Teaching in- effectiveness of most mathematics teachers has been attributed a negative attitude of the teachers and their inability to utilize modern ICT facilities in the teaching of the subject. The study was on the influence of teachers’ attitude towards ICT variables, the utilization of ICT facilities and the teaching effectiveness of mathematics teachers in public senior secondary schools in Cross River State. Two hypotheses were drawn from the stated research questions built around the dependent and independent variables. Literature review (...) was carried out according to the variables in the study. A survey design was adopted based on the descriptive nature of the study, while the random sampling technique was used. Two sets of structured questionnaires, titled; ‘Teacher Effectiveness Questionnaire’ (TEQ) and ‘ICT Evaluation Test Questionnaire’ (ICTETQ) were designed to obtain data from respondents. Data collected were analysed using the t-test statistic for the first hypothesis and Analysis of Variance (ANOVA) statistic for the last hypothesis. The hypotheses were tested at .05 levels of significance. The results of the findings were as follows: There is no significant influence of mathematics teachers’ attitude towards ICT facilities and their teaching effectiveness in public senior secondary schools in Cross River State; facilities utilization has no significant influence on mathematics teachers’ effectiveness in public senior secondary schools in Cross River State. Based on the findings, it was recommended among other things that basic training and other facilities like electricity be made available in schools to stimulate a positive attitude in Mathematics teachers and to able them (mathematics teachers), utilize the available ICT facilities and others facilities that should be provided in schools while at the same time teachers’ attitude should be channelled in the direction of imbibing and integrating ICTs into teaching so as to ensure an effective mathematics teaching in public senior secondary schools in Cross River State. (shrink)

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as (...) reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed. (shrink)