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.

<p class="0tablecaption"> Computer based Technology (CBT) assessment is a new practice in the conduct of examinations in Nigeria but it has its problems.  Many societies have accepted information technology as the way the world is moving, therefore this study aimed at investigating Lecturers perception of innovative computer based assessment format in a Nigerian College of Education.  Participants included 200 lecturers, 120 male and 80 female. The age range was between 30 and 64 years. They were randomly selected purposively from five schools in a college of Education in Nigeria. The design adopted was a cross-stage mixed-model design. Oral interview, structured questionnaire and focus group discussions were used to collect data.  Measured accessibility variable showed that 98% of lecturers have access to computer. However results on the knowledge requirements and usage variable revealed that many lecturers do not have adequate ability level in the use of computer especially the chief lecturers and older lecturers. The most challenging aspect of CBT assessment was found to be the Authoring Manager in transporting the questions to Qpack.  The findings of this study has implications for E-Counselling and attitudinal change.  Most Nigerian lecturers’ ability in the usage of computer is very low even though most of them have access to computers.  This could be linked to their attitude and perception towards the innovative CBT assessment which is that it is not necessary and should be discouraged. This calls for E-Counselling with emphasis on CBT assessment for optimal service delivery and international best practices in Nigerian higher institutions.</p>

Aims: The study determined strategies for handling restiveness among undergraduates in universities in Nigeria Study Design: Descriptive survey research design was adopted. Place and Duration of Study: The target population for the study is all undergraduates in universities in Nigeria. The duration is between March 2018 and October 2018. Methodology: Simple random sampling was used to select eight faculties from the total of fourteen (14) faculties in Nnamdi Azikiwe University (that is, the accessible population). Thus, a disproportionate stratified random sampling technique was employed to select forty (40) students each from the eight faculties selected. A self-developed instrument by the researcher was used for this study titled “strategies for handling undergraduate restiveness Questionnaire (SHURQ)”. Cronbach alpha formula which yielded correlation coefficient of 0.70. Total of three hundred and ten (310) was recovered out of the three hundred and twenty (320) questionnaire administered. Data collected from the respondents through the questionnaire were used to answer the research questions using weighted mean. The criterion mean was set at 2.50 and above as agree and below 2.49 as disagree. Results: The result indicates that undergraduates in universities in Nigeria have positive attitude towards strategies for handling undergraduate restiveness (Mean = 3.22, N = 310). The result further shows that undergraduates’ in universities have positive attitude towards ICT facility strategies for handling undergraduate students (Mean =3.32). More so, undergraduates in tertiary institutions was rated to have positive attitude towards recreation facilities strategy for handling undergraduate restiveness (Mean = 3.02). Conclusion: Based on the findings it was concluded that governments, school administrators, lecturers, and counsellors should aid in facilitating ways to curb restiveness among undergraduates as it has a multiplying effect on the general wellbeing of an individual and students in general. Restiveness among undergraduates will be reduced to the barest minimum if all the strategies found effective are been put to use.

Aims: This study examined administrators rating of school counsellor’s competencies in information, counselling and follow-up service delivery. Three purpose statements, three research questions guided the study, while one null hypothesis was tested at 0.05 alpha level. Study Design: Descriptive survey research design was adopted for the study. Methodology: The population for the study comprised of 2076 administrators (head-teacher and principals). The sample drawn for the study is 208. The instrument for data collection was a questionnaire structured on a 4-point scale. The instrument was validated by two experts with a Cronbach reliability coefficient of .641. Arithmetic mean and standard deviation was used to answer the research questions, while analysis of variance (ANOVA) was used to test the null hypothesis at 0.05 alpha level. Results: The results from the study revealed that moderate level of competence of school counsellors in information service delivery; school counsellors are moderately competent in follow-up service delivery. The findings also revealed that administrators (head-teachers and principals) differ significantly in their mean ratings on school counsellor’s competencies in guidance and counselling (information, counselling and follow-up) service delivery. Conclusions: Core areas in guidance and counselling should be included in all colleges and universities curricula, routine inspection and review on the progress reports of school counsellors should be conducted and in-service training and retraining programmes for school counsellors should organized.

Aims: This study determined. The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone. The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone. The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone. The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone. Study Design: This study adopted the Correlation Survey Research Design. Place and Duration of Study: This study was conducted among secondary school teachers in secondary schools in Onitsha Education Zone of Anambra State, Nigeria. Methodology: The population of this study comprised 1,179 (male = 92, female = 1087) teachers in government owned secondary schools in Onitsha education zone. The sample for this study is 300 teachers (175 – schools in urban areas, 125 – schools in rural areas). The instruments adopted for data collection were the Work Task Motivation Scale for Teachers (WTMST) and the Minnesota Satisfaction Questionnaire (MSQ). The Work task Motivation Scale for Teachers was developed by Fernet, Senecal, Guay, Marsh, Dowson (2008). The questionnaire contains 15 items on why teachers are motivated to carry out teaching tasks. The MSQ is developed by Weiss, Dawis, England and Lofquist (1967) to measure an employees’ satisfaction with their job. The MSQ consist of 20-items from the long form MSQ that best represent each of the 20 scales. The instruments for data collection were not subjected to further validation because they are standardized instruments. However, both the WTMST and MSQ have been adopted for use in other studies in Nigeria. Based on this usability, the instrument will be adopted for the present study. The administration of the instrument was done through direct delivery approach. In this approach, copies of the questionnaire were distributed personally to the respondents by the researcher with the help of some research assistants. The data collected was analyzed using the Pearson Product Moment Correlation Coefficient (Pearson r), applying the statistical package for social science (SPSS) for data coding and analysis. Results: The finding of this study revealed that a high positive relationship of 0.632 exist between intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone, A moderate positive relationship of 0.530 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha Education zone, A moderate positive relationship of 0.482 exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone, A high positive relationship of 0.70 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone. Conclusion: This study concludes that a high and positive relationship exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural and urban areas, a moderate and positive relationship exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural and urban areas.