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Think-Pair-Share as a Tool for Promoting Metacognitive Awareness in Organic Chemistry Education

Umahaba, Ramatu Ematum & Jonathan Salihu Mari

Abstract
This study examined the effect of the Think-Pair-Share (TPS) instructional strategy on the development of metacognitive awareness among undergraduate students enrolled in the Organic Chemistry course. Grounded in Flavell's metacognitive theory and Vygotsky's social constructivist framework, the study employed a convergent parallel mixed-methods design. The quantitative component used a quasi-experimental pretest-posttest non- equivalent control group design, while the qualitative strand utilized semi-structured interviews. The study was guided by 2 research questions and 1 null hypothesis. A total of 45 students from two purposively selected colleges participated. The Metacognitive Awareness Inventory (MAI) and an interview guide were used to collect data. Findings showed a statistically significant improvement in the TPS group (p = 0.001), confirming TPS's role in enhancing planning, monitoring, and cognitive regulation. Qualitative data revealed gains in reflective thinking and collaborative problem-solving. The study recommends integrating TPS into science instruction with appropriate scaffolding to enhance metacognitive development and promote deeper learning in complex subject areas.
Keywords: Think-Pair-Share, Instructional Strategy, Metacognitive Awareness, Organic Chemistry, Undergraduate Education

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Aquatic Weed Densification: A Systematic Abridged Review

Tariebi Karikarisei

Abstract
The astronomical increase in population has posed continuous energy demand, of which non-renewable energy sources such as fossil fuel has been unable to upset. An effective method of using biomass as a fuel and energy source in this situation is briquetting, which reduces bulkiness, increases density, and enhances the specific energy content that may be obtained from biomass by reducing volatile content. It reduces the costs related to storage and logistics of biomass energy as well as curb the polluting and other negative effects posed by aquatic weeds and biomass in general in the environment. This review present various technologies utilized in briquette production, process and feedstock parameters for optimization of briquette production, binders, categories of biomass materials etc. The mean goal is to create awareness to exploit the potentials of biomass briquetting to ensure a sustainable fuel and energy supply.
Keywords: Biomass, aquatic weeds, energy, briquette, binder.

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Strategies for Promoting Quality of Secondary School Resources towards Sustainable Development Goal 4 in Nigeria

Andor, Ebezim A., Eze, Kenneth O. & Abuato, Margaret I.

Abstract
The study examined the quality of school resources and strategies for promoting Sustainable Development Goal 4 of secondary education in Cross River State, Nigeria. The study had four research questions and two null hypotheses. A descriptive survey research design was adopted. The population comprised principals and teachers in the 286 public secondary schools in Cross River State. A sample of 383 respondents (115 principals and 268 teachers) was drawn through a multi-stage sampling technique. A questionnaire developed by the researchers was used to elicit information from the respondents. The instrument was validated by three experts. The reliability of the instrument, determined using Cronbach alpha gave an index of 0.88 and 0.85 for clusters I and II, respectively, with an overall index of 0.87. Data obtained were analyzed using mean and standard deviation in answering the research questions and an independent sample t-test for testing the null hypotheses at the 0.05 level of significance. The findings showed that the quality of school resources was low in Cross River State. It also revealed that the strategies adopted for promoting sustainable development in secondary education were, to a low extent, effective. Based on the findings, recommendations for improvement were made.
Keywords: Quality; School Resources; Strategies; Sustainable Development 4; Secondary Education.

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Effects of Two Constructivist-Based Instructional Approaches on Senior Secondary School Students' Interest in English Language Narrative Essay Writing: Implications for Curriculum Studies

Nwaneri, Ifeoma Goodluck & Eze, Kenneth Oma

Abstract
The study investigated the effects of two constructivist-based instructional approaches on senior secondary school students' interest in English Language Narrative Essay writing: Implications for curriculum studies. The study employed the pretest-posttest non-equivalent groups quasi-experimental research design. The study's population comprised all the 4,022 senior secondary two (SSII) students in 50 government owned co-educational secondary schools in the 2022/2023 academic year in Umuahia Education Zone, Abia State. A sample of 109 SSII students in four sampled co- educational schools in Umuahia Education Zone was drawn for the study through multi-stage sampling procedure. The instrument for data collection was Narrative Essay Writing Interest Inventory (NEWII), developed by the researcher. The instrument was face-validated by three experts from the University of Nigeria, Nsukka. The instrument yielded a reliability coefficient of 0.96, using the Kendall's Coefficient of Concordance (w). The data obtained were analysed using mean, standard deviations and analysis of covariance (ANCOVA). The results showed that there was no significant difference in the mean interest scores of students taught narrative essay writing in English language using cognitive constructivist and social constructivist teaching approaches. Also, the findings showed that gender does not significantly influence students' interest in English language narrative essay writing. Based on these findings, it was recommended among others, that English languagse teachers should be trained and retrained to incorporate cognitive and social constructivist teaching approaches when teaching narrative essay writing and other aspects of English Language.
Keywords: Cognitive and Social constructivist, Interest, Gender, Location.

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Effects of Think-Pair Share Teaching Strategy on Secondary School Students' Achievement and Retention in Biology in Abia State

Uwazie, Ngozi C. & M. C. Ndirika

Abstract
This study was to determine the Effects of Think-Pair Share Teaching Strategy on Secondary School Students' Achievement and Retention in Biology in Abia State. The study adopted a non-equivalent pre-test-post-test design of quasi-experimental research design. The population was 52,197 consisting of 26015 males and 26132 females of senior secondary school Biology students in public schools in Abia State. Senior secondary school 2 (SS2) Biology students in two (2) intact classes from two (2) public co-educational school selected using Purposive sampling served as sample for the study and sampling size was 102. The instrument for data collection was a Biology Achievement and Retention test adapted from WAEC and NECO past questions and was validated by three experts; 1 from Measurement and Evaluation department and 2 from Biology department. Two Research questions were used and two hypotheses tested. The results from the data were analysed using mean and standard deviation while the null hypothesis were tested at 0.05 level of significance using analysis of Covariance (ANCOVA) and further subjected Scheffe Post Hoc analysis. The findings showed that there is a significant difference between the mean achievement scores of students taught Biology using Think pair share and those taught with lecture methods. The mean retention scores of students taught Biology using Think pair share teaching strategy and those taught with lecture teaching methods differed significantly. Biology students using Think pair share had the higher retention score while those taught with lecture teaching methods had the lower retention score. Based on the findings, the researcher recommended that think-pair share teaching strategy should be actively used by Biology teachers as it has been observed to enhance the academic achievement of students. Biology teachers should be trained and retrained on how to effectively employ Think-pair share teaching strategy in other to improve achievement and enhance students' retention ability. The curriculum planners should integrate Think-share pair teaching strategy into the nation's curriculum and allocate time for its effective implementation; and Researchers as well should investigate more on the effect of Think-pair share on students' attitude towards learning of Biology.
Keywords: Think-pair share, Retention, Achievement, Biology

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Effect of Visual Models on Students' Achievement in Mammalian Skeleton Among Secondary School Students in Delta State

Rita Akpobome OGUOKO & Josiah Oghenetega ORIOGWHO

Abstract
This research used a quasi-experimental approach with pretest posttest non-equivalent control groups to investigate how visual representations affected students' achievement in the mammalian skeleton. The inquiry was led by two hypotheses and two research questions. 92 participant were selected from the study population, which consisted of 562 SS1 students in Delta State's Bomadi Local Government Area. According to the Kuder Richardson Formula 20 (KR- 20), the Mammalian Skeleton Student Achievement Test (MSSAT), which was used to gather the data, has a reliability coefficient of 0.74. Analysis of Covariance (ANCOVA) was used to examine the data at the significance level of 0.05. Findings demonstrated that students taught using visual models achieved better than those taught via the lecture technique. However, when teaching using visual models, there was no discernible difference in the achievement of male and female students. The research suggests that education stakeholders provide these teaching materials in schools and that biology instructors use visual models to enhance learning.
Keywords: Achievement, Visual Models, Gender, Mammalian Skeleton,

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Awareness and Utilization of Internet-Based Tools for Data Collection among Early Career Researchers in Public Universities in Cross River State, Nigeria

Moses Eteng Obla, Mbapinen Priscilla Ndur & Clement Odaji Obi

Abstract
The study focused on awareness and utilization of internet-based tools for data collection among Early Career Researchers (CRs) in Public Universities in Cross River State, Nigeria. The study employed exploratory design and quantitative research method seeking to find out to what extent are ECRs in Nigeria are utilizing internet-based tools for research data collection research activities. Population comprised all public Universities in Cross River State. The study was limited to assessing the awareness and utilization of internet-based tools for data collection among ECRs in public Universities in Cross River State, Nigeria. The sample of the study comprised all ECRs in the University of Calabar and Crutech. A modified four-scale Likert questionnaire was used to elicit information from respondents. Face and content validity was established for the instrument. The Cronbach Alpha reliability method was used to determine the correlation coefficient of the instrument. The theory of anchor was Technology Acceptance Model (TAM). The findings of the study revealed that the level of awareness of the existence of internet-based tools was at a high level. The extent to which ECRs utilize internet-based tools was discovered to be low. However, slow internet load speed, inadequate computer access among others is the challenges encountered among ECRs. The study recommended that Government should provide a robust ICT infrastructure that will pave way for easy access of internet-based tools that will help boost the speed of the internet browser and enhance the use of these tools among ECRs.
Keywords: Awareness, Utilization, Internet, Data, Early Career Researchers

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Effect of Artificial Intelligence on Economics Students' Learning Outcomes in Public Secondary Schools in Ikwo Local Government Area, Ebonyi State

Ijeoma Awa Kalu & Kelechi Chinemerem Mezieobi

Abstract
The study investigated the effect of Artificial Intelligence (AI) on economics students' learning outcomes in public secondary schools in Ikwo Local Government Area, Ebonyi State. Three specific purposes and three research questions guided the study. The study adopted pre-test and post-test control group quasi-experimental design. The population of the study consisted of 1,152 public secondary school students in Ikwo LGA, comprising 528 male and 624 female students. From the population of 1,152 public secondary school students, two schools were selected using a simple random sampling technique. The first school selected was labelled Experimental Group (EG) while the second school selected was labelled Control Group (CG). The two schools selected had a total number of two hundred and twenty (220) students who constituted the sample. The two schools selected were pretested and post-tested using Economics Achievement Test (EAT). The instrument used for data collection was Economics Achievement Test (EAT, α = .84). The instrument was face-validated by two (2) lecturers, one from Science Educational Department and the other one from Measurement and Evaluation unit, all in Alex Ekwueme Federal University, Ndufu-Alike, Ebonyi State. Findings of the study showed that the students of the experimental group taught economics with AI tool performed better than those taught with the conventional method of teaching. Based on the findings the following recommendations were made that educators and policymakers should consider integrating AI powered tools into economics education to improve student achievement scores.
Keywords: Artificial Intelligence, Assessments, Learning Outcome, Economics Students & Secondary Schools.

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Nominal Scales in Quantum Computing and Educational Assessment: A Comparative Review of Classification Systems and Standardization Challenges

Christian Ngozi, Odo Emmanuel Sunday & Adeyemi Olabanji Ayodeji

Abstract
This study presents a comparative review of the classification systems and standardization challenges associated with nominal scales in quantum computing and educational assessment. Nominal scales, which categorize data without implying quantitative value or order, are essential in labeling qubit states, algorithms, student characteristics, and test formats. Despite their widespread use, the interpretation and interoperability of nominal data across complex systems remain problematic. The study adopted a qualitative review design, drawing on secondary data sources including peer-reviewed journal articles, textbooks, technical documentation, and institutional reports published between 2015 and 2024. The data were collected using systematic literature review techniques, guided by clearly defined inclusion criteria. Content analysis was employed to identify patterns and challenges related to nominal data use and classification in both domains. Anchored in Symbolic Interactionism, the study reveals that the meanings assigned to nominal labels are socially constructed and context-dependent, which often results in inconsistent interpretations and miscommunication. In quantum computing, the lack of standardized symbolic representations complicates data sharing and reproducibility. In educational testing, disparities in nominal data usage can distort student evaluations and assessment outcomes. The study concludes that while nominal scales are foundational to classification, their current application lacks the precision required for interdisciplinary and computational demands. Recommendations include the development of unified labeling protocols and further empirical studies using mixed methods to explore user interpretation of nominal categories in both fields.
Keywords: Nominal scales, symbolic interactionism, quantum computing, educational assessment, standardization, qualitative review, data classification.

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Cognitive Load and Classroom Participation as Determinants of Students' Academic Achievement in Secondary School Mathematics in Lokja Education Zone, Kogi State

Guma, Ngozika Nwamaka, C. C. Ugwuanyi & Agbo Chinenyenwa Mable

Abstract
This study focused on cognitive load and classroom participation as determinants of students' academic achievement in secondary school Mathematics in Lokoja Education Zone, Kogi State. Three research questions and three corresponding null hypotheses guided the study. The correlational research design was adopted for the Study. The population of the study consisted of 1315 SSII students in 16 public secondary schools in Lokoja Education Zone Kogi State. Taro-Yamane Formula was used to obtain the sample size of 307 participants and the sample was drawn using multistage sampling procedure. Three instruments were used for data collections which were titled: Students' Cognitive Load Questionnaire (SCLQ), Classroom Participation Questionnaire (CPQ), and Mathematics Achievement Test (MAT). The instruments were subjected to face and content validation. The reliability coefficient values of 0.90, while 0.88 was obtained on CPQ using Cronbachs' Alpha Method. Also a reliability coefficient value of 0.80 was obtained for MAT using Kudder-Richardson20 Formula. The data collected were analyzed using Regression Analysis (correlation) to determine the relationships between the variables. The simple regression was used to answer research questions (1-2) while multiple regression was used to answer research question 3. However, Regression ANOVA was used to test all the null hypotheses at 0.05 level of significant. It was concluded that cognitive load significantly accounts for students' achievement in mathematics. It was also concluded that the degree to which students' active and passive participation that accounts for by their achievement in mathematics is not significant. Hence, the findings from the study revealed that the amount of variation in students' achievement in mathematics that is jointly accounted for by classroom participation and cognitive load is significant. It was recommended among other things that, Mathematics teachers should also take note of the instructional designs and teaching approaches which include breaking complex information into smaller chunks, using clear abd explicit instructions, providing pre- training or examples and among others, in such a way that control and manage the cognitive loads of the students, so as to minimize the subpar achievement in Mathematics.
Key words: Mathematics, Achievement, Cognitive Load, Classroom Participation

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Production of Locally Made Meter Bridge and Students' Achievement in Physics in Mkpat Enin, Akwa Ibom State, Nigeria

Harrison, Victor Ekerete, Utibe, Uduak James & Atabang, A. Atim

Abstract
The study investigates the impact of the production of locally made Meter Bridge and students' achievement in physics in Mkpat Enin, Akwa Ibom State, Nigeria. Three research questions and three hypotheses were formulated to guide the study. Quasi quasi-experimental research design was adopted using pretest, posttest, non- randomized intact classes. The population for the study comprised all the Senior Secondary Two (SS2) Physics students for the year 2024/2025 session in the 16 public Secondary Schools in Mkpat Enin. A sample size of 50 SSII students drawn from four schools in their intact classes through a stratified sampling technique was used for the study. Physics Practical Test (PPT) was used as an instrument for data collection. The instrument was duly validated and subjected to reliability analysis using Cronbach's alpha statistics. The result showed a reliability coefficient of 0.79 and was deemed appropriate for the main study. Descriptive statistics of mean and standard deviation were used in answering the research questions, while analysis of covariance was used in testing the hypotheses at 0.05 alpha level. From the results of the analyses carried out, the findings showed that those taught using locally produced and standard laboratory Meter Bridge demonstrated significant improvements in their physics achievement scores from pre-test to post-test, with the standard laboratory Meter Bridge group showing a slightly higher mean gain compared to the improvised Meter Bridge group. Urban students performed better than rural students in terms of achievement in the concept of electricity in Physics. There is an interaction between instructional materials and location on students' academic achievement in Physics. Based on the findings, it was recommended, among others, that teachers should receive training and support on how to effectively use locally produced instructional materials and standard laboratory Meter Bridge to improve student achievement in Physics.
Keywords: Production, Meter Bridge, Achievement, Physics

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Language: A way to Effective Communication for The Inclusive Learning, Through Curriculum Development

Osuigwe Damian Chukwuebuka

Abstract
Inclusive learning is at the core of equitable education, ensuring that all students regardless of physical sensory or cognitive challenges can access quality education. Sign language has emerged as a vital tool for fostering communication among learners with and without hearing impairments and their peers, educator and the broader school communities. Learner and children with hearing impairment always feel less of themselves because of their inability to communicate with other learners without hearing impairment therefore bridging effective communication among themselves. Implementing Sign language in all level of school, will encourages effective communication among people with or without hearing impairment. This paper explored the integration of sign language into educational curricula as a transformative approach to fostering inclusive learning environment. It also examined the significance of sign language in society, it's challenges and recommendations for integrating sign language into curricula to achieve meaningful inclusivity.
Keywords: Sign language, inclusive education, Curriculum development, Accessibility, Communication and Equity.

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Evaluation of the Implementation of the English Studies Curriculum at the Upper Basic II Education Level in Abia State

Olaseni, Sabina Nnenna & U.A. Igwe

Abstract
This study evaluated the extent of implementation of the English studies curriculum at the upper basic II education level in Abia State. The study is an evaluative research design adopting a descriptive survey design. The sample for the study consisted of 575 respondents, which comprised 13 English studies teachers and 562 students. Sample was drawn using a stratified simple random sampling technique. The study employed a structured questionnaire titled the English Language Curriculum Implementation Questionnaire (ELCI), which was validated by three experts: two from Curriculum Studies and one from Measurement and Evaluation. Pearson Product-moment correlation was used to determine the stability of the instrument which yielded 0.86 while Cronbach Alpha statistic was used to determine the internal consistency of the instrument at 0.87 coefficients. Out of 575 copies of the questionnaire administered, 542 copies, representing 94 percent return rate were used for data analysis. The data generated from the questionnaire were analyzed using mean to provide answers to the research questions, while the t-test statistic was used to test the null hypotheses at .05 level of significance. The findings revealed that the extent of the implementation of the contents of English studies curriculum at upper basic education level in Abia state as well as resources and strategies for its implementation were respectively low. Based on the findings, the study recommended, among others that Government as well as School authorities should have regular monitoring of English studies teachers to ensure that all the contents of the subject curriculum are well covered at every level before the students move to the next level or class.
Keywords: Evaluation, English Language, Studies Curriculum and Upper Basic Education

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Motivation and self-control; the key players in enhancing academic achievement in Economics in Orlu Education Zone one Imo State Nigeria

Okere, Ikechukwu Justice, Ugwuanyi, Christian Sunday, Ezeokoye, Chidiebube Precious

Abstract
This study was conducted on motivation and students' self-control as predictors of secondary school students` academic achievement in Economics. The study was guided by three research questions and three hypotheses. The study was carried out in Orlu Education Zone 1 of Imo State. A correlation research design was adopted for the study. The population of the study comprised of 1797 senior secondary school II Economics students for 2023/2024 academic session, with sample of 278 Economics students from 8 secondary schools in four local government area, this was drawn using multi-stage sampling technique. The study adopted three instruments for data collection; motivation questionnaire (MQ), Self-Control Questionnaire (SQ) and Economics Achievement Test (EAT). The internal consistency reliability indices of MQ and SQ were determined to be 0.81 and 0.74 using Cronbach alpha while the internal consistency reliability of (EAT) was 0.78 using KR-20. Multiple regression and Regression ANOVA t-test were adopted to answer the research questions and test the hypotheses at 0.05 level of significance. The result indicates that motivation and self-control significantly predict students' academic achievement in Economics. From these findings, it was recommended among others that, the management and staff of schools should ensure they create room for students to be motivated as this will help improve students' academic achievement.
Keywords: Achievement, Economics, Motivation, self-control

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Perceived Need of Computer-Based Testing (CBT) as a Correlate of Effective School Administration in Alvan Ikoku Federal University of Education, Owerri

Ekwuru Rose Kalu, Jombo-Umeh, N. O, Oguguo, Basil C. E, Anyiam, Lasbrey I.

Abstract
Computer-Based Testing (CBT) has become an essential tool in enhancing test and test administration. It supplies quick and accurate data that help in innovations. This study therefore examined the perceived need of Computer- Based Testing (CBT) as a correlate of effective school administration at Alvan Ikoku Federal University of Education, Owerri. The study used a descriptive correlation survey research design. A sample of 303 academic staff and students was used for the study. The sample was drawn using a multistage sampling procedure. Researchers used questionnaire was the instrument used for data collection. The instrument was validated by experts and the internal consistency reliability of the instrument was determined using Cronbach's alpha. Cronbach's alpha coefficient of 0.76 was obtained which makes the instrument suitable for data collection. The instrument was administered to 303 students and academic staff of Alvan Ikoku Federal College of Education, Owerri. The filled copies of the instrument were returned on the spot, which ensured a high return rate of the instrument. The data obtained were analysed using Pearson Product Moment Correlation Coefficient, and Mean and standard deviation for the research questions 1 and 2 respectively, while linear regression and t-test were used to test hypotheses 1 and 2 respectively. The result of the study revealed that Computer-Based Testing (CBT) can contribute to the efficiency of school administration, and there was a significant relationship between Computer-Based Testing (CBT) and the efficiency of school administration. Among all recommendations, the researchers recommended that higher institutions of learning should install and improve technological infrastructure and accessibility that will provide robust internet connectivity, user-friendly CBT platforms, and adequate computer facilities to staff and students.
Keywords: Computer-Based Testing, School Administration, Tertiary Institution, Academic Staff and Students

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Brain Dominance as a Tool For Fostering Positive Attitude Towards Learning of Biology: Implication for Integrating AI in the Classroom

Anukaenyi, Anastesia Chisom, Ibenegbu, Queendaline Obiajulu, Enemuo Chinwe Juliana, Blessing Ifeoma Okafor & Muojekwu Helen Onyinye

Abstract
This paper was on brain dominance as a tool for fostering a positive attitude towards learning biology: implications for integrating artificial intelligence (AI) in the classroom. The study was guided by three research questions and three null hypotheses. A causal-comparative (Ex-post facto) design was adopted for the study. The population of the study comprised all SSII Biology students in the Awka Education zone of Anambra state, which consisted of 5,007 students (2,259 males and 2,798 females). The sample for the study consists of 150 (58 males, 92 females) students sampled through a multistage sampling procedure. Two instruments were used for data collection, which are the Brain Dominance Test (BDT) and Biology Student Attitude Questionnaire (BSAQ). The reliability index of 0.88 was estimated for BSAQ using Cronbach's Alpha formula. Mean and standard deviations were used to answer the research question, while the null hypotheses were tested using a t-test at the 0.05 level of significance. Results obtained from the analysed data showed that there was a significant difference in the attitude scores of students in Biology according to their brain hemispheric dominance. Students with right brain hemispheric dominance had a higher attitude score than students with left hemispheric dominance in Biology. Gender has a significant influence on students' attitude towards Biology, female Biology students had a higher mean attitude towards Biology than their male counterparts. The researchers recommends that teachers be trained on the need to identify individual differences that exist in the classrooms and use instructional approaches that suit learners in terms of brain hemispheric dominance.
Keywords: Brain Hemispheric Dominance, attitude, Artificial Intelligence (AI).

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Knowledge of Benefits and Challenges of AI-Based Assessment Tools in Assessing Students' Affective Domain in Mathematics Education Among Mathematics Teachers

Chinweike Jane Ndubumma, Ugwuanyi Chika Charity & Udegbunam Gloria Ginikanwa

Abstract
This study investigated knowledge of benefits and challenges of AI-based assessment tools in assessing students' affective domain in Mathematics education among mathematics teachers in Nsukka education zone in Enugu state. Four research questions and two null hypotheses guided the study. A Descriptive survey research design was employed. The population was 165 mathematics teachers. The sample size was 115 teachers, this was determined using Krejcie and Morgan table. Data collection was done using self-structured Knowledge of AI-based assessment Tools Questionnaire (KAI-BATQ). Three experts from department of sciences education, University of Nigeria Nsukka validated the instrument. The internal consistency of the instruments was 0.78 and 0.81 for benefits and challenges respectively and overall coefficient of 0.80 using Cronbach alpha. Mean and Standard deviation were used to answer the research questions, while ANOVA was used to test the null hypotheses at 0.05 level of significant. The results revealed that Mathematics teachers had moderate knowledge of benefits and high knowledge of challenges of AI- based assessment tools in assessing students' affective domain in mathematics education. Years of teaching experience was significantly associated with knowledge of benefits and challenges of AI-based assessment tools in assessing students' affective domain among mathematics teachers. The research shows that good knowledge of benefits and challenges of AI-based assessment tools in assessing students' affective domain in mathematics education can help improve assessment of students' affective domain which would enhance students' achievement in mathematics. The study highlights the need for teacher training, support, and involvement in the development and implementation of AI-based assessment tools to ensure effective integration into mathematics education.
Key words: Benefits, Challenges, AI-based assessment tools, Affective domain, Mathematics Teachers

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Enhancing Mathematical Computational Skills of Primary School Pupils in Selected Public Schools in Uyo Using Touchmath Multisensory Program

Philip Olaoluwa Olota & Osita Victor Ossai

Abstract
The research was conducted to examine the impact of the TouchMath multisensory program on mathematics computational skills of primary two pupils in some schools in the Uyo Local Government Area. This was done by formulating three research questions and three null hypotheses to inform the study. The study was conducted using a quasi-experimental design. The researchers sampled 120 students of six intact classes. The study employed a simple random sampling method to get a representative sample. The data collection instrument was Mathematical Computational Skills Achievement Test” (MCSAT). The tool was confirmed by professionals in the field. The internal consistency of the Mathematical Computational Skills Achievement Test” (MCSAT, α = .81) was determined using Kuder Richardson Formula 20. Research questions were answered using the mean and the standard deviation and ANCOVA were employed in testing the hypotheses with the 0.05 level of significance. The findings showed that there was a significant difference in the counting and multiplication skills of pupils when they were taught using TouchMath Multisensory Program and that there was no significant difference in the counting and multiplication achievement skills of pupils when taught by using TouchMath Multisensory Program as a result of gender in the Uyo Local Government Area. It was suggested among others that teachers should be advised to use TouchMath Multisensory Program when imparting mathematical computational skills in lower basic education.
Keywords: Multisensory Program, Touchmath Multisensory Program, Counting, Multiplication operation, Basic Mathematical Computation Skills

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Harnessing Artificial Intelligence for Enhancing Entrepreneurship and Creativity in STEM Education

Elaochi Isaac, Isah Ilemona, Peter Akoh Emmanuel & Ameh Jonah Godwin

Abstract
The incorporation of Artificial Intelligence (AI) into Science, Technology, Engineering, and Mathematics (STEM) Education is transforming educational approaches, encouraging entrepreneurship, and enhancing student creativity. By automating repetitive tasks, AI enables students to focus on higher-order thinking, allowing engagement in complex problem-solving and innovative activities. AI-driven platforms create personalized learning experiences that improve student understanding and confidence, both essential for entrepreneurial achievement. Furthermore, AI simulations and virtual environments provide valuable practical experience in decision-making and strategic thinking, which are important for real-world entrepreneurship. AI tools also facilitate global collaboration and interdisciplinary projects, overcoming geographical and disciplinary obstacles. However, the integration of AI in STEM education faces challenges, such as disparities in technological infrastructure, the need for teacher training, and curriculum development.
Keywords: Artificial Intelligence, STEM, Entrepreneur, integration, challenges and collaboration.

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Exploring the Relationship Between Academic Interest and Performance of Undergraduate Students in Basic Science

Obodo Abigail Chikaodinaka

Abstract
This study investigates the relationship between academic interest and performance among undergraduate Basic Science students. Adopting a correlations survey research design, a random sample of 200 students was drawn from 10 university population. Academic interest scale (α = .89) and students' performance proforma were used for data collection. Data collected were analysed using correlational statistical tool. The findings that academic interest had significant positive relationship with students' performance in Basic Science. This suggests that academic interest is a significant determinant of student performance in Basic Science courses. The study's results have implications for educators and policymakers seeking to improve student outcomes in Basic Science education. The study recommends that educators should incorporate interest-based learning approaches to stimulate students' interest in Basic Science courses. Institutions should also establish early identification and intervention strategies to detect and support students with low academic interest in Basic Science.
Keywords: Academic interest, Student performance, Basic Science, Undergraduate students.

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Effect of Project-Based Instructional Method on Students' Academic Motivation in Narrative Essay Writing in Calabar Education Zone, Cross River State, Nigeria

Nwachukwu, Clara Chinenye

Abstract
This study investigated the effects of project-based instructional method on senior secondary students' motivation in English language narrative essay writing in Calabar Education Zone of Cross River State. Two research questions guided the study, while two null hypotheses were formulated and tested at 95% confidence level. The study adopted a quasi-experimental pretest-posttest design. Simple random sampling and purposive sampling techniques were used for the study. The sample size comprised 259 respondents from the population of 6,216. Narrative Essay Writing Motivation Inventory(NEWMI) was the instrument used to elicit data from the respondents. The reliability of the instrument was estimated using Cronbach Alpha, which yielded a reliability coefficient of .87. The research questions were answered using mean and standard deviation, while Analysis of covariance (ANCOVA) was used to test the hypotheses. Results of the study revealed that project-based instructional method had effect on students' motivation in English language narrative essay writing.
Keywords: Instructional method, Motivation, Narrative Essay writing, Project-based.

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Effectiveness of Think-Pair-Share strategies and Peer-Tutoring in improving students' Self-Efficacy and Science Process Skills in Biology

Akinbayo Temitope Oluwafemi, Oladipupo Popoola Oluwasegun, Owolade Adeyinka Olayemi & Ariyo Oyeniyi Sunday

Abstract
The research examined the effectiveness of Think-pair-share and Peer-tutoring instructional strategies in enhancing self-efficacy and science-process skills of students in Biology. The study sample consists of SSS 2 students of Biology in Osun State. The simple random sampling technique was used to select three intact classes of 66 students from senior secondary schools in Osun State, and they were randomly assigned to the treatment groups: Think-Pair-Share Instructional Strategy (TIS), Peer-Tutoring Instructional Strategy (PIS), and Conventional Instructional Strategy (CIS). Biology Science Process Skills Rating Scale (BSPSRC) and the Students' Self-Efficacy Questionnaire (SSEQ) were the instruments used to obtain the data. Analysis of Covariance was used to test the significant differences between the groups. The findings indicated that there was statistically significant difference between the skills of students in the three groups on science process (F=6.274; df=3; p<0.05). Moreover, the results were statistically significant in showing a difference in self-efficacy among the students in the three groups. (F=4.669; df=3; p<0.05). Finally, the outcome indicated that there was a major difference in the science process skills (F=4.623; df=3; p<0.05) and Self-Efficacy (F=4.548; df=3; p<0.05) of students who were exposed to PIS, TIS and CIS in Biology. The research was able to conclude that, the teaching strategy of Think-Peer-Share and Peer Tutoring increased the learning outcomes of the students in Biology. Keywords:
Peer-Tutoring, Think-Pair-Share, Science Process Skills, Self-efficacy, Instructional strategies, Secondary Schools, Biology

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Effect of Ausubel's Advance Organisers on Senior Secondary School Students' Self-Efficacy in Algebra

Gladys Mathew EZUMEZUH & Kazaik Benjamin DANLAMI

Abstract
This study examined the effect of Ausubel's Advance Organisers on students' self-efficacy in algebra and explored gender differences among senior secondary school students in Zaria Metropolis. Grounded in Bandura's social cognitive theory and Ausubel's meaningful learning framework, a quasi-experimental, non-equivalent control group design was employed with 160 students. Participants were assigned to an experimental group taught with Advance Organisers (n = 83) or a control group taught via the lecture method (n = 77). Self-efficacy was measured using the 20-item Mathematics Self-Efficacy Scale (MSES; Cronbach's α = 0.87). Data were analysed using descriptive statistics and the Mann–Whitney U test. Results showed that students in the experimental group reported significantly higher self-efficacy than the control group, with no significant gender differences. Recommendations: Teachers should adopt Advance Organisers routinely, curriculum developers should include them in instructional guidelines, and policymakers should promote their use to enhance mathematics outcomes.
Keywords: Ausubel's Advance Organisers, self-efficacy, algebra, gender differences, mathematics education,

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Roles and Challenges of Artificial Intelligence Integration in Science Education Instruction

Ayogu, Esther Onyemaechi & Ogwu, Angela Ifenyinwa

Abstract This paper examines how Artificial Intelligence (AI) can transform science education by making it more personalized, engaging, and efficient. It defines both AI and science education, then explores AI's roles and the challenges of integrating it into instruction. The paper identifies key challenges, including: Infrastructural limitations, such as a lack of technology and reliable internet. Teacher preparation, including a need for training and competence. Ethical considerations, like data privacy and potential bias. The paper proposes that to successfully integrate AI into education, it's essential to have a multipronged approach. The authors recommend key strategies like providing government support, training teachers, and partnering with the tech industry. The paper also explores future possibilities for AI in education, such as personalized learning, using data analytics, incorporating virtual and augmented reality, and fostering global collaboration. The paper concludes that the successful integration of AI requires four main components: incorporating AI into the national curriculum, ensuring sufficient funding, offering continuous professional development for teachers, and creating a curriculum that supports blended learning. Keywords: Artificial Intelligence, Science Education, Roles and Challenges.

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Efficacy of Two Computer-Based Multimedia Lesson Delivery Approaches On Secondary School Students' Achievement in Biology in Federal Capital Territory, Abuja

Blessing, Okechukwu, Obiageli Loretta Aniaku & Audu, UmoruDanjuma

Abstract
The persistent reports on students' poor achievement in senior school certificate examinations in Biology call for serious academic search for better approaches to teaching secondary school biology to promote students' achievement. In view of this, the study investigated the efficacy of two computer-based multimedia lesson delivery approaches: Video Recorded Instruction (VRI) and PowerPoint Presentation (PPP) on secondary school students' achievement in Biology. Quasi-experimental research design specifically the pretest-posttest non- equivalent groups design was employed. The population comprised 28,841 secondary school year one (SS1) students in the 88 public secondary schools in FCT Abuja, Nigeria. A sample of 120 SS1 students offering Biology was drawn from four schools using purposive sampling technique. Data were collected using Biology Achievement Test (BAT) which was validated by three experts from Department of Science, University of Nigeria Nsukka. The internal consistency reliability of the items of the instrument was established using Kudar- Richardson formular 20 (K-R20) and yielded a reliability index of 0.79. The data were analyzed using Mean, standard deviation and ANCOVA tested at 0.05% level of significance. Findings of the study revealed among others, that students taught Biology using VRI achieved significantly higher than their counterparts taught using PPP. Based on the findings, it was recommended that Biology teachers should adopt VRI approach of the computer based multimedia lesson delivery in teaching secondary school biology to promote students' achievement in biology among others.
Keywords: Computer-Based Multimedia Lesson Delivery, Biology and Students' Achievement

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Bridging the ICT Skills Gap: Assessing Job Readiness of Office Technology Graduates in the Contemporary Workforce

Okoli C. Ese-Osa, Patrick K. Bauti, Safiyanu S. Auwal and Ramalan Usman Baba

Abstract
The rapid advancement of Information and Communication Technology (ICT) has profoundly transformed workplace practices, underscoring the need for graduates to acquire current and practical digital skills. This study investigates the disparity between the ICT competencies imparted to Office Technology graduates in higher institutions and the skill sets demanded by employers. The study population consisted of 300 graduates and 50 employers. A quantitative research design was employed, focusing on two key objectives and related research questions. Data were collected through structured questionnaires administered to a sample size of 100 graduates and 50 employers, with instrument reliability confirmed by a Cronbach's Alpha coefficient of 0.88. Descriptive statistics, including means and standard deviations, were used for analysis. Findings revealed a significant mismatch between academic ICT training and the technological requirements of modern offices, particularly in areas such as digital communication, database management, and office automation systems. Contributing factors include curriculum deficiencies, institutional limitations, and inadequate infrastructure. The study recommends curriculum review, stronger collaboration with industry stakeholders, and continuous professional development initiatives as strategies for equipping graduates with relevant ICT competencies for the dynamic workforce.
Keywords: ICT Competency, Employability, Office Technology Education, skills gap, Job readiness, workplace, and Digital literacy

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Integration of Artificial Intelligence in Pedagogy of Science Education: Perceptions of Mathematics and Biology Educators in Nigerian Universities

Eunice Nwakaego Onah, Veronica Chinonyelum Ude & Mary-Rose Chibundo Enema

Abstract
This study explored the perceptions of Mathematics and Biology educators in Nigerian universities regarding the integration of Artificial Intelligence in education. Generative AI like Meta and the like can quickly summarize solutions to many science concepts needed for daily living. As AI continues to transform various sectors, its potential impact on pedagogy in science education remains a topic of interest in this digital world. This research explored how educators in Nigerian universities perceive AI's integration in enhancing teaching and learning in Mathematics and Biology. The Purpose of this research was to find out how educators perceived the use of AI which will be reflected on how students integrate AI Aright. Two Research questions and one null hypothesis guided the study. One null hypothesis was formulated . Descriptive research design was employed .Sample size was 300(160 Mathematics Educators and 140 Biology educators) that responded to the two questionnaire items. 10- item Mathematics Fundamental Concepts AI (MAFUC-AI) instrument and 10-item Biology Fundamental Concepts AI (BIFUC-AI) were used to collect data.Data collected were analyzed using Meanto answer the research questions and independent t-test for the null hypothesis at 0.05 level of significance. The researchers examined the benefits and challenges associated with AI adoption, including its potential to personalize learning, improve students' engagement, and facilitate assessment.The study also highlights educators' concerns regarding AI's limitations like potential biases in AI algorithms and the need for adequate training and support. The findings provide insights into the readiness of Nigerian universities to adopt AI in science education and inform strategies for effective AI integration. The findings also project that there is no significant difference on the Mean Perception of Mathematics and Biology Educators on the adoption of AI for teaching concepts. Slight seen from the mean responses on the 20 item questionnaires used to answer the two research questions for Mathematics and Biology educators. Although the results registered Very High Perception, recommendations were made to include need for comprehensive training programs to equip educators with skills required to effectively integrate AI into their teaching processes.
Keywords: Artificial Intelligence Integration, Pedagogy, Science Education Mathematics

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