Federal University Gusau Faculty of Education Journal
Faculty of Education, Federal University Gusau
Correlation Between Teachers’ Workload and Training on Instructional Delivery among Public Primary Schools in Talata Mafara Education Zone, Zamfara State, Nigeria
The study investigated the relationship between Teachers workload and Training on instructional delivery among primary schools in Talata Mafara education zone of Zamfara state, Nigeria. The study has two specific objectives, two research questions and two null hypotheses. A correlational survey research design was used. A sample size of 48 respondents was purposively selected to represent the population of 985. Two instruments designed by the researchers and titled: Human Resource Management Scale (HRMS) and Teacher Instructional Delivery Observation Checklist (TIDOCL) were used for data collection. The instruments were validated by experts in educational research, test and measurement from the Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto. The reliability of the two instruments was determined through a trial testing using five primary schools that were not included in the main sample. The test re-test method was applied and the data obtained was subjected to Pearson Product Moment of Correlation Coefficient (PPMCs) analysis, yielding a reliability value of 0.81and 0.87 respectively. The frequency and percentage as well the PPMC statistics were used in answering the research questions and testing of the null hypotheses respectively at a 0.05 level of significance. The findings revealed among others, that the teachers perceived workload as being excessive due to overload of teaching subjects in public primary schools. The study recommended among others that, the need for Zamfara state government to expedite action in ensuring that adequate teachers are hired for all the public primary schools in the state, so as to make the workload for teachers less excessive.
Human resource, Instructional delivery, Management, Primary School.
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Psychosocial Perceptions of Female Students' Leadership Roles in Emmanuel Alayande University of Education, Oyo State, Nigeria
The study investigated some psychosocial factors in Emmanuel Alayande University of Education female students' leadership roles. The descriptive Survey design was adopted for the study with a sample of one hundred and fifty participants, randomly selected from the five faculties in the university. Three null hypotheses were tested at 0.05 margin level with a dearee of freedom 148. The t-test statistical method was adopted for the analysis. The findings revealed that no significant differences existed in the leadership roles of the university female students based on parental educational background (1.96>0.24); family type (polygamy and monogamy) (1.96>0.52); and religion (1.96>0.23). Based on the findings, conclusions were drawn and recommendations made.
Impacts of Concept Mapping Strategy on Achievement and Attitude in Social Studies among Secondary School Students in Delta State, Nigeria
This study examined the impact of concept mapping strategy on students’ achievement and attitude in Social Studies in Delta State. The study adopted a pretest–posttest non-equivalent control group design, which is a subtype of quasi-experimental design structured into a 2 × 2 factorial matrix involving instructional strategies (concept mapping strategy and conventional instructional method) and sex (male and female). Four research questions and four hypotheses guided the study. The population comprised 72,096 Junior Secondary School students in public secondary schools in Delta State. A sample of 300 students was selected using a multistage sampling technique from four public secondary schools in two local government areas. Data were collected using two instruments titled Social Studies Achievement Test (SSAT) and Students’ Attitude towards Social Studies Questionnaire (SASSQ), both developed by the researcher. The SSAT consisted of 40 multiple-choice items designed to measure students’ achievement in selected Social Studies concepts, while the SASSQ consisted of 20 structured questionnaire items used to measure students’ attitudes towards Social Studies concepts. The instruments were validated by three experts in Social Studies Education and Measurement and Evaluation from the University of Delta. A pilot study was conducted using 30 students outside the sampled schools. Reliability of the SSAT was determined using Kuder–Richardson Formula 20 (KR-20), which yielded a coefficient of 0.82, while the SASSQ yielded a Cronbach Alpha reliability coefficient of 0.86. Data collection lasted six weeks and involved pretest, treatment, and posttest administration. Mean and standard deviation were used to answer the research questions, while paired sample t-test and Analysis of Covariance (ANCOVA) were used to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using concept mapping strategy achieved significantly higher achievement and attitude scores than those taught using the conventional instructional method. The findings also showed significant interaction effects of concept mapping strategy and sex on students’ achievement and attitude towards Social Studies concepts. The study recommended that Social Studies teachers should adopt concept mapping strategy to improve students’ academic achievement and positive attitudes towards Social Studies concepts in secondary schools.
Effect of Learning Activity Package on Retention in Biology Concepts among Senior Secondary School Students in Otukpo, Benue State, Nigeria
The study was designed and conducted to determine the effectiveness of the Learning Activity Package (LAP) in influencing students’ retention in Senior Secondary School Biology. Two research questions and two null hypotheses were formulated. A Quasi-Experimental Pre-test, Post-test, Non-equivalent Control Group Design was adopted for the study. A sample of 317 SS II biology students, drawn by both purposive and simple random sampling techniques from four co-educational schools in Otukpo Educational Zone was used for the study. The four schools were assigned to experimental and control groups respectively. Two intact classes in each school – (one as experimental and the other one as control group) were randomly selected. The experimental and control groups were taught the biology topic (Unit of Life) by the regular biology teachers. Three instruments – Pre-BPT and Post-BPT were developed, duly validated and reliability of equivalence, internal consistency and stability duly established (0.79 and 0.83 respectively) before using them for data collection. The research questions were answered using mean and standard deviation while the hypotheses were tested at (P < 0.05) using analysis of covariance (ANCOVA). The result of data analysis showed that: There is a significant difference between the experimental and control group, with the mean retention scores of the LAP group being significant more than the control group, but the male students’ retention test was significantly greater than those of their female counterpart. A major educational implication of the findings is that the use of LAP does not show any significant difference in the retention of male and female students. Thus the use of LAP will not only help arrest the problem of male being regarded as high achievers in science-related courses but will also encourage the female students to enroll in such courses among others.
Evaluation of Digital Technology Device and utilization on Effective Teaching and Learning of Social Studies among Secondary School Students in Delta State, Nigeria
This study focused on bridging the digital divide and its implications for effective teaching and learning of Social Studies in secondary schools in Delta State. The study adopted a descriptive survey research design. Three hypotheses guided the study. The population of the study comprised 72,096 respondents made up of 9,569 Social Studies teachers and 62,527 students in public secondary schools in Delta State. A sample size of 300 respondents comprising 100 teachers and 200 students was selected using multistage sampling techniques involving simple random, stratified, and proportionate random sampling techniques. Data were collected using a structured questionnaire titled Digital Divide and Social Studies Education Questionnaire (DDSSEQ) consisting of 25 items measured on a 4-point rating scale of Strongly Agree, Agree, Disagree, and Strongly Disagree. The instrument was validated by three experts comprising two lecturers in Social Studies Education and one lecturer in Measurement and Evaluation from the University of Delta. Reliability was established using the test–retest method with 20 teachers and students from secondary schools in Anambra State, yielding a reliability coefficient of 0.84. Data were analyzed using t-test statistics to test the hypotheses at the 0.05 level of significance with the aid of the Statistical Package for Social Sciences (SPSS). Findings revealed that adequate ICT facilities significantly influence the effective teaching and learning of Social Studies, digital literacy skills significantly improve teaching effectiveness and students’ learning outcomes, while internet connectivity and technological infrastructure significantly enhance instructional delivery in secondary schools in Delta State. The study concluded that bridging the digital divide through adequate ICT facilities, improved digital literacy skills, and stable internet connectivity is essential for promoting effective teaching and learning of Social Studies in secondary schools in Delta State.
Influence of Leadership Style and Security-Related factors On Teachers’ Attrition among Public Secondary Schools in North-East Senatorial District of Benue State, Nigeria
The study investigated the influence of job-related variables such as Leadership styles and Security-Related Factors on teachers’ attrition in public secondary schools in Benue North East Senatorial District, Nigeria. Two research questions guided the study, while two hypotheses were formulated and tested at 0.05 level of significance. The study population consisted of 1,274 teachers from 98 public secondary schools. A sample of the study was 254 teachers representing 20% of all the teachers from 19 secondary schools representing 20% of the school population. Job-Related Variables and Teachers’ Attrition Questionnaire (JRVTAQ) was used for data collection. It was validated by three experts, with a reliability coefficient of 0.91 using Cronbach Alpha. Data were analyzed using Mean and Standard Deviation to answer the research questions and the chi-square (χ2) test of goodness-of-fit was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that leadership and security-related issues have significant negative influence on teachers’ attrition in public secondary schools in Benue North East Senatorial District, Nigeria. The study concluded that there is significant negative influence of job-related variables on teachers’ attrition in public secondary schools in Benue North East Senatorial District, Nigeria. It was recommended among others that principals and other educational authorities should promote effective and participatory leadership practices with the school system to create a supportive and motivating work environment for teachers so that they could feel among and maintain their job.
Leveraging Hausa Language Teaching and Learning Using Constructivists Approach Among Students at Tertiary Level of Education in Nigeria: A Review
Most traditional teachers resist constructivist pedagogy because of basically three things: commitment to their traditional instructional approach, concern about students’ learning and concern about classroom control. However, becoming a constructivist is not as daunting as many thinks. It is in this light that this paper move to demystify the concept of constructivism. The paper also analyzes the characteristics of a constructivist classroom as well as the characters of its learners. It also compares a typical traditional classroom with a constructivist one. The paper compares sides by side, the functions of a teacher and that of the students in a constructivist class. It further recognizes nine steps that could be used for teachers to be constructivist. It recommends among others that Hausa Language teachers should adopt and implement principles, approaches and strategies of the constructivist pedagogy. The paper concludes by advocating for teachers to be mediators rather than dispensers of knowledge.
Constructivists, Hausa Language, Teaching and Learning
Leveraging Intelligent-Tutoring-System Instructional Strategy for effective Teaching of Islamic Ethics and Morality among Students at Tertiary Level of Education in Nigeria
This research explores the implementation of Intelligent Tutoring Systems (ITS) for teaching Islamic Ethics and Morality in Nigerian tertiary institutions. The paper examines how AI-driven personalized learning technologies can enhance traditional Islamic education methods while addressing current pedagogical challenges. Through detailed analysis of literature, the paper investigates ITS effectiveness in improving student engagement, knowledge retention, and critical thinking skills within Islamic ethical studies. The findings indicate that ITS can significantly enhance learning experiences by providing personalized instruction, interactive scenarios, and immediate assessment capabilities. The paper emphasizes the importance of aligning ITS design with Islamic pedagogical principles and Nigerian cultural contexts to ensure effective adoption. However, challenges such as digital infrastructure limitations, faculty readiness, and student accessibility need to be addressed for successful implementation. The research also highlights crucial ethical considerations, including data privacy, algorithmic transparency, and potential biases in AI systems. The study contributes valuable insights to the growing body of knowledge on educational technology in religious studies and offers practical recommendations for policymakers, educators, and software developers interested in leveraging ITS for Islamic Ethics education in Nigeria.
Effect of Health Education Intervention on Attitude Towards Solid Waste Management among Undergraduate Students in University of Ilorin, Kwara State, Nigeria
Attitude is a critical determinant of pro-environmental behaviour, yet its malleability through short-term educational interventions in Nigerian university settings remains underexplored. Solid waste mismanagement continues to threaten public health and environmental sustainability across Nigerian campuses, calling for targeted interventions that specifically address attitudinal dimensions of student behaviour. This study examined the effect of a six-week health education intervention on attitudes toward solid waste management (SWM) among undergraduates in the University of Ilorin, Nigeria, and further investigated the baseline attitude profile of participants and the relationship between attitude and waste management practice. A quasi-experimental pre-test/post-test design with a control group was employed among 184 undergraduate participants (control n = 82; experimental n = 102) drawn from three faculties via multistage sampling. Attitude was measured using a 15-item validated Modified Likert Scale (Cronbach α=0.72). Analysis of Covariance (ANCOVA) was used to test the primary hypothesis at p<0.05, while Pearson correlation assessed the attitude–practice relationship. Most participants demonstrated positive baseline attitudes toward SWM (83.7% scored above 45 on a 60-point scale). ANCOVA revealed no statistically significant effect of the intervention on post-intervention attitude scores when controlling for baseline attitudes, F(1,181)=0.979, p=.324, R²=.263. The pretest attitude covariate was a strong predictor of post-test scores, F(1,181)=64.082, p<.001. A weak but statistically significant positive correlation was found between attitude and practice scores at both pre-test (r = .188, p=.010) and post-test (r=.168, p=.023). A largely positive attitude existed prior to the intervention, suggesting a ceiling effect that constrained attitudinal change. Short-term health education alone is insufficient to shift already-favourable attitudes; sustained, infrastructure-linked, and participatory approaches are recommended to bridge the attitude–practice gap among university undergraduates.
Influence of Citizenship Education on Development of Civic Values among Public University Social Studies Students in Edo and Delta States of Nigeria
The purpose of this study was to examine citizenship education and the development of civic values among Social Studies students in public universities in Edo and Delta States, Nigeria. The study adopted a descriptive survey research design. Three hypotheses guided the study. The population comprised 573 undergraduate Social Studies students drawn from four public universities: Delta State University, Abraka; University of Delta, Agbor; University of Benin, Benin City; and Ambrose Alli University, Ekpoma. A census sampling technique was adopted, which involved including all 573 students as respondents in the study. Data were collected using a structured questionnaire titled Civic Values Development Questionnaire (CVDQ) developed by the researcher. The instrument comprised 20 items rated on a 4-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). Face and content validity were established by three experts from the University of Benin, Benin City; two from the Department of Curriculum and Instructional Technology and one from Measurement and Evaluation. Reliability was determined using the test–retest method with 20 students from Anambra State University, yielding a Pearson Product Moment Correlation coefficient of 0.81. Data were analyzed using independent samples t-test at the 0.05 level of significance. Findings revealed that there were no significant differences in the influence of civic knowledge, participatory skills, and value orientation on the development of civic values among Social Studies students in public universities in Edo and Delta States. The study recommended strengthening civic education and participatory learning activities in universities to enhance students’ civic values development.
Comparative Assessment of Intonational Variations between Igbo-English and Ibibio-English Bilingual Speech among higher institution graduates in Nigeria
This study contrastively analyzed the use of intonation in the spoken English of Igbo-English and Ibibio-English bilinguals. The main objective of the study was to identify the differences and similarities in their assigning of Intonation in order to ascertain their levels of international intelligibility. As qualitative and quantitative research, the study favours a survey design. The study area consisted of Igbo and Ibibio speaking areas with the population comprising graduates from Nigerian higher institutions which represents the educated variety of Nigerian English. The sample size consisted of 182 educated Igbo and Ibibio English speakers selected through random sampling technique. The instrument for data collection was a structured questionnaire of, words, phrases and sentences drafted and validated by English language scholars. A recording device was used to record the production of the respondents which was transferred to a computer for analysis. The findings of the study revealed that the Igbo-English and Ibibio-English vary greatly from the Standard English. The study, however, revealed that there are no significant differences in the pattern of assigning tunes in the spoken English of Igbo and Ibibio English bilinguals. This study recommended that Nigerian schools should procure and use instruments/devices that aid spoken English.
Impact of Quality Assurance Practices on Provision of Funds, Infrastructural Facilities and Maintenance of Discipline among Public Secondary Schools in Benue State, Nigeria
This study investigated the impact of quality assurance practices on management of public secondary schools in Benue State, Nigeria. The purpose of the study was to investigate the impact of quality assurance on management of public secondary schools. Three research questions guided the study and three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a descriptive survey research design. The study population consisted of 6,001 teachers from 226 public secondary schools. A sample of 600 respondents was taken from 23 public secondary schools using multi-stage sampling procedure. Quality Assurance Questionnaire (QAQ) was validated by three experts and a trial test was conducted using Cronbach's Alpha, with a reliability coefficient of 0.88. Mean and standard deviation were used to answer the research questions. Chi-Square test of goodness-of-fit was used to test the hypotheses at 0.05 level of significance. The result showed that quality assurance practices has significant positive impact on the provision of funds, infrastructural facilities and maintenance of discipline in public secondary schools in Benue State. The study concluded that quality assurance practices is vital to the effective management of public secondary schools in Benue State, significantly influencing the provision of funds, infrastructure and maintenance of discipline. Without deliberate improvement efforts, educational standards may decline, leading to systemic failure and jeopardizing students’ futures. Based on the study's findings, it was recommended, among other things, that government and education stakeholders enhance quality assurance practices to promote transparency and performance-based funding in public secondary schools. Education authorities should make more efforts to implement regular quality assurance practices assessments to guide the equitable and need-based allocation of infrastructural resources. This will ensure that facilities are not only provided but also meet safety, accessibility and learning-conducive standards across all public secondary schools.
Adaptive Strategies on the Impacts of Artisanal Mining among Rural Households in Kaduna State, Nigeria
Mining serves as a source of livelihood for many rural communities worldwide. However, it also poses environmental risks that can negatively impact household livelihoods, such as harming farmland and contaminating water supplies. This study explores how households in rural areas of Kaduna State, Nigeria, adapt to the impacts of artisanal mining. Data were collected through Focus Group Discussions, in-depth interviews, and on-site observations. The findings were analysed using descriptive statistics with the aid of Nvivo Version 11.0 software. The study reveals that households employ a range of adaptive measures to mitigate the effects of artisanal mining. These include clearing new land for farming, acquiring or leasing land for cultivation, planting non-native tree species for timber and palm oil, filling mining pits and ponds for agricultural use, and using manure and fertilisers to boost crop yields. Other strategies involve relocating herders and their livestock, securing land specifically for grazing, confining livestock, purchasing animal feed, avoiding polluted water sources, treating water through heating and filtration, digging wells, and using chemicals or treated sachet water for drinking. The study recommends that both households and the government engage in reclaiming degraded land and underground mine areas for agricultural use, as a sustainable measure to combat food insecurity.
Impact of Teachers’ Classroom Setting Rules on Academic Performance among Upper Basic Education Students in Makurdi Education Zone of Benue State, Nigeria
The study investigated impact of teachers’ setting of classroom rules on learners' academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria. One research question guided the study, while one hypothesis was formulated and tested at 0.05 level of significance. The study had a population of 18,599 teachers from 382 Upper Basic Education schools. A sample of 392 teachers was taken for the study from 20 Upper Basic Education schools. Teachers’ Setting of Classroom Rules Questionnaire (TSCRQ) was used for data collection. The instrument was validated by three experts and subjected to a trial test, yielding a Cronbach’s alpha reliability coefficient of 0.82, indicating good internal consistency. Data were analyzed using Mean and Standard Deviation to answer the research question and the chi-square (χ2) test of goodness-of-fit was used to test the hypothesis at 0.05 level of significance. The findings of the study showed that teachers’ setting of classroom rules has significant positive impact on learners' academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria. The study concluded that teachers’ setting of classroom rules significantly enhances learners’ academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria, and therefore recommended that teachers should consistently establish and effectively enforce clear classroom rules to improve learners’ discipline, engagement and academic achievement.
Teachers, Classroom Rules and Learners' Academic Performance.
Qualitative Study on Historical Development of Islam and Challenges of Da’wah in Igala land of Kogi State, Nigeria
Historical evidences available confirmed the existence of Islam in Igalaland before the popular 1804 Jihad of Sheikh Usman Ibn Fodio. Sometimes, 1449 C.E and 17th Century were alternatively given as the date of the emergence of Islam in Igalaland. For the purpose of proper development of Islam and its activities in the area of study, Da’wah activities were emphasized and given necessary attention. From the beginning, Islam attached great importance to Da’wah activities. This is demonstrated in the objective of sending messengers by Almighty Allah. Reformation of polluted society as in the present-day Muslim world Igalaland inclusive can only be revived through Da’wah activities. It is in view of this situation that, this paper, Historical development of Islam and the challenges of Da’wah in Igalaland is written. The essence is to trace the emergence of Islam in the area and find out the challenges facing Da’wah in Igalaland and find solution to them. The subtopics discussed in this paper include, Historical development of Islam in Igalaland, the concept of Da’wah, methodologies of Da’wah in Igalaland and challenges facing Da’wah in Igalaland. Library, interview and observation methodologies were used in the process of writing the papers. Lot of discoveries was made in the process of writing this paper and one of these discoveries is that, there is heavy divisions and conflicts among various group of Muslims in Igalaland. Amongst the recommendations made by this paper is that leaders of Muslim groups should stop instigating their groups against one another and other Muslims.
Qualitative Study on Problems and Solutions associated with Effective Writing Skills among Learners: An Overview
Sufficient attention is not given to writing, which is one of the major literacy skills. In fact, the invention of social media has done more harm in this part of the world. Writing as a productive skill deserves adequate attention at every stage of learning. This paper, therefore, delves into some problems associated with writing and solutions that can be used to assist learners. Some areas that could be taught in writing in order to arouse the interest of the learners are discussed in this work. Areas of concerns where the learners may be encountering difficulties are identified such as common errors. In view of the damages that problems associated with writing could pose to the learners, this paper offers some solutions as a kind of leeway. Some of the solutions are applying pedagogical solutions, guided composition and development of content in composition writing. The paper suggests exploit and further research work in specific areas of writing such as fieldwork, laboratory report, long essays, features, journal articles, newspaper articles, editorials and many discourses.
Effects of Sequence-Chart Strategy on Retention in Nutrient-Cycling in Nature and Pollution among Secondary School Students in Nassarawa Education Zone, Kano-State, Nigeria
This study investigated the effect of Sequence-Chart (SQC) teaching strategy on secondary school students’ retention in Nutrient Cycling in Nature and Pollution in Kano State, Nigeria. The study adopted a quasi-experimental design involving pre-test, post-test and post-post-test equivalent group. Population of the study consists of 11,290 SS11 students and a sample of 340 SSII students were taught using SQC strategy, while another group was taught using conventional teaching method. The instrument for data collection was a validated Nutrient Cycling in Nature and Pollution Achievement Test (NPAT). Data were analyzed using mean, standard deviation, and ANCOVA at 0.05 level of significance. Findings revealed that students taught with SQC strategy had higher mean retention scores than those taught with the conventional method. ANCOVA results showed a significant difference between the two groups in favour of the experimental group. The study also found significant effects of gender and a significant interaction effect between instructional strategy and gender. The R² value indicated that a substantial proportion of variation in students’ retention was explained by the instructional strategy. The study concluded that Sequence-Chart teaching strategy is more effective than conventional teaching method in improving students’ retention in Nutrient Cycling in Nature and Pollution. It was recommended that Biology teachers should adopt SQC strategy to enhance students’ understanding and retention of complex biological concepts.
Effects of Scaffolding using 70:20:10 Model on Performance and Retention in Genetics Concept among Secondary School Biology Students in Zamfara State, Nigeria
This study on meta-analytic review synthesizes recent empirical evidence (2020–2025) examining whether instructional scaffolding integrated within the 70:20:10 distributed learning model produces gender-neutral outcomes in genetics achievement and long-term retention. Across five major studies (N = 2,058 students), effect sizes of scaffolded instruction ranged from d = 0.37 to d = 0.44 (Hedges' g = 0.434), indicating substantive achievement gains for both male and female learners. Critically, meta-analysis by Parker et al. (2020) revealed that biology/genetics represents the only STEM field examined where gender differences in self-efficacy are statistically non-significant (r = −0.421, p = 0.173), providing a unique baseline for gender-neutral interventions. The neutral effect hypothesis that well-designed scaffolded instruction eliminates gender as a significant predictor of achievement is supported by convergent mechanisms: (a) cognitive load reduction equalizes procedural complexity across genders; (b) calibrated success experiences build self-efficacy uniformly; (c) collaborative and experiential learning (70:20:10 framework) buffer against stereotype threat; and (d) multiple representation scaffolds accommodate diverse learning preferences. Delayed post-test analyses (4–8 weeks post-instruction) demonstrated that distributed practice aligned with the 70:20:10 channels produce superior long-term retention (spacing effect: g ≈ 0.42) compared to traditional massed instruction. The integration of visual, procedural, conceptual, and metacognitive scaffolding within experiential (70%), social (20%), and formal (10%) learning contexts yields gender-disaggregated achievement parity. Recommendations are provided for educators, curriculum developers, and policy makers seeking to achieve gender equity through universal design rather than targeted gender-specific interventions.
scaffolding, 70:20:10 model, genetics, Performance, retention, Biology, Students
Assessment of Artificial Intelligence adoption among Lecturers in Nigerian Universities: Examining Capability, Opportunity and Motivation – Behavioural (COM-B) Framework
This study examined the behavioural determinants of Artificial Intelligence (AI) adoption among university lecturers in Southwest Nigeria using the Capability–Opportunity–Motivation Behaviour (COM-B) framework. It analysed how lecturers’ competence, institutional conditions, and motivational drivers shape AI integration in teaching, research, and academic practice. A descriptive cross-sectional survey design was employed, drawing on data from 2,145 lecturers across federal, state, and private universities using a structured questionnaire with satisfactory reliability (α = 0.79–0.84). Data were analysed using descriptive statistics, t-tests, Pearson correlation, and multiple regression. Findings revealed moderate capability (mean: 2.06–2.50), indicating strong digital literacy but limited institutional training, highlighting the need for structured capacity-building and continuous professional development. Institutional opportunity was also moderate yet uneven (mean: 1.85–2.35), constrained by funding gaps, governance inefficiencies, and weak digital infrastructure, underscoring the importance of improved policy coherence and investment. Motivation was relatively strong (mean: 2.00–2.52), driven by perceived teaching benefits and professional identity, though influenced by social and institutional factors, suggesting the need for incentives, recognition, and collaborative support systems. AI use was evident in teaching and research but limited in assessment and institutional engagement, revealing an intention–practice gap and the need for embedding AI into formal workflows. Capability significantly influenced adoption (t = 2.41, p < 0.05), while opportunity (r = 0.48) and motivation (r = 0.66) were strong predictors, explaining 58% of variance. The study recommends integrated institutional strategies to strengthen capacity, expand opportunities, and sustain motivation for equitable AI adoption.
Qualitative Study on an Improved Fuzzy-Based Service Rates’ Control System for Single Server Queue Networks with Vacations: A Review
The task of defining service rates in queue networks is a dimensional problem as it revolves around network properties and customers’ behaviour. We examined a fuzzy-based control system for a one-server queue system with possible vacations. It is an optimal system such that arrivals which find customers awaiting service turns are rejected. Our fuzzy-based model dynamically select service rates considering system’s properties in order to minimize cost. We simulated the system beginning with initial condition where all crisp inputs are zero. This hysteretic property indicates that the server is switched on for a 2,500 time units, thereby indicating that the optimal policy is an hysteretic property of s.
Admission, costs, optimality, vacations, service requests, hysteretic property
Physics Teachers and Students Level of Awareness on Energy and Society Concepts in Nigeria Secondary Schools: Implication for Energy Efficiency and Environmental Sustainability
The role of education and information initiatives in schools is crucial in ensuring all citizens are energy aware. Thus, the study seeks to find out the level of students’ awareness of energy and society concepts in Nigerian secondary schools and its implication to energy efficiency and a sustainable environment. Two research questions and one null hypothesis guided the study. The study adopted a descriptive survey research design. The sample size of 240 senior secondary three (SS3) physics students and teachers are drawn from the population were used for the study. Proportionate stratified random and Purposive sampling techniques were used to obtain the sample size. A questionnaire on Energy and Society Concepts (QESC) developed by the researcher to measure students’ level of awareness of energy and society concepts was used for the study. Frequencies and percentages were used to answer all the research questions and chi-square for testing the null hypothesis of the study. Findings of the study revealed that the majority of Nigeria physics teachers and students are at Low and Very Low Levels of awareness of Energy and Society Concepts; and no statistically significant difference in the level of awareness of energy and society concepts among secondary school teachers and students of physics. It implies therefore that, improvement in the level of awareness of energy and society concepts in schools might promote: students’ achievement in Energy and Society Concepts; best practices of energy use at home; and diversification into clean energy which is environmentally friendly.
Awareness, Energy and Society Concepts, Secondary School
Sustainability-oriented entrepreneurship (SOE) has emerged as a critical pathway for addressing intertwined social, environmental, and economic challenges in low-income contexts characterised by institutional fragility, resource scarcity, and persistent developmental deficits. Despite its growing relevance, existing literature remains fragmented, conceptually ambiguous, and largely skewed towards high-income environments, thereby limiting a comprehensive understanding of how SOE manifests and generates impact under conditions of constraint. This study synthesises interdisciplinary insights to conceptualise sustainability-oriented entrepreneurship within low-income contexts, examine the mechanisms through which it operates across individual, institutional, and environmental levels, and identify key barriers and pathways for enhancing its effectiveness and scalability. Adopting a conceptual review methodology, the study integrates perspectives from entrepreneurship, sustainability, and development scholarship to advance a multi-level framework linking entrepreneurial agency, innovation strategies, institutional dynamics, and socio-environmental outcomes. The analysis reveals that sustainability-oriented entrepreneurs in low-income settings employ adaptive strategies such as frugal innovation, bricolage, and collaborative arrangements to navigate resource limitations and institutional voids, while contributing to inclusive development, environmental stewardship, and local value creation. However, their transformative potential is constrained by persistent challenges, including limited access to finance, weak market structures, regulatory inconsistencies, and socio-cultural inequalities. The study further concludes that while SOE offers a viable and contextually embedded mechanism for addressing complex development challenges, its long-term impact depends on supportive institutional frameworks, coherent policy alignment, and scalable innovation pathways among others.
Institutional and Demographic Influences on the Use of Online Teaching Platforms among University Lecturers in South-West, Nigerian
This study examined the institutional and demographic influences on the use of online teaching platforms among university lecturers in Nigerian universities, with emphasis on organisational conditions and individual characteristics. A descriptive survey research design was adopted. The population comprised lecturers in selected public universities in Southwest Nigeria, from which 320 respondents were selected using a multistage sampling technique. Data were collected using a structured questionnaire which was validated by experts with reliability coefficient of 0.88 using Cronbach’s alpha. Data were analysed using descriptive statistics and multiple regression analysis at 0.05 level of significance. Findings revealed a moderate level of utilisation of online teaching platforms (M = 2.86). Institutional factors such as ICT infrastructure (M = 3.21), administrative support (M = 3.05), and staff training (M = 3.18) significantly influenced usage. Demographic variables including age (β = -0.27, p < 0.05), teaching experience (β = -0.22, p < 0.05), and digital literacy (β = 0.44, p < 0.05) significantly predicted utilisation, with digital literacy emerging as the strongest predictor. The study concluded that both institutional and demographic factors jointly influence lecturers’ use of online teaching platforms. It was recommended that universities strengthen ICT infrastructure and design inclusive digital policies.
Uncertainty-Aware Training and Computational Scaling for Hybrid Neural Pipeline Models: Heteroscedastic Loss Functions, Mixed Precision, and Multi-GPU Optimisation
The deployment of hybrid neural-statistical frameworks for pipeline Remaining Useful Life (RUL) prediction at operational scale requires both a principled training objective that produces calibrated uncertainty estimates and computational optimisation strategies that make training tractable on large-scale pipeline networks. Standard mean squared error (MSE) loss treats all predictions symmetrically, disregarding the heteroscedastic nature of pipeline degradation uncertainty: predictions for young, well-instrumented segments in low-risk environments carry substantially less uncertainty than those for ageing segments in data-sparse, high-corrosion zones. This paper develops and validates the heteroscedastic negative log-likelihood (NLL) loss function for pipeline RUL training, demonstrating that it simultaneously improves prediction accuracy and yields well-calibrated uncertainty estimates relative to standard MSE. Applied to the Nigerian pipeline dataset comprising 500 segments over 21 years, heteroscedastic NLL training reduces root mean squared error (RMSE) from a mean of 36.3 to 32.5 days, reduces mean absolute error (MAE) from 28.9 to 25.7 days, and improves R² from 0.846 to 0.863 across all four neural architectures, whilst improving prediction interval calibration by 5.6 percentage points relative to MSE training. Three computational optimisation strategies are evaluated: gradient checkpointing, which reduces GPU memory consumption by approximately 61.2%; mixed precision training (FP16 forward pass, FP32 gradient accumulation), which halves memory requirements and accelerates training by approximately 1.5× on compatible hardware; and multi-GPU data-parallel training, which distributes computation across N GPUs with theoretical speedup S = M/N. Together, these strategies reduce total training time from 72.4 hours to 18.2 hours (a 74.9% reduction) and GPU memory requirements from 48.3 GB to 9.4 GB per GPU (an 80.5% reduction), making the full four-architecture hybrid framework deployable at the scale of Nigeria's 7,000-kilometre pipeline network on workstation-class hardware. The findings demonstrate that principled uncertainty quantification and computational efficiency can be achieved jointly without sacrificing predictive performance.
Secondary School Students’ Perception of Physics Classroom Learning Environment in the Context of Insecurity Challenges in Gusau, Zamfara State, Nigeria
The consequence of insecurity on the disruption of schooling in Gusau, Zamfara State has been far-reaching, having the tendency to negatively influence their classroom learning environment. The aim of this study therefore seeks to investigate the secondary school students’ perception of physics classroom learning environment in Gusau, Zamfara State. The study was guided by three (3) research questions. Descriptive survey research design was adopted for this study. The population comprised 5,809 senior secondary students II out of which 134 students taken physics constituted the sample. Purposive sampling was used to select the sample schools while proportionate stratified random sampling was employed to select the sampled students. Questionnaire on Classroom Learning Environment was used to collect data from the sample. The instrument QCLE was validated by three experts in the Faculty of Education Federal University Gusau, Zamfara State. Research questions were answered using frequency and percentage. It was reported that secondary school students’ perception of physics classroom learning environment in Gusau, Zamfara State, were negative. Teachers-student relations in physics classroom learning environment was discouraging. The disciplinary climate created in secondary schools do not support physics classroom learning environment. Lastly, teachers did not stimulate secondary school students’ engagement in studying physics. The implication is that, physics classroom learning environment in secondary schools in Gusau should be improved on to support the needed transformation in 21st century. Also, Zamfara State government should encourage its citizen toward embracing formal education as well as contending insecurity challenges in the region.
Classroom Learning Environment, Secondary School Students, Insecurity Challenges
Evaluation on the Implementation of Physics Curriculum among Senior Secondary School Teachers in Bayelsa State, Nigeria
The purpose of this study was to evaluate the implementation of physics curriculum in secondary schools in Bayelsa state. Five research questions were used to guide the study. The study adopted descriptive research of survey design. The population of the study comprised of 217 public secondary school physics teachers. The sample consisted of 36 physics teachers selected through the random sampling techniques from the three senatorial districts of the state. The instruments used for data collection was physics Teacher Evaluation Questionnaire (PTEQ) and Guidelines for Physics Implementation Checklist. The instruments were face-validated by three experts in the field of curriculum development and measurement and evaluation. The reliability of the instrument was determined through test – re-test methods, on analysis using Cronbach’s Alpha statistics the result showed 0.82 and 0.74 respectively. Data collected were analyzed using frequency, percentage, mean and standard deviation. The findings showed that the qualified graduate physics teachers available for the implementation of physics curriculum are not adequate. Majority of the secondary schools do not have standard physics laboratories with modern teaching facilities and equipment for the effective teaching and learning of physics. More so physics teachers do not organize practical physics class regularly expect when preparing for external examination. The study recommended that adequate standard physics laboratory with modern facilities and equipment should be provided by the government and school authorities for secondary schools and more qualified graduate experience physics teachers should be recruited.
IRORITERAYE-ADJEKPOVU, Janice Imizuokena
Probabilistic Pipeline Reliability Assessment Using Exponentiated-Exponentiated Distributions Integrated with Hybrid Neural Networks: Evidence from Nigeria
Standard reliability models for oil and gas pipelines chiefly the Weibull distribution assume monotonically increasing or constant failure rates, a restriction that is empirically violated in Nigerian pipeline systems, where failure rates fluctuate with operational loading cycles, seasonal soil conditions, and maintenance histories. This paper introduces a novel reliability framework integrating Exponentiated-Exponentiated (E-E) Probability Distributions with Hybrid Neural Networks (HNNs) to provide flexible, uncertainty-aware pipeline reliability assessment. The E-E distribution, constructed by applying the exponentiation operator twice to a baseline distribution, accommodates non-monotonic (bathtub-shaped, unimodal, and reverse-J) failure rate functions. When paired with HNN-generated feature embeddings drawn from Artificial Neural Network (ANN), Long Short-Term Memory (LSTM), Convolutional Neural Network (CNN), and Graph Neural Network (GNN) architectures, the E-E distribution transforms point predictions of Remaining Useful Life (RUL) into full probabilistic failure-time distributions with calibrated confidence intervals. Empirical validation on a 21-year Nigerian pipeline dataset (N = 500 segments, 18 predictors) demonstrated that the GNN-GAM variant achieved the best operationally balanced performance, with R² = 0.9899, RMSE = 0.6032, and MAE = 0.1235 on the held-out test set, and an empirical 95% confidence interval coverage rate of 94.2%, closely matching the nominal target within the accepted ±2 percentage point engineering tolerance. The framework outperforms classical Weibull-based and deterministic neural approaches, enabling risk-stratified maintenance scheduling. These results demonstrate that the proposed framework represents a substantial methodological advance, with direct relevance to Nigeria's oil and gas sector.
Leveraging Deep Learning on Anomaly Detection in National Identity Number (NIN) Verification for National Identity Management Commission (NIMC), Nigeria
National identity verification systems are critical public infrastructure, yet remain vulnerable to sophisticated fraud strategies including automated bot attacks, synthetic identity construction, geolocation spoofing, and API request abuse. In Nigeria, the National Identity Management Commission (NIMC) manages over 100 million National Identification Number (NIN) records through a high-volume, multi-channel API-driven verification architecture. Existing rule-based monitoring systems are inadequate for detecting complex behavioral anomalies at this scale. This study proposes, implements, and evaluates a Hybrid Autoencoder–Long Short-Term Memory (AE-LSTM) deep learning framework for unsupervised anomaly detection in NIN verification transactions. A synthetic dataset of 50,000 transaction records incorporating six documented fraud categories at a 10% anomaly rate was generated to simulate realistic NIMC verification behavior. A nineteen-feature input representation was derived through structured feature engineering. The hybrid model fuses deep autoencoder reconstruction error with temporal behavioral scoring over sliding windows. Experimental results demonstrate accuracy of 95.0%, ROC-AUC of 0.9810, F1-score of 0.762, and recall of 79.6%, significantly outperforming Isolation Forest and rule-based baselines. These results confirm the viability of deep learning-based behavioral anomaly detection for securing national digital identity infrastructure in developing economies.
Correlation between Green Chemistry Awareness, Entrepreneurial Skills and Sustainability Literacy on Innovation Intention among Colleges of Education Pre-Service Teachers in Niger State, Nigeria
This research investigated into the role of green chemistry awareness, entrepreneurial skills, and sustainability literacy as predictors of innovation intention of pre-service teachers in Niger State, Nigeria. This study was carried out using a descriptive correlational survey design. The population of the study was final year chemistry education students in the teacher education institutions in Niger State. A total of 240 pre-service chemistry teachers were randomly sampled from the population using the simple random sampling technique at Dr. Umaru Sanda Ahmadu College of Education, Minna and Federal College of Education, Kontagora. Data were gathered using a structured questionnaire titled Green Chemistry Awareness, Entrepreneurial Skills, Sustainability Literacy and Innovation Intentions Questionnaire (GCAESLIIQ). This instrument was face validated by experts in chemistry education, entrepreneurship education and measurement and evaluation. The instrument was also pilot tested on 30 chemistry education students at Federal College of Education, Zuba, Abuja. Cronbach's Alpha coefficients obtained were 0.82, 0.85, 0.80 and 0.84 for green chemistry awareness, entrepreneurial skills, sustainability literacy and innovation intentions respectively. The overall reliability coefficient was 0.83. Data collected was analysed using Pearson Product Moment Correlation and multiple regression at 0.05 level of significance. From the study, it was observed that green chemistry awareness, entrepreneurial skills and sustainability literacy have a significant positive relationship with innovation intention of pre-service teachers in Niger State. These variables also accounted significantly to innovation intentions of the pre-service teachers with entrepreneurial skill being the best predictor of the innovation intentions. The study concluded that efforts should be made to enhance sustainability education and entrepreneurial skills of pre-service chemistry teachers to boost their innovation intentions and achieve sustainable development of the country.
Sustaining STEM education in Conflict-Affected Region in Nigeria: Adaptive Strategies for Teaching and Learning in Insecure Environments
Nigeria confronts a profound paradox. The country faces an urgent national need to boost STEM education to drive innovation and global competitiveness while also facing a pervasive insecurity that has severely curtailed access to education for millions of children. Neglecting STEM education while the government battles insecurity creates a challenge of future skill deficit that can put the country in a worse crisis than it is currently facing. This has raised the question of whether STEM education can be sustained in the face of persistent insecurity without jeopardising quality. This study combines a synthesis of peer-reviewed literature, policy evaluations, and recent field interventions to an evidence-based, three-pillar Adaptive Resilience Framework (ARF) for STEM education in security-challenged environment. This framework is based on technology-enabled resilient pedagogy, community–industry integration, and teacher capacity building for crisis contexts. The paper argues that while insecurity remain a significant challenge to STEM education in Nigeria, recent innovations such as blended learning, mobile science laboratories, and strategic public–private partnerships demonstrate that sustainable, quality STEM education is both achievable and scalable. This paper contributes to the growing global literature on education in emergencies (EiE) by offering a contextualised, operationalisable framework transferable to analogous conflict-affected settings across Sub-Saharan Africa and beyond.