ALS BRICOLEUR

Mihaela GRASU — 2024-11-21

The purpose of this article is to investigate how special
educators adapt to the diverse issue of children with disabilities.
The concept of bricolage has been used to explain the ways in
which teachers provide individualized support to these children
with special needs. Using the key elements of bricolage: action,
using available resources, combining resources, we have
described the professional practices of special educators. Data
for analysis come from semi-structured interviews with 16
teachers from the special school.

DEVELOPING SOFTWARE-BASED STATISTICAL MODELS FOR EDUCATIONAL INCENTIVES IN MIDDLE SCHOOL CLASSROOMS

Kelly DREGER — 2024-11-21

There is a need for more statistical, computerized
representations in studies via fixed effects and mixed effects
models. This article gives meta-analytic examples of (a)
adequate literary, statistical, and conceptual coverage of token
reinforcement as defined within educational interventions and
(b) practical mixed-effects modeling that is relevant for
determining how treatment effect size fits with other
characteristics in literature on incentives. The findings from the
meta-analytic modeling indicate that sample size, grouping
options, timing, study type, and treatment effect size variation
have significant influences on the practical significance
(effectiveness) of incentives with middle school students.
Accounting for these variables helps stakeholders in education
develop supports that offer more standardization, versatility, and
appeal to students as a whole. A variety of treatment effects for
reinforcers may exist, but the overall effect of reinforcement can
be positive. This article is recommended for those interested in
developing better instructional practices for students, regardless
of academic abilities.

IDENTIFYING SPATIAL, FUNCTIONAL AND TECHNOLOGICAL MODIFICATIONS AND GUIDELINES TO COPE WITH EDUCATIONAL CHANGE AND CONTEMPORARY CHALLENGES

Mutahir Oluwafemi Mukhtar ABANIKANNDA — 2024-11-21

The study identified spatial, functional, and technological
modifications and guidelines to cope with educational change
and contemporary challenges. The study adopted survey
research design in which (600) secondary school teachers were
purposively selected from thirty (30) secondary schools in southwest,
Nigeria. The instrument for data collection was a selfdeveloped
questionnaire divided into four sections with 28 items
based on the research topic. Four research questions were raised
and two hypotheses were generated and answered. The study
revealed that majority of the respondents agreed that learning
spaces influence teaching and learning process in the
educational change of twenty-first century. The study also
revealed that majority of the respondents agreed that technology
modification of twenty-first century influence change and
continuity in educational planning, The study further showed
that the issues and challenges to effective implementation of
educational planning in educational changes of twenty-first
century includes, blindness to the existing educational culture
and teaching learning conditions, insufficient understanding of
what change is like, lack of adequate planning skills,
misappropriation of development funds, lack of in-service
training on educational manager and failure to involve the key
stakeholders among others. The result also indicated that there
is strong significant influence of learning spaces on teaching and
learning process in the educational change of twenty-first
century and there is a significant influence of technology
modification of twenty-first century on change and continuity in
educational planning. Based on these findings, the following
recommendation among others was made: effective and efficient
educational planning should be built on sound decision in order
to strengthen educational change of twenty-first century.

DEVELOPING THE CREATIVE POTENTIAL OF YOUNG SCHOOLCHILDREN

Carmen Maria CHISIU — 2024-11-21

At early school age, school work should fully demand the
student's creative forces. Once they enter school, children are
trained in an intellectual activity, largely unknown to them. In
such situations, life experience and previously acquired
knowledge prove to be insufficient for obtaining a positive result
and children have the opportunity to activate and capitalize on
their creative potential. It is about one of the sensitive periods in
the child's life, when certain mental qualities, with minimal
effort, can be exploited with maximum efficiency and oriented
towards the development of creativity. Developing children's
creativity should be a permanent concern for teachers. to
respond to these needs, a creative, ingenious, imaginative, welltrained
teacher is needed who is always discovering new
strategies that go beyond templates and contribute to the
development of creativity. Thus, the child challenged to create
will become the man capable of finding solutions and adapting
in a society in permanent change. The presented research aims
to bring attention to the need for school intervention for the
development of creativity, methods of intervention and the results
obtained within an experiment oriented towards this goal: the
development of creative potential in young schoolchildren.

STUDENTS' PERCEPTION OF DIDACTIC FEEDBACK IN UNIVERSITY EDUCATION

Ramona Iulia HERMAN — 2024-11-21

This article is based on the study of students and master's
students’ perception of didactic feedback in university education.
Effective feedback is designed to determine the level of
understanding and development of a learner's skills, as well as
to plan the next steps in order to achieve learning intentions or
objectives. In order to identify the way in which the students and
master's students perceive the feedback provided by the teaching
staff in university courses and seminars, we applied an online
questionnaire to a number of 160 subjects. The answers received
to the 10 questions of the questionnaire were statistically
processed and presented in the paper, in order to provide an
overview of the following aspects of the didactic feedback: the
degree of satisfaction of students, on the way in which the
teaching staff provides feedback in the courses and university
seminars; the extent to which students and master's students are
encouraged by the teaching staff to provide feedback during
courses and seminars; the advantages and disadvantages of
giving and receiving didactic feedback on those who learn; the
way in which students and master's students would prefer
feedback to be provided by teaching staff; the perceived
influence of didactic feedback on the motivation for learning; the
extent to which teachers' feedback influences the academic
performance of students and master's students; the feedback
collection methods frequently used by teachers; the type of
didactic feedback preferred by students and master's students;
proposing ways to provide feedback, which will make students
and master's students more motivated to learn.

PRE-SERVICE TEACHERS’ AWARENESS OF INNOVATIVE TOOLS IN CHEMISTRY TEACHING

Yusuf NUSIRAT — 2024-11-21

The best way to pave way for usage of effective tools for
teaching of chemistry called for awareness of the tools by the
prospective users which are the pre-service teachers. This study
was carried out to investigate pre-service chemistry teachers’
awareness of innovative tools in teaching chemistry. One
hundred and eighty-two pre-service chemistry teachers from
both university and colleges of education were involved in the
study. The sample size which was randomly selected consisted of
82 male and 100 female. A researcher designed questionnaire
known as Pre-service Teachers Awareness of Innovative Tools
in Chemistry Questionnaire tagged PTAITCQ was the
instrument used to collect data for the study. Two experts in the
field of Chemistry Education carried out the face and content
validity of the instrument while the reliability of the instrument
was determined using Cronbach alpha in which reliability
coefficient of 0.75 was arrived at. The data analysis was carried
out with mean and standard deviation while the four null
hypotheses formulated were tested using t-test at 0.05 level of
significance. Findings revealed that pre-service chemistry
teachers were aware of four out of the 10 innovative tools. The
respondents have positive views about the roles of innovative
tools. It was also reported that gender influenced the
respondents’ awareness of innovative tools for teaching
chemistry while pre-service institution of learning did not. It is
therefore recommended that there is the need for creation of
awareness of all the necessary innovative tools used in teaching
of chemistry.

ASPECTS OF FORMATIVE ASSESSMENT IN ACADEMIC EDUCATION

Maria Iulia FELEA — 2024-11-21

The main objective of this article will lead us to a descriptive
approach to formative assessment, along with a number of
essential characteristics of this concept.Formative assessment is
a continuously evolving process. This is an important concept in
the field of education and focuses on the ongoing assessment and
feedback during the learning process, in order to improve
students' performance and comprehension. The basic idea is that
assessment should not be just a moment when grades are given,
but should be an integral part of the learning process.

VIEWS OF UNDERGRADUATES ON THE INFLUENCE OF FARM PRACTICAL TRAINING IN MOTIVATING AGRICULTURAL STUDENTS FOR ENGAGEMENT IN AGRICULTURAL OCCUPATIONS IN NIGERIA

Adesanya OLORUNLEKE — 2024-11-21

The need to equip agricultural graduates with skills that
could help them effectively engage in productive agricultural
practices led to the introduction of Farm Practical Training into
the curriculum of the University's Bachelor of Agriculture
program the realization of which seemed uncertain. Thus, this
study investigated the views of undergraduates on the influence
of farm practical training in motivating agricultural students to
engage in agricultural occupations in Nigeria Three research
questions and one null hypothesis guided the study. The study
was survey research on 500 level Bachelor of Agriculture
undergraduates of Ladoke Akintola University of Technology,
Ogbomosho, and University of Ilorin, Ilorin, Nigeria. Two
hundred and thirty-three undergraduates were randomly
selected for the study. Data was collected through a structured
questionnaire. Mean and frequency were used to answer the
research questions while one null hypothesis was tested with a ttest
at 0.05 level of significance. Findings from the study showed
that undergraduates have positive views about farm practical
training and the knowledge acquired during the program could
stimulate them into agricultural occupations. Also, no significant
difference in the influence of farm practical training in
motivating male and female undergraduates to engage in
agricultural occupations. It was recommended that the farm
practical training programme should be intensified and taken
with utmost seriousness by the instructors and undergraduates,
various farm operations and activities should be encouraged and
job-oriented, adequate infrastructural facilities should be
provided and farm practical training programme activities
should not be gender biased.

PERSONALITY TRAITS AND JOB SATISFACTION AMONG TEACHING STAFF

Tiberiu DUGHI — 2024-11-21

This article explores the transition towards modern
managerial strategies within the pre-university education system
in Romania, illustrating how this evolution responds to the
dynamics of contemporary social changes. At the centre of the
discussion is the implementation of the concept of "new
management" in education, an emerging paradigm that
distances itself from traditional hierarchical approaches,
moving towards a more fluid, adaptable and participative
organizational framework. The article analyses the key features
of this new management model, such as distributed leadership,
decentralization of decision-making and the emphasis on the
development of key skills, as well as the benefits it brings to the
current educational context. In addition, the study examines the
role of institutional actors in this transition, from the Ministry of
Education to individual educational units, highlighting how each
contributes to the implementation and adaptation of these
strategies. Particular attention is paid to the specific tools used
to increase organizational performance, including the
Institutional Development Plan (IDP), the School Action Plan
(SAP) and the Management Plan.

IMPACT OF CONTINUOUS ASSESSMENT ON PRIMARY EDUCATION STUDENTS’ ATTITUDE TOWARDS LEARNING IN TERTIARY INSTITUTIONS IN ANAMBRA STATE

Ifeoma CHINYERE UMEJI — 2024-11-21

This study investigated the influence of continuous
assessment (CA) on primary education students' attitudes
towards learning in tertiary institutions in Anambra state. The
study assessed various factors such as CA practices, resource
availability, and student-lecturer ratios. The study employed a
descriptive research design. A questionnaire with 40 items,
validated by experts, was used. Distribution of the questionnaire
was facilitated through virtual platforms namely Google online
survey system, shared across WhatsApp, Instagram, Facebook
groups, and other social media channels. A total of 63 correctly
filled questionnaires were received, extracted from the Google
platform, and transferred to Microsoft Excel for coding.
Subsequently, the coded variables and data were analyzed using
SPSS software, employing mean and standard deviation
calculations. Findings reveal that CA positively impacts
students' attitudes by providing regular feedback, promoting
self-awareness, and reducing test anxiety. However, challenges
such as resource scarcity, time constraints, and high studentlecturer
ratios hinder effective CA implementation. The study
emphasizes the importance of collaborative efforts from
educational stakeholders to address these challenges and
enhance the positive impact of CA on student learning
experiences. Further research is recommended to explore
additional factors influencing students' attitudes towards
learning in tertiary institutions.

EXPLORING STUDENTS’ VIEWS ON DETERMINANTS OF ACADEMIC SUCCESS OF E-LEARNERS IN A NIGERIAN UNIVERSITY

Olukayode Solomon ABODERIN — 2024-11-21

The Nigerian educational system is today beset by numerous
problems. None of these is more genuine and tenacious than
students’ poor academic performance across all educational
levels. This is one of the greatest drawbacks to educational
advancement. The purpose of this paper was to explore students’
views on factors influencing academic performance of elearners.
The population consisted of all students from second
year to fourth year of the National Open University, South West
geo-political zone. The respondents were asked to express their
views on factors perceived to influence their academic
performance. The study employed a qualitative study design as
a means of carrying out the research. The sample of the study
was made up of 48 respondents from the University which were
selected using purposive sampling technique. Data were
collected through focus group interviews, the interviews were
audiotaped and transcribed, and data was analyzed through
thematic analysis. The results of this study revealed factors such
as computer reliance and knowledge, benefit of Internet, prior
ICT experience, collaborative learning, parent influence – ICT
literacy, self-efficacy and motivation and progressive use of
computer and benefits as factors perceived by the students to
influence their academic performance. Based on the findings of
this study, it was recommended that distance e-learners should
be encouraged to register for ICT training before being admitted
into higher institutions. It was also recommended that the
management of the university should give open access to the
Internet and e-mail in the university by establishing ICT learning
resource centres that give room for students to access relevant
software, applications and technology of any form.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-EFFICACY OF TRAINEE SCIENCE TEACHERS IN COLLEGES OF EDUCATION IN ILORIN, NIGERIA

Imam BASHIRAT — 2024-11-21

One of the key elements influencing the adoption of
technology in science teaching and learning is the
efficacy of teachers in using technological pedagogical
content expertise. This study examines trainee science
teachers enrolled in three Ilorin colleges of education
and their efficacy in using technological pedagogical
content expertise. The study specifically focused on
colleges of education that were owned by the federal,
state, and private sectors. This study took into account
variables including gender, year of study, specialization,
and type of school. The study used descriptive survey
research method. A multistage sampling approach was
employed to choose 221 science pre-service teachers
from selected schools. The research instrument used to
elicit responses in this study was an adapted TPACK selfefficacy
questionnaire. The questionnaire was validated,
and an internal consistency reliability test was carried
out to determine its reliability. Cronbach’s alpha
statistics was used to determine the reliability coefficient,
and a value of 0.94 was obtained. Hence, the instrument
was considered reliable. The data gathered was
subjected to analysis using Welche's t-test and Kruskal
Wallis test. The results indicated that trainee teachers sampled in this study had a moderate level of TPACK
self-efficacy when it came to teaching, and that there was
a significant difference in pre-service teachers' selfefficacy
depending on their gender, year of study, area of
specialization, and type of school attended.

INFLUENCE OF PERSONALITY TRAITS ON ACADEMIC MOTIVATION IN A SMALL SAMPLE

Cornel Victor IGNA — 2024-11-21

The present study sought to investigate the impact of
personality traits on academic motivation measured by the
MUSIC inventory. Personality traits are known as important
factors that are related to the motivation and specifically, to
academic motivation. This is a topic of interest because due to
the interest of many people in studying and the pressure for
obtaining better academic results, also it is considered that
understanding the relationship these two, personality and
motivation, could play an important role in improving teaching.
The hypothesis was that students' personality traits, measured
using The Leonhard-Shmishek questionnaire, have an impact on
academic motivation, measured by the MUSIC inventory. The
sample of this study consisted of a voluntary group of 28 students
who studied the Psychology of education in the first year of the
psycho-pedagogical module, from several specializations. The
study had a cross-sectional design. The search of results for this
study was accomplished through correlation and regression
analysis. Interpretation of results from this study suggested that
the hypothesis of this study was only partially confirmed, out of
10 personality traits measured by the Leonhard-Shmishek
questionnaire in this small sample only three of them (dysthymic,
hyperthymic and anxious) have been found to have a linear or
nonlinear impact on some of academic motivation the scales
(empowerment, interest, success and caring) measured by
MUSIC questionnaire. Results obtained suggests that when are
considered the effects of personality traits on academic
motivation could prove worthful to consider different types of
impacts not only the ”linear” one.

PROBING COMPUTER-ASSISTED INSTRUCTIONAL EFFECT ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS

Nkiruka Treasure OKOYE — 2024-11-21

This study explored the effect of Computer-Assisted
Instruction (CAI) on academic achievement of senior secondary
school students in physics in Awka south L.G.A in Awka
Education Zone. Two research questions guided the study and
three hypotheses were tested at 0.05 level of significance. The
study is quasi-experimental research specifically pre-test posttest
non-randomized control group was adopted. The population
consisted of 553 (384 males and 169 females) senior secondary
two (SS2) students offering physics and a sample of 41 (21 males
and 20 females) SS2 students was drawn from the population
using multi-stage sampling. The sample students who were in two
intact classes were randomly assigned to experimental and
control groups using a flip of coin. The instrument Physics
Achievement Test (PAT) was used for data collection which was
validated by three experts from Nnamdi Azikiwe University,
Awka and a reliability coefficient of 0.89 was obtained using
Kuder Richardson-21 formula. The research questions were
answered using mean and standard deviation while the
hypotheses were tested using Analysis of Covariance
(ANCOVA). The findings revealed that CAI had significant
effects on students’ academic achievement in Physics than
Lecture Method (LM).The result also showed that gender was
not a significant factor in students’ overall academic
achievement when taught Physics using CAI. Also, there was no
interaction effect of teaching methods and gender on student’s
academic achievement in physics. Based on the conclusion, the
researcher recommended that Physics Teachers should use CAI
in teaching physics to both male and female students so as to
enhance their academic achievement in Physics and the curriculum planners to adopt CAI as an innovative teaching
strategy in planning and reviewing physics curriculum in
secondary schools.

ENHANCING ACCESSIBILITY AND LEARNING OUTCOMES IN HIGHER EDUCATION: THE ROLE OF UNIVERSAL DESIGN FOR LEARNING IN DIGITAL FORMATS

Melissa Beck WELLS — 2024-11-21

The use of digital formats has revolutionized teaching and
learning approaches in the constantly changing field of higher
education. The Universal Design for Learning (UDL)
paradigm, which prioritizes offering many methods of
presenting information, promoting active participation, and
enabling diverse forms of expression, has become essential in
promoting inclusive education. This article examines how the
use of Universal Design for Learning (UDL) in digital media
improves accessibility and learning outcomes in higher
education. This article seeks to offer a thorough overview of the
tactics and their efficacy by amalgamating recent peerreviewed
studies.

PODCAST: A TECHNOLOGICAL TOOL FOR IMPROVING LEARNING PERFORMANCE IN ALGEBRA AMONG PRIMARY SCHOOL PUPILS IN OSUN STATE

Ola Tokunbo ODEKEYE — 2024-11-21

This study examined podcast potency as a technological tool
for improving students’ learning performance in mathematics.
The study employed a mixed-method approach for the data
collection. The quantitative was a quasi-experimental design
with pre-tests and post-tests while the qualitative research data
were obtained through in-depth interviews. The population
comprised all primary school pupils in Osun State in Nigeria.
Participants were drawn from two schools, purposively selected
within the Oriade Local Government Area. Two different
instruments were developed by the researchers titled: Podcasts
Achievement Test (PAT) and Podcasts Interview Guide: (PIG)
were used to collect the quantitative and qualitative data with a
reliability value of 0.86 for the achievement test. The data
collected was analysed using ANCOVA with pretest scores as the
covariate. The findings of the study revealed that students in the
experimental group performed better with a mean score of
(M=18.2), than the control group with a mean score of (M=10.2)
due to the intervention given to them. Thus, the result shows that
there is a significant difference in the performance of pupils
taught algebra using the two methods- podcasting and
conventional methods. One of the major contributions of this
study is that teachers should be encouraged to use podcasting to teach mathematics at primary schools to improve learners’
engagement and academic performance.

EXPLORING LEARNING STYLES TO ACHIEVE ACADEMIC PERFORMANCE

Demirgean EMEL — 2024-11-21

In education, adapting teaching methods to students' learning
styles is a fundamental concern for improving academic
performance. This study investigates the importance of
identifying and adjusting teaching practices to students’ learning
styles to optimize academic outcomes. The data collected, both
through online teacher questionnaires and literature review,
highlight that adapting to individual student preferences can
significantly improve academic performance. Teachers
recognize that tailoring teaching methods to prevailing learning
styles contributes to student success, emphasizing the need to
understand the diversity of learning styles in the educational
process. These findings underscore the importance of adapting
the learning process to the individual needs of students to
improve academic performance.

DIGITAL PLATFORMS AND APPLICATIONS USED IN ROMANIAN LANGUAGE AND LITERATURE CLASSES AT THE HIGH SCHOOL LEVEL

Dana DUGHI — 2024-11-21

It is well known that there is a continuous relationship of
interdependence and reciprocity between education and digital
technologies, as technological progress is driven by the
evolution of education, while education utilizes these
technological developments. Technology supports the education
system by facilitating the teaching process. In this age of
information and digitalization, we are witnessing significant
transformations in how people interact with each other and with
various institutions. Adapting to this new paradigm of remote
interaction has become essential, especially in the educational
context, where the teaching-learning process has undergone
remarkable changes. Both students and teachers have faced
considerable challenges in adapting to these rapid changes. In
this context, the emphasis on lifelong learning has been
reaffirmed by the support given to teachers by various entities
that have developed training programs tailored to their needs,
providing practical examples and suggestions, as well as
interactive courses designed to stimulate student participation
and interest in knowledge.

IMPACT OF TEACHERS’ MOTIVATIONAL STRATEGIES ON PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN OSUN STATE, NIGERIA

Anthonia Ayobami OYELADE — 2024-11-21

This study investigated the impact of staff motivation on
academic performance of secondary school students in Osun
State. Two research questions and two research hypotheses were
generated for the study. Sample of twenty (20) principals and two
hundred (200) secondary school teachers was the respondents
used. Structured questionnaire which has two (2) sections was
duly validated and reliability value was 0.75. Same data
collected through the research Instruments were analysed using
frequency counts, descriptive statistics and T-test statisticss. It
was revealed that, there is influence of staff motivation on
academic performance of secondary school students in Osun
state: Teachers’ rated all the motivational strategies used by the
principals as good, they rated all the indices of staff
performance as good, there was a significant difference in the
motivational strategies used by the principals in secondary
schools based on school types, there was a significant difference
in the indices that aid staff performance in secondary schools
based on school types. Major recommendations were
enumerated as: Principal should recognize work done well by
teachers to boost their ego to enhance their work performance;
teachers should be highly praised and commended for maximum
performance; ministry of education should make it a policy to
provide all public secondary schools in the study area with
necessary facilities to facilitate effective teaching and learning
in schools; research should also be done on the head teachers'
motivation of students, non-teaching and subordinate staff.

EFFECT OF ACTIVE REVIEW STRATEGY ON STUDENT’S ATTITUDE TO BASIC SCIENCE IN OYO STATE

Oluyemi Akinleye OGUNDIWIN — 2024-11-21

This study determined the effects of active review strategy on
students’ attitude to basic science. The study adopted the pretestposttest
control group, quasi-experimental design. 262 JSS II
students from four co-educational schools in two Local
Government Areas (LGAs) of Oyo state were randomly assigned
to treatment and control groups. The instruments used were:
Students Basic Science Attitude Scale (r=0.86) and Teachers
Instructional guides. Three questions and three hypotheses were
formulated and tested at 0.05 level of significance. The data
collected were analysis using descriptive statistic and analysis
of covariance ,the treatment had significant main effect on
students’ attitude to basic science(F(1, 254)=13.294;p<0.05,
partial n2=0.067). Mean while there was no significant effect of
gender and parental educational background on students’
attitude to basic science. Based on the finding of this study, active
review strategy is recommended to be adopted for the
improvement of students’ attitude to basic science among others.

SOCIAL LEARNING ENVIRONMENT AND PROBLEM - SOLVING SKILLS AS CORRELATES OF STUDENTS’ PERFORMANCE COMPETENCE IN CHEMISTRY

Maxwell OBIKEZIE — 2024-11-21

The study investigated on social learning environment and
problem-solving skills as correlates of students’ performance
competence in chemistry in Ogidi education zone of Anambra
state. The study used correlation research design. The
population of the study comprised of all the 2,840 senior
secondary school two (SS2) Chemistry students in the zone. The
sample size of the study was made up of 1420 students (530
males, 890 females). The sample was drawn using multistage
sampling procedure. Five purpose of study, five research
questions and five hypotheses guided the study. Three
instruments were used for the study namely Social Learning
Environment Questionnaire (SLEQ), Problem Solving Skill
Inventory (PSSI) and Students Academic Performance Test
(SAPT). The data collected were analysed using Pearson’s
Product Moment Correlation for both research questions and
hypotheses which were tested at .05 level of significance. The
results revealed a low negatively relationship between students’
perception of social learning and academic performance
competence in Chemistry. Hence a no significant in relationship
between students’ perception of social learning and academic
performance competence in Chemistry. Secondly, the result also
revealed a low negatively relationship between male and female
students’ perception of social learning and academic performance competence in Chemistry. Hence, no significant
difference in relationship between male and female students’
perception of social learning and academic performance
competence in Chemistry. Thirdly, the study revealed low
positive relationship between students’ problem- solving skill
and performance scores in Chemistry. Hence, there was no
significant difference in relationship between students’ problemsolving
skill and performance scores in Chemistry. Fourthly, the
study revealed a low positive relationship between male and
female students’ problem- solving skill and performance scores
in Chemistry. Hence, there was no significant difference in
relationship between male and female students’ problem- solving
skill and performance scores in Chemistry. Finally, a low
positive relationship between secondary school students’
perception on social learning environment scores, problem
solving skills scores and performance competence scores in
Chemistry scores. Hence, there was no significant difference in
relationship between secondary school students’ perception on
social learning environment scores, problem solving skills
scores and performance competence scores in Chemistry scores.
From the findings recommendations and conclusions were made.

EXTRAVERSION AND GENDER AS CORRELATES OF SCIENCE PROCESS SKILLS ACQUISITION IN CHEMISTRY QUALITATIVE ANALYSIS

Anselem Abonyi UGWUANYI — 2024-11-21

The study investigated extraversion and gender as correlates
of science process skills acquisition in Chemistry qualitative
analysis among senior secondary school students in Enugu State,
Nigeria. The study was guided by two research questions
and two hypotheses. A correlational research design was
adopted for the study. The population of the study comprised
5,754 senior secondary school three (SSIII) Chemistry
students in 292 public secondary schools in Enugu State. A
sample size of 360 SSIII Chemistry students in 2021/2022
academic session drawn using multi-stage sampling procedure
was used for the study. Students’ extraversion inventory (SEI)
and Chemistry qualitative analysis skills rating scale
(CQASRS) were the instruments used for data collection. The
two instruments were face validated by five experts and construct
validity was done on SEI using factor analysis. The
reliability coefficient of SEI items was established using
Cronbach Alpha method as 0.85. The reliability estimate of
CQASRS was established using Kendall`s Co-efficient of
concordance (w) as 0.92. The research questions and hypotheses
(tested at 0.05 level of significance) were answered using
Correlation coefficients (r) of Pearson, ANOVA of linear
regression and Hayes Process Analysis. Findings of the study
revealed that the relationship between students’ extraversion and their science process skills acquisition in chemistry
qualitative analysis was moderate, positive and significant.
The moderating influence of gender on the relationship
between students’ extraversion and their acquisition of science
process skills in Chemistry qualitative analysis was high,
positive and not significant. Based on the findings of the study, it
was recommended amongst others that, students should be
encouraged to undergo self-assessment of their extraversion
personality in the way they view and interpret Chemistry
qualitative analysis.

THE IMPACT OF LIMITED ACCESS TO CULTURAL RESOURCES ON THE SOCIAL DEVELOPMENT OF RURAL CHILDREN AND EDUCATIONAL SOLUTIONS TO OVERCOME THIS OBSTACLE

Denisa Ramona CHASCIAR — 2024-11-21

Access to cultural resources plays a key role in children's
social and cognitive development, but children in rural areas
often face significant limitations in this regard. This study
explores the impact of reduced access to culture on social
development and interest in authentic values among primary
school children in rural areas. Based on applied research in a
rural school, the article presents a series of educational
interventions aimed at compensating for the lack of cultural
resources, including virtual visits to cultural institutions,
creative workshops, and collaborations with local artists. The
results show an increase in students' interest in culture, an
improvement in social skills and a greater level of connectivity
between students. The conclusions suggest that the large-scale
implementation of these educational solutions can contribute to
reducing inequalities in access to culture and to the harmonious
integration of students in the community.

THE CONTRIBUTION OF SPORT TO THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE AMONG ADOLESCENTS: AN EDUCATIONAL PERSPECTIVE

Vasile CHASCIAR — 2024-11-21

Sport is an important vector in the development of
adolescents' emotional intelligence, contributing to the
formation of social and emotional skills that are essential for
their harmonious integration into society. This study explores the
educational role of sport in developing self-control, empathy and
collaboration skills in adolescents. During a six-month
intervention in an urban school, sports activities were organized
in such a way as to promote interaction, cooperation and
management of emotions. The results indicate a significant
improvement in the emotional intelligence of the participants,
with a focus on relationship skills and adaptability, confirming
the importance of sport as an educational tool for socioemotional
development.

TRAITS OF COPARENTAL ALLIANCES. IMPLICATIONS ON PARENTAL EDUCATION PROGRAMS

Alina COSTIN — 2024-11-21

In recent years, the issue of co-parenting has become a
particularly discussed topic in the educational environment,
perhaps due to the increase in the number of disorganized,
separated families, or changes, etc. He is currently talking about
joint parental management (Feinberg, 2002). And about the
impact it has on the child in all dimensions of his life. Using the
method of narrative review of academic literature, the study aims
to identify the characteristics of the coparenting process and the
main concerns in the field of coparenting. The work also aims to
emphasize the importance of knowing the characteristics of coparenting
by teachers in order to support the education and
prevention of problems related to the relations between parents
and children. 34 relevant researches from the databases
available on Schoolar were evaluated. The results indicate a
complicated dynamic of parental relations both in intact families
and in separated families, single-parent families, etc.

THE IMPACT OF COMPUTER-AIDED DESIGN (CAD) ON THE EDUCATION AND TRAINING OF STUDENTS IN FOOD ENGINEERING, TOURISM, AND ENVIRONMENTAL PROTECTION

Sabin CHIS — 2024-11-21

Computer-Aided Design (CAD) is an essential technology in
the teaching and training of students in technical and artistic
disciplines, including food engineering, tourism, and
environmental protection. This literature review examines the
influence of CAD utilization in student preparation, emphasizing
its advantages, including the enhancement of design skills,
creativity, and analytical abilities, which are vital for cultivating
proficient and versatile experts. Research indicates that CAD
utilization enables the simulation of technical processes, the
design of tourism infrastructure, and the modeling of ecosystems,
hence enhancing practical learning and the applied
comprehension of academic concepts. Nonetheless, the
integration of CAD in education presents problems, such as the
substantial expense of software and the necessity for specialized
training for educators. The report suggests strategies for
enhancing CAD utilization in educational settings, highlighting
the significance of accessibility and industry partnerships to
mitigate cost barriers and secure essential resources for effective
student training.