Abuja International Journal of Education

Principled Eclecticism in English Language Teaching: A Learner-Centred Pedagogical Approach

Dahiru Aliyu, Mukhtar Aminu Zaitawa, Ph.D — Mon, 05 Jan 2026 00:00:00 +0000

This paper reviews Principled Eclecticism as a pedagogical approach that is learner centered in English Language Teaching (ELT). Although each of the traditional methods like Grammar Translation Method, Audio Lingual Method, Direct Method and Communicative Language Teaching have its own specific advantages, when they are used in isolation not much needs of people in modern day classrooms are met. Based on a learner centered framework, the paper promotes Principled Eclecticism which reflects an intelligent and purposeful combination of several methodologies framed after the needs of learners, situational factors, and instructional goals. The paper presents the roles of Principled Eclecticism in enabling teachers to mix the techniques strategically, adjust to different types of learning process and ways of responding to dynamic language needs, promoting learner independence, improving communicative competence in the process. The essential approaches to their implementation, such as needs analysis, method integration, and regular feedback, are also discussed, as well as the possible obstacles on the way to their successful deployment, including the elevated degree of planning involvement and the need to train professionals. A flexible Principled Eclecticism has been presented as the evidence based responsive and high-impact method that enhances the engagement of learners and the results of language learning in any ELT contexts.

Keywords: Principled Eclecticism, English Language Teaching, Learner Centred Approach

Teachers’ Support and Classroom Engagement as Correlates of Academic Adjustment of Upper Basic Secondary School Students in Nasarawa State, Nigeria

Abubakar Idris Adamu, Dr. (Mrs) U. V. Oyinvwi, Mohammed Ahmed Jibrin (Ph.D) — Thu, 11 Dec 2025 00:00:00 +0000

This study investigated Teachers’ support and classroom engagement as correlate of academic adjustment of Upper Basic secondary school students in Nasarawa State, Nigeria. The study was guided by two objectives, two research questions and corresponding null hypotheses. The study adopted a correlational research design and the population of the study comprised 127, 405 JSSI students from one hundred and sixty- nine (169) Junior Secondary Schools in the state out of which a sample size of 384 respondents was obtained using multi stage sampling procedure. Two instruments were used to obtain data for the study. These instruments are Teachers-Students Relationship Questionnaire (TSRQ) and Students’ Academic Adjustment Questionnaire (SAAQ). The instruments were validated by three experts from Measurement and Evaluation Department and the Department of Educational Foundations for content and construct validity. The instruments were also validated using Cronbach’s Alpha Coefficient, which yielded reliability indexes of 0.89 and 0.83 for Teachers-Students Relationship Questionnaire (TSRQ) and Students Academic Adjustment Questionnaire (SAAQ), respectively. Mean and standard deviations were used to answer the research questions, while the formulated hypotheses were, however, tested at 0.05 level of significance using Pearson Moment Correlation Coefficient (PPMC). Findings from the study revealed a significant positive relationship between teacher support and academic adjustment of upper basic secondary school students in Nasarawa State, Nigeria. The results also showed a significant positive relationship between teachers’ classroom engagement and academic adjustment of upper basic secondary school students in the area. The study concluded that teachers’ support and teachers’ classroom engagement have significant positive relationship with upper basic secondary school students’ academic adjustment in Nasarawa State, Nigeria. The study therefore recommended, among others, that the Nasarawa State Government should prioritize initiatives that enhance teacher support systems in schools. By reinforcing policies that encourage teachers to provide academic and emotional support to students, the government can contribute significantly to the academic adjustment and overall success of upper basic secondary school students in Nasarawa State, Nigeria.

Impact of Parental Influence and Self-efficacy On Career Choice Among Secondary School Students in Kebbi State, Nigeria

Ibrahim Musa, Julius Jibrin — Thu, 11 Dec 2025 00:00:00 +0000

This study investigated the impact of parental influence and self-efficacy on career choice among secondary school students in Kebbi State. Four (4) research hypothesis were generated and tested at 0.05 level of significant. The descriptive research design was employed. Simple random sampling techniques was used to select 21 secondary schools in Kebbi State. Twenty (20) students were randomly selected from each of the selected schools. Three (3) standardized instruments were adapted; this includes parental influence (0.74), self-efficacy (0.78) and career choice scales (0.75). Data were analysed using descriptive statistics (demographic information of the participants), t-test and regression analysis were used (to test the hypothesis). The findings revealed that parental influence (t= -2.45, p<.05) and self-efficacy (t= -3.57, p<.05) were significantly predictors of career choice. Regression analysis showed that parental influence and self-efficacy jointly explained 13% of variance in career choice. Female students reported significantly better career choice compared to males (t= -2.27, p<.05). Parental influence and self-efficacy are important factors in career decision-making among secondary students in Kebbi State. Culturally appropriate career guidance programs should engage parents and enhance students' career-related self-efficacy. Further research should explore additional factors and effectiveness of interventions.

Impact of Flipped-classroom Approach on Secondary School Students’ Motivation and Academic Achievement in Geography in Kebbi State, Nigeria

DOMINIC, Samaila, YARO, Emmanuel, CHUKWUEMEKA, Emeka — Thu, 11 Dec 2025 00:00:00 +0000

This study examined the impact of the flipped classroom approach on secondary school students' learning motivation and academic achievement in Geography. The study employed a mixed-method approach to gather both qualitative and quantitative data so as to measure the effectiveness of the approach. A total of 71 students participated in the study, which was drawn using purposive sampling technique from two intact classes. The first class was assigned as the experimental group and the second class was taken as the control group. The study was undertaken in four weeks, where the students in the experimental group were taught with a flipped classroom approach, while the lessons in the control group were delivered through a conventional method. Both groups were administered a test before and after the treatment. A 30-item Geography achievement test, a motivation scale and semi-structured interviews were used as tools to collect data. The instruments were subjected to face and content validity by experts in the field of Geography, Educational Psychology and Educational Technology. A pilot study was carried out to determine the reliability and test-retest procedure was followed to obtain the reliability coefficient of 0.82 and 0.76. The findings of this study revealed statistically significant differences with the mean gain of 18.45 in terms of motivation scores and a mean gain of 23.60 for academic achievement scores. The study discovered that the flipped classroom approach had a positive impact on students' learning motivation and academic achievement in the geography class. It was recommended among others that Educators should harness the potential of the flipped classroom to foster motivation and academic achievement in Geography in secondary schools in Kebbi State and Nigeria as a whole.

Impact of Regular In-Service Training on Delivery of Competency-Based Curriculum in Nigerian Schools

Chiazor Patience Omavuotu, Anyima Friday Fidelis — Fri, 12 Dec 2025 00:00:00 +0000

The global shift toward Competency-Based Curriculum (CBC) underscores the need for educational systems to realign teaching practices with learner-centered and outcome-based methodologies. This theoretical review examines the impact of regular in service teacher training on the effective delivery of CBC in Nigerian schools. Drawing on recent literature and empirical evidence, the study highlights inservice training as a critical tool for equipping teachers with contemporary pedagogical, assessment, and content-related skills. Findings indicate a strong correlation between continuous in service training and successful curriculum delivery of CBC However, systemic barriers such as unstable funding, insufficient follow-up support, and resistance to change undermine training effectiveness. The paper offers practical recommendations for policymakers, educational administrators, and teacher educators, emphasizing policy reform, context responsive program design, mentorship and institutional collaboration to reinforce in-service training and support sustainable CompetencyBased Curriculum (CBC).

Influence of Early Childhood Education on Social Adjustment of Primary School Pupils in Nasarawa State, Nigeria

Ufuoma V. Oyinvwi, Ogah, Benjamin Ogah — Fri, 12 Dec 2025 00:00:00 +0000

The study investigated the influence of Early Childhood Education on Social Adjustment of Primary School Pupils in Nasarawa State, Nigeria. Descriptive research design was used for the study. The population was 20,920 and a sample of 378 pupils was used for the study. Purposive and simple random sampling techniques were used to compose the sample. Two research questions were answered while two hypotheses were tested in the study at 0.05 level of significance. One instrument was used to collect data about the pupils- Questionnaire on Early Childhood Education and Social Adjustment Level of Pupils (QECESA). The instrument is divided into two sections; section A and B. Section A contain Biodata of pupils of those who attended Nursery Education and those who did not attend Nursery Education. Section B contain items of the influence of Early Childhood on Self-efficacy and Social phobia. Mean and Standard Deviation was used to answer the research questions, and t-test was used to test the hypotheses. It was found that there is significant differences in the self-efficacy of pupils who attended nursery education and those who did not in Nasarawa State, Nigeria. It also revealed that there is significant difference of social phobia between pupils who attended nursery education and those who did not in Nasarawa State, Nigeria. Based on the findings, it was recommended among others- that Counselling Psychologist and teachers to pay attention to enhance pupils’ self-efficacy as it enables pupils to develop positive life and academic discuss. The study concluded that early childhood education led to better educational outcomes and help pupils to manage their self-efficacy.

Digital Literacies and English Language Teaching: Challenges and Opportunities for Nigerian Teachers

Yahya Adam Yakubu, Nenfort Emmanuel Joseph — Fri, 12 Dec 2025 00:00:00 +0000

This study explores the integration of digital literacies into English language teaching (ELT) in Nigeria, a low-resource context. Despite the recognised benefits of digital literacies, their adoption in ELT remains inconsistent due to structural, infrastructural, and pedagogical challenges. The research investigates the barriers and opportunities influencing Nigerian teachers' incorporation of digital literacies in ELT classrooms, using a mixed-methods approach. The study is grounded in the Digital Literacies Framework and the Technological Pedagogical Content Knowledge (TPACK) model. The findings reveal that while teachers are aware of the benefits of digital literacies, practical integration is constrained by inadequate infrastructure, insufficient technical support, and low confidence in digital skills. However, teachers have reported creative uses of low-bandwidth tools to stimulate learner participation and extend practice beyond the classroom. The study highlights the dynamic interplay between systemic limitations and teacher agency, demonstrating that committed educators can find adaptive strategies to merge pedagogical goals with available technological resources. The study concludes with practical recommendations for policymakers, teacher educators, and school administrators, including targeted professional development programmes, clear national guidelines for digital and AI integration, and context-responsive programme designs. These recommendations aim to promote digital inclusion and equitable access to quality education in low-resource settings. The study extends current scholarship on digital literacy in low-resource settings and provides insights into the challenges and opportunities of integrating digital literacies into ELT in Nigeria.

Effect of Public Education Spending on Pupils’ Enrolment in Nigeria (1980–2024)

DAUDA Danlami, HAFSAT Muhammad, RAMATU, Idris Bahago — Fri, 12 Dec 2025 00:00:00 +0000

The study investigated the effect of public education spending on student enrolment in Nigeria from 1980 to 2024. It was guided by two specific objectives, along with corresponding research questions and hypotheses. Annual time series data for the period were obtained from secondary sources. An ex post facto research design was adopted for the study. To test the null hypothesis, simple linear regression analysis was conducted using the Statistical Package for the Social Sciences (SPSS). The results revealed that education spending is a strong and highly significant positive predictor of student enrolment in Nigeria (B = 7,665.26, p < 0.001), suggesting that increased expenditure on education leads to substantial rises in student enrolment. Based on these findings, it was recommended, among other measures, that the government should enhance student enrolment and reduce dropout rates by providing free and compulsory primary education.

Assessment of Academic Adjustment and Coping Strategies of Ex-militants in the Niger Delta Region, Nigeria

Fri, 12 Dec 2025 00:00:00 +0000

This study examined the influence of Niger Delta Presidential Amnesty Programme on the academic adjustment of ex-militants in the Niger Delta Region, Nigeria. Two objectives and research questions guided the study. Using a qualitative approach, ten ex-militants were interviewed across the region. The interviews were recorded, transcribed, and analysed to identify key themes. The study adopted a phenomenological research design, and data were collected using a semi-structured interview titled Ex-Militants’ Personal Experiences, Academic Adjustments, Challenges, and Coping Strategies Interview. To ensure validity, member checking, submersion, and external validation were employed, while reliability was ensured through dependability, peer review, trustworthiness, and appraisal. Data were analysed thematically. Findings revealed that ex-militant students face major challenges in re-entering the educational system, including feeling awkward among non-militant and younger classmates, experiencing isolation due to low academic performance, and perceiving academic life as dull compared to their past militant experiences. However, they overcome these difficulties by forming close relationships with brighter peers for coaching, asking teachers for clarification, reporting discriminatory incidents, and developing peer-based support habits to enhance learning. The study recommended that schools enrolling ex-militants should create academic support programmes to ease adjustment by offering extra tutorials, counselling, and orientation sessions that promote inclusive and engaging learning experiences.

Assessment of Availability and Utilization of Resources for Implementation of Home Management Curriculum in Senior Secondary Schools in Katsina Zonal Educational Quality Assurance, Katsina State, Nigeria

Tanimu Adam Ibrahim, Hadiza Ibrahim Umar, T. F. Torpev — Mon, 05 Jan 2026 00:00:00 +0000

This study assessed the availability and utilization of resources for the implementation of entrepreneurship curriculum in senior secondary schools in Katsina zonal educational quality assurance, Katsina State. Six research objectives and corresponding research questions were raised to guide the study. The study was a descriptive survey, and the population was 109 and all were used for the study. The instrument for data collection was a researcher designed questionnaire which was validated and pilot tested. The reliability index of the instrument is 0.75. The research questions were answered using descriptive statistics. The study revealed among others that there are inadequate facilities, low and improper utilization of equipment for the implementation of home management curriculum in secondary schools in Katsina Educational Quality Assurance Zone. Also revealed that there are inadequate human resources for the implementation of home management curriculum in secondary schools in Katsina Educational Quality Assurance Zone. The researchers concluded that there are inadequate facilities, inadequate human resources, low and improper utilization of equipment and facilities for the implementation of home management curriculum in secondary schools in Katsina Educational Quality Assurance Zone. Based on these findings it is recommended that there is a need to provide facilities and equipment for the implementation of a home management curriculum in secondary schools in Katsina Educational Quality Assurance Zone. Teachers should be train and encouraged to utilize the provided facilities for the implementation of the home management curriculum in secondary schools in the Katsina Educational Quality Assurance Zone.

Impact of Examination Malpractice on Behaviour of Secondary School Students in North-Central Nigeria

ODILI, Chizoba Abigail, APEH, Hosea Abalaka, GIDADO, Bello Kumo — Mon, 05 Jan 2026 00:00:00 +0000

The study investigated the impact of examination malpractice on behaviour of secondary school students in North-Central Nigeria. Research questions and hypotheses were raised to guide the study. The study design is survey. The sample was 380 senior secondary school students; randomly selected from three states in North-Central Nigeria. Impact of Examination Malpractice on Behaviour (IEMOB) questionnaire was used to collect data. The data was analysed using mean, standard deviation, t-test and ANOVA. The results revealed that examination malpractice impacted negatively on behaviour of secondary school students. It impacted negatively on behaviour of male and female students; it did impact negatively on public and private school students as well as students in rural and urban settings. It was recommended that value orientation and enlightenment about impact of examination malpractice be given on continuous basis to secondary school students in North-Central Nigeria.

Keywords: Examination, Examination-Malpractice, Behaviour

Students’ Perception of Business Education As A Stimulant For Employment Generation, Poverty Reduction And Sustainable Development In Nigeria

Sulayman Dauda Gidado, Rafat Bukola Dauda — Thu, 11 Dec 2025 00:00:00 +0000

This study was conducted to determine the perception of students on role of business education in employment generation, poverty reduction and sustainable development in Nigeria. The study had three research objectives, questions and null hypotheses respectively. It adopted the survey research design and the population of the study was made up of all the 146 NCE II and III students who registered in the Department of Business Education, FCT College of Education, Zuba-Abuja, in 2023/2024 academic session. The entire population was used because it was manageable. A four-point rating scale questionnaire was used for the data collection. Mean scores with benchmark of 2.50 was used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the respondents believed that Business Educations is a potent tool for employment generation, poverty reduction and sustainable development in Nigeria and there were no significant differences in the mean responses of the respondents. The study concluded that Business Education is a discipline that is required for solving some of the social problems bedevilling Nigeria and reposition the country to the path of progress. Finally, the study among others, recommended that the study of Business Education should be encouraged to create more jobs for Nigerians, reduce poverty and enhance sustainable development in Nigeria.

Variables Influencing Functional Literacy Needs and Enrichment Interests of Commercial Drivers in North-Central Nigeria

Imran YUSUF, Muhydeen Olaitan ABIOLA — Mon, 05 Jan 2026 00:00:00 +0000

This study investigated variables influencing the functional literacy needs and enrichment interests of commercial drivers in North-central Nigeria. Functional literacy—encompassing the ability to apply reading, writing, and numeracy skills to solve real-life problems—was examined within cultural, civic, economic, and social domains, alongside enrichment interests in prose, document, and quantitative literacy. Adopting a descriptive cross-sectional survey design, the study sampled 660 literate inter-state commercial drivers from Kogi, Kwara, and Niger States using purposive and incidental sampling techniques. Data were collected with a validated questionnaire and analysed using descriptive statistics and one-way ANOVA with Duncan’s post-hoc tests at a 0.05 significance level. Results revealed that age, religion, and formal education significantly influenced functional literacy needs, while ethnic background and driving experience did not. Conversely, all five variables—ethnic background, age, religion, formal education, and driving experience—significantly influenced enrichment interests. These findings, interpreted through Functionalism, Sociolinguistic, Adult Learning, and Human Capital theories, underscore the need for culturally inclusive, age-sensitive, and occupationally relevant literacy interventions. The study recommends developing multilingual materials, age-specific modules, and ICT-integrated, experience-based programmes in collaboration with relevant transport and safety agencies to promote lifelong learning and improve drivers’ occupational competence and socio-economic outcomes.

An Assessment of the Benefits of Circular Economy Implementation in Public Secondary Schools in Federal Capital Territory, Abuja, Nigeria

Grace S. Olowonefa — Mon, 05 Jan 2026 00:00:00 +0000

The study assessed the benefits of Circular Economy implementation in Public Secondary Schools in Federal Capital Territory, Abuja, Nigeria. The study adopted descriptive survey design. The population comprised all the principals and secondary school teachers in FCT public secondary school. The proportionate stratified random sampling technique was used to draw 58 principals and 217 teachers as the sample size. The data collected for the study were analysed using mean and standard deviation. The findings revealed that the benefits of implementation of circular economy in public secondary school in FCT include; promotion sustainability and environmental consciousness among students, cost savings, enhance the learning experience for students, positive impact on the local community, can lead to sustainable skills and knowledge on students, improve their sustainable skills and knowledge of school administrators, sustainability and environmental skills on teachers, enhance students’ academic performance, renewable energy sources and sustainable purchasing policies. The challenges militating against implementation of Circular Economy programme in Public Secondary Schools in FCT are poor funding, poor capacity building programme, poor monitoring and evaluation system, lack of definite national policy for schools on circular economy programme, poor private institutions participation and Inadequate facilities. Based on these findings, the paper recommends that the government should direct full implementation of the circular economy in the secondary schools in FCT. The Government should enact national policy on implementation of circular economy programme and practices in all the secondary schools in FCT and adequate budgetary allocation should be provided to address of potential challenges.

Students’ Perception of Business Education as a Stimulant for Employment Generation, Poverty Reduction and Sustainable Development in Nigeria

SULAYMAN DAUDA GIDADO — Mon, 05 Jan 2026 00:00:00 +0000

This study was conducted to determine the perception of students on role of business education in employment generation, poverty reduction and sustainable development in Nigeria. The study had three research objectives, questions and null hypotheses respectively. It adopted the survey research design, and the population of the study was made up of all the 146 NCE II and III students who registered in the Department of Business Education, FCT College of Education, Zuba-Abuja, in 2023/2024 academic session. The entire population was used because it was manageable. A four-point rating scale questionnaire was used for the data collection. Mean scores with benchmark of 2.50 was used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the respondents believed that Business Educations is a potent tool for employment generation, poverty reduction and sustainable development in Nigeria and there were no significant differences in the mean responses of the respondents. The study concluded that Business Education is a discipline that is required for solving some of the social problems bedevilling Nigeria and reposition the country to the path of progress. Finally, the study among others, recommended that the study of Business Education should be encouraged to create more jobs for Nigerians, reduce poverty and enhance sustainable development in Nigeria.

An Evaluation of Health Education Standards and Curriculum Development among the Teaching Staff of the Department of Physical and Health Education in Federal College of Education (Technical) Bichi, Kano State

Saba Mohammed , Asiya Jamilu, Atoo, Gabriel Terngu — Mon, 05 Jan 2026 00:00:00 +0000

This study evaluated the health education standards and curriculum development among the teaching staff of the Department of Physical and Health Education in FCE (T) Bichi, Kano State. The study assessed the current health education standards, identifies areas for improvement, and informs curriculum development and policy formulation. A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis methods. The study reveals gaps in the existing health education curriculum, inadequate teacher training, and insufficient resources. The findings highlight the need for curriculum revision, teacher professional development, and resource allocation to enhance the quality of health education. The study's recommendations aim to improve health education standards, promote healthy behaviours, and ultimately enhance the well-being of students. The study's findings and recommendations have implications for policymakers, educators, and stakeholders in health education, contributing to the development of effective health education programs that meet the needs of students in FCE (T) Bichi, Kano State, and beyond. The study's results can inform policy and practice, promoting better health outcomes for students.

Organizational Climate and Teachers' Commitment as Predictors of Secondary School Teachers' Organizational Citizenship Behaviours in Plateau State, Nigeria

BUSA, Abdul’aziz Inusa , S. E. NNAMDI , OLOMOLA, Samson Olubunmi — Mon, 05 Jan 2026 00:00:00 +0000

This study investigated the influence of organizational climate and teachers’ commitment on organizational citizenship behaviours (OCB) among secondary school teachers in Mangu Local Government Area, Plateau State, Nigeria. This study employed a descriptive survey research design to investigate the influence of organizational climate and teachers’ commitment on organizational citizenship behaviours (OCB) among secondary school teachers in Mangu Local Government Area, Plateau State. Using a multistage sampling technique, 120 teachers were selected from both urban and rural schools, and data were collected through a validated questionnaire (reliability coefficient = 0.91), with 117 valid responses analysed. Data analysis involved mean scores, standard deviations, and multiple regression at a 0.05 significance level. The results showed that teacher support systems, a positive school environment, and effective leadership practices all had mean scores above the 2.50 cut-off, indicating strong agreement on their positive impact on teacher well-being and student outcomes. The regression analysis revealed that both organizational climate and teachers’ commitment significantly predicted OCB (p < 0.05), leading to the rejection of the null hypothesis. Based on these findings, it is recommended that schools strengthen teacher support systems, promote a positive and safe environment, enhance leadership practices, implement holistic strategies, and institutionalize continuous monitoring and evaluation. These measures are essential for fostering teacher engagement, organizational citizenship behaviours, and sustainable educational improvement in secondary schools.

Educational Technology as a Catalyst for Collaborative and Transformative Teacher Education in Nigeria

Aminu ALIYU , Yahaya MUHAMMAD Ph.D — Mon, 05 Jan 2026 00:00:00 +0000

The integration of educational technology into teacher education holds transformative potential for enhancing collaboration and driving systemic improvements in Nigeria. This paper explores the role of educational technology as a catalyst for fostering a collaborative culture among educators and transforming traditional teaching methodologies. Drawing upon relevant theories and addressing the current challenges faced by Nigerian teacher education, the paper highlights the benefits and impacts of technology-driven initiatives. Through case studies and best practices, it demonstrates the effectiveness of these approaches in improving teacher competency, student engagement, and overall educational outcomes. The paper also offers strategic recommendations for the effective integration of educational technology, considering policy, training, and partnerships. Despite the challenges and limitations, the findings underscore the importance of embracing technological innovations to build a more collaborative and transformative teacher education system in Nigeria.

Effect of Cooperative Instructional Strategy on Reading Comprehension Performance of Public Secondary School Students in Abuja, Nigeria

ILIYAS, Rasaq Ayodeji, Okechalu, Emmanuel — Mon, 05 Jan 2026 00:00:00 +0000

This study investigated the effect of cooperative instructional strategy on reading comprehension performance of public secondary school students in Abuja, Nigeria. The study determined the difference in the reading performance of students taught using cooperative instruction and the regular classroom teaching strategy of chalk and board at the literal, inferential and critical levels of the reading comprehension. A pre-test, post-test, non-randomised quasi-experimental design was adopted for the study involving intact experimental and control groups. Four research questions were raised. Through simple random sampling technique (Lottery method), 66 Senior Secondary School students in penultimate class were involved from two co-educational schools in the Federal Capital Territory, Abuja. Data were collected using test items adopted from the reading comprehension sections of the West African Examinations Council. Mean statistics was used to answer the research questions. Analysis of collated data indicated presence of significant difference in the reading performance of secondary school students exposed to cooperative and conventional instructional strategies at literal and inferential comprehension. However, significant difference does not exist between the two groups at the critical comprehension level. The study, therefore, recommends increased teachers’ commitment and use of combined strategies for teaching reading comprehension; and adoption of metacognitive cues like schema, organiser to enable students take charge of their comprehension.

Social Studies Students' Perception on the Use of Collaboration as a Mechanism in Conflict Resolution and Management in Colleges of Education in North-central, Nigeria

AGBO, Eunice Oada — Mon, 05 Jan 2026 00:00:00 +0000

This study assessed social studies students’ perception on the use of collaboration as a mechanism in conflict resolution and management in Colleges of Education in North-central, Nigeria. A sample size of 3.35% of the entire student population was drawn and a ten-item researcher-made close ended structured questionnaire was drawn along 4-point Likert-scale of SA = Strongly Agreed (4 points); A = Agreed (3 points); D = Disagreed (2 points); and SD = Strongly Disagreed (1 point) were made to analyse students views on the effects while a t-test ANOVA was used to measure the perception of the social studies students on the use of collaboration as a tool for managing the conflicts with the reliability index of 0.05. The study revealed that there is significant difference in the perceptions of students on the use of collaboration as a tool in conflict resolution and management with the probability value (p) of 0.001 which is less than the alpha level of significance (p < 0.05). As a result, the null hypothesis was rejected, which indicates that in spite that students agreed in the use of collaboration as a technique in conflict resolution and management. However, some of the students still believes that the use of the technique is ineffective without the involvement of other techniques such as compromise, accommodation and avoidance. The study recommended that the college management should be Open, transparent, and ensure timely communication to stakeholders on issues surrounding the colleges; they should be able to create trust, confidence, fairness, and mutual respect among the stakeholders; they should be willing to adopt a collaborative method in conflict resolution rather than authoritarian approach; they should be able to create inclusiveness of stakeholders during decision making processes in the colleges; and they should be able to create equitable power balance and fairness among the stakeholders.

Professional Development in Nigerian Schools: Benefits and Implementation Challenges

Grace S. Olowonefa — Mon, 05 Jan 2026 00:00:00 +0000

This paper explores the significant benefits of professional development for schools in Nigeria, emphasizing its role in enhancing educational quality and teacher effectiveness. The paper employed the use of secondary data which were collected from both online and print publications. In the context of a rapidly changing educational landscape, Continuous Professional Development (CPD) provides teachers and school administrators with the necessary skills, knowledge, and tools to adapt to modern teaching practices, integrate technology, and implement learner-centred approaches. The study highlights types of CPD which includes seminar, conference, workshop, seminar, orientation and instructional supervision. It provides key advantages of CPD, including improved instructional quality, increased student achievement, enhanced teacher motivation, and strengthened school leadership. It also discusses the challenges facing professional development in Nigeria, such as inadequate funding, lack of policy enforcement, and limited access to training resources. The paper concludes with recommendations aimed at strengthening professional development initiatives to improve learning outcomes and drive sustainable educational reform in Nigeria.

Effect of Generative Teaching Strategy on Students' Motivation in Geometry in Maiduguri Secondary Schools, Nigeria

MUKTAR Babagana, SHUAIBU Garba, HARUNA Muawiya Usman, AJA Umar — Sun, 07 Dec 2025 00:00:00 +0000

Low student motivation in geometry presents a significant challenge in the educational landscape of Maiduguri Metropolis, largely attributed to the prevalence of conventional teaching methods. This study aimed to investigate the effect of the Generative Teaching Strategy (GTS) compared to the Conventional Method of Teaching (CMT) on the motivation of secondary school students. A quasi-experimental, pretest-post-test non-equivalent groups design was employed with a sample of 106 SS2 students from two intact classes. One group (N=52) received instruction via GTS, while the control group (N=54) was taught using CMT over a period of six weeks. The Geometry Motivation Questionnaire (GMQ) was administered as both a pre-test and a post-test, and the data were analysed using the Mann-Whitney U test. Results revealed a statistically significant difference in post-intervention motivation scores (U = 609.5, p = .001), with the GTS group demonstrating a substantially higher mean rank (68.21) than the CMT group (38.22). It is concluded that the Generative Teaching Strategy is a significantly more effective pedagogical approach than the conventional method for enhancing student motivation in geometry within this context, offering a validated solution for educators seeking to improve student engagement. Considering the findings from this study, it is recommended that the Borno State Ministry of Education, along with relevant curriculum authorities, formally integrate Generative Teaching Strategy (GTS) principles into the official secondary school mathematics curriculum and teacher training manuals. Geometry teachers are also encouraged to incorporate GTS activities into their instructional practices.

The Moral Crisis and Dress Code Consciousness in Higher Institutions of Learning

Dr. Usman Jimoh Abdulkareem, Olanrewaju Kolapo Mohammed — Sat, 06 Dec 2025 00:00:00 +0000

One of the best investments a country can make to secure its future in terms of political, sociocultural, and economic development is education. It is significance in predicting how powerful a country may be future. Globally, education is supposed to generate citizens who are efficient, trustworthy, and well-behaved. But at many of our educational institutions today, discipline which was formerly the defining feature of our educational system may be at an all-time low. The absence of discipline among students can take many different forms, including dishonesty, disrespect and disregard for elders and established authority, rudeness, exam malpractice, intoxication, drug misuse, sexual immorality, cultism, and indecent clothing. The rising rate of indecent dressing, particularly among female students at Nigerian higher institutions, might have a disastrous impact on the country's educational system if left uncontrolled. As a result, this essay addresses the nature of the clothing code on campus, its justification, some arguments against it, and its potential legal ramifications. To collect and analyse the necessary data, the writers turned to secondary data from published and unpublished sources such textbooks, journals, newspapers, and online resources, as well as context analysis. The authors suggest, among other things, that the university should reorient the students on certain of their ideas that went against the professional ethics of teaching. The institutions should create more awareness on dress code using billboards, visible posters in strategic areas within the premises.

The Adaptive Assessment among Secondary School Teachers in Dala Educational Directorate of Kano State, Nigeria

Khalil Yahya Kamar, Bassi Umaru Audu — Sat, 06 Dec 2025 00:00:00 +0000

Adaptive assessment, a dynamic evaluation method, adjusts the difficulty of questions in real-time based on student responses, offering a more personalized measure of student capabilities. This approach contrasts with traditional fixed-form assessments, where every student answers the same set of questions. Research highlights the benefits of adaptive assessments, such as detailed insights into students' strengths and weaknesses and reduced test anxiety. However, implementation challenges exist, including the need for advanced technological infrastructure and significant investment in training and resources. This study focuses on secondary school teachers in the Dala Educational Directorate of Kano State, Nigeria, exploring their awareness and implementation of adaptive assessments. Using a descriptive survey design, data were collected from 234 teachers across 10 schools. Results indicated a high level of awareness but moderate implementation due to insufficient training and resources. No significant gender differences were found in implementation, while teaching experience significantly influenced proficiency in using adaptive assessments. The study concludes that addressing technological and training barriers is crucial for effective adoption. Recommendations include comprehensive training programs, resource allocation, and mentorship for teachers to enhance the implementation of adaptive assessments. These measures aim to provide real-time feedback, personalize learning, and ultimately improve educational outcomes in the Dala Educational Directorate.

Teachers' Perception of the Influence of Learning Environment on Instructional Delivery in Public Senior Secondary Schools in South-West Nigeria.

Anene J. N, Imoukhuede, O. G — Sat, 06 Dec 2025 00:00:00 +0000

This study investigated teachers’ perception of the learning environment on instructional delivery in public Senior Secondary Schools in South-West, Nigeria. The descriptive survey design was adopted for the study. Two objectives and research questions were raised and two hypotheses formulated. The population for the study was 3722. The sample size comprised of three hundred and seventy-three teachers (373). The selection of the sample size was based on Krejcie and Morgan’ Sampling Size Table (1970), which suggests that from a population of 330,000 a sample of 380 and above can be sampled. The instrument used for the study was a questionnaire titled: “Teachers’ Perception of the Influence of Learning Environment on Instructional Delivery in Public Senior Secondary Schools in the South-West, Nigeria” (TPILECID. The data generated from the questionnaire were analysed using percentages for Biodata and mean scores for research questions. To establish the validity of the instrument, the forty (40) question items was presented to the research supervisors and two experts in measurement and evaluation to check any ambiguity and vagueness of expression in the instrument. A pilot test was carried and an index of 0.775 was obtained. The hypotheses were analysed using ANOVA. The findings revealed that Water and Sanitation are perceived by teachers to have influence on instructional delivery in public in Oyo, Lagos, Ondo, Ogun and Ekiti states. However, teachers in Osun state maintained that hand washing filled with water at all time and soap are not provided at all stations and that schools do not provide adequate safe water for drinking and cleaning for the learner every day. Position of schools when it comes to ground and location with all the indices is perceived by teachers to be adequate for instructional delivery in public schools in the six states of South-West of Nigeria. The study, therefore, recommended that the Water Boards in all the six states in South-West, Nigeria should be able to constantly provide water to schools across the States in South-West, Nigeria, and that there was need for the state governments of all the States in South-West, Nigeria to ensure that schools are always established in safe places.

Enhancing Students’ Grammar Acquisition with the Use of Dictionary

Oladigbo O. J. , Adeosun E. M — Sun, 07 Dec 2025 00:00:00 +0000

The study examined the use of the dictionary in teaching English grammar in senior secondary schools in Osun State. It also determined the effectiveness of the use of dictionary in enhancing students’ acquisition of grammatical concepts in the schools. The study adopted the descriptive survey and the non-equivalent pretest-post-test control group research designs. The population and the sample consisted of three hundred and fifty-six Senior Secondary Two (SS II) students in nine intact classes and nine English teachers selected from the existing 30 LGAs in the State. Intact classes of SS II students with their English teachers were selected in each of the schools. Two intact classes were selected as the experimental and control groups. Two instruments titled Use of Dictionary Observation Schedule and Students’ English Grammar Achievement Test were used to elicit information from the respondents. Simple percentages, Analysis of Co-variance and t-test statistics were employed to analyse the data. The results showed that the use of the dictionary in teaching and learning English grammar in senior secondary schools in Osun State was low as 100% and 87% of teachers and students failed to use the dictionary to teach and learn English grammar respectively. The results also showed that there was significant effect of the use of dictionary on students’ achievement in grammar (F=37.87, p<0.05). The study concluded that the dictionary was not effectively used in teaching and learning of English grammar in secondary schools in Osun State.

Cheating Behaviours in School: The Need for Value Reorientation

Gafar ISIAKA — Sun, 07 Dec 2025 00:00:00 +0000

Cheating behaviour in school is an endemic behavioural disorder that has become more prevalent in education system that is supposed to be a platform for acquiring skills, knowledge and character. This has become topical issue among education stakeholders and a very contending subject in research. This paper looked at the detailed treatment of concept inherent in cheating behaviour in school, the need for value re-orientation. It also focuses on the patterns, factors contributing, consequences and curbing academic cheating behaviours among secondary school students. It further laid emphasis on value re-orientation, academic cheating behaviour and national development. It was recommended that counsellors and teachers should be trained on the required principles of value re-orientation. This will enable them to effectively implement these interventions with students and provide ongoing support. Also, stakeholders should create a positive school climate that values academic integrity, encourages ethical behaviour and school policies, practices and disciplinary measures should be aligned with promoting integrity rather than solely focusing on punishment.

Influence of Parent Educational Status on Career Choice of Secondary School Students in Mainland LGA, Lagos State, Nigeria

ZUHUMBEN, BEATRICE PAUL — Sun, 07 Dec 2025 00:00:00 +0000

The study investigated the influence of parent educational status on career choice among secondary school students in Mainland LGA of Lagos State. The study also examined the moderating variables of gender, age and parental educational attainment. A total sample of 250 respondents was randomly selected using simple random sampling technique. The finding of the study revealed family influence and parent educational status as significant influence on choice of career among secondary school students in Mainland LGA. There was a significant difference in the influence of parent educational status on career choice among secondary school students in Mainland LGA based on age and educational attainment while there was no significant difference based on gender. Recommendations were made that both male and female students should be encouraged to seek career counselling for a successful career choice and encourage successful career development by identifying sources of psychosocial support available to students.

Quantitative Reasoning Ability as Predictor of Mathematics Achievement Among Primary School Pupils

Evarista Aghama ALEGIEUNO, Amen Valentine UYIGUE — Sun, 07 Dec 2025 00:00:00 +0000

This study investigated Quantitative Reasoning Ability as a predictor of Mathematics achievement and how the relationship between both variables varied by sex in public primary schools in Edo South Senatorial District of Edo State Nigeria. Correlational survey research design was adopted. The study population was 14,947 pupils, while a sample of 375 was selected using the Simple Random and Proportionate Stratified Sampling Techniques. Instruments used for data collection were a 15-item Quantitative Reasoning Ability Test (QRAT) and a 30-item Mathematics Achievement Test (MAT), both were presumed to have been validated by experts in the State Universal Basic Education Board (SUBEB). The reliability of the QRAT and MAT was established through test-retest method, yielding coefficients of 0.96 and .98 respectively. Data analysis was conducted using the mean, standard deviation, linear regression, and correlational statistics at 0.05 alpha level of significance. Findings revealed that pupils' academic achievement in quantitative reasoning and Mathematics were high and Quantitative Reasoning significantly predicted Mathematics achievement. Additionally, there was a significant sex-based difference in the strength of the relationship between academic achievement in quantitative reasoning and Mathematics achievement. It was recommended among others that, educators should emphasize the development of quantitative reasoning skill to enhance Mathematics achievement and attention should be given to addressing the sex difference observed in the relationship.

Assessing the Challenges of Using Gamification in Secondary Chemistry Education in Bayelsa State, Nigeria

Chinelo Blessing ORIBHABOR, Dr. Augustina Enogie IGHODARO — Sun, 07 Dec 2025 00:00:00 +0000

This study employed a descriptive survey design to investigate the challenges of implementing gamification in secondary school Chemistry education in Bayelsa State. The population comprised all Chemistry teachers in public and private secondary schools across the eight Local Government Areas (LGAs). A multi-stage sampling procedure yielded 160 Chemistry teachers from 80 schools. Data were collected using a researcher-developed instrument, the Gamification Challenges in Chemistry Education Questionnaire (GCCEQ). The instrument was validated by experts in science education and educational technology, while a pilot test produced a Cronbach’s alpha coefficient of 0.72, indicating acceptable reliability. Questionnaires were distributed directly and via online platforms where access was limited. Data were analysed using descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (one sampled t-test and independent sampled t-test) at the 0.05 significance level, with SPSS version 26. Findings among others indicated that inadequate digital infrastructure, lack of teacher training, and insufficient institutional support were the main barriers to effective gamification in Chemistry classrooms; no significant difference in the challenges and attitudes of public and private school Chemistry teachers toward the use of gamification as an instructional strategy in Bayelsa State secondary schools. The study concluded that although gamification holds potential to enhance student engagement and learning outcomes, systemic challenges hinder its adoption. It is recommended that government and school authorities provide adequate digital resources, implement continuous professional development for teachers, and integrate gamified strategies into the Chemistry curriculum to improve learning experiences.

School Facilities and Class Size as Predictors of Students’ Academic Performance in Public Secondary Schools in Ogun-East Senatorial District, Nigeria

Roseline Ololade OGUNFUYI, Peter Olumide OSHINYADI, Ph.D, Kazeem Sunday FATAI — Sun, 07 Dec 2025 00:00:00 +0000

This study determined school facilities and class size as predictors of students’ academic performance in public secondary schools in Ogun-East Senatorial District, Nigeria. The study adopted the descriptive research design of the survey type. The population comprised 532 teachers of four core subjects and 33,162 students in 133 public junior secondary schools in 9 Education Zones in Ogun-East Senatorial District. A sample size of 212 teachers and 2,073 students of JS3 for the 2022/2023 academic session were selected using a multi-stage sampling procedure. Student samples were selected from intact classes. Three validated research instruments titled: School Facilities Assessment Checklist (r=.82), Subject Teacher Class Size Inventory (r=.95) and Students’ Academic Achievement Tests (r=.76) were used for data collection. The research questions were analysed using percentage, mean and standard deviation. The hypotheses were tested using correlation and multiple regression analysis at .05 alpha level. Findings showed that the condition of school facilities available for use in 73.6% of public secondary schools was poor. The nature of class size was majorly large in 62.3% schools. There was a significant composite contribution of school facilities and class size to students' academic performance (F2, 250 = 43.858; p < .05). There was a significant relative contribution of school facilities (β= 0.704; t= 7.701) and class size (β= -0.200; t= -2.185) to students’ academic performance. The study concluded that school facilities and class size combined are strong predictors of students’ academic performance. The study recommends that the existing school facilities should be expanded to reduce overcrowded classrooms in public secondary schools.

Impact of Digital Diversity on the Academic Performance of Rural Students in Gwagwalada Area Council, Abuja, FCT, Nigeria

E. I. V. Iorliam, Nkopuruk, Imikan Nseobong, Gabriel Lawrence Manggei — Sun, 07 Dec 2025 00:00:00 +0000

The integration of digital technology in education has significantly influenced students' academic performance worldwide. However, disparities in digital access remain a major challenge, particularly in rural areas. This study examines the impact of digital diversity on the academic performance of rural secondary school students in Gwagwalada Area Council, Abuja. Despite the growing importance of digital tools in education, rural students continue to face challenges related to internet access, availability of digital devices, and digital literacy. This digital divide limits their ability to engage in online learning, research, and academic collaboration, negatively affecting their performance. The study employed a mixed-method research design, integrating quantitative surveys with qualitative interviews to assess students' access to digital resources, their frequency of use, and the impact on academic performance. Descriptive statistics, regression analysis, and thematic analysis were used to analyze the data. The results indicate that students with higher digital access perform better academically, with regression analysis showing a significant correlation between digital literacy, internet connectivity, and students' grades (R² = 0.62, p < 0.001). Interviews with teachers and parents highlighted challenges such as poor infrastructure, high data costs, and lack of ICT training for educators. The study emphasizes the need for government intervention to improve digital infrastructure, teacher ICT training, and access to affordable digital devices. Addressing these issues will enhance digital inclusivity and improve academic performance in rural schools.

Exploring the Nexus between Laboratory Work, Student Attitudes and Academic Performance of Secondary School Biology Students in Osun State, Nigeria

Folake Beatrice YOADE — Sat, 06 Dec 2025 00:00:00 +0000

The study investigates the interrelationship between laboratory work, student attitudes and academic performance in Biology among secondary school students in Biology. The study adopts descriptive survey research design. The study comprised all senior secondary school students in Osun State. The sample consisted of 360 SSS II students selected using multistage sampling technique. Data collected were analysed using descriptive statistics. The findings revealed a significant shortage of Biology laboratory equipment as indicated by a grand mean of 1.50 meanwhile, a grand mean of 3.79 indicated that students perceive laboratory activities as contributing to improving academic performance. The study concludes that while the lack of adequate laboratory equipment is a major challenge, practical laboratory activities play a crucial role in enhancing students’ attitude and academic performance in Biology. The findings suggest that improving both the availability of laboratory resources and the quality of practical sessions can significantly elevate Biology education in the study area.

Influence of Broken Home on Academic Achievement of Senior Secondary School Students in Federal Capital Territory, Abuja-Nigeria

AKOR, Augustine, AYAH, Charity Okoli, Owo Onyedikachi, EYA, Danladi Okwonu — Sun, 07 Dec 2025 00:00:00 +0000

This study investigated the Influence of broken home on academic achievement of senior secondary school student in Federal Capital Territory, Abuja. The study adopted a descriptive survey research design. The target population of this study consists of 1,208 senior secondary school (SSS1) students in Federal Capital Territory, Abuja (FCT Secondary Education Board, 2024). The sample for the study consists of a total of 400 male and female senior secondary school (SSS 1) students drowns from each secondary school across the six area councils in Abuja. Simple random probability sampling was used for the study. A self-structured instrument by the researcher entitled: Broken Home on Academic Achievement Questionnaire (BHAA-Q) with a 4-point Likert summative scale of SA-Strongly Agreed, A-Agreed, SD-Strongly Disagreed and D-Disagreed. The instrument was faced and content validated by experts in measurement and evaluation department of Educational Foundations, Adekunle Ajasin University, Akunbga, Ondo State. To test the reliability of the instrument, a pilot test was conducted on 30 students who were not part of the sample size but the population. The Cronbach Alpha method was used to obtain a reliability coefficient of 0.82. The study used descriptive statistics to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The result of the study revealed among others that there is a significant difference between the academic achievement of children living with their own married parents and their counterpart living with their foster parents. The study concludes that broken homes exert a lot of influence on the academic achievement of secondary school students, ranging from poor motivation and parental attention, un-favourable home environment and emotional instability. The study recommended that government and school proprietors should engage school counsellors in all secondary schools to provide the necessary assistance to children from broken homes.

Effects of Gamification Strategy on Senior Secondary School Students’ Academic Performance in English Reading Comprehension

Nkopuruk, Imikan Nseobong, Mobolaji, Saidat Omolara — Sun, 07 Dec 2025 00:00:00 +0000

This study seeks to look at how gamification affects the academic performance of the students in the senior secondary school in terms of English reading comprehension. The study is triggered by the continued encountering difficulties in reading comprehension by the students when reading from passages, which in most cases are influenced by the fact that there is reduced engagement and motivation which goes along with the use of traditional teaching practices. By referring to Constructivist Learning Theory, the research uses the quasi-experimental research model that involves 100 SS2 students in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The participants were selected as experimental and control groups: participants in the experimental group were subjected to gamified learning with incorporated motivation in the form of rewards, challenges, and leaderboards, whereas participants in the control group received traditional instructions. Pre-test and post reading comprehension tests were used to gather the information. This is indicated in the findings as there has been a large difference in the academic performance of the experimental group as compared to the control group; and none of the combination of the role played by gender and interaction effect have any significant influence. These findings highlight the potential of gamification to improve the motivation of students, active participation, and their critical thinking skills. Finally, the study gives some recommendations to the educators and policymakers on how the gamification can be successfully implemented in teaching reading to achieve better results in literacy among secondary schools in Nigeria.

Stakeholders’ Perception of the Effectiveness of CCMAS Entrepreneurship Education Curriculum for Driving Inclusive Economic Growth and Resilient Future

ADOH, Rosemary Nwamaka — Sun, 07 Dec 2025 00:00:00 +0000

This study focused on stakeholders’ perception of the effectiveness of CCMAS entrepreneurship education curriculum for driving inclusive economic growth and resilient future. This study's objectives were investigated through two guiding research questions and two hypotheses. The research was conducted using the survey design method, and the population comprised thirty-eight (38) business education lecturers drawn from state universities in Delta State. A questionnaire served as the data collection instrument after due validation and obtaining consistent reliability. The study utilized mean and standard deviation for data analysis related to research questions and t-test statistics for hypothesis testing. The study found that Core Curriculum Minimum Academic Standard (CCMAS) entrepreneurship education contents to a significant extent can foster inclusive economic growth and a resilient future in Nigeria. The findings of this study led to the recommendation among other things, that universities should adequately implement the CCMAS entrepreneurship education contents.

Mentorship Programmes for New Agricultural Educators: The Transformative Role of Curriculum Experts in Enhancing Teaching and Learning Outcomes

Mercy Afe Osagiede — Sun, 07 Dec 2025 00:00:00 +0000

The impact of curricular experts on teaching efficacy and learning outcomes is examined in this research as it relates to mentorship programs for novice agriculture educators. With the speed at which sustainable practices and agricultural technology are developing, new teachers frequently struggle to make the shift from practice to pedagogy, navigate challenging courses, and incorporate innovation into their lessons. By offering specialised assistance in curriculum alignment, instructional tactics, and the integration of contemporary pedagogical approaches, this study contends that curriculum specialists play a critical role in bridging the gap between theoretical frameworks and real-world application. Educators can better offer high-quality, aligned courses that promote student engagement and accomplishment by integrating curriculum expertise into mentorship programs. The article highlights the main advantages of mentorship, such as increased teacher competency, greater retention, and improved student results, while presenting best practices in the field, such as collaborative models, curriculum-focused activities, and continuous feedback. Suggestions are also given for institutional policies and training programs to guarantee the success of mentorship programmes.

Green Campus Initiative: Integration of Sustainable Practices in Management of University Education in Nigeria

M.S. Dada, E.J. Chukwuemeka — Sun, 07 Dec 2025 00:00:00 +0000

This study, titled Green Campus Initiative (GCI): Integration of Sustainable Practice in the Management of University in Nigeria, investigated sustainable management practices, focusing on energy conservation, waste management, water efficiency, and green building practices in Nigerian Universities. The goal was to assess how the universities balance current operational needs with future sustainability, thereby promoting environmental stewardship and reducing carbon footprints to improve educational quality and contribute to global climate action. Using a descriptive survey design, data were gathered from the responses of 144 senior staff in 13 public universities spanning the 1st, 2nd, and 3rd generations across Nigeria's six geopolitical zones and the Federal.

Assessment of Science Teachers’ Knowledge and Use of Information and Communications Technology for Teaching in Kwara State Secondary Schools

Nusirat B. YUSUF , Saheed O. YAHYA , Yekeen I. JIMOH — Thu, 11 Dec 2025 00:00:00 +0000

There is no doubt that emergence of Information and Communication Technology (ICT) has significant impact on education especially for teachers in the discharge of their teaching duties. In this contemporary era, ICT is being used as synchronous and asynchronous teaching and learning platform that caters for both teachers and learners’ needs. The purpose of this study was to investigate science teachers’ knowledge and use of Information and Communication Technology for teaching in Kwara State. The study was descriptive research of the survey method using random sampling techniques to draw a sample of 200 (130 males and 70 females) science teachers from ten secondary schools in Kwara State, Nigeria. The main research instrument employed for data collection was a researcher-designed questionnaire. The research question was answered using mean and standard deviation. Hypotheses one to three were tested using T-test statistics while hypothesis four was tested using Analysis of Variance (ANOVA). All hypotheses were tested at a 0.05 significant level, and the statistical tool used for analysis is Statistical Package for Social Science (SPSS) version 21. Findings from the study indicated that science teachers were competent to use ICT for teaching and all the teachers’ variables considered in the study except years of teaching experience have no influence on science teachers’ knowledge and use of ICT for teaching. Thus, it was recommended among others that more professional development-oriented policies should be encouraged and sponsored by the government to maintain teachers’ ICT knowledge for teaching in the classroom.

Examining the relationship between Professional Development and Social Studies Teachers’ Attitudes to Work in Upper Basic Schools in Delta State, Nigeria

ONYEKPE, Stephen Jacob, EHIEDE, Clara — Thu, 11 Dec 2025 00:00:00 +0000

This study examined the relationship between professional development and Social Studies teachers’ attitudes toward work in Upper Basic schools in Delta State. It was guided by three research questions and three null hypotheses. Correlation research survey design was adopted, involving a population of 1,094. A sample of 205 participants which consist of 108 male and 97 female teachers from Upper Basic schools in Ika South and Ika North East Local Government Areas were selected using purposive and accidental sampling techniques. Two instruments were employed for data collection: the “Professional Development Questionnaire (PDQ)” and the “Teachers’ Attitude to Work Questionnaire (TAWQ).” Both used a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) scored 4, 3, 2, and 1, respectively. Data analysis was conducted using the Pearson Product Moment Correlation (PPMC), t-test and multiple regression at a 0.05 significance level. The findings revealed that there is no significant relationship between professional development and Social Studies teachers’ attitudes to work, there is no significant influence of location on the relationship between professional development and Social Studies teachers’ attitudes to work, and there is no significant difference between male and female Social Studies teachers’ perceptions of how professional development influences their attitudes to work in Upper Basic schools in Delta State. The study concluded that professional development programmes strongly influence teachers’ work attitudes. It recommended mandatory participation in in-service training organized by the Ministry of Education and NGOs and quarterly conferences for teachers to enhance their professional outlook.

Assessing the Impacts of Job Mentoring on Lecturers’ Productivity in Public Colleges of Education in South-West, Nigeria

Thu, 11 Dec 2025 00:00:00 +0000

The study investigated the impacts of job mentoring on lecturers’ productivity in public Colleges of Education in South-west, Nigeria. It used descriptive research design of survey type. One thousand eight hundred and eighty-five lecturers in the eight public Colleges of Education in the area constituted the population. Three states and six public Colleges of Education therein were purposively selected for study. Three hundred lecturers were proportionately selected out of the 1,364 in the selected institutions. Impacts of Job Mentoring on Lecturers’ Productivity Questionnaire (IJMLPQ) was used to elicit information. The instrument was taken through validation process and its reliability test conducted via the use of Cronbach’s Alpha generated a reliability coefficient of 0.87. Mean, standard deviation, t-test, and analysis of variance (ANOVA) were used to analyse the data. The study, among other things, found that job mentoring gives junior lecturers opportunity to acquire new knowledge from the senior ones on methods of teaching students; and helps in exposing junior lecturers to various skills needed in the conduct of research. Also, lecturers were not significantly different in their opinions on the impacts of job mentoring on lecturers’ productivity based on gender and rank. Among other things, it recommended that the managements of public Colleges of Education, Deans, and Heads of Department in South-west, Nigeria should periodically orientate the lecturers (senior and junior) through seminars and lectures on the importance of job mentoring to the improvement of the productivity of junior lecturers.

Reimagining Technical Education and Technical and Vocational Education and Training for a Skill-Based Nigeria

Benson Peter IRABOR , Dahiru Muhammad, Zaccheaus Oluyemi DIYA — Thu, 11 Dec 2025 00:00:00 +0000

On March 22, 2025, the Federal Government of Nigeria, through the Minister of Education, Dr. Tunji Alausa, officially announced the conversion of all 33 Federal Science and Technical Colleges (FSTCs) to Federal Technical Colleges (FTCs), with implementation and free education scheduled to begin in the 2025/2026 academic session. This policy marked a renewed effort to revitalize Technical and Vocational Education and Training (TVET) to reduce youth unemployment, bridge the skills gap, and build a technologically driven economy. The initiative was designed to address longstanding challenges that had beset Nigeria’s educational system, particularly the disconnect between theoretical instruction and practical skills, as well as issues of inadequate infrastructure, limited industry collaboration, and insufficient funding. To this end, the study explored the evolving trajectory of technical education in Nigeria, focusing on the policy shift from FSTCs to FTCs and its broader implications for the future of TVET. Adopting a hermeneutical and critical analysis methodology, the research was grounded in critical and postcolonial theoretical frameworks to examine the structural and ideological forces that shaped educational reform. It investigated whether this proposed transformation would lead to meaningful skills development or merely result in a nominal change in institutional identity. The findings suggested that while the FTC initiative held considerable promise for promoting entrepreneurship and practical competence among Nigerian youth, its success depended on systemic reforms and sustained political commitment. The study contributed to existing scholarship by presenting TVET as a transformative model for economic empowerment rather than a fallback option for the academically marginalized. It also questioned the sustainability of tuition free education within a policy environment known for inconsistency and underfunding. The study recommended investment in infrastructure, strong industry linkages, and the adoption of critical pedagogies that combined theory with hands on learning. These measures were considered essential for positioning TVET as a strategic tool for national development and long-term employment generation.