Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students’ of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students’ achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.

This study set out to establish the predictive power of students' self-efficacy and self-rating scores on undergraduate students' academic achievement in a Psychology course (psychology of Learning). The correlational research design was adopted and all the 133 sophomores in the Continuing Education Programme (CEP) of the Nnamdi Azikiwe University, Awka, Nigeria who registered the course were sampled for the study. The instruments used were a domain-specific self-efficacy questionnaire and a semester examination developed by the researchers. The regression analysis showed that self-efficacy and self-rating did not combine to predict students' achievement; however, considering their relative contribution, students' self-rating scores predicted their academic performance more than their self-efficacy. Furthermore, students' self-efficacy and self-rating scores were related, but only students' self-rating scores were related to their academic achievement. It was concluded that large selfefficacy is not enough to counter limited knowledge and competence.

A diagnostic test in economics to aid the teachers determine student's specific weak content areas was developed and validated. Five research questions guided the study. Preliminary validation was done by two experienced teachers in the content area of secondary economics and two experts in test construction. The pilot testing was conducted for grammatical checking and compatibility bench marking while the test was try-out tested for item analysis. The overall number of test items was 83. The test difficulty indices ranged from 0.24 to 0.79 and discrimination indices were within 0.22 to 0.65. The content validity index for the 83 items was 0.76 and the Kappa statistic reliability value of the test was 0.83. The test was found to be of good quality, valid and highly reliable. The test is therefore recommended for identifying specific mastered and least learned content areas in economics in Nigeria, South Africa and other countries with emerging economies.

This study evaluates studio infrastructure/facilities for teaching and learning of Fine and Applied Arts in public Colleges of Education in Southeastern Nigeria. The evaluation research design was adopted in the study. The design was chosen because of the evaluative nature of the study. The population of this study was made up of all the facilities in FAA departments in all Federal and State-owned Colleges of Education in the Southeast. Through simple random sampling six public colleges of education were obtained from eight colleges of Education in the zone. All the facilities in these six colleges were studied. The instrument used to collect data for the study was an Observation Schedule (OS) for ascertaining availability and adequacy of facilities. This Observation Schedule (OS) was face-validated by two experts, one from Measurement Unit and Evaluation Unit and the other from Fine and Applied Arts Department, both in Alvan Ikoku Federal College of Education Owerri. The reliability of the instrument was established using Cohen's Kappa. Kappa co-efficient of 0.83 was obtained. Data were analyzed using percentages and mean. Findings show that facilities were available in the colleges but not adequate. The study recommends among others that the school managements should make studio facilities adequate for the attainment and achievement of the lofty objectives of fine and applied arts.

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