There is no gain saying the fact that effective implementation is very vital if the primary school curriculum is to achieve its goals of inculcating permanent literacy and numeracy, ability to communicate effectively, laying a sound basis for scientific and reflective thinking. Efforts of the federal government towards implementation of a sound curriculum for the schools have yielded little or no dividends due to issues which are inherent in the implementation of the primary school curriculum. These problems include under funding, ecology of the classroom, acute shortage of infrastructures, lack of health facilities, lack of qualified teachers, and neglect of the mother tongue, amongst others. This paper, therefore takes a critical look at the challenges of implementing the primary school curriculum in Cross River State. It was therefore recommended that the local government should be more aggressive in its implementation programs, government need for strategic planning, institutional capacity building and positive coordination of man and natural resources.

Background: Supportive psychotherapy, in individual or group settings, may help im-

This study examined the influence of parental educational level on the increase in street children in Calabar metropolis of Nigeria. Single speculation was defined to control the investigation. A writing survey was done dependent on the attribute under investigation. An approved four 16 ounces Likert scale questionnaire was utilized for assessment. The findings revealed that there is a significant influence of parental educational level on the increase in street children in Calabar Metropolis.

This study was carried out to determine leadership styles of Social Studies teachers and academic achievement of junior secondary school students in Social Studies in Calabar Metropolis, Cross River State-Nigeria. Ex-post facto research design was adopted. The simple random sampling technique was used in selecting the six public secondary schools used for the study. A sample of two hundred junior secondary school three students (JSS 3) was drawn from the population and used for the study. Three research questions and hypotheses were formulated to guide the study. Data were collected using two researcher made instruments tagged “Social Studies Teachers Leadership Styles Questionnaire (STLSQ) and Social Studies Achievement Test (SOSAT) The Data Collected was analysed using the Analysis of Variance (ANOVA) and the Fisher Least Square Difference (SLD) was used in the multiple comparism. The findings of the study revealed significant differences in the academic achievement of students based on  their teachers’ leadership styles. Students taught by teachers with autocratic and laissez-faire leadership styles had a lower LSD  value compared to students taught by teachers with democratic leadership styles. Students taught by teachers with democratic styles  performed academically higher than those taught by teachers with either autocratic or laissez-faire leadership styles. Based on this, it was recommended amongst other things that Social Studies teachers imbibe more of democratic rather than autocratic or laissez faire leadership styles in their classroom and that educational administrator should organize workshop and seminars for teachers on proper classroom management.