An Empirical Evaluation of Budget Implementation on Economic Development in Nigeria

One of the primary goals of this study was to explore how a budget review approach may affect Nigeria's economic development. The reasoning was that the Nigerian economy was being challenged by a variety of imbalances in budget creation and implementation. The study strategy was based on events that occurred after the study was completed, and the data used in the study came from the Central Bank Statistical Bulletin and the Federal Ministry of Finance. A model was constructed based on both empirical and theoretical investigations in order to achieve this broad goal. The HDI, which was utilized as a measure of development, was the dependent variable in the model. The government's capital budget, recurrent budget, and the speed of annual budget implementation were the other independent variables in the model. They examined data using the Auto Regressive Distributed Lag (ARDL) Model, diagnostic tests such as the test of normality, auto correlation test, and heteroskedasticity test, which proved the validity and reliability of the model they chose; inferential results reveal that the use of budget evaluation had a positive and significant impact on the Nigerian economy. According to the study's suggestions, Nigeria's government should try to increase capital and recurrent expenditures in its annual budget, both of which have a significant impact on economic development. Finally, the government should work to build budget monitoring and review infrastructure that will aid in the effective implementation of large budget expenditures while also ensuring compliance with legal procedures.

Investigating Mathematics Teachers’ Knowledge About Mathematics, Mathematics Teaching and Learning in Schools in Pakistan

This study aimed to explore mathematics teachers' knowledge about the nature of mathematics, mathematics teaching and learning and investigate the sources that shape their viewpoints. In response to emerging issues and questions teachers were engaged in a process of developing their thinking and teaching practice. The study employed both quantitative and qualitative methods. Data pertaining to the teachers' conceptions of 174 secondary mathematics teachers were obtained using a survey designed by the researcher on the basis of similar surveys described in the literature. To take the study beyond the descriptive findings of the survey and to explore the sources that shape teachers' viewpoints, twenty teachers were then selected to participate in focus group discussion. Finally, two teachers participated in a small intervention study. The study demonstrates that the teachers' knowledge about the nature of mathematics originates from their social, cultural and religious experiences. For example, the teachers had dual views about the nature of mathematics. On the one hand, teachers believed that mathematics knowledge is divine, created by Allah and therefore irrefutable and absolute. On the other hand, they maintained that mathematics knowledge is a human creation, invented to facilitate religious practices and to support human survival. With reference to their teaching practice, they considered the teacher to be the 'teacher as a fountain of knowledge' and hence students seldom get the opportunity to explore and construct mathematics knowledge and learn it for conceptual understanding. The study revealed that institutional support, expectations, teachers' personal and professional commitment, their prior mathematics learning experiences and subject content knowledge play an important role in engaging teachers in developing their thinking and teaching practice. Teachers need to be engaged in a process of critically questioning their views and practices as they are deeply rooted in their social and cultural experiences. The contribution of this thesis is that institutional and cultural influences are local, and derived from the Pakistani context, so these have particular significance which should be taken into account in teacher development.