Counselling Services and Sustenance of Universal Basic Education (UBE) Programme in Public Secondary Schools in Calabar Municipality in Cross River State

Amalu, Melvina N.; Abuo, C.; Bassey, David E.

doi:10.5901/jesr.2016.v6n1p47

Cited by 3 publications

(6 citation statements)

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“…The practical implication of this findings is that, an improvement in the provision of guidance/counselling services will lead to an improvement in the attainment of UBE goals. The finding of this study agrees with the finding of Amalu et al (2016) which revealed a significant relationship between educational and vocational services and Universal Basic Education. It was also found that little relationship exists between -social service and Universal Basic Education.…”

Section: Resultssupporting

confidence: 92%

“…Guidance/counselling services refers to those services that are rendered by specialized professionals (counsellors), in order to assess the psychological and emotional state of the students/teachers, diagnose them and offer to them, proper guidance and assistance based on their individual needs. In addition, the attainment of required moral, ethical and civic values seems to be a mirage due to the dearth of guidance and counselling services in schools (Amalu et al, 2016). In view of this, Amalu et al (2016) investigated whether there is change now that there is the introduction of counselling services vis-à-vis the Universal Basic Education Program.…”

Section: Humanities and Social Sciences Lettersmentioning

confidence: 99%

“…In addition, the attainment of required moral, ethical and civic values seems to be a mirage due to the dearth of guidance and counselling services in schools (Amalu et al, 2016). In view of this, Amalu et al (2016) investigated whether there is change now that there is the introduction of counselling services vis-à-vis the Universal Basic Education Program. Pearson product moment correlation statistic at 0.05 level of significance with 198 degree of freedom was employed to analyze the data collected with a self-designed questionnaire-counselling services and Universal Basic Education Questionnaire © 2018 Conscientia Beam.…”

Section: Humanities and Social Sciences Lettersmentioning

confidence: 99%

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Humanities and Social Sciences Letters

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confidence: 92%

Section: Humanities and Social Sciences Lettersmentioning

confidence: 99%

Section: Humanities and Social Sciences Lettersmentioning

confidence: 99%

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2018

Humanities and Social Sciences Letters

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mentioning

confidence: 99%

“…In addition, the attainment of required moral, ethical and civic values seems to be a mirage due to the dearth of guidance and counselling services in schools (Amalu et al, 2016). In view of this, Amalu et al (2016) (CSUBEQ). The result revealed a significant relationship between educational and vocational services and Universal Basic Education.…”

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confidence: 99%

Management of Educational Support Services and Attainment of Universal Basic Education Goals in Primary Schools in Cross River State

Owan

2018

Humanities and Social Sciences Letters

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Contribution/Originality: This study contributes in the existing literature, empirical evidence linking management of educational support services and attainment of Universal Basic Education goals. In Cross River State, no study has documented such relationship with specific focus on guidance/counselling services, teachers' professional development services, library services, and ICT services. 1. INTRODUCTION Universal Basic Education (UBE) is an educationally reformed program of the Nigerian Government which is saddled with the responsibility of providing free, compulsory, and continuous nine years of education at two levels. The two levels are six (6) years of primary and three (3) years of junior secondary. Its legal backing was signed into law in 2004 in order to address governmental needs of providing equal and adequate evolutional opportunities at all levels. UBE encompasses the following levels of education; Early Child Care Development Education (ECCDE), primary education, junior secondary education and non-formal education for adults who have not been opportune to be educated. UBE was designed to ensure that at the end of continuous education, every child who must have passed through the program should have acquired appropriate levels of literacy. Other skills which should have

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Biological Factors As Predictors Of Hyperactive Behaviour Among Pupils In South East Nigeria

U Ofoegbu,

Jonas Ejike,

Genevieve Ngozi

et al. 2023

Gl Jnl Educ Res

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This study investigated the extent biological factors predict hyperactive behaviours of pupils in South East, Nigeria. The study adopted a correlational research design. Two research questions and two null hypotheses tested at 0.05 level of significance, guided the study. The research questions and hypotheses sought to establish the extent of relationship that exists between biological factors and hyperactive behaviours of pupils. The sample for the study consisted of 1,566 (713 males and 853 females) respondents drawn through multi-stage sampling procedure from 3915 (1857 males and 2058) primary five pupils with hyperactive behaviour in 5477 public primary schools in South East, Nigeria. The data obtained through the administration of the instruments were analysed using Pearson Product Moment Correlation Coefficient to answer research questions. Linear regression was used to test null hypotheses at 0.05 level of significance. The study revealed the following findings: Biological factors to a very highly positive and significant extent predicted hyperactive behaviours of pupils in the South-East Zone of Nigeria. Biological factors predicted 82.10% of the variance observed in hyperactive behaviours of pupils; there was no significant gender difference in the relationship between biological factors and hyperactive behaviours of pupils. Gender predicted only 11.4% of the variance observed in the relationship between biological factors and hyperactive behaviours of pupils. Among the educational implications was that the study could provide supportive frameworks from which one can assess how the pupils explore the environment and master the challenges within that environment. It was thus recommended that Educational psychologists, school counsellors and teachers should provide primary school pupils with hyperactive behaviour and their parents information from this study; which would help them understand the primary components of biological approach to hyperactivity and the impact of hyperactivity in the exploration of the environment of pupils with hyperactive behaviour.

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Counselling Services and Sustenance of Universal Basic Education (UBE) Programme in Public Secondary Schools in Calabar Municipality in Cross River State

Cited by 3 publications

References 1 publication

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Management of Educational Support Services and Attainment of Universal Basic Education Goals in Primary Schools in Cross River State

Biological Factors As Predictors Of Hyperactive Behaviour Among Pupils In South East Nigeria

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