International Journal on Education Insight

Perception of lecturers on the core curriculum minimum academic standard (CCMAS) at Tai Solarin Federal University of Education

Emmanuel Sunday Osiyemi — 2026-07-04

The implementation of the Core Curriculum Academic Standards (CCMAS) has attracted the attention of lecturers on whether a 30% flexibility can be really practicable within universities. The study examined the perception of lecturers on Core Curriculum Minimum Academic Standard at Tai Solarin Federal University of Education. The descriptive survey research design was used. The study population comprised all lecturers at Tai Solarin Federal University of Education with a sample of 61 lecturers. Data were collected with the use of researchers developed questionnaire tagged “Lecturers Perception of CCMAS Questionnaire (LP-CQ) with a reliability coefficient of .75. The results indicated that the level of lecturers’ awareness and understanding was high (=3.12), perceptions of academic autonomy and curriculum flexibility was moderate (=2.78), perceived benefits of implementing CCMAS was moderate (=2.80), and perceived challenges of implementing CCMAS was moderate (=2.89). The study concluded that the effective implementation of CCMAS is not the sole issue related to the policy design, but also to sustain professional growth, sufficient institutional commitment, and real flexibility of the curriculum that enables the universities to innovate within their unique environments. It was recommended, among others, that NUC should increase institutional contribution beyond 30 percent whereas universities must make use of its contribution to the maximum to demonstrate local realities, industry demands and new global tendencies.

Effects of pre-marital sexual relationships and teenage pregnancy on academic performance among adolescent-students in Yaba LCDA of Lagos-Nigeria

Kehinde Kamolideen Lawal — 2026-07-04

Teenage pregnancy, which is often the direct result of premarital sexual relationships, is a significant concern, especially in Nigeria, where the consequences of early childbearing are felt in the academic performance. Thus, this study examined how adolescent pupils in Lagos State's Yaba Local Council Development Area (LCDA) performed academically in relation to premarital sexual encounters and teenage pregnancy. A descriptive survey design was adopted for the study with a sample of 97secondary school students. Pearson-Product Moment Correlation and Chi-Square statistical methods were used to assess three research hypotheses at the 0.05 level of significance. The results showed that premarital sexual relationships and academic achievement are significantly correlated among adolescent-students in Yaba LCDA, teenage pregnancy has no significant influence on school attendance among adolescent-students in Yaba LCDA, and there is a significant influenceof parental involvement on the prevention of premarital sexual relationships adolescent-students in Yaba LCDA. Based on these findings, the study recommended that schools should integrate well-structured and age-appropriate sexual and reproductive health education into their curricula, parents should be actively involved in their children's lives by fostering open and non-judgmental communication about relationships, sexuality, and academic aspirations, schools should establish counselling and mentorship programs to support students, particularly teenage mothers, in managing both academic and personal responsibilities, and that schools and community organizations should create peer mentorship programs where older students or trained peer educators can guide younger ones on making informed life choices.

Training opportunities as predictor of business educators job performance in public colleges of education, Kwara State, Nigeria

Abdulraheem Ismail Kunmi — 2026-07-04

Business Educators in Colleges of Education are saddled with tripartite mandate for the successful realization of the institutional goals. However, there has been much emphasis on their inability to teach as they ought to, disseminate research findings through publications and non-participation in community service. It is against this backdrop that this study investigated training opportunities as predictor of business educators’ job performance in public Colleges of Education, Kwara State, Nigeria. The study specifically examined the level of training opportunities as predictors of business educators’ job performance. The study adopted a descriptive survey research design. The population of the study was 53 Business Educators and quality assurance committee members from the three public colleges of education in the study area. Census sampling technique was adopted in this study. A structured questionnaire containing 20 items was used to elicit responses from the respondents and generated data for the study. The instrument was both face and content validated by three experts. The study made use of Cronbach Alpha and a reliability coefficient of 0.94 was obtained. The data collected for the study were analyzed using mean to answer the research questions raised and standard deviation to determine the closeness or otherwise of the responses from the mean. The study discovered that business educators will perform optimally if they are appropriately exposed to training opportunities and that neglect of business educators’ capacity building will have some negative impacts on their job performance and successful attainment of institutional goals for overall national education development (Mean=3.41; Mean=3.52). The study concluded that all hands must be on deck to ensure that business educators’ training opportunities is handled with seriousness by all stakeholders so that educational goals are realized. The study among others recommended that Management of colleges of education should continue to intensify its efforts in providing training opportunities for business educators by organizing seminars, workshops and conferences