Kashere Journal of Education

Effects of E-Learning on the Academic Achievement of Biology Students in Selected Senior Secondary Schools in Kuje Area Council, FCT-Abuja Nigeria

Zainab Abubakar, Mohammed Babagana — Wed, 31 Dec 2025 00:00:00 +0000

This study explores how e-learning platforms can meaningfully improve biology learning outcomes among Senior Secondary School II students in Kuje Area Council, Abuja, during the 2023/2024 academic session. Through a quasi-experimental design, researchers worked with two schools, designating one as the experimental group, where students engaged with e-learning tools and the other as the control group, which continued with traditional classroom instruction. The population of the study consisted of 1,525 SS II students (869 males and 656 females), out of which 105 (56 males and 49 females) Biology students II from the two randomly selected senior secondary schools in Kuje Educational Zone, Abuja, formed the sample size for the study. The instrument used for data collection was the Biology Achievement Test (BAT). The reliability of the instruments was established using the Pearson moment correlation coefficient for BAT which yielded a reliability index of 0.78. Data was analysed using mean and standard deviation for research questions, while a t-test was used to test the hypotheses at the 0.05 level of significance. The findings revealed compelling evidence of e-learning's effectiveness. Students in the experimental group demonstrated substantial academic gains, with their post-test mean scores significantly surpassing their pre-test performance. Additionally, the analysis showed no significant differences in achievement between male and female students, suggesting that e-learning benefits students equitably regardless of gender. These results highlight the transformative potential of e-learning platforms in biology education and recommend that their strategic integration into secondary education could contribute meaningfully to enhancing educational quality and supporting broader national development goals.

Effects of Field Trip on Academic Performance and Retention in Ecology Concept among Senior Secondary School Students in Akko LGA, Gombe State, Nigeria

Chinkinan John Yer , Ahmed Ibrahim, Obed Musa Yilshik — Wed, 31 Dec 2025 00:00:00 +0000

The study investigated the effects of field-trip on academic performance and retention in ecology concept among senior secondary school students in Akko Local Government Area, Gombe State. The objectives of the study were to examine the effects of field trip on Biology students’ academic performance and retention in senior secondary schools. Two research questions and two corresponding hypotheses were formulated and tested at 0.05 level of significance. A quasi-experimental design which utilized pre-test post-test non-control group design was adopted. The population of the study consisted of all the 2,487 SS2 students from twenty-six (26) public schools in Akko Local Government Area Gombe State. A simple random sampling technique was employed to select a sample of 205 students from two intact classes drawn from two schools out of the 26 secondary schools in the study area. One school served as experimental group and the other school as control group. One instrument titled “Biology Achievement Test (BAT)” was used for data collection. The BAT was validated by experts after which the split half method was used to establish the reliability of the instrument using Pearson Product Moment Coefficient and a reliability of 0.847 was obtained Research questions were answered using descriptive statistics of mean and standard deviation, while the hypotheses were tested using inferential statistic of independent sample t-test. The findings of study revealed that field trip teaching strategy has significant positive effects on students’ performance as it enhanced the performance of students in Ecology. It also concluded that field trip teaching strategy enhances students’ retention of ecological concepts. The study recommended among others that Biology teachers should employ field trip strategy and activities to augment the conventional lecture method being used by many teachers in Nigeria. Also, the Ministries of Education should impress on school principals to ensure that teachers employ the use of field trip teaching strategy particularly in the teaching and learning of ecology concept at senior secondary school level.

Influence of Psychological Adjustment on Educational Researchers of Federal University of Kashere Students Gombe State

Bashir Abdullahi, Alhaji Danladi, Binta Musa — Wed, 31 Dec 2025 00:00:00 +0000

Psychological adjustment refers to the process of adapting to and coping with the demand and changes of life while conducting educational research, psychological adjustment improve and maintaining emotional well-being involves developing strategies to manage stress, emotion, relationships and various challenges, the objectives of the study was to examine influence of psychological adjustment of Federal University of Kashere. Educational researchers also study how the psychological well-being of students affects the conducting of educational research. The study adopted a descriptive survey design; the population of the study involves all the 400 level students of the Federal University of Kashere faculty Education. While a sample of 100 students was selected from the population of the study, using Morgan's (1976) scale of measurement. The instrument adopted for data collection was a self-structured questionnaire titled "psychological well-being". The questionnaire consists of two sections. Section A demands personal data of the respondents. While section B gets information on Psychological well-being. Section B consists of 5 items requesting information on psychological well-being. Collected data was analysed using mean and standard deviation to answer two research questions. The findings of the study revealed that, Psychological adjustment improves the emotional wellbeing of educational researchers. Lastly, the study recommended that, School psychologists and counsellors should focus on the educational development of students, and psychologists should focus on the well-being of students.

Early Childhood Education in Nigeria; Policy Implementation

Yakubu Wunti Ibrahim, Clement Igba JI, Nura Alhaji, Sanusi Haruna — Wed, 31 Dec 2025 00:00:00 +0000

Early childhood education is the first step in a child's overall development and is an important part of the Nigerian education system. It is formally recognised in the National Policy on Education of the Federal Republic of Nigeria (FRN, 2012), which outlines the objectives, standards and implementation guidelines for the effective delivery of pre-primary education across the country. In line with this policy, government efforts are complemented by strong encouragement of private sector participation in the provision and management of early childhood education services. This article critically examines the extent to which the provisions of the National Policy on Education for early childhood education have been implemented in Nigeria. Specifically, the study highlights the core purposes of early childhood education, assesses the achievements recorded since the adoption of the policy, and identifies persistent challenges confronting effective implementation, including issues related to access, quality assurance, funding, infrastructure and teacher preparation. The paper further analyses the implications of these challenges for children’s early learning outcomes and long-term educational development. Based on the findings of the review, practical and policy-orientated recommendations are proposed to strengthen regulatory frameworks, improve professional training for early childhood educators, enhance monitoring mechanisms and promote equitable access to quality early childhood education. The article concludes that sustained government commitment and strategic public–private collaboration are essential for achieving the goals of early childhood education in Nigeria and for ensuring a strong foundation for lifelong learning and national development.

Effect of Token Economy Therapy on Pupils Achievement in Social Studies in Ado-Odo/Ota Local Government in Ogun State, Nigeria

Rafiu Akeem Akanni , Yakubu Mallum, Susan A. Kolawole — Wed, 31 Dec 2025 00:00:00 +0000

The study examined the effect of token economy therapy on pupils’ achievement in social studies in Ado Odo/Ota local government in Ogun state, Nigeria. The study formulated two research questions and hypotheses to guide its investigation. The study adopts a true experimental pre-test post-test design. The population of the study comprises 11247 Primary six pupils in the local government, while the sample of the study was 64 Primary six pupils. The instrument that was used for data collection is the Social Studies Achievement Test (SSAT), which was validated by experts in research, measurement, and evaluation. The reliability index of the instrument is 0.83, obtained using the Kendall Tau coefficient. Descriptive statistics of mean and standard deviation were used to answer the research questions, while ANOVA was used to test the hypothesis. The result obtained from the study showed that token economy therapy was indeed significantly effective in treating academic achievement among primary school pupils. Based on the findings, the study recommended that teachers, school principals and counsellors should be trained and retrained on how to use token economy to address academic achievement

Fostering Collaboration between Schools and Communities for Effective Management of Education in Imo State Secondary Schools

Ijeoma Veronica Nwankwo — Wed, 31 Dec 2025 00:00:00 +0000

This study advocates for strengthened school community partnership to enhance entrepreneurship education administration in Imo State secondary schools for effective management of entrepreneurship education in secondary school administration in Owerri Education zone 1 of Imo state. The study argued that collaborative efforts betweens schools, local business, and communities can improve entrepreneurship skill promote innovation and drive economic growth. Two research questions and one null hypothesis guided the study. The study adopted a descriptive survey research. A sample of 190 made up of 120 principal/ teachers and 70 PTA executives was used for the study. The instrument used for data col1ccon was a 18- tem questionnaire. The research, questions were answered using mean and standard deviations while the null hypotheses were tested using t-test statistics. The findings of the study revealed that community members can actively participate in decision making of entrepreneurship, education administration. Also, it was revealed that community members can participate in provision of infrastructural facilities for entrepreneurship education administration, Based on the findings, the researchers recommended that government should encourage the operation of the school based management committee in the schools for smote school-community collaboration and that state government should through a possible medium sensitize all communities on the need for increased partnership in schools administration and provision of facilities for entrepreneurship education

Impact of Artificial Intelligence (AI) Tools on Teaching Effectiveness in Senior Secondary Schools in Gombe State

Babayo Abdullahi Musa, Idris Usman, Bawa Ibrahim , Hamza Adamu — Wed, 31 Dec 2025 00:00:00 +0000

This study examines the influence of Artificial Intelligence (AI) tools on teaching effectiveness in senior secondary schools in Gombe State and examines the Impact of AI Tools on Teaching Effectiveness in Senior Secondary Schools in Gombe State. The study adopted a descriptive survey research design. Population of the study was 1,410 Secondary School Teachers in Gombe State, Nigeria; one hundred and seventy-five (175) teachers were used as a sample. Data were collected using a structured questionnaire titled "AI in Education Assessment Scale (AIEAS)". Mean and standard deviation were used to answer the research questions. The reliability of the instrument was established by testing the internal consistency of the items using Cronbach alpha with coefficients ranging from .758 to .879, indicating sufficient internal consistency; the research explored how AI-driven educational technologies enhance lesson delivery, student engagement, assessment, and overall instructional quality. Findings reveal that AI tools significantly improve teachers’ efficiency, enhance personalised learning, and promote data-driven instructional decisions. However, challenges such as limited digital literacy, inadequate infrastructure, and inconsistent internet access hinder optimal utilisation. Recommendations include teacher capacity building, infrastructure development, and supportive policy frameworks.

An Appraisal of Workshop Facilities and Equipment Utilization for Teaching and Learning of Metal Work in Technical Education of Kano State, Nigeria

Rabo Ya’u, Ismali Nafiu, Baba Abdullahi Rabiu, Saminu Ayuba Nura — Wed, 31 Dec 2025 00:00:00 +0000

The study was carried out to assess the utilisation level of workshop facilities and equipment for teaching and learning metalwork in technical education in Kano state, Nigeria. A survey research design was employed for the study. The population of the study was 183 metalwork teachers and metalwork students. The sample of the study comprised 32 metalwork teachers and 77 metalwork students, which makes a total of 109 respondents. Structured questionnaire which contains 29 items was used for data collection. Likart was used: Strongly Agree (SA)=5, Agree (A)=4, Undecided (U)=3, Disagree (D)=2, and Strongly Disagree (SD)=1. The questionnaire was validated by three experts from the department of metalwork, school of vocational and technical education, Kano state polytechnic. For the purpose of instrument, cronbach Alpha reliability method was used, which gave a reliability index of 0.85. It was observed that the facilities and equipment in the workshop were not utilised for effective teaching and learning. Instructional material such as audio videos slides, and films were not utilised for teaching and learning, and teachers lacked adequate skills for improvisation. It was also observed that facilities such as machines and equipment will be changed and properly maintained through available funding. Training institute technical teachers should include courses on improvisation in all the trade areas as a mandatory requirement for graduation in Nigeria.

Leveraging Digital Finance for Driving Sustainable Economic Growth in Nigeria

Ummi Rahama Shehu, Usman Shehu Yahaya — Wed, 31 Dec 2025 00:00:00 +0000

This study aims to explore Leveraging Digital Finance for Driving Sustainable Economic Growth in Nigeria. This research explores the significance of digital finance and its potential impact on Nigeria’s economy. It aims to assess how digital finance influences economic growth, financial inclusion, and stability. Using a positivist approach, the study involved 384 participants, with data analysed through regression analysis to identify the relationships between digital finance and key economic outcomes. The study also tested three null hypotheses, all of which yielded rejections, thereby confirming strong connections between digital finance and sustainable development indicators. The Technology Acceptance Model (TAM) formed the theoretical foundation, offering insights into how users accept and adopt digital finance solutions. Additionally, the Capability Approach Theory was used to examine how digital finance can enhance individual capabilities and overall well-being. Ultimately, the research highlights the role of digital finance in fostering sustainable development in Nigeria and provides valuable recommendations for policymakers, financial institutions, and other stakeholders. The study advocates for greater adoption of digital finance to promote economic growth, financial inclusion, and stability in the country.

Generative AI and Teacher Education Programme in Nigerian Universities: Opportunities, Challenges, and Pathways to Sustainable Development

Eric Rotimi Akinwande — Wed, 31 Dec 2025 00:00:00 +0000

The paper examines the opportunities and challenges of integrating generative AI into teacher preparation, highlighting its potential to enhance research, personalise learning, and improve pedagogical efficiency. At the same time, it underscores critical concerns such as bias in data, privacy risks, over-dependence on Technology, and the displacement of traditional cognitive skills. Drawing on global perspectives and local realities, the study situates AI within the broader context of the fourth industrial revolution and sustainable national development. It argues that, while AI offers transformative possibilities for curriculum design, instructional delivery, and academic research, its ethical use and responsible management are essential to safeguarding educational integrity. The paper recommends continuous training of faculty, the establishment of clear institutional guidelines, and the incorporation of AI literacy into curricula to ensure that Nigerian Universities harness AI as a tool for innovation rather than a threat to human agency. Ultimately, the work calls for a balanced approach that embraces AI’s benefits while mitigating its risks, positioning teacher education as a driven of sustainable development in the digital age

Assessment of Stakeholders’ Provision of Infrastructure Facilities for Teaching and Learning in Public Secondary Schools in Benue State,

Victor Terseer Nayongo , Barakatu Abdullahi, Adamu Aliyu Gambo — Wed, 31 Dec 2025 00:00:00 +0000

This study assessed stakeholders’ provision and maintenance of infrastructural facilities for teaching and learning in public senior secondary schools in the Benue North-East Educational Zone, Nigeria. The study was anchored on Stakeholder Theory (Freeman, 1984) and Maslow’s Theory of Needs (1943), which emphasise the collective responsibility of stakeholders and the satisfaction of essential needs for optimal performance. The study aimed to evaluate the sufficiency of stakeholders' infrastructural facilities and assess their alignment with current educational requirements. A descriptive survey design was adopted. Data were collected from principals, teachers, and education officers using structured questionnaires. The data were analysed using descriptive and inferential statistics. The findings revealed inadequate infrastructure and that the existing infrastructure does not support effective teaching and learning. It recommended that government and education authorities establish clear maintenance policies and ensure regular supervision. Effective stakeholder engagement will foster ownership, accountability, and improvement in the quality of teaching and learning environments in public secondary schools across the Benue North-East Educational Zone.

Influence of Parenting Styles on Academic Performance of Students in Public Senior Secondary Schools in Gombe LGA, Gombe State

Samuel Boh Alfayo — Wed, 31 Dec 2025 00:00:00 +0000

The study used a descriptive research design. A descriptive research design is appropriate when the research aims to identify characteristics, trends, frequencies and categories. The population of the study consists of all the public senior secondary class two (SS 2) students in Gombe LGA. These areas have public senior secondary schools with a total population of 19,011 students. These schools are distributed across North, South, West and East of Gombe Local Government according to the statistical records available in the Post Primary Schools Management Board (PPSMB 2024), Gombe Zone. Out of which 4 public senior secondary schools were selected with a total population of 1996. A sample is a smaller group of elements drawn through a definite procedure from a specified population. The results of the sample survey selected are to truly represent the Population. The sample of this study of 17 public senior secondary schools in the Gombe metropolis of Gombe state was in accordance with the Morgan (1970) table for determining the sample size, since the total population of students in the selected schools is 1996, the sample size of 320 was used. The instrument used for data collection was a questionnaire. The researcher prepared the instrument based on the purpose of the study. The questionnaire has two parts. Part A contains the respondent’s personal identity, while part B contains sections A-D, each representing the purpose of the study and reflected in the research questions. The questionnaire was structured in the form of a four-point Likert scale. In view of the large population of the respondents for the study, the researcher made use of two research assistants for each of the selected schools. The results from the responses show that children of authoritative parents work harder on their academics than others and Item 2 shows that 80% of respondents strongly agreed that children of democratic parents perform very low academically Mean and percentage were used to analyse the research questions posed for the study. It was recommended that, Parents are here by encouraged to improve on their relationship with their children and choose the right Parenting Style that will help their children to perform well in the academic aspects. Parents are expected to practice Authoritative Parenting style in other to help them perform well in their academics, and Parents should practice that kind of parenting style so that their children can improve on their academic Performance

An Examination of Curriculum Planning in Nigeria’s Teacher Education: Challenges and Way Forward

Umar Magaji Ali, Halima Maigari, Nafisat Saleh Umar, Badamasi Abdullahi Saleh — Wed, 31 Dec 2025 00:00:00 +0000

This study examines the challenges facing curriculum planning in the Nigerian teacher education system and identifies strategies for improvement. The curriculum planning in Nigeria has been facing various challenges over the years, hindering its effectiveness and efficiency. The purpose of this study is to identify and analyse the barriers to effective curriculum planning in Nigeria. The study reveals that the curriculum planning process is plagued by inadequate resources, poor infrastructure and a lack of expertise in curriculum design and development. The paper is a review paper that depends on secondary data. The secondary data were collected from print and online publications. The paper identified poor funding, a shortage of curriculum planning experts, poor capacity development of curriculum experts and a lack of data on learners’ information. This has resulted in poor curriculum planning in Nigeria. Based on the findings, the paper recommends that government should increase the funding of education, employ more curriculum planning experts, ensure accurate data generation and provide constant training and retraining programmes for the planners

Predictors of Leadership Capacities on Administrative Effectiveness among Secondary School Principals in Kebbi State, Nigeria

Musa Ibrahim, Rasheedat Badamasi Shittu — Wed, 31 Dec 2025 00:00:00 +0000

Effective school leadership is globally recognised as a driver of school improvement and administrative efficiency. In Kebbi State, Nigeria, secondary schools continue to face significant leadership and governance challenges, often resulting in low educational outcomes. This study was conducted to examine the relationship between leadership capacities—such as strategic vision, team building, conflict management, decision-making, staff supervision, and motivation and the administrative effectiveness of secondary school principals in Kebbi State. A correlational survey design was utilised, encompassing 176 secondary school principals chosen via stratified random sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics, zero-order Pearson correlations, and standard multiple regression techniques. Each leadership dimension was treated as an independent variable, while administrative effectiveness was the dependent variable. The results indicated that all leadership dimensions were positively related to administrative effectiveness, meaning that as each leadership quality improved, so did administrative effectiveness: strategic vision (r = .38, p < .001), team building (r = .34, p < .001), conflict management (r = .35, p < .001), decision making (r = .30, p < .001), staff supervision (r = .26, p = .001), and motivation The multiple regression model was statistically significant, F (6, 169) = 7.07, p < .001, and accounted for 20.1% of the variance in administrative effectiveness (R² = .20). Among the predictors, only strategic vision (β = .25, p = .010) and conflict management (β = .22, p = .016) significantly predicted administrative effectiveness. The study concludes that strategic planning and effective conflict resolution are the most influential leadership capacities for achieving administrative success in the study context. It is recommended that principal selection and development programs emphasise these critical areas

Influence of Principal Motivational Techniques and Teaching Experience on Job Satisfaction among Secondary School Teachers in Zuru Educational Zone, Kebbi State

Musa Ibrahim, Rabiu Nasiru — Wed, 31 Dec 2025 00:00:00 +0000

The study investigated the impact of principals' motivational techniques and teaching experience on job satisfaction among primary school teachers in Danko Wasagu Local Government Area, Kebbi State. Three research questions were posed, and one null hypothesis was tested using a descriptive survey and ex-post facto design. In the Sakaba and Danko Wasagu Local Government Areas, 300 teachers were given questionnaires, and 15 secondary schools—both public and private—were sampled. Teachers taught English Language and Mathematics in the SSCE between 2019 and 2023, selected using a disproportionate sampling technique. The Principals’ Motivational Techniques Questionnaire (PMTQ) yielded a reliability coefficient of 0.85 (Cronbach’s alpha). Descriptive statistics (frequency, percentage, mean, and standard deviation) addressed the research questions, while Pearson’s product-moment correlation tested the hypothesis at a 0.05 significance level. Findings highlighted the importance of motivational programmes addressing teachers' needs, such as recognition, support, and professional growth opportunities. Recommendations included establishing mentorship and peer support programmes to assist early-career teachers. The study concluded that effective motivational techniques significantly enhanced teachers' job satisfaction, emphasising the role of principals’ strategies in improving teachers' well-being and professional fulfilment.

Effect of Adaptive Teaching Strategy on Students’ Academic Achievement and Interest in Biology in Tudun Wada Educational Zone, Kano State, Nigeria

Wed, 31 Dec 2025 00:00:00 +0000

This study investigated the effect of an adaptive teaching strategy on senior secondary school students' academic achievement and interest in biology in the Tudun Wada Educational Zone, Kano State, Nigeria. The study objectives are to determine the effect of an adaptive teaching strategy on students' academic achievement in Biology, examine its effect on students' interest in Biology, and determine whether gender influences students' academic achievement when taught using this strategy. A quasi-experimental pretest–posttest control group design was employed. The population comprised 1,114 SS II Biology students from 16 public secondary schools. A sample of 259 students was chosen using stratified and simple random sampling methods and divided into experimental and control groups. Two instruments were used: The Biology Achievement Test (BAT), with a reliability coefficient of 0.97, and the Biology Students’ Interest Questionnaire (BSIQ), with a reliability coefficient of 0.82. The data were analysed using descriptive statistics and a Z-test at the significance level. Results revealed that students taught using an adaptive teaching strategy achieved significantly higher scores than those taught with the conventional method. Findings also showed that students’ interest in Biology increased after exposure to adaptive teaching strategies. Furthermore, female students exposed to adaptive teaching strategies performed significantly better than their male counterparts. The study concludes that the adaptive teaching strategy enhances academic achievement and interest in Biology but is not gender-neutral. It recommends the wider adoption of adaptive teaching strategies in biology instruction.

Application of Artificial Intelligence (AI) in Teaching and Learning of Social Studies: Problems and Prospects

Umar Magaji Ali , N.P. Nwosu, Hamisu Kabir Muhammad , Yakubu Azi Akasa — Wed, 31 Dec 2025 00:00:00 +0000

This paper explores the applications of Artificial Intelligence (AI) in the teaching and learning of social studies, highlighting its potential to transform traditional pedagogies, foster faster critical thinking, and promote historical empathy. It also examines the challenges hindering the seamless adoption of AI in social studies education. By examining current research and literature, the study identifies various ways in which AI can benefit social studies instruction, including personalised learning, adaptive assessment, enriched content delivery, immersive simulations, language support, data-driven insights, teacher support, and global collaboration, as well as motivating both teachers and learners for knowledge acquisition. The paper also discusses the challenges and opportunities associated with implementing AI in Social Studies education and highlights the importance of ethical considerations and equitable access. Some of the challenges are addressing unequal access to AI technology and ensuring AI-generated content is unbiased. The opportunities include customised learning experiences for students and enhanced engagement through interactive AI-tools. Through a comprehensive analysis of scholarly works and case studies, this paper offers ideas about the transformative role of AI in shaping the future of Social Studies education.

The Umayyad Center of Scientific Development in the Light of Islamic Educational Philosophy

Amina Kwami Abdulkarim , Abdul Khobir — Wed, 31 Dec 2025 00:00:00 +0000

This study explores the Umayyad dynasty (661–750 CE) as a central force in the early institutionalisation of science and education within the context of Islamic educational philosophy. The study uses a qualitative philosophical-historical approach to examine the integration of religious and rational sciences in a single education system by the Umayyads. The results show that the Umayyad caliphs, especially in Damascus and al-Andalus, developed knowledge by creating kuttab schools, mosque learning circles, and translation bureaus where Greek, Persian, and Indian sciences were translated into Arabic. The standardisation of the Arabic language and the public libraries that were promoted by the dynasty made education a civilised obligation and not a privilege for the elite. In terms of the Islamic educational philosophy, this method represented the idea of tawhih al-ilm (unity of knowledge), tarbiyah al-insan (holistic human development), and ma-sala-hah (social welfare). This paper finds that, despite being lost in the shadow of the Abbasid period, Umayyad input played an important role in the development of an epistemological framework that would integrate faith, reason, and collective duty. Surprisingly, the results also prove that early Umayyad endeavours foresaw numerous subsequent developments and the institutionalisation of education and intercultural intellectual exchange. In turn, the paper provides a fresh conceptual framework to interpret the roots of Islamic scientific ideas and proposes new ways that current research should take in Islamic educational philosophy and historical pedagogy.

Innovative Approaches and Integrative Strategies in Teacher Education: Advancing Technology and Support for Learning Disabilities in Colleges of Education in North East, Nigeria

Fatima Binta Sani , Salisu Sani Musa , Abubakar Abdullahi Musa — Wed, 31 Dec 2025 00:00:00 +0000

This study investigates the use of innovative approaches and integrative strategies in teacher education, with a specific focus on enhancing technological support and providing assistance for students with learning disabilities in colleges of education in North East Nigeria. The study is guided by three main objectives: to examine the extent to which technology is integrated into teacher education for supporting students with learning disabilities; to analyze the attitudes of teacher educators towards inclusive teaching strategies, and to identify the challenges and opportunities in adopting technology-based solutions for learning disabilities, three research questions and hypotheses in line with the research objectives, A descriptive survey design was adopted for this study. The population comprised teacher educators and administrators across colleges of education in North East Nigeria, with a sample of 150 participants chosen via stratified random sampling. Data were collected using a structured questionnaire validated by educational experts. For data analysis, descriptive statistics and regression analysis were employed to examine the relationships among variables. Results indicate that while teacher educators show a positive attitude toward technology-based support for learning disabilities, the actual integration is limited due to resource constraints and lack of specialized training. Recommendations include prioritizing professional development in adaptive technology, increasing funding for inclusive education resources, and fostering partnerships with stakeholders to support students with disabilities effectively.

Human Resource Management Strategies and Teachers' Attitude to Work in Public Secondary Schools in North East Senatorial District, Akwa Ibom State

Christiana EmediongOkon, Bridget Daniel , Michael Urenma — Wed, 31 Dec 2025 00:00:00 +0000

The study examined the Influence of Human Resource Management Strategies on Teachers’ Attitude to Work in Public Secondary School in the Northeast Senatorial District, Akwa Ibom State. Two research questions and two research hypotheses were raised to guide the study. The study adopted an ex-post facto research design and the population of the study consisted of 3,548 teachers from 87 public secondary schools. A sample size of 355 was selected using a multi-stage sampling approach. Structured questionnaires titled “Human Resources Management Strategies Questionnaire (HRMSQ)” and “Teachers Attitude to Work Questionnaire (TAWQ)" were used as instruments for data collection. The instruments were subjected to validation and reliability tests. Cronbach Alpha statistics were used to test the reliability of the instrument and an overall reliability coefficient index of 0.87 and 0.88 were obtained for the two instruments. Data analysis was conducted using linear regression statistics. The results revealed that staff development and staff compensation significantly influenced teachers’ attitude to work in public secondary schools in the North East Senatorial District, Akwa Ibom State. Based on the findings of the study, it was recommended, among others, that Akwa Ibom State Secondary Education Board should further strengthen staff development by organising seminars in order to consolidate the skills of teachers to drive positive attitudes.

Effect of Flipped Instructional Strategy on Performance and Motivation in Wave Concept among Low-Achieving Secondary School Physics Students in Zaria, Kaduna State, Nigeria

Mustapha Bichi Sani, Zainab Ahmad Shuaibu, Ismail Babajo, Mela Raymond — Wed, 31 Dec 2025 00:00:00 +0000

This study examined the effect of a flipped instructional strategy on motivation and performance in the wave concept among low-achieving secondary school physics students in Zaria, Kaduna State, Nigeria. The study employed a quasi-experimental design involving pretest and posttest control groups. The population of the study comprises all public co-educational Senior Secondary School II (SS2) Physics Students in the Zaria Education Zone of Kaduna State. In this study, the available data revealed that there were 3357 SSII students (2184 males and 1173 females) offering Physics in the Zone. The sample of the study comprised 115 SS II Physics low achievers (76 males and 39 females) from two (2) randomly selected public co-educational senior secondary schools in Zaria Education Zone. The study was guided by two objectives with their corresponding research questions and null hypotheses. Two instruments, the Wave concept Performance Test (WCPT) and the Wave Concept Motivation Questionnaire (WCMQ), were used to collect data. The instruments were validated by experts, and the reliability coefficients of WCPT and WCMQ were obtained as 0.84 and 0.76 using the Pearson Product Moment Correlation Coefficient (PPMCC) for WCPT and the Cronbach Alpha statistical tool for WCMQ, respectively. The data collected was subjected to analyses at two different levels via descriptive and inferential statistics. The descriptive statistics of mean, standard deviation, and sum of Rank were used to answer the research questions raised. While at the inferential level, t-test and Mann-Whitney U-test analyses were used to test the null hypotheses at the significance level of α ≤ 0.05. The inferential statistics level forms the basis for a decision on whether to reject or retain the null hypotheses after they have been tested. The results showed that low-achieving students who learned the wave concept using Flipped Instructional Strategy performed significantly better than those who learned it through the traditional method (p=0.000). There was a significant difference in the motivation levels of students taught the wave concept using FIS compared to those taught using the conventional method, with the experimental group showing higher motivation (p=0.000). Based on the findings of the study, it was recommended, among others, that Physics teachers should be encouraged through training and retraining programmes by state Ministry of Education and professional bodies such as STAN on the use of FIS in teaching Physics concept like wave, as it enhanced students’ motivation and academic performance

Writing Literature Review: Perceptions of Science Education Final Year Undergraduate Students in Tertiary Institutions in Gombe State

Peter Dogo , Bala Ayuba, Yahuza Biwai, Luther Ibrahim — Wed, 31 Dec 2025 00:00:00 +0000

The study investigated the writing literature review: perception of science education final year undergraduate students in tertiary institutions in Gombe State, Nigeria The study employed a descriptive survey research design. The target population for the study was 1020 final-year students from the study institutions. The sample of 287 respondents was retained using the Yamane method. A purposeful sampling technique was also employed for choosing the category of subjects. The study used a questionnaire instrument to seek responses from respondents based on research questions designed for the study. Findings revealed few (25.0%) candidates do perceive a conceptual framework in literature writing. More (89%) of the same candidates did not agree with the perceived theoretical framework in a literature writing, while few (15.0%) strongly agreed with the perceived empirical review study as an aspect of a literature writing. Further findings revealed 30% of candidates perceived gap identification as a requirement in chapter summary in literature review writing. The implication here is that there is a very low level of perception of literature review writing among undergraduate final-year students in science education. The study recommended that students should be taught literature review writing in their research methodology. The need to engage final-year candidates on concept paper presentations during lectures seminar and workshops.

Politics in Nigerian Education; Freedom and Democratic Participations

Afatyo Iorwuese — Wed, 31 Dec 2025 00:00:00 +0000

This paper discussed freedom in the Nigerian educational system. Freedom in the Nigerian educational system remains a central determinant of quality, inclusiveness and democratic participation, especially when reforms and societal changes continue to reshape schools. This paper explores the meaning and dimensions of freedom in education, emphasising academic, administrative, intellectual, professional, religious and cultural liberties. It examines how freedom manifests across students, teachers, administrators, parents and communities, highlighting rights to expression, professional autonomy, institutional decision-making and stakeholder participation. The legal and policy foundations supporting educational freedom, such as constitutional guarantees, the National Policy on Education and human rights instruments, are reviewed to assess their effectiveness in practice. The study also outlines the benefits of freedom, including improved creativity, teacher motivation, institutional accountability and enhanced learning outcomes. However, significant challenges persist, including political interference, centralised curriculum control, underfunding, insecurity, cultural pressures and restricted student activism. Current realities in 2025, including digital academic freedom, policy reforms and regional disparities, reveal both progress and gaps. The paper proposed strategies for strengthening educational freedom through improved legislation, decentralisation, adequate funding, enhanced safety and democratic school governance. The paper concluded that Freedom in the Nigerian educational system remains both a fundamental right and a condition for high-quality schooling. Ultimately, expanding educational freedom will shape a more innovative, accountable and equitable future for Nigerian learners. It was recommended, among others, that the government should strengthen legal frameworks to limit political control over school administration by enforcing merit-based appointments and transparent oversight. This should be done through independent monitoring bodies. The expected result increased institutional autonomy and improved quality of educational decisions

Teachers’ Perception on Utilization of Digital Technologies in Early Childhood Education Settings in Sokoto and Jigawa States, Nigeria

Kabiru Mohammed Abubakar , Sambo Umar Gumbi , Sadiq Muhammad Abubakar — Wed, 31 Dec 2025 00:00:00 +0000

This study assessed teachers' perceptions of the utilisation of digital technologies for instructional purposes in public early childhood education settings in Sokoto and Jigawa states, Nigeria. The study primarily focuses on the metropolises of Sokoto and Hadeja. The study has five specific objectives and five research questions. Descriptive survey design was used for the study. The population consists of teachers from selected public primary schools having early childhood education (ECE) classes in Sokoto and Hadeja. The sample size used in the study was 100 teachers selected through purposive sampling. The instrument used was a questionnaire designed by the researchers and titled Teachers' Perception on Utilisation of Digital Technologies Questionnaire (TPUDTQ). The mean statistics were used to answer the research questions. The results show, among others, that most of the relevant modern digital technologies are not readily available in public ECE settings. Also, teachers are not actively involved in the use of digital technologies for instructional purposes. However, the majority of the ECE teachers in Sokoto and Jigawa are in possession of the skills required to utilise digital technologies. The study recommends, among others, that ECE teachers in the two states should commit themselves to proper and extensive utilisation of digital media for instructional purposes in ECE settings. Also, agencies in charge of policy, practice, and the provision of ECE in Sokoto and Jigawa states should expedite action toward addressing the challenges of digital technology utilisation in public ECE settings to enable effective instruction that is ideal for the 21^st-century classroom.

The Impact of AI Voice Bots and Chatbots on Personalized Learning for Lecturers and Students in Tertiary Institutions

Hussaini Ya’u Musa , Bappah Kawu Kasim — Wed, 31 Dec 2025 00:00:00 +0000

Artificial intelligence (AI)-driven conversational technologies, particularly voice bots and chatbots, are increasingly transforming teaching and learning processes in tertiary institutions worldwide. These technologies provide new opportunities for personalised learning, adaptive feedback, and instructional efficiency. This paper examines the impact of AI voicebots and chatbots on personalised learning among lecturers and students at tertiary institutions. Anchored in contemporary theories of personalised and adaptive learning, the study synthesises empirical and conceptual literature on the pedagogical roles of conversational AI, its feedback delivery mechanisms, and efficiency gains for teaching and learning. Findings indicate that AI-powered conversational agents enhance learner engagement, support self-paced learning, provide timely and individualised feedback, and reduce lecturers' workloads by automating routine academic interactions. Nonetheless, challenges pertaining to ethical considerations, data privacy, infrastructural constraints, and pedagogical coherence endure, especially in the context of developing nations. The study concludes that, when strategically and ethically integrated, AI voice bots and chatbots hold substantial potential to improve personalized learning and instructional effectiveness in tertiary education

Effects of Task-Based Language Teaching On Primary School Pupils’ Achievement in Learning English Consonant Sounds in Pankshing Local Government Area, Plateau State, Nigeria

Makvreng Gudor Kumbe, Sabina H. Gomwalk, Judith Makse Patrick — Wed, 31 Dec 2025 00:00:00 +0000

The study investigated the effects of task-based language teaching on primary school pupils' achievement in learning English consonant sounds in the Pankshin Local Government Area, Plateau State, Nigeria. A quasi-experimental research design was used, specifically the pretest and posttest non-equivalent control group. The population for the study comprised all the public primary four pupils in the Pankshin Local Government Area, Plateau State, Nigeria. 54 pupils were selected using the simple random sampling technique and participated in the study. The pupils were classified into experimental and control groups. Only the experimental group received the six-week-long task-based language teaching, while the control group received their usual classroom teaching but with the same content as that of the experimental group. The Test of Oral English sound (TOES) was used to collect data for the study. The data obtained were analysed using both descriptive and inferential statistical tools based on research questions and hypotheses. The research questions were answered using the mean and standard deviation, while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The results of the study revealed that task-based language instruction significantly improved the pupils' ability to identify and articulate voiced English consonant sounds. Therefore, the study recommended that teachers should incorporate modern teaching approaches, such as Task-based language teaching in teaching oral English in primary schools to improve their pronunciation and oral skills in the English language.

Awareness and Utilisation of Artificial Intelligence as a Pedagogical Tool and Catalyst for Enhancing Pre-Service Teachers’ Quality

Abiola Babatunde Popoola, Princess Ijeoma Obilo, Olaitan Idowu Ademola — Wed, 31 Dec 2025 00:00:00 +0000

The paradigm in education is shifting from a knowledge-oriented curriculum to one focused on skills and critical thinking. Additionally, the preparation of teachers is shifting from a knowledge-based to a pedagogically orientated curriculum to enhance classroom interactions and support learners' learning. This paper, therefore, is set out to critically discuss the emergence of AI tools as a pedagogical innovation for teaching, as well as an important pedagogical tool to support the preparation of quality pre-service in the nation’s teacher preparation schools. The paper began with a discussion of general education and the specialised field of teacher education. It further discussed what AI is, the importance of AI in the educational process and why teacher education should adopt AI pedagogy in the preparation of pre-service teachers to enhance their quality. The paper, however, recommended that awareness capacity-building workshops be organised for teacher educators and for pre-service teachers on how to responsibly use and adopt AI tools to enhance and support their learning. The government should also make provisions to ensure constant and stable electricity to support the use of digital technologies that enable the adoption of AI as a pedagogical tool, among others.

Effect of Jigsaw Teaching Strategy on Academic Achievement and Interest in Chemistry among Senior Secondary School Students in Gombe, Gombe State, Nigeria

J. M. Mailaya, Aliyu Hassan Dalhatu, R. F Lammaru, Usman Sabo Baba — Wed, 31 Dec 2025 00:00:00 +0000

This study investigates the effects of the Jigsaw Teaching Strategy on academic achievement and interest in chemistry among senior secondary school students in Gombe State, Nigeria. A quasi-experimental design was employed, involving 200 students from two intact classes, randomly assigned to experimental and control groups. The Guttmann Interest Rating Scale (GIRS) was used to assess student interest, while academic achievement was measured via a chemistry achievement test. The data were analysed using Analysis of Covariance (ANCOVA) to test the null hypotheses at a significance level of 0.05. The results showed that students who learned using the Jigsaw strategy did much better on tests than those who learned using traditional methods (F = 328.562, P = .000). Additionally, gender did not significantly influence achievement (F = 524.330, P = .000), indicating that the Jigsaw Teaching Strategy effectively enhanced student outcomes across genders. The study recommends integrating the Jigsaw approach into the curriculum as a means of fostering greater engagement and understanding in chemistry education.

Assessment of the Role of Administrators in the Management of Insecurity in Public Secondary Schools of Akko Local Government Area, Gombe State, Nigeria

Garba Suleiman Danamaitaba, Sabo Ibrahim — Wed, 31 Dec 2025 00:00:00 +0000

This study investigated the function of school administrators in addressing insecurity within public secondary schools in the Akko Local Government Area, Gombe State, Nigeria. The research employed a descriptive survey design to examine the major forms and root causes of insecurity, administrative strategies for threat prevention and response, levels of emergency preparedness, and key obstacles limiting effective security management. A sample of 248 respondents comprising principals, vice principals, and teachers was selected through stratified random sampling. Data were collected using a structured questionnaire with 80 items and analysed using descriptive statistics. Findings revealed that infrastructural deficiencies, particularly inadequate school fencing and insufficient security personnel, constituted the primary security vulnerabilities. Meanwhile, common school-based issues, including theft, vandalism, and bullying, were significant concerns which led to insecurity in school. The study finds out that administrators predominantly employed reactive, authority-based strategies focusing on rule enforcement and supervision, with limited implementation of preventive measures like security drills and community partnerships due to their mean score (Mean=2.75). Similarly, the extreme external threats like kidnapping were perceived as less immediate. Emergency preparedness was moderate for basic measures but deficient in comprehensive planning and regular drills. Thus, recommendations include School administrators must be equipped with adequate skills and knowledge to effectively manage school security. Regular professional development workshops and training sessions should be organised for school leaders, focusing on conflict management, crisis resolution, risk assessment, and communication skills. Training should also include the use of modern security technologies, such as surveillance systems and data management, to support the administration in ensuring a safer school environment. We should also provide school administrators with access to resources that enhance their leadership capabilities, such as security management. Local Government and Educational Authorities should prioritize the construction and maintenance of physical barriers around school premises

Assessment of the Integration of Information and Communication Technology (ICT) in the Management of Human Resources in Universities in North West Zone, Nigeria

Abdulhakeem Sidi Umar — Wed, 31 Dec 2025 00:00:00 +0000

This study examined the assessment of the integration of ICT in the management of human resources in universities in the Northwest Zone, Nigeria. The main objective was to ascertain the integration of ICT in the management of human resources in universities in the northwest zone, Nigeria. A convergent mixed method was used; the overall population of the study comprises 22,768 staff. Stratified sampling technique was used, Convenient and Purposive sampling techniques. 378 was used as the sample size for the quantitative method as identified by Research advisors (2006). The qualitative method, 72 respondents were sampled conveniently at a saturated level. Questionnaires and interview guides were used as instruments for data collection. The Questionnaire was Tagged “Questionnaire on the Integration of ICT in the Management of Human Resources in Universities in the Northwest Zone, Nigeria" (QIICTMRUNZN), was used. While interview guides were titled "In-depth Interview Guide on Integration of ICT in the Management of Human Resources in University" (IDIGIICTMRU). “Key Informant Interview Guide on Integration of ICT in the Management of Human Resources in University” (KIIIGIICTMRU) and “Focus Group Discussion Guide on Integration of ICT in Management of Human Resources in University” (FGDGIICTMRU). Null hypotheses were tested at the 0.05 level of significance, using ANOVA. The qualitative data was transcribed and analysed using NVIVO analytical software. Findings, among others, revealed that there was no Integration of ICT in Management of Human Resource in Universities. It was recommended that Universities implement ICT Integration in areas like recruitment, induction training, and virtual capacity-building training, among others.

Effects of Group and Individual Laboratory Activities on Academic Performance in Mathematics among Secondary School Students in Bauchi, Bauchi State Nigeria

Ameen, Khadijat Saka, Peter Dogo, Ayuba Bala — Wed, 31 Dec 2025 00:00:00 +0000

Improving students’ academic performance in Geometry of plane shapes, Geometric Ratio and Mensuration in Mathematics remain a major concern in secondary schools in Nigeria, particularly in Bauchi State, where persistent challenges has been reported. In response to this challenge, learner-centered instructional strategies such as laboratory activities have been increasingly advocated in mathematics teaching. This study investigated the effects of group and individual laboratory activities on secondary school students’ academic performance in Mathematics. The study was carried out in Bauchi Metropolis Bauchi State, Nigeria. Two research questions and two null hypotheses guided the study. A quasi-experimental design (pretest-posttest non randomized, non-equivalent control group) was used. The sample size of the study comprised of one hundred and eighty-three (183) SS2 Mathematics students drawn from the population of study. In composing the sample size, the researchers used purposive sampling technique to select two schools where Four intact class were used for this study. The instrument for data collection in this study was a Mathematics Performance Test (MPT). The MPT was validated and a reliability of 0.89 was established, using Pearson Product Moment Correlation Statistics at 0.05 alpha level of significant which indicates a good reliability. Data was collected from the field work and the research questions were analyzed using mean, standard deviation and t-test was used to test the hypotheses at 0.05 level of significance. The results revealed that students taught Mathematics using group laboratory activity performed better than those taught using individual laboratory activity. Male students had higher mean performance score than the female. In line with the findings of the study, recommendations made, which include among others that Mathematics teachers should use group laboratory activity in teaching Mathematics practical, Government should build more infrastructure such as laboratories and further research should explore long term effects of combined group and individual activities on effective outcomes like attitude and motivation.

An Overview on the use of Artificial Intelligence in Promoting Inclusive Teacher Education

Wed, 31 Dec 2025 00:00:00 +0000

This study examines the role of artificial intelligence (AI) in promoting inclusive teacher education programs in selected secondary schools in Gombe State, Nigeria, with particular reference to schools in the Akko Local Government Area. The study focuses on enhancing teachers' abilities to tackle learner diversity, which encompasses learners with disabilities, language barriers, and diverse learning abilities. Drawing from existing literature and field observations, the study highlights how AI technologies support personalised and adaptive learning, assistive tools for learners with disabilities, multilingual and literacy support, automated assessment and feedback, intelligent tutoring systems, early identification of learning difficulties, and collaborative learning environments. The findings indicate that AI enhances inclusive teacher preparation by improving instructional planning, learner assessment practices and teachers’ capacity to respond effectively to diverse classroom needs. However, the study also reveals major challenges limiting the effective use of AI in teacher education, including inadequate digital infrastructure, limited access to AI-enabled tools, and insufficient training opportunities for teachers. Significant differences in institutional capacity further suggest that unequal access to technology affects the quality of inclusive teacher education across schools. The study therefore concludes that strategic investment in infrastructure, continuous professional development and supportive policy implementation are critical for strengthening the impact of AI in inclusive teacher education in Gombe State.

Effects of Inqury Method on Students’ Attitude in Learning English Language in Kumo, Gombe State

Wed, 31 Dec 2025 00:00:00 +0000

The study on the Effects of the inquiry method of teaching on students' attitudes in learning the English Language in Kumo, Gombe state, Nigeria, was specifically determined to find out the pretest and posttest English Language Students’ attitudes towards English Language learning. The research work sought to find out if there was a significant difference or no significant difference in the students’ attitude in the English Language when taught using the inquiry-based method of teaching techniques. This research work had one objective with one corresponding research question and hypothesis. The duration of the research work was ten weeks. The scope of this study was on the effects of the inquiry method of teaching, which specifically focuses on Listening and Speaking Skills on students’ attitudes. The Students' English Language Attitude Scale (SELAS) was designed and administered to both the control and experimental groups. A total of 155 students participated in the study. Experimental group was made of 82 students, while the control group was 73 students. The analysis of the data collected was done using appropriate tools in Statistical Package for Social Sciences (SPSS) 20th Edition. The study finds out that students taught English Language in SS II using the inquiry-based method performed better than those taught using the conventional method.