ABSTRACT
The study investigated the Reliability of Senior Secondary Certificate Examination Multiple Choice Physics Questions from 216 – 2018 in Rivers State. The study made use of ex-post facto research design and was guided by one research question. Sample for the study was made up of 330 SSCE Multiple Choice Physics Questions of WAEC and NECO from, 2014 – 2018 consisting of a total of 550 Multiple Choice Items. In the course of determining the reliability indices of the tests, simple Random Sampling Technique was used to compose the Sample of 692 SS3 physics students from eight (8) Secondary Schools in five (5) Local Government Areas out of a population of all the 42,865 Senior Secondary three (SS3) students in Public Secondary Schools in Rivers State in the 2018/2019 academic session. From this sample of 692 SS3 students, only 665 students (i.e. 96.1%) participated in all the tests. Instruments for Data Collection in the study were past SSCE Multiple Choice Physics Question papers of WAEC and NECO of the years 2016 – 2018 which were already validated by these examination bodies. Data generated in the study were analyzed using Kuder-Richardson-20 statistical technique to verify the internal consistency reliability of each of the tests. Findings from the study revealed that the coefficients of internal consistency reliability of each of the instruments in the years (2016 – 2018) studied, was high among all the items, but higher among the items of SSCE Multiple Choice Physics Questions of West African Examinations Council (WAEC). Based on the findings, recommendations were made.

ABSTRACT
The highly competitive atmosphere during 10th board examinations has led to a substantial increase in test and academic anxiety among students over the years. This research compares the test and academic anxiety, and coping resources of 10th board exam students from schools in Pune who have adopted unconventional (alternative) teaching methods with those from conventional (traditional) teaching methods. The unconventional schools preferably do not engage in ranking or comparative marking of their students based on performance but use unique, practical-based teaching methods, promoting conceptual understanding which could be one of the important reasons of reduced stress levels. From each school type, a sample of 61 students (36 girls, 25 boys) was obtained. Intervening variables of school board and medium were controlled. The tools used were Short Form of the Test Anxiety Inventory (Taylor & Deane, 2002); Academic Anxiety Scale for Children (Singh & Sen Gupta, 2013) and Coping Resources Inventory – Youth Form (Moos, 1993). Although there is no significant difference on test anxiety of unconventional and conventional school students, the mean scores indicate that unconventional school students have higher test anxiety. On the other hand, unconventional school students have significantly lower academic anxiety, and the conventional school students show avoidant coping resources. These results support the emergence of unconventional education systems to reduce academic anxiety of students and lower avoidant coping. It can also be understood that exam practice is necessary for unconventional school students to reduce their test anxiety of 10th board exams.

ABSTRACT
The purpose of this study was to explore teachers’ experiences concerning teachers’ beliefs and practices about DAP in their instructional activities in Early Childhood Education programs in Adama Town. Qualitative multiple case study was employed to collect data using unstructured interviews, observations, and document scrutiny. The participants of the study were nine early childhood care and education (ECCE) teachers purposefully selected in this study (three each from private, faith-based, and government centers). Interview records and observation field notes were transcribed, coded, categorized, and developed into themes within and across cases. The findings are presented under three overarching themes that reveal teachers’ beliefs about and execution of DAP in the preschools including teachers’ beliefs guide practice; Teaching strategies; and reflected upon challenges to DAP. The study revealed that teachers had a moderate belief toward DAP but their classroom practices were developmentally inappropriate/ inconsistent with their beliefs. The teachers’ classroom practices were influenced by environmental factors than their beliefs such as high academic expectation from parents, the constraint of teaching materials, play equipment, budget, lack of suitable learning environment, limited knowledge and pedagogical skills, and stakeholders’ collaboration. Lastly, the implications of this study for the ECCE stakeholders were suggested.

ABSTRACT
Now-a-days, mass media is used worldwide among all age groups, from children to elders. Nutrition education is very important in decreasing the prevalence of increased screen time to enhance the lifestyle and health of children. To assess the impact of nutrition education on the knowledge, attitudes and practices (KAP) of school age female adolescents regarding use of media gadgets and excessive screen time and its effect on their sleep and health. Qausi-experimental study was conducted by using cluster sampling technique. A sample size of 108 female students aged between 10-15 years was selected from two schools in Lahore. Study duration was 6 weeks. A questionnaire was filled by all participants. Nutrition education was given to students in the time period of 4 weeks. Post-test questionnaires were filled after a gap of 1 week. Paired sample t-test was used to analyze data. Results showed that there was a significant association (p=0.001) between pre and post Knowledge, Attitude and Practice (KAP) among school age female adolescents. Results suggest that nutrition education programs that teach the importance of sleep and appropriate use of gadgets can improve the health and academic performance along with an increase in the nutritional knowledge of children as lack of awareness is the main concern.

ABSTRACT
Dating violence can be called a sub-category of domestic violence. It can take place between any partners who are dating (not married), engaged or not engaged. Violence can be physical, sexual as well as psychological. The main purpose of the present study was to examine the gender differences in attitude towards dating violence. The study also examined the relationship between personality traits and attitude towards dating violence. A sample of 200 participants comprising of 100 male and 100 female adolescents between the age group of 16 to 18 years was taken through Google form across the city of Bhopal. Data was collected using standardized psychological tests such as NEO Five-Factor Inventory and Attitude Towards Dating Violence Scale. Pearson correlation and t-test were used to analyze the data. The results revealed significant gender differences in four out of six dimensions of dating violence, namely- physical male dating violence, sexual male dating violence, psychological female dating violence and sexual female dating violence. In all these four dimensions, the males were found to be high on dating violence attitude in comparision to the females. Results also revealed asignificant correlation between most of the domains of dating violence attitude and personality traits i.e., openness to experience, agreeableness, conscientiousness and extroversion. Since dating violence is common among adolescents, the school counsellors need to educate the adolescents to bring about positive changes in their attitudes towards dating.

ABSTRACT
This study investigated the assessment strategies used by lecturers, the challenges of innovative assessment strategies and the perceived assessment strategies that can foster critical thinking among teacher-trainees. The population of the study consists of 1,430 teacher trainees from three public universities in Rivers State. The study adopted a survey research design with a sample of 180 lecturers who are teacher-educators drawn from the population. The study was guided by three research questions and two null hypotheses. An instrument developed by the researcher titled: “Innovative Assessment Strategies for Critical Thinking Scale” (IASCTS) was used for data collection. The validity of the instrument was established using experts in Measurement and Evaluation from the Ignatius Ajuru University of Education and the University of Port Harcourt, Rivers State, Nigeria. The reliability of the instrument was determined using the Cronbach Alpha technique with coefficients of 0.81, 0.87, and 0.74 obtained for sections B, C, and D respectively. Data analyses were done using mean and standard deviation to answer the research questions, while one-way ANOVA was used to test the corresponding null hypotheses. Notably, results revealed that the most used assessment strategy in teacher education was the final examination at the end of the course, while the least used is field trip. Furthermore, the major factor hindering lecturers' use of innovative assessment strategies to foster critical thinking is the high enrollment of students, while the least factor is inadequate support from fellow lecturers. Based on some of the aforementioned findings, it was recommended that Lecturers should integrate aspects of educational policy analysis as part of the assessment framework used in developing critical thinking among teacher-trainees in Rivers State.