Comparative Analysis of Nurses’ Knowledge in the 2018 Mandatory Continuing Professional Development Programme(MCPDP) in Ogun State

Theupdate of professional knowledge is important in clinical practice. The aim of the study is to compare nurses’ knowledge in the 2018 MCPDP. A descriptive prospective of pre and post one shot designed was used for the study in Ogun state, Nigeria. The population for the study were841 participants(nurses). The instrument was pre and post tests records. Data were analyzed using the Statistical Package for Social Sciences (SPSS) and Kendall’s Tau correlation coefficient was used to state the strength of the relationship in the participants’ knowledge. Ethical approval was obtained from the Ogun State Ministry of Health Committee on MCPDP. The result revealed a significant difference between the entry knowledge and exit knowledge of the participants (P (0.00) <0.05; r=0.463). More than half of the respondents (53.5%) had good grade at the Pretest, while majority had Excellent grade at the post test. Mental health/Psychiatric nursing module had the highest knowledge based with 61.5% at the Pre-test and 90.7% at the Post test. However, Medical-surgical nursing recorded 100% lowest knowledge based in both Pre and Post tests. The study suggest exploration of other teaching methods and motivation for learnersin Medical surgical nursing module

Evaluation of Gender Difference Influence: Effects of Games on Acquisition of Science Process Skills in Junior Secondary School South East Nigeria

The relevance of instructional games has made it an important instructional approach for the teaching and learning of science especially at junior secondary level. The present study was focused on gender difference influence: effects of games on acquisition of science process skills in junior secondary school south east Nigeria. The quasi-experimental design was used for this study. The population of this study consisted of the entire Junior Secondary School, Basic Science students one (JSS 1) of the thirty-five (35) public secondary schools in Enugu Education Zone. The sample for the study was one hundred and sixty (160) Basic Science students and four Basic Science teachers from co-education secondary schools in Enugu Education Zone of Enugu state. Stratified random sampling was employed to obtain the schools used for the study. The instruments used for the study was the Test of Science Process Skills Acquisition Test (TOSPSAT). The instruments were given to four (4) experts in science education, two (2) science educators (measurement and evaluators) and two (2) experienced integrated teachers for face and content validation.  The reliability of TOSPSAT was done using Kuder-Richardson formula 20 (K-R 20). The research questions were answered using mean and standard deviation. Analysis of covariance (ANCOVA) was used for testing hypotheses at P&lt;0.05 level of significance.  The students taught using game teaching approach had higher mean science process skills acquisition scores in all the skills studied than those taught using conventional method. There was a significant difference in the mean science process skills acquisition scores of subjects exposed to games than those exposed to conventional method. Male and female students exposed to games scored higher in all the science process skills studied. There was no significant difference found in the mean science process skills acquisition scores of male and female students exposed to games. The interaction effect of instructional methods and gender on mean science process skills acquisition scores was not significant. The findings of this implies that students, teachers and curriculum planners should adopt the use of games in teaching and learning processes. Keywords: games, science process skills, gender difference DOI: 10.7176/JEP/11-15-06 Publication date:May 31st 202

Influence of Location: Application of Games as a Teaching Method for Science Process Skills Acquisition in Junior Secondary School South East Nigeria

The present study was designed to evaluate the influenced of location on using game-based teaching method in acquisition of science process skills in junior secondary school south east Nigeria. The quasi-experimental design was used for this study. The population of this study consisted of the entire Junior Secondary School, Basic Science students one (JSS 1) of the thirty-five (35) public secondary schools in Enugu Education Zone. The sample for the study was one hundred and sixty (160) Basic Science students and four Basic Science teachers from co-education secondary schools in Enugu Education Zone of Enugu state. Stratified random sampling was employed to obtain the schools used for the study. The instruments used for the study was the Test of Science Process Skills Acquisition Test (TOSPSAT). The instruments were given to four (4) experts in science education, two (2) science educators (measurement and evaluators) and two (2) experienced integrated teachers for face and content validation.  The reliability of TOSPSAT was done using Kuder-Richardson formula 20 (K-R 20). The research questions were answered using mean and standard deviation. Analysis of covariance (ANCOVA) was used for testing hypotheses at P&lt;0.05 level of significance.  The students taught using game teaching approach had higher mean science process skills acquisition scores in all the skills studied than those taught using conventional method. There was a significant difference in the mean science process skills acquisition scores of subjects exposed to games than those exposed to conventional method. Location of school had no significant effect on the mean science process skills acquisition scores of students exposed to treatment and conventional method. The interaction effect of instructional methods and location on mean science process skills acquisition scores was not significance. The findings of this implies that students, teachers and curriculum planners should adopt the use of games in teaching and learning processes. Keywords: games, science process skills, location influence DOI: 10.7176/JEP/11-18-13 Publication date:June 30th 202

A study of leadership qualities of principals of good secondary schools in Imo State, Nigeria

This study examines how leadership is understood and exercised by principals of good secondary schools in Imo state, Nigeria. The study investigates how and in what sense three of the good secondary schools in Imo state earned their reputation of goodness and how the principals\u27 leadership qualities factored in making these schools stand out as good schools among other public schools in the state. The study adopts qualitative research methods of interviews, observations, and analyses of relevant documents to explore the thoughts and activities of principals, teachers, students, and parents of the three schools in order to understand the essential features, values, styles, and personalities of the actors that shape and define each school\u27s educational landscapes. Through this qualitative methodology, one is able to notice the congruency or disparity between leaders\u27 policy and practice, ideology, and reality over a range of matters in each school setting. The study found the leadership of the three schools to be good according to the Nigerian yardstick of goodness. The study shows that the principals of the three secondary schools played very significant roles in helping their schools earn the reputation of goodness. The principals distinguished themselves from other public school principals by articulating professional practices in school administration and thus proved that good schools with good leadership are possible through commitment, courage, and emphasis on collective responsibility. Findings indicate that the principals raised their schools to a reputable standard of goodness by adopting different leadership styles as different circumstances manifested themselves in the administrative field. Some of the leadership frames adopted by these principals include: the structural frame of leadership, which tends to be analytical and authority-oriented; the human-resource style, which emphasizes values and ethic of care in decision making; the political frame, which highlights power relationship associated with ownership of the means of production; and finally, the symbolic frame, which attempts to create meaning out of irrational circumstances or situations through the use of symbols, rites, plays, humor, myths, stories, and ceremonies. The study concludes that there is no single ideal leadership style that cuts across all cultural boundaries or that must be followed by principals to attain a reputable standard of goodness in schools. Rather, different circumstances determine different leadership styles to be adopted. Leadership is culture-bound (Maxcy, 1995)

Climate-Driven Temporary Displacement of Women and Children in Anambra State, Nigeria: The Causes and Consequences

With increasing periods of extreme wet seasons, low lying geographic position, with socioeconomic, and political factors; some communities in Anambra State, Nigeria experience heightened floods annually resulting in loss of shelter, displacement of people with breakdown of livelihoods, particularly in rural communities worsening their risks and vulnerabilities. In 2012, a major flood event in the state temporarily displaced about 2 million people. In this chapter, we used a community-based adaptation approach to investigate the causes and consequences of climate-related temporary displacement on community members in Ogbaru LGA, Anambra State following flood events. We used global positioning system to obtain the community’s ground control points and gathered our data via field observation, transects walks, focus group discussions, photography, and in-depth interviews. Our findings reveal a heightened magnitude of flood related disasters with decreased socio-economic activities, affecting their health and well-being. Also, the community members have a practice of returning to their land, after flood events, as a local mitigating risk management strategy. For multilevel humanitarian responses at the temporary shelter camps, it becomes imperative to meaningfully engage the community members on the challenging risks and vulnerabilities they experience following climate-driven temporary displacement to inform adaptation and resilience research, policy change and advocacy