Academic activities are directed towards ensuring that students gain mastery of educational objectives. In schools, the extent to which these objectives have been met is determined greatly by the interaction of peer groups which could possibly reflect in student’s academic performance. Peer group play a large role in the social, emotional and academic development of students.
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The above statement suggests strongly, the unprecedented effect of peer group in almost all facet of adolescent’s growth. Such effect could be seen in social and emotional lives of young people, which does not end at the above mentioned, but could also manifest in their attitude towards educational activities and careful consideration of these elements has shown that they reflect in the academic performance of students.
PEER GROUP
A group of people of approximately the same age who have similar interests, background, or social status. The members of this group are likely to influence an individual’s beliefs and behaviors. In childhood, peer groups consist of individuals who spend time and interact with each other. In adolescence, peer groups are based increasingly around the reputation of its members. Therefore, peer groups play a particularly important role in socialization. Further, peer groups may not only provide a positive context for children and youth to be a part of beneficial relationships but can also have a large influence on the behaviors, beliefs, and attitudes of the individual members of the group. It is therefore important to consider that while there are often many benefits to being a part of such groups, it is also possible that aspects of these groups present certain risks to children and youth. The rest of this chapter will examine peer groups across the lifespan through an evolutionary lens by considering gender differences and potential costs and benefits of memberships in such groups.
STRATIFICATION OF PEER GROUPS
The transition from childhood to adolescence marks a period of rapid stratification of individuals into peer group structures as adolescents move from elementary school to middle and high school. This period is characterized by increased levels of autonomy as peer relationships begin to supersede familial relationships. Further, during this period, adolescents experience new levels of reduced supervision. From a psychoanalytic perspective, this progression facilitates the process of individuation, which may be described as the manner in which adolescents restructure relationships with parents and caregivers to accommodate new and different kinds of relationships with one’s peers. This novel degree of independence from one’s parents sparks feelings of vulnerability and anxiety in adolescents which, in turn, they attempt to quell through supportive and intimate relationships with their peers. Similarly, from a cognitive-developmental perspective, these new peer relationships are qualitatively different from previous relationships with adults, particularly in regard to the imbalance of power. The horizontal nature of friendships allows adolescents to explore opposing ideas and multiple perspectives, thus facilitating an advanced understanding of other persons as having independent thoughts and emotions.
STUDY TIME
The study time is the time (expressed in hours) the target student needs to complete the learning activities and assessment activities of a study programme or part of a study programme. Since grade is a primary parameter of such learning, if a learner earns high grades it is thought that he/she has learned well while low grades indicate poor learning outcome. However, many have also found out that several factors contribute to the grades. No single factor can be taken in isolation as predicting grades. It has been an influence of so many factors such as gender, IQ, study habits, study time, age, year of study, level of parent’s educational attainment, social status, number of children, birth order, etc. Study time problems that have to do with student’s engagement in home work, assignments, reading and note taking, study period procedure, students’ concentration in examination and teachers’ consultancy services necessitated this study
PEER GROUP AND STUDY TIME AMONG STUDENTS
One of the major determinants of the success achieved by a student is peer group influence. Peer group can do a lot of things to students. The influence can be positive or negative. The influence of peer group these days can be seen in the time spent on studies by students. Most students who associated themselves with others that like to study tend to create more time for their studies while those that associate themselves with those that hate studies tend to have less study time. There is a significant relationship between study time and peer group in virtually all institutions whether those in secondary or higher institution.

Physical education is one of the most discussed topics in the education section. Physical Education (PE) develops the skills, knowledge, values and attitudes needed for establishing and enjoying an active and healthy lifestyle, as well as building student confidence and competence in facing challenges as individuals and in groups or teams, through a wide range of learning activities. PE is offered as an elective examination subject at senior secondary education level. It emphasizes the connection between theory and practical skills and is designed to develop the interest and potential of students in the areas of PE and sports. It will help students gain a deeper understanding of theories and applications in the fields of human movement and health, and it will promote the well-being of individuals and society. There are several research topics on physical education and how they can improve level of cognition among adolescents. This is the major reason for this article
PHYSICAL EDUCATION
Physical education is a process through which favourable adaptation and learning (organic, neuromuscular, intellectual, social, cultural, emotional, and aesthetic) result from and proceed through, fairly vigorous activity. Since the crises that emerged in physical education during the 1960s and 1970s, and the growing disconnect between the scientists and practitioners, the pedagogical subdiscipline of physical education has been too isolated from the academic dialogue about the aims of the field which led to continuous research on physical education.
In most tertiary institutions today under the department of education we tend to see more undergraduate project topics centered on physical education. As a result, pedagogy professionals and practitioners have been unable to assume their rightful responsibility of advocating for and defining the nature of the field at the school level. This also includes taking the lead in educating parents, administrators, faculty, and staff and final year project students about physical education class, its curriculum, designed outcomes, and benefits
COGNITION
Theories are often said to “carve nature at its joints.” In the case of psychological theories, the entity being carved is the human mind. The term cognition is used to refer to those aspects of the mind related to the acquisition, modification, and manipulation of knowledge in particular contexts. Knowledge comes in many forms (e.g., math knowledge, self-knowledge), so the field of cognitive development has broad applicability. In fact, it is hard to think of a situation in which knowledge would not be involved. Nevertheless, when we say that researchers study cognitive development, we usually mean that they study such things as learning, memory, language, and reasoning. More specifically, cognitivists make several important distinctions or “carvings” in their theorizing. The first is the distinction between behaviors (e.g., walking to a library) and mental entities that cause these behaviors (e.g., the desire to read a certain book and the belief it can be found in the library). Other important distinctions pertain to the different kinds of mental entities that have been proposed to explain various kinds of behaviors. At the highest level of analysis, three kinds of mental entities have been proposed: (a) knowledge, (b) cognitive processes and capacities, and (c) metacognitive orientations. Cognition is widely considered a huge determinants for the academic performance of students in secondary and tertiary institutions.
ADOLESENTS COGNITIVE LEVEL
Having defined cognition in terms of knowledge, cognitive processes, constraints, and metacognitive orientations, we can now consider age changes in these aspects of mind. Before proceeding, however, it is important to clarify how the term development is used in this chapter. The present author shares the view that cognition can be said to develop when (a) either a qualitative or quantitative change occurs in some aspect of cognition over time and (b) this change enhances an individual’s ability to attain healthy or adaptive outcomes (e.g., better grades in school; stronger, more beneficial friendships; physical or emotional health). Note that such changes can either be local (i.e., confined to a particular domain) or global (i.e., domain-general or stage-like). A second introductory point is that the vast majority of contemporary cognitive developmentalists strongly support the idea of domain-specificity. What children learn is obviously a function of what they are exposed to. If children grapple with certain topics more often than others in school and elsewhere, it stands to reason that their knowledge of the high-exposure topics will be more extensive, interconnected, and abstract than their knowledge of lesser-exposure topics (even a domain-general theorist such as Piaget would agree with such an assertion. This analysis suggests that older adolescents and adults would only tend to know more than younger adolescents for topics that are repeatedly expanded upon with age.
PHYSICAL EDUCATION AND ADOLESCENTS COGNITIVE LEVEL
It is widely understood that regular physical activity in adolescence offers numerous health benefits. However, despite the broad dissemination of health information about the benefits of regular participation in physical activity, many studies have found that the majority of adolescents around the world either engage in physical activity on an infrequent basis or are completely sedentary. It is well known how important physical activity is in creating the favorable conditions for the human mental activity implementation. It serves as a means of remoting the negative emotional impacts and intellectual exhaustion, and therefore as the factor of intellectual activity stimulation. As a result of physical exercises, we see the improvement of the brain blood circulation and the intensification of psychological processes providing perception, processing and reproduction of the information. Thus, the numerous data show that the physical exercises influence on the increasing of memory size and attention span, accelerating the solution of the basic intellectual tasks and hastening the vision and motor reactions. It should be noted that in spite of its great independent value, the mental processes activation is not among the courses, which are promoted by the various theories of the physical education. However, it is particularly important for the physical education classes at school, where pupils` mental exhaustion is often observed. Therefore, the pupils` activation of mental processes and preparation of nervous system for the active functioning in the further classes is, definitely, a priority.

Someone is categorized as teenager, when he/she is in the developmental stage that lies between childhood and adulthood. Teenagers experience significant changes on the biological, cognitive, personality, and social levels, because of puberty, abstract and reflective thinking, the task for achieving identity, and the increasing of peer conformity.

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Related with those changes, teenagers develop understanding of who they are. They look at the self from a psychological perspective, viewing traits not as concrete entities but as abstractions
CELEBRITIES
Celebrity is the famous people from entertainment field, medicine, science, politics, religion, sports or close association with other celebrities. If celebrity use or promote several things, like make-up, hair style, clothes, habits, the fans tend to follow by buying the products or service in order to show the fans’ interest of celebrity. Unsurprisingly, media use celebrity as the more effective way to influence people’s lifestyle, included teenagers. Media expose celebrity daily life, discuss them with infotainment program, and investigate the celebrity private life. Another issue is the term of celebrity worship syndrome. It will describe the obsessive addictive level when someone becomes more involved with detailed life journey of the celebrity. When media supply continuous information of celebrity, the celebrity worshippers are spoilt to fulfill their needs, by following the news, watching all of the TV program or movie, joining the social media (FB/Twitter) of the celebrity.
TEENAGERS
Teenagers are best described as part time adults and part time children – with they themselves deciding which part-time is when. It is sad but true that the word used most often when discussing about teenagers is “problem”. Teenagers are not problems. They are like the partially cooked food which may burn if you touch it, which may look revolting in the pan, which may let out steam, but given the right flavoring, patience, and sensitive handling, soon turn appetizing. One of the first things to remember when a child enters adolescence, is that the parent or the teacher needs to grow up with him. Attitudes have to change, disciplining methods have to be revised, and he needs to be given greater responsibility and independence. Today’s teenager has a strong exploratory sense. From TV and internet to relationships and values, she starts questioning everything. This curiosity needs to be nurtured, not suppressed. Peer pressure is very high at this stage, and anything contrary imposed by parents or teachers can create tremendous conflict at home or in school.
CELEBRITIES INFLUENCE ON TEENS IN COLLEGES
Options for role models are countless in a society saturated with the influences of celebrities, models, and athletes. Moreover, with an dramatically rapid development of entertainment industry, famous people then have stronger effects on people, especially the youth. Hence it is not surprising that if one were to ask a random individual, especially a teenager who his role model is; then an answer would be likely a name of a favorite star rather than a name of a relative, friend, or teacher. Then, he also states that idol is his hero. However, not all heroes influenced profoundly; while it is true that some celebrities act as positive role, there are many others set bad examples for the youth. One of these remarkable neutral impacts on teens is self-esteem related to their appearances. They tend to underestimate their own appearances and try to become celebrities look-alikes.
As reported in an article “Celebrity culture” (2014) by YouGov:
Young people are more likely (32%) than average (26%) to say that celebrity culture is having a negative effect on how they perceive their own bodies, and are less likely (49%) than average (61%) to say they are happy with their weight and body image.
This dramatically rising rate of dissatisfaction with body looks shows that youngsters struggle to look better or in term of being perfect like their idols. A reason for that matter is that social media such as Facebook, Instagram, and Twitter and celebrities have broadcasted unrealistic beauty fantasy imposed on youngsters and make them become quickly swayed. Teenagers then forget that everyone has their own beauty and they are attractive in their ways. Conversely, they are likely to follow the same role model, like Desombre said people all want to look like celebrities instead of celebrating a variety of beauty. Therefore, they admire these gorgeous looks and slip into unhealthy strategies to maintain a perfect physique. Not to mention, they might have behaviors such as starvation, vomiting, and over exercising which lead to mental and physical disorders or even death. Besides, these young people who is lacking of coping skills and self-validation, easily get health issues like “anorexia, bulimia, and body dysmorphia, which can take years of therapy to address”
CONCLUSION
In conclusion, not all celebrities can be considered as iconic role models. Instead, they can have detrimental impacts on teenagers. These stars who broadcast such gorgeous appearances that leads adolescents to self-esteem and promote them alcohol abuse which both result in seriously physical and mental illnesses such as bulimia, hepatitis, anorexia, as well as death. Besides, they necessitate materialism among the youth and encourage a term of laziness and scandals that affects youngsters’ beliefs, behaviors, and intentions. Of course, there are still positive idols who impose beneficial effects on the youth. Therefore, in term of a fan or a person admires popular stars, teenagers should wisely choose great idols to emulate or imitate

Besides the elements of food, shelter and clothing, perhaps the next most important thing to man is recreation. Recreation can be seen as an act of utilizing work free hours on enjoyment of games and other activities available at a recreation centre and tourist attractions is no doubt necessary for the replenishment of the energy lost during working hours and above all to put the body in better frame for future challenges.

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The increasing anti-social behaviours and dwindling academic performances in the nation ‘s tertiary institutions today might not be unconnected with the growing lack of interest in the provision of recreational facilities for both staff and students. Many administrators of our institutions of higher learning do not see investment in these kinds of facilities as a priority area especially with the paucity of fund which has stalled many developmental projects in these institutions. It is in the light of this trend that this study attempts to look at the impact of recreational behaviour of students on their academic performance so as to give us an insight into the role of recreational facilities in the array of facilities needed in a tertiary institution
STUDENTS ACADEMIC PERFORMANCE
Academic performance or school outcome is the product of student’s achievements at specific institution, for specific time duration, under a specific guideline of a leader to a right motive. The academic performance can be best checked or judged by different ways according to the mental level of students like observations, test and examinations. The primary level student’s academic performance is usually checked by observations. While the examinations and tests are best way to check the academic performance or academic understanding in high classes. These written tests or examinations are known as home exams because it is conducted by school administration. In some countries examination is used to upgrade or degrade the students so if a student is intelligent but did not attend the annual exam will be left in same class till he/she succeed in the exam. Students learn in schools and institutions, their records are kept and this record is called academic performance and academic outcome. The student works under the supervision of a teacher, in a selected place, for selected time duration and their performance is measured by exams. This process is known as the academic performance. The learners choose the best institution to perform well or get academic excellence. The formal study of learner starts in schools. In school the learner learns various things along with technical, arts, literacy etc.
Academic activities are usually measured by test/examination or by assessments. Individuals have different mental level, interest, atmosphere which linked to difference in intelligence and personality. A Recent Meta Analyses suggested “mental curiosity” has an important influence on academic achievements. Early academic achievement enhances later academic achievements. The way of student’s interest, skills, reading habits, behavior etc are the outcome/reflection of parent’s academic socialization. The parents play vital role in child academic socialization. At first stage of her/his life the children learn languages which help him/ her to adjust and fulfill the academic expectations. Physical activity and language plays a vital role in best academic environment because sound body have sound mind and language is a tool for learning and expressing feelings/ knowledge. Exercise specifically increase executive brain functions such as attention, working memory, and motivation. Academic goals can be easily achieved only when the students feel safe, engaged and respected. The environment such as social, emotional, ethical and educational (academic achievement) creates a climate for learning and participating in democracy and well-being. High quality character education leads to academic achievements. Education or academic achievements and character education are co related. When the students are highly motivated towards a topic or they realized the good things by their inner satisfaction, they became good at every field of life as they feel good to do well. Their curiosity increase and pursue them to do well. But when they feel/find something difficult, they lose their way of interest, they became anxious and hesitated. The hesitation leads them to leave the academic performance.
RECREATION USE
Provision of recreational and sporting facilities often become focal points for communities, offering a diverse range of activities easily accessible using active modes, such as walking and cycling and public transport. Recreational facilities are essential components of urban infrastructure and provide an avenue for relaxation, social integration, and value to the residents. It is essential that leisure facilities are available to all people, more so that leisure facilities do enhance the potential of a city center by attracting visitors. The facilities need to be accessible to all community members and have sufficient quality and quantity. However, in many cases, they are inadequately provided or, to a greater extent, not located in the most desirable places as they should be. Furthermore, individual characteristics influence recreational activity regarding the location and environmental factors that tend to affect the residents' behaviour in terms of wellness. Also worthy of consideration are principles of place, for instance, siting of new parks within easy walking distance; been mindful of visibility and accessibility to the community.
STUDENTS PERFORMANCE AND RECREATION USE NEXUS
The relationship between academic performance and exercise is an important one, especially in the context of medical students. However, the extent and direction of this relationship has remained ambiguous. A large body of evidence suggests that physical activity is positively associated with cognitive ability. While much of the literature has focused on clarifying this relationship in older adults, evidence suggests that this association holds for younger individuals as well. Recent research has also tied increases in the utilization of campus recreation (CR) facilities (e.g., gyms) to a higher GPA in undergraduates. Additionally, regular exercise, rather than a single bout of exercise, is associated with improvements in cognition, anxiety, and mood in sedentary young adults. Children learn best, when the school environment is enriched with adequate teaching learning materials. Provision of recreational facilities in the schools created several avenues whereby individual students can develop intellectually according to their potentials and abilities. Adequate supply of recreational facilities reduces students’ unrest and vandalism, it also enhances smooth execution of educational programme for effective students’ academic performance. recreational facilities as printed e.g. textbooks, workbooks, and electronics gargets such as software, non-printed forms which include: low cost aids e.g. charts, maps and models. Recreational facilities are important tools that the teacher make use during the teaching learning processes and for teaching effectiveness. The teaching materials mentioned are printed, Sikhs, charts pictures, objects and machines. The author however noted that many teaching-learning facilities are needed to be kept by the teachers if effective teaching – learning processes are to be enhanced. The outdoor sports is a tool of characters formation because it inculcates a sense of discipline among students since no one can succeed in sports unless he/ she is disciplined, say in time management, proper dressing, feeding, among others. Outdoor sports involve working in teams and obeying rules. Sports men and women learn how to handle success and defeat because in sports, there are no enemies. All these are prerequisites for effective learning and hence good academic performance. Sports activities offer knowledge (such as how to play a game effectively), self-expression (when relating with team members of sports leaders) and fulfilment, personal achievements, skill acquisition and demonstration of abilities, social interaction, employment, good health and well being. With the increasing cost of health care around the world, the contribution of sports to good health could bring about significant savings to individuals and the nation at large as well as increasing concentration for academic work. Sports facilitate positive social interaction, integration and friendship among people of diverse social economic and ethnic groups hence students improving their academic performance.

The role of early childhood education in determining child development and preparing children to be ready to enter the world of higher education is quite important. Early childhood education is primary education held with an emphasis on the growth and development of children. Early childhood education aims to lay the foundation for developing behaviour, knowledge, skills, and creativity so that children can develop their potential.
PARENT-CHILD COMMUNICATION
Communication is the sending of information from one person to another. Communication can be verbal, for example, one person talking to another, or it can be non-verbal, for example, a scowl on a person's face that will probably let other people know he is angry. Communication can be positive or negative, effective or ineffective.

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It is very important for parents to be able to communicate openly and effectively with their children. Open, effective communication benefits not only the children, but every member of the family. Relationships between parents and their children are greatly improved when there is effective communication taking place. In general, if communication between parents and their children is good, then their relationships are good as well. Children learn how to communicate by watching their parents. If parents communicate openly and effectively, chances are that their children will, too. Good communication skills will benefit children for their entire lives. Children begin to form ideas and beliefs about themselves based on how their parents communicate with them. When parents communicate effectively with their children, they are showing them respect. Children then begin to feel that they are heard and understood by their parents, which is a boost to self-esteem. On the other hand, communication between parents and children that is ineffective or negative can lead children to believe that they are unimportant, unheard, or misunderstood. Such children may also come to see their parents as unhelpful and untrustworthy. Parents who communicate effectively with their children are more likely to have children who are willing to do what they are told. Such children know what to expect from their parents, and once children know what is expected of them, they are more likely to live up to these expectations. They are also more likely to feel secure in their position in the family, and are thus more likely to be cooperative
SELF ESTEEM
The construct of self-esteem has a long and checkered history within the discipline of psychology. People develop high self-regard when they consistently meet their personally important goals or standards in life. He also recognized that such ‘meeting’ is subjective, and not objectively accurate. Contemporary views of self-esteem similarly concern one’s perceived, rather than objectively assessed, worth. Throughout the twentieth century, self-esteem was heralded as a psychologically important construct. The psychologist included self-esteem as a fundamental need in his influential hierarchy, arguing that it is not possible to achieve fulfillment without first meeting the need for self-worth and self-respect. Similarly, can be seen from an angle of on self-worth (i.e., self-esteem) as reflecting the congruence between one’s current self and ideal self. According to Rogers, self-worth reflects the extent to which parents (and others) provide us with unconditional positive regard (i.e., love and respect). If others convey unrealistic ideals, or lead us to believe we are not meeting those ideals, self-worth suffers. Like Maslow, Rogers saw high self-worth as important for helping a person to face challenges, cope effectively with problems, and form healthy relationships.
PARENT- CHILD COMMUNICATION CAN BOOST SELF ESTEEM OF THEIR CHILDREN
There is a strong correlation between parents and children with self-concept of children. However, there is still no consistency in the findings between the two variables. This is because, there are previous researchers saying that there is no relationship between the two variables used. The relationship between communication children and parents, self-concept and self-concept demographic factors. Children who communicate with their parents will know their role, advantages and disadvantages of self, more disciplined and responsible compared with children who have communication problems with their parents. These children are likely to have a passive trait, not disciplined and not responsible. Therefore, he felt that parents should provide support, encouragement and guidance to ensure that children are not diverted towards negative self-concept formation. There are several other studies that also examine the relationship between parental communication and children’s self-concept. Communication patterns are models that have components and are connected in the form of symbols, have meaning, and aim to convey messages or information to change individual behaviour. The messages or information conveyed can be easily understood. Communication patterns conveyed by both adults to children and children to their peers have different patterns or models of communication. The socially-oriented parental communication pattern will significantly affect the child's role as an influencer in making decisions. Concept-oriented communication patterns will positively affect the role of children as influencers. The process of parent education in the family has several educational activities, including physical or physical education of children, academic education of children, religious, moral education, social education, and emotional education of children. Parents interacting with children must display positive behaviour patterns because parents' behaviour patterns will affect the stimulus for the child himself. One of the processes of parental education for children is emotional education because emotions will determine the child's personality for the future

Education plays an essential role in the acquisition of knowledge and skills. It is a tool which can be used to train the future generations, to inculcate skills and competencies. The way a child is raised affects not only oneself but the whole society.

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While growing up, the child spends most of his time at home, and the type of environment he or she is brought in may hamper their cognitive development. In order to help a child, grow in good health, mothers should come into the picture in shaping the child’s character and frame of mind. Education is a primary need in this time of globalization
MOTHERS LEVEL OF EDUCATION
Mothers educational level refers to the highest educational attainment of mothers. It may range from the high school to professional. Mothers’ levels of education have been regarded as predictors of children’s academic achievement. Mothers’ level of education is part of a larger constellation of psychological and sociological variables influencing children’s school outcomes. Level of education influences mothers’ knowledge, beliefs, values, and goals regarding childrearing, so that a variety of mothers’ behaviors are indirectly related to children’s school performance. Students whose mothers have higher levels of education may have an enhanced regard for learning, more positive ability beliefs, a stronger work orientation, and more effective learning strategies than the children of mothers with lower levels of education
THE GIRL CHILD
The girl-child is a biological female offspring from birth to eighteen (18) years of age. This is the age before one becomes young adult. This period covers the crèche, nursery or early childhood (0 – 5 years), primary (6 – 12 years) and secondary school (12 – 18 years). During this period, the young child is totally under the care of the adult who may be her parents or guardians and older siblings. It is made up of infancy, childhood, early and late adolescence stages of development. During this period, the girl-child is malleable, builds and develops her personality and character. She is very dependent on the significant others, those on whom she models her behaviour, through observation, repetition and imitation. Her physical, mental, social, spiritual and emotional developments start and progress to get to the peak at the young adult stage.
GIRL CHILD EDUCATION
Education is an important foundation to imp-rove the status of women and has also been recognised as a fundamental strategy for development. No sustainable development is possible if women remain uneducated, discriminated against and disenfranchised. Improving and widening access to education, especially basic education, is not only an objective in itself but also accelerates social and economic advancement. The evidence is out: nations that invest in girls‟ education enhance economic productivity and growth. In fact, the World Bank has stated that there is no investment more effective for achieving development goals than educating girls. The second Millennium Development Goal challenges the international community’s commitment to ensure universal primary school completion and to eliminate gender disparities in primary and secondary education by 2015. This goal is grounded in the recognition that access to basic education is a human right, and a vital part of individuals‟ capacity to lead lives that they value. In addition, education is a powerful instrument that enables women to access a variety of opportunities, while rendering them less vulnerable to HIV/AIDS, abuse, and exploitation. Maternal mortality is one of the strongest predictors of the health of a nation and reflects the disparities between wealthy and poor nations more than any other measure of health. As an indicator of inequality, maternal mortality is considered by many to be a measure of a woman’s places in society, representing the accessibility of social sup- port, economic opportunities, and health care. In addition, the two measures of gender inequality relating to education, (female literacy rate and combined education enrolment ratio) are predictors of maternal mortality. Improving basic education, especially female education, has a powerful influence on both mortality and fertility.
MOTHERS LEVEL OF EDUCATION AND GIRL CHILD EDUCATION
The family enables children protection in that suggestively that makes parents responsible for their developing and to make their children grow into a total personality. The role of the woman or the mother as an educator represents a crucial resource to the development of the individual identity, which from researchers is seen even as more important as the very marital status of the parents and the occupation of the parents themselves. It seems that the feeling of being a mother, to the woman is more powerful than being a father of given girl child for the husband. Always in accordance to the biological as well as physiological relation of mother to the child, represents the first and reasonable part or segment of the child’s development. This for the reason that mother assures child’s life, as she is the one who brings the girl child in this world, and further on she raises them from being little towards reaching a total independency in mature life. The mother’s function in this regard, has a very important role which as such may be divided into two parts or directions: The first one is related to the child’s defense, while the other one to the child’s overall development. Mother’s protection as a function embeds several types of actions or types of functions. The 1st type is connected to the physical protection of the child, which means that the child must be provided healthcare and hygienic conditions, so that he/she could have a healthy life in a worm home environment in every sense of the word, including here the ambiance where the child lives, which must be well enlighten, a healthy place which offers the child to be showered, feed up and taken care in general. The 2nd type is the Psychological protection, which can be reflected through the child’s emotional security and psychological protection, especially in moments when the child feels it when the mother is next to him i.e. her. Another group of activities in this regard, are the maternal functions regarding the child’s development involving here the physical development, the intellectual development as well as the emotional development of the girl child.

Increasing concern about the high school dropout rate and student academic achievement, as well as rapidly changing demographic and economic conditions, have sparked renewed interest in how best to engage students and prepare them for the complex future they face. For many, completing high school is not enough. To succeed in their continued educational endeavors and careers, all students should have opportunities to develop cognitively and socio-emotionally, and to obtain field place competence and career management skills.

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Field-based learning is an educational strategy that links school-based instruction with activity that has consequences and value beyond school. Field-based learning is informed by professional field-based standards. It uses the field based, or in-depth experience that includes employer or community input, to engage high school students and intentionally promote learning and access to future educational and career opportunities
FIELD-BASED LEARNING
Field-based learning can include internships, apprenticeships, field-based simulations, student-led enterprises and other opportunities in the business or nonprofit arena. While not a solution to all educational challenges, field-based learning offers opportunities and benefits that school-based academic programs typically do not. By introducing students to “communities of practice” in their areas of career interest, or providing occasions for solving problems and demonstrating skills in authentic settings, field-based learning can motivate, reinforce and augment student learning in ways not available to traditional classroom instruction. Dedicating staff to the field-based learning coordination function is paramount. Field-based placements, and the seminars associated with them, require adequate resources for coordination and instruction and cannot simply be added to the existing responsibilities of instructors or administrators
ACADEMIC ACHIEVEMENT
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular¬based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co¬operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.
STUDENTS INTEREST IN LEARNING
In the education process, almost all skills, knowledge, habits, and attitudes are developed through the learning process. Achieving good learning outcomes involves several components, such as interests, talents, good psychological factors, abilities, motivation, attitudes, maturity, discipline, and others. The term 'interest' is an ill-defined term used in many discussions of language teaching materials. 'Interest' is also a missing anomaly in language teaching/ learning research, although it has been widely discussed and researched in general education and various disciplines. Interest and knowledge develop and influence how an individual engages in current and subsequent tasks, given the inherent linkages between these emotions and cognitive structures. This resultant persistent interest affects the ease and likelihood that material will be encoded in a student's memory. Individual interest can be conceptualized in two ways: disposition and an actualized state. An individual's dispositional interests are enduring characteristics that are assumed to exist over time. From this perspective, interest is thought to influence learning in most, if not all, situations
FIELD BASED LEARNING AND STUDENTS INTEREST IN LEARNING BIOLOGY
Field-based learnings go beyond the learning of content by improving students’ attitudes and perceptions towards science subjects like Biology. The effects of field experiences on students’ interests in science in general. Students were involved in a five-day course at a field center in different schools. Assessments indicate that compared to a control group, students who participated in the field experiences developed more interest in science topics. These students indicated higher interest in Biology despite most students perceiving Biology as difficult and sensitive. One could infer that these hands-on experiences gave students confidence to feel that they could learn more about science. Field experiences are also effective for teaching Biology content. The comparative analysis from most of the studies I engage in showed the effectiveness of field-based learning methods versus expository methods for teaching Biology. Students in the group that participated in field experiences achieved higher than students in a control group taught using expository methods. The field study is a crucial part of science learning in which students will be exposed to the real world so that they can find, evaluate and appreciate what they have learned in a real context. Teaching outside the classroom plays an important role in enhancing the understanding and higher order thinking skills of students in subjects highly relevant to living things and the environment.

Business Education as a discipline occupies a high position of relevance in the socio-economic scheme of things in this country. It is observed that the course which lacked governmental and societal acceptance at its rudimentary stage now asserts itself as a sine-qua-non for personal, social and corporate survival of developing economies.

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In Nigeria today, acquisition of either middle-level or high-level business education skills has become a life-battling ambition of the literate class. The unemployment situation, mostly among youths, has become a pinching economic problem that up till now keeps crying for solution. Thousands of school leavers and even University graduates are in the labour market in need of what to do for a living. Many of them are reluctantly awakened to jobs not so looked upon in those days. Jobs like "car wash", driving taxi cabs and buses, gate-keeping etc. to mention a few. Certificates are therefore turned useless with non-availability of white-collar jobs in both the public and private sectors.
BUSINESS EDUCATION
Business education is a major component of vocational education. A design field of study for the development of skills, attitudes, appreciation, creativity as well as creation of awareness and competencies in the office work and business world. Business education is a programme of instruction, which consists of office education, which is a vocational education programme for office career workers through initial refresher and upgrading education. He further explained that general business education is a programme that provides learners with information and competencies which are needed by all in managing personal business affairs and in using the services of business. Business education is an aspect of educational programme offered at the higher institution of learning which prepares students for careers in business. It is education needed to teach people business in order to be a good citizen of a society. It is a profession of itself. It is education designed with the primary skilled aim of elevating one’s skills as well as providing citizens with the required skilled to secure gainful employment as to earn a living and to succeed in life through further education. Business education is seen by laymen as those business subjects taught at the secondary school level as well as private institutes
BUSINESS EDUCATION PROGRAMMES
In every business education programme, there are always competing interest groups. These include the administrators or policy makers who provide the resources, the programme developers – professionals or experts who design the curriculum, the operators or instructors and the programme consumers or students who are the ultimate beneficiaries of the programme. The perceptions of these various interest groups are often at odds, depending on these expectations and orientation. In their assessment of the programme, which may involve both quantitative and reflective approaches, they may reach different conclusions. Very often, programme objectives, philosophy and other attributes are viewed from different perspectives. But despite these perceptual differences, when they are brought together to assess the programme on a provided set of criteria, there will likely exist an area of congruence among all the interest groups, this area of congruence among the various interest groups constitutes the “Kernel of truth of the business education programme being evaluated. The Business Education programme in higher institutions of learning has always been looked down upon. People prefer their students and wards to become lawyers, doctors, accountants etc. In spite of this problem, the government is not helping the situation by not funding the programme adequately.
ENTREPRENEURSHIP DEVELOPMENT
Entrepreneur is a person who tries to do something new, visualises a business opportunity, organises the necessary resources for setting up the business and bears the risk involved. An entrepreneur may be termed as an innovator, an organiser and a risk bearer. As an innovator, the entrepreneur introduces new products in the market; finds out new markets for existing products; introduces new production technology; launches new marketing strategy and so on. He bears the risk and uncertainties associated with the business activities. He organises all the factors of production like land, labour and capital and sets up the business to take advantage of the opportunity. It has been said that entrepreneurship is essential for economic development. In capitalistic economies, the entrepreneurs played an important role in their development. In socialist economies, the state played the role of the entrepreneur. But in a developing country like India which followed the path of mixed economy, both the government and the private entrepreneurs played an equally important role. Of course, there has been a significant increase in entrepreneurship in India in the post liberalisation period. People have now begun to realise the crucial role the entrepreneurs have to play for achieving the goal of economic development.
ENTREPRENEURSHIP DEVELOPMENT PROGRAMMES (EDPs)
It has been rightly told that entrepreneurs are not born, they are made. Entrepreneurship does not emerge and develop of its own. Its emergence and development depends upon an environment in which entrepreneur can learn and discharge his assigned responsibility in an efficient manner. The government can also play a positive role in the emergence and development of entrepreneurship by providing training, incentives, concessions etc and by creating an environment conducive for the growth of entrepreneurship. All these help the entrepreneurs to undertake creative actions; thus, entrepreneurial development is essentially a process in which persons are injected with motivational drives of achievement and insight to tackle uncertain and risky situations, especially in business enterprises. But the real problem is how to develop entrepreneurship. Entrepreneurship development programmes (EDPs) are designed and developed to offer solutions to this problem. The entrepreneurs can be created and nurtured through appropriate interventions in the form of entrepreneurship development programmes. Entrepreneurship development has, therefore, become a matter of great concern in all developing and under developed countries all over the world. It refers to the process of enhancing entrepreneurial skills and knowledge through structured training and institutionbuilding programmes. Entrepreneurship development programmes have emerged as an important strategy for development of human resources for promoting small and medium enterprises in developing and underdeveloped countries which are characterized by lack of entrepreneurship, pockets of urban industrial concentration and large scale unemployment.
BUSINESS EDUCATION AND ENTREPRENSURSHIP DEVELOPMENT NEXUS
Business education is often categorized into three approaches. Teaching “about” entrepreneurship means a content-laden and theoretical approach aiming to give a general understanding of the phenomenon. It is the most common approach in higher education institutions. Teaching “for” entrepreneurship means an occupationally oriented approach aiming at giving budding entrepreneurs the requisite knowledge and skills. Teaching “through” means a process based and often experiential approach where students go through an actual entrepreneurial learning process. This approach often leans on the wider definition of entrepreneurship, and can be integrated into other subjects in general education, connecting entrepreneurial characteristics, processes and experiences to the core subject. While the “about” and “for” approaches are relevant primarily to a subset of students on secondary and higher levels of education, the embedded approach of teaching “through” entrepreneurship can be relevant to all students and on all levels of education. Some important challenges have however been identified when trying to embed entrepreneurship into education this way, such as resource and time constraints, resistance from teachers, assessment challenges and cost implications.
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The crux of every level and type of education in both developed and developing economies is to ameliorate the training of humanity. This training enhances the capability of an active and productive individual. It is incontrovertible to emphasize that the central part of the educational process is the quality of the learning gained by the learners. Learners can be extremely busy attending to classes, studying at the library, science laboratories, having team studies, and other forms of learning without profitable assimilation that will ensure that learning has actually taken place.

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Teachers can as well abstain from absenteeism, chronic lateness, attend seminars and workshops to acquire apposite knowledge and germane skills beneficial to students, teach with the best method and utilize the required instructional materials without ascertaining that learning has actually taken place in the education institutions especially at the secondary level of education in Nigeria
CONTINUOUS ASSESSMENT
Continuous Assessment is any assessment approach which should depict the full range of sources and methods teachers use to gather, interpret and synthesize information about learners; information that is used to help teachers understand their learners, plan and monitor instruction and establish a viable classroom culture. Continuous assessment should involve a formal assessment of learners’ affective characteristics and motivation in which they will need to demonstrate their commitment to tasks over time, their workforce readiness and their competence in team or group performance contexts. From these definitions, one could infer that continuous assessment is a mode of evaluation and certification of learning outcome that takes into account the learners performances in the area of cognitive, affective and psychomotor domain of educational objectives. It considers everything the child does in school assessed through test, assignment, interviews, observation, examinations etc. beginning from the first day he enters a given course of study. It accumulates information obtained in respect of a child with a view of using them guide and shape his learning from time to time. In another development, continuous assessment is an assessment approach which involves the use of a variety of assessment instruments, assessing various components of learning, not only the thinking processes but including behaviours, personality traits and dexterity. Continuous assessment also takes place over a period of time. Such an approach would be more holistic, representing the learner in his/her entirety. It begins the decisions that the teachers and administrators make on the learners regarding end-of-year grading and promotion
STUDENTS ACHIEVEMENT
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular¬based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co¬operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.
STUDENTS INTEREST IN LEARNING
In the education process, almost all skills, knowledge, habits, and attitudes are developed through the learning process. Achieving good learning outcomes involves several components, such as interests, talents, good psychological factors, abilities, motivation, attitudes, maturity, discipline, and others. The term 'interest' is an ill-defined term used in many discussions of language teaching materials. 'Interest' is also a missing anomaly in language teaching/ learning research, although it has been widely discussed and researched in general education and various disciplines. Interest and knowledge develop and influence how an individual engages in current and subsequent tasks, given the inherent linkages between these emotions and cognitive structures. This resultant persistent interest affects the ease and likelihood that material will be encoded in a student's memory. Individual interest can be conceptualized in two ways: disposition and an actualized state. An individual's dispositional interests are enduring characteristics that are assumed to exist over time. From this perspective, interest is thought to influence learning in most, if not all, situations.
CONTINUOUS ASSESSMENT AND STUDENTS INTEREST IN LEARNING
Students’ learning interest is an academic and conventional feedback expected from individual students during and after a specific level of education. Some students portray negative attitudes after lengthy academic years with a special and prodigious course of study in famous and unique educational institutions. Students’ learning interest is the expected behaviour generated by a child after a thorough study in an educational institution. Continuous assessment brings about positive and adequate learning competition amongst students because every individual strives to win the race in all classroom activities; test, quiz, debate, class work, behavioural attitudes, observation, homework and special projects. These aforementioned dictums stimulate self-learning amongst students in schools. Self-learning increases students’ morale and arouses their interest to study harder. Self-learning strategy brings about positive and productive behavior of students to learning which results into developmental and progressive outcomes. It is expedient to explicate that educational assessment, results into self-learning which as well produces positive attitudes, progressive mindset, developmental changes, mental and psychomotor development, competitive advantage and accelerated training of humanity. He concluded that assessment such as assignment, homework, test and craft promote learning.

The environment plays a very important role in one's personal growth. A healthy environment creates a perfect individual while the environment is a less healthy environment will produce problematic society. Over the past three decades, students' discipline and behavioral problems often occur. Positive social environment has been linked to enhancing students’ behavior, academic achievement, and motivation. It also has a positive impact on the formation of students’ attitudes and behaviors in many key areas like making decisions, equality and justice, caring, sensitivity, and discipline of a student.

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Hence, the environment is a contributing factor to students’ delinquency such as loitering, playing truant, bullying, skipping, and more. Adolescent stage is a transition stage from childhood to adulthood. Their emotions and minds will easily change according to the environment. The existence of internet cafe and various entertainment centers and others that provide a variety of products that can promote illicit social ills. It gives positive impact on formation of students’ behavior in developing essential soft skills like making decisions, love for social justice and equality as well as nurturing caring nature, sensitivity and shaping the discipline.
Human behaviors and shaped based on what they observe in the surrounding environment. Therefore, bad and problematic behaviors are the outcomes of negative environment. In recent years, there has been an increasing amount of literature on social environment. Problematic habits and behaviors are formed as the result of what a person or an individual leaves from his environment. The changes in behavior may evolve according to the environment. Environment can serve as a powerful tool to shape the behavioral learning processes of an individual. Ironically speaking, humans create an environment system and learn from it which also includes negative elements that shape the youngsters behaviors. This is due to the immature state of their thinking faculty and lack of life experience. Both of these elements trigger behavioral problems. Therefore these physiological attributes of these children, teenagers and young adults are making them vulnerable to the negative effects of media and environment.
In addition, most student misconduct is due to hanging out. A student who likes to hang out is vulnerable to environmental influences and leads to various misconduct such as smoking, drug abuse, stealing and so on. Social environment factors became the major contributor to student behavior. This behavioral problem is found in a risky social environment and school atmosphere that often interacts with other factors affecting deviant behavior.
SOCIAL ENVIRONMENT
Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact. Components of the social environment include built infrastructure; industrial and occupational structure; labor markets; social and economic processes; wealth; social, human, and health services; power relations; government; race relations; social inequality; cultural practices; the arts; religious institutions and practices; and beliefs about place and community. The social environment subsumes many aspects of the physical environment, given that contemporary landscapes, water resources, and other natural resources have been at least partially configured by human social processes. Embedded within contemporary social environments are historical social and power relations that have become institutionalized over time. Social environments can be experienced at multiple scales, often simultaneously, including households, kin networks, neighborhoods, towns and cities, and regions. Social environments are dynamic and change over time as the result of both internal and external forces. There are relationships of dependency among the social environments of different local areas, because these areas are connected through larger regional, national, and international social and economic processes and power relations.
STUDENT BEHAVIOR
Student’s behavior reflects the interaction of their temperament and inherited personality, the history of their experiences, and the particular nature of each situation. In most circumstances it is impossible to determine what proportion each of these elements contributes to a given manifestation. It also differs in proportions which vary from student to student and even from situation to situation for a single student. Although it is difficult to modify personality of a student having problem behavior, it is possible to modify behavior by identifying and correcting adverse situations in the environment and by introducing appropriate interventions. If adverse environmental conditions are corrected at an early stage, there is a greater possibility of preventing or diminishing their impact on behavioral pattern of student in question
ACADEMIC PERFORMANCE
Academic performance or school outcome is the product of student’s achievements at specific institution, for specific time duration, under a specific guideline of a leader to a right motive. The academic performance can be best checked or judged by different ways according to the mental level of students like observations, test and examinations. The primary level student’s academic performance is usually checked by observations. While the examinations and tests are best way to check the academic performance or academic understanding in high classes. These written tests or examinations are known as home exams because it is conducted by school administration. In some countries examination is used to upgrade or degrade the students so if a student is intelligent but did not attend the annual exam will be left in same class till he/she succeed in the exam. Students learn in schools and institutions, their records are kept and this record is called academic performance and academic outcome. The student works under the supervision of a teacher, in a selected place, for selected time duration and their performance is measured by exams. This process is known as the academic performance. The learners choose the best institution to perform well or get academic excellence. The formal study of learner starts in schools. In school the learner learns various things along with technical, arts, literacy etc.
SOCIAL ENVIRONMENT BEHAVIOR AND STUDENT PERFORMANCE
Social environment factors can influence and become a source of learning in the process of formulating on behavior through various patterns of social learning. This is because humans naturally mimic, whether imitating in a positive or negative direction. The environment can affect the appreciation of the individual's moral values. Appreciation of moral values is the final stage of the social convergence process formed through social learning that incorporates elements of social learning fundamental elements such as stimulus, reaction, affirmation, compliance, identification, modeling and impersonation. The environment has an important role in the formation of individual identity and behavior. This role involves significant individuals such as parents, family members, peers, teachers and mass media. It has a strong influence in the formation of each individual's identity.
Home environment significantly influences student’s childhood which has further influences on adult life of the child. The home environment hinders or support children overall development. Parents’ attitudes play a dominant role and where it is supportive enhances children performances and has positive impacts on child’s development. Interactions of family members are contributive for students’ as it enables them to improve their linguistic, social and intellectual skills. There is evidence that supportive home environment enhance child’s confidence in his/herself, enable them to be sociable. This confidence helps students in developing their adjustment capabilities in different environments which positively influences students’ educational performances. Students living in non- supportive home environment struggle in every walk of life including educational life.
Home interactions of family members at home are frequent. Head of the family communicates messages to family members to perform home related activities at home and outside of it. The tune, words and approach in communication reflects the attitude of the head of the family and the reply of family members to the head of the family has the same ingredients which also constitutes their attitude towards the head of the family and his/her communication. Besides, family decisions are major factor that involve in-depth interactions of the family members. It is the stage from where the importance of family member say/opinion can be judged. Families that involves children in their decision making process enable their children to have self-confidence develop’ their self-esteem and thus contribute towards social development of students. Children educational activities at home are based on the physical environment of their home. Home facilities of children enable and restrain them in practicing educational activities at home. Class preparation and practice at home are fundamental for child, as a child spends only five and six hours at school and the remaining time is spent at home which needs to be utilized properly. The proper utilization of home time of child means provision of educational environment at home, which plays a dominant role in improving the educational performances of children. The establishment of Parents’ Teacher Councils/ Associations at school is an important step toward increased parent’s involvement in the educational activities of children. The power of imitation enables the children to learn from their parents and elders. Parents watching TV, having lunch, dinner and breakfast and other activities at home provide numerous learning opportunities for children from parents and other family members.
CONCLUSION
In conclusion, location/setting of school is one of the environmental factors that influence the academic performance of secondary school students. Conducive environment enhances a child's growth and development. But schools sited near airports or at the heart of city are always and leads to deficits in mental concentration of students in such schools. School buildings are one of the school facilities that influence academic performance of students. The designs of classroom and its lighting also determine if students will perform well or not. Students perform well than in a dark. Without light it is obvious that students may develop bad sight. More so, positive interpersonal relationships and optional learning opportunities for students in all demographic environments can increase achievements levels and reduces maladaptive behavior. Home background as one of the factors that affect the academic performance of secondary school students helps to position a child academically. For child's first educational experiences are centered in the home, that is his ideas, attitudes and general patterns of behavior are a result of his childhood rearing. If a child was brought up well he will excel academically and the reverse will be the case if he was brought up in an unfriendly environment like polygamous home where attention is given to many people in the family.

In order to communicate better, speaking skill is considered to be one of the most important skills. Speaking is an active and productive skill. The target of speaking skill is an ability to express ideas freely and spontaneously. Speaking starts to develop during the age of childhood because at this stage, the children are easy to accept stimulus from the environment. Speaking is one language skills that is developed since the age of childhood in which it is started by the listening skill.

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Nevertheless, mastering speaking skill is not an easy matter to do. It can be seen from the reality that there are many students who still do not have a good presentation skill despite many years of learning and practice. In university level, one of the many processes of helping students develop a good presentation skill is that the lecturers usually give the students some projects that must be completed. That activity is aimed to make the students easier to practice speaking in order to communicate with each other. Oral presentation is one of the courses introduced in schools in order to enhance students speaking ability. Therefore, oral presentation in speaking course is very important to enhance the students’ ability in communication.
SELF ESTEEM
Self-esteem is the value an individual places on themselves relative to others. It is also what one believes and feels about themselves. It can also mean accepting one’s weaknesses as well as strengths, and that one feels that they deserve the respect from others. With self-esteem, one learns to build on strengths and to compensate for weaknesses. A positive self-esteem is crucial in maintaining academic performance among students.
A person’s self-esteem can be perceived as negative or positive depending on how one evaluates their worth. The value that one attaches to self leads to the level of self-esteem that they have. As a result, this level of self-esteem can influence ones performance of tasks in various situations in life. The two extremes of self-esteem are not desirable. Positive self-esteem implies that, comparing ones value to others, the individuals find themselves superior. This can lead to behaviors like arrogance, selfishness and difficult in coping with others. Such behavior may influence an individual’s academic performance.
Self-esteem has become a household word. Teachers, parents, therapists, and others have focused efforts on boosting self-esteem, on the assumption that positive self-esteem will cause many positive outcomes and benefits. Appraisal of the effects of self-esteem is complicated by several factors. Because many people with positive self-esteem exaggerate their successes and good traits, however, we emphasize objective measures of outcomes. Positive self-esteem is also a heterogeneous category, encompassing people who frankly accept their good qualities along with narcissistic, defensive, and conceited individuals. It is noted that the modest correlations between self-esteem and school performance has indicated that positive self-esteem leads to good academic performance. Therefore, Positive self-esteem is the result of good academic performance. Efforts to boost the self-esteem of students have been shown to improve academic performance and many times have been productive. Job performance in adults is sometimes related to self-esteem, although the correlations vary widely, and the direction of causality has not been established. Occupational success may boost self-esteem rather than the reverse. This means that good academic performance boosts self-esteem and not the vice versa.
Positive self-esteem makes people more willing to speak up in groups and to criticize the group's approach. Leadership does not stem directly from self-esteem, but self-esteem may have indirect effects.
Relative to people with negative self-esteem, those with positive self-esteem show stronger in- group favoritism which may increase prejudice and discrimination. Therefore, neither high nor negative self-esteem is a direct cause of violence. Narcissism leads to increased aggression in retaliation for wounded pride. Negative self-esteem may contribute to externalizing behavior and delinquency, although some studies have found that there are no effects or that the effect of self-esteem vanishes when other variables are controlled. The highest and lowest rates of cheating and bullying are found in different subcategories of positive self-esteem.
Self-esteem is defined as individual‘s overall evaluation or appraisal of themselves, whether they approve or disapprove of themselves, like or dislike themselves. it is the way one feels about oneself or the sense of personal worthy and competence that people associate with their self concept. It can be said to be the degree to which an individual believes him/ herself to be capable, significant, and worth. it is also a set of attitudes, judgments that a person brings with him or herself when facing the world. It includes beliefs as to whether he or she can expect success or failure. In general, it refers to attitudes and beliefs towards self.
General Self-esteem is developed during the age of childhood and emerges from the accumulation of inter and intrapersonal experiences.
FACTOR AFFECTING SELF ESTEEM
There are numerous reasons why we may have low self esteem. Low self esteem can be caused by hearing a comment or experiencing an incident that has a negative impact on us mentally and emotionally. The comment or incident may only happen once, but we may tend to repeat it in our memories to the point that it affects our beliefs about ourselves. These beliefs may occur subconsciously over time to the point that we may think that they are normal. Some of the causes of low self esteem include poor health, being bullied, lack of support from family, friends, and job loss. If we are experiencing verbal and sexual abuse and are in a violent relationship, we may think that is normal and the way we will always be treated. These reasons may lead to feelings of isolation, not feeling valued, loved or wanted. If we are overweight and are having trouble losing weight, this may lead to low self-esteem.
Friends, Family, School and Work
Other causes of low self esteem include divorce, dysfunctional family, death and lack of achievement at work and at school. Low self esteem can lead to needs not being met because we feel as though we do not deserve it or are uncomfortable asking. Setting limits and disciplining children can be a problem. Unfortunately, low self-esteem can be passed from parent to child. If we have parents who are demanding and never satisfied with us, we may think that is normal and the way we will always be treated. The child may model what is seen as the proper behavior for a parent and in turn treat their child the same way they were treated by their parent. This could lead to a cycle of abuse.
We may experience low self esteem at an early age because of pressure from our parents, family or friends to excel in school or a particular sport. If we do not perform well our self esteem may be negatively affected. In high school, we may experience low self esteem because we are trying to conform to stereotypes and prove our independence from our parents. In college, we may experience low self esteem because we are trying to acquire skills and find employment. Low self esteem may cause us not to complete our school assignments or tasks at work. We may provide numerous excuses for why we are not able to complete our assignments. These excuses may range from blaming other students in the classroom for making too much noise during an exam, to co-workers who did not explain the tasks completely. Blaming others for our fear of being viewed as a failure can lead to us dropping out of school or prematurely quitting our job.
Low self esteem may cause us to brag about our exploits to our family and friends at school and work. These baseless exploits may be verbalized to mask the true reality of our inabilities. Many times these exploits are eventually discovered to be false. Teachers and employers should be aware that if our self esteem is low, we may display hostility toward authority which can be a way to hide our inefficiency. Teachers also need to be aware that if our self esteem is low and we do not have much in common with our peers that we may end up avoiding school, which can lead to delinquency.
When our self esteem is low, we may have trouble saying no to friends and family. We may end up doing favors we don't want to do and end up going where we don't want to go, with people we do not desire to accompany us. Low self esteem may lead us to believe we have no control over our lives.
SELF ESTEEM AND STUDENTS PRESENTATION SKILLS
General Self-esteem influences students presentation skill is a complex process that influences cognitive and affective factor which constitute the main source of individual differences in learning. The affective factor is the emotional side of human behavior and it involves a variety of personality aspects, such as emotion, motivation, attitude, anxiety, personality, and Self-esteem. Among these, Self-esteem is one of the most influential variables which affect learning. Students who have general Self-esteem will be able to overcome fears or negative thoughts, so they will be easy to communicate, especially in the oral presentation in front of the class. Self-esteem as how you feel about yourself and your abilities. It tells you overall self-confidence level. Furthermore, the students who are able to communicate fluently and confidently, as a good impact of the high self-confidence, is that the students can increase their academic achievement in the speaking course because the criteria of the assessment on speaking skill is fulfilled by the students.
The general Self-esteem is essential to students in social life, especially in their academic achievement. The development of general Self-esteem is influenced by some factors. Self-esteem is affected by life experiences, such as by parents, siblings, friends, and teachers. From them, you learn how to think about yourself and the world around you. It is the support and encouragement you receive from the people around you or the lack of it that helps shape your inner feelings about yourself. A nurturing environment that provides positive feedback improves Self-esteem. Hence, there is a need of environment support and more speaking practice in order to gain the students ‘Self-esteem.
Self-esteem is one of the most influential variables which affect learning. It is one of the central drives in human beings and can exercise a determining influence on a person‘s life, for good or bad. Self-esteem is closely related to self-confidence, both share a common emphasis on the individual‘s perception of his or her abilities as a person. Basically, Self-esteem is a psychological and social phenomenon in which an individual evaluates him/ herself according to some values which may result in different emotional states, and which become developmentally stable, but are still open to variation depending on personal circumstances.
CONCLUSION
In conclusion, when our self esteem is high we view life in a positive way, feel confident, view difficulties as challenges, and are able to be assertive and say yes to what we want and feel and do not allow others to treat us badly. High self esteem allows us to believe in our self worth and, stand up for ourselves. Low self esteem can cause us to feel like we are not important and can keep us from trying new things in our lives. It can also be responsible for us not making friends and can affect our performance at work and in school. Low self esteem may lead to negative self talk. These negative comments can be responsible for us believing we are not able to accomplish anything. As soon as we hear negative comments, we need to tell ourselves to stop. This will reduce the power of negative self talk.

Every secondary school in Nigeria is headed by the principal, who is often referred to as the chief executive charged with the responsibilities of overseeing the day to day administration and management of the schools under his jurisdiction. No wonder they are often been regarded as both the academic and administrative head of secondary schools in Nigeria. The principals are saddled with the responsibilities of ensuring the smooth running of all the activities within the school using different approaches, methods and techniques in order for the realization of educational goals and objectives.

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Education in Nigeria is an instrument for effecting national development. The country’s educational goals have been set out in the National Policy on Education in terms of their relevance to the needs of the individual and the society. Against this backdrop, the National Policy on Education set up aims and objectives, which were to facilitate educational development in the country. In fostering these aims and objectives, the school principal has important roles to play. Among this roles include providing effective managerial skills and styles in the art and science of administering secondary schools, thereby enhancing better job performance among teachers that could enhance students’ academic performance.
It is therefore not surprising that there is enormous demand for effective management of secondary schools in Nigeria. It seems however, that quite a good number of school principals have not considered their styles of administration as determinants of students’ academic performance. Hence, some of them seem to find it extremely difficult to effectively lead their schools.
As educating a nation remains vital strategy for the development of the society throughout the developing world, studies on human capital development concur that it is the human resources of a nation and not its capital or natural resources that ultimately determine the pace of its economic and social development. The principal institutional mechanism for developing human capital is the formal education system of primary, secondary, and tertiary training. Since education is an investment, there is a significant positive correlation between education and socio-economic productivity.
The world is changing very rapidly and indeed this speed of change makes it almost impossible for any person of either gender or preferred managerial style to have all the knowledge, insight or power to achieve success. The old form of management that gave power and a title to one or few individuals, in most cases the males is rapidly becoming dysfunctional and jettison. Potential leaders of any gender should train themselves to adapt to the changing society and make every effort to teach and model the style of management which will most effectively lead the institution into achieving its set goals.
Performance of students in examinations is attributed to a number of factors; these include provision of physical facilities, classroom size, effective school discipline policies, administrative support and effective leadership. Good administration provides necessary guidance, clarity of direction and rewards for effective performance of students. More so, in any organization, human resources are the most important resources it has and therefore, the success of the organization depends entirely on how effectively its workers are managed. This means that sustained effort is needed to achieve integration where all the members are involved and work together with a sense of common purpose of achieving the organization’s goals.
PRINCIPAL MANAGERIAL SKILLS
Principal ship is a critical management skill involving the ability to encourage group of people towards common goal. Leadership focuses on the development of followers and their needs. Managers exercising transformational administrative style focus on the development of value system of employees, their motivational level and moralities with the development of their skills. There are different administrative styles of a school principal which include initiative, consideration and participatory structure of management.
Leadership at work in educational institutions is thus a dynamic process where an individual is not only responsible for the group’s tasks, but also actively seeks the collaboration and commitment of all the group members in achieving group goals in a particular context. Management in that context pursues effective performance in students, because it does not only examine tasks to be accomplished and who executes them, but also seeks to include greater reinforcement characteristics like recognition, conditions of service and morale building, coercion and remuneration.
Administration incorporates the accomplishment of the task, which is the organizational requirement and the satisfaction of employees, which is the human resource requirement. Therefore, without a proper managerial style, effective performance cannot be realized in schools. Even if the school has all the required instructional materials and financial resources, it may not be able to use them effectively, if the students are not directed in their use, or if the teachers who guide in their usage are not properly trained to implement them effectively.
ACADEMIC PERFORMANCE
Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates, and results from standardized tests.
The term ‘academic performance’ has been described as the scholastic standing of a student at a given moment. It refers to how an individual is able to demonstrate his or her intellectual abilities. This scholastic standing could be explained as the grades obtained in a course or groups of courses taken. Performance is a measure of output and that the main outputs in education are expressed in terms of learning, that is, changes in knowledge, skills and attitudes of individuals as a result of their experiences within the school's system. Thus, in determining academic performance, grades could serve as prediction measures and as criterion measures.
Academic performance therefore is largely identified by a range of statistical indicators. Performance is the level of attainment of a person in an examination, that is, how an individual is able to demonstrate his or her abilities in an examination. Hence, Performance has been regarded as a measure of educational output.
PRINCIPAL MANAGERIAL SKILLS AND ACADEMIC PERFORMANCE
Students’ academic performance depends on a number of factors and as such the effective utilization of management techniques by school principals may bring about improved students’ performance in public examinations. Students’ academic performance refers to as the observable and non-observable outcome of teaching and learning activities. Various researchers in the field of education were of the opinion that students’ academic performance refers to the final grade which a student obtained after exposure to teaching and learning activities on his or her cognitive, affective and psychomotor domains in both internal and external examinations.
A school consists of the principal, teachers, non-teaching staff and students who interact with each other to accomplish predetermined goals. For a school organization to be kept together, effective administrative and efficient management skills are required. Effective administration in school has been widely noted as a factor that will make a difference between achievers and non-achievers. Dramatic changes noted in a work environment will result due to a visionary leadership who encourages and persuades rather than commands followers towards common goals. Principals are directly involved in influencing the activities of the students and school towards goal setting and goal attainment.
It has been observed over the years that there is a mix reaction from stakeholders on effective administrative styles among principals of secondary schools. It seems however that many of such principals have not considered their styles of administration as determinant of students’ academic performance. The major concern of parents is the experiences and administrative styles that principals’ exhibit as it is found to have direct bearing on the overall performance of students’ as well as the teachers since both are to perform under the monitoring and supervision of a principal. The dwindling performance of students of senior secondary schools in Senior School Certificate Examination (SSCE) in core subject of the school curriculum has been a source of concern to stakeholders and parents in education industry. Many reasons might have accounted for this. Among this was perhaps the observed deficient managerial style used by school principals as it is found to have direct effect on students’ academic performance.
Students’ performance in the Nigeria context mainly entails; teaching consistently with diligence, honesty and regularity orchestrated by increased good results from students; setting adequate written and practical exercises, ensuring effective marking, evaluating all exercises promptly and carefully and observing academic regulations and instructions. The feeling by many people, including the researcher, is that this is a shallow understanding of students’ performance. Therefore, performance of any students should not only be considered from the academic outcomes only, but should also focus on other education outcomes such as the affective domains and the psychomotor skills. In school environments therefore, students’ performance should not only be defined in terms of test scores, examination results, students’ ability to socially apply what is learnt, and the rate at which students move on to higher institutions of learning, but should consider the achievements of the school in other areas like equipping the learners with the requisite skills for survival.
CONCLUSION
The managerial and administrative styles of principals’ initiative structure of leadership styles is vital to students’ academic performance. This means that students’ academic performance in the schools is a function of effective managerial style used by principals in their respective school. In the field of management, there is no single management technique that works in all situations because situation differs. It is based on this assertion that it is imperative for school managers to become familiar with more than one management technique for making plans and decisions. Research in the past have proved that a number of these management techniques if put into effective use can aid the efficiency and effectiveness of the school. Management techniques is the ability of the principal in a secondary school to use a wide range of methods such as management by objective technique (MBO), supervisory technique, record keeping technique and motivational technique to achieve the objectives of secondary education. Therefore, it can be concluded that students’ academic performance in the schools is a function of the managerial style demonstrated by the principal.

Principals, as school leaders, generally follow either instructional, democratic, transformational, laissez-faire leadership styles, or a combination of them. The suitability of the style depends on staff behavior. An effective leader (either a principal or any other organizational leader) must use the right style to achieve organizational goals. Thus, leadership is a social influencing process in which a leader seeks the voluntary participation of subordinates to reach organizational goals. Instructional leaders develop, direct, and supervise the curriculum and instructions.

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This leadership style establishes high expectations among teachers and students. It indicates that instructional leaders are aware of teachers’ pro-social (high expectations towards students) and psychometric (cognitive abilities such as curriculum and instructions) behavior such as cognitive abilities (curriculum and instructions). An instructional leadership style, which focuses on content, instruction, and evaluation, has a good effect on teachers’ emotional and psychological requirements. According to research, teachers who are supported by instructional leadership are more likely to express higher levels of job satisfaction, motivation, and dedication, as well as lower levels of stress and burnout. Instructional leaders frequently concentrate on developing a solid curriculum and giving instructors the tools and assistance, they require to give high-quality education. Teachers may feel that their efforts are having an impact on their students’ lives, which can give them a feeling of purpose and fulfillment.
PRINCIPALS’ LEADERSHIP STYLE
Leadership has been defined as the ability to steer a group towards a shared goal that would otherwise not be met in the leader’s absence. This ability may be explained as the style in which the leader behaves with the people they lead to attain the group objectives. For example, in the educational setting, studies exploring the perception of principals and teachers suggest that school leaders adopt various leadership styles, including autocratic, bureaucratic, democratic, instructional, transformational, transactional, moral, democratic, or laissez-faire leadership to achieve educational or organizational objectives. The appropriate leadership style would depend on the school’s context and the maturity of the staff and, in practical terms, will require the school leader to adopt several leadership styles or change their style when the situation demands. This view has been corroborated in several empirical studies. For instance, principals demonstrating instructional and integrated leadership had higher student achievements, while principals demonstrating transformational leadership had higher student achievements. Nonetheless, school leadership that takes a people-first approach may be crucial in driving a positive school culture conducive to better learners’ educational outcomes.
PRINCIPALS’ LEADERSHIP STYLE AND STUDENTS’ PERFORMANCE
The term ‘academic performance’ has been described as the scholastic standing of a student at a given moment. It refers to how an individual is able to demonstrate his or her intellectual abilities. This scholastic standing could be explained as the grades obtained in a course or groups of courses taken. Performance is a measure of output and that the main outputs in education are expressed in terms of learning, that is, changes in knowledge, skills and attitudes of individuals as a result of their experiences within the school's system. Principals play a significant role in determining the academic performance in secondary schools due to their varied tasks and roles together with their constant supervision of their teachers determined to a great extent the level of teacher input and students’ academic achievement. Many of them have failed in school leadership because of many management problems relating to institutional planning, human relations, discipline, instructional supervision and community relations experienced which ultimately impact on students’ academic performance. Studies carried out by many scholars indicate that students’ academic achievement is mainly dependent on environmental factors and personal factors of the students. Students’ personal factors include intelligence, discipline and personal goals. Environmental factors include the principals’ leadership style, quality and quantity of teachers and learning materials
PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN SCHOOL MANAGEMENT
The principal is the chief executive of the school and occupies the apex position in the organization structure of the school. The principal is the administrator of the school. He manages both the human and material resources of the school system in other to achieve the overall objectives of the concern as stipulated by the proprietor (local, state or federal Government). The principal is the reprehensive of the Government at the operational level of the educational enterprise. This therefore implies that the school administrator has much to chew as he has to manage the socio-economic vicissitudes as well as the situational variables. The public expectations of the principal are broad and high. They expect the principal to have a clear knowledge of the goals and objectives of the school as well as the means for their attainment. The principal should possess good overall health, the capability to work with others, a good sense of humour, and above average intelligence. The principal should exude confidence and competence reflective of intensive professional training and a sound general education. The principal in an organization provides the directional framework, standard of work of subordinates, tune and tone of the school. For reasons of its key role in the success or failure of organizations, the issue of leadership has become the focus of attention of psychologists, social scientists and administrators all over the world, as it has impact on issues such as productivity, efficiency and effectiveness, staff motivation and organizational development.
THE ROLE OF THE PRINCIPAL IN FOSTERING STAFF RELATIONSHIP IN SCHOOL ADMINISTRATION
The success or failure of a school is determined by the principal to a large extends. Schools have various characteristics; some are attractive and agreeable places while some are squalid disagreeable places. The position of the school in terms of attractiveness depends therefore on the principal. It is the duty of the principal to keep his students happy and encourage them to come to him individually and collectively for course and guidance.
A principal who is congenial, friendly and helpful will be able to retain students longer than the principal who is opposite. In some cases, students become fed up with their job and itch to be transferred not necessarily because of where they are teaching is intolerable but their principal is unfriendly and uncooperative, and cares little about what happens to his staff. The principal needs to show some concern for the students’ problems, needs, desires and their suggestions.

There is no obligation for any student to engage the assistance of a paid proofreader at any stage of study or on any piece of coursework. However, it is acknowledged that certain types of student texts are quite often submitted for proofreading to a third party, and such assistance is at times actively recommended by supervisors.

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This is particularly the case for doctoral dissertations which typically aim for publication standard in their presentation. In addition, students whose first language is not English may want to have Masters level projects and dissertations proofread. There are no University regulations forbidding the use of proofreaders for other types of work but please see the note below on consulting supervisors.
PROOF READING
Proofreading is simply careful reading. As you review every word, sentence, and paragraph, you will find errors. When you locate them, you can use proofreading symbols to shorten the amount of time you spend editing. It is an excellent idea to become familiar with these symbols. Proof-reading means correction of errors in a manuscript, typescript or printed copy before publication. In its widest sense, proof reading implies every kind of verification of statements appearing in a copy; but more generally the term is applied to the correction of printer’s errors. The changes desired to be made are indicated by the proof-reader with an established code of marks which are standardized for general use. Proof- Reading can also be defined as the means of examining the text carefully to find and correct typographical errors and mistakes in grammar, style and spelling. Proofreading means correction of errors in a typescript, manuscript or printed copy before publication. It can also be defined as the means of examining the text carefully to find out correct typographical errors and mistakes in grammar, style and spelling. You have come to know about various Proofreading Symbols/Signs, guidelines for proofreading and the procedure of typewriting a proofread document
PROOF READING SYMBOLS/SIGNS
There are commonly used Proofreading Symbols/Signs and these are used almost by following the same pattern. A document is writtein in hand or is printed in the Printing Press in draft form. In order to finalise the document to be typed/printed fairly, it is once again read from the draft. While reading the draft of the document, some additions, deletions and alterations are made. These additions, deletions and alterations are indicated by Standard Proofreading Symbols/Signs by the person who has read the draft document. The proofreading mark is given in the margin, along with the specific details about the changes that are to be made, and a mark in the text showing where these changes are to be implemented.
ACADEMIC PERFORMANCE
Students’ academic gain and learning performance is affected by numerous factors including gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation as hostelries or day scholar. Many researchers conducted detailed studies about the factors contributing student performance at different study levels.
Today, there is a clear need for education to learn about the factors that influence a student’s academic performance, considering the performance to be the quantitative result obtained during the learning process, based on the evaluations carried out by the teachers through objective test evaluations. The latest patterns in this area highlight the importance of considering other variables beyond intellectual capabilities. These trends are supported by several points of research that show that academic performance is not only associated with intellectual quotient (IQ), but there are multiple variables and dimensions to which a certain predictive value can be attributed. For this reason, the objective of this report is to extend the existing source of knowledge when it comes to explaining or understanding academic performance, which is why we will analyze the importance of emotional intelligence, personality and the meaning of life in such performance.
Academic instruction is arguably the primary business of education. To this end, schools are expected to influence students’ learning, socialisation, and even vocational preparedness. Despite the attention paid to a broad definition of educational outcomes, however, academic performance remains central. Students’ academic performance is a term that appears frequently married in higher education discourse. Academic performance is a multidimensional construct composed of the skills, attitudes, and behaviors of a learner that contribute to academic success in the classroom
PROOF READING AND STUDENTS PERFORMANCE
Because proofreading is very important for students’ academic performance, you should be aware of which steps to take before you proofread (or have a proofreader look at your work). The step that directly precedes proofreading is editing (which can be further divided into language editing, copy-editing, and line editing), and it is therefore important to know how to edit your work in-depth before performing a final proofread. Apply needed changes to structure and organization. For instance, if there are too many results listed, delete or consolidate them while editing. Proof reading is not a new phenomenon and is becoming more and more widely available. Starting at undergraduate level, NNES students were already expected to become proficient writers and often those who write using complex sentences and coherent texts could construct and compose their texts more successfully as they were more inclined to employ an array of writing strategies. Students should note that the type of proofreading work required will impact on the length of time the work takes and the resulting cost. Note also that students may not always be the best judge of what level of correction is needed to their work, especially when they are writing in a second language. It is therefore a matter that should always be discussed in advance. If in doubt, the course supervisor should be able to advise on the type of corrections - if any - that might be needed. The final decision may therefore depend partly on student preferences and partly on supervisor/proofreader advice, although it is important to remember that the final decision rests with the student, as the one responsible for payment and ultimately for the content of the work

Students should be active participants. In effective classrooms, students take part in discussions, investigations, and experiments that broaden their knowledge and skills. Whether through whole group discussion, small group work, or independent practice, the majority of learning is student-led. See Samples Of Undergraduate Research Projects For College Students
Social interaction activities in the classroom help students develop their self-esteem, understand conflicts and improve their conflict-resolution skills, increase their problem-solving capacity skills, their intrapersonal skills and help them build long-lasting friendships
INTERACTION
Interaction is a communication that goes on constantly as responsive or initiatory acts between the teachers and its students. From the above, it shows that students learn through talking, in other words, through verbal interactions. Teachers need to be actively engaged in interactions with their students in order for effective learning to take place. The lasting change does not result from plans, blueprints and events; rather the change occurs through interaction of participants.
CLASSROOM INTERACTION
Teaching is an interactive act. In the classroom, communications between the teachers and pupils goes on constantly as responsive or initiatory acts. This communication is called “interaction”. Classroom interaction can be seen as the patterns of verbal and non-verbal communication and the types of social relationships which occur within classrooms. The study of classroom interaction may be a part of studies of Classroom Discourse, Teacher Talk and Second Language Acquisition. Teacher’s talk not only takes up the largest portion of talk but also determines the topic of talk and who talks. It is therefore a very important component of classroom interaction. The ways in which students behave and interact during a classroom organized and controlled by the teacher (or sometimes by the learners themselves) to enable teaching to take place most effectively is called classroom management. It also includes procedures for grouping students. For different types of classroom activities, the use of lesson plans, handling of equipment, aids, etc., and the direction and management of students’ behavior and activity are helpful.
ACADEMIC PERFORMANCE
Students academic gain and learning performance is affected by numerous factor including gender, age, teaching faculty, students schooling, father/guardian social economic status, residential area of students, medium of instructions in schools, tuition trend, daily study hour and accommodation as hostelries or day scholar. Many researchers conducted detailed studies about the factors contributing student performance at different study levels. It is generally assumed that the students who showed better or higher performance in the starting classes of their studies also performed better in future academic years at degree level. Everyone can be surprised with this assumption if it could be proved scientifically. From the last two decades it has been noticed significantly that there is great addition in research literature and review material relating to indicators of academic achievement with much emphasis on this dialogue, whether traditional achievement measures of academic performance are best determinants of future academic gain at university or higher level or innovative measures
CLASSROOM INTERACTION AND COLLEGE STUDENTS’ PERFORMANCE
Effective teaching and learning demands more of student interaction rather than just listening to the instruction. Hence effective classroom interaction is very essential in today’s act of teaching and learning. Classroom interaction is the relations that exist between the teacher and students in the classroom in the course of teaching and learning. It is a practice that enhances the development of the two very important language skills which are speaking and listening among the learners. Classroom interaction helps the learners to be competent enough to think critically and share their views among their peers. Through classroom interaction the learners will be able to get themselves involved with concepts, ideas and various other devices and products for language and culture learning. Good interactions in the classroom also help the students to identify their own learning methods, guide them to communicate with their peers easily, give them an exposure to learning and enhance their academic achievement in their subject. The dynamics of teaching is a crucial factor in how much students learn, though students’ performance may not be a simple direct consequence of the teachers teaching act, the latter has a lot to do with classroom learning. Teacher establishes the pattern of general conduct during a lesson, while students on their part establish certain behaviour to coincide with this pattern. Consequently, the students participate in varying degrees in different classes and react differently to different teachers. This combined instructional pattern and students’ participation lead to a specific classroom environment characterized by specific interaction patterns. There are a lot of classroom interactions that exist between the teacher and the students in the classroom such as discussion and debates, interactive sessions, loud reading, storytelling and conversation with learners, which depends on the personality of the teacher. A teacher who is naturally friendly will definitely develop a good report in his/her class, unlike moody teachers. Consequently the students’ participation to varying degree with different teachers determine rate of student’s achievement. This combined instructional pattern and student’s participation leads to specific classroom environmental characteristics by specific interaction pattern
CONCLUSION
The effective interaction which happens in the classroom can increase students’ language performance. Not only students get the impact of the importance of good interaction but the teacher can also improve their teaching and learning process in the classroom. Some of the previous research had given reflection that interaction can engage the students’ participation in the classroom by using the suitable teachers’ talk. It can be concluded that classroom interaction is beneficial in the teaching and learning process. This article is intended to give additional information of classroom interaction. It is hoped that this article can give more suggestion to increase the teacher students, students-student, students-teachers’ interaction in the classroom so the teaching and learning process can be effective.

There has been a growing concern over the past couple of decades regarding social media usage among senior secondary school students, and its influence on their life and education. Today’s younger generation is hooked on social media, and this digital landscape has put increased pressure on teenagers. Formerly, communicating and free sharing of thoughts between individuals was limited due to distances, but now even with the barriers of nationality or religion, the flow of information and knowledge is still continuing through the new globalization of social media. Social media refers to the means of interaction among individuals young and old where they create, share, exchange, and comment within themselves using different networks at their disposal.

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day society, the use of social media among individuals is taking a vital part in students live and there has been a wide spread abuse of its usage among students. Unfortunately, many students have become fully involved in social networking almost all the time, while paying less attention to their academic work by spending much time on the platforms, rather than studying or interacting with individuals one on one. Active as well as frequent partaking on social media may affect their studies, and may hamper their journey into the world of work. The situation is alarming because, parents are so much worried about their wards habitual use of social media sites, they become prone to spending time socializing which provide them the freedom to do whatever they wish and to upload what they want, and talk to whom they want. The use of social media by students while in the school (learning) is multitasking (the ability of doing several things at the same time). This kind of engagement distract attention e.g. some students use social media either for sending text messages, browsing or pinging while reading their books or doing their assignments which affects their study habit. It has also become the habit of many students while moving along the roads clutched to mobile phones without really taking any cognizes of the immediate environment.
SOCIAL MEDIA
The rapid development of both technology and the skills and knowledge of social media users means that what makes up ‘social media’ continues to change at a rapid rate, as new websites and online content appear each day. Social media encapsulates digital tools and activities that enable communication and sharing across the net. Social media is used prolifically by all areas of society; business, politics, media, advertising, police and emergency services. It has also become a key tool for provoking thought, dialogue and action around particular social issues. In its terms, ‘social media is user generated content that is shared over the internet via technologies that promote engagement, sharing and collaboration.’ Social media as we know it today can probably be traced back more than two decades. While it was unsophisticated by today’s standards, users could post public messages on sites such as Usenet. Not surprisingly, the advent and availability of high-speed internet access has led to a proliferation of sites and an explosion in their popularity
THE USES OF SOCIAL MEDIA
Social networks are classified based on how people use them. For instance, Social Networking Sites such as MySpace, Facebook are used to share and update message, Microblogs such as Twitter is used for short messages, Wikis are mainly used for educational and informational purposes, Blogs are usually personal or collaborative online publishing diary, while Online Forums are interactive space where participants discuss issues which are posted on a discussion board. People use social media for either hard or soft issues or both. For instance, some people use social media to play online games, while others use it to negotiate, establish, maintain, and participate in political and cultural issues. Therefore, the popularity, availability, and accessibility of social media technologies make their usage in almost every aspect of life. All social networks rely on advanced Information and Communication Technologies (ICTs) that work to build and support technological literacy for people which in turn helps learners to link in an economy and become valuable contributors. Secondly, social media provide critical content literacy which is the ability to effectively use search engines and understand how they “order” information, who or what organizations created or sponsored the information and where the information comes from and its credibility and/or nature
BEHAVIOURAL PATTERN OF STUDENTS
Behavioural pattern is seen as the response or reaction of how an individual behaves and develop his/her relationship in the school environment or anywhere the person found him/herself as a result of the use of mobile phones, IPads, tablets, laptops and other internet services. Reasonable attention has been given to the negative side of social networking sites; such as cyberbullying, parent-child interactions, internet addiction, and the influence of social media use on sleep disturbance and academic performance. Social media networking has both positive and negative advantages on its users. The connectivism between spare times spent on the internet showed tremendous impact, that the time spent on internet has affected students’ interpersonal, academic, psychological and physical factors
SOCIAL MEDIA AND BEHAVIOURAL PATTERN OF STUDENTS
Social media is a form of effort for people, especially students, to get to move close to each other on the internet or social contacts by making connections through individuals. Social media is the social interaction among people who create, share, and exchange information and ideas in environments, schools, workplaces, homes, communities, etc. Social media, regardless of distance, facilitates people to communicate, and convey information in the form of images, videos, and audio. Social media has been used increasingly in many cultures so that the number of users also has increased geometrically over the years. Today, people use SM daily for its numerous advantages side effects.
Social behavior is a part of human psychology against unacceptable behaviors. It centers on the attitude, perception, reaction, and disposition of an individual to others around him. There are positive and negative social behaviors. Positive social behavior is acceptable behavior due to positive and favorable attitudes and dispositions. Negative social behavior is the opposite of positive social due to negative and unfavorable attitudes and dispositions. Both of them affect youths because the majority of users are them. Currently, they learn bullying in youth, blackmail, involvement in fraud, impersonation among other negative influences through WhatsApp, Facebook, and google classroom. Social media that is well integrated in society, also has a bad side, such as being involved in fraud, cybercrime, cyberbullying, and lack of physical human relations. There is no doubt that social media enhances societal development and personal growth because they are able to get useful information from the internet. Many lectures and teachings have been held through social media. However, social media has its downside in which when children are not well monitored, it could affect their social media as they will imbibe the negative side. Incidentally, parents are quite busy fending for the family; they do not have enough time to sit and discuss with their children. Many questions that are meant for parents to answer are asked and answered online. Youths do not have the privilege of communicating and learning social behavior from parents, thus, youths mostly learn social behavior through chat on social media, such as Facebook and WhatsApp. Therefore, they respect for elders and peers. Cultural heritage is no more valued by children and adolescents; Many young women have been victims of sexual harassment and young men are victims of fraud due to the use of social media. Social media addiction also influences a poor relationship with parents.

Stress is a fact of life, wherever you are and whatever you are doing. You cannot avoid stress, but you can learn to manage it so it doesn’t manage you. Changes in our lives such as going to college, getting married, changing jobs, or illness are frequent sources of stress. Keep in mind that changes that cause stress can also benefit you. Moving away from home to attend college, for example, creates personal-development opportunities new challenges, friends, and living arrangements.

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That is why it’s important to know yourself and carefully consider the causes of stress. Learning to do this takes time, and although you cannot avoid stress, the good news is that you can minimize the harmful effects of stress, such as depression or hypertension. The key is to develop an awareness of how you interpret, and react to, circumstances. This awareness will help you develop coping techniques for managing stress.
STRESS
Stress has a different meaning for different people under different conditions. Stress is the nonspecific response of the body to any demand. The word stress is a nonspecific response to any demand that was most appropriate. Stress is not identical to emotional arousal or nervous tension since stress can occur under or in response to anesthesia in man and animals, and it can also occur in plants and bacteria that have no nervous system. This point is elaborated later in the context of stress-induced heat shock proteins (Hsps) that play a key role in cytoprotection across all three phylogenetic domains of organisms on Earth. Stress is part of our daily human experience, but it is associated with a great variety of essentially dissimilar problems, such as surgical trauma, burns, emotional arousal, mental or physical effort, fatigue, pain, fear, the need for concentration, the humiliation of frustration, the loss of blood, intoxication with drugs or environmental pollutants, or even the kind of unexpected success that requires an individual to reformulate his lifestyle. It is difficult to see at first how such essentially different things as cold, heat, drugs, hormones, sorrow, and joy could provoke an identical biologic reaction. Nevertheless this is the case; it can now be demonstrated by highly objective, quantitative biochemical and morphologic parameters that certain reactions are totally nonspecific and common to all types of agents, whatever their superimposed specific effects may be.
CAUSES OF STRESS
The most frequent reasons for “stressing out” fall into three main categories:
1. The unsettling effects of change
2. The feeling that an outside force is challenging or threatening you
3. The feeling that you have lost personal control. Life events such as marriage, changing jobs, divorce, or the death of a relative or friend are the most common causes of stress. Although life-threatening events are less common, they can be the most physiologically and psychologically acute. They are usually associated with public service career fields in which people experience intense stress levels because of imminent danger and a high degree of uncertainty police officer, fire and rescue worker, emergency relief worker, and the military. You may not plan to enter a high-stress career, but as a college student, you may find that the demands of college life can create stressful situations. The National Institute of Mental Health (NIMH) notes some of the more common stressors for college students:
• Increased academic demands
• Being on your own in a new environment
• Changes in family relations
• Financial responsibilities
• Changes in your social life
• Exposure to new people, ideas, and temptations
• Awareness of your sexual identity and orientation
• Preparing for life after graduation.
STRESS MANAGEMENT AMONG COLLEGE STUDENTS
As noted in the Introduction, you can learn to manage stress. The first step is understanding yourself better how you react in different situations, what causes you stress, and how you behave when you feel stressed. Once you’ve done that, take the following steps: Set priorities. Use the time-management tips are:
Make a To-Do list. Decide what is really important to get done today, and what can wait. This helps you to know that you are working on your most immediate priorities, and you don’t have the stress of trying to remember what you should be doing. Practice facing stressful moments. Think about the event or situation you expect to face and rehearse your reactions. Find ways to practice dealing with the challenge. If you know that speaking in front of a group frightens you, practice doing it, perhaps with a trusted friend or fellow student. If the pressure of taking tests causes you to freeze up, buy some practice tests at the school bookstore or online and work with them when there are no time pressures.
Examine your expectations. Try to set realistic goals. It’s good to push yourself to achieve, but make sure your expectations are realistic. Watch out for perfectionism. Be satisfied with doing the best you can. Nobody’s perfect not you, not your fellow Cadet, nobody. Allow people the liberty to make mistakes, and remember that mistakes can be a good teacher. Live a healthy lifestyle. Get plenty of exercise.
Eat healthy foods. Allow time for rest and relaxation. Find a relaxation technique that works for you prayer, yoga, meditation, or breathing exercises. Look for the humor in life, and enjoy yourself. Learn to accept change as a part of life. Nothing stays the same. Develop a support system of friends and relatives you can talk to when needed.
Believe in yourself and your potential. Remember that many people from disadvantaged backgrounds have gone on to enjoy great success in life. At the same time, avoid those activities that promise release from stress while actually adding to it. Drinking alcohol (despite what all those TV commercials imply), drinking caffeine, smoking, using narcotics (including marijuana), and overeating all add to the body’s stress in addition to their other harmful effects. Here are some other strategies for dealing with stress:
• Schedule time for vacation, breaks in your routine, hobbies, and fun activities.
• Try to arrange for uninterrupted time to accomplish tasks that need your concentration. Arrange some leisure time during which you can do things that you really enjoy.
• Avoid scheduling too many appointments, meetings, and classes back-to-back. Allow breaks to catch your breath. Take a few slow, deep breaths whenever you feel stressed. Breathe from the abdomen and, as you exhale, silently say to yourself, “I feel calm.”
• Become an expert at managing your time. Read books, view videos, and attend seminars on time management. Once you cut down on time wasters, you’ll find more time to recharge yourself.
• Learn to say “no.” Setting limits can minimize stress. Spend time on your main responsibilities and priorities rather than allowing other people’s priorities or needs to dictate how you spend your time.
• Exercise regularly to reduce muscle tension and promote a sense of well-being.
• Tap into your support network. Family, friends, and social groups can help when dealing with stressful events.

Saving and spending are two sides of a particular coin. Both savings and spending’s are interrelated. Human wants are unlimited. When one want is fulfilled, then another want is raised. In early years people spent more on unnecessary items than the necessary items. The transaction from childhood to adulthood can be a tough time for students.

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Students face the challenges and up the level of leaving their parental home moving in to the world of work and beginning to build a family. But for the students today the challenge for them is even more difficult because they must do all of these in the midst of a struggling economy. The increased pocket allowances and employment opportunities to earn and spend make the students of this country as one of the most important forces in spending. The spending and saving habits of this youngster not only indicate the economic and life style trends but also larger social trends of the country.
BUSINESS EDUCATION
Business education is a major component of vocational education. A design field of study for the development of skills, attitudes, appreciation, creativity as well as creation of awareness and competencies in the office work and business world. Business education is a programme of instruction, which consists of office education, which is a vocational education programme for office career workers through initial refresher and upgrading education. He further explained that general business education is a programme that provides learners with information and competencies which are needed by all in managing personal business affairs and in using the services of business. Business education is an aspect of educational programme offered at the higher institution of learning which prepares students for careers in business. It is education needed to teach people business in order to be a good citizen of a society. It is a profession of itself. It is education designed with the primary skilled aim of elevating one’s skills as well as providing citizens with the required skilled to secure gainful employment as to earn a living and to succeed in life through further education. Business education is seen by laymen as those business subjects taught at the secondary school level as well as private institutes
BUSINESS EDUCATION PROGRAMMES
In every business education programme, there are always competing interest groups. These include the administrators or policy makers who provide the resources, the programme developers – professionals or experts who design the curriculum, the operators or instructors and the programme consumers or students who are the ultimate beneficiaries of the programme. The perceptions of these various interest groups are often at odds, depending on these expectations and orientation. In their assessment of the programme, which may involve both quantitative and reflective approaches, they may reach different conclusions. Very often, programme objectives, philosophy and other attributes are viewed from different perspectives. But despite these perceptual differences, when they are brought together to assess the programme on a provided set of criteria, there will likely exist an area of congruence among all the interest groups, this area of congruence among the various interest groups constitutes the “Kernel of truth of the business education programme being evaluated. The Business Education programme in higher institutions of learning has always been looked down upon. People prefer their students and wards to become lawyers, doctors, accountants etc. In spite of this problem, the government is not helping the situation by not funding the programme adequately.
STUDENTS SAVING HABITS
Spending less than the earnings and saving for the future is a golden rule for having a good control over the personal finance. By paying attention to what you buy each month, you quickly identify any leftover money, which can increase your retirement savings rate, emergency fund and even your net worth. But in reality many people fail in budgeting their income and saving more. On the other hand, the act of saving – either by having cash in a bank or by experiencing a significant savings on a product or service – brings savers intense pleasure. The victory of a good bargain makes everyone feel good, but savers feel the rush even more since it’s a relief from the discomfort of needing to spend. With the revolution in the retail sector in India and advent of mall culture, the spending and saving habits of students have changed over the years. Students has turned to be more brand conscious and also spend a considerable amount of their income on entertainment and gadgets. Students savings accounts are one tool with the potential to encourage both students development and financial inclusion possibly even in a financially sustainable way. Hence this research paper aims to analyze the spending and saving habits among the young generation in dombivli region.
BUSINESS EDUCATION PROGRAMMES AND STUDENTS ABILITY TO SAVE
Business education is very important to students. It plays a significant role in the lives of students towards their ability to save money for business opportunities. Every day people are engaged in decision-making processes involving intertemporal choices (e.g., choices that have both short-term and long-term consequences). In many domains, this entails a trade-off between immediate gratification (e.g., smoking or eating) and long-run costs (e.g., risk of lung cancer or obesity), so that people seldom succeed in resisting temptations and exercising self-control. When individual choices involve a trade-off between immediate gratification and long-term costs, “impatience” may prevail. When the trade-off is between immediate costs and long-term benefits, instead, people often exhibit so called “procrastination,” delaying costly activities (e.g., studying) whose benefits (e.g., getting an interesting and/or well-paid job) will be enjoyed only in the medium-long run. An alternative (and potentially complementary) strategy would be to instruct teachers and school management to personally assume a key role in the process, which would involve having business education programmes provide financial education to their students in order to encourage asset accumulation. In principle, this may come in different forms, from providing pocket money to teaching budgeting. Our knowledge of the role that economic socialization channels can play in inducing students to care more about their future. In particular, we know little about how business education programmes exactly communicate with the students in reference to financial decisions, and what the long-term effects of business education programmes on secondary school students saving ability.

Distance education is taking a new dimension in the history of education in Nigeria. The Nigerian Government has demonstrated commitment to the development of distance learning by going into cooperation and partnership with International Organizations like the Commonwealth of Learning (COL), UNESCO and UNICEF. Distance Learning programmes embraces minimal physical contact between the teacher and student but emphasize much reliance on electronic communications.

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This implies that the learner receives the formalised learning while he/she is on a location outside the university-campus. Distance learning is variously described as external degree, part-time degree, correspondence or sandwich programmes.
COMPUTER FACILITIES
The Information Communication Technology (ICT) driven economy requires highly skilled educated and globally competitive workforce with skills and aptitude in the application of ICT for sustainable development. The choice of technical subjects especially computer studies by students is often a product of the availability of infrastructural facilities to ensure that the students are adequately exposed to projects/practical work. Effective teaching and learning required equitable and wide access to learning materials. He added that high costs of computer installation, internet connectivity and constant updating of the existing infrastructure limited public and private secondary schools from offering computer studies. Internet connectivity in schools facilitated the teaching of computer studies through the provision of information vital for the education process.
DISTANCE LEARNING
The term distance learning represents approaches that focus on opening access to education and training, freeing learners from the constraints of time and place. It offers flexible learning opportunities to individual and group learners. This is the most rapidly growing segment of education. The potential impact of distance learning on all education has been emphasised by the development of Internet-based technologies, particularly the World Wide Web. It can be described as learning involving implementation of information, computing and communications technology applications in more than one location. The basic definition of distance learning considers that the teacher and the students are separate in the spatial dimension and that this distance is filled by using technological resources. Distance learning is a contributing force to social and economic development. It is fast becoming an essential part of the mainstream of educational systems in both developed and developing countries. The globalization of distance learning provides many opportunities for countries for the realization of their education system-wide goals. The growing needs for continual skills upgrading and retraining and the technological advances have led to an explosion of interest in distance learning. The literatures and studies related to distance learning expanded considerably in the last years. Studies researched different aspects of distance learning from its technologies, methods, and pedagogy to perceptions, opinions and attitudes of students and academicians toward distance learning.
ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING
Distance learning offers a myriad of advantages which can be evaluated by technical, social and economic criteria. Also, distance learning methods have their own pedagogical merit, leading to different ways of conceiving knowledge generation and acquisition. Distance learning increases access to learning and training opportunity, provides increased opportunities for updating, retraining and personal enrichment, improves cost effectiveness of educational resources, supports the quality and variety of existing educational structures, enhances and consolidates capacity. Another advantage of distance learning is its convenience because many of the technologies are easily accessible from home. Many forms of distance learning provide students the opportunity to participate whenever they wish, on an individual basis, because of distance learning flexibility. This kind of education is quite affordable, as many forms of distance learning involve little or no cost. Distance learning is also multi-sensory. There is a wide variety of materials that can meet everyone’s learning preference. In fact some students learn from visual stimuli and others learn best by listening or interacting with a computer program. Also, distance learning can offer increased interactions with students. In particular, introverted students who are too shy to ask questions in class will often “open up” when provided an opportunity to interact via e-mail or other individualized means. There a some other related benefits of distance learning such as: balancing inequalities between age groups, geographical expansion of education access, delivering education for large audiences, offering the combination of education with work or family life, etc. While there are countless distance education advantages, there are also various disadvantages of distance learning, that students and institutions should be aware of before starting any distance learning program. Distance learning requires advance planning. Both the instructors and students involved in distance learning will need to make sacrifices, at times, in order to get things done on time. Distance learning, although affordable, may come with hidden costs (for example extra shipping and handling costs). Distance learning does not offer immediate feedback. In a traditional classroom setting, a student's performance can be immediately assessed through questions and informal testing. With distance learning, a student has to wait for feedback until the instructor has reviewed his or her work and responded to it. Compared with traditional course delivery method, distance learning demands a disproportionate amount of effort on the part of instructors. Namely, teaching distance courses includes not only the time required for actual delivery of course materials, but it must also involve a great deal of time dedicated to student support and preparation. Also, time spent on e-mail correspondence is very significant. Distance learning does not always offer all the required coursework online for every degree program. In fact, physical classroom attendance is mandatory for the completion of some degree programs. Distance learning degrees may not be acknowledged by all employers although most employers do. Students who want to work for a specific employer upon graduation should be sure of that employer's perspective about online education. Distance learning does not give students the opportunity to work on oral communication skills. Students in distance learning courses do not get the experience of practicing verbal interaction with professors and other students. Another disadvantage of distance learning is social isolation. Distance learners may feel isolated or miss the social-physical interaction that comes with attending a traditional classroom. However, many distance learning participants have reported that this sense of isolation has been decreasing with the use of communication technologies such as bulletin boards, threaded discussions, chats, email, and video conferencing.
COMPUTER FACILITIES AND DISTANCE LEARNING IN COLLEGES
In the context of computing support for education, a development that has had far-reaching impact has been the increase in computer connectivity. Schools and colleges now almost universally link their computers into local area and even campus-wide networks, and hooking up to the Internet has never been easier or cheaper. With the current trend being to teach everlarger numbers of students without corresponding increases in human resources, it comes as no surprise that many researchers have devoted their efforts to exploiting the educational potential of computer networks. Within this evolution, it is impossible to overstate the impact that the World Wide Web has had on making networked computers more accessible to educators and learners alike. As a medium for making course material available and for structuring and presenting information connected with such courses, the Web is unsurpassed when considered in terms of the sheer numbers who make use of it in this way. It is for this reason that the survey that follows is partitioned into Web-based and non-Web-based systems. Within each of these two categories, a distinction was made between distributed systems and distance learning systems. This secondary classification is admittedly less clear-cut, since distance learning systems tend to be distributed, and there are many properties common to both camps. However, the literature suggests that distance learners have their own particular needs requiring research tailored to their situation. Traditionally, students undertaking distance education courses have been at a disadvantage in comparison to those attending an institution, in that communication with their tutors and peers has been severely limited. One of the promises of increased access to networked computing technology is that the physical barrier of distance need no longer be an obstacle to interactive tuition.

The problem of students’ under-performance in tertiary institution especially in mathematics or science related subjects for final year students in also reflected in the poor choice of undergraduate project topics in Nigeria and this has been a much-discussed educational issue. In solving any problem however, it is pertinent to understand the causes of such problems. Many causes or agents have been studied as the etiological starting point for investigating the phenomena of school failure or success. These causes are looked into from several perspectives including the role of the students, teachers, parents or family, school environment, society, government etc.
Gender is one of such factors also mentioned in literature to have considerable effects on students’ academic performances especially in science subjects. Gender is the range of physical, biological, mental and behavioural characteristics pertaining to and differentiating between the feminine and masculine (female and male) population. The importance of examining performance in relation to gender is based primarily on the socio-cultural differences between girls and boys. Some vocations and professions have been regarded as men’s (engineering, arts and crafts, agriculture etc.) while others as women’s (catering, typing, nursing etc.). On the other hand, chores like dishes washing, cooking, cleaning and so on is assigned to the girls. In a nutshell, what are regarded as complex and difficult tasks are allocated to boys whereas girls are expected to handle the relatively easy and less demanding tasks. As a result of this way of thinking the larger society has tended to see girls as a weaker sex”.
GENDER DIFFERENCE
Gender is a specially constructed phenomenon that is brought about as society ascribes different roles, duties, behaviours, and mannerisms to the two sexes. It is a social connotation that has sound psychological background, and it is used to refer to specific cultural patterns of behaviour that are attributed to human sexes. Gender relates to cultural attributes of both males and females. Gender is a psychological experience of being a male or female. It has to do with personality and central components of self-concept. Unlike sex, which is concerned with, only the distinction between male and female based on biological characteristics, gender encompasses other personality attributes as roles, orientation and identity based on individual’s conceptualization of self. For instance, gender refers to a socio-cultural construct that connotes the differentiated roles and responsibilities of men and women in a particular society.
This definition implies that gender determines the role, which one plays in relation to general political, cultural, social and economic system of the society. Gender refers to all the characteristics of male and female, which a particular society has determined and assigned each sex. Also, gender can be seen as the dichotomy of roles culturally imposed on the sexes. Gender stereotype in school as “hidden curriculum” which send out messages to girls to conform to role expectation.
In most societies, gender has roles based on the women folk, preventing their participating in, and benefiting from development efforts. This has created a big psychological alienation or depression in the minds of the female students. As a result, boys dominate Social Studies, Mathematics, Physics, Mathematics and Environmental studies classes while the girls go into reading languages and Arts. United Nations (UN) adopted various resolutions to ensure equal opportunities for all gender in education and empowerment.
ACADEMIC PERFORMANCE
Academic achievement has to do with what a learn is able to accomplish by execution of class work in the school. Academic achievement as something a learner do or achieve at school, college or university, in class, in a laboratory or field work. Academic achievement refers to achievement of individuals’ objective to various types of knowledge and skills. According to the author the objective are established based on the age, prior learning and capacity of individuals with regards to education, socialization and qualification. Some of the purposes of academic achievement measurement are as follows: to determine the relative effectiveness of a programme in terms of students’ behavioural outputs; to identify students growth or lack of growth in acquiring desirable knowledge skills, attitudes and social values; to help teachers determine the effectiveness of their teaching technique and learning material; to help motivate students to learn as they discover their progress or lack of progress in given task; to encourage students to develop a sense of discipline and systematic study habits; to acquaint parents or guardians with their children performance; to predict the general trend in the development of teaching learning process; to make reliable decision about education planning and to provide educational administrators with adequate information about teachers effectiveness and school need.
INFLUENCE OF GENDER DIFFERENCE ON STUDENTS PERFORMANCE
Gender refers to socially constructed differences between male and female. Scholars, policymakers, and practitioners have observed and seem to agree upon socially constructed differences between male and female and its significant effects in their lives. Studies conducted across the world among the students studying in different levels found a significant gender difference in academic performance. Several studies have reported that female students outperform their male counterparts.
Gender issue has become the talk of today’s forum. Although the literacy rate is more among the boys than girls, it is quite interesting to observe that girls are securing better ranks than boys in almost all competitive examinations. The achievements gap among boys and girls as a result of sex differences in belief students hold about mathematics as a discipline. In short available literature agree that particular conditions can bring about the differential performance between boys and girls, with varying degrees and points of emphasis on subject such as mathematics, BSc and hnd research projects. Although the problem has been studied for decades, in other countries especially in the west the result so far reported by different researchers are inconsistent and inconclusive. In patriarchal structure have a powerful influence on differential performance and the education system is a reflection of societies thinking about the education of girls. The educational provision made for boys and girls were biased towards the hegemony of boys. In recent years, the government has attempted to increase the participation rates of girls in the sphere of education, but enrolment rates are still low, especially in rural areas. Presently, but government is paying much attention on the education of girls, as shown in the education program of the country.

The importance of ICT is quite evident from the educational perspective. Though the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like the computer. While television and film impact only on the audiovisual faculties of users, the computer is capable of activating the senses of sight, hearing and touch of the users.

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ICT has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability. The main purpose of ICT consists just in the development of human mental resources, which allow people to both successfully apply the existing knowledge and produce new knowledge.
The collective and rigid nature of learning and the passive nature of the learning associated with the use of radio, television and film do not contribute any innovative changes to traditional methods in education system. Information and communication technologies are being used in the developed world for instructional functions. Today, computers perform a host of functions in teaching and learning especially as many nations are adding computer literacy, reading and writing literacy skills students will need for succeeding in a technologically developed world. At the instructional level, computers are used by pupils to learn reading, mathematics, social studies, art, music, simulation and health practices.
2.0 ICT
Information Communication Technology (ICT) will mean all electronic system that has to do with information gathering, processing and disseminations. These include all forms of computer system (mainframe, mini, micropalm pilot etc.). Information technology is a technique and the equipment that facilitates the acquisition, recording, processing, storing, retrieval, transmitting and receiving information that has been processed using some electronic equipment and appropriate methods. Information Communication as the scientific, technological engineering and management techniques used in information handling and processing. The term Information Communication Technology originated from the coming together of three (3) technologies (micro electronics, computer and communications). Microelectronics are made from the reduction of electronic circuits on sting silicon chips so as to receive a small raw data and organize it into meaningful information. Computers are the major platform upon which Information Communication Technology stands on communication. The processes of telecommunication using telephone and telegraphic lines to send messages from one place to another, is the third aspect of Information Communication Technology.
3.0 EARLY CHILDHOOD EDUCATION
The period of early childhood is until the age of eight years. One of the reasons that early childhood is regarded up to the age of eight is to enable him or her acquire a smooth understanding of the entire education from the level of play group to pre-primary and from pre-primary to the level of primary. The early childhood education is in an organized form to a major extent. The teachers and the other members of the pre-school, who are involved in this education are required to be systematic and methodical in their workings and conduct. It requires efficiency in its format and implication. Within this framework, the term ‘care’ holds much significance. When imparting any kind of learning, understanding or information to the students, the teachers need to take into consideration, the aspects of care and thoughtfulness. In pre-schools, students are young, hence, they need to be taken care in terms of various aspects, such as, learning, playing, health, emotions, diet, nutrition, and psychoanalysis. These are important for the overall development of the child. The main purpose of early childhood education is to lead to effectual growth and development of the students. It creates the foundation for learning among the students, so that they are able to develop their skills and abilities efficiently from the early age. Early childhood care and education also makes provision of information and knowledge to the families and communities of the students, with the purpose of contributing towards their effective growth and development. In pre-schools, learning begins with play, when students begin to take pleasure in play activities, then at the next level, they are taught drawing and colouring strategies, which enables them to develop an interest in art. At the next level, students are taught academic concepts, such as alphabets, numbers etc.
Education is a comprehensive area. It covers skills, knowledge, attitudes, habits, communication, cognitive skills, intellectual abilities, wisdom, astuteness, righteousness and honesty. These factors are essential for the development of the mind-set of the students and it also contributes towards their progression. The students have to be well prepared to enter the education system at the formal level. In order to seek admission in formal schools, it is vital for the students to possess adequate understanding of academic concepts, so that they can appropriately cope up with the teaching-learning methods, provided to them by the teachers and enhance their performance. Early childhood education renders an effective contribution in the facilitation of learning and education.
4.0 ICT, EARLY CHILDHOOD EDUCATION AND STUDENTS’ PERFORMANCE
It is pertinent to say at this point that with the advancement of science technology, information communication technology have paved the way lo schools and contributing immensely to education in general. The uses of ICT in teaching early childhood education in secondary schools, for education purpose rally referred to as computer application. The use of ICT in teaching early childhood education in secondary schools, on involves computer taking over a central part of the direct instruction of students. The system is programmed to carry out the instructional strategies thereby maintaining a form of conversational interaction between students and the system. Information communication technology (ICT) is so compelling a tool that it cannot be stopped. Computing place in the hands of well supported teachers and students can be an agent of catalyzing education accomplished of a kind that is without precedent, there has simply been no other tool like it is in history of education. There are variety of ways used to describe educational use of ICT in teaching early childhood education in secondary schools, which tend to either supplement or replace traditional instruction while focusing on the knowledge and skills of the regular curriculum. Of all forms of computer usage in the classroom, the one that is of interest to the researcher is the use of ICT in teaching early childhood education in secondary schools. ICT is taken to be a teaching tool, which is employed in the teaching and learning process. It is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. It often refers to drill and practice, tutorial or simulation activities offered by themselves or as supplement to tradition. Teacher-directed instruction. Several researchers had confirmed the use of ICT in teaching early childhood education in secondary schools, as an aid to instruction and their positive effect on student’s performance

Teaching is a universal human experience: parents teach their children; brothers and sisters teach each other; friends teach friends; employers teach employees; and colleagues teach each other. These examples of teaching usually involve a few students at the most and occur in the setting where the learning is used.

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For example, young children learn about collecting water with their mother at a stream or well, or a child learns a new game from a group of friends in a playground.

TEACHING METHOD

The most successful teaching methods are those who have proven track record of success in employ the maximum number of the above criteria's, while each of them engages students in different ways, each has its advantages depending on the information they teach. Knowing the differences between these methods will help to select the technique that is best for particular class of study, and to define a particular teaching style.

EARLY CHILDHOOD EDUCATION

Early childhood/pre-primary education is referred to as education given in an educational institution to children prior to their entering the primary school. It includes the crèche; kindergarten and the nursery. It can also be said that early childhood education is the overall development of the child socially, physically and intellectually. Since it is seen as the first phrase in a life-time of continuous learning and experience from birth to old age. As from conception to six years old the child undergoes rapid mental and physical development, demanding for encouragement from all and sundry. The concept of pre-primary education like most other concepts in education cannot be pinned down to only one definition. Early childhood education or pre-primary school education can be seen as a semi-formal education arrangement usually outside the home whereby children from about the age of three are exposed through play like activities in a group setting to mental, social and physical learning suited to them under developmental age until the mandatory age of government approved formal schooling.

PURPOSE OF EARLY CHILDHOOD EDUCATION

Early Childhood Education assists in early monitoring and sustenance of the intellectual, moral and physical abilities of the children. Therefore, the objectives of early childhood education are as follows: - (a) effect a smooth transition from the home to the school. (b) prepare the child for primary level of education (c) provide adequate care and supervision for the children while their parents are at work (on the forms, in the markets, offices, etc) (d) inculcate social norms (e) inculcate in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys etc. (f) develop a sense of co-operation and team spirit. (g) Learn good habits, especially good health habits, and (h) teach the rudiments of numbers, letters, colours, shapes, forms etc through play. It is interesting to note that to achieve the above, government has a role to play which are as follow: (i) establish pre-primary sections in existing public schools and encourage both community/private efforts in the provisions of pre-primary education. (ii) make provision in teacher education programmes for specialization in early childhood education. (iii) ensure that the medium of instruction is principally the mother-tongue or the language of the immediate community. (iv) develop the orthography of many more Nigerian languages and (v) produce textbooks in Nigerian languages (vi) ensure that the main method of teaching at this level shall be through play and that the curriculum of teacher education is oriented to achieve this; regulate and control the operation of pre-primary education. (vii) Set and monitor minimum standard for early childcare centre in the country and (viii) Ensure full participation of government, communities and teachers associations in the running and maintenance of early childhood education facilities.

TEACHING METHODS IN EARLY CHILDHOOD EDUCATION

There are different teaching methods employed in science education in Nigerian tertiary institutions. It is expected of a teacher to implement a range of instructional strategies. That will bring academic success to all the science students. For any method to be able to bring good result in the present age, it should be a method that promotes maximum social interaction. Social interaction between students and between teacher and student plays a crucial role in learning. These authors further stressed the need for the students to be provided with a supportive, open and interactive environment as this could help them discover knowledge. The teaching methods commonly used in science education classes are lecture and demonstration method. These methods shall be briefly discussed.
Lecture method is often used to deliver a large amount of information to the students in a short period. Lectures are designed to deliver new information to a large group of students. This method is known to be effective in dealing with a large class. However, it could also be used for a small class. Research indicates that this method dominates most of the tertiary institutions. Research shows that students’ retention in a lecture-based science courses is weak. An average student only retains 42% of what he or she learned after the end of the lecture and 20% one week later. Research shows that teaching method like the lecture method commonly used does not help the students to acquire sufficient functional understanding. Lecture method lacks the effectiveness of an active learning approach. Lecture method causes the bad reading habit among the students. Students taught in lecture-based classes learn less than those taught with activity-based reformed methods. Lecture method is frequently a one –way process unaccompanied by discussion, questioning or immediate practice that makes it a poor teaching method. Lecture method concentrates on information rather than learners. In the lecture method the teacher tells the students what to do instead of activating them to discover for themselves.
Demonstration teaching method is a useful method of teaching because it improves students' understanding and retention. The demonstration is effective in teaching skills of using tools and laboratory experiment in science. However, the time available to perform this demonstration is very limited in a classroom setting.
Therefore, a demonstration often designed to allow students to make observations rather than through hands-on laboratory.

The impact of social media on culture cannot be overestimated. It had a great influence on the cultural changes in the society so that the role of men and women has been defined by the mass media. In the process, it affected both intercultural and international communication
SOCIAL MEDIA
Social media presents vast opportunities as an effective communication and distribution channel, a tool to understand and influence the customer perception and behaviour and ability to bring people of the same interest together. It is therefore no longer a subject of discussion for organisations that want to have competitive advantage in the market place if they should use social media, but how and to what extent it should be used.

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Social media has also become a valuable repository of information, especially data and information that provides valuable insight into the behaviour and perceptions of the users. Hence, it is important that organisations use social media to listen to the information available about the brand, product or service. Although it will be more beneficial for organisations to have a social media strategy that goes beyond listening to the information available about the organisation’s brand or product on social media, to engaging the target audience using social media in order to take advantage of the opportunity that it presents.
BEHAVIOURAL VALUE
The term digital culture emerged from a five-year study of an international social learning network for educators, in which a void was identified in the discussions and development of technology in education. Traditionally within the field of education, research has focused primarily on technology as a learning device, exploring developments in didactics and learning theory as they relate to classroom or online learning. While these contributions have been significant for expanding views about knowledge development and the importance of social dynamics in the learning environment, they have not addressed the development of social behaviors, norms, and values that cultural theorists suggest are being altered through interactions with technology. As a culture theorist studying schools, it became evident to me that the focus of technology in education was too limited to achieve certain stated goals in educational policy that call for schools to prepare youth with skills and knowledge for working in the global knowledge society, including an orientation to lifelong learning, active citizenship, networking, entrepreneurship, and communication skills for understanding others.
VALUES AND BEHAVIOR
The natural way to pursue important values is to behave in ways that express them or promote their attainment. People pursue security values by acting in ways that promote their personal safety, and they pursue hedonism values by engaging in pleasurable activities. Most behaviors can express more than one value. For example, people might go hiking because they like adventure (stimulation values), love nature (universalism values), or want to comply with their friends’ expectations (conformity values). Like hiking, many behaviors are ambiguous with regard to the values they express. Still, some behaviors express primarily one value. Dominating behavior, for example, primarily expresses power values. In this article, we use the term value-expressive behavior to refer to behaviors that can express primarily one value. Why do people behave according to their values? One possible reason is a need for consistency between one’s beliefs (values) and actions. Another is that value-consistent action is rewarding; it helps people get what they want. Studies that report relations of values to behavioral intentions in hypothetical situations demonstrate that people want to act according to their values. However, these are only hypothetical behaviors. In real life situations, values are but one of many factors that may influence behavior. Therefore, estimating the strength of relations between values and behavior requires measuring actual behavior. Previous studies have shown that values relate to choose behavior in real-life situations. For example, values predicted choosing a university course and voting for political parties. These are examples of behaviors that people choose carefully, after weighing the pros and cons of alternatives. In such choice situations, values are likely to come to mind and influence decisions. But most behavior is more spontaneous. We rarely think about our value priorities before interrupting a conversation partner (power values) or indulging in a tempting desert (hedonism values). If behavior relates to values only when there is conscious, careful choice, effects of values on behavior are limited to a small subset of situations
SOCIAL MEDIA AND BEHAVIOURAL VALUES
It is hard to disagree that new media mark a significant generation shift from the old media – television, radio, printing press, home video, LP and tape recording, printed photography – to the new media: personal computer and its versions in the form of mobile devices, the Internet, on-line social networks, digital photography, electronic documents, digital video and audio recording etc. Following McLuhan's idea of media as extension of man (МcLuhan, 2001), we can say that those who grew up in 2000s are much more electronically extended humans in terms of access to data and social involvement via popular Internet services like Facebook.com or VK.com (in Russia). However, we shouldn’t mistakenly isolate social media from the bigger picture of what digital technology shapes as a digital culture of late XX – early XXI century, because there is no value neutral or direct cognitive impact of technology which is always value laden and culture sensitive.
Digital culture is based on totality of digital technology and reveals itself on several levels: material (things, gadgets, technological systems), symbolic (languages, signs, form of communication), social (institutions, functions, communities), mental (cognitive structures, identities, stereotypes) and values. This multilevel model of culture is adapted from cultural theory and social anthropology. Rejecting reductionist view of culture only as a material or mental or social (institutional) phenomenon. The reason is totality of digital technology in our everyday life from smartphones or office desktop PC to Internet communication, from digital photo camera to iPod player, from videogame system to automatic computer system in our car. What we see in the use of social media is celebration of collective life and cooperation. New generation learns how to live with hundreds of friends on-line expressing yourself and sharing what is important in your everyday life. Yes, CM is for individual use and profiling. But even simple gesture of liking makes you expressing you self and experiencing togetherness not individual power.
In 10- or 20-years social media will become a heavy challenge for individualistic values of the West. What we should expect is the virtual community becoming a new source of norms and social integration equalizing takeovers of individualism and atomization. The most important controversy is the border of privacy and private life. The global village of social media is fundamentally anti-private. This idea is attributed most often to the founder of the Facebook – Marc Zuckerberg. SM are not for hiding but presenting and exposing yourself: where you are and where you’ve been, who you are with (friend, colleague, in relationship), what you like etc. Anyone in the world can find you and get to know you somehow. The more you transparently collective the more you are social human being in social media world. From this point we are moving to the next dilemma – Transparency vs. Total control. The more you are exposed to the world in the form of digital data the more controllable you become for government and corporations. Electronic visibility of individuals and organizations is often called transparency. For example, the system of electronic government is supposed to make political authorities more transparent and reachable for people. Fellow citizens can easily find out anything they want about any official or legislation. However, government and corporations can easily watch and control you with databases, video surveillance etc.

Sex education, also known as sexual education, sexuality education or sex ed, is the instruction of issues relating to human sexuality, including human sexual anatomy, sexual activity, sexual reproduction, safe sex and birth control, sexual health, reproductive health, emotional relations and responsibilities, age of consent, and reproductive rights.
SEX EDUCATION
In the West, at least, the term sex education has been most strongly associated with a constructivist psychological framework. Sex education is the attempt to promote the development of children’s and adolescents’ moral cognitive structures (moral reasoning stages) in school settings.

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These stages were argued to be universal in nature and sequence. From an educational standpoint, there were two main, and interrelated, pedagogical approaches to promoting such development. The less complex is moral dilemma discussion, which entails facilitated peer-group discussions of open-ended moral problem stories. The more complex, which incorporates moral dilemma discussion, is the Just Community School, a radical experiment in direct democracy in small sub-school settings or in small elementary schools. These small democracies are explicitly focused on promoting justice and community. Important characteristics of both of these pedagogical strategies are that they are theory driven, heavily influenced by psychology, designed to promote the development of moral reasoning stages and well-researched. One important distinction that remains to be made is between the psychology of (specifically) cognitive moral development and moral psychology more generally. Like moral development, the latter tends to be both empirical and theory-driven, as well as heavily influenced by psychology; however, it includes many other psychological concepts beyond those studied by moral development (i.e. moralreasoning stage development). For example, moral psychology includes concepts such as conscience. A few attempts have been made to offer an integrative model of moral psychological development (including moral reasoning development). Because the main disagreements between sex education and character focus on the moral reasoning perspective of the former, we will focus mainly on the narrower domain of moral cognitive development, although we will turn to the broader domain of moral psychology as a means of attempting to integrate these various fields.
APPLICATION OF SEX EDUCATION IN THE CLASSROOM
The promotion of sex education in the classroom can occur in a variety of ways. Role-playing and the use of children's literature are two ways educators can promote character education. Picture books and children's literature have been used over many years to entertain, inform., engage, and evoke thought in the classroom. Since teachers are already using literature with pupils, it is imperative that they make their instruction more meaningful by engaging their pupils and promoting important moral values. If children are exposed to character-rich literature in a manner that can serve those dual purposes, character education can be taught, encouraged, and promoted in the classroom. Role-playing is a type of teaching tool that has shown to have positive effects when promoting values. Sex education can be very effective when used with role-playing and children's literature since both have such promising outcome on affecting pupils' value development. There are many strategies teachers can incorporate when utilizing literature that have important character-building issues. One particular study indicates that teachers should preview the books used carefully. Having background knowledge of the issue involved in a piece of literature with a moral dilemma helps teachers guide class discussions. Teachers should ask questions and provide details that will have children begin thinking about the circumstances or the story's dilemma.
OBJECTIVES OF SEX EDUCATION
We encountered quite a number of articles that only give general guidelines for structuring the teaching, learning process and focus primarily on what sex education should be aimed at. Therefore, we will first present the objectives of curriculum-oriented sex education and the learning outcomes intended in terms of knowledge, skills and attitudes. Focusing on how various authors legitimate sex education, two aspects can be distinguished. Firstly, the personal development and welfare of students is considered to be important. Education must endeavour to guide students towards adulthood and stimulate their identity development. Secondly, the importance of sex education is emphasized from the perspective of society. By enhancing the prosocial and moral development of students, sex education contributes to the quality of society. Both sides of the moral task of education are closely linked, even though an analytical differentiation can be made.
METHODS OF SEX EDUCATION
1. Classroom discussion
Although the importance of classroom discussion seems to be almost self-evident in studies on curriculum-oriented sex education, only a few authors elaborate on the specific teaching strategies it requires. Most suggested formats for discussion take the form of a dialogue. A dialogue facilitates the development of critical thinking and independency of mind in particular, as well as attitudes such as tolerance, respect and responsibility. Most proposals centred on classroom discussion that we encountered in the review study make use of the Socratic method derived from Plato. The teacher leads the students through a series of questions to a ‘conclusion’, which may be predetermined. It is a relatively teacher-centred method and calls on the skills and beliefs of teachers. Several variations, however, can be found in the literature under the heading Socratic method. We discuss a few exemplary studies below. In line with the ‘direct approach’ within character education, the Socratic method is used to reach a moral conclusion predetermined by the teacher.
2. Drama and literature
The main argument for using literature and drama is that they provide a stimulating context for students in which they can think and reason about moral dilemmas. From the perspective of character education; the use of literature because it confronts students with moral values and ethical issues. This can help to avoid moral relativism. He argues that ‘solving’ moral dilemmas is not a matter of presenting the right arguments but of placing values in a historical and cultural context. Students can learn the values of their cultural inheritance through literature.
3. Social group differences
The multicultural dimension of contemporary society is reiterated again and again in the studies reviewed. Most authors argue that one of the objectives of sex education is to teach students how to cope with cultural diversity. However, teaching strategies that take social differences between students in the classroom into account are sparse. It is striking that most of the studies depict students as a more or less homogeneous group in terms of values, prior knowledge, learning strategies, and so on. As a consequence, little attention has been paid to the differential learning outcomes of a specific moral-education curriculum.
MORAL UPBRINGING IN THE MODERN FAMILY
Family is a part of a social and cultural surrounding that plays an essential role in shaping the child’s personality. Its educative function is mainly to introduce the child to the widely understood social and cultural life together with rules, values and moral standards related to it. In order to fulfil that function, the family has to meet the basic biological and psychical needs of the child, the need to be loved, feel safe, appreciated and accepted. It should also provide the child with socially required patterns of behavior and emphasize values, norms and rules of coexistence typical in the society. Parents are the first role models of moral behaviors for children. The process of their personal development takes place in the atmosphere of norms, rules and moral principles which are followed in the family. The child observes what is going in the family environment and follows certain patterns of behavior. Thus, it can be stated that the moral system of the child is shaped through observation and imitation of conducts which were presented to the child in the course of a family upbringing in which the process of personality shaping takes place during various life activities.
SEX EDUCATION AND MORAL UPBRINGING OF STUDENTS
The role of religious institutions in the sex education of the child cannot be overemphasized. Historically, moral teachings have been central to all religions. For instance, historically speaking, since the time of the Bible, moral teachings have been central to Judaism. The Bible is, at its core, a book of ethical teachings. Talmudic sages are seen as moral exemplars, and medieval writers such as Bahya ibn Pakudah and Maimonides, Moses Haylm Luzzatto in the 18th century and the Musar Movement of the 19th century developed a systematic approach to the ethical teachings of the Bible and Talmud in order to teach morals. The same goes for the Islamic religion. Religious institutions have a way of imparting moral lessons in their adherents and this is no more news to many in our country today. In fact, the present in focus of both national and international organization to the exploration of involving and using religious leaders in the campaign against the hydra-headed monster called HIV/AIDS because it is believed that the religious leaders exercise a significant level of control/influence on many people’s thought process and decision making further confirms the importance and relevance of the religious organization in the moral development of the students especially the final year students.

Students’ willingness to participate and adjust in school programme might be influenced by school environment and students experiences inside and outside school. Adjustment has been defined in various ways by psychologists to mean a process of maintaining harmonious relationships between a living organism and its environment.

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The adjustment process can be seen as a way in which the individual attempts to deal with stress, tension, conflicts and meet his or her needs while making efforts at the same time to maintain harmonious relationships with the environment. This implies that the individual and the environment are two important factors in adjustment.
School adjustment is the degree of school acculturation required or adaptations necessitated for maximizing the educational fit between students’ unique characteristics and the distinct nature and requirement of learning environments
Psycho-social Factors
Psychosocial factors included social resources (social integration and emotional support), psychological resources (perceived control, self-esteem, sense of coherence, and trust), and psychological risk factors (cynicism, vital exhaustion, hopelessness, and depressiveness)
School Adjustment Among Students
School adjustment plays a vital role in a child’s life, and it is like a pillar on which child’s entire life is based. It is not only related to a child’s progress and achievement, but also their attitudes towards school, anxieties, loneliness, social support and academic motivation. Interpersonal relationship affects children’s academic motivation. Relationship with peers and teachers is a powerful motivator. It was noted that school learning can be promoted by learning contexts that enhance student involvement with others. Research shows that children’s loneliness and social dissatisfaction relate negatively to school achievement. Friendship supports children in the school environment and help with their adjustment. Peers can be a source of support to deal with problems and child is able to deal with alienation. Four motives affect the influence that friends have on students‟ school adjustment: need for approval, identification, self-enhancement, and need to be correct. Students want to be liked, so they try to please friends and engage in actions that friends will approve of. Identification denotes the need to think and act like friends. Self-enhancement means that students compare themselves socially with friends and judge their capabilities partly on the basis of these comparisons. Need to be correct refer to a student’s desire to hold correct beliefs. Trusted friends are deemed to be important sources of information for confirming beliefs. Students can focus on what their friends are saying to gain a better understanding of the situation, rather than judging the accuracy of the source.
Effective adjustment to school depends on children possessing a range of skills and behaviours (social, emotional/behavioural and academic skills) that help them adapt to and participate in the school environment. Children with good emotional well-being are more likely to feel secure, relaxed and comfortable in the new environment and have more positive attitudes about school and learning. Adjustment to school is influenced by a combination of the child's personal characteristics, their experiences, and the interconnections between home, preschool and school. How well a child makes the adjustment to school can have implications for their ongoing social, emotional/behavioural and academic progress.
Psycho-Social Factors and School Adjustment Dynamics
The school as a formal agency of education is an important instrument geared towards nurturing the personal good of individuals and the collective good of the society of which these individuals form an integral part. This can be typifies knowledge, understanding, competencies, practical know-hows and skills as well as active involvement in the community, geared towards a sense of achievement.
The general purpose of education shall be to train children for their intellectual, social, physical, civic and moral development and their smooth integration into society bearing in mind prevailing economic, socio-cultural, political and moral factors. This provision highlights government ardent desire for school adjustment to be achieved. This means that for an individual to become a useful person to himself/herself and to society, appropriate education must be acquired which can only be guaranteed if the individual effectively adjusts to the learning environment.
Students’ willingness to take part and adjust in school programme could be influenced by the nature of the school environment and their experiences both inside and outside school. Scholars have variedly given meaning to the concept of adjustment from several perspectives. It can be seen as a process of maintaining harmonious relationships between a living organism and its environment. The term adjustment is often used as synonymous to accommodation and adaptation. Strictly speaking, the term signifies the results of equilibrium, which may be affected by either of these processes. This term underscores a person’s struggle to go along or survive in his or her social and physical environment. Talking about the individual, attention is given to heredity, biological, psychological factors, as well as the quality of socialization given to him or her by the more knowledgeable others in his/her life. The environment would involve all the social factors. People generally leave their families and attend school, wherein they would be required to make a wide range of adjustments if they have to successfully cope in the new environment. Every member of the society encourages this needed effort for a successful integration of fitting in. Broadly speaking, there are three areas where an individual need to be adjusted to live balanced life. These are family home, school and society.
More students increasingly find it difficult coping with the school environment and its challenges. With the academic demands becoming more intense, low self-esteem, emotional problems and sometimes the inability to get help from the right source, students may tend to feel frustrated and find it difficult to cope with the school environment. One would wonder whether educational, emotional, social or the selfconcept factor could be responsible for this. As we know adolescence is a crucial period of transition from childhood to adulthood. It is the stage wherein a young person undergoes physical, emotional, social, moral and spiritual changes. These changes are speedier and bring about lots of differences in their perception and attitude which is reflected in their behaviours. Adolescents most probably experience mixed feelings on fitting into the world which could lead to role confusion. In the school environment, this confusion and the struggle in finding their grounds oftentimes could create emotional challenges such as stress, unwanted pregnancies, relationship issues, inappropriate eating habits, feeling carried away, which affect their capacity to concentrate on school work. Given the primordial role of school adjustment it was crucial exploring the issues surrounding the psychosocial adjustment of learners with particular focus on the educational, emotional factors and social support

Education is regarded as the center of every civilization. It is an important sector for economic, social, and cultural development aimed at satisfying the needs, desires and hopes of a society. Education broadens peoples‟ freedom of choice and action, empowering them to participate in social and political lives of their society, and equipping them with the skill they need to develop their livelihood.

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Education is the base for development. It lets the individual learner become a thinking, empowered and responsible citizen. However, education cannot play this role unless it is of highest quality and relevant to the development needs. In order to be successful in the intended quality, appropriate utilization of material, human, financial, time, and information resources play a vital role. The priority in the education system is quality and internal efficiency. The education goals and objectives can be achieved by means of using different resources as inputs. Among the resources, material resource is one of the key issues to get and utilize all important inputs and to run the task of education at all levels in the appropriate ways.
In other word, material resource in the school is a critical issue to accomplish different task which support in ensuring quality of education and to expand education.
Material resources are emphasized as one of the major determinant factors for the successful improvement of educational quality. In this regard, the policy document states that, “In order to promote the quality, relevance and expansion of education, due attention should be given to the supply, distribution and utilization of educational materials, education technology and facilities.”
In order to realize relevant education, important resource inputs, necessary to facilitate the whole instructional process, should be made available and well managed. Material resource management is among the main activities in which schools are inevitably incorporated. Material resource management is the activity of management which is dealt with the efficient flow of materials to, through and out of an organization for optimum use of materials.
The success of the teaching learning process is practically dependent up on how schools are capable of managing and utilizing their resources. That is effective and efficient management of school material resources may lead to success whereas improper and poor handling of material resources is liable to lead to failure. Among many other educational inputs, material resources play major roles in terms of achieving the intended educational objectives, so that great attention should be given for them.
In addition to this, the scarcity of educational materials in the required quality, quantity, and underutilization of the existing resources are some of the most essential factors that affect the accomplishment of educational objectives.
MATERIAL RESOURCE
The term material resource has been defined by various experts in various ways. Material resources include furniture, equipment, books and teaching materials that largely determine the quality of education to be provided to students in combination of human resources. In connection to educational material resources, the material resources include renewable and immediate use items. Each item is used for specific objectives and the integration of all items can help to promote the teaching - learning process.
Material resources in general and educational material resources in particular are stated in different ways. Nevertheless, the central idea of all writers is almost the same. Although material resources are defined by different writers differently, they are the life blood of any organization. Thus, the objectives of any organization can be attainable with the great help of material resources. Furthermore, material resources are any inputs or consumable items that are fixed or recurrent objects used in the process of production. Material resources include all necessary supplies and equipment which are useful to maintain organizational production or service such as land, buildings (the classroom itself with its walls, windows, ventilators, together with their glass fittings, doors with their handles and hinges), furniture (desk, table, chairs, chalkboards, etc.). Material resources may also include machines, computers, books, manuals, geographical maps and globes, educational media like radio, television sets, overhead projectors, the audio visual aids and raw materials consisting organic and inorganic materials such as scientific apparatus or chemicals, any specimen of plants and animals. Generally, though different scholars defined and classified the concept of material resources differently on the basis of their understandings, material resources are the main inputs that assist the activities of teaching-learning process.
MATERIAL MANAGEMENT
Material resource management directs the flow of materials and services from the supplier, and keeps track of the supplier’s delivery and quality commitments, so as to avoid any disruptive surprises. Material resource management activities are frequently handled at the local or office level and involve regular communication with suppliers concerning requirements, such as order quantity and delivery dates. In addition to this, material resource management concerned with those management functions such as planning, organizing, purchasing, warehousing, distribution, inventory controlling and disposal of material resources. These activities form the framework for studying the nature and scope of management. Similarly, in schools the management of resource is mostly concerned with two basic elements; namely; human elements and non-human and other school properties. Moreover, material resources management is a balancing act. This means material management is a coordinating function responsible for planning and controlling materials flow. The objective of material resource management is to be able to provide what customers want, when and where they want it; thus it maximizes the use of the organization’s material resources. Furthermore, material resources management in relation to education may be defined as that aspect of managerial functions concerned with planning, purchasing, allocation, distribution, and controlling the proper use as well as maintenance of educational materials and facilities in order to realize the objectives of the education system; material resources management in general as “… organization and mobilization of all human and material resources in a particular system for the achievement of identified objectives in the system.”
THE NEED FOR MATERIALS MANAGEMENT AND EDUCATIONAL DEVELOPMENT
Assessment appears to inform decision-making in relation to allocation of resources. In connection to this, the main reason for conducting a needs assessment is to inform an organizational decision about what to do in relation to a given situation. However, this is not as obvious as it may seem. Furthermore, most importantly, it implies recognition that there is a decision to be taken. Furthermore, an assessment process may include elements of both formal and non-formal assessment, and involves considering the facts of the situation in relation to organizational mandate, policy, strategy and capacity. Therefore, before conducting the material requirement planning it is advisable to assess for the need of the school in general and the need of the teachers and non-teaching staff in particular.
In addition to this, material need assessment help organizations in determining their material requirement. Thus, the main objective of any organizational planning and control system is to have the right materials in the right quantities available at the right time to meet the demand for the organization’s products or services. Moreover, the objective of the material need assessment is to determine what components are needed, when they are needed, and how much is needed to meet organizational objectives.

In a business setting, an increasing movement of change in the business environment with new competitors entering the market and struggling faces by current organisations in the market forced managers to make an additional effort to keep competitive advantages in response to the complexity of the business environment.

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From the pressure, more managers aim to develop employees' capability, behaviours and self-regulation through achieving a higher level of performance. Coaching has gained special attention in private and public sector organisations as a very popular method of developing employee performance, hence, serve as a method to overcome employees and organisational challenges.
HOLIDAY COACHING
school holiday coaching supplements the normal learning time of formal learning commercially. In the event of distinguishing remedial lessons for slow learners to improve achievement, it is at times undertaken off school premises. It is believed that it supplements the normal teaching formal time. It also distinguishes remedial forms of teaching for slow learners to improve under-achieved subjects out of the school premises. In some instances, private tuition has been identified with remedial lessons or holiday tuition of which the former is conducted in the evening, morning and over weekends while the latter during the school holiday.
THE NEED FOR COACHING
Many schools and districts are seeking ways to make professional development more relevant and user-friendly to meet the mandates of educational reform. The most important factor affecting student learning is the teacher. Teacher qualifications, teacher knowledge, and skills, make more difference for student learning than any other single factor. Therefore, teachers must be equipped to meet the learning needs of all students. Since students’ performance varies based on their level of skill mastery and current academic standards, it is necessary to provide educators with a variety of techniques to assist students in their attainment of new concepts. One of the most significant challenges faced by educators is the promotion of student achievement. Teachers working collaboratively with their colleagues can help one another meet this challenge.
School leaders must provide an environment where teachers feel safe when taking risks. Teachers need opportunities to share what they know, discuss what they want to learn and connect new concepts and strategies to their own context. Furthermore, teachers need opportunities for inquiry and collaboration. Collaborating in meaningful ways empowers teachers to do the critical work of meeting the academic needs of children.
EDUCATIONAL COACHING
Coaching requires specialized knowledge. Specifically, successful classroom teaching experiences must form the foundation of any coach’s knowledge base. Additionally, coaches must engage in their own continuous professional development to enhance the knowledge gained in their initial training. Their primary obligation is to help build teacher capacity through onsite professional development. The second principle, time working with teachers, is the focus of coaching. The coach spends time modeling instruction, co-teaching, observing, and analyzing data to help teachers meet their objective of effective teaching. However, many coaches spend much of their time in other administrative tasks rather than working with teachers and students. The third principle focuses on collaborative relationships, which are crucial for successful coaching. The bond forged through the shared desire for student success is the foundation for the collaborative relationship between coach and teacher. However, coaches bear the responsibility of developing relationships built on trust. To accomplish this, they must keep their discussions with teachers confidential and develop ways to communicate with teachers effectively. Thus, coaches must develop the vital skill of relationship building if they are to be successful. The fourth principle, coaching that supports student reading achievement, focuses on a set of core activities. Coaches should facilitate grade-level meetings, co-plan lessons, co-teach in the classroom, facilitate book clubs, and deliver monthly professional development workshops for teachers effectively
COACHING APPROACH
The use of coaching continues to flourish over time in wider range of contexts including in social sciences, management, psychology, education and philosophy with the purpose to support individuals at distinct level in their personal life or to encourage employees in their careers. There is various type of approaches in coaching that have their own presumptions about human being and how peoples aged and transform while have particular internal logic within knowledge' paradigm to assist coachees accomplish their coaching target. Different types of coaching approaches are as follows:
Psychodynamic approach: to coaching is rich influential body of ideas can inform coaches in their pursuit for deepening their practice by contributing to awareness about the working of the unconscious. This approach best suits when the coachees' interest inclined to explore the essence of their patterns of meaning-making or whenever they grounded and ready to undertake whatever solution to accomplish an abiding shift. Coaching contexts that effectively result in positive outcome using this approach are team, leadership and developmental coaching
Cognitive behavioural coaching (CBC): refers to as an integrative approach that merges behavioural, cognitive, imaginal and problem-solving interventions and plan of actions uses in the framework of cognitive behavioural to allow achievement of realistic targets by coachees. CBC focuses on to equip individuals with effective set of skills of thinking and behavioural, to develop internal resources, self-acceptance and balance to ensure individuals mobilise their choices of response and to encourage individuals to turn into their own self-coach. Wide range of cognitive models, techniques, and tools such as recognising performance improvement thought, describing customer' cognition, teaching a new technique of thinking and also a variety of behavioural-focused techniques, for instance in health coaching. Nevertheless, whoever with disturbance or limitation by purposeless thinking or engaging in debilitate behaviours that weaken their achievement; hence CBC could be the influential coaching medium.
Solution-focused approach: to coaching refers to an approach that basically based on an argument that knowing one's problems occur does not certainly inform them on how to correct it. As a different action it targets at helping clients to determine their desire of future situation and to build a construct route both in action and thinking that helps clients in accomplishing that situation. Apart from that, coaches who use this approach infrequently offer generic theory-based solutions, rather they are drive by 'what work'. In Useful questions that is framed by coach led to the solutions, collaborative thinking resulting the questions and expertise of the coach in the process. The heart of this approach is to support client in developing their skills in handling every concerns and targets that has been explored using this approach. From the perspective of coachees, this approach truly appealing and stimulating strengths-based techniques.
Person-centred approach: to coaching is based on the vital assumption that is about tendency of actualising (described as growth, development, and autonomy of the person that resulted from universal human motivation) which related with the tendency for people to develop positively and in a constructive way when the right situations are exists/present. In addition, it is all related with tendency of biological and not moral imperative. Six conditions outlined as require coaches to provide exclusively in this type of coaching approach to be person-centred. First, the presence of psychological contact between two persons, second clients should in state of incongruence or anxiously or vulnerably, third coach/therapist should congruent or joined or integrated relationship with clients, forth the therapist experiences unconditional positive view for the client, fifth the therapist should experiences a feeling of empathy understanding towards client' internal frame of reference and efforts in order to interact those experiences with client and last but not least, the conversation between client and therapist' empathy understanding and unconditionally positive regard are to achieve minimal degree. Many coaches combine this approach with different approaches meanwhile others emphasising the significance of the relationship (coach-coachee) rather fully appreciate the extent of the philosophical underlying in this approach.
HOLIDAY COACHING AND LEARNER PERFORMANCE
There is a positive correlation between holiday coaching and learners’ academic performance. Students’ participation in private coaching have increased the likelihood of university entrance. Overall, they found that students who reported that they had participated in private coaching during high school years showed a higher probability of attending universities in their first year following graduation from high school. For students in the first year out of high school, practice examinations and correspondence courses improved the probability of entering college by 16 percent and 25 percent, respectively, whereas having a private coach significantly reduced this probability, which reflects the remedial character of this form of private coaching in Nigeria. In addition, the student academic performance variable used in all regression models was problematic because it was likely to be endogenous, which means that it was correlated with unobserved student innate ability or motivation
CONCLUSION
Coaching is a continuous process of developing, maintaining, exploring and helping individuals, or employees or managers improve one's abilities, skills, and knowledges and not only limited to that but can also help increase one's well-being motivation level and performance. High level of various skills such as behavioural, cognitive, leadership and those related to coaching effectiveness are best to be improved by the coaches to produce fruitful benefits to the coachees as in whole. In conclusion, this research allows shedding light on coaching expectations, both for the students who will participate in the six coaching sessions, one-to-one between coachee (student) and coach. These expectations provide an additional point of view to teachers and coaches to help coachees find their solutions with the coaching process's guidance in the broader consideration. On the one hand, teachers can realise the benefits of the upcoming coaching process for the coachees, which will contribute to taking advantage of the potential of the school's talented students. On the other hand, this research's relevant contribution will be the positive effect of the school's coaching process, which can be measured in terms of students' academic performance and growth.

Early childhood/pre-primary education is referred to as education given in an educational institution to children prior to their entering the primary school. It includes the crèche; kindergarten and the nursery. Early childhood education is the overall development of the child socially, physically and intellectually. Since it is seen as the first phrase in a life-time of continuous learning and experience from birth to old age.

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Early childhood education could be seen as from conception to six years old the child undergoes rapid mental and physical development, demanding for encouragement from all and sundry. The concept of pre-primary education like most other concepts in education cannot be pinned down to only one definition. Early childhood education or pre-primary school education is a semi-formal education arrangement usually outside the home whereby children from about the age of three are exposed through play like activities in a group setting to mental, social and physical learning suited to their under developmental age until the mandatory age of government approved formal schooling.
The following as other terms used for this level of education.
(a) Nursery school
(b) Pre-school
(c) Pervert cooperative nursery schools
(d) Laboratory or practicing nursery schools
(e) Kindergarten
(f) Day –care or child centres and
(g) Play group among others
PURPOSE OF EARLY CHILDHOOD EDUCATION
Early Childhood Education assists in early monitoring and sustenance of the intellectual, moral and physical abilities of the children. Therefore the objectives of early childhood education as enunciated in the National Policy on Education are as follows:-
(a) effect a smooth transition from the home to the school.
(b) prepare the child for primary level of education
(c) provide adequate care and supervision for the children while their parents are at work (on the forms, in the markets, offices, etc) (d) inculcate social norms
(e) inculcate in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys etc.
(f) develop a sense of co-operation and team spirit.
(g) Learn good habits, especially good health habits, and
(h) teach the rudiments of numbers, letters, colours, shapes, forms etc through play. It is interesting to note that to achieve the above, government has a role to play which are as follow:
(i) establish pre-primary sections in existing public schools and encourage both community/private efforts in the provisions of pre-primary education.
(ii) make provision in teacher education programmes for specialization in early childhood education.
(iii) ensure that the medium of instruction is principally the mother-tongue or the language of the immediate community.
(iv) develop the orthography of many more Nigerian languages and (v) produce textbooks in Nigerian languages
(vi) ensure that the main method of teaching at this level shall be through play and that the curriculum of teacher education is oriented to achieve this; regulate and control the operation of pre-primary education.
(vii) Set and monitor minimum standard for early childcare centre in the country and
(viii) Ensure full participation of government, communities and teachers associations in the running and maintenance of early childhood education facilities. Early Childhood Education and Development is in fact a start to life and a reliable foundation to continuing education. Learning begins at birth and at eight most brain wiring, language abilities, physical capabilities and cognitive foundations have been set in place. Investing in Early Childhood Education is investing in the whole child and dividends continue to pay off throughout the entire life cycle
TEACHING METHOD IN EARLY CHILDHOOD EDUCATION
There are different teaching methods employed in science education in Nigerian tertiary institutions. It is expected of a teacher to implement a range of instructional strategies. That will bring academic success to all the science students. For any method to be able to bring good result in the present age, it should be a method that promotes maximum social interaction. Social interaction between students and between teacher and student plays a crucial role in learning. These authors further stressed the need for the students to be provided with a supportive, open and interactive environment as this could help them discover knowledge. The teaching methods commonly used in science education classes are lecture and demonstration method
EARLY CHILDHOOD EDUCATION AND ROLE PLAY AS TEACHING STYLE
This is dramatic play that is unrehearsed, spontaneous and unstructured. In teaching-learning situation, role play is used to help learners interpret certain situations. Topics that are taught with role-play are such that relate problematic issues in real life. Players are simply instructed to interpret such situations with their perceptions and feelings expressed. This method helps learners learn decision making, develop and express initiatives. Learners are also helped to understand how others feel about certain issues or conditions. To use this method for a lesson, teacher should:
• Ensure the problematic situations to be role-played are of interest to learner.
• Story telling, pictures or other forms of illustration should be used to clarify concepts to learners/actors before being asked to role-play • Learners perceptions should be discussed and salient points restated. Role play in early childhood is tailored towards displaying and mimicking of parents, elder brothers and sisters, teachers and methods. When children display this, care givers should not interrupt this exercise. This method aids children to say what they know or feel about an individual.
CONCLUSION
From the foregoing there is no gain saying that effective teaching can not take place in isolation most especially at the foundational stage which form the bedrock for subsequent education. However, teachers need support to develop and use child centered teaching methods so that children can participate more in the learning process. There is a need to shift the forms of teaching from gaining knowledge to using knowledge and skills based on cone of experience. Therefore, it is obvious that successful teaching at the pre-primary school level demands from teacher investigative capability in order to make sensible decision on the choice of method to adopt on the cone experience which is the process of learning that begins in concrete experiences and move toward the abstract if mastery is to be obtained in the child.

Morality is the fundamental root for the human being. According to Hand, there are diverse and dramatic standards for different individuals and social groups. Morality was defined as a subscription to the standards which was believed and consensus as justified. The relative practice targets morality is moral education, or short in ME. Broadly, Hand concludes that the central aim of moral education is that learners are fully committed to central moral standards and engaged by moral formation and inquiry.

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In explicit content, the most consensus standard of moral education refers to training in the virtues of honesty, serving the people, loving the country, and collectivism. It is an aesthetic appreciation based on dialogic, life-practice, orientated activities, emotion, and care. Morality and its relevant practice are essential in macro and micro, which specified as a nation, group and individual. Generally, from a macro perspective in society and worldwide, the sense of justice from moral education encourages fairness and justice by the close relationship between morality and law and reciprocating.
MORAL EDUCATION
In the West, at least, the term moral education has been most strongly associated with a constructivist psychological framework. Moral education is the attempt to promote the development of children’s and adolescents’ moral cognitive structures (moral reasoning stages) in school settings. One important distinction that remains to be made is between the psychology of (specifically) cognitive moral development and moral psychology more generally. Like moral development, the latter tends to be empirical and theory-driven, as well as heavily influenced by psychology; however, it includes many other psychological concepts beyond those studied by moral development. A few attempts have been made to offer an integrative model of moral psychological development (including moral reasoning development. Because the main disagreements between moral education and character focus on the moral reasoning perspective of the former, we will focus mainly on the narrower domain of moral cognitive development, although we will turn to the broader domain of moral psychology as a means of attempting to integrate these various fields.
APPLICATION OF MORAL EDUCATION
The promotion of moral education in the classroom can occur in a variety of ways. Role-playing and the use of children's literature are two ways educators can promote character education. Picture books and children's literature have been used over many years to entertain, inform., engage, and evoke thought in the classroom. Since teachers are already using literature with pupils, it is imperative that they make their instruction more meaningful by engaging their pupils and promoting important moral values. If children are exposed to character-rich literature in a manner that can serve those dual purposes, character education can be taught, encouraged, and promoted in the classroom. Role-playing is a type of teaching tool that has shown to have positive effects when promoting values. Moral education can be very effective when used with role-playing and children's literature since both have such promising outcome on affecting pupils' value development. There are many strategies teachers can incorporate when utilizing literature that have important character building issues. One particular study indicates that teachers should preview the books used carefully. Having background knowledge of the issue involved in a piece of literature with a moral dilemma helps teachers guide class discussions. Teachers should ask questions and provide details that will have children begin thinking about the circumstances or the story's dilemma. Teachers also need to tell children what to listen for, and set a purpose that underscores the story's message.
ACADEMIC PERFORMANCE
Today, there is a clear need for education to learn about the factors that influence a student’s academic performance, considering the performance to be the quantitative result obtained during the learning process, based on the evaluations carried out by the teachers through objective test evaluations. The latest patterns in this area highlight the importance of considering other variables beyond intellectual capabilities. These trends are supported by several points of research that show that academic performance is not only associated with intellectual quotient (IQ), but there are multiple variables and dimensions to which a certain predictive value can be attributed. For this reason, the objective of this report is to extend the existing source of knowledge when it comes to explaining or understanding academic performance, which is why we will analyze the importance of emotional intelligence, personality and the meaning of life in such performance
MORAL EDUCATION AND ACADEMIC PERFORMANCE AMONG UNDERGRADUATES
Teachers should not pay attention only to academic performance, but also places to improve the level of moral education and enhance the development of a student. Moral education is a vital part of whole-person education because it fosters students' positive values and attitudes. A school’s social work can play a role as a social educator to help students develop positive social values, attitudes and behavior. Schools should promote this in their curriculum, as well as extracurricular activities. However, the resources allocated to primary schools are somewhat limited when compared with secondary schools. Primary and secondary school moral education work has still not adapted itself to the new changes in the domestic and international situation, the new tasks of education reform and development, and the new circumstances surrounding ideological education work among youth.

Science has been regarded as the bed rock on which modern day technological breakthrough is built. Nowadays countries all over the world especially the developing ones like Nigeria, are striving hard to develop technologically and scientifically, since the world is turning scientific and all proper functioning of lives depend greatly on science. Science is a dynamic human activity concerned with understanding the workings of our world. This understanding helps man to know more about the universe.

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Without the application of science, it would have been difficult for man to explore the other planets of the universe. Science comprises the basic disciplines such as physics, chemistry, biology and mathematics. Many investigations have shown that secondary school students are exhibiting dwindling interest in science

Learning of mathematics

While learning mathematics with understanding is an important instructional goal for all students, forms of classroom mathematics practice that foster meaningful learning seem to deviate from the norm, at least in colleges. This state of affairs is in part due to the challenges that arise from trying to make learning with understanding a consistent part of all students’ everyday mathematical experiences. One promising way to gain leverage on helping students learn mathematics with understanding is to equip teachers with curriculum materials (student textbooks and teacher editions) that provide them with the necessary guidance. This argument finds support in the large body of research that suggests that the mathematical activity that takes place in classrooms, including teachers’ decisions about what mathematics tasks to implement and how, are mediated through the curriculum materials they use. But the design of curriculum materials that can be used by teachers to engage their students in meaningful learning is a complex endeavor and so the guidance that curriculum frameworks can offer to curriculum developers on this issue is crucial.

The Prospect Of Learning Physics

Learning physics in secondary school level help students to gain skills useful and proficient of solving problems and to have the ability to solve challenges by thinking creatively. Learning physics gives students grounding in advance mathematics. The practical skills gained through planning experiments will be appreciated by students in future. The prospect about learning physics is about observation, understanding and predication of natural systems. As such learning physics at secondary school level will help students develop a range of skills that can be applied in many areas, both scientific and non-technical. These skills includes
- Problem-solving: studying physics give students a pragmatic and analytical approach to problem-solving.
- Reasoning: The course involves using reasoning skill to construct logic arguments, applying analytical skills and grasp complex problems.
- Numeracy: A physics degree gives you skills in using mathematics to find solution to scientific problems
- Practical skills: The learning of physics help students to obtain practical skills by planning, executing and reporting experiments, using technical equipment and paying attention to details
- Information and communication technology (ICT): Learning of physics exposes student to specialize in software packages and some programming.
- Communication: Studying physics in secondary school level give students skills to communicate complex ideas and use technical languages correctly

Attitude And Performance In Physics

Most college students have a negative perception about physics in secondary school level this is owning to their behavior that the subject is complex and difficult to assimilate, as such most students in secondary school resist studying physics and do not choose it as a subject in their senior class. As a result of the negative attitude of students in the past, their performance had significantly declined. Furthermore, students’ attitude and performance had obviously deteriorated in the last years. There is a need to emphasize and encourage positive attitude among the students in any learning area. They said that the more positive are the attitudes, the more positive are the students’ actions in all activities. The students who have positive attitudes in their subject are also positive and take their serious. Even though the students are more incline into subject that can easily be assimilated and prefer a more simple method in learning physics, they need more positive attitude the more because the subject is dealing with activities that could improve and enhance their awareness on phenomenal changes in the surroundings and by fostering positive attitudes, they will be able to develop and improve their performance as a whole

Why Good Mathematics Students Also Perform Better In Physics

In most colleges, students’ poor performance in physics have been attributed to poor knowledge of mathematics, unqualified and inexperienced teachers, poor student attitude toward physics, poor learning environment and gender effect. In spite of all the advantages derived and the recognition given to physics as one of the core science subjects and as a pivot upon which technological and economic development rest, there are wider gaps between curriculum planner intention, the implementers, that is, physics classroom teachers and what goes on in the classroom. This has led to the negative perception of students that physics is a difficult school subject. More often than not the interrelatedness of mathematics and physics is not always emphasised in physics teaching. What students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. Commonly, researchers and theorists refer to what a person already knows about a topic as “background knowledge.” Numerous studies have confirmed the relationship between background knowledge and student achievement.
In this article the reported average correlation between a person’s background knowledge of a given topic and the extent to which that person learns new information on that topic is .66. Prior research has attempted to measure the impact of high school physics courses on students’ success in undergraduate physics. These American studies generally found that students who performed well in high school mathematics and physics subjects also did well in undergraduate physics. Studies of students’ Background knowledge in science and mathematics began in the 1970s and have since produced a voluminous literature.
Interest in prior knowledge began with the careful documentation of common errors made by students in solving physics and mathematics problems. Analysis of interviews with these students reveals that the errors are not random slips, but rather derive from underlying concepts. The learner will formulate existing physics structures only if new information or experiences are connected to knowledge already in memory. It is evident that it is from experiences that students develop a cognitive structure which may be valid, invalid or incomplete. Prior knowledge is defined as a multidimensional and hierarchical entity that is dynamic in nature and consists of different types of knowledge and skills. Prior knowledge has long been considered the most important factor influencing learning and student achievement. The amount and quality of prior knowledge positively influence both knowledge acquisition and the capacity to apply higher-order cognitive problem-solving skills irrespective of gender. World-wide gender has often been a variable of interest in most research works in Education and in this study it was included as a moderator variable of interest because past studies in Nigeria had indicated gender as one of the most important variables in science/mathematics education with inconclusive report findings.