ASSESSMENT OF CONTENTS OF RECOMMENDED ECONOMICS TEXTBOOKS FOR SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA

The study examined the relevance of contents in the recommended Economics textbooks for senior secondary school students in Ogun Sate and examined the adequacy of contents in the recommended Economics textbooks. It also appraised the organization of contents in the recommended Economics textbooks. The study adopted the descriptive survey research design. The population for the study comprised all the 14 Economics textbooks recommended by the Ogun State Ministry of Education for senior secondary school students in Ogun State. Four Economics textbooks among those recommended by the Ogun State Ministry of Education were selected for the study using simple random sampling technique. One research instrument was used for data collection namely; Economics Textbook Assessment Checklist (ETAC). The data were analyzed using frequency count and percentages. The result showed that the percentage relevance of the textbooks contents ranged from 42% to 66% (i.e 42%, 56%, 66% and 66%). The result also showed that the percentage adequacy of the textbooks contents ranged from 30% to 64% (i.e 30%, 62%, 62% and 64%). The study further revealed that the percentage organization of the textbooks contents ranged from 26% to 56% (i.e 26%, 43%, 56% and 56%). The study therefore concluded that the content relevance, adequacy and organization of the recommended Economics textbooks for senior secondary school students in Ogun State textbooks were not very high since none of the textbooks fell within the range of 81% to !00% in terms of what exists in the Economics curriculum.  Article visualizations

Headship Supervisory Practices as Predictors of Teachers' Job Effectiveness in Nigeria Schools

This study examined the supervisory practices of school heads in Nigeria schools. It investigated the influence of headship supervisory practices on teachers’ job effectiveness. The study adopted descriptive survey research design. The population for the study comprised all public schools heads and teachers in a state. The sample comprised 30 heads and 450 teachers. Using stratified random and purposive sampling methods, 5 schools were selected each from the 6 Local Government Areas in Ondo State. From each school, 15 teachers and their head teacher were randomly selected. Two validated instruments titled “Headship Supervisory Practices Questionnaire - (HSP-Q)” and “Teachers’ Job Effectiveness Questionnaire - (TJE-Q)” were used for data collection. Data collected were analyzed using percentage, mean and multiple regression analysis. The results showed that supervision of classroom instructions, teachers’ attendance during lessons, supervision of lesson notes, students’ academic progress, and teacher’s development and trainings were all performed by heads in Ondo State secondary schools. The results further showed that up to 72.4% variance in school effectiveness can be attributed to the variations in headships’ supervisory practices. The study concluded that the combination of the headship supervisory practices significantly influence teachers’ job effectiveness

INVESTIGATION OF STUDENTS' PERCEPTION TOWARDS TEACHING PRACTICE EXERCISE IN EKITI STATE UNIVERSITY

The study investigated the constraints of teaching practice exercise as perceived by the students. It investigated the benefits or otherwise of teaching practice exercise as perceived by the students. It also examined the level of students’ interest in the teaching practice exercise. The study was guided by three research questions. Descriptive survey research design was adopted for the study. The sample consisted of two hundred and fifty students purposefully selected from the 300 and 400 Level in the Faculty of Education from which five departments were randomly selected to participate in the study. A self-designed instrument titled “Perception of Students’ towards Teaching Practice Exercise Questionnaire (PSTPE-Q)” was used to elicit information on teaching practice exercise as perceived by the students. Data collected were analyzed using descriptive statistics such as frequency counts and percentages. The results showed that the perceived unwillingness of the students’ to become teachers after graduating from the university was the major constraint of teaching practice exercise, followed by lodging/accommodation problem. However, period of time allocated for teaching practice was not a constraint. The results also showed that (73%) of the students’ perceived teaching practice exercise to be beneficial while (27%) perceived otherwise. Findings from the study further showed that (56%) of the students’ showed interest in teaching practice exercise