Volume 12, Issue 3. May 2026
Preliminary Pages of Volume 12 Issue 3. May 2026
Emotional Intelligence as a Predictor of Achievement in Algebra among Senior Secondary School Students in Idah Education Zone of Kogi State
Nwoye, M. N., Achimugu, D. H. & Orngu, A. G.
Abstract
The study was carried out to investigate Emotional Intelligence as a predictor of achievement in algebra among senior secondary school students in Idah Education Zone of Kogi State. Two (2) research questions guided the study and two (2) hypotheses were formulated and tested at 0.05 level of significance. The study adopted a correlational survey research design and was conducted in Idah Education Zone of Kogi State, Nigeria. The population of the study comprised 1,176 students in senior secondary school two (SSS 2) in Idah Education Zone of Kogi State. A sample size of 298 senior secondary school II students (SSS 2) was used for the study. Two instruments were used for data collection. The instruments are Algebra Achievement Test (AAT), Algebra Emotional Intelligence Questionnaire (AEIQ). The reliability index for AEIQ was arrived at to be 0.924, and a reliability index of 0.71 was obtained for AAT instrument. AAT consisting of 25 multiple-choice items was developed by the researcher using table of specification. The data for this study was analyzed using regression analysis (r). However, t-test was used to test hypotheses at 0.05 level of significance. The results revealed that the proportion of variation in students' achievement in algebra that was accountable to emotional intelligence is significant. Again, the corresponding tested hypothesis revealed that there is no significant moderating influence of gender on the proportion of variation in students' achievement in algebra that is accountable to emotional intelligence. It is recommended that teachers should create conducive learning opportunities for students to share their knowledge, strengths and weakness as this may in turn increase learners' participation in the class activities that may lead to higher achievement in mathematics.
Psychosocial Predictors of Academic Achievement in Business Studies: A Path Analysis
Adeyemi O. Oyodeji1; Oguguo, B. C.E.1 & Sebastine E. Andor2
Abstract
This study investigated psychosocial predictors of academic achievement in Business Studies using path analysis. Specifically, the study developed a causal model involving students' sociability, self-confidence, motivation, interest, study habits, and academic achievement in Business Studies among junior secondary school students in Nsukka Education Zone of Enugu State, Nigeria. Three research questions and two null hypotheses guided the study. Correlational survey research design was adopted. The population of the study comprised 5,511 JSS III students in public secondary schools within the study area. A sample of 331 students selected through multistage sampling procedure participated in the study. Data were collected using the Students' Psychosocial Variables' Questionnaire (SPVQ) and Students' Academic Achievement Proforma (SAAP). The instruments were validated by three experts, while reliability coefficients of 0.83, 0.79, 0.87, 0.78, and 0.86 were obtained for the respective clusters using Cronbach Alpha, with an overall reliability estimate of 0.89. Data collected were analyzed using path analysis and multiple regression analysis. The findings revealed a parsimonious causal path model involving sociability, self-confidence, motivation, interest, study habits, and students' academic achievement in Business Studies. The findings further showed significant direct and indirect effects of the predictor variables on students' academic achievement, with interest emerging as the strongest predictor. The predictor variables jointly accounted for a substantial proportion of variance in students' academic achievement in Business Studies. Based on the findings, it was recommended among others, that teachers should adopt learner-centred instructional approaches capable of stimulating students' interest, motivation, self-confidence, and effective study habits in Business Studies.
Keywords: Psychosocial predictors, academic achievement, Business Studies, path analysis
Contemporary Issues in Science, Technology and Society: Implications for Teaching and Learning of Chemistry – Towards Community Development
Nwankwo, StellaMaris Amalachukwu, Okeke, Polycarp M. D. & Agu, Nebolisa Franklin
Abstract
This paper examined current issues in Science, Technology and Society (STS) as an interdisciplinary field of study and analyzed the implications of the issues to chemistry teaching and learning, as they are pertinent to the human understanding of the human-built environment and the overall well being of the community and larger society. The issues identified were of two categories; educational issues which include gender gap, decline in enrollment, incompetent and poorly motivated teachers etc and environmental and health issues which include; depletion of mineral resources, nuclear energy and the environment, Pollution, Climate change etc. By implication, the paper advocates context-based chemistry programme such as chemistry in community (ChemCom) which aims at presenting chemistry along societal contexts on a “need to know” basis. The paper also supports the involvement of chemistry teachers who can provide good ideas related to the pedagogical aspects of the course, characteristic of Salters Advanced Chemistry. Another implication of STS issues for teaching and learning chemistry is the infusion of STS issues in chemistry curriculum starting from secondary level of education, to enable the students become acquainted with the issues, and to think towards providing solution to the challenges of STS and informing the community adequately. Based on the literature reviewed, the paper concluded that, due to the interdependencies between science, technology and society, most of the STS issues require fundamental changes in attitude of individual citizens such as chemistry students and therefore to foster community development, current STS issues should be infused into the chemistry curriculum at different levels, and context-based curriculum programme should be incorporated. Also good quality STS teachers should be employed and students should be educated on the proper use of technology as well as the consequences of misusing technology. Among the recommendations given was that innovative teaching strategies such as problem-based learning, educational visits and project method should be adopted by STS chemistry teachers in secondary school level as well as maintained at the tertiary level of education.
Effects of Individualized and Collaborative Instructional Strategies on Basic Science Students' Acquisition of Science Process Skills in Idah Education Zone of Kogi State
Orjih Mathias Mike1, Ibe Ebere1 (Ph.D)
Abstract
This study investigated the effects of Individualized and Collaborative Laboratory Instructional Strategies on the acquisition of basic science process skills (SPS) among Junior Secondary School Two (JSS2) students in Idah Education Zone of Kogi State, Nigeria. The study was guided by three research questions and three null hypotheses. Quasi-experimental research design, specifically, non-randomized pre-test post-test non-equivalent control groups was used. The population consisted of 996 JSS2 Students (523 males and 473 females). The sample for the study comprised of 96 JSS2 Basic Science Students. Four intact classes were randomly assigned to experimental group I (40) and group II (46). Two instruments were used for data collection; SPS Observation Rating Scale (SPSORS) and Thermal Energy Practical Activities (TEPA) were validated and used for data collection. Interventions implemented in four weeks. Reliability of the instrument was done using Cronbach's Alpha that yielded 0.80 which indicates good internal consistency. Mean and standard deviation were used to answer research questions, and Analysis of Covariance (ANCOVA) used in testing hypotheses at 0.05 significance level. Findings revealed among others that individualized instructional strategy significantly enhanced students' acquisition of SPS than collaborative strategy. The study further showed that gender had no significant influence on students' SPS acquisition. It was recommended that basic science teachers adopt individualized instructional strategy in order to improve students' acquisition of SPS. The study concludes that structured activity-based experiences centered on individual learner is efficacious in inculcating SPS.
Keywords: Individualized; Collaborative; Instructional strategies; Science Process Skills
Innovative Teaching: The Crux of Mathematics Teaching and Learning in schools
Agbo, Chinenyenwa Mabel, Chika C. Ugwuanyi*, Guma, Ngozi Nwamaka and Onah Emmanuel Nnabuike
Abstract
The development and use of novel ideas, products, services or processes add value to our understanding of unconventional mathematics education. It explains the need for creating something original or making a substantial improvement to what already exists. Innovation comes in many forms from traditionally expected technological advancements to more innovative business models, process efficiencies or thinking outside the box problem solving. It is a key engine of advancement and economic development in civilization, and it is at the heart of problem solving, competitiveness, and responding to new challenges. Innovative learning is the provision of new or better practice, technology or ICT tool and method into how students are taught. In view of the above, this paper x-rayed the following: Innovative teaching, innovative teaching strategies ICT tools and resources for mathematics instruction, benefits of innovative teaching, challenges to innovative teaching solutions or way out of the challenges and summary.
Keywords: Innovation, Mathematics, Mathematics education and innovative teaching.
Application of Artificial Intelligence and Machine Learning Techniques for Intelligent Anomaly Detection, Prediction, and Decision Support in Cybersecurity Systems
Eze Norah Chinwe, Ekpe Shedrack Ifeanyi & Okafor Blessing Ogochukwu
Abstract
The increasing complexity of Internet of Things (IoT) environment poses significant cybersecurity challenges,
ranging from detecting traffic anomalies to classifying attack types and selecting efficient countermeasures. This
paper proposes an Artificial Intelligence (AI) and Machine Learning (ML) based approach to intelligent anomaly
detection, attack prediction, and cybersecurity decision-support. The study utilizes a Random Forest, XGBoost,
and Long Short-Term Memory algorithms to perform experiments with CICIoT2023 cybersecurity dataset. The
data was pre-processed, labelled, class-balanced, standardized, and reduced to twenty most relevant network-
traffic features. Each model's performance was evaluated using accuracy, macro precision, macro recall, macro
F1-score, weighted F1-score, false positive rate, ROC-AUC, training time, inference speed, and model size.
Remarkably, XGBoost achieved the best results, including 99.12% accuracy, 97.84% macro precision, 97.21%
macro recall, 97.52% macro F1-score, 99.10% weighted F1-score, 0.21% false positive rate, and 0.9978 macro-
ROC-AUC. It also demonstrated superior computational performance, requiring only 18.2 minutes to train and
4.1ms per thousand samples to infer. Overall, XGBoost was used to develop the decision-support system, which
detected anomalies, predicted attacks, assessed their risk levels, and recommended appropriate response
measures. The study concluded that AI and ML can be applied in IoT environments to achieve accurate and
efficient cybersecurity monitoring and decision-making.
Keywords: Artificial Intelligence; Machine Learning; Cybersecurity; Anomaly Detection; Decision Support
System
An Assessment of Chemistry Teachers' Skills in Test Blueprint Development for Objective test items in Senior Secondary Schools in Enugu Education Zone
Akaegbu, Dymphna A, Ezeh D.N, Okeke, Obianuju .A, Ukeje, Anthony O.
Abstract:
This study examined the assessment of chemistry teachers' skills in test blueprint development of objective test items in senior secondary schools in Enugu education zone. The study adopted descriptive survey research design and was guided by four research questions and two null hypotheses. The population comprised of fifty seven chemistry teachers. No sampling was. A validated instrument titled Chemistry Teachers Skills in Test Blueprint Development for Objective Test Items Questionaire with a reliability of 0.83. Mean and standard deviation were used to answer the research questions while ANOVA was used to test the formulated hypotheses at 0.05 level of significance. The study revealed that chemistry teachers' in Enugu Education Zone possessed all the skills listed on the content analysis and instructional objectives development but do not possess all the skills listed on test blueprint development for objective test items. However, teachers' qualification has an influence on their content analysis and instructional objectives development but has no influence on their test blueprint development. The researchers recommended that educational stakeholders, school owners and the ministry of education should organize workshops, trainings, seminars and conferences to train chemistry teachers' on the right skills for test blueprint development.
Keywords: Chemistry Teachers, Assessment, Competence, Test Blueprint, Qualification
Academic Interest and Test Anxiety as Predictors of Achievement of Secondary School Mathematics Students in Quadratic Equation in Enugu Education Zone
UMAKALU, C. P.
Abstract
The overall underachievement of secondary school mathematics students in quadratic equation has raised a worrisome situation among mathematics educators on the inclusion of interest and test anxiety as predictors of academic achievement. Therefore, the study examined the academic interest and test anxiety as predictors of achievement of secondary school mathematics students in quadratic equation in Enugu Education Zone of Enugu State. Three research questions and three null hypotheses formulated and tested at .05 level of significant guided the study. A correlational survey research design was adopted for the study. A simple random sampling procedure was used in selecting three hundred and sixty-seven (367), Senior Secondary II (SS II) Mathematics students from eighteen selected schools in the Zone. Mathematics achievement scores were extracted from their school records, Quadratic Equation Interest Scale (QEIS) and Quadratic Equation Test Anxiety Scale (QETAS) were used for data collection. The QEIS and QETAS were adapted from Wong and Wong (2019) and Spielberger (1983) respectively. The instruments QEIS and QETAS were validated by three experts and tested for reliability using Cronbach’s alpha with the reliability indices of 0.91, and 0.85 respectively. Data were analyzed using simple and multiple regression of SPSS version 24. The findings of the study amongst others showed that interest is a positive factor of academic achievement in secondary school mathematics., test anxiety negatively influenced the academic achievement of secondary school mathematics students. Based on these findings, it was recommended that mathematics students should improve their mathematics learning curiosity and strategies that could reduce anxiety amongst students, thereby fostering achievement in mathematics.
Keywords: Mathematics, Achievement, Interest, Test Anxiety and Quadratic Equation.
Parental Support as Predictor of Secondary School Students' Academic Achievement in Geometry in Kogi State
Shehu Mercy & Dr. C. S. Ugwuanyi
Abstract
This study explored parental support as predictor of secondary school students' academic achievement in Geometry
in Ankpa Educational Zone of Kogi State, Nigeria. The research design adopted for the study was a correlational
research design. The population of the study comprised 2,252 Senior Secondary School II (SS II) students in public
secondary schools in Ankpa education zone. A sample of 340 students was drawn using a multistage sampling
procedure. The instruments used for data collection were structured questionnaires, namely: Parental Support
Questionnaire (PSQ), and Geometry Achievement Test (GAT). The instruments were validated by three experts, from
the faculty of education, University of Nigeria, Nsukka. The instruments were trial tested, and the reliability coefficients
of .803 was obtained for PSQ using Cronbach's Alpha, while a reliability coefficient of .75 was obtained for the GAT
using the Kuder-Richardson (KR-20) formula. These coefficients indicated an acceptable level of internal consistency
for the two instruments. Data collected from the respondents were analyzed using regression analysis. Regression
analysis was used to answer the research questions, while regression t-test was used to test the null hypotheses at the
.05 level of significance. The findings revealed that the predictive power of parental support (R2 = 0.048) on students'
academic achievement in Geometry was statistically significant. Thus, it was concluded that parental support is a
significant determinant of students' academic achievement in geometry.
Keywords: Academic achievement, Parental support, Geometry
Self-Concept, Locus of Control, and Study habits as Predictors of Physics Achievement among Senior Secondary School STEM Students in Nsukka Education Zone, Enugu State, Nigeria
Joy Ukamaka Okafor & Sunday Ogbu