EDUCATIONAL MANAGEMENT
COMPARATIVE EVALUATION OF RESOURCE MANAGEMENT IN PUBLIC AND PRIVATE SECONDARY SCHOOLS
This study examined comparative evaluation of resource management in public and private secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of comparative; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with comparative and evaluation. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 384 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 353 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.03). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.545, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.12, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.08, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on comparative.
2026 — undergraduate
ASSESSMENT OF DECENTRALISATION ON SCHOOL-BASED MANAGEMENT IN NIGERIA
This study examined assessment of decentralisation on school-based management in nigeria, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of assessment; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with assessment and decentralisation. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 389 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 369 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.04). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.591, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.17, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.29, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on assessment.
2026 — undergraduate
INFLUENCE OF CURRICULUM IMPLEMENTATION ON STUDENT ACHIEVEMENT IN NIGERIAN SCHOOLS
This study examined influence of curriculum implementation on student achievement in nigerian schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and curriculum. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 392 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 375 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.05). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.598, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.03, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.22, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
ASSESSMENT OF CURRICULUM CHANGES ON TEACHING PRACTICES IN SECONDARY SCHOOLS
This study examined assessment of curriculum changes on teaching practices in secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of assessment; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with assessment and curriculum. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 414 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 397 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.11). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.478, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 6.93, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.12, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on assessment.
2026 — undergraduate
INFLUENCE OF TIME MANAGEMENT PRACTICES ON THE ACHIEVEMENT OF EDUCATIONAL GOALS IN SCHOOLS
This study examined influence of time management practices on the achievement of educational goals in schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and time. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 392 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 375 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.08). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.556, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 6.09, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.16, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF SCHOOL RESOURCES ON STUDENTS' ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS
This study examined effect of school resources on students' academic performance in public secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and school. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 382 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 368 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.13). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.542, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.05, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.09, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
DIGITAL LITERACY AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN ABUJA
This study examined digital literacy and academic performance of secondary school students in abuja, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of digital; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with digital and literacy. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 393 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 361 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.11). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.496, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.8, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.02, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on digital.
2026 — undergraduate
IMPACT OF SCHOOL FUNDING ON THE QUALITY OF EDUCATIONAL FACILITIES IN NIGERIA
This study examined impact of school funding on the quality of educational facilities in nigeria, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of impact; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with impact and school. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 404 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 367 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.03). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.569, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.16, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.23, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on impact.
2026 — undergraduate
EFFECT OF EDUCATION BUDGET ALLOCATION ON LEARNING OUTCOMES IN PUBLIC SCHOOLS
This study examined effect of education budget allocation on learning outcomes in public schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and education. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 406 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 384 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 2.98). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.451, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.78, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.29, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF INCLUSIVE EDUCATION POLICIES ON LEARNING OUTCOMES IN NIGERIAN SCHOOLS
This study examined influence of inclusive education policies on learning outcomes in nigerian schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and inclusive. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 400 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 367 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.18). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.502, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.71, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.24, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF GENDER-SENSITIVE MANAGEMENT ON FEMALE STUDENT RETENTION IN NIGERIAN SCHOOLS
This study examined effect of gender-sensitive management on female student retention in nigerian schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and gender. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 382 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 358 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.15). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.52, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 6.77, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.24, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF ACCREDITATION ON PROGRAMME STANDARDS IN NIGERIAN UNIVERSITIES
This study examined influence of accreditation on programme standards in nigerian universities, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and accreditation. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 406 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 396 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.19). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.577, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.81, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.17, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF INSPECTION AND SUPERVISION ON TEACHING...
This study examined effect of inspection and supervision on teaching quality in primary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and inspection. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 385 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 365 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.11). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.576, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.76, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.19, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF PROFESSIONAL DEVELOPMENT ON TEACHER...
This study examined influence of professional development on teacher effectiveness in secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and professional. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 397 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 361 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.1). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.488, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 8.42, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.1, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF TEACHER RECRUITMENT AND RETENTION POLICIES...
This study examined effect of teacher recruitment and retention policies on staffing in public schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and teacher. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 395 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 364 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.2). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.485, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.45, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.07, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF STUDENT DECIPLINE MANAGEMENT ON SCHOOL...
This study examined influence of student discipline management on school climate in secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and student. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 418 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 405 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.07). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.491, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.82, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.23, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF GUIDANCE AND COUNSELLING SERVICES ON STUDENTS...
This study examined effect of guidance and counselling services on student adjustment in secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and guidance. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 386 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 358 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.11). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.504, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.03, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.14, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF COMMUNITY SUPPORT ON SCHOOL DEVELOPMENT
This study examined influence of community support on school development in nigeria, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and community. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 418 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 400 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 2.98). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.596, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 7.58, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.14, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF PARENTAL INVOLVEMENT ON STUDENT ACADEMIC
This study examined effect of parental involvement on student academic performance in nigeria, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and parental. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 393 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 368 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.01). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.525, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 6.47, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.31, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate
INFLUENCE OF ADMINISTRATIVE PLANNING ON SCHOOL...
This study examined influence of administrative planning on school effectiveness in nigeria, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of influence; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with influence and administrative. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 420 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 391 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 3.18). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.518, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 6.12, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.16, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on influence.
2026 — undergraduate
EFFECT OF SCHOOL ADMINISTRATORS LEADERSHIP STYLE
This study examined effect of school administrators' leadership styles on teacher motivation in secondary schools, using undergraduate students of the University of Lagos as a case study. The study was guided by three specific objectives: to examine the extent to which respondents exhibit the key attributes of effect; to determine the influence of these attributes on the outcomes under investigation; and to identify the challenges associated with effect and school. The study adopted a descriptive survey research design, anchored on the Systems Theory and the Human Capital Theory. A sample size of 394 respondents was determined using the Taro Yamane formula and selected through stratified and simple random sampling techniques, out of which 366 questionnaires were found valid for analysis. Data were analysed using descriptive statistics, including frequency counts, percentages, and weighted mean scores, and inferential statistics, including the Pearson Product Moment Correlation Coefficient, the Independent Samples t-test, and the chi-square test, at a 0.05 level of significance. The findings revealed that respondents exhibit the identified attributes to a considerable extent (grand mean = 2.96). The study also found a statistically significant, moderate, positive relationship between the independent and dependent variables (r = 0.451, p < 0.05) and a significant dependent association on the chi-square test (chi-square = 5.61, p < 0.05). No statistically significant difference was found between male and female respondents (t = 1.29, p > 0.05). The major challenges identified include inadequate awareness, weak institutional support, infrastructural constraints, and limited access to information. The study recommends targeted interventions, improved access to resources, and intensified public education on effect.
2026 — undergraduate