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1. Operationalism:

Simply put, operationism is assigning names to different factors. The researcher must know how to correctly categorize variables as independent, dependent, or secondary. Furthermore, the research methodology has to be defined. Every research phrase must also have an explanation provided. Accuracy, in connection with the operational definition of words, is used in study. The meaning of the word "operationalism" should be enough to make the argument clear. "operationism is essentially the assumption that conceptions in scientific theory must be grounded in, or related to, observable events that can be measured," writes Stanovich (1989, p.39). An operational description of the idea is made public when it is linked to an observable event. By providing a quantifiable set of activities, the operational definition takes the notion away from the subjective experience of any one person.

2. Data and observations based on real-world conditions:

This is a crucial characteristic of every credible study. This is because reliance on empirical observation is fundamental to the scientific method, but it must be carried out in a methodical fashion. In science, we can't go far with "mere observation." However, scientifically speaking, if we observe anything in a systematic way, we should be able to learn something about the object's essential character, and this kind of empirical observation leads to testability. Research, therefore, has as one of its defining features the use of evidence and observation gleaned from the real world.

#. The capacity to be tested

As a result, if you want your study to be taken seriously, it has to be testable.

4. Parsimony:

Research in the scientific field is strengthened by adherence to the principles of parsimony and accuracy. The principle of parsimony simply means that one should not have a haphazard approach to organizing their thoughts. Accordingly, the idea of occamism—that the fewer the statements, the better the theory—must be applied to study design. Consequently, the study should not be too wordy, so that its intended audience does not lose interest.


5. Theoretical Foundations:

An objective scientific foundation is essential for any study's credibility. The steps involved and their intended outcomes must be made very clear.

6. A focus on order:

In order to be considered systematic, a study must adhere to a certain protocol that would allow for reproducible findings if applied by a different researcher. The fact that new information is generated via the research process is what makes it so unique.

7. Easily Disproved Claims

Karl Popper said in 1963, as reported by Hergenhahn in 1986, that "the concept of refutability is what differentiates a scientific hypothesis from an unscientific one." This only indicates that no firm groundwork has been laid for any studies. Some scientists will make a discovery, only to have it disproved by others years later. This is the standard procedure for scientific progress.

8. Values and Ethics:

Ethical considerations should be taken into account throughout the research process, and researchers, supervisors, and funding bodies should all adhere to the standards set out by the discipline or other relevant bodies. Consequently, the researcher has an obligation to take reasonable precautions to safeguard the safety of the study subjects, to get their informed permission, to conduct appropriate debriefings, to maintain participant confidentiality, and to avoid any kind of deception.

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1. Objectivity
Objectivity is the first quality of a successful researcher. He has to keep the research's finish in sight at all times and resist the urge to skimp.

2. Flexibility:
In addition to having solid research skills, a good researcher should be adaptable and open to new ideas. During the course of research, it may become necessary to adjust either the hypothesis or the selection criteria for the study's subjects. A competent researcher has to be adaptable, since the area is always evolving.

3. Painstaking
Third, one must be patient in order to be a successful researcher. The research process should not be rushed. Thus, a successful researcher has to have patience, both with the research's subjects and its own procedures.

4. Creativity
Fourth, creative thought is a hallmark of a competent researcher. Before beginning his or her investigation, he must have a clear mental image of its progression and its ultimate end. He also has to be able to come up with practical solutions to issues.

5. Sincerity:

A competent researcher must follow the ethical norms governing research and adhere by the concept of honesty. If he does any kind of data manipulation, it must be disclosed in the report of his results.

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ROLE OR GAINS OF LINGUISTICS RESEARCH

It is essential to do research while attempting to better a community. As was previously said, the primary distinction between developed and developing nations is the former's commitment to ongoing R& in order to fuel economic growth, the latter's lack thereof. So, if poor nations wish to advance from where they are now, they need to invest greater resources into scientific inquiry. For instance, many recent advancements in computer science and communication technologies may be traced back to findings in the field of languages.

Knowledge growth: What we know today about language and literature is light years ahead of what we knew before. Thanks to studies, we now know a lot more. Some findings on the commonalities of all languages have been made.

As an added bonus, research aids in both the planning and production stages. It is imperative that scholars work diligently to answer important problems for national planning and development if the United States is to make any progress as a country. Studies of language requirements are especially relevant in the present era of globalization.

Research must be stepped up if the area of linguistics and literature is to advance, as was said before. However, if we want to see a rapid ascent in the growth of the field, then we must increase the intensity of our research activities.

Research is vital because it provides the evidence needed for decision-makers in many fields, from politics to the classroom. There is a continual requirement to know what kind of communication channel is essential for global diplomacy.


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New Hypothesis and Theory Construction

Scientists develop hypotheses by playing with different combinations of factors. If the hypothesis holds, this is consistent with the original theory; otherwise, he will need to recreate it. For instance, if the researcher accepts the null hypothesis, he or she can confidently state, "there is no difference between males and females performance on an English Literature test," while if the hypothesis is rejected, he or she may be able to develop a theory that is predicated on the observation that "there is a difference between males and females performance on an English Literature test."

New Hypothesis

After the researcher has finished developing a theory about the impact of gender on test scores in English literature, the new hypothesis may be used as the foundation for developing that theory.

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The following step, once the hypotheses have been formed, is to put them to the test in the field. This is the hypothesis testing phase, and it often entails some kind of investigation. In this context, we play with the variables. Researchers pick, assign, treat, monitor, and measure variables at random to maximize their ability to influence the outcomes of their studies. A "variable" is anything that may take on more than one value, such as an action, a state, or a quality.

A wide range of criteria, including age, gender, height, student, noise level, color, etc., are all included under this umbrella term (Aboh & Obidigbo, 1998). We will focus on the independent variable, the dependent variable, and the secondary variable for the purposes of this course. To control for in an experiment, the independent variable (IV or X) is the one that the researcher adjusts. When an experiment is conducted, the effects of a change in an independent variable are measured against changes in a dependent variable (DV or Y).

That's why it's possible to quantify the dependent variable. Extraneous variables called secondary variables (SV) are included into an experiment to muddy the results.

Students' test scores in English Literature serve as a useful case study for identifying the factors at play. Whether a person is male or female determines the independent variable. Here, this is the independent variable that may be changed. Academic achievement is the dependent variable, whereas other factors like a person's family history or intelligence may be considered independent variables. After carefully manipulating them, the researcher will reach a conclusion; based on this conclusion, he will either confirm or refute the hypothesis.

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Primary and secondary data, as well as quantitative and qualitative data, are common categories for research data. Primary data are the first data gathered and analyzed by a researcher to answer a particular research question. This information has been gathered so that it might serve as a springboard for further analysis in your research. The researcher conducts tests and surveys to gather primary data. In contrast, secondary data consists of information that has previously been compiled or created by other sources. When primary sources are unavailable, when you need to establish a framework for your own work, when you want to learn how other people have approached a problem, or how other people have understood a set of events, secondary sources are where you want to go.

There are both quantitative and qualitative data

Data that may be expressed statistically or quantitatively is considered quantitative. There are three common methods to present such information:
i. Numerical (sometimes called raw numbers). Consider the overall poverty rate.
ii) A percentage is the fraction of a whole population that is equal to a certain value. 30% of Nigeria's working-age population, for instance, is without gainful employment.
Numbers expressed as a rate per 100, 1000, etc., of a certain population. Rates of birth and inflation are two such examples. Rates and percentages are common ways of expressing research data because they enable direct comparisons to be made across and within populations. For instance, it wouldn't tell us anything to compare the unemployment rates in Britain with the United States based on raw numbers alone, given that the latter has a population that is nearly five times greater. However, when unemployment is expressed as a percentage or rate, we can do apples-to-apples comparisons. Quantitative information may be easily compared statistically, and it also allows researchers to describe connections quantitatively. You may use this to test hypotheses or compare cultures.

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While the capacity to apply numbers to the social world has obvious benefits for social scientists, the reliability of the resulting data has been called into question. Quantitative approaches can only collect a limited amount of information about people's actions. It doesn't provide much insight into the motivations behind people's actions. The complexity of the behavior being measured makes this a challenging challenge to solve.

To some extent, one may glean insight into people's social experiences from the qualitative data collected on how they behave. How people interpret actions may be deduced with its help. If researchers want to get to the significance of people's actions, they need to give them room to open up. This is fostered by qualitative data since the researcher has no stake in how the information is interpreted (by asking direct, quantifiable, questions for example). Since gathering qualitative data is more likely to include diving deeply into people's beliefs and behaviors, it gives more depth and information regarding behavior.
Since qualitative research often involves in-depth examinations of relatively small sample sizes, there may be fewer chances to generalize findings. Similar difficulties arise when attempting to compare qualitative studies conducted at different points in time and/or in different geographical locations, since researchers are unlikely to be making "like with like" comparisons. It is also common for qualitative data to be organized in ways that make previous studies hard to repeat.
In this discussion, we've focused on quantitative and qualitative data independently, but there are situations in which a researcher could desire to mix both. Using the benefits of one form of data (the capacity to quantify behavior, for example) to counteract the drawbacks of the other is termed methodological triangulation, and it may be used to increase study validity and dependability.

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Time series data, cross-section data, and panel data are all viable options for economics studies.

Time Series Data

This information was gathered at predetermined intervals. It's data that records the values of a variable across time. Daily stock prices, weekly money supply numbers, monthly consumer price indexes, quarterly GDP, yearly government budgets, biennial government spending reports, etc. are all examples of data that may be gathered at regular time intervals. Stock price fluctuations are only one of many occurrences that may be measured by financial data. More frequent collection intervals (daily or even hourly) are used for this data compared to the examples given above. All of these instances are what is known as time series data since the information is presented in chronological sequence.
Notationally, in economics, an observation on variable Y (say, real GDP) at time t is written as Yt. From time t = 1 to t = T, we have a data series. The length of a data collection, denoted by "T," is the total number of time intervals it includes. If we utilize yearly real GDP data from 1980-2017 (a span of 38 years), then t = 1 would represent 1980, t = 38 would represent 2017, and T = 38 would show the total number of years. So, 1980's real GDP would be Y1, 1981's real GDP would be Y2, etc. Typically, time series data is shown in a linear fashion. Information, such as stock price data, may now be retrieved in a manner that is essentially real-time thanks to the development of powerful computers (the so-called real-time quote).
Even though econometricians rely largely on time series data, they pose unique challenges. A common assumption of empirical work with time series data is that the underlying time series is stationary, yet this is not the case for the vast majority of time series data. If the mean and variance of a time series do not change in a predictable way over time, we say that the series is stationary.

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Cross-Section Data

Data on one or more variables gathered all at once constitute cross-sectional data. One frequent kind of population data is pay data for an entire firm or industry, collected via a census. The value of Y for subject I is denoted as Yi. The subjects in a cross-sectional study range from I = 1 to N. Traditional use assigns the value N to the total number of cross-sectional areas (e.g. the number of people surveyed). An N = 100 sample of manufacturing company managers might be polled on their company's monthly earnings for illustrative purposes by a microeconomist. Here, Y1 is the profit recorded by the first firm, Y2 by the second, and so on up to Y100 by the hundredth. In most cases, the order of the data is irrelevant when dealing with cross-sectional data (unlike time series data). The problem of heterogeneity in cross-sectional data is similar to the stationarity issue in time series data.
Panel Data

A time series and a cross-sectional sample may be included in a single data collection. Panel data describes these types of information. Economists studying growth difficulties often use panel data. For example, GDP data for a large number of nations is accessible from 1980 forward. The GDP of each African nation in 1980 (N = 12 observations), 1951 (N = 12 observations), and so on would make up a panel data set on Y = GDP for those 12 countries. Given a time horizon of T years, there would be TN measurements of Y. When we make a note of the value of variable Y for some given unit I at some given time t, we write this as Yit. For the sake of this illustration, let's assume that GDP in Year 1 of Country 1 is Y11, GDP in Year 2 of Country 1 is Y12, etc. When the same cross-sectional (such as a family or business) is polled repeatedly over time, the results are considered longitudinal or micro panel data, a specific kind of pooled data.

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Inspiration for a solution to a research concern or subject might come from anywhere: your own life or work experience, a theory, a news story, or another study.


Knowledge gained via work or life experience

Problems that we'd want to have an answer to may be uncovered via common, everyday occurrences in either our personal or professional lives. On the other hand, we can come upon a topic or problems whose solutions we'd want to pursue.

For instance, you may find that organically grown fruits taste better to you than conventionally grown ones, leading you to question if this is a widespread preference. The subject of whether or not individuals prefer the flavor of organically farmed fruits over the flavor of non-organic fruits is the focus of this investigation. In contrast, if you're a professional nature reserve warden, you could wish to promote the growth of a certain plant species because you've learned that it serves as a critical food source for a threatened butterfly species. How to promote the spread of the plant species of interest might be the topic of investigation.


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Doing research is an innovative and methodical way to add to the body of human understanding. Research Data analysis is the process of gathering, arranging, and analyzing research data to learn more about a subject of concern. It's not uncommon for new study to build upon an earlier studies. Research may include recreating parts of, or the entire, of an earlier project to verify the reliability of previously used tools, methods, or experiments. This constant update of new information into the body of knowledge on subject of concern, and how it was solved using research methods, has made research outcome a veritable tool for decision making either at organizational or managerial level.

Although there are some commonalities across the many definitions of research, there does not seem to be a universally accepted definition that is accepted by all researchers.

Research, in its simplest form, is an active pursuit of information and an examination of possible explanations of solution to a problem. The formal definition of research is the systematic study of a problem which is to be solved by a deliberately chosen strategy, which includes selecting an approach, preparing a blueprint (research design), acting on it by designing research hypotheses, selecting or developing methods and techniques, selecting or developing data collection tools, processing the data, interpreting the results, and finally presenting a solution or solutions.


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Each user of research data has their own criteria for what constitutes "excellent" research data.

Therefore, it may be instructive to think about who could make use of study data.

• Planners have defined needs for research data in order to identify and address issues in the ways described above.

• Project managers must track progress and evaluate results in order to make necessary course corrections.

• Policymakers, like planners, need to know the nature of the issues at hand so they can devise effective solutions.

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It is widely known that research process has been used main to solve problems, and this has helped the society grow particularly in recent times with the advent of modern technology. However, this article is written to point out some research elements that will help every researcher make decision.

Bias:

It's possible that the facts and information you have just represent one side of the problem. Data and information may be biased in two ways: by accident and by design. Any part of the research process, from defining the topic to conducting the study to collecting data to analyzing and interpreting those data to presenting the results, may include bias. Because of the inherent biases in our own research, we often struggle to recognize and avoid it. The ability to recognize and, if feasible, mitigate bias during research is emphasized throughout this session.

Editing and recording:

Observational stage recording, collation, and analysis may introduce recording, transcribing, and editing mistakes.

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Typically, research customers have input on both the selection of the research's subject and the formulation of the study's goals. Most of the time, these goals will center on fixing issues that the customers have identified as crucial.


Stakeholders' interests and challenges (as they identify them) are not likely to be studied if some groups are excluded from the study client pool (especially the socially disadvantaged). As a result, this will change the research's goals, methodology, and conclusions. As a result, certain individuals and their concerns could be left out of the cycle of study and practice. This is possible even when individual studies use seemingly reliable and impartial research methods.


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There is a series of extremely significant social and political considerations concerning who is participating and who is in charge at each level that lies behind the list of problem-solving activities or research tasks.

• Who, exactly, is responsible for discovering issues?

• Who makes the determinations on root causes?

• Who comes up with possible answers?

• What authority has the final say?

• Who is keeping tabs on progress and results?


A key point made by these inquiries is that decision-makers are of paramount importance. It may sound apparent, but it's crucial to remember that everyone is unique and thus has their own goals, knowledge, worldview, resources, and power. Therefore, research for policy is not a purely objective endeavor.


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Due to the fact that the scientific method is what sets scientific research apart from other types of inquiry and scientific knowledge from other types of information, we put a premium on the process of research.

The scientific method is one approach to learning about the world, but it is by no means the only one. There are three different forms of knowledge in human society (Frankfort-Nachmias and Nachmias 1996).

Extremely Authoritarian
People's social or political standing makes them useful as information sources. These people may be heads of state, religious leaders, kings, or so-called "experts" like well-known scientists.

Meaningful in a mystical sense
The search for information leads people to the paranormal.

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Whatever methodology is used in carrying out a research work, a basic blueprint of the research process has been simply described with the six easy-to-understand steps in this article:




STEP ONE
The first step is to choose what you'll be researching (research problem) and how you'll go about doing the study. Determine the focus of the research, define the issue, and develop a working hypothesis.




STEP TWO
Review of the available literature

You should do some background reading to assist you refine your research question(s), focus, and approach. Conduct a literature review critically to evaluate your study against previous studies and provide background information. A number of preceding phases interact with this one.


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What we mean when we say "research" is an investigation into a topic with the goal of finding a solution.



The Role of Research in Our Everyday Lives

Research is a part of everyone's everyday routine. Newspaper articles, books, studies, and TV shows all provide us with the findings of many types of study. For instance, television news stories provide us with crime statistics, and shows and publications alike tend to focus heavily on certain areas like nutrition and fitness. As a result, we have been used, via a variety of media, to being exposed to research and, whether or not we want to admit it, to generating our own evaluations of study results.

If we use nutrition and health as an example, many of us have thought about what we've heard about "healthy eating" and made decisions about our diets based on how they fit into our own circumstances. We evaluate the data provided to us, create a judgment on the reliability and applicability of the study, and draw our own findings based on factors like:

• The issue or problem, as we see it, that needs solving
• the method used to show the results
• discuss the study's motivations
• what we know about the researchers who did the study
• the opinions of other individuals who have read the material
• Discuss the significance of the study results

We may either choose to disregard the information, determine we don't understand what it means, disagree with the results, or agree with the findings and opt to either alter our diets or conclude that the costs of doing so outweigh the advantages. There will always be those for whom knowledge like this has little immediate usefulness due to external factors like a lack of food, for example. You may not realize it, but you already know something about how research is conducted, what it is for, what ideas are central to it, and how it is judged.


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As much as I know, the real OMOLUABIs are the polite and civil people. What do I know ..........

Ornament2003:


What's this one saying?

Such hypocritical greetings and notice me gestures are not our problems in Ekiti.

We know what good governance means. Stop all your innuendo.

So far, we are satisfied with Fayemi's performance. Thugs are fading off Ekiti streets. Ogogoro joints are shrinking by the day. Education is receiving good support: pupils don't pay school fees up to secondary schools; government paying WAEC registration fees; JAMB fees too under consideration. Workers receiving salary as at when due, so far. No dirty job for touts on our streets again.

Those are indices of good governance to us in Ekiti. Not some yeye greetings.

Or why are you crying more than the bereaved.?

Gbogbo ojulowo omo Ekiti, the real OMOLUABIS, please ignore people like this, who don't really know what they want.

Ekiti agbea oooooooo

We cannot outrightly blame d doctor because d patient in such critical condition requires a lot to stabilize and do investigation. the kind of private hospitals described by op cannot be that equipped to attend to major emergency like head injuries, fractures and unconscious patients etc just bruises. my opinion though



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You should know that education research is a systematic study which makes use of scientific methods and techniques in problem solving circumstances. This means that scientific attitudes should be considered in carrying out such activities like the research process. The scientific attitudes which should be applied in the process of research include:
Openness:- particularly in the areas of data collection, treatment of findings and review of literature.
Honesty:- principally in the areas of data collection, treatment and interpretation.
Humility: - especially in the areas of validation of instrument.
Objectivity:- especially in drawing conclusions from the research findings.
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FRESH EDUCATION RESEARCH TOPICS
1. INFLUENCE OF MOTIVATION ON TEACHER'S JOB PERFORMANCE IN THE SCHOOL SYSTEM
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
In recent times, the peaceful coexistence of the Nigerian state has been threatened by several factors ranging from violence, militancy, terrorism, marginalization, underdevelopment, massive corruption etc. for a nation to remain on the path of sustainable development, its citizens must be ready to live together ………………

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1. DEBT RECOVERY PROCEDURES AND STRATEGIES IN COMMERCIAL BANKS IN NIGERIA. (A CASE STUDY OF UBA EKPOMA)
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A PRACTICAL GUIDE TO RESEARCH WRITING - Getting Started
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Getting a good writer for your research paper can be sometimes challenging due to the increased number of self-acclaimed writers today. Many of our clients have been asking us how they can identify good writers owing to previous unpleasant experience with some writers especially online. The most important thing in freelance writing is customer satisfaction which incorporates reliability, quality and timely delivery. The following has been put together to help you identify a good writer for that your research work you are about to write

1. Curiosity

A good freelance writer should want to know as much as possible about your research and you want it done. This is important because this is the raw material that will power the intended research write up. When a writer acts like he/she knows it all and will not welcome/entertain your preferences.....................

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EDUCATION RESEARCH TOPICS (Cont'd)

151. ASSESSING THE RELATIONSHIP BETWEEN COGNITIVE DEVELOPMENT LEVEL AND PROBLEM SOLVING SKILLS OF CHEMISTRY STUDENTS
152. ASSESSMENT OF ALMAJIRI SYSTEM OF EDUCATION; IT’S IMPLICATION FOR CHILD, FAMILY AND NATIONAL DEVELOPMENT IN ZARIA LOCAL GOVERNMENT AREA OF KADUNA STATE.
153. ASSESSMENT OF COMMUNITY PARTICIPATION IN MICRO PROJECT PROGRAMME FOR SIX STATES (MPP6) PROJECT IN ETSAKO WEST LOCAL GOVERNMENT OF EDO STATE
154. ASSESSMENT OF FACTORS RESPONSIBLE FOR POOR ACADEMIC PERFORMANCE OF PUPILS IN PUBLIC PRIMARY SCHOOLS
155. ASSESSMENT OF FEMALE GENITAL MUTILATION IN NIGERIA (A CASE STUDY OF EDO STATE)
156. ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCIES POSSESSED BY OFFICE TECHNOLOGY AND MANAGEMENT LECTURERS IN TERTIARY INSTITUTIONS IN ANAMBRA AND ENUGU STATES
157. ASSESSMENT OF SOCIAL STUDIES TEACHING FACILITIES IN JSS IN KADUNA STATE
158. ASSESSMENT OF THE FACTORS RESPONSIBLE FOR CHILD ABUSE AND NEGLECT IN NIGERIA
159. ASSESSMENT OF THE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME
160. ASSESSMENT OF THE ROLE OF TEACHERS IN CLASSROOM MANAGEMENT IN SECONDARY SCHOOLS IN NIGERIA
161. ASSESSMENT OF THE UTILIZATION OF INTERNET SERVICES AMONG STUDENTS IN FEDERAL INSTITUTIONS IN KADUNA STATE
162. ATTITUDE OF BUSINESS EDUCATION TEACHERS TOWARDS TEACHING: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOL IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
163. ATTITUDE OF EDUCATIONAL ADMINISTRATORS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT (A CASE STUDY OF WUSE COMPREHENSIVE COLLEGE, ABUJA)
164. ATTITUDE OF PARENTS TOWARDS PRIMARY EDUCATION OF THEIR CHILDREN IN NIGERIA
165. ATTITUDE OF PARENTS TOWARDS THE EDUCATION OF THE GIRL CHILD IN TERTIARY INSTITUTIONS
166. ATTITUDE OF PRIMARY SCHOOL HEADMASTERS TOWARDS SCHOOL INSPECTION
167. ATTITUDE OF PRIMARY SCHOOL PUPILS TOWARDS SCIENCES
168. ATTITUDE OF SECONDARY SCHOOL PRINCIPAL TOWARDS SCHOOL INSPECTION IN OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE
169. ATTITUDE OF SECONDARY SCHOOL PRINCIPAL TOWARDS SCHOOL INSPECTION
170. ATTITUDE OF STUDENTS TOWARDS THE STUDY OF SOCIAL STUDIES IN SECONDARY SCHOOLS
171. ATTITUDE OF STUDENTS TOWARDS THE STUDY OF SOCIAL STUDIES IN SECONDARY SCHOOLS OF OREDO LOCAL GOVERNMENT AREA, EDO STATE OF NIGERIA
172. ATTITUDE OF STUDENTS TOWARDS THE USE OF LIBRARY FACILITIES: A CASE STUDY OF COLLEGE OF EDUCATION, EKIADOLOR-BENIN
173. ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL
174. ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL
175. ATTITUDES OF TECHNICAL AND VOCATIONAL EDUCATION STUDENTS TOWARDS STUDENTS’ INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES)
176. ATTITUDES OF UNDERGRADUATE YOUTHS TOWARD DEMOCRATIC VALUES: IMPLICATION FOR SOCIAL STUDIES
177. ATTITUDES OF UNDERGRADUATE YOUTHS TOWARD DEMOCRATIC VALUES:Â IMPLICATION FOR SOCIAL STUDIES
178. ATTRACTING AND RETAINING OF QUALITY TEACHERS IN SECONDARY SCHOOL IN OBIO/AKPOR LOCAL GOVERNMENT AREA.
179. AVAILABILITY OF INSTRUCTIONAL MATERIALS FOR THE TEACHING OF BUSINESS STUDIES IN NIGERIA
180. AVAILABILITY OF INSTRUCTIONAL MATERIALS FOR THE TEACHING OF BUSINESS STUDIES IN SECONDARY SCHOOLS
181. AVAILABILITY OF INSTRUCTIONAL MATERIALS FOR THE TEACHING OF BUSINESS STUDIES IN NIGERIA
182. AVAILABILITY OF LABORATORIES AND QUALIFIED TEACHERS FOR EFFECTIVE TEACHING AND LEARNING OF COMPUTER AND INTEGRATED SCIENCE IN OUR SECONDARY SCHOOL (A CASE STUDY OF UDI LOCAL GOVERNMENT AREA IN ENUGU
183. AVAILABILITY OF LABORATORY FACILITIES IN CHEMISTRY DEPARTMENT IN SCHOOLS
184. BIOGENETIC FACTOR AS A DETERMINANT OF STUDENTS LEARNING ABILITY (A CASE STUDY OF IFE, OSUN STATE)
185. BOKO HARAM INSURGENCY AND EDUCATIONAL DEVELOPMENT IN BORNO STATE
186. CAREER OPPORTUNITIES FOR ADULT EDUCATION GRADUATES IN ENUGU STATE NIGERIA.
187. CAREER OPPORTUNITIES FOR ADULT EDUCATION GRADUATES IN ENUGU STATE NIGERIA
188. CASES OF INDISCIPLINE BEHAVIOUR AMONG SENIOR SECONDARY SCHOOL STUDENTS IN BENIN METROPOLIS
189. CAUSES AND CONSEQUENCES OF EXAMINATION MISCONDUCT AMONG STUDENTS OF COLLEGE OF EDUCATION, EKIADOLOR-BENIN, EDO STATE
190. CAUSES AND CONSEQUENCES OF EXAMINATION MISCONDUCT AMONG STUDENTS OF COLLEGE OF EDUCATION
191. CAUSES AND CONSEQUENCES OF STUDENTS’ STRESS IN NIGERIAN UNIVERSITIES
192. CAUSES AND EFFECT OF DOMESTIC VIOLENCE IN NIGERIA
193. CAUSES AND EFFECT OF POOR NUTRITION ON CHILDREN UNDER THE AGE OF 15 YEARS: A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA OF EDO STATE
194. CAUSES AND EFFECT OF POOR READING HABIT AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN IKPOBA OKHA LOCAL GOVERNMENT AREA,EDO STATE
195. CAUSES AND EFFECT OF POOR READING HABIT AMONG JUNIOR SECONDARY SCHOOL STUDENTS
196. CAUSES AND EFFECT OF UNEMPLOYMENT OF NCE GRADUATES
197. CAUSES AND EFFECT OF UNEMPLOYMENT OF NCE GRADUATES IN BENIN CITY, EDO STATE
198. CAUSES AND EFFECTS OF ALCOHOLISM AMONG YOUTHS
199. CAUSES AND EFFECTS OF DROPOUT AMONG UNDERGRADUATES IN NIGERIA: A CASE STUDY OF BENIN CITY, EDO STATE
200. CAUSES AND POSSIBLE SOLUTION OF INFANT MORTALITY: A CASE STUDY OF OREDO L.G.A. OF EDO STATE (2009-2014)
201. CAUSES AND PROBLEMS OF DIVORCE AND ITS EFFECT ON CHILD EDUCATION IN SELECTED SCHOOLS IN EGOR LOCAL GOVERNMENT AREA,EDO STATE
202. CAUSES AND PROBLEMS OF DIVORCE AND ITS EFFECT ON CHILD EDUCATION IN SELECTED SCHOOLS
203. CAUSES AND SOLUTIONS OF TRUANCY AMONG SECONDARY SCHOOL STUDENTS IN ENUGU NORTH.
204. CAUSES OF DRUG ABUSE AND ITS CONSEQUENCES ON THE ACADEMIC PERFORMANCE OF STUDENTS (A CASE STUDY OF SOME SELECTED SCHOOLS IN JALINGO LOCAL GOVERNMENT AREA OF TARABA STATE)
205. CAUSES OF DRUG ABUSE AND ITS CONSEQUENCES ON THE ACADEMIC PERFORMANCE OF STUDENTS
206. CAUSES OF DRUG ABUSE AND ITS EFECTS AMONG SCONDARY SCHOOL STUDENTS
207. CAUSES OF POOR ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN FURTHER MATHEMATICS (A CASE STUDY OREDO LGA EDO STATE)
208. CAUSES OF PUPILS’ TRUANCY IN PRIMARY SCHOOLS AND ITS EDUCATIONAL IMPLICATION
209. CAUSES OF PUPILS’ TRUANCY IN PRIMARY SCHOOLS AND ITS EDUCATIONAL IMPLICATION (A CASE STUDY OF ESAN SOUTH-EAST L.G.A. OF EDO STATE
210. CAUSES OF STUDENT POOR ACADEMIC PERFORMANCE IN TEACHING OF SOCIAL STUDIES IN SECONDARY SCHOOL CERTIFICATE EXAMINATION A CASE STUDY OF IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
211. CAUSES OF STUDENTS POOR ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN JSS CERTIFICATE EXAMINATION: A CASE STUDY OF OKA SECONDARY SCHOOL, BENIN CITY
212. CAUSES OF STUDENTS POOR ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN J.S.S CERTIFICATE EXAMINATION 2007 IN IKPOBA OKHA LOCAL GOVERNMENT AREA
213. CAUSES OF STUDENTS POOR ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN JSS CERTIFICATE EXAMINATION
214. CAUSES OF STUDENTS POOR ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN J.S.S CERTIFICATE EXAMINATION 2007
215. CAUSES, EFFECT AND SOLUTION TO INFLATION IN NIGERIA: A CASE STUDY OF EDO STATE
216. CAUSES, EFFECTS AND 21ST CENTURY SOLUTION TO EXAMINATION MALPRACTICE AMONG SECONDARY SCHOOL STUDENTS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
217. CAUSES, EFFECTS AND 21ST CENTURY SOLUTION TO EXAMINATION MALPRACTICE AMONG SECONDARY SCHOOL STUDENTS
218. CAUSES, EFFECTS AND CONTROL OF COMMUNICABLE DISEASES IN SECONDARY SCHOOLS: A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE
219. CAUSES, EFFECTS AND CONTROL OF COMMUNICABLE DISEASES IN SECONDARY SCHOOLS
220. CHALLENGES AND QUALITIES OF A GOOD TEACHER, A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN GBOKO LOCAL GOVERNMENT AREA
221. CHALLENGES OF EFFECTIVE TEACHING OF SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN NIGERIA(A CASE STUDY OF NDOKWA WEST LGA DELTA STATE )
222. CHILD ABUSE AND EDUCATIONAL ATTAINMENT.
223. CHILD HAWKING AND EDUCATIONAL DEVELOPMENT
224. CHILD REARING PRACTICES SOCIAL INCLUSION AND BEHAVIOR MANIFESTATION AMONG RURAL CHILDREN IN BENUE AND PLATEAU STATE
225. CHILDRENS LITERATURE AND MORAL EDUCATION: A CASE STUDY OF CHINUE ACHIEBE, CHIKE AND THE RIVER, KOLA ONADIPE SUGER GIRL, MUHTAR BAKARES ADVENTURE ALONG THE WATERFRONT AND GABRIEL OKARAS AN ADVENTURE TO
226. CHRISTIANITY AND FAMILY: A CASE STUDY OF REDEEMED CHRISTIAN CHURCH OF GOD IN CALABAR SOUTH LOCAL GOVERNMENT AREA.
227. COMMUNICABLE DISEASES AMONG PRIMARY SCHOOL PUPILS
228. COMMUNICABLE DISEASES AMONG PRIMARY SCHOOL PUPILS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
229. COMMUNICATION PROCESS AND EFFECTIVENESS IN SECONDARY SCHOOL STUDENTS IN NIGERIA (A CASE STUDY OF OREDO LGA EDO STATE)
230. COMMUNITY PARTICIPATION IN THE UBE PROGRAMME IN CROSS RIVER STATE FROM 2006 – 2016
231. COMMUNITY PARTICIPATION IN THE UBE PROGRAMME IN CROSS RIVER STATE FROM 2006 – 2016
232. COMPARATIVE ANALYSIS OF ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ENGLISH LANGUAGE, COMPUTER SCIENCE AND INTEGRATED SCIENCE IN EXTERNAL EXAMINATIONS FROM 2003-2007.
233. COMPARATIVE ANALYSIS OF EDUCATION/ECONOMICS AND ECONOMICS STUDENTS’ PATTERN OF CARRYOVER IN COURSES BETWEEN 2007-2010 IN UNIVERSITY OF BENIN
234. COMPARATIVE ANALYSIS OF EDUCATION/ECONOMICS AND ECONOMICS STUDENTS’ PATTERN OF CARRYOVER IN COURSES BETWEEN 2007-2010 IN UNIVERSITY OF BENIN
235. COMPARATIVE EFFECTIVENESS OF MATHEMATICAL GAME AND INSTRUCTIONAL ANALOGY AS ADVANCEORGANIZERS ON STUDENTS’ ACHIEVEMENT AND INTEREST IN MATHEMATICS
236. COMPARATIVE EVALUATION OF PMTCT (PREVENTION OF MOTHER TO CHILD TRANSMISSION OF HIV) SERVICES IN MISSION AND GOVERNMENT OWNED SECONDARY HEALTH FACILITIES IN IDEMILI NORTH IGA, ANAMBRA
237. COMPARISON OF MEASURES OF CENTRAL TENDENCY
238. COMPENSATION FOR ENVIRONMENTAL DEGRADATION IN NIGERIA AND ITS EFFECTS
239. CONSEQUENCES OF POLYGAMOUS MARRIAGE ON THE CHRISTIANS
240. CONSEQUENCES OF POLYGAMOUS MARRIAGE ON THE CHRISTIANS
241. CONSUMPTION BEHAVIOR OF NIGERIANS TOWARDS HOME MADE GOODS
242. CONSUMPTION BEHAVIOR OF NIGERIANS TOWARDS HOME MADE GOODS (A CASE STUDY OF BENIN CITY IN EDO STATE)
243. CONTRACEPTION AND SEXCUALITY AMONG STUDENTS OF COLLAGE OF EDUCATION
244. CONTRACEPTION AND SEXUALITY AMONG STUDENTS OF COLLEGE OF EDUCATION, EKIADOLOR BENIN
245. CONTRACEPTION AND SEXUALITY AMONG STUDENTS OF COLLEGE OF EDUCATION
246. CONTRACEPTIVE USE AMONG FEMALE STUDENTS OF UNIVERSITY OF BENIN, BENIN CITY
247. CONTRACEPTIVE USE AMONG FEMALE STUDENTS OF UNIVERSITY OF UYO
248. CORPORATE SOCIAL RESPONSIBILITY IN NIGERIA’S TELECOMMUNICATION SECTOR A CASE STUDY OF GLOBACOM NIGERIA LIMITED ENUGU ZONE
249. CRITICAL ANALYSIS OF THE CAUSES AND EFFECT OF MASS FAILURE OF MATHEMATICS IN SENIOR SECONDARY SCHOOL CERTIFICATE EXAMINATION (CASE STUDY OF BENIN CITY, EDO STATE)
250. DETERMINANTS OF ACADEMIC PERFORMANCE OF A UNIVERSITY STUDENT
251. DETERMINANTS OF CAREER CHOICE AMONG SECONDARY SCHOOL STUDENTS IN NIGERIA
252. DIMENSION AND CHALLENGES OF POVERTY AMONG INTERNALLY DISPLACED PERSONS (IDPS) IN BORNO STATE (A CASE STUDY OF MAIDUGURI)
253. DRUG ABUSE AND STUDENTS ACADEMIC PERFORMANCES IN SENIOR SECONDARY SCHOOL: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOL IN IKPOBA OKHA LOCAL GOVERNMENT AREA OF EDO STATE
254. DRUG ABUSE AND STUDENTS ACADEMIC PERFORMANCES IN SENIOR SECONDARY SCHOOL
255. EDUCATING THE PHYSICALLY CHALLENGED PERSONS: PROBLEMS AND PROSPECTS: A CASE STUDY OF REMAND HOMES IN OREDO LOCAL GOVERNMENT AREA IN EDO STATE
256. EDUCATION AS A TOOL FOR CURBING FEMALE TRAFFICKING: A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA OF EDO STATE
257. EDUCATIONAL TECHNOLOGY; AN ENHANCEMENT TOOL FOR TEACHING AND LEARNING
258. EFFECT OF BOKO HARAM INSURGENCY ON THE ACADEMIC PERFORMANCE OF STUDENTS
259. EFFECT OF BOKO HARAM INSURGENCY ON THE ACADEMIC PERFORMANCE OF STUDENTS
260. EFFECT OF BOKO HARAM INSURGENCY ON THE ACADEMIC PERFORMANCE OF STUDENTS
261. EFFECT OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA
262. EFFECT OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA
263. EFFECT OF CHILD ABUSE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA
264. EFFECT OF CLASSROOM CONTROL AND MANAGEMENT IN SECONDARY SCHOOLS
265. EFFECT OF CLASSROOM CONTROL AND MANAGEMENT IN SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
266. EFFECT OF COMMERCIAL SEX WORKERS ON GIRLS IN NIGERIA (A CASE STUDY OF BENUE STATE)
267. EFFECT OF COMPUTER MEDIATED INSTRUCTION ON JSS CREATIVE ARTS STUDENTS’ ACHIEVEMENT IN IDENTIFICATION OF COLOR TONE
268. EFFECT OF CONTINUOUS ASSESSMENT ON STUDENTS ACHIEVEMENT
269. EFFECT OF COOPERATIVE LEARNING ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BASIC TECHNOLOGY IN ONELGA RIVERS STATE
270. EFFECT OF CYBER CRIME ON NIGERIA’S SOCIO ECONOMIC DEVELOPMENT
271. EFFECT OF FAMILY RESPONSIBILITIES ON STUDENTS’ ACADEMIC PERFORMANCE
272. EFFECT OF GENDER AND DEPARTMENT ON THE DRAWING AND OBSERVATIONAL SKILLS OF SECONDARY SCHOOL STUDENTS IN BIOLOGY
273. EFFECT OF GENDER AND DEPARTMENT ON THE DRAWING AND OBSERVATIONAL SKILLS OF SECONDARY SCHOOL STUDENTS IN BIOLOGY
274. EFFECT OF HOUSING CONDITIONS ON STUDENT ACADEMIC PERFORMANCE
275. EFFECT OF MANUAL LABOUR ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS, CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE
276. EFFECT OF MANUAL LABOUR ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS
277. EFFECT OF PARENTAL CARE ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS
278. EFFECT OF PARENTAL CARE ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS
279. EFFECT OF POLITICAL INSTABILITY ON IMPLEMENTATION OF NIGERIA POLICY ON SECONDARY SCHOOL EDUCATION
280. EFFECT OF POPULATION ON ROAD TRANSPORTATION IN BENIN CITY
281. EFFECT OF SCHOOL LOCATION ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
282. EFFECT OF SECONDARY SCHOOL STUDENTS DISCIPLINARY PROBLEM ON ACADEMIC PERFORMANCE IN EGHOSA CHRISTIAN ACADEMY, EKIADOLOR, EDO STATE
283. EFFECT OF SECONDARY SCHOOL STUDENTS DISCIPLINARY PROBLEM ON ACADEMIC PERFORMANCE
284. EFFECT OF SELECTED FACTORS ON ADMINISTRATIVE EFFECTIVENESS AMONG SECONDARY SCHOOL PRINCIPALS IN DELTA STATE
285. EFFECT OF SINGLE PARENTHOOD ON THE ACADEMIC PERFORMANCE OF PUPILS IN PRIMARY SCHOOL: A CASE STUDY OF EGOR LOCAL GOVERNMENT AREA OF EDO STATE
286. EFFECT OF SINGLE PARENTHOOD ON THE ACADEMIC PERFORMANCE OF PUPILS IN PRIMARY SCHOOLS IN BENIN CITY, EDO STATE
287. EFFECT OF SOCIO ECONOMIC STATUS AND SEX ON ATTITUDE TOWARDS CRIME
288. EFFECT OF SOCIO-ECONOMIC STATUS OF PARENTS TO THE ACADEMIC PERFORMANCE OF SECONDARY SCHOL STUDENTS
289. EFFECT OF TEACHING AIDS ON STUDENTS ACADEMIC PERFORMANCE IN BIOLOGY (A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN ADO EKITI, EKITI STATE)
290. EFFECT OF TEENAGE PREGNANCY ON EDUCATIONAL ATTAINMENT OF YOUTH IN EGOR LOCAL GOVERNMENT AREA
291. EFFECT OF TELEVISION VIEWING ON THE MORAL BEHAVIOUR OF NIGERIAN CHILDREN
292. EFFECT OF TRADITIONAL PRACTICE ON THE ACADEMIC ACHIEVEMENT OF A GIRL CHILD IN NIGERIA (A CASE STUDY OF SOCIAL STUDIES)
293. EFFECT OF TWO TEACHING METHODS OF COMPUTER SCIENCE ON ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN ENUGU EDUCATION ZONE
294. EFFECT OF UNEMPLOYMENT ON COMPUTER EDUCATION GRADUATES
295. EFFECT OF UNEMPLOYMENT ON COMPUTER EDUCATION GRADUATES (A CASE STUDY OF OVIA NORTH EAST LOCAL GOVERNMENT AREA,EDO STATE)
296. EFFECT OF UNQUALIFIED TEACHERS OF COMPUTER SCIENCE ON THE TEACHING AND LEARNING OF COMPUTER IN UST
297. EFFECTIVENESS OF ICT ON TEACHING AND LEARNING, CASE STUDY ON BASIC TECHNOLOGY
298. EFFECTIVENESS OF INFORMATION COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING, CASE STUDY ON BASIC TECHNOLOGY
299. EFFECTIVENESS OF INFORMATION COMMUNICATION TECHNOLOGY ON TEACHING AND LEARNING
300. EFFECTS OF BROKEN HOMES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN NIGERIA