Family Structure and School Age Children’s Achievement in and Attitude to Leadership Value Concepts in Social Studies and Civic Education
Bibliographic record
Abstract
Western education in Nigeria led to the involvement of schools in the maintenance of appropriate leadership values.However, appropriate leadership value manifestations among school age children in Nigeria who are the futureleaders are lacking. To maintain these values, studies have suggested that the family structure of a child plays animportant role. This study, therefore, using two modes of active learning strategies as treatment packages,determined the moderating effect of family structure on school age children’s’ achievement in and attitude toleadership value concepts in social studies and civic education in Delta State, Nigeria. The study adopted thepre-test-post-test, control group quasi-experimental design. Junior secondary students in Delta state made up thepopulation of the study. Multi-stage and simple random sampling techniques were employed in arriving at thesample. A total of two hundred and sixty – five students made up the study sample. Students’ Achievement inLeadership Values Test (r=0.90) and Students’ Attitude to Leadership Values Scale (r=0.78) were used asinstruments for data collection. Data were analysed using Analysis of Covariance, Estimated Marginal Mean andScheffé Pair-wise Comparism. The findings of the study showed that though family structure has a significant effecton students’ achievement in leadership value concepts in social studies and civic education, it is not so for students’attitude. Based on this finding, it was recommended that classroom teachers should take into consideration home –background factors in the teaching – learning process and consciously guide the learners into healthy communicationand relationships among themselves and the teacher.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".