Journals

This study investigated the effects of ASEI-PDSI teaching approach on junior secondary school student's Retention in Mathematics. The study was guided by three objectives, three research questions and three null hypotheses. The study was carried out in Kwali Area Council, Federal Capital Territory (FCT) Abuja and adopted the quasi-experimental research design. The population for the study was 2,445 students, comprising of 1,414 males and 1,031 females. Simple random sampling technique was adopted with a sample size of 157 students, consisting of 69 males and 88 females were involved in the study. Mathematics Retention Test (MRT) was the instrument used in collecting data for pre-test and post-test respectively. The reliability index of the instrument was found to be 0.90. The data were analyzed using Mean and Standard Deviation to answer research questions and ANCOVA statistic was used to test the hypotheses at 0.05% level of significance. The results of the findings showed that students exposed to ASEI-PDSI teaching approach retained better in Mathematics than those exposed to the conventional method of instruction. Again, the findings indicated no significant difference in retention of male and female students when taught Mathematics using ASEI-PDSI teaching approach. Based on the findings, recommendations were made on the need to adopt the use of ASEI-PDSI teaching approach in teaching Mathematics in junior secondary schools. Secondly, Mathematics teachers should be advised and encouraged to attend in-service education and training (INSET) especially outside the country to gain wider experience on the application and effectiveness of ASEI-PDSI teaching approach in Mathematics since it has been found effective in enhancing students' academic retention. In conclusion, the result of this study provides empirical evidence that the use of ASEI-PDSI teaching approach enhanced students' Retention more than the use of conventional teaching method in Mathematics and therefore teachers should be encouraged to embrace the use ASEI-PDSI teaching approach in Mathematics classroom.

The low level of college students’ academic performance in physics has been a major concern for major stakeholders. However, the role of library in the improvement of students’ academic performance in physics cannot be down played. This study therefore examines the impact of library type (Physical and Internet) use on perceived academic performance of physics students in Federal College of Education, Abeokuta, Ogun State. The study adopted descriptive survey research design. All the thirty-four (34) 200level and 300level physics students were purposively sampled for the study. The validated self-designed Questionnaire was used. The data collected were analyzed using frequency counts, simple percentages and an independent sample t-test. Findings from the study showed that physics students in the Federal College of Education perceived their performance in physics to be high. The study revealed that the majority of the students prefer the physical library to the Internet library. Furthermore, the result showed that Although students patronize physical library than internet library, their performances do not vary significantly based on the type of library used. It was recommended that government and college administrators should provide well equipped and functionary library for student in order for students to always be satisfied with the service provided and consequently enhance their patronage of the physical library. Also, students should be encouraged to combine both the physical library and internet library for an effective student’s academic output in physics.

Behaviours embedded in soft skills are parts of the factors that contribute to students' academic performance. Educational productivity theory underpins the study. The study modeled the contribution of soft skills to academic performance of university undergraduates in Ogun State. A nonexperimental research design was implied. Six lecturers were engaged in a discussion to determine the soft skills and the indicators that students were expected to possess to excel academically. University Undergraduate Soft Skills Self-Assessment Scale (UUSSSAS) was used to collect data from 603 (males=360, females=243) undergraduates in public and private Universities in Ogun State. Structural Equation Model (SEM) was employed using Smart PLS 4.0 and IBM SPSS 23 to factor analyse, determine the measurement, structural models of the scale and the contribution of soft skills to students' academic performance. Five major themes clusters emerged from the analysis: communication skills, time management, teamwork, selfdiscipline and social capital. UUSSSAS was utilized and the five soft skills contributed a total of 13.4% to students' academic performance. Results have implications on the students' behaviour to skills that aid reading habit and theory of educational productivity. Findings corroborate educational productivity theory and guide both students and institutions in working to improve the students' academic performance.