Supervision of Student-Teachers on Teaching Practice and Quality Education Delivery in Public Universities in Rivers State, Nigeria

Authors : M. E. Usip PhD; C. C. Ukala PhD

DOI : doi.org/10.47752/sjell.8.2.9.17

Abstract:
The study investigated supervision of student-teachers on teaching practice and quality education delivery in public universities in Rivers State, Nigeria. Three research questions and hypotheses guided the study. The study adopted correlation design. The population was 3402 students from public universities in Rivers State. The sample size of 340 was drawn using simple random sampling technique. The instruments for data collection were titled: Supervision of Student-teachers on Teaching Practice Questionnire and Quality Education Delivery Questionnire. In all, the instruments have 50 items structured on a four –points modified Likert type rating scale. The reliability coefficients are: supervision of student-teachers on teaching practice was .83 and quality education delivery was .81 using Cronbach method. Simple regression was used to answer all the research questions while t-test associated with simple regression was used to test hypotheses at 0.05 level of significance. The findings of the study among others revealed that classroom management contributed to quality education delivery by 37.1% and hypothesis revealed that classroom management significantly contributed to quality education delivery in public universities in Rivers State. The study concluded that supervision of student-teachers on teaching practice contributes to quality education delivery in public universities in Rivers State.

School Heads' Administrative Challenges and their Effect on Primary School Pupils' Academic Performance in Bayelsa State

Authors : OMEMU, FELIX Ph.D

DOI : doi.org/10.47752/sjell.8.2.1.8

Abstract:
The study aimed to assess the administrative challenges faced by school heads and their impact on the academic performance of primary school pupils in Kolokuma/Opokuma Local Government Area of Bayelsa State. A correlational survey research method was employed, with a sample of 25 head teachers from selected primary schools in the area. Purposive sampling was used to select the respondents. Data was collected through a self-developed questionnaire titled "School Heads Administrative Problems and Academic Performance Questionnaire" (SHAPAPQ), containing 15 items based on three research questions. A four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) was used for responses. The instrument was validated by experts in statistical analysis and achieved a reliability coefficient of 0.83 using Cronbach’s alpha. Academic performance data was gathered from previous exam scores. The study revealed several factors contributing to school administrative challenges, including parental involvement, home environment, government support, and community engagement, all of which affected pupils’ academic outcomes. Parents and the community are now aware of the significance to ensure timely school attendance for children, and an advocacy that will compel government to provide adequate resources and equipment to schools.