Browsing by Author "Alwajud-Adewusi, Mariam Bukola"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Caregivers' Perception of the Consequences of Breast Cancer in Kwara State, Nigeria: Implications for Health Educators(Maiduguri Journal of Educational Studies, 2017-09) Odebode, Aminat Adeola; Adebayo, David Obafemi; Alwajud-Adewusi, Mariam Bukola; Okesina, Falilat AnikeBreast cancer is one of the most common cancers and the highest leading cause of death among women. This study investigated the caregivers' perception of the consequences of breast cancer in Kwara State. Differences in the participants' perception based on duration of care giving and level of education were also examined. This study employed a descriptive survey method. A sample of 100 women, who are caregivers, selected through purposive sampling participated in the participants in the study. A self - designed questionnaire titled Consequences of Breast Cancer Questionnaire, (CBCQ) was used for data collection. The validity of the instrument was done by experts in the Departments of Counsellor Education and Behavioural Science, University of Ilorin, Nigeria. The reliability of the instrument was established using split-half reliability method and correlation of 0.62 was obtained. The data were analysed using frequency counts, percentages and means and Analysis of Variance (ANOVA) at 0.05 alpha level. The finding revealed that caregivers perceived consequences of breast cancer to be depression, chronic pain, emotional distress and death. It was also revealed that there were no significant differences in the participants' perception of the consequences of breast cancer based on duration of care giving and level of education. Conclusion was drawn that the consequences of breast cancer are devastating therefore, health educators should train caregivers through organization of workshops, on how to handle the consequences of breast cancer, with the aim of helping women with breast cancer cope with the found consequences.Item CAUSES OF EXAMINATION MALPRACTICE AS PERCEIVED BY TEACHERS OF SECONDARY SCHOOLS LAGOS STATE, NIGERIA: IMPLICATIONS FOR COUNSELLING PRACTICE(Department of Educational Foundations, University of Benin, Benin City, Nigeria, 2017-05) Odebode, Aminat Adeola; Alwajud-Adewusi, Mariam Bukola; Akinyemi, Obafolahan BolakaleThis study investigated the causes of examination malpractices as perceived teachers of secondary school in Lagos State. Moderating variables of god' length of years in service and school type were also examined. Descriptive sury research design was adopted for the study. A total of 600 respondents from thr senatorial districts were selected using a three-stage sampling procedure Ail comprised simple random and purposive sampling techniques. The instrument us' for data collection was a questionnaire titled "causes of Examination Malpracti Questionnaire (CEMQ)". The validity of the instrument was established by .fr! experts in the Department of counselor Education, University of florin, Nige while, the reliability was determined using test re-test method and a correlati coefficient of 0.87 was obtained. One Way Analysis of Variance (ANOVA) andi test statistical tools .were used to analyze the data and the formulated hypothes at 0.05 alpha level. Result showed that teachers of secondary schools in Lagos Sta perceived the causes of examination malpractice as societal preferences fo certificates, poor self-concept, lack of adequate learning facilities (librari laboratories etc) and teachers not considering the slow learners while icachindifference in the causes of examination malpractice as perceived by teachers o secondary schools in Lagos State based on gender, length of years in service, by there was no significant difference based on subject taught and school type.Bas on the findings of this study, it was recommended that Government should plat more emphasis on knowledge and skill acquisition and not on certificates, certificates may not be a true measure of individual's abilities. Teachers shou consider more, students who are slow learners when teaching.