Volume 12, Issue 2. March 2026
Preliminary Pages of Volume 12 Issue 2. March 2026
Teachers' Professional Development as a Correlate to Students' Academic Achievement in Mathematics
Chinweike, Jane Ndubumma & Ugwuanyi Chika Charity
Abstract
This study examined how teachers' professional development correlates to students' academic achievement
in Mathematics. Correlation research design was used for the study. Two research questions and two null
hypotheses guided the study. The population of the study comprised of all the public senior secondary two
(SSII) students and forty (SSII) Mathematics teachers of Nsukka Local Government Area. Simple random
sampling techniques was used to select 150 senior secondary two (SSII) and 30 (SSII) mathematics teachers
from 20 secondary schools for the study. The instruments used for data collection for this study was Teachers'
Professional Development Questionnaire (TPDQ and Students' Terminal Results (STR). The internal
consistency reliability indices of TPDQ was 0.90 was obtained using Cronbach Alpha. Regression analysis was
used to answer the research questions. Hypotheses was tested STR using ANOVA (regression output) and the
associated p-value for interaction obtained from moderation analysis all at 0.05 level of significance. The
result of this study revealed that there is a significant weak relationship between teachers' professional
development and Students' academic achievement. It was recommended among others that the government
should arrange workshops, seminars, conferences for teachers to attend and improve their knowledge.
Keywords: Teachers' Professional Development, Students' Academic Achievement, Mathematics.
Self-Regulated Learning and Students' Authentic Engagement: A Panacea for Enhancing Students' Retention in Mathematics
William C. Nwachukwu, Chika C. Ugwuanyi, Gladys N. Okpalanwa, Anulika E. Odugu, Chiamaka H. Nebeolisa, Ebere P. Eze
Abstract Self-regulated learning strategies enables students to determine factors that affect their learning, and effectively choose or adopt strategies that increases their retention level in mathematics. Self-regulated learning brings about students' authentic engagement which facilitates deeper understanding of abstract mathematical concepts and optimal performance. The study focused on self-regulated learning and authentic engagement as sure way to enhance students' retention in mathematics. It provided solid background on how self-regulated learning cycle enhances students' retention, how to reduce the teacher talk time, the characteristics of mathematics learners and levels of authentic engagement. Based on the relevance of self-regulated learning and authentic engagement of students, it was concluded that mathematics teachers as a necessity need to motivate students' to self-regulate their learning by providing them with an engaged classroom that increases retention. Hence school management and authorities should provide and create an engaged learning environment. Also, there should be teacher, student and content interaction to facilitate retention and optimal performance of students in mathematics. Keywords: Mathematics, Self-regulated Learning, Authentic Engagement, and Retention
Estimation of the Item Characteristics of Basic Science Achievement Test Item Formats Using Three Parameter Logistic Model
Agah, John Joseph, Ali, Obioma & Nwani, Samuel Uchenna
Abstract
The study estimated the item characteristics of Basic Science achievement test item formats using three parameter logistic model. The study adopted descriptive research design and was carried out in Enugu state. The population of the study was21,215 JSS3 students. A sample of 1,500 was obtained through multistage sampling procedure. The instrument used for data collection was Basic Science achievement test which was prepared in three different formats namely; Alternate Item Format (AIF), Matching Item Format (MIF) and Multiple-choice Item Format (MIF). Reliability coefficients of 0.96, 0.98 and 0.99 were obtained, for the three item formats using Kuder-Richardson 20. The data were collected through direct delivery technique. The research questions were answered using the item difficulty, discrimination, guessing parameter indices using JMetrik statistical Package. The findings of the study among others revealed that there is no significant difference in the item facility indices of the three item formats in Basic science achievement test, there is no significant difference in the item discrimination indices of the three item formats in Basic science achievement test, and there is no significant difference in the guessing parameter indices of the three item formats in Basic science achievement test. The study among others recommends that test developers should use the 3PL model to carefully select test items for Basic Science Achievement Tests.
Keywords: Basic science, item formats, item difficulty, item discrimination and guessing parameter indices.
Effect of Self-Regulated Instructional Strategy on students' self-efficacy in Geometry in Enugu Education Zone
Zinkat Olatomiwa. A.
Abstract
The study investigated the effect of Self-Regulated Instructional Strategy (SRIS) on senior secondary self-efficacy in geometry. “The study was carried out in Enugu Education Zone of Enugu State, and the entire SII mathematics students for the 2022/2023 academic session were used as the population of the study. Two hundred and forty-three (243) Mathematics students were drawn this population through a multi-stage sampling procedure of four stages. One research question and one hypothesis guided the study. The study employed the quasi-experimental research design, specifically, a pre-test post-test non-equivalent group design. The instrument for data collection was Geometry Self-efficacy Questionnaire (GSQ), which was face validated by two experts from Science Education (each from Measurement & Evaluation, and Mathematics unit), and one expert from Educational Foundation (Education Psychology), all three from the Faculty of Education. The reliability of GSQ was determined using Cronbach's Alpha, and an estimate of .82 was obtained. Mean and Standard deviation were used to answer the research question, while analysis of covariance (ANCOVA) was used to test the null hypothesis at 0.05 level of significance. The findings of the study showed that students taught geometry with Self-Regulated Instructional Strategy (SRIS) had a slightly higher mean gain in self-efficacy ratings than those taught with the traditional teaching method. The study further showed there was a significant difference in the mean self-efficacy rating of students taught with Self-Regulated Instructional Strategy (SRIS) and those taught with the traditional teaching method. Based on the findings of this study, it was concluded that a self-regulated instructional strategy can enhance students' self-efficacy in geometry. It was recommended that self-regulated instructional strategy should be encouraged in the teaching of mathematics, especially geometry.”
Keywords: geometry, mathematics, self-efficacy, self-regulated instructional strategy
Modelling Hypertension Risk with Logistic Regression and Naïve Bayes Using Health and Demographic Metrics
E.G. Sokomba and E.S. Oguntade
Abstract
Hypertension(HTN) has been identified as one of the significant risk factors of morbidities and mortalities globally, particularly in low-middle income countries like Nigeria. Hence supervised machine learning models were applied to predict HTN using prevalent health data. A retrospective observational design was employed and appropriate secondary data extracted from the National Health and Nutrition Examination Survey 2017-2018 dataset sourced from Kaggle repository. After data pre-processing, 3439 complete-cases were used with 11 predictors. Both Logistic Regression and Naïve Bayes classifiers were used as classification algorithms. Chi-square tests were employed to determine associations and receiver operating characteristic (ROC) curve for evaluation of models.Logistic Regression produced 94.6% accuracy with AUC of 0.940 whereas Naïve Bayes classifier recorded 94.1% accuracy with AUC of 0.945.Sex showed no impact and the relationship between systolic/diastolic blood pressure and HTN was high. Both models were of immense use in prediction of HTN.
Keywords: Logistic Regression, Machine Learning, Naïve Bayes, HTN, Predictive Modelling, SBP, DBP ROC, AUC, Risk Factors, Nigeria.
Community Participation and Monitoring Strategies as a Correlates of Emergency Response in Administration of Public Secondary Schools in Kogi State North Central Nigeria
Victor Ochoche Adaji & Esther Akinde
Abstract
This study investigated Community participation and Monitoring strategies as a correlates of emergency response in administration of public secondary schools in Kogi State North Central Nigeria. The purpose of the study was to investigate relationship between community participation and monitoring strategies and as correlates of emergency response strategies in administration of public secondary schools. Two research questions guided the study, while two hypotheses were formulated and tested. Correlational research design was adopted for the study. The population of the study was 42,235 teachers from 6,601 public secondary schools in Kogi State North Central Nigeria with a sample of 1255 respondents which was adopted using multi-stage sampling procedure involving stratified, purposive and simple random sampling techniques. The instruments that were used for data collection were questionnaires titled “Community participation Strategies and Monitoring Questionnaire ( CPSMQ)” and “Administration of Public Secondary Schools Questionnaire (APSSQ)”. The questionnaires were structured on four point rating scale. A trial test of the instrument was conducted on 30 teachers in two public secondary schools in Plateau and Kwara States using Cronbach Alpha coefficient. The result yielded a grand co-efficient of 0.93 for ERSQ and 0.90 for APSSQ. Data collected were analyzed using Pearson Product Moment Correlation (PPMC) to answer the two research questions and test the null hypotheses at 0.05 level of significance. The findings of the study showed emergency response strategies such as emergency community participation and Monitoring strategies have a strong significant positive relationship with administration of public secondary schools in Kogi State North Central, Nigeria. The study concluded that effective application of emergency response strategies brings about improvement in administration of public secondary schools. It was recommended among other things that the Ministries of Education should mandate and monitor comprehensive emergency community participation, standardized procedures and regular monitoring in public secondary schools to enable principals to respond effectively to emergencies and ensure continuity of teaching and learning. Principals of schools should also actively engage community stakeholders, including PTAs and local leaders in school safety and emergency management through structured involvement and resource mobilization.
Keywords: Community participation, monitoring, Strategies, Administration
Effect of Jigsaw Cooperative Learning Strategy on Students' Interest and Performance in Mathematics
Awwalu. B. Habiba, Ogbeta I. Joseph & Shehu Munir
Abstract
The study investigated effects of Jigsaw cooperative learning strategy on students' interest and performance in mathematics. Two research questions and hypotheses guided the study. Quasi experimental design of non-equivalent pre-test and post-test group was adopted. Population consists of 532 SS II students. Sample of 82 students who participated in the study was obtained from two randomly selected schools. Instruments for data collection were Mathematics Performance Test MPT and Students Interest in Mathematics Questionnaire SIMQ. Validity of MPT and SIMQ was ascertained by experts in Mathematics Education. Test-retest reliability coefficient of 0.79 was obtained for MPT while Cronbach's alpha reliability coefficient of 0.89 was obtained for the SIMQ. Data were analysed using mean, standard deviation and ANCOVA. Findings revealed Jig saw cooperative learning strategy enhanced students interest and performance in mathematics. The study recommends use of Jigsaw cooperative learning strategy in aiding students learning and understanding of mathematics.
Keywords: Interest, Jigsaw Cooperative Learning, Mathematics, Performance and Students.
Mathematics Teacher's Content Knowledge as Correlate of Students' Academic Performance in Mathematics
Awwalu. B. Habiba, Ogbeta I. Joseph & Shehu Munir
Abstract
The study investigated mathematics teacher's content knowledge as correlate of students' performance in mathematics. Correlational research design was adopted. One research question and hypothesis guided the study. Population was 475 comprising of 450 Senior Secondary Two SSII students and 25 mathematics teachers. Sample of 118 students and 25 teachers participated in the study. Instrument for data collection was Mathematics Teacher Content Knowledge Performance Test (MTCKPT). Validity of the instrument was ascertained by expert in Mathematics Education. Split half reliability coefficient of 0.78 was obtained for MTCKPT. Finding revealed a strong positive correlation r 0.87 significant at 0.000 indicating a positive relationship between mathematics teachers content knowledge and students performance in mathematics. Based on the findings the study recommends regular training and recruitment of qualify mathematics teachers.
Keywords: Content, Knowledge, Mathematics, Students and Teachers
Mathematics Education and the Southern African Development Community Woman: Cross-Country Insights into Participation and Policy
Chipo Makamure, Zingiswa M. Jojo
Abstract
The participation of women in mathematics education is a significant concern, with ongoing gender disparities evident across various educational contexts. Despite increased awareness of the need for gender equity, women are underrepresented in mathematics from primary to higher education and professional fields. This study reviews factors influencing women's participation in mathematics education in Zimbabwe, Namibia, Botswana, and South Africa, using qualitative research methods. It identifies barriers and opportunities affecting women's involvement in math-related fields. Key factors include occupational interests, work-family balance, and the impact of gender stereotypes. Findings reveal that negative stereotypes and self-efficacy beliefs adversely affect women's participation and motivation. The study emphasizes the importance of a supportive educational environment, mentorship, and positive role models in boosting women's confidence in mathematics. Recommendations for policies and practices to enhance women's participation in STEM and mathematics education are also provided.
Keywords: Gender Equity, Mathematics Education, STEM Education, Stereotypes, Women's Participation
Pedagogies for Reduction of Mathemaphobia Among Senior Secondary School Students in Umuahia Education Zone of Abia State
Chima, Nwachinemere Kingsely & Ihendinihu, Uchechi Ezinwanyi
Abstract
This study examined instructional pedagogies aimed at mitigating mathemaphobia among senior secondary school students in Umuahia education zone of Abia state. Students in public secondary schools were exposed to a range of learner-centered approaches, namely discovery, coperative and discussion methods of instruction. Three research question and three hypothesis guided the study. The study adopted a quasi-experimental research design and data were collected using the pedagogies for reduction of mathemaphobia questionnaire (PRMQ). The instrument was subjected to rigorous validation and reliability procedures to ensure its' suitability for educational research. Face and content validity were established through expert reviews by specialists in mathematics education and measurement and evaluation, whose suggestions were incorporated into the final version of the instrument. The instrument was analyzed employing mean, standard deviation and analysis of covariance (ANCOVA). The findings revealed that the application of discovery, cooperative and discussion teaching methods significantly contributed to the reduction of mathemaphobia among students. These results underscore the critical role of appropriate pedagogical strategies in addressing students' anxiety and negative disposition toward mathematics. The study concludes that the deliberate integration of these interactive and participatory teaching approaches can effectively reduce mathemaphobia. Consequently, it recommends their wide spread adoption in secondary school mathematics classrooms to enhance students' engagement and confidence in the subject.
Keywords: Education, Mathemaphobia, Pedagogies, Reduction, Secondary, Senior, Students Zone.
Bandura's self-efficacy sources as predictors of algebra problem-solving ability: Evidence from Ghanaian senior high school students
Aboagye Akosah Francis, Owusu-Mensah Isaac
Abstract
Algebra problem-solving ability is a central indicator of students' mathematical competence yet students persistently struggle to solve algebra problems. The study therefore, investigated the extent to which Bandura's sources of self-efficacy individually and jointly predict algebra problem-solving ability among senior high school students in Kumasi Metropolitan, Ghana. A cross-sectional survey design with predictive focus was adopted to sample 614 students from five public senior high schools using multi-stage sampling techniques. The study was guided by two research questions and two corresponding null hypotheses. Data were collected using two instruments: Self-efficacy sources scale questionnaire (SESS) and algebra problem-solving ability test (APSAT). All instruments were face validated by four experts, and construct validated by exploratory factor analysis, with KMO values above 0.70. Reliability was determined using Cronbach's alpha for SESS and APSAT, yielding coefficients of 0.818 and 0.792 respectively. The results revealed that the four sources of self-efficacy jointly predicted algebra problem-solving ability to a statistically significant extent (R = .411, R² = .169, F (4, 609) = 30.99, p < .001), accounting for 16.9% of the variance. Physiological and affective states emerged as a significant negative predictor (β = −.328, p < .001), while social persuasion was a significant positive predictor (β = .142, p < .005). Mastery and vicarious experiences were not statistically significant. The findings emphasise the importance of emotional supportive and efficacy-enhancing instructional practices in mathematics education. Recommendations were made for stakeholders to adopt anxiety-reduction strategies and constructive encouragement, with teachers serving as authentic voices of social persuasion to enhance students' self-efficacy in algebra problem-solving.
Keywords: Algebra Problem-Solving Ability, Bandura's Sources of Self-Efficacy, Physiological and Affective States, Kumasi Metropolitan, Senior High School Students, Social Persuasion.
Instructional Technology Strategy and Cognitive Load Reduction: Implications for Students Understanding of Biology Concepts in Makurdi Metropolis of Benue State
Michael-Aondoaseer, OlawumiBolupe, Nwaokolo Blessing, Agada, Patience, Dagba, Justina Doowuese
Abstract
This study investigated Instructional Technology and Cognitive Load Reduction: Implications for Students' Understanding of Biology Concepts in Makurdi Metropolis, Benue State. The study adopted a quasi-experimental research design using a non-equivalent control group pretest–posttest format. Two research questions were answered, and two hypotheses were tested at the 0.05 level of significance. The population comprised all Senior Secondary School III (SSS III) Biology students in Makurdi Metropolis. A sample of 186 students (125 males and 61 females) from intact classes was selected through a multistage sampling procedure. The Cognitive Load Measurement Scale (CLMS) was adapted for the study and validated by three experts. The instrument was trial-tested on 30 students, and its reliability was determined using Cronbach's Alpha, which yielded a coefficient of 0.87. Data were analyzed using descriptive statistics, including mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed a significant difference in the mean cognitive load ratings of students taught Biology concepts using Instructional Technology Strategies (ITS) and those taught using the traditional teaching method, with ITS proving more effective in reducing cognitive load. The study also found a significant difference in the mean cognitive load ratings of male and female students taught using ITS, in favour of the male students. The study concluded that the use of Instructional Technology Strategies enhances the teaching and learning of Biology concepts by reducing students' cognitive load. It was therefore recommended that the Ministry of Education, curriculum developers, and policymakers integrate instructional technology into Biology lesson design and classroom instruction.
Keywords: Biology, Cognitive Load, Gender, Instructional Technology, and Strategy
Neem Seed Oil Ameliorates Key Biochemical/Clinical Dysfunctions in Streptozotocin-Induced Diabetic Wistar Rats
M.D. Ezema, C.A. Onodugo, O.S. Adedeji, I.M. Odoh, O.Y. Adetuyi, B.C. Obi,, O.H. Oyeniran, O.R.Nwagwe
Abstract
Neem oil, from the fruits and seeds of the Neem (Azadirachtaindica), is reported to possess many medicinal properties. The present study is to ascertain the ameliorative potentials of Neem seed oil (NSO) on some biochemical/clinical dysfunctions in streptozotocin-induced diabetic rats. Forty-eight (48) rats were distributed into eight groups of six. Standard procedures were used to evaluate the levels of haematological, liver functions, kidney functions, lipid profile indices and changes in oxidative stress. The 28 day study revealed that Neem seed oil at different dosages (0.1ml, 0.2ml and 0.5ml) significantly (P< 0.05) reversed some biochemical/clinical imbalances in the diabetic rats by increasing the levels of Packed cell volume, Red blood cell, Haemoglobin and white blood count and lowering the levels of liver enzymes, total protein, albumin and some lipid profile indices..Coupled with the observed reductions in levels of oxidative stress markers, the results showed that Neem seed oil at notable concentrations could potentially serve as antidote in the management of diabetes. Therefore, we recommend use of neem seed oil as alternative medication in treatment of Type 2 diabetes.
Key words: Ameliorative potentials, diabetes mellitus, biochemical dysfunctions, streptozotocin.
Foundational Mathematical Knowledge as a Determinant of Senior Secondary School Performance in Nigeria: A Conceptual and Theoretical Synthesis
Ishaku AKISSANI & Naziru AMINU
Abstract
This study investigated the role of foundational mathematical knowledge as determinant of senior secondary school mathematics performance in Nigeria. Existing literature reveals a number of predictors of mathematics performance, but little attention has been given to the cumulative and structural influence of foundational mathematical competencies within a unified conceptual and theoretical framework. Drawing on constructivist theory, prior knowledge theory, cognitive load theory and spiral curriculum theory, this study develops a conceptual model for explaining the effect of foundational mathematical knowledge on mathematics performance across the educational progression. The model identifies cognitive readiness and classroom engagement as key mediators and instructional quality and learning environment as moderators that influence mathematics performance. The study identifies systemic limitations in the Nigerian educational context to include discontinuities in curriculum, poor diagnostic assessment practices, inadequate emphasis on conceptual understanding, and a continued reliance on procedural teaching approaches. The study proposes a reconceptualization of mathematics performance as a cumulative developmental process based on foundational competencies and presents a framework for future empirical testing. The synthesis highlights among others the need for strengthening foundational mathematical instruction, promoting conceptually focused pedagogical practices, strengthening teacher professional development in foundational mathematical pedagogy, encouraging curriculum alignment across educational levels, and incorporating foundational mathematical competencies into educational intervention policies. The discussion explores implications for instructional practice, curriculum development, educational policy, and future research.
Keywords: Foundational knowledge, Mathematics performance, Cognitive load, Conceptual framework, Nigeria.
Phytochemical and Antimicrobial Potentials of Detox Tea Blend from Selected Medical Plant Species
Musa, D. D.; Habila, S. J.; Ubi, U. E.; Ikra, M. S.; Haruna, M. R.
Abstract
This study examined the phytochemical composition and antimicrobial potential of a detox tea blend formulated from ten medicinal plants: peppermint, clove, ginger, cinnamon, lemongrass, doum palm, star anise, black seed, rosemary, and Silybum marianum. Phytochemical screening detected variety of bioactive compounds identified included alkaloids, flavonoids, saponins, tannins, phenols, steroids, terpenoids, phytosterols, proteins, and cardiac glycosides. Quantitative analysis showed phenolic content was high (85.4 ± 2.3 mg GAE/g) and flavonoid levels (42.7 ± 1.8 mg QE/g), with saponins having a considerable amount (12.5 ± 0.9% w/w) and alkaloids (9.8 ± 0.7% w/w). Upon the use of disc diffusion method, the tea blend displayed concentration-dependent inhibitory effect against different pathogenic microorganisms. At 250 mg/mL, it produced a strong inhibitory zones (20 mm) against Staphylococcus aureus, Salmonella spp., Aspergillus flavus, and A. niger. A moderate level of microbial activity was recorded against Streptococcus spp. (13 mm), while minimal susceptibility was observed in Escherichia coli (10 mm). The results from this study indicate that phenolic compounds and flavonoids act synergistically to effect the observed antimicrobial activity, particularly against Gram-positive bacteria and fungi organisms, while greater resistance was demonstrated in Gram-negative bacteria. The blend shows promising potential as a natural antimicrobial agent, however additional studies are required to optimize efficacy and make mechanism of action clearer, especially against resistant strains. Based on the findings of this study, future research should investigate the Minimum Inhibitory Concentration (MIC) and Minimum Bactericidal/Fungicidal Concentration (MBC/MFC) using the methods of broth microdilution, while bioassay-guided fractionation through High-Performance Liquid Chromatography (HPLC) and Liquid Chromatography-Mass Spectrometry (LC-MS) should identify the specific compounds responsible for the observed antimicrobial activity. The blend's efficacy should further be tested against multidrug-resistant organisms including MRSA, ESBL-producing E. coli, and azole-resistant Aspergillus spp., and comparative extraction studies using different solvents and techniques should be conducted to optimize bioactive yield and reproducibility.
Keywords: Phytochemicals, Detox tea, Medicinal plants, Antimicrobial activity, Staphylococcus aureus, Escherichia coli
Adaptive Frame Sampling for Efficient Multi-Camera Person Re-Identification in Resource-Constrained Surveillance Environments
Oni Damilola, Okon Paul Godwin, Chukwuka Christian Ofoegbu, Taiwo Ikeoluwa Odunayo
Abstract
Person re-identification (Re-ID) in multi-camera surveillance environments is a computationally intensive task that has largely been developed and evaluated under the assumption of GPU-based hardware. This poses a serious obstacle to implementation in low-resource environments, e.g. educational institutions, government facilities, and business premises in sub-Saharan Africa where surveillance hardware is generally based on general-purpose CPU hardware. This paper presents an adaptive frame sampling framework for multi-camera person Re-ID designed to operate in real-time on CPU-only systems without reducing identity tracking accuracy. The proposed system integrates a motion-triggered adaptive sampling mechanism with a YOLOv8n person detection model and a lightweight CNN-based Re-ID module. Rather than executing deep learning inference on every captured frame, the system selectively triggers inference when a frame differencing-based motion intensity score exceeds a defined threshold, skipping redundant frames during static or near-static scenes. The detection model was trained on the UCSD Pedestrian 1 dataset over 50 epochs, achieving a final mAP50 of 0.979, mAP50-95 of 0.835, precision of 0.958, recall of 0.942, and a peak F1 score of 0.95 at a confidence threshold of 0.439. The Re-ID module extracts 256-dimensional L2-normalised appearance embeddings from detected person crops and performs identity assignment via cosine similarity matching against a rolling gallery. Comparative evaluation across three independent video experiments demonstrated that the adaptive sampling strategy reduced processed inference frames by an average of 89.3% and total processing time by 71.1%, while achieving an effective frame rate of up to 56.5 FPS on CPU hardware. The consistency of identity was the same 100 percent in all experimental conditions and zero identity switches were noted which ensured that the computer efficiency was attained without any degradation in the accuracy of Re-ID. The findings make adaptive frame sampling a feasible and empirically proven approach to implementing accurate and real-time multi-camera person Re-ID in low-resource surveillance settings.
Keywords:
Adaptive frame sampling, appearance embeddings, CPU deployment, motion detection, multi-camera surveillance, person re-identification, resource-constrained systems, YOLOv8
Effect of Process-Based, Project-Based and Expository Instructional Approaches on Senior Secondary Chemistry Students' Retention in Akamkpa Local Government Area, Nigeria
Ajaba, Prisca Ufebe, Rebecca U. Etiubon & Aniekan Godwin Ekanem
Abstract
This study examined the effects of Process-Based, Project-Based, and Expository instructional approaches on Chemistry students' retention in Akamkpa LGA, Cross River State. A pretest posttest, non-randomized, non-equivalent control group quasi-experimental design was used. Three research questions and hypotheses guided the study. The population comprised all SS II students in 16 public co-educational secondary schools, with a sample of 158 students selected from three schools through simple random sampling. A Chemistry Retention Test (CRT), validated by experts in Measurement and Evaluation and Chemistry, served as the instrument. Reliability testing using Pearson Product Moment Correlation yielded a coefficient of 0.74. Data were analyzed using mean, standard deviation, and ANCOVA at a 0.05 significance level. Findings revealed that Process-Based instruction produced the highest retention levels, outperforming Project-Based and Expository methods. Gender differences were significant, with male students showing higher retention. The study recommends Process-Based instruction to enhance participation and retention.
Keywords: Process-Based, Project-Based, Expository and Retention
Improving Science Students' Academic Achievement Using Science Learning Techniques on Nitrogen Cycle in Secondary Schools in Esit Eket Local Government Area
Williams, Idongesit Sylvanus & Etiubon, Rebecca Ufonabasi
Abstract
This study examined on improving science students' academic achievement using science learning techniques on Nitrogen cycle in secondary schools in Esit Eket Local Government Area. Pretest posttest non-randomized quasi-experimental design was used for the study. Three research questions and three null hypotheses guided the study. A sample size of 180 students was used for the study. Three intact classes were randomly selected and assigned to experimental groups. Instrument used for data collection was Science Achievement Test (SAT) on Nitrogen cycle with reliability index of 0.83 using K-R20 formula. The data collected were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Findings of the study showed that there is a significant difference between the academic achievement of students taught using science learning techniques (linking vocabulary to imagery, imagery and vocabulary techniques). Findings also indicated that there is no statistically significant difference between the mean achievement scores of male and female students taught Nitrogen cycle using linking vocabulary to imagery science learning techniques. Findings also showed no interaction effect of science learning techniques and gender on students academic achievement taught Nitrogen cycle. From the findings, it was recommended that science learning techniques be utilized during science teaching and learning to help improve Biology students' academic achievement.
Keywords: Academic achievement, Gender and Science learning techniques
Relationship Between ChatGPT-Powered Personalized Instruction and Students' Attitude, Academic Engagement and Achievement in Mathematics
Timothy Chinedu Ukwueze & Egbuniwe, Obiageli Nancy
Abstract
This study investigated the relationship between ChatGPT-powered personalized instruction and students' attitude, academic engagement and achievement in mathematics. The study employed descriptive correlational survey design, and a sample of 270 students. ChatGPT-Powered Personalized Instruction and Mathematics Learning Questionnaire (CPPI-MLQ) and Students' Attitude Towards Mathematics Scale Questionnaire (SATMSQ) were the instrument used for the study. The instrument yielded reliability coefficient indices of 0.76 and 0.79 using Cronbach's Alpha reliability indices. The findings of this study showed that there exist: a medium direct positive relationship between students' attitude and academic achievement in mathematics; a small direct negative relationship between students' attitude and students' academic engagement in mathematics due to students' usage of ChatGPT powered personalized instruction in mathematics. It was recommended among others that government or stakeholders should invest in upgrading school technological infrastructure to support ChatGPT-powered personalized instruction.
Keywords: ChatGPT-Powered App, Engagement, Attitude, Perceived Achievement, Personalized Learning, Correlation, Medium Relationship
Integrating Artificial Intelligence into Technical and Vocational Education and Training in Some Selected Public (TVET) Institutions in Nasarawa State, Nigeria
Agyeno, Asoneshi Joseph Daniel & Dantani Tsuvyakhi
Abstract
In Nasarawa State - Nigeria, Technical and Vocational Education and Training (TVET) is critical for equipping students with relevant technical skills; however, integrating AI into these programs remains limited most especially in our colleges of Education. Three research questions guided the study. Descriptive survey design was adopted for the study. The population of the study consisted of 25 academic staff each from School of Vocational and Technical Education, College of Education Akwanga (COEA), College of Agriculture Science and Technology Lafia (COAST) and Isah Mustapha Agwai the I Polytechnic Lafia, (IMAP) Nasarawa State and 231 managers from the 231 Small and Medium Enterprises (SMEs) in the study area making a total population of 306. The researcher gathered data through a well-developed questionnaire. Internal consistency of the research instrument was tested using Cronbach alpha and a reliability coefficient of 0.88 was obtained. The researcher used mean and standard deviation for data analysis result and interpretation. Findings from the study revealed among others that the availability of AI tools in the study area for TVET programs are not sufficient to effectively support students' learning and skill development. The study gave positive recommendations for effective integration of AI into TVET, and other related TVET programs in the state own institutions.
Keywords: Artificial Intelligence, Education Technology, Skills Gap, TVET, Workforce Readiness
Gender Differences in Global Economic Competencies Among Undergraduate Students in Universities in Ogun State
Oluwaseun Oyewole & Labaade Temilolu Monisola
Abstract
This research investigated gender disparities in access to online economic resources, economic media literacy, and awareness of global economic issues among Economics Education students in Ogun State, Nigeria. A descriptive comparative survey was used in the research. The simple random sampling technique was used to choose 313 third-year Economics Education students in total, consisting of 115 males and 198 females. Three valid research instruments were used to acquire the data, and independent samples t-test, mean, and standard deviation were utilized for data analysis at a 0.05 level of significance. The results revealed that no significant gender differences in online economic resource exposure (t = 1.06, p = 0.292), economic media literacy (t = 0.34, p = 0.736), and understanding of global economic issues (t = -0.61, p = 0.546); therefore, all three null hypotheses were not rejected. The study concluded that gender does not significantly influence students' digital economic engagement and global economic understanding.
Keywords: Gender differences, online economic resources, economic media literacy, global economic issues
Evaluation of Radiation Hazard Indices Due to Naturally-Occurring Radioactive Materials in Ashaka Quarry Site and its Environs, Gombe State North-Eastern Nigeria
Rabiu, J. A., Kolawole, A. A. and Umaru, I.D
Abstract
This study evaluates the radiological hazards associated with naturally occurring radioactive materials (NORM), specifically Potassium-40 (40K), Radium-226 (226Ra), and Thorium-232 (232Th), in the Ashaka Cement Quarry and its surrounding environment in Gombe State, Nigeria. Soil and water samples were collected at different sites such as near active quarry activities and analyzed by gamma spectrometry. The results indicated that the activity concentrations in soil were generally higher than in water, and that some soil samples were slightly higher than the average concentrations in the world reported by UNSCEAR. Soil samples close to excavation areas, where possible, showed the highest concentrations, possibly a result of enrichment from mining activities. The radiological hazard indices were calculated, but are below the international safety limits; however, the elevated levels of 226Ra and 232Th indicate long term exposure risks, in particular the inhalation of radon gas. It is important to have continuous monitoring of the environment, as well as radiation protection for the workers and incorporation of radiation parameters in future environmental impact assessments to guarantee safety of workers and residents of the vicinity.
Keywords: Radiation, hazard indices, and NORMs, and Ashaka Quarry Site
Effect of Inquiry-Based Learning on Students' Motivation and Academic Retention in Science Among Secondary School Students in Cross River State, Nigeria
Ayeshung, Rose I., Ekpo, Ekpo Bassey & Mfam, Ekam Ekara
Abstract
This study investigated the effect of Inquiry-Based Learning on students' motivation and academic retention in science among secondary school students in Cross River State, Nigeria. A pre-test, post-test non-equivalent group quasi-experimental research design was adopted, involving 911 Senior Secondary School Two science students from 23 public secondary schools. The experimental group was exposed to inquiry-based learning, while the control group received conventional lecture instruction. Data were collected using the Science Students' Motivation Questionnaire and the Science Academic Retention Test, with reliability coefficients of 0.84 and 0.81using Cronbach Alpha and Richard Kuder Richardson Formula 20, respectively. Descriptive statistics and Analysis of Covariance were employed to analyze the data. Results revealed that students taught using inquiry-based learning exhibited significantly higher motivation and retention scores compared to those taught using traditional methods. The study concluded that inquiry-based learning is an effective strategy for enhancing both motivation and retention in science. It was recommendations that science teachers should integrate inquiry-based instructional strategies when teaching.
Keywords: Science Education, Academic Retention, Inquiry-Based Learning, Motivation
Junior Secondary School Students' Perception of Peer Feedback on Essay Writing in Igbo-Etiti Local Government, Enugu State
Ukoha, Evelyn Oziri, Menakaya, Cherechi Miracle, Eugenia Ada Amadi
Abstract
This paper focused on the Junior Secondary school students' perception of peer feedback on essay writing in Igbo-Etiti Local Government, Enugu State. The study adopted a descriptive survey research design. It was guided by four research questions. The population of the study comprised all the 2,500 Junior Secondary School Two (JSS II) students in Igbo-Etiti Local Government Area. Using a simple random sampling technique, a sample of 200 students were drawn from 5 junior secondary schools two in the zone. The instrument for data collection was a questionnaire prepared by the researchers. The instrument was validated by three experts. The instrument was trial-tested on 30 students randomly selected. The data was collated and analyzed using Cronbach Alpha Statistics and an internal consistency reliability index of 0.87 was obtained. The research questions were answered using mean and standard deviation. The findings of the study revealed that students perceived that peer feedback improves essay writing skills. Also, peer feedback positively influences the overall quality of essay writing. The findings further showed that students face challenges when providing peer feedback on essay writing assignments. However, possible solutions to these challenges students face when providing peer feedback on essay writing assignments were highlighted. The researchers recommended among others that teachers should provide clear guidelines and structured training for students on how to give and receive constructive peer feedback effectively in essay writing tasks in junior secondary schools.
Keywords: Peer, Feedback, Teaching, English language, Essay writing Skills
Structural Equation Modeling (SEM) of the Relationship between Quantitative Self-Efficacy and Quantitative Reasoning in Economics among Senior Secondary School Students in Nsukka Education Zone
Ossai Elizabeth Ngozika
Abstract
This study investigated the structural equation model of the relationship between quantitative self-efficacy and
quantitative reasoning in Economics among senior secondary school students in Nsukka Education Zone. A cross-
sectional correlational research design employing Structural Equation Modeling (SEM) was adopted. The
population comprised 3422 SS2 Economics students, while a sample of 270 students was selected using a multi-
stage sampling technique. The study was guided by three research questions and two null hypotheses. Two
instruments were used: The Quantitative Self-Efficacy Questionnaire (20 items) and the Quantitative Reasoning
Test in Economics (45 items). The instruments were validated by three experts, comprising one expert in
Economics Education and two experts in Measurement and Evaluation, to ensure content validity, with reliability
coefficients of 0.79 and 0.85, respectively, estimated using the psych package in RStudio. Data were analyzed using
Structural Equation Modeling (SEM) with the lavaan package in RStudio, at a 0.05 significance level. The results
revealed that the overall structural model satisfied conventional global fit criteria (CFI = 1.000, TLI = 1.000, RMSEA
= .000, SRMR = .021, χ² (8) = 2.813, p = .946). However, the measurement model demonstrated notable
weaknesses. Specifically, two indicators significantly measured quantitative self-efficacy, whereas one indicator
was not significant. In contrast, none of the indicators of quantitative reasoning was statistically significant,
indicating inadequate measurement of the construct. The structural model revealed that quantitative self-efficacy
did not significantly predict quantitative reasoning (β = −.990, p = .995). Given the inadequate measurement of
the quantitative reasoning construct, confidence in the structural model results was limited; therefore, the
structural relationship should be interpreted with caution. Based on the findings, it was concluded that although
the overall model satisfied conventional global fit criteria, the inadequate measurement of the quantitative
reasoning construct limited confidence in the structural model results. It was recommended that future studies
should refine and validate the quantitative reasoning instrument through confirmatory factor analysis before
estimating structural models and examine additional variables, such as mathematics achievement, prior
Economics knowledge, logical reasoning ability, and classroom instructional quality, that may explain students'
quantitative reasoning.
Keywords: Economics Education, Nsukka Education Zone, Enugu State, quantitative reasoning, quantitative
self-efficacy, Senior Secondary Two (SS2) students.
Comparing the Reliability of Economics Essay Scores Under Human and AI- Assisted Scoring: A Generalizability Theory Analysis
Ossai Elizabeth Ngozika
Abstract,br>
This study compared the reliability of Economics essay scores under human-rater and Artificial Intelligence (AI)-
assisted scoring conditions using Generalizability Theory (G-Theory). Four research questions and two hypotheses
guided the study using a fully crossed p × i × r design (Persons × Items × Raters). The population comprised 318
Senior Secondary School II (SS II) Economics students from 15 public secondary schools in Uzo-Uwani Local
Government Area, Nsukka Education Zone, Enugu State, Nigeria. Using simple random sampling, 50 students were
selected for the study. The Economics Essay Test (EET) was developed and validated by experts in Economics
Education and Measurement and Evaluation. Five essay items were scored independently by two human raters
and ChatGPT (GPT-5.5, OpenAI) using a standardized scoring rubric. Data were analyzed using the gtheoryr and
lme4 packages in RStudio. Variance components were estimated to identify sources of measurement error, while
hypotheses were tested at the 0.05 level of significance. The findings revealed that measurement error constituted
the largest variance component, followed by item effects, whereas student variance was minimal. A statistically
significant difference was found between human-rater and AI-assisted scoring conditions, F(2, 698) = 35.742, p <
.001, leading to the rejection of the null hypothesis. The generalizability coefficient (Eρ² = 0.2773) and
dependability coefficient (Φ = 0.2773) indicated low reliability of the Economics Essay Test scores. The study
concluded that the Economics Essay Test produced low reliability and limited score generalizability under both
human-rater and AI-assisted scoring conditions. It was recommended that the quality and number of essay items
be improved and that a calibrated hybrid human–AI-assisted scoring approach be adopted to enhance the
reliability and consistency of Economics essay test scores.
Keywords: AI-Assisted Scoring, Economics Essay Assessment, Educational Measurement, Generalizability
Theory, Human Scoring, Measurement Error, Reliability.
Effect of Digital Technology-Integrated Instruction on the Academic Achievement of Senior Secondary School Students in Mathematics in Abia State, Nigeria
Ejindu, Ejindu Grace Ugo & Uka, Nnenna Kalu
Abstract
This study was designed to investigate the effect of Digital Technology -Integrated Instruction on Academic Achievement of Senior Secondary Students in Mathematics in Abia State, Nigeria. This study adopted pre-test and post-test quasi-experimental design. Two specific purposes, two research questions and two null hypotheses guided this study. The population of the study consisted of 3,150 Senior Secondary (SS1) mathematics students of 2021 /2022 academic session and the sample size consisted of one hundred (100) students purposively selected in two co-educational schools. The sampled schools comprised forty-eight (48) male students and fifty-two (52) female students. Two intact classes were used. One intact class was for the control group and the other for experimental group. The instrument used for collection was Mathematics Achievement Test (MAT). The instrument was validated by two mathematics experts and an expert in Measurement and Evaluation with the reliability coefficient of 0.82. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Results showed that digital technology-integrated instruction was effective in enhancing students' academic achievement in mathematics as students taught using the strategy had mean achievement scores of 61.64 and a mean score of 47.24 for those taught using the conventional method. Furthermore, gender has significant influence on students' academic achievement in mathematics when taught using digital technology -integrated instruction.The mean achievement scores of male students taught Mathematics using the strategy was 63.0 in favour of the male students. Recommendations were made which include among others that mathematics teachers should consider implementing the use of digital technology-integrated instruction in teaching –learning of mathematics concepts thereby making the teaching student-centered. This will solve the problem of poor academic achievement of senior secondary school mathematics students.
Keywords: Academic Achievement, Digital Technology-Integrated Instruction, Gender, Lecture Method, Mathematics
Assessment of Teachers' Awareness and Use of Blended Teaching Methods for Mathematics Instruction in Senior Secondary Schools in Kogi-East, Nigeria
Kebiru Yunusa Attah, Shuaibu Abdulrahman & Yusuf Abdul Muhammed
Abstract
This study evaluated senior secondary school teachers' knowledge of and use of blended learning strategies. The study was carried out in Kogi-East, Nigeria, using a descriptive survey research design. Using a straightforward random sampling method, 200 math teachers were chosen from a population of 254 teachers. Three experts validated the questionnaire, which consisted of two sections. For awareness, the reliability coefficient was 0.82, and for blended learning, it was 0.78. The research questions were addressed using the mean and standard deviation, and a t-test was used to test the hypothesis. It was discovered that math teachers had a low level of application of blended learning and only a partial awareness of it. Secondary school administrators should host seminars or workshops to raise teachers' awareness of blended learning strategies and help them apply them considering the study's conclusions.
Keywords: Assessment, Teacher, Awareness and Application, Blended Teaching Method and Mathematics.
Efficacy of Contextualized Learning Modules in Enhancing Mathematics Self-Confidence Among Basic Students: Age-Related Differences in Makurdi, Benue State, Nigeria
Ajai John Tyavbee, Danjuma G. Stella & Abur Cletus Terhemba
Abstract
This study investigated the efficacy of Contextualized Learning Modules on self-confidence of Basic students in Mathematics, while examining the influence of age on students' self-confidence. Quasi-experimental pretest–posttest non-equivalent control group design was used. Two research questions and two null hypotheses guided the study. The population was 1,986 basic II students. Intact class was used to sampled 172 participants. Data was collected using Mathematics Self-Confidence Questionnaire. Three experts validated the instruments. Cronbach's Alpha was used to obtained reliability index of 0.84. Research questions were answered with Mean and standard deviation. Null hypotheses were tested by Analysis of Covariance at 0.05 level of significance. Findings revealed that CLM instructions motivate students' self-confidence in Mathematics. The study concludes that CLM is an effective instructional strategy for improving students' self-confidence in Mathematics. It recommends that school authorities should ensure that Mathematics teachers adopt CLM instructional approaches in teaching students.
Keywords: Age, Basic Education, Contextualized Learning Modules, Mathematics, Self-confidence
Intrusion Detection System and Biometric Authentication as Predictors of Cybercrime Mitigation in South-South Nigeria
Ushie Peter Ochiche, Ezikeudu, Chukwudi Charles, Dr. John T. Okpa, Ushie, Hannah Oizamisi & Akpan Emmanuel Mendie
Abstract
This study examined intrusion detection systems and biometric authentication as predictors of cybercrime mitigation in the South-South Geopolitical Zone of Nigeria. A cross-sectional research design was adopted, with two research questions and hypotheses guiding the study. The accessible population comprised 18,750 ICT professionals, cybersecurity personnel, system administrators, and digital system users in selected organizations. A sample of 1,200 respondents was determined using Taro Yamane’s (1967) formula and selected through stratified random sampling. Data were collected using the Intrusion Detection System and Biometric Authentication on Cybercrime Mitigation Questionnaire (IDSBACMQ), validated by experts and tested for reliability, with Cronbach’s Alpha coefficients ranging from .77 to .89. Separate simple linear regression analyses were used for data analysis. Findings showed that intrusion detection systems significantly predicted cybercrime mitigation, while biometric authentication had no significant effect. The study recommends vulnerability assessments, penetration tests and system audit conducted at reasonable intervals will establish if the deployed IDS and Biometric systems is working as expected and whether another measure is required or not.
Keywords: Intrusion Detection System, Biometric Authentication, Cybercrime Mitigation, Information Security, South-South Nigeria.
An Optimal Two-Warehouse Inventory Model for Deteriorating Items with Quadratic Demand Under Downstream Trade Credit
C P Claude-Osi and Z H Aliyu
Abstract
In inventory management, one of the facility used to stimulate the demand of customer is trade credit. Thus, trade credit has been explored in the upstream level and concurrntly at both upstream and downstream levels when the demand is quadratic in nature. However, it has not been explored in the downstream level. In this study, a trade credit has been allowed at downstream level only in a two-warehouse invenotory manmagement policy where the demand is assumed to be quadratic. This is to stimulate the demand of customers when the retailer is involved in large orders. The cost functions of the model were established using the solution of the differential equations that represents the inventory level's behavior for different levels. As an illustration of the model, a numerical example was given and it revealed that the goods at the rented warehouse finishes at ????�????�∗=1.2850 while the replenishment cycle length ends at ????�∗=5.0739 that yielded the optimal cost of ????�????�∗=4094.325. The result of the sensitivity analysis carried out shows that, the retailer should keep less quantity of goods in own warehouse (OW) and the larger quantity at the rented warehouse (RW) to get a higher profit because of the preserving facilities in the RW that reduces the deterioration effect on the items. This model is applicable to newly introduced goods in the market especially fashionable items that their demand grew and start to decline with time.
Keywords: Deterioration items; Two-warehouse Inventory Model; Inventory management; Trade credit; Qudratic demand; Downstream trade credit
Effects of Rational Emotive Behavioural Therapy on Examination Anxiety Among Secondary School Students In Enugu Education Zone, Enugu State, Nigeria
Sr. Opara Chinonye Lilian & Paul N. Onwuasoanya
Abstract
The study sought to determine the effect of Rational Emotive Behavioural Therapy (REBT) on examination anxiety among senior secondary school students in Enugu Education Zone, Enugu State. The study was guided by two research questions and two null hypotheses. The study adopted quasi-experimental research design. The population of the study consisted of 30344 Senior Secondary School 2 (SS 2) students. The sample size for the study consists of 139 SS 2 students in four intact secondary school classes in the zone, selected through multistage sampling procedure. The instrument for data collection in this study was an Examination Anxiety Scale (EAS). The instrument was validated by three experts and trial-tested on 30 students. A reliability index of 0.84 was obtained using Cronbach Alpha analysis. The experimental procedure spanned 8 weeks. Collected data was analysed using SPSS v. 25, with research questions answered using mean and standard deviation whereas the hypotheses were tested using ANCOVA and 0.05 level of significance. The study revealed that students in the experimental group who were treated for examination anxiety using REBT had a lower posttest mean examination anxiety score than those in the control group who were treated using conventional counselling techniques, which was significant. Also, REBT was more effective for reducing examination anxiety among male students than among their female counterparts. It was concluded that examination anxiety can be effectively treated with REBT. The study recommended that students actively participate in school-based counselling programmes using REBT designed to help them identify and challenge irrational beliefs that contribute to examination anxiety. Also, teacher should also work closely with school counsellors to identify and refer students experiencing examination anxiety for appropriate intervention.
Keywords: Rational Emotive Behavioural Therapy, Examination anxiety, Students, Enugu State.
Adoption of Chatbot for Reference Services in Academic Libraries in Nigeria
Elizabeth Titilope Babarinde, Victoria Olayemi Fagbemi & Helen Remilekun Oluleye
Abstract
The increasing integration of artificial intelligence technologies into library operations has transformed the delivery of reference services in academic libraries. Chatbots, as AI-powered conversational tools, have emerged as innovative solutions for providing timely, efficient, and user-centred reference services. The study made use of systematic review of literature which examines the adoption of chatbots in academic library reference services, highlighting their functionalities, benefits, challenges, and implications for library practice. The study made use of existing scholarly works on chatbot and its adoption in academic libraries across different countries. Findings from the reviewed literature indicate that chatbots enhance accessibility to library services by providing 24/7 assistance. The review also reveals that chatbot applications contribute to improved user satisfaction and service efficiency when effectively integrated with existing library systems. However, challenges such as limited contextual understanding, language barriers, privacy concerns, technical infrastructure requirements, and the need for continuous maintenance remain significant considerations.
Keywords: Academic library, Artificial intelligence, Chatbot, Nigeria, Reference services,
Teachers' Instructional Competence in the Implementation of Security Education Component of the National Values Education (NVE) Curriculum in Cross River State
Andor, Ebezim Ajie; Eze, Kenneth Oma and Abuato, Margaret I.
Abstract
The study examined teachers' instructional competence in the implementation of security education component of the National Values Education (NVE) curriculum in Cross River State. Three research questions and two null hypotheses guided the study. Descriptive survey research design was employed in the study. The study's population comprised 361 National Values Education (NVE) teachers in the 269 Public Junior Secondary Schools in the State. A sample of 44 National Values Education (NVE) teachers in 22 Schools was drawn for the study, through multi-stage sampling procedure. National Values Education Teachers' Instructional Competence Scale (NVETICS), developed by the researchers was used for data collection. The instrument was validated by three experts. After trial-testing, data obtained were used to determine the inter-rater's reliability of the instrument using Kendall's Coefficient of concordance (????�), which yielded a reliability coefficient of 0.94, indicating that the instrument was good for the study. Data collected in the study were analysed using mean and standard deviations for answering the research questions while analysis of variance (ANOVA) was used to test all the null hypotheses at 0.05 level of significance. The found that NVE teachers are fairly competent in instructional delivery in the implementation of security education component of the NVE curriculum. The study further found that teachers' qualifications significantly (p <.05) determines the level of instructional competence in the implementation of security education component of the NVE curriculum. It was however revealed that teachers' years of experience does not significantly (p >.05) determine their level of instructional competence in the implementation of security education component of the NVE curriculum. Based on the findings, it was recommended, among others, that In-service training should be organized for NVE teachers in Cross River State on the instructional competencies for implementation of the security education component of the NVE curriculum.
Keywords: Instructional competence, Implementation, Security education, National values education (NVE) curriculum.
Examining the Predictive Power of Students' Self-Esteem and Self-Efficacy on Academic Achievement in Chemistry
Odo Anthony Chikwado Ezeudu Florence O, Agbedo Joy Obianuju and Okere Ikechukwu Justice
Abstract
This study was conducted to examine the predictive power of students' self-esteem and self efficacy on their academic achievement in chemistry. The study was guided by three research questions and three hypotheses. This study was carried out in Enugu State. The study adopted predictive correlation research design. The population of the study comprised of 18,276 public senior secondary school 2 Chemistry students for 2025/2026 academic session, with sample of 391 Chemistry students from Enugu State. This sample was drawn using multi-stage sampling technique. Three instruments were drawn for data collection; Students' Chemistry Self-Esteem Scale (SCSES), Chemistry Students' Self-Efficacy Scale (CSSES) and Chemistry Achievement Test (CAT). SCSES and CSSES internal consistency reliability indices were established to be 0.84 and 0.79 with the use of Cronbach alpha while a CAT internal consistency reliability index was 0.86; which was established using KR-20. Simple linear regression was used to answer research question 1 and 2 while multiple regression was used to answer research question three but regression t-test was used to test hypotheses 1 and 2 while hypotheses 3 was tested using regression ANOVA at 0.05 level of significance. The result shows that students' self-esteem and self-efficacy separately and jointly positively significantly predict academic achievement in chemistry. From the findings, it was recommended among others that, Teachers should integrate self-esteem and self-efficacy into their instructional approaches delivered in the classroom to enhance students' academic and achievement in chemistry.
Keywords: Chemistry, Achievement, self-esteem, self-efficacy.
Self-Efficacy as a Predictor of Students' Academic Achievement in Magnetic Field Physics
Oluebube Njoku1; & Emmanuel I. Orji
Abstract
In the literature, the magnitude of the prediction of students' academic achievement in a magnetic field of physics by their self-efficacy has been under-investigated. The study, therefore, offers actionable insight into the explicit roles self-efficacy plays in predicting students' academic achievement in magnetic field physics, with gender examined as a moderating variable. A correlational survey research design was adopted for the study, using a sample of 317 (156 male and 162 female) senior secondary school three (SSIII) students. Two validated instruments were used for data collection: the Magnetic Field Self-Efficacy Scale (MFSES) and the Magnetic Field Achievement Test (MFAT) instruments. The reliability coefficient of MFSES is 0.74 and 0.85 for MFAT, which were obtained through Cronbach's Alpha and Kuder-Richardson-20 (KR-20), respectively. Linear regression analyses were used to address the research questions, while hypotheses were tested at a 0.05 significance level using regression ANOVA and t-test. Findings showed that self-efficacy is a significant predictor of students' achievement in the magnetic field (F=9.69, P=0.002). Gender is not a significant moderator of the prediction of achievement in the magnetic field by self-efficacy. The study highlights that meaningful students' academic achievement is predicated upon their self-efficacy. It was suggested that an instructional intervention be used to promote academic self-efficacy for improved physics learning outcomes.
Keywords: Self-efficacy, magnetic field, Academic Achievement, Gender
Identifying and Remediating Challenges Limiting the Application of Innovative Teaching Strategies for Biology Teaching
Maxwell E. Nwaire, S. Okoli, & Chukwuebuka C. Nduji*
Abstract
The major purpose of the study was to identify and give remedy to the challenges limiting the application of innovative teaching strategies for biology teaching in senior secondary school in Enugu education zone. One research question was posed for the study. Descriptive research design was adopted for the study. The population of the study comprised of 61 senior secondary school biology teachers from 29 senior secondary schools in all the government owned senior secondary schools within Enugu Education zone during 2023/2024 academic session. The sample size of the study was 44 senior secondary school (SSS) Biology teachers drawn from the population. The instrument used for the study was researchers developed questionnaire titled Questionnaire on Challenges Limiting Biology Teachers Application of Innovative Teaching Strategies (QCLBTAITS). The instrument was validated by 3 experts; one from the Department of Biology education Federal College of Education, Umunze, while the other two are from Research Measurement and Evaluation unit in the department of Science Education, University of Nigeria, Nsukka. Cronbach Alpha formula was used to ascertain the reliability of the instrument which gave an index of 0.77. The data collected was analyzed using mean and standard deviation to answer each of the research question. A mean of 2.5 and above indicated agree while any mean below 2.5 indicate disagree. However, the proposed remedies among others were that pairing of less-experienced teachers with master teachers who already use innovative strategies should be encouraged so as to help other teachers to closely observe, reflect and learn from them. Based on the findings of the study, it was recommended that school management should establish professional learning communities (PLCs) so that teachers can share materials, divide lesson-planning tasks, and observe each other's classes for feedback.
Keywords: Innovative teaching, Challenges in Teaching, Biology
Perspectives of the Nigerian University Undergraduates on Technology Adoption in Science, Technology, Engineering and Mathematics Education
Christian Sunday Ugwuanyi
Abstract
This study examined Nigerian university students' perspectives on technology adoption in Science, Technology, Engineering, and Mathematics (STEM) education using the Unified Theory of Acceptance and Use of Technology (UTAUT) as its theoretical foundation. A cross-sectional survey design was employed, involving 90 undergraduate students purposively selected from STEM-related disciplines in Nigerian universities. Data were collected through an adapted and validated Technology Adoption for Teaching and Learning Questionnaire administered via Google Forms. The instrument demonstrated high internal consistency reliability across its dimensions. Descriptive and inferential statistical analyses were conducted using SPSS version 25. The findings revealed that students generally held positive perceptions regarding the adoption of technology in STEM education and reported favourable experiences with online teaching and learning. Students also rated the quality of technology-supported learning positively. While no statistically significant gender differences were observed in students' perceptions of technology adoption, significant differences emerged across age groups. Despite these positive perceptions, participants reported challenges related to limited experience with online assessment tools such as Google Forms, inadequate institutional internet data provision, insufficient technical support, and an unreliable power supply. The study concludes that technology has substantial potential to enhance STEM education in Nigerian universities when supported by appropriate infrastructure and institutional resources. It is therefore recommended that government agencies and university administrators invest in sustainable ICT infrastructure, internet accessibility, technical support services, and capacity-building initiatives to promote effective technology integration in STEM education.
Keywords: STEM, Perception, Technology, University
Students' Conceptions in Conservation of Energy and Momentum: The Moderating Influence of Gender and Location
Chukwuebuka C. Nduji, Chinenye S. Okeke, Barnabas C. Madu, & Sabastine E. Ugwuanyi
Abstract
The purpose of the study was to ascertain students' conceptions in conservation of energy and momentum: the moderating influence of gender and location. Descriptive survey design was employed for the study. The population of the study was 11,784 senior secondary school two (SSS2) physics students in Enugu state. A sample size of 361 senior secondary school two (SSS2) physics students was drawn from the population using multistage sampling procedure. The instrument for the study, Conception Test on Laws of Conservation of Energy and Momentum (CTLCEM) was developed by the researchers and subjected to face and content validity. The reliability coefficient of 0.71 was obtained for CTLCEM using Cronbach alpha formula. Frequency and percentage were used to answer the research questions while all the null hypotheses were tested using Chi-square at 0.05 level of significance. Findings: gender and school location have no significant influence on student's conception of laws of energy and momentum in physics. The need for physics teachers to resolve the preconceived notion of students in the course of teaching was recommended.
Keywords: Students' conception, energy and momentum, physics
Assessment of the Impact of Screening Practices of Colorectal Cancer Among Adults Aged 50 Years and Above in Uhunowere, Igbo-Eze South Local Government Area, Enugu State
Ugwanyi, Sabina Nkechinyere, Ugwanyi, Sabina Oguguom, Ugwuanyi, Promise Ebubechukwu & Omale, Johnson John
Abstract
Colorectal cancer (CRC) remains a major public health concern worldwide despite its preventability through early detection and routine screening. This study assessed colorectal cancer screening practices among adults aged 50 years and above in Uhunowere community, Igbo-Eze South Local Government Area, Enugu State, Nigeria. Specifically, the study examined respondents' knowledge of colorectal cancer screening, the extent of screening uptake, and the influence of age on screening practices. A descriptive survey design was adopted. From an accessible population of 2,114 adults, a sample of 230 respondents was selected using the Leslie Fisher (Lwanga and Lemeshow) formula and a multistage sampling technique. Data were collected using a researcher-developed, face-validated questionnaire, the Knowledge of Screening Practices of Colorectal Cancer Questionnaire (KSPCRC), which demonstrated high reliability (Cronbach's alpha = 0.92). Data were analyzed using frequencies, means, and standard deviations. Findings revealed that respondents had a high level of knowledge of colorectal cancer and its screening practices (grand mean = 3.11, SD = 0.62). However, participation in recommended screening procedures remained low (grand mean = 2.40, SD = 0.22). Knowledge increased slightly with age, with respondents aged 66–70 years recording the highest mean score, although all age groups demonstrated generally good awareness. The study concluded that adequate knowledge alone does not translate into regular screening behavior. Financial barriers, limited access to screening services, fear of diagnosis, and inadequate organized screening programmes likely contribute to poor uptake. The study recommends free or subsidized community-based screening programmes, intensified public health education, mobile screening services, and the engagement of community health champions to improve screening uptake, facilitate early detection, and reduce the burden of colorectal cancer in rural communities.
Keywords: Assessment, Screening Practices, Colorectional Cancer
Self-Regulation as a Correlate of Volumetric Analysis Skills Acquisition among Senior Secondary School Students in Chemistry in Ondo State
Owolabi Esther Olubunmi1, Ikuelogbon Olamire James2 & Jimoh Mayowa Titus1
Abstract
The study investigated the relationship between self-regulation and volumetric analysis skills acquisition among senior secondary school students in chemistry in Ondo State. Two research questions and two null hypotheses guided the study. Correlational research design was used for the study. The population of the study was 6, 7952 SS II chemistry students, which comprised 3455 males and 3340 respectively. The sample size of the study was 462 SSII (240 males and 222 females) chemistry students from 24 public senior secondary schools across the three sampled zones selected using multistate sampling technique. Two instruments VASRS and SEIQ were used to collect data for the study. The instruments were validated by five experts. The Cronbach Alpha method was used to determine the internal consistency of Students Emotional Intelligence Questionnaire (SEIQ) which yielded an overall reliability coefficient of 0.77. On the other hand, reliability of Volumetric Analysis Skills Acquisition Rating scale was established using Kendall's coefficient of concordance and it yielded an overall reliability coefficient of 0.76. The data obtained for the study were analyzed using multiple regression analysis to answer the research questions and Hayes process macro was used to test the two hypotheses at 0.05 level of significance. The findings of the study revealed that there was a significant positively high relationship between students' self-regulation and volumetric analysis skills acquisition and gender does not significantly moderate the relationship between self regulation and volumetric analysis skills acquisition. Based on the findings, it was recommended that: curriculum experts should develop affective instructional curriculum that incorporates self-regulation skills with the objective of enhancing personal and career success of students and government should organize seminars and workshop for teachers to enable them understand the concept of self-regulation in order to build their own emotions and that of their students, among others.
Keywords: self-regulation, chemistry, volumetric analysis, science process skills
Computerized Record Processing Systems: A Review of Methodologies, Strategic Frameworks and Institutional Adoption
Tose E. Oziegbe, Veronica I. Osubor & Emekumeh O. Sanctus
Abstract
This paper presents a systematic review of computerized record processing systems (CRPS). It synthesizes literature on methodologies, strategic frameworks, and institutional adoption patterns that characterize the shift from paper-based to electronic record processing systems (ERPS), in academic and institutional settings. Peer-reviewed studies published between 2018 and 2026 were reviewed covering: database management approaches, web- and cloud-based architectures, blockchain-based record systems, artificial intelligence and machine learning applications, application programming interface (API)-driven by interoperability frameworks, and mobile self-service portals. The review further examines the security frameworks that protect these systems including: role-based access control (RBAC), encryption, digital signatures and public-key infrastructure, and distributed-ledger approaches. The review concludes that computerized record processing systems deliver measurable gains in: speed, accuracy, and administrative efficiency. Nevertheless, methodological rigour, in particular a move beyond descriptive survey designs toward theoretically grounded and comparative research; is needed to build a robust evidence base for future institutional adoption.
Keywords: Computerized Record Processing Systems (CRPS), Electronic Record Processing Systems (ERPS), Data Encryption, Digital Signatures, Database Management Systems, Institutional Adoption.
The Effect of Peer-Assisted Learning Strategies on Critical and Evaluative Comprehension Achievement Among Secondary School Students in Nigeria
Zubairu Zainab Omoshola
Abstract
This national case study examines the effect of Peer-Assisted Learning Strategies (PALS) on critical and evaluative comprehension achievement among secondary school students across Nigeria. Critical and evaluative comprehension represent the highest cognitive levels of reading proficiency, requiring students to analyze textual arguments, identify assumptions and biases, synthesize information from multiple sources, and make informed judgments about content quality and relevance. Despite the centrality of these higher-order reading skills to academic success and informed citizenship, Nigerian secondary school students continue to demonstrate persistent deficiencies in critical and evaluative reading abilities, as evidenced by consistently poor performance on analytical comprehension tasks in national examinations. This persistent challenge stems from multiple interconnected factors including predominance of teacher-centered instructional approaches that limit student engagement and interaction, large class sizes that inhibit individualized attention and differentiated instruction, inadequate access to diverse quality reading materials, and limited teacher preparation in pedagogical strategies for developing higher-order thinking skills. This study investigates PALS as a collaborative, student-centered instructional intervention grounded in social constructivist learning theory and supported by substantial empirical evidence from diverse educational contexts. The research employs a multi-state quasi-experimental design involving senior secondary school students from public schools across six geopolitical zones of Nigeria. Participants are assigned to experimental groups receiving structured PALS intervention or control groups following conventional teacher-directed instruction. Pre-test and post-test assessments using validated instruments measuring critical and evaluative comprehension are administered to both groups. Data analysis employs Analysis of Covariance (ANCOVA) to determine significant differences in achievement while controlling for pre-existing ability differences, with additional analyses examining moderating effects of gender, prior achievement, and geographic location. Expected findings indicate that PALS significantly enhances students' critical and evaluative comprehension compared to conventional instruction, with benefits evident across diverse student populations and regional contexts. The study provides empirical evidence supporting integration of collaborative peer-learning approaches into Nigerian secondary education policy and practice, offers practical guidance for teachers implementing PALS in resource-constrained environments, and contributes to the limited body of African-based research on effective literacy instruction. Recommendations address curriculum development, teacher preparation and professional development, school-level implementation support, and directions for future research on collaborative learning in Nigerian educational contexts.
Keywords: Peer-Assisted Learning Strategies, Critical Comprehension, Evaluative Comprehension, Reading Achievement, Secondary Education, Collaborative Learning, Nigeria, Educational Innovation, Higher-Order Thinking Skills
Improving Special Needs Pupils' Interest and Achievement in Reading in English Language Through MP4 Instructional Resource in Nsukka Local Government Area
Mbaji, Nkechi Priscilla & Mbaji, Isaac Nnamdi
Abstract
The study examined the extent to which hearing impaired pupils' interest and achievement in reading can be improved using MP4 instructional resource in Nsukka Local Government Area. The study adopted a descriptive survey design. Two research questions were formulated which guided the study. The population of the study comprised 6 pupils who experience hardness in hearing out of the 23 deaf pupils in the centre for vocational and academic training for Special Needs Children, GRA, Nsukka. This study did not make use of sample as the population size is small and manageable. A structured questionnaire titled Application of MP4 Instructional Resource for Teaching Reading to Pupils with Hearing Impairment (AMP4IRRHI) and an Interest Inventory developed by the researcher was used for data collection. The instrument was given to three experts for face validation. Two of the validates majored in English unit in the department of Arts education and one from Measurement and Evaluation, all from the Faculty of Education, University of Nigeria, Nsukka. The direct delivery and retrieval method was used for data collection. 6 copies of the questionnaire as well as 6 copies of the interest inventory were administered directly to the respondents by the researcher with assistance from the class teachers. To provide answers to the research questions, data collected was analyzed using mean and standard deviation scores. An overview of the overall results showed that hearing impaired pupils' interest and achievement in reading can to a high extent be improved through MP4 instructional resource. Considering the results of the study, the researcher among others recommends that: Government should provide digital resources such as MP4 instructional resource that is engaging and motivating in teaching reading to pupils who experience hardness in hearing.
Keywords: Special Needs Pupils, MP4 Instructional Resource, Hearing Impaired Pupils, Reading, Interest and Achievement
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