Aims: This study seeks to determine the integration of digital technology in rendering counselling services in Nigeria. Place and Duration of Study: This study was carried out in Nigeria, conducted within the space of four (4) months January 2022 to May 2022. Methodology: The design for this study is the descriptive survey research design. The target population for this study include all professional guidance counsellors registered with the Counselling Association of Nigeria (CASSON). In this wise, for ease of access the authors employed the accidental sampling technique during the administration process. The instrument for data collection is a structured questionnaire titled “Questionnaire on the integration of digital technologies in rendering counselling services in Nigeria” this instrument was structured on a 5-point Likert scale and further divided into clusters (see link https://forms.gle/Jr5PgpD5XvmzWwdY8). The validation of the instrument was done by two experts in the Department of Guidance and Counselling. The overall reliability of the instrument was established using Cronbach Alpha statistics and yielded a reliability statistic of 0.76. Data for this instrument was collected through a mailing approach. The method for data analysis adopted the use of Mean, Standard Deviation (Mean±STD) and Analysis of Variance (ANOVA). This was done after the normality of the data collected is established. In judging the response, the criterion mean score of 3.00 was adopted. Results: The sample size of 169 professional counsellors responded to the instrument and yielded the following results. The result revealed that counsellors rated agreed to all the items raised, the result further show that counsellors rated agreed to seven (7) items and disagreed with item 1, counsellors rated agreed to seven (7) items and disagreed with one (1) item and counsellors rated agreed to all the items raised in the fourth cluster. Results relating to the hypotheses tested revealed that there is no significant difference in the mean rating of counsellors with varied years of experience on the integration of telephone device in rendering counselling services, a significant difference in the mean rating of counsellors with varied years of experience on the integration of video conferencing service in rendering counselling services, a significant difference in the mean rating of counsellors with varied years of experience on the integration social networking tools in rendering counselling services and finally a no significant difference in the mean rating of counsellors with varied years of experience on the factors hindering the integration of digital technologies in rendering counselling services in Nigeria. Conclusion: it was concluded that guidance counsellors agreed to the integration of telephone device, video conferencing service, social networking in rendering counselling services in Nigeria. They further agreed to the factors hindering the integration of digital technology in rendering counselling services in Nigeria. The study further revealed that there is no significant difference in the mean rating of counsellors with varied years of experience (0-5 years, 6-10 years & above 10 years) on the integration of telephone device and also factors hindering the integration of digital technology in rendering counselling services in Nigeria. There is a significant difference in the mean rating of counsellors with varied years of experience (0-5 years, 6-10 years & above 10 years) on the integration of video conferencing service and social networking in rendering counselling services in Nigeria.

Aims: To determine the relationship between locus of control and academic achievement in English language, the relationship between academic interest and academic achievement in English language, the relationship between locus of control and academic achievement in Mathematics, the relationship between academic interest and academic achievement in Mathematics. Study Design: The study adopted the correlational survey design Place and Duration of Study: Secondary schools in Anambra state, Nigeria. Methodology: Disproportionate stratified sampling technique was used to select a sample size of 2,160 students from a population of 18,297 SS2 students in Anambra state government owned secondary schools. The instruments adopted for data collection were standardized locus of control scale, student’s academic interest scale, these instruments were administered using the direct delivery approach. Data collected were tested using Pearson Product Moment Correlation Coefficient, while the hypotheses postulated was tested at 0.05 level of significance using t-test of correlation and multiple regression analysis. Results: the relationship between locus of control and academic achievement of secondary school students in English language is moderate and positive (r = 0.469/n = 2050), the relationship between academic interest and academic achievement of secondary school students in English language is high and positive (r = 0.731, n = 2050), the relationship between locus of control and academic achievement of secondary school students in Mathematics is high and positive (r = 0.613, n = 2050). The relationship between locus of control and academic achievement of secondary school students in English language is significant (t-cal. = 24.03 > t-cal. 1.960), the relationship between academic interest and academic achievement of secondary school students in English language is significant (t – cal. = 48.46 < t – crit. = 1.960), the relationship between locus of control and academic achievement in Mathematics is significant (t-cal. = 35.12 > t-crit. = 1.960), the relationship between academic interest and academic achievement of secondary school students in Mathematics is statistically significant (t-cal. = 28.32 > t-crit. = 1.960). Conclusion: locus of control and academic interest are variables associated with academic achievement of secondary school students in Anambra state. Nevertheless, secondary school students spend significant part of their time in the classroom (about 7 ½ hrs a day, 5 days a week, and 36 weeks a year) with teachers and peers, there is need to help them understand their locus of control, improve their interest in learning as well as develop belief in themselves to succeed academically.

This work was carried out in collaboration with the authors. Author SMN designed the study, wrote the protocol and performed the statistical analysis. Author LIA carried out the literature searches and wrote the first draft. Author CNN managed the written protocol of the study. The authors read and approved the final manuscript before submission.

Aims: The study examined perceived strategies for curbing examination malpractice among secondary school students in Nigeria. Study Design: The design adopted for this study is descriptive survey design. Place and Duration of Study: The target population are 1182 junior secondary students identified to be verbally victimized. The duration is between June 2021 and August 2021. Methodology: The target population for the study comprised 398,275 senior secondary school teachers in Nigeria (Fact sheet: Research Statistics and Planning Unit of the Ministry of Education, Awka, 2021). The sample for the study was drawn from the accessible population of 6342 secondary school teachers in six education zones of the state namely Aguata, Awka, Nnewi, Ogidi, Onitsha and Otuocha. The sample for the study was drawn using the proportionate stratified sampling technique. The subjects were stratified based on the educations and further the simple random sampling of lucky dip was used to select 634 (372 experienced and 262 less experienced) secondary school teachers for inclusion in the study. The instrument was structured toa 4-point response option of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). The instrument was validated by two experts, and the reliability of the instrument was established using Cronbach alpha method with the reliability coefficients 0.78, 0.80 and 0.81. Arithmetic mean was used to answer the research questions, standard deviation was used to determine the homogeneity or heterogeneity of the respondents’ ratings. On the other hand, the t-test for independent sample was used to test the null hypotheses at 0.05 level of significance. Results: At 0.05 level of significance, the cluster mean of the respondents rating was 3.28 This mean score indicates that teachers agreed that preventive strategies curbs examination malpractices among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. The cluster mean obtained was 2.73. This indicates that the respondents agreed to corrective strategies for curbing examination malpractice among secondary school students. Data reported relating to hypotheses 1 reveals that the significant value is greater than the alpha value 0.05, hence there is no significant difference in the mean rating of teachers on preventive strategies for curbing examination malpractice among secondary school students in Nigeria based on years of experience (0-5 years and 6 years and above). Data reported relating to hypotheses 2 shows that there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years of experience and 6 years and above). Similarly, data presented relating to hypotheses 3 revealed that the significant value is greater than the alpha value 0.05, this means that there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above). Conclusion: Based on the findings of this study, teachers agreed that preventive strategies, corrective strategies, and the respondents also agreed to motivational strategies for curbing examination malpractice among secondary school students. There is no significant difference in the mean rating of teachers on preventive strategies, while there is a significant difference in the mean rating of teachers on corrective strategies for curbing examination malpractice. Finally, there is no significant difference in the mean rating of teachers on motivational strategies for curbing examination malpractice among secondary school student in Nigeria based on years of experience (0-5 years and 6 years and above).

Aims: To determine gender and faculty of study as predictor of undergraduate students’ academic achievement in tertiary institutions in Nigeria. Study Design:  Ex-post facto research design. Methodology: The sample for the study was 632 100 level students selected using simple random sampling technique of balloting without replacement. These students were selected from tertiary institutions sampled for the study. The data collected were pre-existing results of 100 level students on General mathematics retrieved from the respective departments sampled earlier. Data collected was analyzed using simple regression analysis.    Results: The results of this study revealed that gender of undergraduate students had R2 change of 0.004. This indicates that gender had the predictive power of 0.40 percent for undergraduates’ achievement in General Mathematics. Also, at 1df numerator, 631 df denominator and P=.05, the calculated F value 2.54 is less than the critical F value of 3.84. Therefore, gender of undergraduates in tertiary institutions is not a significant predictor of their achievements in General Mathematics. On the other hand, the results showed that undergraduate students had R2 change of 0.009. This indicates that faculty of study had the predictive power of 0.90 percent for undergraduates academic achievement in General Mathematics. Also, at 1df numerator, 631df denominator and P = .05, the calculated F value 6.78 is greater than the critical F value of 3.84. Therefore, students’ faculty of study in tertiary institutions is a significant predictor of their achievements in General Mathematics. Conclusion: Based on the analysis carried out, it was concluded that gender of undergraduates in tertiary institutions is not a significant predictor of their achievement in General Mathematics. On the contrary, students’ faculty of study in tertiary institutions was found to be a significant predictor of their achievements in General Mathematics.