Journal of Education and Practice https://carijournals.org/journals/index.php/JEP <p>Journal of Education and Practice is a high profile peer reviewed journal approved for its information on critical knowledge published by CARI. The journal is concerned with an individual's psychological, economic, moral, emotional, physical, religious, personal, spiritual and professional development in education. Moreover, the journal focuses on the academic factors.</p><p>The journal delights in its affordable and swift publication and it’s featured in the Google scholar, amidst other journal indices. It also facilitates the free access to scholarly journals. A double blind peer review technique is employed as far as the review of the research report is involved. This contributes to publications of high precision. It can be identified as one of the best scholarly journal publications in the field of scientific research study peer review undergoes fast publication process and reviews remarks issued in two weeks. </p> CARI Journals Limited en-US Journal of Education and Practice 2520-467X RELATIONSHIP CONNECTING CONTINUOUS ASSESSMENT AND EXAMINATION SCORES IN MATHEMATICS IN SOUTH-WEST NIGERIA COLLEGES OF EDUCATION https://carijournals.org/journals/index.php/JEP/article/view/859 <p><em>Nigeria Colleges of Education have been conducting regular and steady internal assessments in order to determine the progress of learning and strengths of students achievement via continuous assessment. This study correlate the performance of internal assessment termed continuous assessment with the final assessment scores called semester examination in Mathematics courses in Colleges of Education in South-west, Nigeria. Ten public colleges of education in south-west, Nigeria comprising of four federal colleges of Education and six state Colleges of Education were randomly sampled for the study. The instruments were pilot tested and the reliability indices attained were r=0.87, r=0.91, r=0.92 and r=0.90 using Crombach Alpha statistical instrument. Researcher-designed questionnaire and the last three years results in Mathematics courses were the instruments that were employed for the collections of data. Three research questions and two hypotheses were formulated and guided the study. The results showed that there was no significant relationship between continuous assessment and final examination grade scores of students in mathematics based on gender. However, there was significant relationship between continuous assessment and final examination grade scores of students in mathematics based on institution ownership. Among others, it was recommended that high premium should be given to continuous assessments irrespective of students’ gender and institution ownership. Also, intensive seminar should be conducted for lecturers in Nigerian colleges of education on the relevance and impact of continuous assessment in determining students’ academic strengths and progress for making better decision.</em></p> Sunday Oloruntoyin SANGONIYI Adeniyi Musibau GBOLAGADE Copyright (c) 2022 Journal of Education and Practice 2022-05-05 2022-05-05 6 1 35 47 10.47941/jep.859 Smart Slate Game and Students Academic Performance in Educational Technology, University of Calabar, Nigeria https://carijournals.org/journals/index.php/JEP/article/view/758 <p><em>The study examined the effect Utilization of Smart Slate Game (SSG) on year two students’ academic performance in Educational Technology in the University of Calabar, Nigeria. Two purpose of the study and two null hypotheses were formulated to guide the study, Quasi-experimental research design using pre-test posttest non-randomized control group design was adopted for the study. The population is made up of all Educational Technology students in the University of Calabar. A sample of 131 year two students of educational technology comprising of 66 students (26 males and 40 males) in the experimental group and 65 students (28 males and 37 females) in the control group were purposively sampled for the study. The Smart Slate Game and Educational Technology Performance Test (ETPT) were the instruments used for data collection. The results of the study were analyzed using Analysis of Covariance (ANCOVA). The results revealed that there is a significant difference in academic performance of educational technology students taught with smart slate game and those taught using expository method, there was also a significant difference in performance between male and female students taught using the Smart Slate Game, there was no significant difference in cognitive abilities of Educational Technology students when using Smart Slate Game. It was therefore recommended smart slate game technology should be used always to promote students academic performance in educational technology and that teachers should effectively design their lesson plans with Smart Slate Game to foster group task and have fun while learning.</em></p> Abigail Aniefiok Effiong Ekpo Omini Ekpo-Eloma Kirian James Jacob Victoria Inebehe Udoh Copyright (c) 2022 Journal of Education and Practice 2022-01-21 2022-01-21 6 1 1 18 10.47941/jep.758 Enhancing Literacy Development in Nigeria through Reading and Writing Skills Development https://carijournals.org/journals/index.php/JEP/article/view/865 <p><strong>Purpose: </strong>The Purpose of this paper is to draw the attention of the Government of Nigeria to the need to support the teaching of reading and writing skills in Nigerian schools for the much-needed national development.</p> <p><strong>Method and data used:</strong> The research was carried out using the library research method which furnished the relevant information on the relevance of reading and writing skills in the acquisition of literacy, which is fundamental to Nigeria’s development.</p> <p><strong>Finding: </strong>The goal of education in Nigeria is development. A kind of development that is human-centred and focused on the aptitude and achievements of an individual. Development is realised when there is a highly literate populace. However, this set objective is hampered by the growing rate of illiteracy. A UNESCO survey in 2015 reveals that 65 million Nigerians out of the 170 million Nigerians are illiterates. They can neither read nor write. The latest report from Varrella (2021) indicates that 62% of Nigerians are literate, even though not quite a good rate. Hence, a development that ought to be sustainable is threatened. The lukewarm attitude of the government in seeing that literacy gains prominence in the curriculum through reading and writing skills is dashed. With the poor literacy rate, it is appalling and a thing of grave concern for a nation that is focused on development through education to have more than half of its citizens as illiterates. Illiteracy is a clog in the wheel of sustainable educational development; it has placed the Nigerian state high on the global poverty index and exposed it to so many diseases and epidemics. Hence, illiteracy is linked to poverty.</p> <p><strong>Unique Contribution to Theory, Practice and Policy: </strong>&nbsp;Furthermore, the paper found low literacy rate, inadequate funding of education and lack of professional literacy education teachers in the country and it concludes by strongly recommending the promotion of reading and writing skills through access to quality education, adequate funding of education and training of specialist teachers for the needed development of the nation, and sustain its future relevance in the comity of nations.</p> Solomon E. Mangvwat Victor J. Meshak Copyright (c) 2022 Journal of Education and Practice 2022-05-13 2022-05-13 6 1 48 59 10.47941/jep.865 Technoducation and its Relevance in Enhancing Access to Higher Education in the Post Covid 19 Era in Nigeria https://carijournals.org/journals/index.php/JEP/article/view/858 <p><em>With the advent of Covid-19, the educational system in Nigeria was thrown into comatose as education at all levels was shutdown to curtail the spread of the virus. The closure lasted for a period of time while disrupting the academic activities across the country. Though, the Federal Government directed all tertiary institutions to switched to virtual teaching and learning as alternative form of learning for the achievement of educational programmes, the transition was slow due to the unpreparedness of Nigerian education system among other factors. To this end, this opinion paper proposes technoducation model which incorporates various technological innovations for enhancing access to higher education in Nigeria. Also, it x-rays the challenges constraining technoducation in expanding access to higher education in post Covid era. </em></p> Chinenye Blessing AMAONYE Adaora ANYAEJI Chidinma Chinenye THOMPSON Joel Babatunde BABALOLA Copyright (c) 2022 Journal of Education and Practice 2022-05-04 2022-05-04 6 1 19 34 10.47941/jep.858