Federal University Gusau Faculty of Education Journal
Faculty of Education, Federal University Gusau
Zamfara International Journal of Education (ZIJE) VOLUME 6 NUMBER 4
EDITORIAL NOTE Zamfara International Journal of Education (ZIJE) is the official Journal of the Faculty of Education, Federal University Gusau Zamfara State, Nigeria. The Journal publishes articles of diverse fields of interest in Education. Papers reporting original research and extended version of already established conference and journal articles are welcomed. Papers for publication are selected through peer review process to ensure originality, relevance and readability. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of information that supports high level learning, teaching and research in the fields of Education. This edition, Volume 6, Number 4, June, 2026 is poised to present research reports in the following fields of education: Educational Foundations, Science Education, Educational Psychology, Curriculum & Instructional Technology, Guidance & Counselling, Philosophy & History of Education, Sociology of Education, Entrepreneurship education, Special and inclusive Education, Physical & Health Education Religious Education, Gender Studies, Peace & Security Education among Others. The articles in this volume are academic and professional discourse written by reputable scholars in their areas of specialization. The Board wish to also acknowledge the efforts of the editorial members, for their ceaseless support towards successful publication of the journal. In the same vein, we acknowledge quite sincerely the assistance and support of our esteemed consulting editors for ensuring the credibility of this edition. Also, worthy of appreciation are the Authors and their immense contributions to this publication. Dr. Umar Sodangi Editor-in-Chief/ Chairman Editorial Board Dean, Faculty of Education, Federal University Gusau
Editor-In-Chief-chairman: Dr. Umar Sodangi
Publication Editor: Prof. Abubakar Sadiq Haruna
Assistant Publication Editor: Dr. Yakubu A. Abdullahi
Secretary, Editorial Board: Yahaya Abdulkadir Ulama
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Preliminary: VOL. 6. NO. 4 - Zamfara International Journal of Education (ZIJE) The Official Journal of the Faculty of Education Federal University Gusau, Zamfara State, Nigeria
Effect of Blockchain-Technology Strategy on Achievement in Computer Studies Concept among Secondary School Students in Awka-South Local Government Area, Anambra State, Nigeria
secondary school students in Awka-South local government area, Anambra state, Nigeria. The need for the study arises from the persistent average achievement of learners in the theory and essay WAEC examinations. The research was guided by one research question and one hypothesis. It was a quasi-experimental study that employed a total of one hundred and sixty (160) senior secondary two computer studies students. Two intact classes in the sampled schools were randomly drawn. The instrument used for data collection was Computer Achievement Test (CAT). Mean, standard deviation and analysis of co-variance were used for data analysis. The findings from the results showed that students taught with BCTS achieved better than the conventional lecture method (CLM). Based on the findings, the study recommended among others that computer studies teachers should use automate assessments since it encourages learning and promotes achievement.
Blockchain-technology strategy (BCTS), Achievement
Effect of Microsoft PowerPoint Instructional Strategy on Performance in Mensuration Concept among Senior Secondary School Mathematics Students in Katsina State, Nigeria
This study examined the effect of Microsoft PowerPoint instructional strategy on students’ performance in Mensuration among Senior Secondary School students in Katsina State, Nigeria. A 3 × 2 factorial quasi-experimental pretest–posttest non-randomized control group design was adopted. A total of 180 students were selected using a multistage sampling technique and assigned to three instructional groups: Interactive PowerPoint, Linear PowerPoint, and Non-Digital Technology. Data were collected using a Mensuration Performance Test (MPT), which was validated by experts in Mathematics Education and Measurement and Evaluation. The instrument yielded a reliability coefficient of 0.81. Descriptive statistics (mean and standard deviation) and Analysis of Covariance (ANCOVA) were used for data analysis at the 0.05 level of significance using the Statistical Package for the Social Sciences (SPSS). The results revealed that students taught using Interactive PowerPoint recorded the highest performance scores, followed by those taught using Linear PowerPoint, while students taught using Non-Digital Technology recorded the lowest performance scores. ANCOVA showed a significant effect of instructional treatment on students’ performance in Mensuration, F(2, 173) = 5.018, p = .008, partial η² = .055. Gender also had a significant effect on students’ performance, F(1, 173) = 10.029, p = .002, partial η² = .055. Furthermore, a significant interaction effect was found between instructional treatment and gender, F(2, 173) = 6.743, p = .002, partial η² = .072. Post hoc analysis revealed a significant difference between the Interactive PowerPoint and Linear PowerPoint groups, while no significant differences were found between the Interactive PowerPoint and Non-Digital Technology groups or between the Linear PowerPoint and Non-Digital Technology groups. The study concluded that instructional treatment significantly influenced students’ performance in Mensuration and that the effectiveness of the instructional strategies varied according to students’ gender. The study recommended the adoption of Interactive PowerPoint in the teaching of Mensuration and the provision of adequate technological resources and teacher training to support its implementation.
Effect of Health Education Intervention on Utilisation of Healthcare Services among Federal Colleges of Education Students in North-West, Nigeria
Cultural and social factors such as traditional beliefs, stigma, gender norms, and social influence are widely recognised as powerful determinants of healthcare-seeking behaviour, particularly in settings where biomedical care competes with traditional and spiritual alternatives. This quasi-experimental study examined the effect of a health education intervention on healthcare services utilisation among students in Federal Colleges of Education in North-West Nigeria, with particular attention to cultural and social factors. A pre-test/post-test design was employed. Using multi-stage sampling, 200 participants were recruited, with 100 assigned to the experimental group at Federal College of Education, Zaria, and 100 to the control group at Federal College of Education, Kano. Data were collected via a validated, researcher-developed questionnaire rated on a four-point modified Likert scale (Cronbach's α = 0.752) and analysed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests at a 0.05 significance level. Results showed a significant improvement in healthcare service utilisation attributable to cultural and social factors in the experimental group, with mean scores rising from 2.49 to 3.46 (mean difference = 0.97; t = 35.78; p = 0.000). The experimental group also recorded significantly higher utilisation scores than the control group after the intervention (mean difference = 1.04; t = 44.27; p = 0.000). Both null hypotheses were rejected. The study concluded that the health education intervention had its most substantial effect in addressing cultural and social barriers to healthcare utilisation. Culturally sensitive health education, delivered in collaboration with community and religious leaders, is recommended to sustain these gains
Effects of Connectivism-Based Jigsaw IV Strategy on Attitude and Performance in Geometry Concept among Secondary School Mathematics Students in Katsina State, Nigeria
Abstract This study investigated the Effectiveness of Connectivism-Based Jigsaw Strategy on Attitude and Performance in Geometry among Senior Secondary Students in Katsina State. Quasi-experimental research design was adopted. A total sample of 221 out of 77, 117 public senior secondary two (SS II) mathematics students during the 2025/2026 in Katsina state were selected using multistage sampling technique. Validated and tested Geometry Attitude Questionnaire (GAQ) and Geometry Performance Test (GPT) with the reliability coefficient of .79 and,.85 respectively were used for data collection of the study. All the research questions were answered using mean and standard deviation, while the hypotheses were tested using ANCOVA at .05 significance level. The findings revealed that the students taught geometry using Connectivism-Based Jigsaw IV Strategy (CONBJ4S) significantly performed better [F(1, 436) = 53.02, p < .001] with higher positive attitude towards geometrical concept [F(1, 436) = 16.26, p < .001] than their counterparts taught same concept using Conventional Lecture Method (CLM). Based on the study findings, it was recommended that mathematics teachers should adopt CONBJ4S in teaching geometry in place of the CLM commonly used in Katsina state.
Assessment of Undergraduate Student’s Perception on Social Media Devices as a Learning Tool among Public Universities in Ogun State, Nigeria
The study examined undergraduates’ perception of social media as a learning tool in public universities in Southwest, Nigeria. It was guided by 4 research questions. A descriptive research design was used. The population comprised undergraduates of Olabisi Onabanjo University (OOU), Ago-Iwoye, Ogun State and Tai Solarin Federal University of Education, (TASFUED) Ijagun, Ogun State, Nigeria. The sample size was 250 undergraduates from Olabisi Onabanjo University, Ago-Iwoye, Ogun State and Tai Solarin Federal University of Education, Ijagun, Ogun State, Nigeria. These were selected using stratified sampling technique. In that situation, 150 undergraduates were selected from OOU and 100 from TASFUED. A self-research-designed instrument tagged Undergraduates’ Perception of Social-Media and Learning Tool Questionnaire (UPSMLTQ) was used for data collection with (r = .82) as reliability coefficient of the instrument. Mean and standard deviation were used for answering research questions 1. Research questions 2, 3 and 4 were analyses using inferential statistics of regression analysis. The findings of the study revealed that undergraduates positively perceive impact of social media on cognitive learning (β = .371, t = 8.852, P<.05) and that undergraduate perceived impact of social media on emotional learning (β = .284, t = 6.568, P<.05). It was recommended that utilize social media to connect with peers for academic purposes, such as forming study groups, discussing course content, and sharing educational resources, rather than solely for entertainment.
Assessment of Problems associated with the Use of Family Planning Pills among Married Adults in Ibadan, Oyo State, Nigeria
Family planning pills carry the risk of multiple side effects. The side effects may likely be short or long term depending on the intervention techniques. Therefore, this study examined problems associated with the use of family planning pills as expressed by married adults in Ibadan, Oyo State. The descriptive research design was adopted for the study. The population of the study comprised all married adults in Ibadan, while the target population are married adults from selected local government areas in Ibadan. 300 married adults constitute the sample for this study selected through simple, stratified and convenience sampling techniques. The questionnaire employed for the study was designed by the researchers. The content validity of the questionnaire was ascertained by the researchers and the reliability was determined. The data collected was analysed using descriptive and inferential statistics at 0.05 alpha level. The finding of the study revealed that the problems associated with the use of family planning pills include headaches, nausea, weight increase, fatigue and hair loss. Based on the findings of this study, it was therefore recommended that Health institutions should organise regular sensitisation programs on the side effects of family planning pills. Fertility experts should carry out an eligibility assessment before the commencement of the pills.
Utilisation of Web 2.0 Technologies for Collaborative Learning among University Undergraduate Students in Lagos State, Nigeria
The study examined examine the utilisation of Web 2.0 technologies for collaborative learning among undergraduates in public universities in Southwest, Nigeria. Four research questions guided the study. A descriptive survey research design was used. The population comprised undergraduates of Lagos State University (LASU) and University of Lagos (UNILAG), Southwest Nigeria. The sample size was 300 undergraduates from Lagos State University (LASU) and University of Lagos (UNILAG), Nigeria. This was selected using stratified sampling technique. A self-researchers-designed instrument tagged Utilisation of Web 2.0 Technologies and Collaborative Learning Questionnaire (UWEBCLQ) was used for this study with (r = .88) as reliability coefficient. Descriptive statistics of mean and standard deviation were used for answering research questions 1, 2 and 4. Research question 3 was analyses using inferential statistics of regression analysis. The findings indicated that there was medium level of utilization of Web 2.0 technologies for collaborative learning among undergraduates. It was also showed that there was medium level of collaborative learning among the undergraduates. Web 2.0 technologies positively influence collaborative learning among undergraduates (β = .482, t = 12.191, P < .05). It was recommended that institutions should invest in high-speed internet, provide training for both staff and students on Web 2.0 tools, and integrate platforms like Google Workspace, WhatsApp, blogs, and wikis directly into the curriculum.
Utilisation, Web 2.0 Technologies, Collaborative Learning, Undergraduates
Leveraging on Pedagogical Potential of Scriptwriting in Mathematics Classroom among Prospective Teachers in Waziri Umaru Federal Polytechnic, Birnin Kebbi, Nigeria
This paper explores the pedagogical potential of scriptwriting in mathematics classroom, drawing insights centered around the concept of number line from prospective teachers. 30 prospective teachers enrolled in National Certificate of Education (NCE) II from Waziri Umaru Federal Polytechnic Birnin Kebbi, Kebbi State, Nigeria were used for this study. The study positions scriptwriting as a transformative instructional strategy that bridges abstract mathematical concepts with real-life applications through the Gradual Release of Responsibility (GRR) model using the phrases: “I do, we do, and you do” to deliberating the use of number line to generate multiplication table via skip-counting. The study highlights the purpose of scriptwriting in mathematics classroom, then uses the acronym “MATH S-C-R-I-P-T” to suggest a concise procedure for writing a mathematics dialogue, and also demonstrates a real-time assessment of a sample fictional dialogue involving two skeptical peers using the Knowledge Quartet (KQ) dimension contributory codes as an observation card. The findings feature scriptwriting as a reflective and diagnostic tool for cultivating creativity, critical thinking, communication and instructional design skills. Additionally, scriptwriting offers a dynamic approach to traditional instructions by engaging prospective teachers with a form of dramatized imaginary conversational exchange adequate for enhancing mathematical, and pedagogical content mastery of prospective teachers.
Assessment on Integration of Indigenous Education in Nigeria Secondary School Curriculum and Student’s Self-Reliance in Kwara State, Nigeria
Education in Nigeria is expected to equip learners with relevant knowledge, practical skills and values that promote creativity, cultural identity and self-reliance. However, despite the recognition of indigenous education within the Nigerian National Curriculum, its practical integration in formal schooling is not encouraging. Hence, this study examined inclusion of indigenous education in national curriculum and its role in promoting students’ self-reliance in Kwara State. Descriptive research of correlation type was adopted for the study. The population comprised all 12,512 public secondary school teachers in Kwara State. Proportionate sampling technique was used to select 180 teachers across 15 selected secondary schools in three Senatorial Districts, Kwara State. A researcher’s designed questionnaire was employed to collect data. The instrument was validated by two experts and one in the field of Test and Measurement, Faculty of Education, University of Ilorin, Nigeria. To ascertain the reliability of instrument, test-retest method was used. Mean and standard deviation was used to answer research question 1 while research questions 2 and 3 which had corresponding hypotheses were tested using Pearson Product-moment Correlation Statistics at 0.05 significance level. Findings revealed that the practical aspect of indigenous education were taught very low, there was significant relationship between indigenous educational components in the national curriculum and students’ acquisition of practical and vocational skills and students’ self-reliance. It was concluded that meaningful integration of indigenous education was not effective. The study recommended that government should pay proper attention to the practical dimensions of indigenous knowledge in formal schooling to promote students’ economic self-reliance.
Qualitative Assessment on Digitalization of Instructional Pedagogy among Higher institutions of Learning in Bauchi State, Nigeria
Digitalization of instruction is no longer a contingency measure but a fundamental pedagogical requirement for higher institutions. This study adopts a mixed conceptual-empirical approach to examine digitalization as an imperative pedagogy for teaching and learning in Nigerian universities, polytechnics and colleges of education. Conceptually, the paper develops a model positioning digitalization as the integration of digital tools, pedagogy, and institutional culture to enhance access, personalization, and relevance. Empirically, a survey of 160 lecturers and students across three higher institutions in Bauchi assessed digital tool usage, digital literacy, and perceived impact on instruction quality. Findings reveal that while 68% of respondents agree digitalization improves access and feedback, only 42% report adequate digital literacy, and infrastructure deficit remain the top bottlenecks. The study concludes that digitalization is an indispensable pedagogy, meanwhile, its success depends on aligning National Information Technology Development Agency’s [NITDA] Digital literacy policy, National University Commission [NUC] and National Board for Technical Education NBTE] curriculum integration, and teacher capacity building. Recommendations are provided for policies designer and components of institutions.
Assessment of Tech-Infused Pedagogical Innovations on Integrated Science Teaching and Learning among Tertiary Institution Pre-Service Teachers in Akwa Ibom State, Nigeria
Education in the 21st century has changed, likewise the pattern of teaching and learning due to emergence of digital technology-based innovations in pedagogy; hence the academic landscape is evolving to embrace these innovative teaching and learning methods. The study examined revolutionizing STEM education: tech-infused pedagogical innovations for integrated science teaching and learning in Akwa Ibom State, Nigeria. The study used the descriptive survey design. A sample size of 180 respondents was selected from 752 pre-service Integrated science teachers in the government-owned tertiary institutions using a simple random sampling technique. The instrument, a 32 item-questionnaire on ‘Knowledge, Proficiency and Utilization of Tech-Infused Pedagogical Innovations in Revolutionizing STEM Education Questionnaire (KPUTPIRSEQ) was used for data collection. The instrument underwent a series of validations by experts in Test and Measurement, and Science Education to ascertain its validity. A reliability coefficient of 0.77 was obtained for the instrument using Cronbach Alpha statistics. Mean and standard deviation scores were used to answer the research questions. The findings of the study showed a moderate extent of pre-service Integrated Science teachers’ knowledge, proficiency and utilization of tech-infused pedagogical innovations for revolutionizing STEM education. Based on the findings, it was recommended among others that pedagogical practices should be made to embrace the use of tech-infused innovations so that teacher trainees have the appropriate knowledge and skills to meet with increasing needs of society. Also, tertiary education and teachers’ education curricula be restructured to focus on contextualized and digital abilities for effective teaching and learning.
Effects of Experiential Learning Models on Academic Performance and Science Process Skills in Plant Physiology Among Secondary School Biology Students in Zaria, Kaduna State, Nigeria
This study evaluated the effects of experiential learning models on academic performance and science process skills in plant physiology among Senior Secondary II (SS II) biology students in Zaria, Kaduna State. The persistent underperformance in certificate examinations and a systemic deficit in practical competencies among secondary graduates are attributed to a reliance on passive, teacher-centered conventional lecture methods. Using a pre-test, post-test, non-equivalent control group, quasi-experimental research design, a sample of 312 students (142 males, 170 females) was selected from an active target population of 1,384 students across 18 schools using a multi-stage sampling procedure. The experimental group was exposed to a six-week intervention structured around David Kolb's four-stage experiential learning cycle, while the control group was taught using conventional lecture methods. Data were collected using the validated Biology Academic Performance Test (BAPT, r = 0.86) and the Science Process Skills Performance Scale (SPSPS, r = 0.83). Two-way Analysis of Covariance (ANCOVA) revealed a highly significant main effect of the experiential learning treatment on students' post-test academic performance [F(1, 307) = 958.04, p < .001, Partial n2 = .758] and science process skills scores [F(1, 307) = 2286.32, p < .001, Partial n2 = .881] in favor of the experimental group. No significant interaction effect was found between teaching methodology and gender, establishing the model as an equitable, gender-inclusive strategy. It is recommended that the Kaduna State Ministry of Education mandates active experiential learning strategies and organizes state-wide capacity-building workshops to equip science teachers with low-cost practical instruction methodologies, among others.
Effect of Continuous Assessment Feedback on Performance in Letter Writing Concept among Junior Secondary School Students in Jigawa State, Nigeria
This study was on the “Effect of Continuous Assessment Feedback on the performance of Junior Secondary School Students’ Letter Writing in Jigawa State, Nigeria. ”The study adopted quasi-experimental design in which 161 JSS II students were randomly selected from two schools from the target population of this study. 77 students from GJSS Galadanci were assigned as experimental group while 86 students from GJSS S/Yaya were assigned as control group. The two groups were given a pre-test in order to ascertain their entrance level. Experimental group was then taught letter writing for six weeks using C.A. feedback, while control group was taught the same topic without exposing them to C.A. feedback. At the end of the treatment, post-test was given to the two groups. English Essay writing test was used as instrument for this study and the data collected at the end of the treatment was analysed using SPSS package. Descriptive statistics was also employed to answer two research questions of the study and independent t-test employed to test the null-hypotheses at α < 0.05 level of significance. At the end of the study, findings showed that the English Letter writing mean performance score of experimental group was significantly higher than that of control group after being exposed to C.A feedback treatment. This showed that C.A feedback improved the students’ English letter writing performance in the aspect of content and organization. The study therefore recommends that continuous assessment should be employed in teaching English language in order to enhance students writing skills and to improve their performance in letter writing and other aspects of English Language.
Qualitative Study on Hausa Language Teaching Using E-Learning Instructional Strategy at Tertiary Level of Education in Nigeria: Challenges and Way Forward
This paper examines the challenges and the way forward of teaching Hausa Language through e-learning in tertiary institutions in Nigeria. Electronic learning (e-learning) is a product of information and communication technology (ICT) which has affected human life since its emergence in the early 90s. Online learning and particularly online resources can catch the attention of even the most passive learner. Also, e-learning offers a favourable external environment for Hausa Language teaching and learning. The researcher discussed the need for Hausa Language education through e-learning in Nigeria and one of the recommendations given is that computer literacy training programmes for Hausa language teachers and adequate information technology facilities should be provided for tertiary academic institutions for effective teaching and learning of Hausa Language through e-learning to be reliable and feasible for both the teachers and the learners of Hausa language in Nigerian tertiary institutions.
Influence of Artificial Intelligence Technology Integration on Occupational Health and Safety among workplaces in Nigeria
This paper explores how artificial intelligence can improve occupational health and safety service delivery in Nigerian workplaces. It frames OHS as a service function that supports prevention through hazard identification, training, and timely incident management. It notes systemic constraints such as weak documentation and reporting, limited enforcement capacity, gaps in awareness and professional skills, and extensive informal work. The discussion is situated within Nigeria’s OHS framework, including the Factories Act, the National OSH Policy, the Employees’ Compensation Act and NSITF coverage, and the Nigeria Data Protection Act 2023. Six AI capability areas were examined which are risk prediction, natural language processing of incident narratives, computer vision in high risk settings, wearables for exposure and fatigue monitoring, AI supported learning, and decision support for safety officers and clinics. It concludes that AI adoption should be phased and NDPA compliant, with investments in power, connectivity, data quality, and workforce skills to sustain safer, more productive operations. It was then recommended that AI should be deployed in OHS in Nigerian workplace to facilitate smooth service delivery and that all present and perceived constraints to the deployment of AI should be promptly addressed to forestall their negative impact on the deployment of AI.
Teachers’ Perceived Impact of Continuous Quality Assurance Practices on Standard of Public Primary Schools in Ilorin Metropolis, Kwara State, Nigeria
This study examined teachers’ perceived impact of Continuous Quality Assurance (CQA) on the standard of public primary education in Ilorin Metropolis, Kwara State, against persistent concerns regarding the quality of school management, educational provision, and pupils’ learning outcomes in public primary schools. Despite the implementation of quality assurance mechanisms, questions persist regarding their effectiveness in improving educational standards. The study therefore examined teachers’ perceptions of the impact of Continuous Quality Assurance and determined whether such perceptions differ based on years of teaching experience and school location. A descriptive survey research design was adopted, with a target population of approximately 3,400 public primary school teachers across Ilorin East, Ilorin West, and Ilorin South Local Government Areas, from which a sample of 150 teachers was selected using stratified random sampling technique. Data were collected using a validated researcher-designed questionnaire with a reliability coefficient of 0.70. Descriptive statistics (mean and standard deviation) and Analysis of Variance (ANOVA) were used to analyse the data and test the hypotheses at the 0.05 level of significance. Findings revealed that teachers generally perceived Continuous Quality Assurance as having a positive impact on the standard of public primary education (average mean = 3.67). However, no significant differences were found based on years of teaching experience (F = 1.308, p = .274) and school location (F = 1.710, p = .184). The study concluded that Continuous Quality Assurance is perceived to contribute positively to pupils’ learning outcomes, educational provision, and school management. It was therefore recommended that efforts be intensified to strengthen the consistency of supervision, provide adequate support for continuous quality assurance officers, and ensure effective implementation of feedback to sustain improvements in educational standards.
Continuous quality assurance, teachers’ perceived impact, public primary education, educational standard
Effects of Educational Games, Drills and Practice Strategies on Academic Achievement in Biology concepts among Secondary School Students in Abak LGA, Akwa Ibom State, Nigeria
The study examined the effects of educational games, drills and practice strategies on senior secondary students’ academic achievement in Biology in Abak Local Government Area, Akwa Ibom State, Nigeria. Two research questions and two hypotheses were formulated to guide the study. The design of the study was a quasi-experimental design of pre-test post-test non-randomized design. The population of the study consisted of all the two thousand, five hundred and twenty-four (2,524) SS two students studying Biology in the eleven (11) public secondary schools. Simple random sampling technique was used to select three co-educational secondary schools out of the population. The sample of the study comprised of one hundred and forty-three (143) students in three intact classes. The instrument for data collection was tagged: Biology Achievement Test on Respiratory System (BATRS) was adapted from past questions by the researcher. The reliability index of the instrument was found to be 0.81 using Kuder-Richardson 20 formula (K-R 20) Descriptive statistics of mean and standard deviation was used to answer the research questions. While the hypotheses were tested using Analysis of Covariance (ANCOVA) at p≤0.05 level of significance. Results showed that students taught respiratory system using educational games gained better than those taught using drill and practice, followed by those taught using expository strategy. There was a significant difference in academic achievement mean scores of male and female students taught the concept of respiratory system. Based on the findings it was recommended among others that teachers should incorporate active teaching strategies such as educational games, drills, and practice exercises to improve students' understanding and engagement in Biology. Students should participate in educational games and drills to enhance learning, problem-solving skills, and critical thinking in Biology.
Educational Games, Drills, Practice, Biology Concepts, academic achievement
Leveraging Creativity in Science Education: Inclusive Special Education’s Pathway to Self-Sufficiency among Basic School Learners in Nigeria
In Nigerian basic schools, inclusive special education often fails to promote learners’ self-sufficiency due to the dominance of non-interactive, outdated teaching methods that limit skill development and foster dependence, especially among learners with disabilities. This paper argues that integrating creativity into science education offers a transformative alternative. Through hands-on, inquiry-based activities, creative science instruction enhances critical thinking, problem-solving, and independence, equipping learners with special needs with the confidence and competencies needed for self-reliance. The study examines the challenges hindering effective implementation of inclusive special education in Nigeria, outlines strategic pathways for embedding creativity in science teaching, and discusses the educational implications for fostering self-sufficiency among basic school learners with special needs. It concludes that purposeful adoption of creative teaching methods can significantly improve learning outcomes for learners with disabilities, provided that systemic barriers are addressed to ensure equitable access to quality, needs-based education.
Effects of Multimodal Instruction on Self-Efficacy in English Speaking skills among Colleges of Education Student in North-West, Nigeria
This study examined the effectiveness of multimodal instruction on students’ self-efficacy in English speaking skills in Colleges of Education, North West Zone, Nigeria. The research followed up earlier investigation on multimodal instruction on students’ performance in English speaking conducted by the author(s). The aim is to discover whether the earlier multimodal treatment had increased learners’ self-efficacy in English speaking. Thus, experimental subjects, comprising intact National Certificate in Education One (NCE 1) classes of Jigawa State College of Education, Gumel (JSCOE, Gumel) and Kano State College of Education and Preliminary Studies (KASCEPS), constituted the 97 sample of the study. The instrument for data collection was a Multimodal English Speaking Self-efficacy Scale. It was a Likert type of questionnaire consisting of 21 items, 7 for each of the three categories namely: Linguistic Dimension of Self-efficacy, Interpersonal Dimension of Self-efficacy and Performance Dimension of Self-efficacy. The instrument was administered one week after the completion of the quasi-experimental research on the effects of Multimodal Instruction on Students’ Performance in English Speaking Skills. Descriptive statistics was used to answer the three questions. Results showed multimodal instruction was effective on students’ performance in self-efficacy in English speaking skills: subjects’ self-efficacy in English oral performance increased across linguistic, interpersonal and performance criteria. It was concluded that multimodal instruction was potent enough to raise college-level learners’ degrees of self-efficacy in English speaking skills in second language contexts. It was then recommended that a North West Zonal conference be organized by Colleges of Education Academic Staff Union in collaboration with National Commission for Colleges of Education to come up with multimodal frameworks for teaching English speaking skills in Colleges of Education in Nigeria.
Effects of 8-Weeks Combat Sports Skills Training on Social Inclusion and Functionality among Adolescents with Mild Intellectual Disabilities in Benin City, Nigeria
This study investigated the effectiveness of eight weeks’ selected combat sports skills training in improving social inclusion and functionality among adolescents with mild intellectual disabilities. Four research questions and four corresponding hypotheses were raised to guide the study. The study adopted a mixed-methods design. Sample was selected using purposive sampling to select 29 participants with age range 12 to 19. The participants were assigned to experimental group of 15 persons with age range 12 to 19 and control group of 14 persons with age range 12 to 18. Quantitative data were collected using standardized assessments of motor performance, physiological fitness, social inclusion, and quality of life before and after the intervention. Qualitative data were obtained through focus group discussions involving caregivers, researchers, and participants. The findings revealed significant improvements in motor performance, with participants demonstrating improvement in agility, balance, movement speed, and power following the intervention. Physiological fitness indicators of cardiovascular endurance, flexibility, and body composition also improved. However, no improvements were noticed in variables such as coordination, reaction time, muscular strength, and muscular endurance. In addition, qualitative data revealed that participants exhibited increased peer interaction, greater participation in social activities, and a stronger sense of belonging. Furthermore, qualitative findings indicated enhanced self-esteem, emotional wellbeing, confidence, and functional independence among participants. Based on the findings of the study, it was recommended among others that adapted combat sports skills training should be incorporated into the daily routine of persons with intellectual disabilities in order to improve their physical performance as well as their physiological attributes. This will in turn enhance their overall functionality and translate into better social inclusion.
Qualitative Study in Mathematics Education Reforms and Pedagogical Innovations in Nigeria: Addressing Challenges in Secondary School Classrooms
Mathematics education remains a critical component of national development, yet persistent poor performance among secondary school students in Nigeria continues to raise concern among educators and policymakers. This paper examines mathematics education reform and pedagogical innovation in Nigeria with a focus on addressing challenges in secondary school classrooms. It reviews relevant literature on reform initiatives, instructional practices, and classroom-based constraints affecting effective mathematics teaching and learning. The paper identifies key challenges, including inadequate instructional resources, large class sizes, insufficient teacher preparation, ineffective curriculum implementation, negative student attitudes toward mathematics, limited instructional time, and teachers’ continued reliance on conventional teaching methods. The study further highlights pedagogical innovations such as problem-solving, inquiry-based learning, activity-based instruction, and collaborative learning as effective approaches for improving students’ engagement, conceptual understanding, and academic performance in mathematics. However, the successful implementation of these strategies is constrained by systemic and institutional factors, particularly inadequate teacher training and resource limitations. The paper argues that sustainable improvement in mathematics education in Nigeria requires a holistic reform approach that integrates curriculum enhancement, continuous teacher professional development, improved instructional resources, and supportive learning environments. It concludes that pedagogical innovation is essential for transforming mathematics classrooms into active learning spaces that foster critical thinking and problem-solving skills required in the 21st century.
Correlation Between Learning Styles and Online Interaction among Postgraduate Students in Universiti Teknologi Malaysia, Malaysia
Learning styles in relation to online interaction is still a belligerent issue especially at postgraduate level, online teaching and learning are vital, their successes or failures depends so much on interaction. Although learning style is widely considered to be a determinant of online interactions among students, yet very few studies have established relationship between the two. This research aimed at finding out the relationship between learning style and online interaction of the postgraduate students of the University Technology Malaysia (UTM). The study used survey questionnaire as an instrument for data collection, convenience systematic sampling technique was used, a total of 210 questionnaires were distributed to the post-graduate students of the UTM, and 150 questionnaires were fully completed and returned. VARK inventory version 7.8 was integrated into a survey to identify the learning styles of the participants, The data obtained was analyzed statistically, eventually the responses were classified into four learning styles: visual, aural, read/write and kinesthetic; while the other aspect of the questionnaire captured data on online interaction of the respondents, correlations between participants’ learning styles and online interaction was statistically computed using SPSS nonparametric tool- Chi Square. The results indicated that kinesthetic was the preferred learning style of the respondents and there was no relationship between learning style and online interaction. This research extends earlier studies by finding out if really students use VARK learning styles to learn, the study is of great importance to both instructors and students.
Assessment of High-Tech Skills Competency among Librarians in Some Selected Universities in South-South, Nigeria
This paper examines high-tech skills competency of librarians in selected university in South-South, Nigeria. The population of the study was 44 professional librarians in Selected universities, in South-South, Nigeria, during the 2005/2006 academic session. The manageable size of the population warrants the adoption of total enumeration technique, thus, questionnaire was used as a tool for data collection and distributed to respondents physically at their different libraries by the two research assistants, where at the end, a total of 44 questionnaires were recovered and made usable for analysis (100% response rate). The data were analyzed using descriptive statistics, the result indicate that respondents were not fully use of the following high-tech skills, network management, computer security knowledge, web design, graphic design, creative online instructional materials/products, instant messages and instant software. The findings revealed that in-house training, NLA training, LRCN training and self-sponsorship were the modality to acquired IT training. The challenges identified include technological inefficiency/ AI integration, high cost of digitisation equipment/software, poor ICT infrastructure, insufficient institutional support, inadequate funding/limited training and skill development, ethical and security issues. Based on the findings the study recommended that management should provide adequate training to librarians especially on the aspect of network management, computer security knowledge, blogging, graphic design, web design, instant messages and creative online instructional materials/ products, most of the high tech skills claimed not been used among the librarians in the university understudy, among others.
Perceived Influence of Artificial Intelligence Chatbots on Self-Efficacy and Attitude in Science Education Research among Undergraduate Students in Makurdi, Benue State, Nigeria
Artificial Intelligence (AI) chatbots’ perceived influence on science education undergraduates’ research self-efficacy and attitude in Makurdi, Nigeria was investigated using a descriptive survey research design. The study was guided by two research questions. The study’s sample of 100 was randomly drawn from a population of 259 400-level undergraduates in the Department of Science and Mathematics Education, Rev. Fr. Moses Orshio Adasu University Makurdi, Benue State, Nigeria. A validated and trial-tested Artificial Intelligence Chatbots and Research Questionnaire for Undergraduates (AICRQU) with a Cronbach Alpha reliability index of 0.85 was used for data collection. Data were analysed using mean and standard deviation to answer the research questions. Findings of the study revealed that AI Chatbots usage positively influence science education undergraduates’ research self-efficacy by enhancing academic confidence, independent learning, and problem-solving abilities with a high cluster mean of 3.00. The study also found that AI chatbots usage promotes undergraduates’ positive attitudes towards research by enhancing research curiosity in learning with a high cluster mean of 3.09. Based on the findings, the study recommended that universities integrate AI chatbot technologies into teaching and research practices, provide AI literacy training for university students, and establish policies to ensure ethical and effective use of AI tools in higher education.
Artificial Intelligence Chatbots, Supervisee, Self-Efficacy, Attitude
Influence of Emotional Intelligence on Academic Achievement among Geography Pre-Service Teachers in Colleges of Education, North-West, Nigeria
This study investigated the predictive influence of emotional intelligence on the academic achievement of Geography pre-service teachers in Colleges of Education in Northwestern Nigeria. The study was motivated by concerns over the low academic achievement of Geography pre-service teachers and the need to identify factors that could enhance their academic achievement. Guided by one research objective, one research question, and one null hypothesis, the study adopted a correlational research design. A sample of 285 Geography pre-service teachers was selected from a population of 1,089 using a multistage sampling technique. Data were collected using the Geography Pre-service Teacher Emotional Intelligence Questionnaire (GPTEI-Q) and the NCE II Geography Academic Proforma (NCE-GAP). The GPTEI-Q demonstrated satisfactory validity and reliability, with a Cronbach’s Alpha coefficient of 0.85, a face validity index of 91%, a content validity index of 89%, and construct validity was confirmed through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) for the questionnaire. While the NCE-GAP was reviewed by five validators, with face validity indices of 100%. Data were analyzed using mean, standard deviation, Pearson correlation, scatterplot, and linear regression. The findings revealed that emotional intelligence had a positive relationship with academic achievement (r = 0.27) and significantly predicted academic achievement (p = 0.001 < 0.05). The study recommends integrating emotional intelligence training into Geography teacher education programmes to enhance academic achievement and professional development.
Perceptions of Using Mother-Tongue on Mathematics Teaching among Primary School Teachers in Ilorin, Kwara State, Nigeria
Language serves as the vehicle through which mathematical ideas, symbols, and operations are communicated. This study investigated the prospects and problems of the use of mother-tongue in teaching mathematics as perceived by primary school teachers in Ilorin, Nigeria. Three research questions were raised according to the purpose of the study. This research was descriptive of the survey type. The population for the study was all primary school teachers in Ilorin city. Simple random sampling technique was used to select 59 mathematics teachers across the primary schools in Ilorin. The research instrument used for data collection in this study was a questionnaire (PPUMIQ). The PPUMIQ was given to three experienced lecturers for face and content validity. The reliability of the instrument was ascertained using Cronbach Alpha statistical analysis and reliability value of 0.79 was obtained. Descriptive statistics of mean and standard deviations were used to answer the research questions raised for the study. Findings showed that use of mother-tongue for teaching primary school mathematics enhanced pupils’ active participation, eagerness to learn, easy grasp of the idea, encourages smooth interactions with their teachers, students’ value for their language and improved academic performance. In addition, problems associated with the use of mother-tongue for mathematics instruction were; unavailability of materials and resources, discouragement from educated parents, lack training for teachers and inadequate technology. It was therefore recommended that Teacher Professional development training programmes should be organized for teachers, encourage collaborative research with parents and community members, and develop inclusive curriculum for pupils in Ilorin.
Mother-tongue, Mathematics Teaching, Primary School Teachers
Effects of 8-Week Health Education Intervention on Handwashing and Oral Hygiene Practices among Primary School Pupils in Bama LGA, Borno State, Nigeria
This purpose of this study was to investigated the effect of 8-week health education intervention on handwashing and oral hygiene practice among primary school pupils in Bama, L G A, Borno State. Two (2) objectives were raised, two (2) research questions were answered and two (2) hypotheses were tested. The study employed pre-test and post-test quasi experimental research design. The population for the study consisted of (2,161) primary school pupils in Bama, LGA, Borno State. Stratified sampling technique with proportionate and simple random sampling techniques was used to select (30) participant as sample for the study. Questionnaire was administered before the 8-week health education intervention and their mean score were recorded for pre-test, and also the same (30) participants were engaged for 8-week of health education intervention on hand and oral hygiene practice while the same questionnaire was administered and the mean score of the participants were recoded for post-test. Data collected were analysed using descriptive statistics of mean and standard deviation to answer the research questions, while inferential statistics of paired t-test was used to test the hypotheses examining pre-test and post-test differences at 0.05 level of significance. Both hypotheses were rejected (p<0.05). This showed that, 8-week health education intervention on hand and oral hygiene has significance effect among primary school pupils in Bama, L G A. The result of the study indicated that, 8-week of health education intervention on hand and oral hygiene practice was effective as substantial improvement demonstrated by the pupils both in knowledge, practice and behavioural changes in related to hand and oral hygiene. It is recommended among others that, hygiene education sessions should be integrated into routine primary school curriculum to reinforce knowledge, awareness and practice of personal hygiene.
Impact of COVID-19 Pandemic on Students’ Engagement and Integration of Technology-Mediated Instructional Modifications in Social Studies Education in University of Abuja, Nigeria
This study examined the pandemic's impact on student engagement and the effectiveness of technology-mediated instruction in Social Studies Education at the University of Abuja, Nigeria. A descriptive survey design was employed with a stratified random sample of 225 Social Studies Education students drawn from Years 1 through 4. Data were collected using a structured, self-developed questionnaire employing a four-point Likert scale. The instrument demonstrated acceptable reliability (Cronbach's α = 0.72). Descriptive statistics including means, standard deviations, frequencies, and percentages were computed. A one-way Analysis of Variance (ANOVA) with Tukey HSD post-hoc comparisons tested differences in engagement impact across year levels. The pandemic significantly disrupted student engagement across multiple dimensions: teaching and learning activities (M = 3.60, SD = 0.49), new student admissions (M = 3.54, SD = 0.50), graduations (M = 3.52, SD = 0.55), academic calendars (M = 3.44, SD = 0.50), and term examinations (M = 3.39, SD = 0.71). Technology-mediated instruction yielded mixed results. Health protocol compliance including hygiene maintenance (M = 3.38, SD = 0.72) and face mask usage (M = 3.11, SD = 1.05) demonstrated institutional adaptability, while online teaching adoption scored moderately (M = 3.18, SD = 0.92). Engagement impact differed significantly by year of study, F(3, 221) = 3.48, p = .017, with Year 1 students (M = 3.62) reporting significantly greater disruption than Year 3 students (M = 3.40), p = .038. The pandemic substantially disrupted student engagement while revealing significant gaps in technological infrastructure for instruction. First-year students represented a particularly vulnerable cohort. Enhanced digital infrastructure, faculty development in online pedagogy, year-specific recovery interventions, and robust contingency planning are imperative for educational resilience.