Asian Journal of Advanced Research and Reports

What many nations like Nigeria need now is a functional and qualitative science education                  that will assist in national development. Science education has been identified to be one of the major bedrocks for the transformation of our national economy, hence must be                        adequately attended. This work was carried out to determine the impact of economic recession on teaching and learning sciences in higher institutions. A survey research design was adopted for the study. While a sampling random was used, using cluster as a sampling technique to select a sample of two hundred and twelve (212) respondents from  Aminu Saleh College of Education, Azare , Bauchi state,Nigeria. The instrument used for the study was questionnaire, the data collected was sorted out and analyzed using frequency distribution table and simple percentage. The problems associated with educational development through teachers, students and management staff were investigated and result pointed out that, all these contributed                 greatly to the aforementioned negative impact economic recession has on educational development. The government, teachers, students and management staff are therefore faced with challenges of maximizing whatever allocated to them to reduce the effect of current recession on education.

Background: Efficient project management suffices that decision makers are adequately informed on the impacts of their actions and inactions on the environment.

Objective: To explore the knowledge of environmental impact assessment (EIA) among undergraduates of the faculty of environmental sciences in a university in Nigeria.                                               

Materials and Methods: This was a cross sectional survey of 350 undergraduates selected via multistage sampling technique. Data were obtained using self- administered semi-structured questionnaires, and analysed using statistical package for social sciences software version 22. Statistical significance were done using Chi-square test at p value < 0.05.

Results: Two hundred and eighteen (62.3%) respondents reported awareness of EIA and cited their sources of information on EIA as 111(50.6%) schools, 109 (50%) textbooks, etc. Only (12.6%) out of 350 respondents had good level of knowledge on EIA. Fifty one (14.6%) out of 350 respondents reported ever participated in EIA process, while 34 (9.7%) were participating in EIA process currently. The level of knowledge of EIA process among respondents significantly vary with [gender, p=0.002) and marital status, p= 0.032)] respectively.

Conclusions: This study found apparently poor awareness of EIA, poor knowledge of EIA and poor participation in the EIA process. The level of knowledge on EIA vary significantly with gender and marital status. We recommend comprehensive but targeted, need- based environmental education to help create awareness, impart knowledge and equip these students with EIA strategies and skills to handle environmental challenges.

This study examined the availability of instructional materials and students’ academic performance in senior secondary schools, Maiduguri Metropolis, Borno State, Nigeria. Two (2) objectives and a null hypothesis were used to determine the availability of instructional materials and students’ academic performance in senior secondary schools in Borno state. Survey and Correlational design were used. The total population of the study was 1,236 teachers and 10,349 students out of which 371 teachers and 3,105 students were sampled through simple random sampling. SSCE results for five consecutive years of the 2014-2018 academic sessions were obtained for the study. Checklist and Pro-forma were used for data collection. Data collected were analyzed using Pearson Product Moment Correlation coefficient, frequency and percentage at 0.05 level of significance. The study revealed a significant relationship between availability of instructional materials and students’ academic performance in senior secondary schools in Maiduguri Metropolis. The study also found that the instructional materials for teaching and learning are available. Based on the findings, it was recommended that government and other stakeholders should continue to support schools in the state with the necessary instructional materials needed for teaching and learning and School administration should emphasize the use of instructional materials to make learning easier.

Having realized the gravity of ageing population across the world, the 2030 agenda for sustainable development calls the attention to ensure inclusive society including elderly people in the society. Hence, this paper intends to examine the employers’ attitudes towards Re-employed Elderly Teachers (RETs) in the private sector schools in Sri Lanka. The data were collected through a country-wide survey using a self-administered questionnaire among the employers representing 98 private sector schools in Sri Lanka. The employers’ attitudes towards the RETs were measured by using 19 attitudinal variables, ranging on a 7-point likert scale from strongly disagree (1 value) to strongly agree (7 value) and descriptive data analysis was performed. Out of the 19 attitudinal variables, employers perceived 12 variables positively. The variable that recorded the highest positive was RETs were more responsible (86.8 percent). Furthermore, employers had positive attitudes towards RETs being loyal, reliable, punctual, stress tolerant, exhibiting lower absenteeism, competence, working hard, having fewer grievances, being self-motivated, interested in new skills, and cooperative. Employers rated 3 variables attitudinal negatively. They were technological adaptability of RETs, flexibility of RETs and the cost of RETs. Among those three variables, the highest negative variable was technological adaptability of RETs (60.2 percent). As indicated by employers’ attitudes, the RETs particularly need to improve their IT skills and flexibility characteristic according to the requirements of the new school environment.

In this paper, closed forms of the summation formulas for generalized Hexanacci numbers are presented. As special cases, we give summation formulas of Hexanacci, Hexanacci-Lucas, sixth order Pell, sixth order Pell-Lucas, sixth order Jacobsthal, sixth order Jacobsthal-Lucas numbers.