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Item Open Access RELATIONSHIP BETWEEN TEACHERS5 PERSONALITY AND ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOLS PUPILS’ IN MATHEMATICS AND ENGLISH LANGUAGE IN FEDERAL CAPITAL TERRITORY, ABUJA(DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY, KEFFI NIGERIA =, 2021-03-21) Friday, Ikpai NwabikeThe study investigated the relationship between teachers’ personality and academic achievement of primary school pupils’ in Federal Capital Territory (F.C.T) - Abuja. Five research questions were answered using descriptive statistics, while five hypothesis were tested using Pearson’s product moment correlation at the 0.05 level of significance. The study adopts the Correlational survey designs. The population of the study consisted of 205,758 primary six pupils from 537 schools. A sample size of 540 pupils from 18 schools were selected. A simple random sample technique was used to select the sample for the study. Two instruments were used for data collection; Pupils’ Report Card (first and second term achievements score) and the big five inventory questionnaire by Lewis Goldberg (1991) was adopted. Findings from the study revealed that there is a significantly relationship between teachers’ personality traits of openness, agreeableness and extraversion on academic achievement of Mathematics and English language, while no significant relationship was found between teachers’ personality traits, of extraversion on pupils’ achievement in English language. The study however revealed that no significant relationship was found between teachers’ personality traits of conscientiousness and neuroticism and pupils’ achievements in Mathematics and English language. Based on the findings, the researcher therefore recommended among other that; Teachers having openness, extraversion, and agreeableness personality traits may take Mathematics and English language subjects to teach to produce better result. Since the personality trait have found to produce better academic achievement in Mathematics and English Language, while conscientiousness and neuroticism personality teachers may be encouraged to checkmate their traits when dealing with elementary class in order to enhance better academic result. xItem Open Access PERCEPTION OF STAKEHOLDERS ON IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN FEDERAL CAPITAL TERRITORY, ABUJA(DEPARTMENT OF EDUCATIONAL FOUNDATIONS FACULTY OF EDUCATION, NASARAWA STATE UNIVERSITY, KEFFI, 2021-02-21) Kassim, M.; Aminu, A. D.,; Adeoti, K. A.This study assesses the perception of stakeholders on implementation of Universal Basic Education in Federal Capital Territory, Abuja. The study adopted evaluative survey as a research design. The population of the study consisted of 45 854 (170 principals, 2 375 teachers and 43 309 students from the 170 UBE schools in Federal Capital Territory, Abuja. The sample size for the investigation consists of 231 respondents which comprised 7 (3 male and 4 female) principals, 84 (50 male and 34 female) teachers and 140 (85 male and 55 female) students from the 7 UBE schools in Federal Capital Territory, Abuja using stratified random sampling technique. The instrument used for data gathering was Assessment on the Perception of Stakeholders’ Implementation of UBE Questionnaire” (APSIUBEQ). The instrument validated and established a logical index of 0.77 for rational consensus of experts and reliability of 0.82 using Cronbach coefficient Alpha method of estimating reliability to compute coefficient of internal consistency. Descriptive statistics was used to provide answers to the research questions while chi-square statistics was used to test the hypotheses at 0.05 level significance. The study found that there is no significant difference m the perception of male and female principals on Universal Basic Education programme in Federal Capital Territory, Abuja; there is significant difference in the perception of male and female teachers on Universal Basic Education programme and there is significant difference in the perception of male and female students on Universal Basic Education programme. It was therefore recommended that Government should intensify efforts on regular inspection and monitoring of the UBE Programme in the Federal Capital Territory, Abuja. Also, Government and relevant stakeholders should carry out periodic programme evaluation of the UBE in order to ascertain areas of needs. xiiiItem Open Access EFFECTS OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON ECONOMICS STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN COLLEGES OF EDUCATION IN KWARA STATE, NIGERIA(Department of Education Foundations, Nasarawa State University Keffi., 2021-02-04) Hassan, KadiriThis study investigated the effects of flipped classroom instructional strategy on Economics students’ academic achievement and retention in Colleges of Education in Kwara State. Six (6) research questions and six (6) hypotheses were formulated to guide the conduct of the study. The study adopted a quasi-experimental design specifically, a pretest, posttest, post posttest, control group design. The target population comprised 1,053 NCE Economics students in state-owned Colleges of Education in Kwara State for 2017/2018 academic session. A sample of 262 NCE II Economics students from the two Colleges of Education in the state was used for the study. Macroeconomics Achievement Test (MAT) was used to collect data. The instrument was validated by experts and validity index of 0.84 was obtained. The reliability of the instrument was determined through Kuder Richardson formula (K-R21) and reliability index of 0.80 was obtained. The means and standard deviations were used to answer the research questions while hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA) with pretest as covariate. Findings from the study revealed that there was significant difference between the achievement mean score of students taught Economics using flipped classroom instruction and the achievement mean score of those taught using conventional lecture method (p = 0.000.05). Also there was significant difference between the retention mean score of students taught Economics using flipped classroom instruction and the retention mean score of those taught using conventional lecture method (p = 0.000.05). It was also revealed that gender has no significant effect on academic achievement (p = 0.765>0.05) and retention (p = 0.745>0.05) of students taught Economics using flipped classroom instructional strategy. However, ability has significant effect on academic achievement (p = 0.000.05) and retention (p = 0.000.05) of students taught Economics using flipped classroom instruction. Thus, it was concluded that flipped classroom instruction enhanced students’ academic achievement and retention in Economics more than conventional lecture method based on these findings. Therefore, the study recommended that the managements of Colleges of Education should encourage the use of flipped classroom in teaching and learning of Economics to improve the academic achievement and retention of students. Also, Economics teachers should adopt flipped classroom method to enhance students’ academic achievement and retention. xi