Teaching as a Career: Perception of University Education Students in Cross River State

This study in which survey design was utilized sought to determine trainee teachers’ perception of pursuing teaching as a career; and to determine those factors responsible for their perceptions. Four research questions were postulated to guide the study and a research instrument tagged ‘Student Teaching Career Questionnaire (STECAQ)’ was designed to collect data from the 233 registered final year students who constituted the study sample. The findings showed that 135(57.9%) of the students want to be teachers after graduation; out of those interested in making teaching their professional career 40(29.6%) are in education Sciences; More females are favourably disposed to making teaching their career after graduation than males. Low societal regard for teachers, low remuneration and allowing of non-trained teachers into the profession were among the factors cited as inhibiting students from making teaching their career after graduation. It was recommended among others that the agreed teacher salary scale be paid by the government both at the state and federal levels

Test as a stethoscope: The need for adequate training and re-training in educational test and measurement for all teachers

No Abstract

Some affective characteristics as correlates of secondary school students performance in mathematics in Cross River State.

The purpose of this study was to determine whether some affective characteristics could be used as correlates of secondary school students’ performance in mathematics in Cross River State. A survey data from a sample of 500 students were used in the study. A total of three hypotheses were tested using the One-way Analysis of Variance (ANOVA) and the independent t-test statistics. The findings of the study showed a significant influence of achievement-motivation, attitude and gender on students’ mathematics performance. This study results also showed that students’ who manifested high, moderate and low achievement motivation differed significantly, while those with positive attitude perform better than their counterparts with negative attitude. In terms of gender, female students showed a positive attitude towards mathematics than male counterparts. Some recommendations were made for counseling implication