Federal University Gusau Faculty of Education Journal
Faculty of Education, Federal University Gusau
Preliminary: VOL. 3. NO. 1 - Zamfara International Journal of Education (ZIJE) The Official Journal of the Faculty of Education Federal University Gusau, Zamfara State, Nigeria
EDITORIAL NOTE Zamfara International Journal of Science Technology Education and Mathematics (ZIJTEM) is the official Journal of the Department of Science Education, Faculty of Education Federal University Gusau Zamfara State, Nigeria. The Journal publishes articles of diverse fields of interest in Sciences, Technology, Education and Mathematics. 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. ZIJSTEM is published quarterly which spans throughout the year i.e. March, June, September and December, respectively. 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 Sciences, Technology, Education and Mathematics. The articles in this volume are academic and professional discourse written by reputable scholars in their area of specialization. Professor Bashir Suleiman Editor-in-Chief/ Chairman Editorial Board
Editor-In-Chief-chairman: Professor Bashir Suleiman
Associate Editor-Head: Dr. Nuhu Ishaq Lawal
Publication Editor: Dr. Yakubu A. Abdullahi
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Correlation Between Stress and Job Commitment among Public University Non-Teaching Staff in Edo State, Nigeria
This study focused on the relationship between stress and job commitment among non-teaching staff in universities in Edo State, Nigeria. The study adopted a correlational research design to determine the extent to which job stress, organizational stress, and interpersonal stress are related to job commitment among non-teaching staff. Three research questions, and three hypotheses guided the study. The population of the study comprised all non-teaching staff working in public universities in Edo State. A sample of 250 non-teaching staff was selected using a multistage sampling technique to ensure adequate representation across different administrative units and departments. The instrument used for data collection was a structured questionnaire titled Stress and Job Commitment Questionnaire (SJCQ) developed by the researcher. The questionnaire contained items designed to measure job stress, organizational stress, interpersonal stress, and job commitment using a 4-Likert-type scale. The instrument was validated by three experts in Educational Management and Measurement and Evaluation from the University of Benin. A pilot study was conducted using non-teaching staff from a university outside the sampled institutions to test the clarity and suitability of the instrument. The reliability of the instrument was determined using Cronbach’s Alpha method, which indicated satisfactory internal consistency. Data collection was carried out with the assistance of trained research assistants who distributed and retrieved the questionnaires from the respondents in their various offices. Mean and standard deviation were used to answer the research questions, while regression analysis was used to test the hypotheses at the 0.05 level of significance using the Statistical Package for Social Sciences (SPSS). The findings revealed significant relationships between job stress, organizational stress, interpersonal stress, and job commitment among non-teaching staff. The study concluded that workplace stress influences the level of commitment among non-teaching staff in universities. It was recommended that university management should implement effective stress management strategies and supportive workplace policies to enhance staff commitment and productivity.
Differential Amelioration of Aminoglycoside-Induced Oxidative Stress by Virgin Coconut Oil in the Vestibulocochlear Tissue and Serum of Wistar Rats
Aminoglycoside (AG)-induced ototoxicity is primarily driven by the generation of reactive oxygen species (ROS) within the inner ear, leading to irreversible hair cell damage and death. Virgin coconut oil (VCO) is a natural product with potent antioxidant properties, but its specific effect on ROS levels within the vestibulocochlear tissue was unexplored. This study investigated the differential effects of VCO on concentrations of total ROS and inflammatory cytokine in the vestibulocochlear tissue and serum of rats treated with gentamicin (GTM). Thirty male Wistar rats were divided into six groups (n=5): normal control, GTM-only (80 mg/kg i.p.), GTM + Vitamin E (20 IU/kg, p.o.), and three GTM + VCO groups (1, 5, and 10 ml/kg, p.o.). Treatments were for 30 days, following which animals were sacrificed and serum and vestibulocochlear tissue homogenates were collected and assessed for total ROS, interleukin-1β (IL-1β), and tumor necrosis factor-alpha (TNF-α) using enzyme-linked immunosorbent assay (ELISA) kits. GTM treatment significantly elevated total ROS concentrations in both the vestibulocochlear tissue (146.02 ± 15.95 µg/mL) and serum (107.50 ± 1.29 µg/mL) compared to controls (tissue: 125.19 ± 2.68 µg/mL; serum: 87.49 ± 4.38 µg/mL; p < 0.05). Co-administration with VCO at all doses (1, 5, and 10 ml/kg) significantly reduced tissue ROS levels below control values (p < 0.05), with the 5 ml/kg dose being the most effective (83.59 ± 2.92 µg/mL). VCO was found to exert dose-dependent antioxidant effect on total ROS and TNF-α. These findings provide a biochemical basis for VCO's otoprotective effects al as a therapeutic adjuvant during AG therapy.
Qualitative Study on Level of Poverty in Africa in the 21st Century: Causes, Challenges and Way Forwards
The paper examines poverty in Africa in 21st century and in Nigeria in particular. The paper highlights the causes of poverty such as poor governance, insecurity, diseases and climate change. It looks at the challenges of poverty such as inflation hunger, malnutrition, crime and other social vices. The paper offers various ways of minimizing poverty in Africa to include, agricultural revolution and biotechnology. The paper also highlighted the impact of Africa Russia summits to developing nations it heighted some of the advantages and disadvantages of hydroscopic farming. At the 78th United Nations General Assembly World leader’s calls in more attention in areas like education, Job-creation hunger climate change and poverty reduction
Effect Of Reproductive Health Education Intervention Programme on Risky Sexual Behaviours Among Undergraduate Female Students in North-West, Nigeria
Risky sexual behaviours among female undergraduate students in Nigerian universities pose significant threats to reproductive health outcomes, including sexually transmitted infections, unintended pregnancies, and academic disruption. Despite documented prevalence, experimental evidence evaluating interventions remains scarce in Nigeria’s North-West Zone. This study examined the effect of a reproductive health education intervention programme on risky sexual behaviours among female undergraduate students in federal universities in the North-West Zone, Nigeria. A quasi-experimental pre-test/post-test design was employed. One hundred female undergraduates were recruited from Ahmadu Bello University, Zaria (experimental group, n=50) and Usmanu Danfodiyo University, Sokoto (control group, n=50) through multistage sampling. The experimental group received a six-week reproductive health education programme, while the control group received a placebo intervention. Data were collected using a validated researcher-developed questionnaire (reliability index = 0.92) and analysed using paired-samples and independent-samples t-tests at a 0.05 significance level. The intervention produced a statistically significant reduction in risky sexual behaviours within the experimental group, with mean scores declining from 2.67 at pre-test to 1.67 at post-test (t(49) = 23.87, p < 0.001). Post-intervention comparison revealed significantly lower risky sexual behaviour scores in the experimental group relative to the control group (M = 1.67 vs. 2.32; t(98) = 25.74, p < 0.001). Reproductive health education interventions significantly reduce risky sexual behaviours among female undergraduates. University administrations and policymakers should institutionalize such programmes within tertiary institutions to promote safer sexual practices.
Correlation Between Physical Activity Level and Health Status of Undergraduate Students In University Of Ilorin, Kwara State, Nigeria
This study examined the relationship between physical activity levels and the health status of undergraduate students at the University of Ilorin. An ex post facto study design was employed, with a sample of 600 students drawn from the institution's undergraduate enrolment. Data regarding physical activity were gathered using an updated version of the Physical Activity Participation Questionnaire. Standardised methods and instruments were employed to evaluate body weight (kg), height (m), waist circumference (cm), and hip circumference (cm). The supplies included a calibrated weighing scale, a stadiometer, and a non-elastic tape measure. The hypotheses generated for the study were assessed using the Pearson Product Moment Correlation (PPMC) at a significance threshold of 0.05. The analysis disclosed no substantial correlation between students' physical activity levels and their health status. This outcome suggests that physical exercise alone may not directly affect the overall health condition of undergraduates at the institution. Therefore, the study recommended that health promotion initiatives at universities should encompass not only physical exercise but also holistic wellness therapies. Such activities may include dietary education, mental health support, and the promotion of healthy lifestyle practices. Additionally, it was advised that routine health assessments be implemented to improve the oversight and assistance of students' general well-being.
Physical activity, health, undergraduate students, health status, university of Ilorin.
Copyright (c) 2026 Federal University Gusau Faculty of Education Journal https://creativecommons.org/licenses/by/4.0
Secretary, Editorial Board: Adamu Ibrahim
Effects of Analogy and Guided Inquiry Instructional Strategies on Academic Achievement and Interest in Biology Concepts among Secondary School Students in Adamawa State, Nigeria
This study investigated the effects of analogy and guided inquiry instructional strategies on students' academic achievement and interest in Biology in senior secondary schools in Adamawa State, Nigeria. The study adopted a quasi‑experimental design involving a non‑randomized pretest‑posttest control group. A sample of 436 SS II Biology students was drawn from six schools across Yola and Gombi education zones using multistage sampling, with intact classes assigned to analogy, guided inquiry, and control groups. Data were collected using the Biology Achievement Test (BAT) and Biology Students’ Interest Questionnaire, with the BAT achieving a reliability index of 0.81 using Kuder‑Richardson Formula (K‑R21). Mean and standard deviation were used to answer research questions, while Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were employed to test seven hypotheses at the 0.05 level of significance. The findings revealed that analogy and guided inquiry strategies had significant effects on students' academic achievement (p = 0.000) and interest in Biology (p = 0.000) compared to lecture methods. A significant gender effect was found on achievement (p = 0.000) but not on interest (p = 0.705). The study recommends that teachers, curriculum planners, and policymakers promote gender‑inclusive, student‑centered Biology instruction by integrating analogy and guided inquiry strategies into classroom teaching, teacher training, curriculum design, and professional development to enhance students' understanding, motivation, and overall achievement.
Correlation Between Weaning Practices and Severe Acute Malnutrition on Child Health among Care-Givers attending Aminu Kano Teaching Hospital, Kano State, Nigeria
Severe acute malnutrition (SAM) remains a critical public health problem among under-five children in developing countries, particularly in sub-Saharan Africa. This study assessed the relationship between feeding practices, weaning practices, and the occurrence of SAM among children attending Aminu Kano Teaching Hospital, Kano, Nigeria. A descriptive cross-sectional study design was employed involving 150 caregivers of children diagnosed with SAM. Data were collected using a structured and validated questionnaire covering socio-demographic characteristics, breastfeeding practices, feeding frequency, and complementary feeding patterns. Anthropometric indicators were obtained from hospital records to confirm SAM diagnosis. Data were analyzed using descriptive statistics and Chi-square tests at a significance level of p < 0.05. Findings revealed that only 36.7% of caregivers practiced exclusive breastfeeding for the recommended six months, while 40.0% introduced mixed feeding early. Approximately 33.3% initiated complementary feeding before six months, and 30.0% introduced it later than recommended. Cereal-based foods (46.7%) were the most commonly used complementary foods. A significant association was observed between feeding practices and SAM (χ² = 12.45, p = 0.002), as well as between weaning practices and SAM (χ² = 10.38, p = 0.005). The study concludes that inappropriate infant feeding and weaning practices significantly contribute to the development of severe acute malnutrition. Strengthening nutrition education, promoting exclusive breastfeeding, and ensuring timely and adequate complementary feeding are essential strategies for reducing the burden of SAM among under-five children.
Correlation Between Gender and School Factors on Achievement in Basic Science among Students in Ojo Local Government Area of Lagos State, Nigeria
This study investigated the relationship between gender, and school factors on achievement in Basic Science among junior secondary school students in Ojo local Government area of Lagos State, Nigeria. Basic Science is a foundational subject critical for developing scientific literacy and preparing students for advanced studies in STEM fields. Previous research in Nigeria has reported inconsistent findings on gender differences in science achievement and highlighted disparities arising from unequal school environments, necessitating a comprehensive examination of both demographic and institutional factors. A correlational research design was adopted to explore the extent to which gender and school factors including facilities, teacher qualification, class size, and school climate are associated with students’ performance in Basic Science. The study involved 500 junior secondary school students, selected through stratified random sampling. Data were collected using a Basic Science Achievement Test (BSAT) and a School Factors Questionnaire (SFQ). The instruments were validated by experts, and reliability coefficients were 0.82 for the BSAT and 0.85 for the SFQ. Findings revealed minimal gender differences, with male students scoring slightly higher than females. Significant positive correlations were observed between achievement and school facilities, teacher qualification, and school climate, while class size was negatively correlated with performance. Regression analysis showed that school factors collectively explained 52% of the variance in achievement, with teacher qualification being the strongest predictor. The study concluded that school factors play a more substantial role than gender in determining students’ achievement in Basic Science. These findings underscore the need for policymakers and educators to improve school environments, enhance teacher quality, manage class sizes, and implement inclusive instructional strategies to promote equitable and effective science learning.
Effects of Virtual and Guided Discovery Instructional Strategies On Academic Achievement in Biology Concepts among Secondary School Students in Adamawa State, Nigeria
secondary school biology students' academic achievement in Adamawa state, Nigeria. Two research questions were raised and three null hypotheses were formulated and tested at 0.05 level of significance guided the study. The study adopted quasi-experimental design, with a pretest, posttest, nonrandomized non-equivalent, control group, design. The population of the study was 48,760 SSII biology students across five education zones of Adamawa State. A sample of 287 SS II students. biology students from three intact classes were purposively selected for the study. The instruments for data collection were Biology Achievement Test (BAT). The BAT scores were subjected to K-R 21 to determine the reliability of the instrument The reliability index of 0.82 was obtained. Data were analyzed using mean and standard deviation to answer the research questions, while ANCOVA were used to test the hypotheses. The findings of the study revealed that: There is significant difference between the mean achievement scores of students taught with virtual leaning approach, guided discovery approach and lecture method in senior secondary school in Adamawa state (p=0.000). There is significant difference between the mean achievement scores of male and female students’ when taught Biology using virtual leaning approach in senior secondary school in Adamawa state (p=0.000). There is no significant difference between the mean achievement scores of male and female students’ when taught Biology using guided discovery approach in senior secondary school in Adamawa state (p=0.103). The study recommended that: school administrators should encourage biology teachers to use teacher-students based activities such as guided discovery and virtual learning strategies during teaching and learning of biology content.
Effects of Jigsaw and Numbered-Head-Together Instructional Strategies on Achievement and Retention in Algebraic Concept among Secondary School Students in Minna Metropolis, Niger State, Nigeria
This study investigated the effects of Jigsaw and Numbered Heads Together (NHT) instructional strategies on students’ achievement and retention in algebra among senior secondary school students in Minna Metropolis, Niger State, Nigeria, with particular attention to the inclusion of a control (conventional teaching) group and the influence of gender. A quasi-experimental, non-equivalent control group pre-test, post-test design was adopted. The population comprised 1,892 SS II students in public secondary schools in Minna Metropolis, from which a sample of 349 students was purposively selected from five schools. Two schools constituted Experimental Group I (Jigsaw, n = 124), two schools constituted Experimental Group II (NHT, n = 141), and one school served as the Control Group (conventional method, n = 84), comprising 190 males and 159 females. Data were collected using the Algebra Achievement Test (AAT) and Algebra Retention Test (ART), each consisting of 40 multiple-choice items adapted from WAEC past questions (2014–2023). The instruments were validated by experts, and reliability coefficients of 0.92 (AAT) and 0.89 (ART) were obtained using the KR-20 method. Data were analysed using mean, standard deviation, One-way Analysis of Variance (ANOVA), and independent samples z-test at the 0.05 level of significance. The results revealed a statistically significant difference in students’ achievement scores among the three groups, F(2, 346) = 18.647, p < 0.05. Post-hoc analysis indicated that students taught using NHT achieved the highest scores, followed by those taught using Jigsaw, while the control group recorded the lowest performance. Similarly, a significant difference was observed in retention scores, F(2, 346) = 26.843, p < 0.05, with NHT producing the highest retention, followed by Jigsaw, and the control group showing the least retention.
Jigsaw, Numbered-Head-Together, Algebra, Achievement
Correlation Between Reach and Endurance Adversity Intelligence Quotients on Achievement in Physics among Secondary School Students in North-Central, Plateau State, Nigeria
This study examined Correlation between Reach and Endurance adversity intelligence Quotients on academic achievement in Physics Concepts among secondary school Students in North-Central, Plateau State, Nigeria. The Study was Guided by three research questions and corresponding null hypotheses tested at 0.05 alpha level, the study was underpinned by Resilience Theory Masten (2001) and Hardiness Theory Kobasa (1979), adopted correlational survey research design with population of 22,959 SSIII students in 2024/2025 academic session. Using Taro Yamane’s formula, 387 students were sampled by multiple procedure. Data were collected using two validated instruments namely: Physics Students’ Adversity Quotient Questionnaire (PSAQQ) and Physics Students’ Academic Achievement Proforma (PSAAP), with Content Validity Index (CVI) = 0.86, Content Validity Ratio (CVR) = 0.87, and Cronbach’s alpha reliability of 0.82 for PSAQQ. Mean and standard deviation, linear and multiple regression were used for data analysis of the research questions and hypotheses respectively. Findings showed high level mean score for endurance (3.64), moderate level mean score for reach (3.44). AIQ components had a significant relationship with Physics academic achievement: reach (r=0.17, p<0.05), endurance (r=0.16, p<0.05). The composite relationship is revealed by the multiple linear regression model summary revealed (r=0.20; adjusted R²=0.03), with significant predictive relationship F(2, 384)=3.85;p<0.05). Based on the results it was recommended that reach and endurance AIQ components should be utilized by physics teachers in their pursuit to enhance academic achievement.
Reach and endurance AIQ, Secondary school, Academic achievement in physics.
Assessment Of Water Sanitation and Hygiene Practice Among Citizens In Mubi North Local Government Area Of Adamawa State, Nigeria
A survey design study was conducted to check the functionality of Water Sanitation and Hygiene Practice (WASH) implemented by Non-governmental organization (NGOs) in Mubi North LGA, Adamawa state. The study adopts a descriptive survey design. The target population consist of all secondary school principal, primary health centre, community head (Jauro) and educated house hold (women) in the area. A stratified random sample technique was used in the study. A structured questionnaire using Likert scale was used for the purpose of data collection. Data collected from the field of study were subjected to statistical package called statistic 8.0, where it was analyzed and presented in tables using simple percentage and mean to answer research question. Result from the study on health facility reveals that the sustainability of WASH facilities is heavily dictated by institutional budget constraints and patient poverty. it was concluded that, the sustainability of sanitation and hygiene projects is directly tied to community involvement; house hold and good funding from donors or governments. It was recommended that members of the community should participate in the process of sustaining water and sanitation infrastructure. There is need to encourage women to improve their economic sources of living. Non-governmental organization should have a strong feedback mechanism on each WASH projects in the community, community members especially women should be educated on village loan saving association to support their personnel hygiene practices at home.
Assessment of Deposit Money Banks Credit, Banking Sector Depth and Economic Growth in Nigeria: An Econometric Investigation 1987-2024
This study investigates how deposit money banks' credit and the banking sector's depth affect Nigeria's economic growth. Despite reforms, Nigeria struggles to turn financial expansion into sustained economic growth. Using a causal design and the ARDL model, the study finds significant short- and long-term effects of banking sector depth proxies on GDP. Results show banking sector's financial depth boosts growth; deposit money banks' credit and deposit liabilities positively impact GDP, highlighting banking's role in mobilising deposits and credit. However, the negative private credit-to-GDP ratio suggests private credit is directed to less productive sectors. The study recommends focusing on productive sector credit, improving financial inclusion, optimising interest rates, and strengthening banking stability. Effective reforms and robust financial intermediation are essential for Nigeria's sustainable growth.
Qualitative Study of E-Learning Tools Utilization on Productivity Level among Extension Agents in Nigeria: A Systematic Approach
The increasing complexity of extension services has intensified the need for continuous professional development among extension agents. Considering the significance of extension agents as critical intermediaries linking research institutions, government agencies, and rural communities makes improving professional competence in line with occupational demands of extension agents very imperative. With advancement in Information and Communication Technology (ICT) transforming learning processes and professional development practices across various sectors, e-learning has emerged as a transformative tool for enhancing knowledge acquisition, professional development, and productivity of extension agents. Therefore, this paper, anchored on the Human Capital Theory, discussed the role of e-learning tools in enhancing productivity of extension agents in Nigeria. The paper examined the concepts of e-learning, explored the functions of extension agents, and analysed the potential of e-learning tools in strengthening professional competence of extension agents. The paper also identified challenges constraining the effective utilisation of e-learning platforms by extension agents in Nigeria. Such challenges include inadequate ICT infrastructure, poor internet connectivity, limited digital literacy, and insufficient institutional support mechanisms. The paper argued that integrating e-learning into extension training frameworks can significantly improve knowledge dissemination, professional capacity, and service delivery to communities. Hence, the paper recommended the need for adoption of blended learning approaches, institutional collaboration between extension organisations and educational institutions, and the development of specialised digital learning platforms tailored to extension work.
Effect of Rehabilitation Counselling Intervention on Academic Adjustment among Learners with Special Needs in Mainstream Secondary Schools in Zaria, Kaduna State, Nigeria
Inclusive education has increased the presence of learners with special needs in mainstream secondary schools, thereby necessitating effective psychosocial and academic support mechanisms. Rehabilitation counselling interventions have emerged as an important strategy for helping learners with disabilities cope with academic, emotional, and social challenges in inclusive school environments. This study examined how rehabilitation therapy treatments affected special needs students' academic adjustment in mainstream secondary schools in Zaria, Kaduna State. A descriptive survey design was used in the study. 85 students with recognized special needs from sampled secondary schools made up the sample of the study. A structured questionnaire was used to collect data on rehabilitation counselling interventions and academic adjustment indicators such as study habits, classroom participation, and emotional stability. Data were analyzed using mean, standard deviation, and inferential statistics. Findings revealed that academic counselling interventions have a significant effect on the study habits of learners with special needs in mainstream secondary schools (p=0.017<0.05), psychosocial counselling interventions have a significant influence on classroom participation among learners with special needs in mainstream secondary schools (p=0.034<0.05), behavioral counselling interventions have a significant effect on the emotional stability of learners with special needs in mainstream secondary schools (p=0.019<0.05), and there is a moderate positive relationship between rehabilitation counselling interventions and academic adjustment of learners with special needs (r=0.56 and p=0.000). The study concluded that counselling-based rehabilitation services are essential for promoting inclusive education and enhancing the academic functioning of learners with disabilities. The study recommended that Government and educational authorities should ensure the deployment of trained rehabilitation counsellors in mainstream secondary schools to provide specialized support for learners with special needs, among others.
Evaluation of Artificial Intelligence Tools Integration among Pre- Service Biology Teachers: A Case Study of Federal University of Education, Zaria, Kaduna State, Nigeria
The study evaluated the integration of artificial intelligence (AI) tools among in pre-service Biology teachers in Federal University of Education, Zaria Kaduna State. The study was guided by four research objectives with corresponding research questions and null hypotheses, respectively. A descriptive survey research design was used for the study. The population of the study were all pre-service Biology students during the 2024/2025 academic session in Federal University of Education, Zaria. Kaduna State. A sample size of 225 pre-service Biology students were selected from the target population using simple random sampling technique. Data were collected using a structured instrument titled Challenges and Opportunities of Artificial Intelligence in Pre-service Biology Teacher Education Questionnaire (COAIPBTEQ) with a reliability coefficient of 0.88. inferential statistics (t-test) were used to test the null hypotheses. Findings of the study revealed that there was no statistically significant relationship between the level of awareness and the use of AI tools among pre-service Biology teachers (r = –0.101, p > 0.05). However, a significant difference was found between institutions with high and low levels of support for AI integration (p < 0.05). Additionally, a significant gender difference was observed in AI tool usage (p < 0.05), with male students showing higher usage rates than their female counterparts. Based on these findings, the study recommends that the government and educational institutions, such as the Federal University of Education, Zaria, invest in digital infrastructure, including reliable internet connectivity, smart classrooms, and AI-enabled platforms, to enhance the integration and effective use of AI in teacher education.
Artificial Intelligence Tools, Pre-service Biology Teachers, Federal University of Education Zaria
Assessment of Teachers Preparedness and Challenges on Integration of Artificial-Intelligence Tools for Basic-Science Teaching among Universal-Basic-Education Schools in Kaduna State, Nigeria
This study investigates the preparedness of Basic Science teachers in Universal Basic Education (UBE) schools in Kaduna State to utilize Artificial Intelligence (AI) tools in teaching. A Descriptive research design was employed, gathering data through structured AI Integration in Basic Science Teaching Questionnaire" (AIIBST-Q) administered to 400 Basic Science teachers across UBE Schools in Kaduna State was validated through expert review and pilot testing, and its high reliability (Cronbach's Alpha = 0.87) was established, making it a robust tool for collecting the data presented in the study. The study utilized descriptive statistics and hypothesis testing to analyze the collected data Results reveal moderate technical proficiency (M = 3.2) but low pedagogical integration (M = 2.8), consistent with global patterns yet lower than in technologically advanced regions. Guided by the Diffusion of Innovation (DOI) theory, findings show AI adoption limited to early adopters mainly in private schools while a significant urban–rural gap (t = 4.12, p < .001) reflects deep infrastructure inequities. Major barriers include electricity shortages (78%), poor internet access (60%), lack of institutional support (90%), and inadequate training (65%), all of which hinder implementation of the Technological Pedagogical Content Knowledge (TPACK) framework. Additionally, psychological resistance (41%) suggests heightened techno-skepticism compared to other regions, shaped by local cultural contexts. The study concludes that AI integration in Kaduna’s UBE schools is a systemic challenge, requiring multi-level action. Recommendations include creating a national AI education framework, investing in solar-powered solutions, subsidizing internet, embedding AI training in teacher professional development, and establishing supportive institutional policies. By addressing infrastructural, institutional, and attitudinal constraints, Kaduna State can leverage the moderate baseline preparedness of teachers to achieve sustainable AI adoption in education. This research offers practical roadmap for enhancing AI integration in low-resource settings.
Comparative Assessment of WhatsApp and Facebook Social Media Applications Utilization on School Adjustment among Undergraduate Students in Cross River State, Nigeria
The main purpose of this study was to examine the relationship between utilization of social media and undergraduates school adjustment in public universities in Cross River State, Nigeria. To achieve the purpose of this study two null hypotheses were generated to direct the study. Literature review was done according to the variables under study. Correlational research design was adopted for the study. This design was considered appropriate because it allowed the researcher established the strength and direction between two or more variables. A sample of three hundred and fifty-one (351) respondents was randomly selected for the study. The selection was done through the stratified random sampling technique. The questionnaire was the main instrument used for data collection. The instrument was subjected to face validation by one expert from Education Psychology and two experts in measurement and evaluation in the Faculty of Education, University of Calabar. The reliability estimate of the instrument was established through the Cronbach alpha reliability method. Regression analysis was the statistical analysis technique adopted to test the hypotheses under study. This statistical tool was used because of the nature of the variables involved in the study. All hypotheses were subjected to testing at .05 level of significance with relative degrees of freedom. The results of the analysis revealed that, WhatsApp and Facebook usage significantly relate to undergraduates’ school adjustment. Based on the findings of the study it was recommended among others that government should establish WhatsApp study groups for students to facilitate collaborative learning. Instructors can guide the groups and provide moderation to keep discussions focused and productive
Effect of In-Class Flipped Classroom Model on Academic Performance in Practical Biology Concepts among Secondary School Students in Kebbi State, Nigeria
This study investigated the effect of In-Class flipped classroom model on academic performance in practical biology concepts among senior secondary school students in Kebbi State, Nigeria. A quasi-experimental group design involving pretest- posttest control group was adopted. A total of 383 students participated in the study. The instruments used for data collection was Biology Practical Academic Performance Test (BPAPT). Data were analyzed using t-test, ANOVA, and Scheffé post hoc test at 0.05 level of significance. Findings revealed that students taught practical Biology Concepts using In-Class flipped classroom model significantly outperformed those exposed to Conventional flipped classroom model (t = 20.554, p = 0.001). Although ANOVA indicated an overall significant gender difference (p = 0.001), the Scheffé post hoc analysis revealed that gender differences within each instructional method were not statistically significant, implying that the model is gender-inclusive. The study concludes that In-Class flipped classroom is a more effective and equitable instructional approach for enhancing students’ performance in practical biology. It recommends that biology teachers, curriculum planners, and policymakers integrate the In-Class flipped model into secondary school science instruction to promote active learning and improve practical skills acquisition.
Development and Utilization of Interactive Digital Manual for Academic Engagement and Assessment in General Studies among Undergraduate Students in University of Ilorin, Kwara State, Nigeria
In the evolving landscape of higher education, the integration of digital technologies into teaching and learning has become essential for improving students’ academic engagement and performance. At the University of Ilorin, General Studies (GNS) courses remain compulsory for all undergraduates and serve as foundational courses designed to develop critical thinking, communication skills, civic responsibility, and entrepreneurial competence. Despite their importance, evidence suggests that many undergraduates demonstrate low commitment to these courses, as reflected in irregular lecture attendance, limited class participation, poor engagement with assignments, and an overall indifferent attitude toward GNS content. The large enrolment nature of GNS courses, often involving thousands of students across faculties, further contributes to minimal interaction between lecturers and students. This situation encourages passive learning and reduces meaningful academic engagement. Research has consistently shown that student engagement, behavioural, emotional, and cognitive, is a strong predictor of academic achievement and persistence (Fredricks et al., 2004; Harbours et al., 2015). When students are actively involved in learning activities, demonstrate interest, and invest effort in academic tasks, learning outcomes significantly improve. However, outdated, inconsistent, or less interactive instructional materials have been identified as major deterrents to effective participation in GNS courses (Bello et al., 2023).
Effect of Differentiated Instruction on Motivation in Mathematics Concepts among Senior Secondary School Students in Malumfashi Education Zone of Katsina State, Nigeria
This study investigated the effect of Differentiated Instruction (DI) on mathematics motivation among senior secondary school students in Malumfashi Education Zone of Katsina state, Nigeria. Motivated learners are more likely to engage, persist, and achieve in mathematics, yet traditional teacher-centered approaches often fail to address individual differences, contributing to disengagement and low motivation. Anchored on Vygotsky’s Zone of Proximal Development and Self-Determination Theory, the study employed a quasi-experimental pre-test, post-test control group design. A total of 116 SS2 students from two public co-educational schools in the Malumfashi Education Zone, Katsina State, participated. The experimental group received six weeks of DI through flexible grouping, tiered tasks, and choice-based activities, while the control group received conventional lecture-based instruction. Data were collected using the Mathematics Motivation Scale and analyzed using ANCOVA, controlling for pre-test scores. Results indicated that students exposed to DI had significantly higher post-test motivation scores (M = 85.32, SD = 6.45) compared to the control group (M = 72.18, SD = 7.12), with a large effect size (η² = .705). No significant gender differences in motivation were observed within the DI group. Findings suggest that DI effectively enhances mathematics motivation and promotes gender-equitable engagement in resource-constrained classrooms. The study provides practical guidance for teachers, administrators, and policymakers seeking to improve mathematics learning outcomes in northern Nigeria.
Effects of Think–Pair–Share Instructional Strategy on Interest and Achievement in Ecology Concept among Secondary School Biology Students in Federal Capital Territory, Abuja, Nigeria
This study investigating the effect of the Think–Pair–Share (TPS) instructional strategy on secondary school students’ interest and achievement in ecological concepts in Biology. The study adopted a quasi-experimental pretest–posttest non-equivalent control group design. A sample of 141 Senior Secondary School 0ne (SS1) Biology students drawn from public secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria, participated in the study. The experimental group was taught using the TPS instructional strategy, while the control group was exposed to the conventional lecture method. Both groups were taught for five weeks. Ecological Concepts Interest Scale (ECIS) and Ecological Concepts Achievement Test (ECAT) were the instruments used for data collection. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The results showed that students taught using the TPS instructional strategy had higher mean interest and achievement scores than those taught using the conventional teaching method. The study concluded that TPS instructional strategy greatly arouse students’ interest and improved their academic performance in ecological concepts. It is therefore recommended that biology teachers adopt the Think–Pair–Share instructional strategy to enhance students’ interest and achievement in biology.
Effects of Assignment Activities on Attitude and Self-Efficacy in Biological Drawings among Secondary School Students in Sokoto State, Nigeria
This study intends to investigate the effects of School Assignments activities on students’ attitude and self-efficacy towards biological drawings in Sokoto State. A pretest post-test quasi-experimental design involving experimental and control group was used to carry out the research. The population of the study was 15, 301 senior secondary school two students in Sokoto State, Nigeria. Multi stage and purposive sampling technique was used to select four schools and 380 students that participated in the study. The treatment lasted for 6 weeks focusing on developing a positive attitude and higher self-efficacy of students through home assignment activities. Biological Drawing Attitude Questionnaire (BDAQ) and Biological Drawing Self-Efficacy Questionnaire (BDSEQ) were administered as instruments. Data obtained from the instruments were analysed using descriptive statistics to answer research questions and Mann Whitney U-test to test hypotheses with the aid of SPSS software. The findings showed that home assignment activities improve students’ attitude and self-efficacy among the experimental group. The researcher, recommended among others that teachers should explore the use home assignment as a tool for building students’ self-efficacy by allowing repeated practice and independent learning.
Assessment of Entrepreneurial Skills Acquisition among Upper Basic Science Students in Apa Local Government Area of Benue State, Nigeria
This study assessed the entrepreneurial skills acquired by Upper Basic Science students in Apa Local Government Area of Benue State, Nigeria. Six research questions guided the study, focusing on skills taught, extent of acquisition, influencing factors, gender differences, relevance to real-world business, and areas requiring improvement. A descriptive survey research design was adopted, with a population of 1,820 JSS 3 students from public and private secondary schools. Using multi-stage sampling technique, 320 students were selected from 10 randomly chosen schools. A validated 75-item questionnaire titled "Entrepreneurial Skills Acquisition Questionnaire for Upper Basic Science Students (ESAQUBSS)" with reliability coefficient of 0.871 was used for data collection. Out of 320 questionnaires administered, 312 were properly completed, representing 97.5% response rate. Data were analyzed using mean, standard deviation. Findings revealed that entrepreneurial skills are taught in the curriculum (M=2.67) with emphasis on problem-solving, teamwork, and communication, but inadequate attention to financial literacy, marketing, and customer service. Students acquired skills to a moderate-high extent (M=2.59), with stronger acquisition of cognitive skills but weaker mastery of practical business competencies. Personal motivation, practical activities, and real-life examples significantly influenced acquisition. The study recommended curriculum enhancement, improved practical training, teacher capacity building, adequate resource provision to strengthen entrepreneurship education for economic empowerment and youth self-reliance.
Qualitative Study on Impact of EfficientNet-Based Deep Transfer Learning Model for Pneumonia Detection with Explainable Artificial Intelligence using Chest Radiographs
Pneumonia continues to constitute a significant global public health burden, with a disproportionate impact on children, older adults, and immunocompromised populations. Although chest radiography is routinely employed for diagnosis, manual image interpretation is frequently constrained by subjectivity, heavy clinical workloads, and inter-observer variability. This study proposes an EfficientNet-based deep transfer learning framework for automated pneumonia detection from chest radiographs, incorporating an explainable artificial intelligence (XAI) mechanism to improve model interpretability. The model was trained and validated using the widely adopted Kaggle pediatric chest X-ray dataset under multiple train–validation–test partitioning schemes (80:10:10, 70:15:15, 60:20:20, and 75:15:10). Model performance was evaluated using accuracy, precision, recall, F1-score, and the area under the receiver operating characteristic curve (ROC-AUC). In addition, Gradient-weighted Class Activation Mapping (Grad-CAM) was applied to generate visual explanations of the model’s predictions. The proposed approach demonstrated consistently strong performance across all data splits, with the 60:20:20 configuration yielding the highest accuracy (90.5%), recall (99.0%), and F1-score (94.9%). Despite the high accuracy and recall, the ROC-AUC scores were moderate (0.68–0.73), suggesting residual challenges in effectively distinguishing pneumonia cases from normal images. Grad-CAM visualizations indicated that the model predominantly focused on clinically meaningful pulmonary regions, thereby enhancing decision transparency and fostering clinical confidence. Overall, the findings indicate that the integration of EfficientNet, transfer learning, and explainable AI provides a robust and interpretable solution for pneumonia detection from chest radiographs. Future research will aim to validate the model on external datasets and investigate more advanced interpretability techniques to further strengthen diagnostic reliability.
Evaluation of Validity and Reliability of Pre-Service Geography Teachers’ Grit Questionnaire among Colleges of Education in Northwest, Nigeria
This study examined the validity and reliability of the pre-service geography teachers’ grit questionnaire (PGTGQ) in Colleges of Education in Northwest Nigeria. A survey research design was adopted and a standard procedure for face, content, and construct validation and reliability testing were followed. Content validity was established through ten (10) experts from geography education, science education, psychology, and test and measurement. The instrument was pilot-tested with a sample of pre-service Geography teachers, and the data were analysed using Cronbach’s alpha to assess internal consistency of the instrument. The findings revealed that the Average Expert-Level Face Validity Index (AELFVI) was 0.86, confirming that the questionnaire items were clear and appropriate for measuring pre-service Geography teachers’ Grit. A Scale Content Validity Index (S-CVI/Ave) of 0.89 further confirmed that the instrument adequately represented the intended construct. Principal Component Analysis (PCA) showed that ten (10) items with factor loadings greater than 0.40 were retained. The overall reliability coefficient obtained was 0.83, indicating that the instrument was reliable for data collection. Based on these findings, the study concluded that the instrument is valid and reliable to measure the pre-service geography teachers’ grit questionnaire in Colleges of Education in Northwest Nigeria and recommended that the PGTGQ can be used to assess pre-service Geography teachers' grit.
Comparative Analysis of Workplace Productivity: An Insights from Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory and Self Determination Theory
This study provides a comparative analysis of workplace productivity through the lens of three seminal motivation theories: Maslow’s Hierarchy of Needs, Herzberg’s Two-Factor Theory, and Self-Determination Theory (SDT). Workplace productivity, defined as the efficient accomplishment of tasks and organizational goals, is closely linked to employee motivation—a dynamic influenced by both intrinsic and extrinsic factors. The research explores how each theory conceptualizes motivation and their implications for enhancing productivity. Maslow’s model emphasizes a hierarchical progression of needs from basic physiological survival to self-actualization, suggesting that unmet lower-level needs hinder peak productivity. Herzberg distinguishes between hygiene factors (which prevent dissatisfaction) and motivators (which drive satisfaction), asserting that job content plays a critical role in employee engagement. SDT, meanwhile, prioritizes autonomy, competence, and relatedness as fundamental psychological needs essential for intrinsic motivation and sustained performance. The study contrasts these theories based on their assumptions, empirical validity, and practical relevance in organizational settings. It also examines their application in diverse work environments, including contemporary companies like Google, Ritz-Carlton, and Atlassian. Furthermore, the paper highlights the contextual challenges of implementing these theories in Nigerian workplaces, where economic instability and cultural collectivism often necessitate adaptation of traditional motivation frameworks. Ultimately, the study argues that while no single theory fully captures the complexities of employee motivation, an integrative approach—drawing from the strengths of each model—offers a more effective strategy for fostering productivity and organizational growth. The findings underscore the need for context-sensitive and psychologically grounded human resource practices.
Quality Early Childhood Education: A Panacea for fostering Social Unity and Reduces the Menace of Insecurity Security in Nigeria
Early Childhood Education (ECE) forms a fundamental stage of a child’s socio-psychological, physical and healthy development and in the long-run contributes immensely in the future growth and development of the child to adulthood. Therefore, the advocacy for adequate and equal accessibility of early childhood education to every child irrespective of socio-economic background, gender, race, religion or tribe has in recent times gained much attention across the globe. This is in-line with its associated positive impacts of ECE in shaping the cognitive, emotional, physical, social, and mental parts of a child. The truth that well trained child from birth tends to turn out more responsible citizen than those without adequate early childhood care and education is unarguably right. Early childhood education promotes a nation’s development in terms of qualified manpower and build strong national security. It reduces insecurity by reducing some risk factors that breed insecurity such as poverty, inequality, social unrest, drug abuse, unemployment, among others. This paper examines the early childhood education as a panacea in reducing insecurity in Nigeria. Some hiccups which hinder the effective implementation of early childhood education in Nigeria were unmasked which include poor involvement by the government, inadequate supervision, inadequate educational facilities, and poor-quality teachers. Lastly, the paper proffers some pragmatic measures that would strengthen the implementation of early childhood education as a development strategic in fighting and reducing insecurity in Nigeria.