Volume 12, Issue 1. January 2026
Preliminary Pages of Volume 12 Issue 1. January 2026
Relative Efficacy of Think-Pair-Share and Peer-Tutoring Instructional Strategies on Students' Retention in Chemical Kinetics
Agugu, Chiegeonu Valentina, Eya, Ngozi Martina & Onah, Anthonia Ebere
Abstract
The study investigated the relative efficacy of think-pair-share and peer-tutoring instructional strategies on senior secondary school students' retention in chemical kinetics. The study was carried out in Nsukka Education Zone of Enugu State. Three research questions and three null hypotheses guided the study. Post-test only quasi-experimental research design was adopted for the study. The population of the study comprised all the SS11 Chemistry students of 2023/2024 session in Nsukka Education Zone of Enugu State. The sample of the study consisted of 115 SS11 Chemistry students (31 male and 84 female students) in four intact classes. Multi-stage sampling technique was used for the study. The instruments for data collection were the Chemical Kinetics Achievement Test (CKAT) and the Chemical Kinetics Retention Test (CKRT). The instrument was developed by the researchers and was validated by three experts. The instrument was trial-tested on twenty SS11 Chemistry students in a secondary school outside the study population. The internal consistency reliability of the CKAT instrument was determined using Kudder-Richardson Formular 20 (K-R20) techniques and this resulted in reliability coefficient of 0.90. The score for temporal stability of retention test was 0.92. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. From the results obtained, it was found that think-pair-share and peer-tutoring strategies enhanced students' retention in chemical kinetics. There was no significant difference on mean retention scores of students taught using think-pair-share and peer-tutoring strategies. The study also revealed that there was no significant influence of gender on the mean retention scores of students in chemical kinetics. The study also revealed that there was no significant interaction effects of strategy and gender on students' retention in chemical kinetics. Based on the findings of the study, the researchers recommended, among other things, that think-pair-share and peer-tutoring strategies should be adopted by chemistry teachers in the teaching and learning of Chemistry.
Keywords: Academic Achievement, Chemical Kinetics, Peer-Tutoring, Think-Pair-Share
Review and Bibliometric Analysis of Data Literacy in Mathematics Education at Secondary School Level (2012-2024)
E. T. Montso1, M. Mosia2 & F. O. Egara3*
Abstract
In today's data-driven world, integrating data into mathematics education is essential. However, a gap remains between using data for reporting student performance and leveraging it to enhance teaching and learning. This study explores the role of data literacy in mathematics education through a systematic review of 207 papers from Scopus (2009–2024), focusing on secondary school mathematics teaching. Findings reveal an uneven global distribution of research, with South Africa contributing relatively little despite being a leading African nation. Teacher College Record emerges as the most prominent publication source, while Educational Management Administration has the fewest contributions. The study underscores the need to strengthen data literacy, particularly in underrepresented regions like South Africa. Enhancing data-driven decision-making can improve teaching practices and student outcomes. Addressing the global research disparity requires increased international collaboration and efforts to boost contributions from regions with lower representation in data literacy research.
Keywords: Data Literacy, mathematics, mathematics education, school learners, trends in data literacy
Association between Mental Health Problems and Academic Performance of Students in Federal Colleges of Education, North-East Nigeria
Adamu Mohammed1, Olaoluwa Samson Agbaje2 & Evelyn Nwanebe Nwagu2
Abstract
Mental health problems among students of tertiary institutions are increasing. Diminished mental health status tends to be linked with poor academic performance. However, limited studies have explored the association between mental health problems and academic performance among students at Federal Colleges of Education (FCE) in North-East Nigeria. The study adopted correlational survey research design. Two research questions and one null hypothesis guided the study. A total of 17,343 students of FCE in North-East Nigeria participated in the study during the 2023/2024 academic session. The 21-item Depression, Anxiety and Stress Scale (DASS-21) was used to measure mental health problems while academic performance was measured using a Proforma that contained students' Cumulative Grade Point Average (CGPA). Cronbach alpha was used to determine the internal consistency of the DASS-21 subscales. The reliability coefficients of 0.81, 0.89 and 0.78 were obtained for the depression, anxiety and stress scales. Mean and standard deviation (SD) were used to determine the levels of mental health problems while Pearson's product moment correlation and multiple regression were used to determine the relationship between the students' mental health problems and their academic performance. The results showed that students of FCE had moderate, severe and mild levels of depression, anxiety and stress, respectively. Although not statistically significant, there were inverse associations between depression (r = -0.28), anxiety (r = -0.09), stress (r = -0.08) and academic performance of students. We recommended that mental health interventions such as cognitive-behavioural therapy (CBT), and mindfulness interventions should be implemented by psychologists and health educators to address depression, anxiety and stress among students.
Keywords: Academic performance, Colleges of Education, Mental health problems, Students
Predictors of Social Support on Sport Development Among Athletes in The Sports Commission in Calabar, Cross River State
Ahueansebhor, E. & Ayodeji, O. E.
Abstract
This study investigated the predictors of social support on sport development among athletes in the Sports Commission in Calabar, Cross River State. Two research questions and hypotheses guided the study. A descriptive survey design was adopted. The population consisted of 528 athletes, with a sample of 50 (9.5%) selected using stratified and purposive sampling. The "Predictors of Social Support on Sport Development Questionnaire" (PSSSDQ) was used for data collection. Validity was established by experts in Human Kinetics and Health Education, and reliability coefficients ranged from 0.78 to 0.82. Descriptive analysis revealed moderate levels of coach-athlete relationship (Mean=13.24) and team cohesion (Mean=14.60). Independent t-test analysis revealed that the quality of the coach-athlete relationship (t = 4.37, p = .000) and the level of perceived team cohesion (t = 3.66, p = .000) were significant predictors of the overall social support received by athletes. Both null hypotheses were rejected. It is recommended that fostering positive coach-athlete dynamics and strengthening team cohesion are essential to enhance the social support available to athletes.
Keywords: Athletes, Coach-Athlete Relationship, Predictors, Social Support, Sports Development, Team Cohesion
Bridging the Gender Gap in Mathematics: A Review of Strategies for Enhancing Girls' Performance in Secondary Schools in Nigeria
Popoola, B. A., Mamman, J. O., Dibiana, I. L., Ogboche, A., Ajayi, E. M. and Adetoro, S. A.
Abstract
The gender gaps in math scores are still a problem in Nigeria, especially because they make it harder for girls to get jobs in science, technology, engineering, and math (STEM) fields in the future. Many female students still have trouble with math tests in high school, and these problems often continue into college and their career choices. This review highlights the GIRLS LEARN MATHS project, an initiative funded by TETFUND aimed at enhancing the mathematical performance of girls in the Odeda Local Government Area of Ogun State. Utilizing findings from Nigerian and international research, the paper analyzes the social, cultural, economic, and educational factors that influence girls' experiences in mathematics classrooms. It also talks about the theoretical ideas that guide the project, points out lessons learned from past interventions, and explains how the project's randomized controlled trial is different because it looks at how the gender of math teachers might affect girls' learning. The review concludes with actionable recommendations for policymakers, educators, and other stakeholders dedicated to bridging the gender gap and fostering equity in mathematics education.
Keywords: Gender Gap; Girls' Education; Mathematics Education; Nigeria; Secondary Schools.
Assessment of Teacher Preparedness in Delivering Vocational and Technical Education: In Technical College of Adamawa State, Nigeria
Wada, B. Zira
Abstract
This study examined the level of teacher preparedness in delivering Vocational and Technical Education (VTE) in technical colleges in Adamawa State, Nigeria, and also investigated how professional development influences teacher effectiveness. A descriptive survey design was employed, using a structured questionnaire based on a five-point Likert scale administered to 60 teachers. The instrument demonstrated acceptable psychometric qualities: its face and content validity were confirmed by experts, and its reliability was established using Cronbach's alpha, which produced a coefficient of 0.78. The findings indicated that professionally trained teachers showed a higher level of preparedness (????�̄ = 3.57) compared to non-professional teachers (????�̄ = 2.62). Although professional development contributed moderately to teacher effectiveness, its impact was limited by low participation rates and insufficient emphasis on practical training. The study concludes that teacher preparedness is shaped by factors such as training background, availability of resources, and access to relevant professional development opportunities. The study recommends strengthening teacher certification processes, increasing funding, and providing context-specific, hands-on training programmes to enhance effectiveness.
Keywords: Professional development, teacher preparedness, technical colleges, vocational education, workforce readiness.
Microteaching in Teacher Education: A Global Narrative Review of Pedagogical Development, Reflective Practice, and Technology-Enhanced Training
Hilary I. Okagbue, Eyitayo A. Lawal, Andikan Ibanga, Oluwafisayo Ayodeji, Carol Barlow, Peter Triumphant
Abstract
Training competent teachers remains a global priority, particularly amid persistent shortages and growing demand for classroom-ready graduates. Microteaching has become an adopted strategy for preservice teachers to practice instructional skills in a structured and supportive environment. However, variations in implementation and the emergence of technology-enhanced approaches have created fragmented evidence on effectiveness. This study synthesizes recent global evidence on microteaching practices in teacher education, with emphasis on pedagogical skill development, reflective learning processes, technology integration, and contextual challenges. A narrative review design was employed. Sixteen peer-reviewed studies between 2016 and 2026 were identified from PubMed, Medline, Scopus, and Google Scholar. The selected studies were analysed thematically to identify patterns across different teacher education settings. Four major themes emerged. First, microteaching enhances professional competence by improving lesson planning, classroom management, instructional clarity, and preservice teachers' self-efficacy. Second, reflective practice—particularly through video analysis, peer feedback, and self-assessment—plays a role in enhancing pedagogical awareness and professional judgement. Third, technology-enhanced microteaching, including online platforms, video-mediated feedback, and simulation environments, expands experimentation and reflective learning. Fourth, psychological and contextual constraints such as performance anxiety, limited time for practice, insufficient supervision, and unequal access to technological resources can moderate microteaching programmes. Microteaching is a critical component of contemporary teacher education. When implemented as a structured and iterative process supported by reflective feedback and digital tools, it significantly contributes to pedagogical competence, professional confidence, and adaptive teaching skills. Institutional support, adequate supervision, and equitable technological infrastructure are essential for maximising its impact.
Keywords: Microteaching, teacher education, pedagogical skills, reflective practice, technology-enhanced learning, preservice teachers.
Uncovering Structural Patterns Among High-Impact Scopus Journals Using Clustering and Machine Learning Approaches
Hilary I. Okagbue, Ejovi Akpojaro, Success David, Eyitayo Lawal, Andikan Ibanga, Chinyere A. Nzeadibe
Abstract
This study examined structural patterns within the top 1,000 Scopus-indexed journals, a subset rarely analyzed separately from the full database. Using k-means clustering and Louvain clustering with cosine, Euclidean, and Manhattan distance metrics, the analysis reveals features not observed across all journals. Frequency results show that Elsevier (32%), Springer Nature (14.6%), and Wiley-Blackwell (11.8%) dominate representation. A Kruskal–Wallis test confirms significant citation differences among publishers. All four clustering approaches consistently produced three distinct clusters, differentiated by CiteScore, citations, highest percentile ranking, number of documents, proportion of cited documents, and publisher composition. Cluster distinctions were statistically significant across methods. In addition, five machine-learning classifiers achieved perfect performance, with zero misclassification and optimal AUC, accuracy, F1, precision, and recall scores. Visual scatter plots further illustrated publisher clustering patterns. These findings highlight uneven distributions among elite journals and offer insights relevant for publishers and bibliometric research.
Keywords: CiteScore, Clustering, Highest percentile, Journal Publishers, Machine learning, non-parametric statistics, Scopus.
Microteaching as a Practice-Based Pedagogy in Africa: Evidence, Constraints, and Opportunities for Teacher Education
Hilary I. Okagbue, Success C. David, Andikan Ibanga, Carol Barlow, Sunday Nto, Ochuko Imonikugbere
Abstract
Microteaching has become a central practice-based strategy in African teacher education, yet persistent structural constraints and emerging technology-enhanced models shape its implementation. Evidence from South Africa, Kenya, and other African contexts shows that microteaching offers a critical bridge between theory and classroom practice, particularly in low-resourced and digitally uneven systems. This review synthesises empirical studies on microteaching in Africa to (i) identify its key achievements and enabling conditions, (ii) map contextual challenges, and (iii) derive policy-relevant recommendations for strengthening microteaching in teacher education. A narrative synthesis of 10 peer-reviewed studies published between 2020 and 2025 was conducted using PubMed, Medline, Scopus, and Google Scholar, focused on African teacher education. The data was analysed thematically to integrate findings on enablers, achievements, challenges, and recommendations. Across the studies, microteaching improved teaching skills, self-awareness, and confidence, enhanced pedagogical content knowledge (especially in mathematics and STEM), and increased preparedness for real-world teaching. However, limited technology and funding, overcrowded classes, weak supervision, fragmented feedback, and scarce role models constrained optimal implementation. Microteaching in Africa functions as a high-leverage, practice-based pedagogy but remains unevenly realised due to structural and pedagogical barriers. Strategic investment in technology-supported, well-supervised, and feedback-rich microteaching can substantially enhance teacher quality and classroom readiness.
Keywords: Microteaching, Africa, pedagogy, teacher, curriculum, classroom,
Predictors of Out-of-School Children in Ilorin, Nigeria: A Multinomial Logistic Regression Analysis
Hilary I. Okagbue, Sunday Nto, Success C. David, Chioma Unogu, Eyitayo Lawal, Andikan Ibanga, Chinyere A. Nzeadibe
Abstract
Nigeria has the highest number of out-of-school (OOS) children in the world. This paper examines the factors contributing to OOS prevalence among children in Ilorin, Nigeria, using a sample of 1972 children. The original data has been published without statistical analysis. Multinomial logistic regression (MLR) analysis was used to predict the likelihood of children being "never enrolled," a measure of being out-of-school, based on 18 independent variables culled from the literature. The MLR was significant (Chi-square = 119.09, p < 0.001) over the null hypothesis. Four variables were found to significantly contribute to the MLR model: age (p < 0.001), parents' educational status (p < 0.05), parents' current employment status (p < 0.05), and school location (p < 0.001). Additionally, the paper finds that older children and those residing in urban areas are more likely to be out of school. Older children often face social pressures and responsibilities that interfere with their ability to attend school regularly. Inadequate infrastructure and limited access to schools in urban areas can also restrict educational opportunities for children. Health issues, including chronic diseases and sexual issues, were identified as contributing factors to out-of-school prevalence, particularly among children and adolescents. Several diseases and conditions can significantly impact a student's ability to attend school regularly and participate fully in educational activities. Some recommendations were made.
Keywords: Out of school; logistic regression; Likelihood ratio, poverty; household income; statistics.
A Systematic Review of Socioeconomic Drivers of Out-of-School Children in Nigeria
Sunday Nto, Hilary Okagbue1, Eyitayo Lawal, Chioma Unogu, Success David, Andikan Ibanga, Chinyere A. Nzeadibe
Abstract
International organizations have recently reported that Nigeria has a growing army of out-of-school children (OOSC). Efforts by successive Nigerian governments to address the country's rising OOSC profile have yielded few results. Several demographics, socioeconomic, geographical and other factors have been noted to fuel the prevalence of OOSC in Nigeria. However, no evidence of the link between socioeconomic factors and OOSC in Nigeria has been established. This paper adapted the PRISMA guideline to report a systematic review of the socioeconomic drivers of OOSC in Nigeria. Regrettably, the search yielded no paper to be included in the analysis after critical assessment by two independent assessors. The search was done in Scopus. The review has identified several potential research opportunities. Other implications for research and practice were discussed. Major policy prescriptions were made and some directions on urgent call for action were pointed.
Keywords: Call for action; Education; Education Poverty; Review; Socioeconomic.
Microteaching in Nigerian Teacher Education: Challenges, Enablers, and Implications for Preservice Teachers' Preparation
Hilary I. Okagbue, Deborah Kolawole, Andikan Ibanga, Carol Barlow, Emediong Otu, Stella Adewalure
Abstract
Teacher preparation is central to improving educational quality, particularly in countries where teacher training systems face structural and institutional constraints. This study synthesises existing literature to identify the major challenges and enabling factors influencing the implementation of microteaching in Nigerian teacher education. A narrative review design was employed. The initial search yielded 35 papers. Ten peer-reviewed studies and grey literature published between 2019 and 2024 were included in this review after being identified from databases including PubMed, Scopus, Medline, and Google Scholar. The selected studies were analysed thematically to identify recurring patterns related to the role of microteaching, technological integration, implementation barriers, improvement strategies, and their contribution to professional identity formation and quality assurance. Microteaching improves preservice teachers' instructional competence, confidence, classroom management skills, and overall professional development through repeated practice and structured feedback. Technology-supported approaches, including video recording and social media platforms, enhance reflection, engagement, and self-assessment among preservice teachers. Systemic barriers, such as inadequate infrastructure, a lack of microteaching laboratories, limited time allocation, large class sizes, weak supervision and mentorship, and low technological capacity, constrain the effective implementation of microteaching. Therefore, institutional support should be strengthened through improved infrastructure, enhanced supervision, and integration of technology to optimise the effectiveness of microteaching in teacher education.
Keywords: Microteaching, preservice teachers, teacher education, technology integration, professional development, Nigeria
Influence of Funding and Geopolitical Location on the Accreditation Outcomes of Mathematics Program in Nigerian Universities
Hilary I. Okagbue, Andikan Ibanga, Oluwafisayo Ayodeji, Success David, Eyitayo Lawal, Deborah Kolawole, Chinyere A. Nzeadibe
Abstract
The National Universities Commission (NUC) oversees and accredits university programmes in Nigeria, including undergraduate mathematics. However, limited empirical evidence exists on accreditation outcomes across institutions. This study presents a comprehensive analysis of mathematics program accreditation by funding type (federal, state, private) and the 6 geopolitical regions (GPR). Using data from the NUC website, descriptive statistics and the Chi-square test of independence were applied. Out of 286 accreditation results (2002–2021), 197 (68.9%) were fully accredited (F), 78 (27.3%) received interim accreditation (I), and 11 (3.8%) were denied (D). Accreditation status was independent of funding type (Chi-square = 3.910; p-value = 0.418) but significantly associated with GPR (Chi-square = 19.428; p-value = 0.035). Analysis of 198 consecutive accreditation visits showed the following transitions: 90 (45.5%) FF, 64 (32.3%) IF, 23 (11.6%) FI, 7 (3.5%) DF, 4 (2.0%) FD, 4 (2.0%) ID, 3 (1.5%) II, 2 (1.0%) DI, and 1 (0.5%) DD. ANOVA results indicated no significant differences in outcomes based on funding type or GPR. Clustering analysis identified 2 major clusters in the interval between successive accreditations and revealed regional disparities between northern and southern Nigeria. The findings also suggest inconsistent adherence to NUC guidelines, particularly among federal and state universities. Overall, the study highlights the need for improved compliance, regional equity, and strengthened quality assurance mechanisms in mathematics programme accreditation.
Keywords: Accreditation; Cluster; Funding; Geopolitical region; K-mean, Mathematics; Modern Higher Education; Nigeria; NUC; Statistics.
Development and Construct Validation of the Psychomotor Skills Assessment in Physics (PSAP)
Nwankwo, Ugonna MaryRose, U. N. Akanwa & I. O. Eluwa
Abstract
This study developed and established construct-related evidence for the Psychomotor Skills Assessment in Physics (PSAP), a performance-based instrument designed to assess senior secondary school students' psychomotor skills during Physics practical work. The study formed part of a broader instrumentation investigation conducted in South-East Nigeria with 384 Senior Secondary School III students selected through multistage sampling. An initial pool of 84 items was generated from the Physics curriculum, related literature, and Harrow's psychomotor taxonomy. Following expert screening and construct validation procedures, 34 items were removed and 50 items were retained across five subscales: Basic Fundamental Movement, Perceptual Ability, Physical Ability, Skilled Movement, and Non-Discursive Communication. Corrected item–total correlation, factor analysis, and Cronbach's alpha were used to answer the research questions. The findings showed that item–total correlations ranged from .51 to .87 with a grand pooled correlation of .67, indicating adequate item homogeneity. Factor loadings ranged from .518 to .896, supporting a clear five-factor structure. Internal consistency coefficients were .74, .83, .86, .89, and .72 for the five subscales respectively, while the overall instrument yielded an alpha of .80. The study concludes that PSAP is a psychometrically sound instrument with acceptable to high internal consistency and strong construct-related evidence for the assessment of students' psychomotor skills in Physics practical activities.
Keywords: construct validation, factor structure, internal consistency, item–total correlation, psychomotor skills, Physics practical
Keywords: construct validation, factor structure, internal consistency, item–total correlation, psychomotor skills, Physics practical
Reliability Evidence for the Psychomotor Skills Assessment in Physics (PSAP): Inter-Rater Agreement, Stability, and Inter-Correlation Indices
Nwankwo, Ugonna MaryRose, U. N. Akanwa & I. O. Eluwa
Abstract
This study established reliability evidence for the Psychomotor Skills Assessment in Physics (PSAP), a performance-based observational rating scale designed to assess senior secondary school students' psychomotor skills in Physics practical work. The study was part of a larger instrumentation study conducted in South-East Nigeria. Data were generated from 384 Senior Secondary School III Physics students using PSAP, which consists of 50 items distributed across five subscales: Basic Fundamental Movement, Perceptual Ability, Physical Ability, Skilled Movement, and Non-Discursive Communication. Inter-rater reliability was estimated using the Intraclass Correlation Coefficient (ICC), stability was determined using Pearson product-moment correlation, and inter-correlation evidence was examined through Pearson inter-correlation ranges. The findings showed that the overall instrument had a high inter-rater reliability coefficient of .88, with subscale ICC values ranging from .84 to .92. The coefficient of stability for the overall instrument was .86, while subscale stability coefficients ranged from .74 to .96. In addition, the inter-correlation matrix showed moderate to strong positive relationships across PSAP items and subscales, with coefficients ranging from .52 to .89. These findings indicate that PSAP provides dependable scores across raters, across time, and across its internal dimensions. The study concludes that PSAP is a reliable instrument for assessing students' psychomotor skills in Physics practical activities and recommends its use in school-based practical assessment.
Keywords: Inter-rater reliability, Psychomotor assessment, Physics practical, reliability evidence, stability coefficient
Educators' knowledge, skills and competence as correlates of SPSS output interpretation ability in Cross River State Public Universities, Nigeria: A Structural Equation Modelling (SEM) Approach
Nwogwugwu, Chidirim Esther, Ovat, Sylvia Victor, Oqua, Eta Agbo
Abstract
This study investigated the impact of knowledge, skills and competence of educators on their interpretation of SPSS data analysis output in public universities of Cross River State, Nigeria. The Structural Equation Modelling (SEM) was employed to evaluate both composite and individual impacts, covariances, and overall model fit. A correlational survey research design was employed in the study. Three hypotheses were stated for the study. The population of the study was 2,342 lecturers from three public universities in the study area, while the selected number of respondents was 720 utilizing the stratified random sampling technique. The use of the Educators' Knowledge, Skills and Competence Scale (EKSC-SIAS) which is reliable was used for the collection of data for the study. Data was analyzed with SPSS version 27 and AMOS version 27 as well. The outcome of the research revealed that Knowledge, Skills, and Competence had composite effect on SPSS interpretation ability (F = 8.214, p < 05). The strongest predictor was knowledge. The fit indices for the model where good and further analysis of SEM confirmed the presence of significant covariances among the constructs (χ²/df = 2.18; CFI = .93; TLI = .92; RMSEA = .046). In general, it is concluded that the SPSS interpretation ability of educators depends on knowledge as a principal factor, while skills and professional competence are supportive factors. At the end of this study, the researchers made several recommendations. Among these recommendations, the researchers recommended a continuous research training, capacity-building workshops, and digital analytical tools for educators.
Keywords: Competence, Data Analysis, Educators Knowledge, Skills, Structural Equation Modelling (SEM), SPSS.
Digital Technologies and Resource Utilization: Examining the Roles of Cloud Computing and Closed Circuit Television Surveillance in Academic Libraries among Postgraduate Students in University of Calabar, Nigeria
Okim Takim TANNE, John Edwin EFFIOM & Cordelia Hillary OBETEN
Abstract
This study investigated the roles of digital technologies specifically cloud computing and closed-circuit television (CCTV) surveillance in predicting library resource utilization among postgraduate students in the University of Calabar, Nigeria. Two research questions were posed for the study, which were converted to two statements of hypotheses. The study adopted a correlational survey research design, targeting a population of 1,827 postgraduate students across 13 faculties. Using stratified and accidental sampling techniques, a sample of 435 students was selected for the study. A structured instrument titled Cloud Computing, CCTV Cameras and Utilization of Library Resources Questionnaire (CCCCTVCAULRQ) was developed, validated by experts, and found reliable with a Cronbach's alpha coefficient of 0.83. Data were analyzed using simple linear regression. Findings revealed that cloud computing significantly predicted the utilization of library resources among postgraduate students (Adjusted R² = .014, F = 7.326, p < .05), indicating that 1.4% of the variance in resource utilization could be attributed to cloud computing. Similarly, CCTV surveillance significantly influenced library resource utilization (Adjusted R² = .055, F = 26.106, p < .05), accounting for 5.5% of the variance. The study concluded that digital technologies, particularly cloud computing and CCTV systems, enhance access, security, and the overall usability of academic library resources. It was recommended that university management strengthen cloud-based infrastructures for data storage and remote access, and maintain functional CCTV systems to ensure safety and encourage active library engagement among postgraduate students.
Keywords: Cloud computing, CCTV surveillance, Digital technologies, Library resource utilization, Postgraduate students, University of Calabar
Comparative Analysis of Internet Access and Current Awareness Services as Correlates of Library Resource Utilization among postgraduate students in University of Calabar, Nigeria
Okim Takim TANNE, John Edwin EFFIOM & Funke Florence OMOOGUN
Abstract
This study examined a comparative analysis of Internet access and current awareness services as correlates of library resource utilization among postgraduate students in the University of Calabar, Nigeria. Two research questions and two hypotheses were stated in the study. The study adopted a correlational survey research design and involved a population of 1,827 postgraduate students across 13 faculties. Using stratified and accidental sampling techniques, a sample of 435 students was drawn. A structured questionnaire titled Internet Access, Current Awareness Services and Utilization of Library Resources Questionnaire (IACAAULRQ) was used for data collection. The instrument's reliability coefficient, determined using Cronbach's alpha, was 0.81, indicating high internal consistency. Data were analyzed using simple linear regression to test the formulated hypotheses. Findings revealed that Internet access significantly predicted utilization of library resources among postgraduate students (Adjusted R² = .011, F = 6.010, p < .05), implying that access to the Internet contributes 1.1% variance in resource utilization. Similarly, current awareness services significantly predicted library resource utilization (Adjusted R² = .007, F = 3.949, p < .05), explaining 0.7% of the variance. The study concluded that both Internet access and current awareness services play vital roles in enhancing effective library resource utilization. It was recommended that the university should provide unrestricted and stable Internet access to students and strengthen current awareness mechanisms such as notice boards and online alerts to keep users informed about library resources and services.
Keywords: Current awareness services, Internet access, library resource utilization, postgraduate students, University of Calabar
Effect of Mobile Learning Strategy on Interest and Academic Achievement of Secondary School Students in English Language in Abia State
Arungwa, Joy Ngozi & C. N. Agbaegbu
Abstract
This study determined the effect of mobile learning strategy on interest and academic achievement of secondary school students in English Language in Abia State. There were four specific purposes which were translated into four research questions and four null hypotheses accordingly. The study adopted pretest post test quasi-experimental design. The population size for the study was 2,498 students which consisted of 1,090 males and 1,408 females in public senior secondary two of 2024/2025 academic session in Abia State. The sample size was 75 students from two intact classes in the three education zones. A multi-stage sampling approach involving purposive and simple random sampling techniques was used for the study. The instruments for data collection were an achievement test titled: English Language Achievement Test (ELAT) and English Language Interest Scale (ELIS). The instruments were validated by three experts. Kuder Richardson formula twenty (K-R20) was used to determine the reliability coefficient of ELAT as 0.80, while Cronbach Alpha formula was used to determine the reliability coefficient of the English Language Interest Scale (ELIS) as 0.83. The research questions were answered using mean and standard deviation. To test the hypotheses, analysis of covariance (ANCOVA) was used at 0.05 level of significance. It was found out that the mobile learning strategy proved to be more effective, as it produced higher mean interest and achievement gains compared to conventional teaching method. The study also revealed that while gender significantly influenced students' interest under the mobile learning strategy (in favour of males), it did not significantly influence achievement under the same strategy. Based on the findings, it was recommended that English Language teachers should adopt mobile learning strategy more consistently in classroom instruction. Teachers should ensure equal participation of male and female students during collaborative learning activities to prevent gender imbalance in classroom engagement.
Key Words: Academic Achievement, Conventional Learning, English Language, Gender, Interest, Mobile Learning
Effect of Inquiry-Based Learning (IBL) on Students' Motivation and Academic Retention in Science Education Among Secondary School Students in Cross River State, Nigeria
Eni, Lawrence Ikpi & Ekpo, Ekpo Bassey
Abstract This study investigated the effect of Inquiry-Based Learning (IBL) on students' motivation and academic retention in science education among secondary school students in Cross River State, Nigeria. Two research questions and two corresponding hypotheses guided the study. A non-equivalent control group pretest–posttest quasi-experimental design was adopted, involving 911 Senior Secondary School II (SS II) science students from 23 public secondary schools. The experimental group was taught using IBL, while the control group received conventional lecture instruction. Data were collected using the Science Students' Motivation Questionnaire (SSMQ) and the Science Academic Retention Test (SART). Reliability was established through a pilot study using Cronbach's Alpha and Kuder-Richardson Formula-20, yielding coefficients of 0.84 and 0.81, respectively. Data were analyzed using mean, standard deviation, and ANCOVA. Findings revealed that IBL significantly improved students' motivation and retention. The study concluded that IBL is an effective instructional strategy and recommended its adoption in science teaching. Keywords: Academic Retention, Inquiry-based learning, Motivation and Science Education.
Influence of Multiple-Choice Option Formats on Secondary School Students' Academic Achievement in Mathematics
NWAOGU, Jane Chika; AKANWA Ursula Ngozi & IHENDINIHU Uchechi Ezinwanyi
Abstract
This study examined the influence of multiple-choice option formats (three, four, and five options) on secondary school students' academic achievement in mathematics. Guided by one composite research question/hypothesis and Cognitive Load Theory, the study adopted a quasi-experimental design. A sample of 150 Senior Secondary II students from three public schools in Abia State, Nigeria, was selected using multistage sampling techniques. A researcher-developed Mathematics Achievement Test (MAT) with a reliability coefficient of 0.80 (KR-20) was used for data collection. Data were analyzed using descriptive statistics and ANCOVA at a 0.05 level of significance. Results showed that students exposed to three- and four-option formats performed significantly better than those exposed to five-option formats, while no significant difference was found between the three- and four-option groups. The study concludes that fewer options enhance test efficiency and student performance without compromising validity. It recommends that educators and examination bodies adopt three- or four-option formats in mathematics assessments.
Keywords: assessment design, cognitive load, mathematics achievement, multiple-choice tests, option formats
Effect of Stem Initiatives on Science Education in Secondary Schools in Cross River State, Nigeria
Ekpo, Ekpo Bassey, Eni, Lawrence Ikpi & Mfam, Ekam Ekara3
Abstract This study investigated the effect of STEM initiatives on science education in secondary schools in Cross River State, Nigeria. Two research questions and corresponding hypotheses guided the study. The study adopted a non-equivalent control group pretest–posttest quasi-experimental design, with a population of 1,129 SS I science students from 322 public secondary schools. A sample of 828 students from 15 purposively selected schools was used. Data were collected using the Science Achievement Test (SAT) and the STEM Engagement and Interest Questionnaire (SEIQ), with reliability coefficients of 0.88 and 0.86, respectively. Descriptive statistics, t-tests and ANOVA were used to analyze the data. Results showed that students exposed to STEM-based teaching strategies achieved significantly higher academic performance and reported greater interest and engagement in science than those taught using conventional methods. The findings highlight the importance of integrating STEM initiatives into science curricula to enhance learning outcomes and motivation. The study recommends implementation. Keywords: Academic Performance, STEM Initiatives, Science Education and Student Engagemen
Attention Deficit Hyperactivity Disorder (ADHD) and Learning Outcomes in Mathematics and Technology Education Students in Colleges of Education
Ayansiji, Foluke Oyenike
Abstract
Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder continuing to adulthood that is increasingly prevalent among college students. This paper examines the way ADHD influences learning outcomes of students in colleges of education studying technology education and mathematics. Cognitive domains such as working memory, executive functioning and sustained attention are often impaired among individuals with ADHD and they are required in math and technology subjects. The paper summarizes the information about the negative impact of ADHD symptoms, particularly inattention, on academic achievement, ability to solve problems, and enrollment in math and technology classes based on the latest empirical and theoretical studies. Moderating variables that are also studied include academic anxiety, deficiencies in executive functions, instructional design, and learning environment. The learning outcomes play a fundamental role in academic success and professional competence due to the unique context of Colleges of Education, students are ready to teach mathematics and technology. To enhance equal academic performance in mathematics and technology education programs, it concludes with recommendations that are legislative and pedagogical that will enhance curriculum design, teacher preparation and support systems within institutions.
Keywords: Attention Deficit Hyperactivity Disorder, Learning outcomes, Technology, Education, and Students in Colleges.
Class Attendance and Academic Performance among Industrial and Production Engineering Students in a Nigerian University: A Simulation-Based Multivariate Analysis
Okechukwu Chiedu EZEANYIM, ANACHUNA, Obinna Nonso, Charles Chikwendu OKPALA & Tochukwu Josiah UCHE
Abstract
This paper investigated the relationship between class attendance and academic performance among 500 level Industrial and Production Engineering undergraduates in Nnamdi Azikiwe university, Awka, Anambra State Nigeria. The quantitative simulation research design was adopted for the study. One research question and one hypothesis was tested at 0.05 level of Significance. Descriptive statistics, Pearson correlations, and multiple linear regression were used for data analysis. The findings revealed among others that academic performance in industrial and Production Engineering is influenced more by students' behavioural engagement and confidence in institutional fairness than by mere classroom presence. Based on the findings, it was recommended among others that policy-makers and educators should adopt a holistic approach to enhancing academic performance beyond enforcing class attendance rules.
Keywords: academic performance, class attendance, industrial and Production engineering, Simulation, student motivation
Effects of Concept Mapping Strategy on Students' Interest and Academic Performance in Basic Science, Benue State, Nigeria
Paul Terkura Torkula, Cynthia Shidoo Kyausu, Titus Terkimbi Aniho
Abstract
This study investigated the effects of Concept Mapping (CM) instructional strategy on students' interest and academic performance in Basic Science among Upper Basic II students in Vandeikya Education Zone, Benue State, Nigeria. A pre-test, post-test quasi-experimental design was adopted with two groups: Experimental Group (CM, n=106) and Control Group (chalk-and-talk, n=106), drawn from a population of 13,009 students in 96 public schools. Multi-stage sampling yielded 321 students from three intact classes. Data were collected using the Basic Science Interest Questionnaire (BSIQ, Cronbach Alpha=0.86) and Basic Science Performance Test (BSPT, KR-20=0.79), validated by five experts and trial-tested on 40 students. Two research questions and two null hypotheses tested at 0.05 significance level guided the study. Data were analysed using mean, standard deviation, and ANCOVA. Findings revealed that CM significantly improved students' interest and academic performance compared to chalk-and-talk. The study therefore recommends integrating CM into classroom practice and providing professional development for teachers.
Key words: Academic performance, Concept Mapping, Student interest
Error Variance and Score Reliability of Facets in an Economics Multiple Choice-Test in Nsukka Education Zone of Enugu State, Nigeria
Ossai Elizabeth Ngozika
Abstract
This study applied Generalizability Theory (G-Theory) to examine sources of measurement error and evaluate the reliability of scores from a 50-item Economics multiple-choice test taken by senior secondary school students. The study was guided by three research questions and one hypothesis and employed a fully crossed S × I × O design (Students × Items × Occasions). The population comprised 3,869 SS2 Economics students from 60 government-owned secondary schools in Nsukka Education Zone, Enugu State, Nigeria. Using proportionate stratified random sampling, 350 students were selected. The instrument was developed by the researcher and validated by experts, with reliability (KR-20) of 0.88. Variance estimates from EduG software answered the research questions, while a t-test tested the hypothesis at 0.05 significance level. Findings showed that the largest variance arose from the S × I × O interaction. Increasing test items improved the G-coefficient. The study recommends adopting G-Theory to enhance score reliability and interpretation.
Keywords: Economics, Error variance, Facets, Generalizability Theory, Score reliability.
Item Analysis of a Multiple-Choice Economics Achievement Test Using the Three-Parameter Logistic Model of Item Response Theory
Ossai Elizabeth Ngozika
Abstract
This study investigated the psychometric properties of a multiple-choice Economics achievement test administered in Nsukka Education Zone, Enugu State, Nigeria, using the three-parameter logistic (3PL) model of Item Response Theory (IRT). Three research questions and two hypotheses guided the study. An instrumentation research design was adopted for the development and validation of the instrument. The study involved 1,005 senior secondary school Economics students. The instrument was face- and content-validated by experts in Measurement and Evaluation and Economics Education. Reliability was determined using the Kuder–Richardson (KR-20) formula, yielding a coefficient of 0.89. Data were analyzed using the BILOG-MG V3 3PL model, while hypotheses were tested using differential item functioning (DIF). Findings revealed satisfactory item difficulty distribution, though some items showed weak discrimination and required revision. Most items had low guessing probability. The study recommended the application of IRT in developing and evaluating Economics multiple-choice tests.
Keywords: 3PL model, Economics achievement test, Item Response Theory, item parameters, reliability, validity.
Sustainability reporting and Earnings Per Share of manufacturing companies in Nigeria
Igba, Peter Iordye, Uket Ewa, Ironbar, Archibonganwan Bassey & Sunday Omini Eloma
Abstract
This study investigates the impact of sustainability reporting on the Earnings Per Share (EPS) of manufacturing companies in Nigeria. Specifically, it examines how environmental, social, and governance (ESG) disclosures influence financial performance, focusing on manufacturing firms with publicly available sustainability reports. Despite the increasing adoption of sustainability practices globally, the relationship between sustainability reporting and financial performance remains contentious, particularly in emerging markets such as Nigeria. Using a purposive sampling technique, the study analyzes data from five manufacturing companies across various sectors. Multiple regression analysis was employed to assess the relationship between sustainability reporting components—environmental, social, and governance disclosures—and EPS. The results indicate that there is no significant relationship between sustainability reporting and EPS in Nigeria's manufacturing sector, suggesting that other factors may be more influential in driving financial performance. This study contributes to the existing literature by offering empirical evidence from a developing economy and highlighting the need for further exploration of the contextual factors influencing the integration of sustainability into business strategies.
Keywords: Sustainability Reporting, Earnings Per Share, Environmental Disclosures, Social Disclosures, Governance Disclosures, Financial Performance, Manufacturing Companies.
Causal Modelling of Self-Efficacy and Academic Interest on Students' Achievement in Physics
Chukwuka E. Ugwu & Christian S. Ugwuanyi
Abstract
This study examined the causal modelling of self-efficacy and academic interest on students' achievement in Physics among senior secondary school students in Nsukka Education Zone, Enugu State, Nigeria. Academic interest was examined as a mediating variable in the relationship between the exogenous variable and students' achievement in Physics. Three research questions and three hypotheses guided the study. A model-based correlational survey research design was adopted. The population of the study comprised 1,866 Senior Secondary II (SSII) Physics students in 62 public secondary schools in Nsukka Education Zone. A sample of 329 students was selected using a multi-stage sampling procedure. Instruments used for data collection included the Self-Efficacy Scale (SES), Academic Interest Scale (AIS) and Physics Achievement Test (PAT). The instruments were validated by experts in Science Education and Measurement and Evaluation. Reliability coefficients obtained using Cronbach's alpha ranged from 0.71 to 0.86, while the PAT yielded a KR-20 reliability coefficient of 0.85. Data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings revealed that self-efficacy and academic interest significantly influenced students' achievement in Physics both directly and indirectly through . had the highest direct effect on achievement in Physics. The model explained 34.0% of the variance in students' academic achievement in Physics. The study concluded that students' self-efficacy and interest are important determinants of achievement in Physics. It was recommended that Physics teachers should adopt learner-centred and motivational instructional strategies that enhance students' self-efficacy and academic interest.
Keywords: Self-Efficacy, Academic Interest, Physics Achievement, PLS-SEM
Keywords: Self-Efficacy, Academic Interest, Physics Achievement, PLS-SEM
Estimation of the Psychometric Properties of 2023 West African Examination Council Physics Multiple Choice items using a Three Parameter Logistic Model
Grace C. Nnenanya1, & Christian S. Ugwuanyi2
Abstract
The study assessed the psychometric properties of 2023 West African Examinations Council Physics multiple choice test using a three-parameter logistic model. Descriptive survey design was adopted for the study. A sample of 1,097 Senior Secondary three (SS 3) students offering Physics was drawn from a population of 1,610 SS3 students who offer Physics in Enugu education zone. Instrument for data collection was the 2023 WAEC Physics multiple choice items. Data were collected through Direct Delivery Technique (DDT). Research questions were answered using Multidimensional Three Parameter Logistic Model of Item Response Theory (M3PLMIRT). The results showed that, 33 of the items were within acceptable range of item difficulty, while 17 of the items were above the acceptable range indicating that they are very difficult items. Also, 40 items out of 50 items discriminated between high and low ability examinees with good discrimination indices. All the 50 items were within the acceptable guessing factor range, indicating that the items are not susceptible to guessing. The high difficulty of the few items could account for the poor performance of students for that year because it has the implication of the inefficiency of those items of the test to classify examinees based on their correct ability levels. The study recommended that, item analysis of test (examinations) using the Item Response theory approach should be used to find out the difficulty of test items, so as to classify examinees based on their ability levels and make meaningful evaluation of students' academic progress. Thus, it is recommended that, schools should make use of assessment feedbacks from assessment bodies to improve on teaching strategies and provide more effective instruction to improve students' performance.
Keywords: Item Analysis, difficulty indices, discrimination indices, guessing indices.
Keywords: Item Analysis, difficulty indices, discrimination indices, guessing indices.
Assessment of Waste and Sewage Disposal Activities in Abakaliki Slaughterhouses, Implication for Transforming the Environment of Abakiliki Capital City of Ebonyi State, Nigeria
Chidebe Chijioke Uwaleke, Christian Sunday Ugwuanyi & Oluchi Esther-Jane Uwaleke
Abstract
The procedure of slaughterhouses in Abakiliki capital city of Ebonyi State Nigeria is a typical form of human activities that has disturbed the ecosystem from indiscriminate disposal of animal wastes to the immediate environment. This study investigates the effect of poor waste and sewage disposal activities at the slaughterhouses on the life of the public. A survey research design was used and three research questions were raised to guide the study. Direct observation and oral interviews were the method used for data collection. Photographs, observation and information's received were analyzed, presented and discussed. It was observed that categories of animal wastes generated are in both liquid and solid forms. Simplest technique of their disposal include burning and flushing into nearby stream. Effect of the waste disposal approach on the immediate community includes water pollution, air pollution, land pollution and exposure of diseases and infections. There was recommendation that government should regulate the activities of those slaughterhouses and also build alternative waste dump site and incinerators for waste disposal in Abakaliki capital city of Ebonyi State, Nigeria.
Determinants of Psychological Wellbeing of Academics in Nigerian Universities
Christian S. Ugwuanyi
Abstract
This cross-sectional survey research on the determinants of psychological wellbeing of academics in universities involved a sample of 284 academics in Southeast universities, Nigeria. Data were collected using a psychosocial occupational hazard questionnaire (α = 0.74) and a mental well-being scale (α = 0.89) based on a scientific research paradigm and a quantitative research approach. We analysed the data using a multi-level hierarchical regression analysis and structural equation modeling approach. The results of structural equation modeling showed that psychosocial work hazards have a significantly negative relationship with psychological well-being. These findings imply that early Academics who experience burnout require more assistance, such as professional development opportunities and mental health resources. Therefore, it is recommended that employers of labour should endeavour to provide a work environment without the risks associated with psychosocial work in order to enhance the psychological well-being of academics.
Keywords: Academics, Psychosocial work hazards, Psychological well-being
Qualitative Analysis of Social Media Utilization in Relation to Time, Gender, Location and Age Among Christian Religious Studies Students in Enugu State, Nigeria
Efido B. S. Okechukwu
Abstract
This study investigated social media utilization and selected learner variables among Senior Secondary School II Christian Religious Studies (CRS) students in Enugu State, Nigeria. Five research questions guided the study. The population consisted of 7,822 SS II CRS students from public secondary schools in Enugu State. A sample of 100 students was selected from co-educational schools in both urban and rural areas. The sample comprised 50 students from urban schools and 50 from rural schools, drawn from 20 selected secondary schools, with five participants from each school. Data were collected using a researcher-developed Focus Group Discussion guide titled Students on Social Media Focus Group Discussion (SOSM-FGD). The data were analyzed thematically. Findings revealed that students commonly use social media platforms such as WhatsApp, Facebook, Instagram, Twitter, Messenger, and YouTube, with high levels of usage across respondents. However, platforms such as Myspace, MyChat, and 2Go were rarely used, while LinkedIn, Google Scholar, and ResearchGate were minimally utilized. The study also found that students spend between 5–14 hours daily on social media. Female students were found to use social media more than male students, while urban students exhibited higher usage than their rural counterparts. Additionally, most students were introduced to social media at an early stage in secondary education. Based on the findings, it was recommended for the enhancement of academic-oriented social media use, regulation of daily social media usage, promotion of gender-inclusive digital awareness, bridging the urban–rural digital divide and strengthening early digital citizenship education
Keywords: social media, time, gender, location and age, Christian religious studies, secondary school students, Enugu State
Utilization of Digital Tools in Enhancing Environmental Education for Students in Public Secondary Schools of Calabar Municipality, Cross River State, Nigeria
Remi Modupe Omoogun, John Edwin Effiom & Funke Florence Omoogun
Abstract
This study investigated the utilization of digital tools in enhancing Environmental Education (EE) for students in public secondary schools of Calabar Municipality, Cross River State, Nigeria. Four research questions and four null hypotheses guided the study. A descriptive survey research design was adopted. The population comprised 2,448 senior secondary two (SS2) students and 86 teachers of environmental-related subjects (Geography, Biology, Agricultural Science, and Civic Education) in the 13 public secondary schools in the municipality. A multi-stage sampling technique was used to select 320 students and all 86 teachers, giving a total sample of 406 respondents. The instrument for data collection was a 32-item structured questionnaire titled "Utilization of Digital Tools in Environmental Education Questionnaire" (UDTEEQ), validated by three experts and pilot-tested. Reliability was established using Cronbach Alpha, yielding an overall coefficient of 0.86. Data were analysed using mean, standard deviation, and independent samples t-test at 0.05 level of significance. Findings revealed that the level of utilization of digital tools in EE is generally low; mobile phones/smartphones, projectors, and basic computers are the most frequently used tools, while interactive simulations, Geographic Information Systems (GIS), virtual reality, and educational mobile applications are rarely used; digital tools significantly enhance students' interest, conceptual understanding, and engagement with environmental issues; and major barriers include inadequate ICT infrastructure, unstable electricity, insufficient teacher training, and high data costs. No significant differences were found in the perceptions of male and female students, or between teachers and students, on the perceived benefits of digital tools. It was recommended, among others, that government and school authorities should equip schools with adequate ICT facilities, provide stable power supply, train teachers in digital pedagogy, and subsidize internet access for educational purposes.
Keywords:
Digital tools, environmental education, ICT, secondary schools, Calabar Municipality, sustainability.
Integrating Indigenous Knowledge Systems into Modern Environmental Education Curriculum in University of Calabar and University of Education and Entrepreneurship, Awi, Cross River State, Nigeria
Remi Modupe Omoogun1, Funke Florence Omoogun2 & John Edwin Effiom2
Abstract
This study investigated the integration of Indigenous Knowledge Systems (IKS) into modern Environmental Education (EE) curriculum in the University of Calabar (UNICAL) and the University of Education and Entrepreneurship, Awi (UEEA), Cross River State, Nigeria. Four research questions and four null hypotheses guided the study. A descriptive survey research design was adopted. The population comprised 187 lecturers and final-year students in Environmental Education and related programmes (Geography, Biology, Science Education, Agricultural Education) in the two universities. A stratified random sampling technique was used to select 150 respondents (90 from UNICAL and 60 from UEEA). The instrument for data collection was a 35-item structured questionnaire titled "Integration of Indigenous Knowledge Systems into Environmental Education Curriculum Questionnaire" (IIKSEECQ), validated by three experts and pilot-tested, yielding a Cronbach Alpha reliability coefficient of 0.87. Data were analysed using mean, standard deviation, and independent samples t-test at 0.05 level of significance. Findings revealed that respondents perceived IKS as highly relevant to EE; identified traditional forest conservation, indigenous farming practices, sacred groves, ethnobotanical knowledge, weather forecasting, and waste management traditions as the most relevant IKS components; identified curricular rigidity, lack of documentation, scarcity of trained personnel, and inadequate institutional support as the main barriers to integration; and reported strategies such as community-resource-person partnerships, fieldwork in indigenous communities, documentation of local practices, and curriculum review as the most viable approaches. No significant differences were found in the perceptions of respondents based on institution, gender, status (lecturer/student), or discipline. Recommendations included formal curriculum review by the National Universities Commission (NUC) to include IKS components, establishment of IKS documentation centres, training of lecturers, and structured partnerships between universities and indigenous communities in Cross River State.
Keywords: Indigenous knowledge systems, environmental education, curriculum integration, sustainability, Cross River State, higher education.
An Evaluation of the Effectiveness of AI-Based Learning Tools on Cognitive Achievement in Educational Statistics
Onyemachi, Chukwudi Godwin & Frederick Ekene Onah
Abstract
Educational Statistics remains a challenging course for many undergraduates, often resulting in low cognitive achievement due to abstract concepts and limited individualized support. This study examined the effectiveness of Artificial Intelligence (AI)-based learning tools on students' achievement in Educational Statistics. A quasi-experimental non-equivalent control group design was adopted with 200 students (100 AI-exposed, 100 non-AI). Data were collected using the Cognitive Achievement Test in Educational Statistics (CATES). Mean and standard deviation answered research questions, while ANCOVA tested hypotheses at 0.05 significance level. Results showed that AI-exposed students achieved higher post-test scores (M = 32.96, SD = 4.88) than non-AI students (M = 27.14, SD = 5.02), with a significant difference, F(1,196) = 27.89, p < .001. No significant gender differences were found. The study concludes that AI tools significantly improve achievement and recommends their integration into statistics instruction.
Keywords: Adaptive Learning, Artificial Intelligence, Classroom Assessment Performance, Cognitive Achievement, Educational Statistics, Undergraduate Students
Rousseau's Social Contract as an Archetype of Education for Political Leadership in Nigeria
Timothy Emeka Asogwa