The ugly occurrences of security breaches have made the Nigerian populace to be leaving in fear. The most affected are the teaming adolescents of the school‐age who may not have a good sense of their community. Thus, this study carried out the factorial validation of a 36‐item sense of community scale (SoCS) developed by Cicognani et al. since no such study exists in Nigeria. The instrument was adopted and validated. A sample of 357 students in South East Federal Universities, Nigeria, was used for this study using a simple random sampling technique. The instrument's factorial validation was conducted by subjecting the data obtained to factor analysis to determine its validity and reliability. Besides, the principal component matrix with varimax rotation was used to carry out the exploratory and confirmatory factors analyses, while the root mean square error of approximation (RMSEA) and confirmatory factor index (CFI) were used to determine the data model fit. Findings of the study showed that SoCS demonstrated good reliability (0.89) and model fit (RMSEA = 0.041, CFI = 0.951) in the Nigerian context. SoCS is a reliable scale for measuring the in‐school adolescents' sense of community.

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Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

The increasing use and continuing growth of e-Learning systems has been documented by abundant studies but, little attention has been given to the cyber-security issues in digital-assessment. In fact, there are dearth of studies on research and education about lecturers’ perspective towards the influence of cyber-security problems in digital-assessment on assessment outcome. The current investigation targeted this research gap. Thus, a descriptive survey research was conducted with 200 lecturers purposively drawn from education discipline of government owned degree awarding tertiary institutions in Anambra state, Nigeria. Instrument used for data collection was an 8-item questionnaire developed by the researchers. Descriptive as well as inferential statistics were applied in the data analysis to answer one research question and two hypotheses. Analysis was by SPSS version-23. A p-value ≤0.05 was taken as significant. The results from this study revealed that cyber-security problems in digital assessment mars negatively on students’ assessment outcome. There were significant differences on lecturers’ perspective on the influence of security problems in digital-assessment on students’ assessment outcome based on level and cadre but not on gender. Cyber-security problems in digital assessment mars negatively on students’ assessment outcome and it was significantly influenced by academic level and cadre.  Further research is needed to check the consistency of findings and to identify whether the relationship is causal.

This study investigated the capacity building of secondary school teachers’ of the English language in the Onitsha metropolis of Anambra State, Nigeria. A descriptive survey design was adopted for the study. The study population size was one hundred and fourteen (114) secondary school teachers’ of English language from the 22 public secondary schools in the Onitsha metropolis. There was no sampling because the population was manageable. The instrument for data collection was a structured questionnaire developed by the researchers with 34 items measured on a 4-point linker scale. Three research questions guided the study while the data collected were analyzed using mean and standard deviation. Two experts from the Measurement and Evaluation Unit, Faculty of Education Nnamdi Azikiwe, validated the instrument. The findings revealed that teachers of the English language need capacity building in teaching some aspects of the language as well as in innovative methods of teaching the subject and in the use of some instructional materials, especially ICT gadgets. It was therefore recommended that in-service teachers of the English language should undergo capacity building once every term to enable them to update their knowledge and skill in English Language and be relevant.