Benedict O Emunemu’s scientific contributions

This study explores enrolment projection techniques and their implications for educational administrators in Akwa Ibom State, Nigeria. Enrolment projection serves as a foundational element in educational planning, enabling the anticipation of future student numbers and the allocation of resources accordingly. Various methodologies exist for projecting enrolment figures, each with its strengths, limitations, and applicability to the unique context of Akwa Ibom State. Challenges such as resource constraints, data limitations, policy incoherence, political interference, socioeconomic disparities, and globalization impact the accuracy and utility of enrolment projections. Despite these challenges, enrolment projection techniques significantly influence decision-making processes, resource allocation, and policy formulation for educational administrators. Informed resource allocation, infrastructure planning, teacher recruitment and training, curriculum development, policy formulation, early intervention strategies, budgetary planning, community engagement, long-term strategic planning, and monitoring and evaluation are key impacts of enrolment projection techniques on educational administrators in Akwa Ibom State. This study highlights the importance of leveraging accurate enrolment projections to address challenges and enhance educational planning efforts in the region.

This research explores the educational implications of high repetition rates in Nigerian secondary schools, considering socioeconomic and cultural factors influencing repetition. It examines the causes, effects, and long-term consequences of increased repetition rates, as well as alternative approaches and policy implications. It further delves into the impacts of repetitive rates on student learning outcomes, psychological impacts on students, teacher perspectives and challenges, parental and community involvement, policy Implications and educational reforms, alternative approaches to address repetition and long-term socioeconomic consequences in Nigerian secondary schools. Additionally, the paper addresses the challenges faced by educators in addressing repeated grades. Finally, it proffers strategies for reducing repetition rates in Nigerian secondary schools such as teacher training and professional development, policy recommendations for stakeholders at various levels to address the underlying issues contributing to high repetition rates and improve educational outcomes in Nigerian secondary schools.

This study investigated peer pressure, home, and school factors predisposing secondary school students to indiscipline in the Bwari area of Abuja. A descriptive survey research design of the correlation type was adopted for the study. The total population consisted of all secondary school students in the study area. Two hundred and fifty (250) students were sampled for the study, using a simple random sampling technique. Five research questions were raised and answered. Two self-constructed research instruments were used for the study, the first is titled predisposing factors to indiscipline questionnaire (PFIQ) and student indiscipline questionnaire (SIQ), and the two instruments yielded 0.84 and 0.81 reliability coefficients respectively. The result revealed that stealing and smuggling mobile phones to school are common indiscipline acts among secondary school students. Home factor, peer influence, and school factor was jointly contributed to indiscipline in senior secondary school in the Bwari area council Abuja. The researcher recommended that stakeholders should make sure that both home and school factors surrounding students are highly positive to influence their lives and raise disciplined students in our society.

This study examined peer group and academic performance of secondary school students in Ogun State Nigeria. Descriptive survey research design was adopted for the study. The population consisted of public secondary school students in Ogun state, 304 students were sampled for the study. Two research questions were raised and answered, four hypotheses were tested. Two separate instruments were used for the study, the first one is Peer Groups Questionnaire (PGQ)), second one was titled English and Mathematics Achievement Test (EMAT). The descriptive statistics of frequency counts and percentages were used to answer research question 1and 2. Pearson Product Moment Correlation was used to test research hypothesis at 0.05 level of significant. The result revealed the following: that Student academic performance in both English language and Mathematic were low, there is significant relationship between peer group and students' academic performance r = .168 p< 0.05. Based on the findings, the researcher recommends that parents and teachers should monitor the kind of group students join in school and the activities undertaken in such groups in other to improve the academic performance of students.