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Chinweuba NH, Chigbu BC, Aham AC, Onyi IE, Ezeugo NC, Anakpua BC, Enebechi RI, Kalu IA, Eze NJ, Ugwuanyi CS. Management of work stress among arts and science school administrators in Nigeria using rational emotive occupational health coaching: A randomized controlled trial evaluation. Medicine (Baltimore) 2024; 103:e38135. [PMID: 38758905 PMCID: PMC11098203 DOI: 10.1097/md.0000000000038135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 03/29/2024] [Indexed: 05/19/2024] Open
Abstract
BACKGROUND The working circumstances of the administrators are appalling due to the nature of education in Nigeria. These administrators put in a lot of overtime to fulfill the expectations of their positions, which stresses them out. But there is no information in the literature about how administrators of science schools deal with their demanding environments. Therefore, the aim of this study was to evaluate how administrators of secondary scientific schools in the Southeast could manage work-related stress by using rational and emotive occupational health coaching. METHODS A randomized controlled trial (RCT) experimental design was used for the investigation, with 106 people divided into 2 groups-one for the intervention and one for the control. A selection of these participants came from southeast Nigerian special scientific schools. The Occupational Stress Index (OSI) and the Perceived Stress Scale (PSS) served as the foundation for our data collection procedure. A posttest was given following the 12-week intervention, and then there was a 2-month follow-up assessment. Repeated analysis of variance (ANOVA) was utilized to ascertain the effects both within and across groups. RESULTS It was revealed that rational emotive occupational health coaching had significant effect on the management of work stress among southeast secondary arts and science school administrators, F (2, 208) = 1452.484, P = <.050, ŋ2 = .933, and F (1, 104) = 18076.988, P = <.050, ŋ2 = .994). CONCLUSION The management of work stress among southeast secondary arts and science school administrators was significantly improved through rational emotive occupational health coaching.
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Affiliation(s)
| | | | - Assumpta C. Aham
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Ifeoma E. Onyi
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | | | - Blessing C. Anakpua
- Department of Science Education, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria
| | | | - Ijeoma Awa Kalu
- Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria
| | - Nneka Justina Eze
- Department of Linguistics, Foreign and Nigerian Languages, National Open University of Nigeria, Abuja, Nigeria
| | - Christian Sunday Ugwuanyi
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
- University of the Free State, South Africa
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Anyadike N, Ogiri HK, Agbo SU, Osang BN, Bessong CD, Godwin OI, Nkemjika O, Onyinye E, Onyeodiri IC, Okengwu M, Nwabuko LO, Otu MS, Victor-Aigbodion V, Ndille R. Cognitive and behavioral approaches to occupational stress management: The case of adult education administrative workers in Nigeria. Medicine (Baltimore) 2024; 103:e36825. [PMID: 38277555 PMCID: PMC10817104 DOI: 10.1097/md.0000000000036825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Accepted: 12/08/2023] [Indexed: 01/28/2024] Open
Abstract
BACKGROUND Those in administrative positions in adult education are more likely to suffer from stress because of the hard work they do, long hours in the office, a lack of adequate medical and welfare packages, and a lack of financial aid. In this study, adult education workers in Nigeria were assessed on the effectiveness of a cognitive and behavioral approach to managing occupational stress in public administration. METHOD This study was a group-randomized trial in which 94 adult education workers occupy public administrative positions within Enugu State, Nigeria, participated. Data were collected using 2 instruments, the Perceived Stress Scale, and the Workplace Stress Scale, which were validated by cognitive and behavioral psychologists at the University of Nigeria, Nsukka. The instruments contained internal construct and content validity as determined by Cronbach alpha. ANCOVA was employed to test for hypotheses and answer research questions. RESULTS This study demonstrates that cognitive and behavioral approaches are significantly effective in managing occupational stress among adult education workers who work for public agencies. CONCLUSION To improve stress management capacity among adults in public administration positions, researchers recommend frequent exposure to cognitive and behavioral approaches.
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Affiliation(s)
- Nkechi Anyadike
- Department of Public Administration and Local Government, University of Nigeria Nsukka, Nsukka, Nigeria
| | | | - Solomon Uchenna Agbo
- Department of Business Education, Faculty of Vocational Teacher Education University of Nigeria Nsukka, Nsukka, Nigeria
| | - Bessong Napoleon Osang
- Department of Continuing Education and Developmental Studies, University of Calabar, Calabar, Nigeria
| | - Columbus Deku Bessong
- Department of Continuing Education and Developmental Studies, University of Calabar, Calabar, Nigeria
| | | | - Ogechi Nkemjika
- Department of Adult Education and Extra Mural Studies, University of Nigeria Nsukka, Nsukka, Nigeria
| | - Ekere Onyinye
- Department of Adult Education and Extra Mural Studies, University of Nigeria Nsukka, Nsukka, Nigeria
| | - Imo Charity Onyeodiri
- Department of Adult Education and Extra Mural Studies, University of Nigeria Nsukka, Nsukka, Nigeria
| | - Mary Okengwu
- Department of Adult Education and Extra Mural Studies, University of Nigeria Nsukka, Nsukka, Nigeria
| | - Linus Okechukwu Nwabuko
- Department of Adult Education and Extra Mural Studies, University of Nigeria Nsukka, Nsukka, Nigeria
| | - Mkpoikanke Sunday Otu
- Department of Educational Psychology, University of Johannesburg, Johannesburg, South Africa
| | - Vera Victor-Aigbodion
- Department of Educational Psychology, University of Johannesburg, Johannesburg, South Africa
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Vita-Agundu UC, Eseadi C, Obasuyi HU, Sewagegn AA, Amedu AN. Assessment of stress management coaching among Nigerian pre-service history teachers: A randomized controlled study. Medicine (Baltimore) 2022; 101:e30999. [PMID: 36221431 PMCID: PMC9542752 DOI: 10.1097/md.0000000000030999] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Studies have found that pre-service teachers commonly face stressful circumstances that prevent them from completing their academic tasks effectively. In terms of psychological factors and interventions, pre-service history teachers in Nigeria are the least studied group. The objective of this study was to investigate the effect of stress management coaching among Nigerian pre-service history teachers. METHODS The research participants consisted of a randomized sample of 109 pre-service history teachers from Nigerian public higher education institutions (55 pre-service history teachers composed the stress management coaching group while 54 pre-service history teachers composed the waitlist control group). The stress management coaching for the pre-service history teachers was guided by a coaching manual created using the theoretical framework of rational emotive behavior coaching. RESULTS Pre-service history teachers who participated in stress management coaching showed significantly reduced stress levels at the post-test and follow-up. There was an interaction effect between group and time on the stress of pre-service history teachers. CONCLUSION The study suggests that pre-service history teachers can benefit from a stress management coaching intervention that uses the rational emotive behavior coaching approach. The development of this form of stress management coaching program on a large scale among pre-service history teachers could prove beneficial to their academic and personal success. Studies may be conducted in the future to examine the stress of history teachers in colleges and the efficacy of stress management coaching.
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Affiliation(s)
| | - Chiedu Eseadi
- Department of Educational Psychology, University of Johannesburg, South Africa
| | | | - Abatihun Alehegn Sewagegn
- Department of Educational Psychology, University of Johannesburg, South Africa
- Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia
- *Correspondence: Abatihun Alehegn Sewagegn, Institute of Education and Behavioral Science, Debre Markos University, Debre Markos, Ethiopia (e-mail: )
| | - Amos Nnaemeka Amedu
- Department of Social Science Education, University of Nigeria, Nsukka, Nigeria
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Igwe JN, Ugwuanyi CS, Ejimonye JC, Odionye N, Metu IC, Enebechi RI, Eze KO, Ikeh FE, Okeke AO, Nnnadi EM, Onuoha JC, Ene CU, Nwachukwu VN, Mbelede NG, Egolum EO. Stress Management Among Science and Social Science Educators Within Open and Distance Learning Centers Using Rational Emotive Behavior Therapy: Implication for Curriculum and Educational Evaluators. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2022. [DOI: 10.1007/s10942-021-00430-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Ugwuanyi CS, Okeke CIO, Ekwueme UH. Management of work stress in science education lecturers' population using rational emotive occupational health coaching: Implication for educational evaluators. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:2517-2531. [PMID: 34269427 DOI: 10.1002/jcop.22667] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 06/26/2021] [Accepted: 06/30/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Nigerian university lecturers face a lot of works in the day-to-day discharge of their responsibilities as academics. This constitutes a lot of stress for them as documented in the literature. However, literature is scarce on how these lecturers manage their work stress. Thus, the researchers explored the efficacy of rational emotive occupational health coaching (REOHC) on the management of work stress among lecturers. METHOD A randomised controlled trial group experimental research design was adopted using a sample size of 84 lecturers in Science Education Departments of the sampled universities. An occupational stress index was used in the gathering of necessary data for the study. The REOHC treatment lasted for 12 weeks after which the participants were posttested and a follow-up measure followed after 3 months of the termination of the treatment. Repeated measures analysis of variance statistical approach was used to analyse the obtained data. RESULTS It was revealed that REOHC was significantly (p < 0.05) effective in the management of work stress in a population of science education lecturers in Nigeria. CONCLUSION REOHC enables science education lecturers to effectively manage their work stress to maximise their work outputs. This finding implicates the expertise of Educational Evaluators.
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Affiliation(s)
- Christian S Ugwuanyi
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Chinedu I O Okeke
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
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Ugwu GC, Ugwuanyi CS, Okeke CIO, Uzodinma UE, Aneke AO. Efficacy of Rational Emotive Behavior Therapy on Depression Among Children with Learning Disabilities: Implications for Evaluation in Science Teaching. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2021. [DOI: 10.1007/s10942-021-00417-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Ene CU, Ugwuanyi CS, Ejimonye JC, Ani MI, Eneogu ND, Ikeh FE, Eya NM, Oguguo BC, Ibenegbu QO, Odionye N, Monday S, Nji I, Kalu IA, Eze BA, Ugwu FC, Nwachukwu VN. Effects of rational emotive occupational health coaching on work stress among academic staff of science and social science education in Nigerian universities: A randomised trial evaluation. Medicine (Baltimore) 2021; 100:e26963. [PMID: 34449461 PMCID: PMC8389868 DOI: 10.1097/md.0000000000026963] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 07/28/2021] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. METHOD A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. RESULTS The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. CONCLUSION Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.
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Affiliation(s)
- Catherine U. Ene
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Christian S. Ugwuanyi
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
| | - Jovita C. Ejimonye
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Mercy I. Ani
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Njideka D. Eneogu
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Francis E. Ikeh
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ngozi M. Eya
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Basil C. Oguguo
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | | | - Nonye Odionye
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Samson Monday
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ifeyinwa Nji
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ijeoma A. Kalu
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Beatrice A. Eze
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Felicia C. Ugwu
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Victor N. Nwachukwu
- Department of Library and Information Science, Faculty of Education, University of Nigeria, Nsukka
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Ilechukwu LC, Egenti NT, Aloh HE, Uwakwe RC, Obande-Ogbuinya N, Eke CL, Kalu IA, Ejionueme LK, Iremeka FU. Rational emotive education for reducing stress of undergraduate students of religious education program: An experimental study. Medicine (Baltimore) 2021; 100:e26177. [PMID: 34114999 PMCID: PMC8202547 DOI: 10.1097/md.0000000000026177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Accepted: 05/08/2021] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND Rational emotive education (REE) program aims to improve the behavioral and mental health of students. This study objective was to evaluate the effect of an REE program on stress among undergraduate students of religious education program in Nigerian Universities. METHOD One hundred and fifty (150) religious education undergraduates who had high level of stress participated in the study. Participants were assigned to 2 different groups. The treatment group had 75 participants and while control group also had 75 participants. Data collection was done using the Perceived Stress Scale (PSS-10) while data analysis was done using independent sample t test and paired t test statistics at .05 probability level. RESULTS The REE program resulted in a significant decrease in level of stress among undergraduate students of religious education program in the treatment group compared with those students in the control group. Also, the effect of the REE program was maintained during the follow-up among undergraduate students of religious education program exposed to it. CONCLUSION The REE program can be used to assist undergraduate students of religious education program to manage their stress.
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Affiliation(s)
| | - Nkechi Theresa Egenti
- Department of Educational Foundations, University of Nigeria, P.M.B 410001, Nsukka, Enugu State
| | - Henry Egi Aloh
- Department of Health Services, Alex Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State
| | - Rowland C. Uwakwe
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Nkiru Obande-Ogbuinya
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Chinyere Lambert Eke
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | - Ijeoma Awa Kalu
- Faculty of Education, Ekwueme Federal University Ndufu-Alike Ikwo, Ebonyi State, Nigeria
| | | | - Felicia Ukamaka Iremeka
- Department of Educational Foundations, University of Nigeria, P.M.B 410001, Nsukka, Enugu State
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Ugwuozor FO, Otu MS, Mbaji IN. Critical thinking intervention for stress reduction among undergraduates in the Nigerian Universities. Medicine (Baltimore) 2021; 100:e25030. [PMID: 33725978 PMCID: PMC7982192 DOI: 10.1097/md.0000000000025030] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Accepted: 02/06/2021] [Indexed: 01/05/2023] Open
Abstract
BACKGROUND The stress level of undergraduates is increasing at an alarming rate. This study's objective was to determine the effect of critical thinking intervention (CTI) for stress reduction among undergraduates in Nigerian Universities. METHODS This research used a pretest-posttest design. Participants were 103 undergraduates who had experienced a high level of stress. The Academic Stress Questionnaire (ASQ) and the Educational Stress Scale (ESSS) were the measures used for data collection in the study, while repeated measures analysis of variance was used for data analysis. RESULTS Before the intervention, assessment results showed that the stress level of participants was high, with no difference between those undergraduates in the treatment group and those in the no-treatment control group. After the intervention, the assessment results indicated a significant reduction in the undergraduates' stress level in the treatment group compared to those in the no-treatment control group. Further significant reduction was observed in the undergraduates' stress level in the treatment group compared to those in the no-treatment control group after follow-up assessment. CONCLUSION The authors concluded that CTI intervention was significantly effective for stress reduction among undergraduates in Nigerian Universities. Therefore, counselors are called upon to adopt the principle of CTI intervention to help patients under stress reduce their stress levels.
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Ugwuanyi CS, Okeke CI, Agboeze MU, Igwe NJ, Eya NM, Ejimonye JC, Oguguo BC, Ene CU, Chukwu CL, Obiozor EE, Agboeze MN, Nwachukwu RU, Koledoye UL, Ibenegbu QO, Ikeh FE, Sampson M, Attah FO, Ugwuanyi CK. Impacts of cognitive behavior therapy on occupational stress among science and social science education facilitators in open and distance learning centers and its implications for community development: A randomized trial group. Medicine (Baltimore) 2020; 99:e22677. [PMID: 33031335 PMCID: PMC7544423 DOI: 10.1097/md.0000000000022677] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
BACKGROUND Extensive review of literature showed that no available study in Nigeria has explored the impact of cognitive behavior therapy (CBT) on the management of occupational stress among open and distance learning (ODL) centers science and social science education facilitators. Thus, this study determined the impacts of CBT on the management of occupational stress among science and social science education facilitators in ODL centers in South-South Nigeria. METHODS A randomized controlled trial experimental design was adopted for the study with a sample size of 68 science and social science education facilitators in ODL centers in South-South states, Nigeria. Perceived stress scale (PSS) and Occupational stress index (OSI) were used for data collection. Using Cronbach alpha method, internal consistency reliability indices of 0.81 and 0.85 for PSS and OSI respectively were obtained in the Nigerian context. A 12-week cognitive behavior therapy intervention was conducted after which the participants in both the intervention group and the non-intervention group were administered posttest, while a follow-up assessment was administered after 2 months. Data collected were analyzed using mixed-design repeated-measures analysis of variance for the within-groups and between-groups effects. RESULTS It was found that CBT intervention led to a significant decrease in the occupational stress among science and social science education facilitators in ODL in the South-South region of Nigeria. CONCLUSION Cognitive behavior therapy is effective in the management of occupational stress among science and social science education facilitators in distance learning centers.
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Affiliation(s)
- Christian S. Ugwuanyi
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Chinedu I.O. Okeke
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
| | | | - Ngozi Justina Igwe
- Department of Adult Education and Extra-Mural Studies, Faculty of Education
| | - Ngozi M. Eya
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | | | - Basil C. Oguguo
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Catherine U. Ene
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | | | | | | | | | | | - Queendaline O. Ibenegbu
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Francis E. Ikeh
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Monday Sampson
- Department of Social Science Education, Faculty of Education
| | - Florence O. Attah
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
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