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AbstractParents' contentment with their child's education is the subject of a modest but increasing corpus of research. However, little has been done to identify specific school services that attract parents' attention. This study assessed institutional variables and how they influence parental satisfaction with the quality of teaching, care for pupils, and safety. A random sample of parents (n = 1,413) participated in the study. Data were collected using questionnaires, admission registers and staff disposition lists. The instruments passed through validity and reliability processes. Cronbach alpha estimates ranging from .81 to .84 provided evidence of internal consistency. Independent t-test and one-way ANOVA were used for analysis after data collection. Significant mean differences were found in parental contentment with the quality of teaching, care for pupils and pupils' safety based on schools' security, size, proximity and environmental attributes. Parents were more content with schools that provided safety, low teacher-pupil ratio, home proximity, and a learning-friendly environment. This study proved that school attributes are essential in determining parents' contentment with public primary school services. Parents become dissatisfied when their children are not receiving good services and may react by withdrawing them to other schools in search of greener pastures. This implies that parents' continued discontent with services will lead to a decline in future enrolment figures in public primary schools unless something is done promptly. Therefore, the government should provide school facilities for effective teaching and learning to improve public perception and contentment.

Previous research has extensively analysed teachers' and students' Facebook use for instructional engagement, writing, research dissemination and e-learning. However, Facebook as a data collection mechanism for research has scarcely been the subject of previous studies. The current study addressed these gaps by analysing students' awareness, willingness, and utilisation of Facebook for research data collection [RDC]. This study aimed to predict students’ Facebook use for research data collection based on their awareness and willingness and to determine age and gender differences in such predictions. A sample of 11,562 students of tertiary institutions participated in an online survey. The researchers designed and validated the online survey. Exploratory Factor Analysis was used for dimensionality. Average Variance Extracted [AVE] was used for convergent validity, whilst the Fornel-Larcker criterion and Heterotrait-Monotrait ratio were used for discriminant validity. Composite reliability indices of .97, .94 and .90 proved the instrument’s three sub-scales usable. One sample t-test and multigroup analysis were conducted using SPSS 27 and Smart PLS 3. The study found high awareness but low usage of Facebook for RDC among Nigerian university students. Younger and male students showed higher willingness and actual use of Facebook for RDC. Awareness directly impacted by awareness, and acted as Facebook usage for RDC, with stronger impacts for males and students aged 19 to 28. Willingness was positively impacted and acted as a negative mediator between awareness and usage for some age groups and genders. These findings provide important insights into using Facebook for RDC among students in Nigerian universities and highlight the need to consider the impact of demographic factors such as age and gender when promoting social media platforms for academic purposes.

AbstractDue to the importance of teachers in providing quality education, research in the last two decades has consistently focused on their effectiveness. However, there are inconclusive debates in the literature on the nature of relationships that exist between different supervisory strategies and their links to teachers’ job performance. This study used a predictive correlation design to assess how five principals’ supervisory practices contribute to teachers’ job effectiveness generally and across three specific areas. Secondary school teachers that participated in the study were 284 and were selected using simple and purposive sampling techniques. Data were collected using a questionnaire. A bootstrapping procedure in covariance-based structural equation modelling (CB-SEM) and multiple linear regression analysis were used for hypotheses testing at the .05 alpha level. Among others, findings revealed a significant joint prediction of classroom observation, supervision of sporting activities, instructional aids, team teaching and school record on teachers’ job effectiveness generally and in the dimensions of lesson note preparation and classroom management, but not the use of instructional materials. Teachers who reported frequent classroom observation by principals also reported a higher level of lesson preparation but not other aspects of teaching effectiveness. The supervision of sporting activities significantly predicted teachers’ overall effectiveness and specific aspects such as lesson preparation, instructional material use, and classroom management. This study can encourage school principals to gain more knowledge, facts and strategies required for effective and efficient school-based supervision.

There are contradictory results regarding how students' learning outcomes can be predicted by various family and community inputs among previous studies, creating an evidence gap. Furthermore, previous studies have mostly concentrated on the cognitive aspect of students' learning outcomes, ignoring the affective and psychomotor dimensions, creating key knowledge gaps. Bridging these gaps, this predictive correlational study was conducted to understand how cultural capital, parental involvement (family inputs), support for schools, security network and school reforms (community inputs) jointly and partially predict students' overall, cognitive, affective and psychomotor learning outcomes in the context of Calabar Education Zone, Nigeria. A random sample of principals (n=78 ) and students (n=915 ) recruited through a multistage approach, participated in the study. Data were collected through the physical administration of three sets of questionnaires designed by the researchers. The psychometric properties of the questionnaires (such as validity, dimensionality, reliability and goodness of fit) were all analysed and found acceptable based on pilot data. Data analysis was performed using SPSS version 27 and AMOS version 26 software. Results from the main study proved, among others, that family inputs (family social capital and parental involvement) jointly and individually had a significant contribution to students' overall, cognitive, affective and psychomotor learning outcomes. Similarly, community inputs (support for school, security network and school reforms) have significant composite and partial contributions to students' overall, cognitive, affective and psychomotor learning outcomes in public secondary schools. This result implies that parents and host community leaders must strengthen their partnerships with secondary schools and contribute their quota to institutions' curricular and co-curricular activities.

Research has assessed the diverse characteristics of principals and teachers in analysing students’ educational outcomes at various levels. However, these studies often focus on the cognitive domain of learning, ignoring the affective and psychomotor aspects. Bridging this gap, we used hierarchical linear regression to link two inputs of teachers and administrators to students’ learning outcomes generally and across the cognitive, affective and psychomotor domains. A total of 1,872 respondents comprising school principals (N = 87), teachers (n = 870), and senior secondary class II (SSII) students (n = 915) from 87 public secondary schools in Calabar Education Zone, Nigeria, participated in the study. Three sets of questionnaires were used for data collection. The questionnaires all had acceptable item and scale content validity indices. Principal Axis Factoring and Confirmatory Factor Analysis were used to assess the dimensionality and acceptability of the established models. Reliability was determined using the Cronbach alpha approach for internal consistency. Results indicated (relatively and cumulatively) that teachers’ attitudes to work and social relations significantly predicted students’ educational outcomes generally and across the three learning domains. Attitude to work was the strongest predictor of the two teachers’ input. Also, administrators’ leadership styles and attitudes towards accountability (relatively and jointly) predicted students’ learning outcomes holistically and across the three domains significantly. Leadership style was the most substantial administrators’ input, trailed by their attitude towards accountability. The study has practical implications for teachers to adjust their work attitudes and social relations and for principals to be accountable and maintain effective leadership practices in schools.

Background: The National Youth Service Corps programme is, among other targets, aimed at promoting national inclusiveness and tolerance in a culturally heterogeneous society. Despite the importance of this programme, little has been done to evaluate its degree of success. Where evaluations are done, they are never made public. There is a need for the NYSC programme, just like all other public programmes, to be evaluated for transparency, accountability and decision-making. From an evaluation of the three measurable objectives of the NYSC programme, this dataset bridges this gap. Methods: This dataset was collected from Nigerian graduates that completed their national service between 2012 and 2021. The data was collected through an electronic survey posted to various online platforms hosting National Youth Service Corps (NYSC) members of the various sets and batches. The data collection aimed to evaluate the three cardinal objectives of the programme. After three years of data collection (from 2019 to 2021), responses were obtained from 19,278 participants that met the eligibility criteria. The data is an Excel (.xlsx) document with 19,278 cases and 95 variables. Descriptive statistics such as frequency counts and simple percentages were used to summarise the data. However, charts are further used to illustrate the demographic attributes of the respondents. The dataset is broad and covers all the 36 states in Nigeria plus the Federal Capital Territory. Results: The data set has many reuse potentials because it contains information on camp activities (such as parades, military drills, redeployment, quality of food, and facilities, among others), primary assignments and community service engagements of corps members. Conclusions: The data can offer a complete evaluation of how the (NYSC) has attained three of its four cardinal objectives. A series of relationships can further be determined and tested using inferential statistics among the variables included in the dataset.

Despite the changes in human behaviour and interactions occasioned by the COVID-19 pandemic, many institutions are yet to adapt to the new normal fully. While some educational institutions switched entirely to e-learning to promote teaching and learning, others could not offer education due to physical and social restrictions. Previous studies in Africa have identified reasons for the poor ICT adoption for educational purposes. However, the degree to which these factors affect ICT utilisation is barely analysed. Using a quantitative approach, this study assessed ICT deployment for teaching in the COVID-19 era by focusing on their availability and challenges. A sample of 344 respondents from a population of 2,867 academic staff at two Nigerian public universities participated in the study. After receiving face validity from experts, a structured questionnaire was used for data collection. Cronbach alpha reliability indices of the questionnaire ranged from 0.72 to 0.94. Descriptive statistics (simple percentages, mean, and standard deviation) and inferential statistics (one-way ANOVA) were used for data analysis. Findings generally revealed a moderate extent in the availability of ICT resources in public universities. The cost of data, computer literacy, and electricity supply are challenges that significantly affected ICT deployment in the COVID-19 era. Based on this finding, it was concluded that personal and institutional challenges affect how ICT resources are deployed in public universities. It was recommended, among other things, that the management of each tertiary institution should apportion proceeds from internally generated revenue to procure ICT resources specific to the need of the school. The study provides the ground for further research into students’ use of ICT for educational purposes.

This study used a latent variable structural equation modelling to quantify how staff motivation, placement and retraining partially and grossly affect teachers' job commitment across three areas. The research was quantitative, and the design adopted was the ex-post facto. This study included 500 school managers from 204 public secondary schools in Cross River State, Nigeria. Data were gathered using the ''staff placement, retraining and motivation questionnaire'' (SPRMQ) and the ''job commitment questionnaire (JCQ).'' Both instruments were assessed for face and content validity using domain and psychometric experts. The instruments' construct validity was determined using exploratory and confirmatory factor analyses based on the Maximum Likelihood (ML) estimation technique. Acceptable indices were obtained for the test of sampling adequacy and Bartlett's test of sphericity. Loadings of items for each latent factor in the study varied from .55 to .98. The reliability for internal consistency was also established using Cronbach's alpha with coefficients ranging from .93 to .97. Our findings indicate that retraining is an essential predictor of staff affective commitment (AC), normative commitment (NC) and continuance commitment (CC). However, placement and motivation did not significantly contribute to employees' job commitment across the AC, CC, and NC aspects. Cumulatively, the three upstream variables explained less than 15% of the variance in the three dimensions of job commitment, respectively. Based on these results, discussions were made with implications for research, theory, and practice.

Objective. Food proteins provide amino acids (AAs) and serve as building blocks of all vital organs, muscles, hormones, and biological fluids such as blood. Eggs are known as a good source of protein. This study compared the protein quality of bird eggs (raw and boiled), using their AA scores since some individuals consume raw eggs for various reasons. Research Methods. Eggs studied were exotic chicken, local chicken, turkey, quail, and guinea fowl eggs. The eggs were shelled and their contents (boiled and raw) lyophilized. The standard AOAC method (Kjeldahl) was used to determine protein content, while the amino acid composition was measured using an AA analyzer. The total AA scores were calculated based on the whole hen’s egg AA profiles. Statistical significance was accepted at p0.81 (turkey) >0.75 (exotic chicken), and the lowest score was 0.65 (local chicken). The least scores were phenylalanine: 0.34 (exotic chicken), phenylalanine and serine: 0.36 (local chicken), leucine and aspartic acid: 0.41 (turkey), methionine: 0.31 (quail), and glutamic acid: 0.33 (guinea fowl). Also, guinea fowl egg had the highest total essential amino acid (TEAA) (49.6 g/100 g protein), i.e., % TEAA (55.1%), while exotic chicken egg had the lowest (41.1%), but the highest % NEAA (58.9%). Conclusion. Guinea fowl eggs had the highest EAA and TAA content. Its consumption should particularly be encouraged for children as this can significantly reduce the risk of protein-energy malnutrition and prevent protein deficiencies.

Previous studies tend to not only assess principals' demographic variables but also use other dependent variables, such as administrative effectiveness, job performance, and student achievement. In the literature, principals' demographic qualities and the misuse of material capital have been under-assessed. This study used a quantitative approach to investigate the demographic attributes of principals and the abuse of school material capital in secondary schools. Using a questionnaire, data were gathered from 667 secondary school administrators in Cross River State, Nigeria. The findings revealed significant differences in the misuse of school material capital by principals of different ages, professional qualifications, and years of experience. However, major disparities between male and female principals were not identified. More specifically, principals who were older, seasoned, and possessed bachelor's and Master of Education degrees were efficient managers of school material capital. A high rate of misuse was found among principals who were younger and inexperienced than their counterparts who were young, less experienced, and possessed a postgraduate diploma in education, as well as other professional academic qualifications unrelated to the field of education (e.g., HND, BSc, BA, and MSc). Based on these findings, key implications for quality service delivery and administrative effectiveness were discussed.

Background: The National Youth Service Corps programme is, among other targets, aimed at promoting national inclusiveness and tolerance in a culturally heterogeneous society. Despite the importance of this programme, little has been done to evaluate its degree of success. Where evaluations are done, they are never made public. There is a need for the NYSC programme, just like all other public programmes, to be evaluated for transparency, accountability and decision-making. From an evaluation of the three measurable objectives of the NYSC programme, this dataset bridges this gap . Methods: This dataset was collected from Nigerian graduates that completed their national service between 2012 and 2021. The data was collected through an electronic survey posted to various online platforms hosting National Youth Service Corps (NYSC) members of the various sets and batches. The data collection aimed to evaluate the three cardinal objectives of the programme. After three years of data collection (from 2019 to 2021), responses were obtained from 19,278 participants that met the eligibility criteria. The data is an Excel (.xlsx) document with 19,278 cases and 95 variables. Descriptive statistics such as frequency counts and simple percentages were used to summarise the data. However, charts are further used to illustrate the demographic attributes of the respondents. The dataset is broad and covers all the 36 states in Nigeria plus the Federal Capital Territory. Results: The data set has many reuse potentials because it contains information on camp activities (such as parades, military drills, redeployment, quality of food, and facilities, among others), primary assignments and community service engagements of corps members. Conclusions: The data can offer a complete evaluation of how the (NYSC) has attained three of its four cardinal objectives. A series of relationships can further be determined and tested using inferential statistics among the variables included in the dataset.

Background: The National Youth Service Corps programme is, among other targets, aimed at promoting national inclusiveness and tolerance in a culturally heterogeneous society. Despite the importance of this programme, little has been done to evaluate its degree of success. Where evaluations are done, they are never made public. There is a need for the NYSC programme, just like all other public programmes, to be evaluated for transparency, accountability and decision-making. From an evaluation of the three measurable objectives of the NYSC programme, this dataset bridges this gap . Methods: This dataset was collected from Nigerian graduates that completed their national service between 2012 and 2021. The data was collected through an electronic survey posted to various online platforms hosting National Youth Service Corps (NYSC) members of the various sets and batches. The data collection aimed to evaluate the three cardinal objectives of the programme. After three years of data collection (from 2019 to 2021), responses were obtained from 19,278 participants that met the eligibility criteria. The data is an Excel (.xlsx) document with 19,278 cases and 95 variables. Descriptive statistics such as frequency counts and simple percentages were used to summarise the data. However, charts are further used to illustrate the demographic attributes of the respondents. The dataset is broad and covers all the 36 states in Nigeria plus the Federal Capital Territory. Results: The data set has many reuse potentials because it contains information on camp activities (such as parades, military drills, redeployment, quality of food, and facilities, among others), primary assignments and community service engagements of corps members. Conclusions: The data can offer a complete evaluation of how the (NYSC) has attained three of its four cardinal objectives. A series of relationships can further be determined and tested using inferential statistics among the variables included in the dataset.

BACKGROUND: Few researchers have examined the effectiveness of cognitive behavioral therapy in treating aggressive behaviors among individuals with dual diagnosis (intellectual disability and mental health conditions) due to the relatively recent interest in the field of psychopathology in intellectual disability. This study investigated the effectiveness of cognitive behavioral therapy in treating aggressive behaviors among clients with dual diagnoses in a community rehabilitation center, Ibadan, Oyo state, and the moderating effects of parenting style and socioeconomic status in the associations. MATERIALS AND METHOD: A 2 × 2 × 2 pre-test post-test factorial design was used. Parenting style and socioeconomic status at two levels each moderated the associations. A sample of 22 participants purposively selected was exposed to treatment using cognitive behavioral therapy, while the other five were exposed to placebo treatment all for 8 weeks. Data collected were analyzed using Line Chart and Analysis of Covariance (ANCOVA). RESULTS: Improvements were found in the post-treatment scores obtained on the Aggressive Scale for Youths. A reduction in the Aggressive Incidents chart was recorded for each participant in the treatment group when compared with the control group, using a line chart and Analysis of Covariance (ANCOVA). Evidence also demonstrated that parenting style (authoritarian and authoritative), F (1,14) = 0.75, P