JOURNAL OF EDUCATIONAL RESEARCH AND DEVELOPMENT
Welcome to the Journal of Educational Research and Development. The Journal of Educational Research and Development (JERD) is a broad based scholarly, referred, a biyearly journal published by the Faculty of Education, Ahmadu Bello University, Zaria, Nigeria. The scope of the journal includes the research development, and practice in all areas of education. Hard Copy and Online: Hard copies of the journal are available at a price fixed by the publisher. The online version can be accessed in all instances through the internet, free of charge. Editorial board will first subject articles received for publication to a plagiarism test, only articles with 80% and above originality shall be processed for peer review exercise. Peer Review: Articles published in the journal had been subjected to blind peer-review by at least two experts in the field.
Faculty of Education, Ahmadu Bello University, Zaria, Nigeria
PERCEIVED CAUSES AND EFFECTS OF PREMENSTRUAL SYNDROMEAMONG FEMALE UNDERGRADUATES IN UNIVERSITY OF ILORIN,NIGERIA
Premenstrual syndrome occurs in days leading up to women’s menstruation and it has a number of physical and emotional symptoms, which have significant impact on daily life including academic performance and social interactions. The objectives of the study examined if hormonal fluctuation and genetic factor are perceived causes, and if emotional distress is an effect of premenstrual syndrome among female undergraduates in University of Ilorin. Descriptive research of the survey type, involving 391 female undergraduates, was adopted for the study. A structured questionnaire, validated by three experts and tested for reliability which was considered reliable, was used for data collection. Chi-square statistics were employed for data analysis @0.05 level of significance. The findings of the study were that hormonal fluctuation (ᵪ 2=153.184, p<0.05), and genetic factor (ᵪ 2=143.442, p<0.05) are significantly perceived causes of premenstrual syndrome and emotional distress (ᵪ 2=159.013, p<0.05) is significantly perceived effect of premenstrual syndrome. The study concluded that hormonal fluctuation and genetic factor are causes while emotional distress is an effect of premenstrual syndrome as perceived by female undergraduates in University of Ilorin. It was recommended that female undergraduates should be educated on hormonal changes and provided with access to medical consultations for hormonal regulation.
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ASSESSEMENT OF THE IMPACT OF THE TRAINING ADEQUACY OF THENATIONAL INSTITUTE FOR SPORTS (NIS) ON THE DEVELOPMENT OFTACTICAL ABILITY OF COACHES IN THE NORTH-WEST ZONE,NIGERIA
This study assessed the impact of the training adequacy of the National Institute for Sports (NIS) on the development of tactical ability of coaches in State Sports Organizations in the North-West Zone of Nigeria. A descriptive survey research design was adopted. The population comprised 450 coaches drawn from football, basketball, taekwondo, tennis, athletics, and swimming who were trained by NIS between 2019 and 2023. Using multi-stage sampling procedures, a sample of 269 coaches was selected. Data were collected using a researcherdeveloped questionnaire validated by experts, with a reliability coefficient of 0.857 obtained through Cronbach’s Alpha. Descriptive statistics of mean and standard deviation were used to answer the research question, while chisquare (χ²) was employed to test the hypothesis at 0.05 level of significance. Findings revealed an aggregate mean score of 3.22, indicating that NIS training programmes positively influence coaches’ tactical abilities in areas such as game strategy development, opponent analysis, tactical decision-making, situational adaptation, and implementation of advanced formations. The chi-square result (χ² = 127.145, p = 0.000) showed a significant impact of training adequacy of NIS on the development of tactical ability of coaches, leading to the rejection of the null hypothesis. The study concluded that the training programmes of the National Institute for Sports are adequate and significantly contribute to enhancing the tactical competence of coaches in the North-West Zone of Nigeria. It was recommended that NIS should continually review and update its tactical curriculum and strengthen practical components of training to align with contemporary coaching demands and global best practices.
ASSESSMENT OF PRACTICE OF FOOD HYIEGENE AMONG FOODHANDLERS IN BOARDING SECONDARY SCHOOLS IN NORTHWESTZONE, NIGERIA
This study assessed the practice of food hygiene among food handlers in boarding secondary schools in the Northwest Zone of Nigeria. A descriptive survey research design was employed, targeting a population of 1,112 food handlers, from which a sample of 470 was drawn using a multistage sampling technique across four states. Data were collected through a structured questionnaire based on a modified four-point Likert scale, and the reliability of the instrument was confirmed through a pilot study, yielding a Cronbach’s alpha of 0.88. Descriptive statistics, including means and standard deviations, were used to answer the research question, while a one-sample t-test at 0.05 significance level was used to test the hypothesis. Findings revealed that while certain practices such as storing uncooked foods in clean, dry environments, washing cooking utensils, and covering food were moderately observed, many essential hygiene practices, including consistent handwashing, cleaning and sanitizing the cooking environment, using protective clothing, pest control, and periodic medical check-ups, were inadequately practiced. The grand mean score of 2.34, below the criterion mean of 2.50, indicated generally poor compliance with recommended food hygiene practices. The one-sample t-test confirmed that the overall practice of food hygiene among food handlers was not statistically significant (tCal. = 0.681; p = 0.678 > 0.05). These findings underscore the urgent need for structured training, regular supervision, and strict enforcement of food safety protocols in boarding schools to mitigate risks of foodborne illnesses among students. The study concludes that improving food hygiene practices among school food handlers is a critical public health imperative.
STATE-LOCAL GOVERNMENT RELATIONS AND THE CHALLENGES OFDEVELOPMENT IN NIGERIA: A STUDY OF KADUNA STATE (1999-2007)
This paper studied the local government and its relationship with other level of governance and how the issues of state-local government relations affect service delivery. Local government remains the closest level of government to the people at the grass root level. It was therefore aimed at using it as a means through which service delivery could be properly carried out. This was said to not be properly and effectively done as a result of too much interference in the administration of local governments. This raises the issue of autonomy, its use for local government administration. The paper applied the theory of federalism to reveal the ideal of the intergovernmental relations in the federal system of government. The paper also adopted the documentary technique as a means of eliciting information. Based on the study it revealed that the imbalanced relationship affects service delivery at the grass root level which affect the incapacity of the local government to deliver the dividend of democracy. It is therefore, recommended that the relationship should be done in a way that the service delivery at the local government will be effectively carried out. The emphasis should be on devolution rather than delegation. This can be achieved by ensuring the emergence of democratically elected leaders at the grass root.
CORRELATES OF SCHOOL CLIMATE: A STUDY OF MENTAL HEALTHWELLBEING, LECTURER-STUDENT RELATIONSHIP, SCHOOLCONNECTEDNESS AND MOTIVATION TO LEARN AMONG STUDENTS INUNIVERSITY OF BENIN
This study investigated the correlation indices of school climate with mental health wellbeing; lecturer-student interpersonal relationship; school connectedness; and motivation to learn among undergraduates in the University of Benin, Nigeria. Four hypotheses were formulated. A descriptive correlation research design was used for the study which allows the researchers to establish the relationships that exist between school climate and mental health wellbeing, lecturer-student interpersonal relationship, school connectedness and motivation to learn. The population of the study is 12,140 which comprised of all full time undergraduate students of University of Benin who are in the penultimate and final year of their studies under the 2024/2025 academic session. A sample of 408 full time undergraduate students was selected for the study with emphasis on those in their penultimate and final year, using multi-stage sampling technique of stratified, simple, proportionate and purposive sampling techniques. Two sets of self-reported questionnaires were used for data collection. Psychometric properties of the instrument were ascertained for validity and reliability. The instrument was content validated by three experts in the field of Health Education, sociology of education and educational management from the University of Benin. The reliability of the instrument was ascertained using the split-half reliability approach in which 20 copies of the validated instrument was administered and responses were segregated into odd and even items. The scores was analyzed using the cronbach alpha analysis with the latest SPSS version to obtain the correlation coefficient. The instrument was administered by the researchers with the help of four trained research assistants. Collected data were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that mental wellbeing, lecturer-students relationship, school connectedness and motivation to learn were positively correlated to school climate. From the values of percentage of variability, school climate account significantly for students’ mental wellbeing, lecturer-students relationship, school connectedness and motivation to learn among students in university of Benin. In conclusion, school climate is the framework for promoting mental wellbeing of students, lecturer-student relationship, school connectedness and motivation to learn. Therefore, the need for school management and governing council to promote school climate becomes paramount particularly in enhancing students' the mental and emotional well-being of students, fostering a positive learning environment for suitable interpersonal relationship between lecturer and students, raising the sense of belongingness of students and enhancing the motivation to learn.
SOCIO-ECONOMIC DETERMINANTS OF LIVELIHOOD DIVERSIFICATIONAMONG MAIZE FARMERS IN KADUNA STATE, NIGERIA
This study assessed the effect of livelihood diversification on income security among smallholder maize farmers in Kaduna State, Nigeria. Specifically, it described farmers’ socio-economic characteristics, examined factors influencing diversification, assessed the level of diversification, and determined the relationship between diversification and household income. Data were collected from 213 maize-farming households using structured questionnaires and analyzed with descriptive statistics, the Livelihood Diversification Index (LDI), logit regression, and OLS regression. Results showed that maize farming is predominantly male (73.8%), middle-aged (mean 45.01 years), married (83.2%), and educated (58.8% with tertiary education), with an average household size of 7.08 persons. The mean total farm size was 4.09 hectares, and maize farm size averaged 2.25 hectares, with 53.3% producing more than 50 bags. Logit regression revealed that education, household size, total farm size, and access to credit significantly increased the likelihood of diversification, with odds ratios of 1.122, 1.054, 1.161, and 1.816, respectively. Among the 107 diversified farmers, the mean LDI was 0.899, with 37.4% and 28.0% classified as highly and very highly diversified, respectively. OLS regression showed that participation in non-farm activities (β = 0.325, p < 0.01) and higher LDI scores (β = 0.298, p < 0.01) significantly enhanced household income (mean ₦193,874). In conclusion, livelihood diversification, supported by education, farm resources, and access to credit, improves income security. Therefore, agencies should promote non-farm opportunities, expand financial services, and support household-level diversification strategies to strengthen rural livelihoods.
AUDIO-VISUAL INSTRUCTION AND LEARNING OUTCOMES INPHONETICS: EVIDENCE FROM SENIOR SECONDARY SCHOOLS INKADUNA STATE
This study investigated the effects of audio-visual instruction on students’ learning outcomes in phonetics among Senior Secondary School students in Kaduna State, Nigeria. A quasi-experimental pre-test and post-test control group design was employed. The sample comprised 120 students drawn from two public secondary schools in Giwa and Zaria Educational Zones out of a population of 21,600 students. Data were collected using the Phonetics Performance and Retention Test (PPRT), with a reliability coefficient of 0.82. Descriptive statistics and t-tests were used for data analysis at the 0.05 level of significance. The findings revealed that students exposed to audiovisual instruction performed significantly better than those taught using conventional methods. The study concludes that audio-visual instruction enhances students’ understanding of phonetic concepts and improves academic performance. It recommends the integration of multimedia instructional strategies into phonetics teaching in secondary schools.
PROBLEMS AND PROSPECTS OF INTEGRATING ICT IN TERTIARYEDUCATION IN KADUNA STATE, NIGERIA
This paper examined, Problems and Prospects of Integrating ICT in Tertiary Education in Kaduna state, Nigeria. The study was guided by two objectives; to examine electricity supply in the integration of ICT and examine the availability of ICT facilities among tertiary institutions in Kaduna state. Research questions and hypotheses were in line with objectives of the study. The study adopted descriptive research survey. The population of the study was 3520, comprises of 2120 300L students of Faculty Education, ABU, Zaria, and 1400 Year Three (NCE III), College of Education, Zaria. While a sample size of 346 was used in the study. Simple random techniques was used in selecting the respondents, while purposive sampling techniques was used in selecting the two institutions. Frequency and percentage count was used to analyse the bio data of the respondents, mean and standard deviation was used to respond to the research questions raised in the study, while Chi-Square was used to test the two hypotheses raised in the study. Finding shows that, there is significant difference of electricity supply in the integration of ICT (p-value of 0.002 <  0.05). There is adequate availability of ICT facilities among tertiary institutions in Kaduna state, Nigeria (p-value of 0.004 <  0.05). The study concluded, there is adequate supply of electricity in the schools, electrical fittings in the schools are well maintained, alternative electricity source is well maintained and there is provision for lighting points in an appropriate location and recommendations were made; Government at all level as well as private business owners should recognize the used to adequately equip higher institutions with adequate electricity supply in order to enhance the use and integration of ICT in schools.
TECHNOLOGY-DRIVEN INTERVENTION FOR OUT-OF-SCHOOLCHILDREN IN NIGERIA: EXPLORING CHALLENGES AND PROSPECTS
Nigeria has one of the largest populations of out-of-school children (OOSC) globally, with estimates ranging from 11 to 17 million, most of whom live in Northern and rural areas. Persistent poverty, insecurity, gender disparities and inadequate infrastructure continue to restrict access to basic education. This study examined how technology can be leveraged to empower out-of-school children by addressing structural barriers and expanding digital opportunities. Using a secondary data empirical design, the study analyzed datasets and reports from national and international agencies. Descriptive statistical and thematic analyses were applied to assess trends in school exclusion, digital access and policy responses. Findings indicate that over 60% of out-of-school children are concentrated in Northern states, with rural exclusion rates (about 31%) far higher than urban rates (around 10%). Girls remain disproportionately affected in several regions. Although mobile phone penetration is relatively high, limited rural broadband connectivity, unreliable electricity and high internet costs constrain digital learning initiatives. While policies increasingly promote ICT integration and broadcast learning programs have improved access during disruptions, implementation gaps remain. The study concluded that technology has strong potential to empower out-of-school children (OOSC) in Nigeria by expanding access to flexible and inclusive learning opportunities. It recommends that the government should partner with NGOs and technology companies to invest in Rural Digital Infrastructure and address socio-cultural barriers limiting girls’ participation and ensure inclusion of children with disabilities and displaced learners, while improving data systems and enhancing collaboration among government agencies, NGOs and development partners to ensure sustainable implementation.
WOMENS EMPOWERMENT THROUGH EDUCATON: ANALYSING THEIMPACT OF EDUCATION ON WOMENS EMPOWERMENT INCLUDING ITSEFFECTS ON THEIR SOCIO-ECONOMIC STATUS, HEALTH, ANDWELLBEING.
The paper examine Women empowerment through education is a critical driver of social and economic development, enabling women to achieve equality, independence, and active participation in societal progress. Education equips women with knowledge, skills, and confidence, breaking traditional barriers and challenging gender stereotypes. By gaining access to quality education, women can improve their decision-making abilities, secure better employment opportunities, and contribute meaningfully to their families and communities. Studies show that educated women are more likely to invest in their children’s education, creating a positive cycle of empowerment across generations. Despite global advancements, gender disparities in education persist, particularly in developing regions where socio-cultural norms, poverty, and limited infrastructure hinder girls' access to schooling. Addressing these challenges requires targeted policies, such as scholarships, gender-sensitive curricula, and community awareness programs, to ensure inclusive and equitable education for all. Additionally, eliminating early marriages, promoting female role models, and providing safe learning environments are essential steps toward fostering women’s empowerment. Empowering women through education also leads to broader societal benefits, including reduced poverty, improved health outcomes, and stronger economies. When women are educated, they participate more actively in leadership, politics, and entrepreneurship, driving innovation and sustainable development. Governments, NGOs, and international organizations must collaborate to remove systemic barriers and promote lifelong learning opportunities for women.
IMPACT OF ADOLESCENT GIRLS’ INITIATIVE FOR LEARNING ANDEMPOWERMENT (AGILE) ON MANAGEMENT OF EDUCATION INSECONDARY SCHOOLS IN KADUNA STATE, NIGERIA
This study examined the impact of the Adolescent Girls Initiative for Learning and Empowerment (AGILE) on the management of girl-child education in public secondary schools in Kaduna State, Nigeria. A descriptive survey design was adopted, involving principals, teachers, Ministry of Education officials, and AGILE programme officials. Data were collected using a validated instrument titled Adolescent Girls Initiative for Learning and Empowerment on the Management of Girl-Child Education Scale (AGIFLES). Mean and standard deviation were used to answer research questions, while one-way ANOVA was used to test the hypotheses at the 0.05 level of significance. Findings revealed that AGILE interventions positively influence the management of girl-child education through infrastructural provision (cumulative mean = 3.80) and financial support (cumulative mean = 3.81). Facilities such as classrooms, gender-sensitive amenities, and improved sanitation enhanced learning conditions, while financial support including scholarships and school feeding improved access and reduced dropout rates. The hypotheses showed no significant differences in respondents’ opinions on infrastructural facilities (p = 0.435) and financial support (p = 0.517), indicating consensus among stakeholders. The study concludes that AGILE significantly enhances educational management by addressing key barriers to girls’ education. It recommends sustained investment and effective monitoring of interventions.
DETERMINING THE CONSTRUCTS MEASURED BY THE WEST AFRICANSENIOR SCHOOL CERTIFICATE EXAMINATION (WASSCE): A STUDY OFCONSTRUCT VALIDITY AND RELIABILITY
This study examined the construct validity and reliability of the West African Senior School Certificate Examination (WASSCE) administered by the West African Examinations Council. Specifically, it investigated the extent to which WASSCE measures intended cognitive constructs through content representation and internal structure evidence. The study adopted an instrumentation and validation research design within a mixed-method framework. A total of 1,125 examination items from Mathematics, English Language, and Biology (2019–2023) were analyzed using Bloom’s revised taxonomy, while student response data from 1,240 SS3 students were subjected to Exploratory Factor Analysis (EFA) and reliability analysis. Findings revealed that 85% of items assessed lower-order cognitive skills, while higher-order thinking was minimally represented. EFA results showed a dominant general factor accounting for 48% of variance, indicating weak multidimensional structure. Reliability coefficients ranged from .79 to .84, indicating acceptable internal consistency. The study concludes that while WASSCE is reliable, its construct validity is limited due to construct underrepresentation and weak cognitive differentiation. It is recommended that WAEC redesign test blueprints to strengthen higher-order cognitive assessment and adopt construct-based validation frameworks.
INFLUENCE OF AVAILABILITY AND UTILISATION OF EDUCATIONALINFRASTRUCTURE ON ACCESS TO PRIMARY EDUCATION IN IJEBU ODELOCAL GOVERNMENT, OGUN STATE
The role of educational infrastructure in determining access to primary education in Ijebu-Ode Local Government, Ogun State was explored in this study. The study focused on availability and utilization of educational infrastructure in the study area. The study was guided by two research questions and three hypotheses which were tested at 0.05 level of significance. Using a descriptive survey design, data was collected from 218 teachers and headteachers whose educational qualifications were majorly NCE and Bachelors of Education degrees using a questionnaire, checklist, and structured interview questionnaire. Instruments for data collection were Questionnaire on School Infrastructure Inventory Checklist, (r = 0.78), Availability of Educational Infrastructure (r = 0.81) and Questionnaire for Headteachers on Availability and Utilisation Educational Infrastructure (r = 0.80). Findings revealed a moderate overall level of infrastructure availability (mean=2.69) and utilization (mean=2.85). Although basic structures like classrooms were highly available and used, acute shortage of libraries, ICT, and sanitation facilities exist, as each of them were rated as very low in both availability and use. Regression analyses showed that both availability (β = .394, p < .05) and utilization (β = .421, p < .05) had significant positive influences on access individually. Furthermore, their joint influence was significant, explaining 24.8% of the variance in access (R² = .248), with utilization being the slightly stronger predictor. The study concludes that, to improve access, there is need for targeted investment to cater for acute shortages in quality-enhancing facilities and the implementation of policies to ensure the consistent and effective use of all available resources in the teaching-learning process.
AN ASSESSMENT OF OCCUPATIONAL SAFETY PRACTICES AMONGSTAFF OF BUA CEMENT FACTORY IN OBU-OKPELLA, EDO STATE,NIGERIA
Occupational safety remains a critical aspect of industrial environments, particularly in high-risk sectors such as cement production. This study assessed occupational safety practices and the use of personal protective equipment (PPE) among staff of BUA Cement Factory, Obu-Okpella, Edo State, Nigeria. A descriptive cross-sectional design was adopted, and 382 consenting respondents (254 operational staff and 128 administrative staff) were selected using multi-stage sampling techniques of stratified, purposive, proportionate, and systematic sampling techniques. Data were collected with a semi-structured, interviewer-administered questionnaire and analyzed using descriptive statistics and Chi-Square tests at a 5% level of significance. The socio-demographic analysis revealed a mean age of 30.25 ± 1.652 years, with the majority of respondents aged 25–34 years (38.0%). Most were male (72.3%) and operational staff (66.5%). In terms of education, 29.1% held a Bachelor’s degree/HND, while 31.2% had less than 5 years of work experience. Results showed high compliance with occupational safety practices (68.1%), particularly in PPE use (81.2%) and safety training participation (72.8%), though gaps remained in safety drills (64.1%) and enforcement of rules (68.1%). Findings on PPE use indicated that 71.7% affirmed its role in accident prevention, although 25.1% had experienced work-related accidents in the past year. Chi-Square analyses revealed significant differences in safety practices between operational and administrative staff (χ² = 6.42, p = 0.011), a strong relationship between PPE use and accident reduction (χ² = 12.38, p < 0.001), and a significant association between years of work experience and adherence to safety practices (χ² = 9.74, p = 0.021). These results highlight the influence of exposure to risks, consistent PPE use, and accumulated experience in shaping safety compliance. The study recommends continuous orientation for new staff, stricter enforcement of PPE policies, and targeted safety campaigns for administrative staff to strengthen the overall safety culture within the factory.
PRINCIPALS’ COMMUNICATION SKILLS: A PREDICTOR OF TEACHERS’MORALE IN PUBLIC SECONDARY SCHOOLS IN SOUTHWESTERNNIGERIA
An integral part of school leadership that greatly affects teachers' morale and school performances overall is communication. The study looked at principals' communication skills, especially clarity, openness, and feedback, to see how they influenced the morale of public secondary school teachers in the Southwestern part of Nigeria. The researchers employed a descriptive research design selecting a total of 975 respondents made up of 75 principals and 900 teachers chosen through multistage sampling from the six Southwestern states in Nigeria. For data collection, the researchers used two self-designed instruments. Data were analyzed using regression statistics at a 0.05 level of significance. Findings revealed that principal communication clarity (F=38.624, p<0.05), communication openness (F=45.922, p<0.05), and feedback strategies (F=52.318, p<0.05) significantly influenced teachers' morale. Among the predictors, feedback strategies contributed mostly (β=0.234), followed by openness (β=0.198) and clarity (β=0.177). The study concluded that principals’ communication skills have a substantial and positive influence on teachers’ morale. It was recommended that school administrators and educational policymakers should strengthen principals’ communication training, particularly in clarity, feedback, and openness, to enhance teachers morale.
RELATIONSHIP BETWEEN MENTORSHIP SKILLS AND CAREERGROWTH OF BUSINESS EDUCATORS IN PUBLIC UNIVERSITIES, SOUTHSOUTH, NIGERIA
The focus of this study was to investigate the relationship between mentorship skills and career growth of business educators in public universities in south-south, Nigeria. To guide the study four research questions were raised and hypothesized. All hypotheses were tested at 0.05 levels of significance. The design of the study was a correlational survey research design. All business education lecturers in public universities in South-South Nigeria constituted the population of the study. As at the time of conducting the study, there were 158 business education lecturers in the institutions under study. Given that this size is manageable, the entire population was used for the study which makes it a census sampling. The research instrument for data collection was a structured questionnaire segmented into three sections namely Sections A, B and C. Section A was designed to elicit responses on demographic data while Section B addressed mentoring skill received by business educators. Section C contained items on the career growth of business educators. Face validity of the instrument was estimated by giving a draft copy of the instrument to five experts. To establish the reliability of the instrument, it was pilot-tested with twenty respondents who were not part of the study. Pearson Product Moment Correlation and Simple linear regression analysis were used to analyze the research questions and test the hypotheses at 0.05 level of significance. The study revealed that the relationship between mentorship skills and career growth are of various strength from being weak and positive to moderate and positive. In addition, mentorship skills significantly predicted career growth of business educators in South-South Nigeria. Findings of the study also revealed a weak relationship between mentorship methodological and communication skills and career growth of business educators in SouthSouth Nigeria while demonstrating that mentorship communication skills significantly predict career growth of business educators. However, mentorship methodological skill did not significantly predict career growth of business educators. Based on the findings of the study, it was recommended among others that the development of reading, writing, communication, and research methodological skills should be encouraged within all mentorship programme in order to maintain the positive benefits of these skills on career growth.
DIGITAL CAPABILITIES OF AGRICULTURAL STUDENTS AT THEFEDERAL UNIVERSITY OF TECHNOLOGY, OWERRI, IMO STATE,NIGERIA
The paper investigated capabilities to use digital technologies among agricultural students at the Federal University of Technology, Owerri, Nigeria. This study is built upon the Unified Theory of Acceptance and Use of Technology which provides a framework for understanding how behavioural intention, usage patterns and performance expectancy affect technology usage. The population for the study comprised all undergraduate students in the School of Agriculture and Agricultural Technology, FUTO. Snowball sampling technique was used to select a sample of 120 agricultural students. A structured questionnaire was used for data collection while data were analyzed using percentages and mean score. Results revealed that the internet (57.5%) and friends and peers (45.0%) were the major sources of digital capabilities to the students. The major digital technologies used by the students in learning were laptops (56.4%) and artificial intelligence (44.4%). The result further showed that most of the students were capable of searching information on the internet (74.6%), typing with computers (55.9%) and downloading lecture notes from the internet (52.5%). It was also found that most of the students used digital technologies to learn on their own (70.7%), access educational materials (64.7%) and search information online (60.3%). The challenges to acquiring digital capabilities were power instability ( = 2.98), high cost of digital devices ( = 2.70) and high cost of data ( = 2.65). The paper concluded that the students possessed digital capabilities which were still at the foundational level. It was recommended that digital skill enhancement programmes should be organized to boost the digital capabilities of the students. Also, essential digital infrastructure should be provided in the institution.
VOCATIONAL EDUCATION ENROLMENT AND UNEMPLOYMENT INNIGERIA: EVIDENCE FROM ARDL BOUNDS TESTING APPROACH, 1980–2024
The study examined the contribution of vocational education to reducing unemployment in Nigeria using an ex post facto design based on secondary data. Annual time series data covering 45 observations (1980–2024) were sourced from the National Bureau of Statistics (NBS, 2024), including vocational education enrolment, unemployment rate, and population growth. The analysis was conducted using Stata 17.0. The Phillips-Perron unit root test was applied to ensure stationarity and avoid spurious regression. The Autoregressive Distributed Lag (ARDL (2,1,1)) model was then estimated to assess both short-run and long-run relationships. The bounds test provided weak and borderline evidence of cointegration, leading to the acceptance of the null hypothesis of no long-run relationship. Despite a strong model fit (R² = 0.9327), the results show that unemployment has no significant effect on enrolment. In the long run, unemployment has a marginal positive effect, while population is insignificant. In the short run, enrolment is driven by its past values and negatively affected by population growth. Overall, enrolment is influenced more by past trends and demographic pressure than by unemployment. The study recommends increased government investment in vocational education.
KNOWLEDGE OF HEALTH CONSEQUENCES OF EARPHONE USE AMONGUNDERGRADUATE STUDENTS IN THE UNIVERSITY OF NIGERIA,NSUKKA
This study investigated knowledge of health consequences of earphone use among undergraduate students of the University of Nigeria, Nsukka. Three specific objectives with corresponding research questions guided the study. The study adopted cross-sectional survey research design. The study population comprised of all undergraduate students of the University of Nigeria, Nsukka campus. Multi-stage simple random sampling without replacement procedure was used to select four-hundred (400) consenting undergraduate students of the University of Nigeria, Nsukka for the study. The instrument for data collection consisted of researchers-developed questionnaire titled: Knowledge of Health Consequences of Earphone Use Questionnaire (KHCEU-Q). It was validated by experts and subjected to split-half reliability method that yielded 0.79. Frequency and percentages were used to answer the research questions. The result indicated that sampled undergraduate students have high level of knowledge of health consequences of earphone use; female students have higher level of knowledge of health consequences of earphone use more than male undergraduate students; and students aged 21 to 25 years have highest level of knowledge of health consequences of earphone use than those aged below 20 years and those aged 26 years and above. Key: below 20% = very low knowledge, 20-39% = low knowledge, 40-59% = average/moderate knowledge, 60-80% = high knowledge, 80% and above = very high knowledge. The study recommended among others that government through its health agencies like Nigeria Centre for Disease Control, Federal Ministry of Health, and Health Educators, Nigerian Red Cross Society and others should map out a sensitization and campaign strategy towards creating awareness for the youths on the health consequences of frequent and high decibel earpiece usage.
THE INFLUENCE OF PROFESSIONAL LIBRARIANS’ DIGITAL LITERACYSKILLS ON THE UTILIZATION OF ONLINE RESOURCES IN FEDERALUNIVERSITIES ACROSS NORTH CENTRAL NIGERIA
This study investigated influence of professional librarians’ digital information literacy skills on the utilization of online resources in federal universities across North Central Nigeria. Specifically, the study sought to identify the types of Online Resources available, assess librarians’ digital literacy skills, examine the extent of digital platform utilization, and determine the challenges affecting effective use. An explanatory correlation research design was adopted. The population comprised 493 registered professional librarians in federal universities across North Central Nigeria, from which 316 valid respondents were selected using a survey approach. Data were collected through structured online questionnaires and analyzed using descriptive statistics (means) and inferential statistics (Pearson’s Product Moment Correlation). Findings revealed that WhatsApp (mean=3.65), Zoom (mean=3.57), and Twitter (mean=3.49) were the most utilized platforms (grand mean=3.35). Librarians demonstrated competence in social networking (mean=3.12), computer fluency (mean=2.97), electronic mailing (mean=2.89), and internet search skills (mean=2.85), with an overall literacy mean of 2.58. Utilization of Online Resources for service delivery was high, particularly in online user education (mean=3.54) and cloud-based collaboration (mean=3.45). Major challenges included internet instability (mean=3.29), erratic power supply (mean=3.10), and inadequate ICT infrastructure (mean=3.08). A very strong positive relationship was found between digital literacy skills and digital platform use (N=316; r=0.990; p<0.01). Theoretically, the findings validate the Technology Acceptance Model and Digital Literacy Theory. The study concluded that improved digital literacy enhances platform utilization and recommended improved ICT infrastructure, stable internet access, continuous training, and increased institutional support.
IMPACT OF BANDITRY ON STUDENTS’ PSYCHOLOGICAL WELL-BEINGAND SCHOOL ATTENDANCE ON CURRICULUM DELIVERY IN UPPERBASIC SCHOOLS IN NORTH-WEST NIGERIA
This study examined the impact of banditry on students’ psychological well-being and school attendance and its implications for curriculum delivery in upper basic schools in North-West Nigeria. The study was guided by two objectives, two research questions and two hypotheses. A descriptive survey research design was adopted. The population comprised 1,265,457 teachers, students and Quality Assurance officials, from which a sample of 384 respondents was selected using a multi-stage sampling technique. Data were collected using a validated questionnaire with a reliability coefficient of 0.819. Mean and standard deviation were used to answer research questions, while the Kruskal–Wallis H test was employed to test hypotheses at the 0.05 level of significance. Findings revealed that banditry significantly affects students’ psychological well-being, resulting in fear, anxiety, trauma and reduced concentration in learning. It also significantly disrupts school attendance due to insecurity, fear of attacks and school closures. The results further showed significant differences in perceptions among respondent groups. The study concluded that the combined effects of psychological distress and irregular attendance undermine effective curriculum delivery. It recommends that; psychosocial support services, improved school security, attendance recovery programmes, and strengthened policy implementation to ensure continuity of education in conflict-affected areas.
TEACHERS’ PERCEPTION OF PLAY-BASED LEARNING ON CREATIVITYAND CHILDHOOD DEVELOPMENT IN PRE-PRIMARY EDUCATION INFEDERAL CAPITAL TERRITORY, ABUJA: IMPLICATION FOR GUIDANCEAND COUNSELLING
This study examined teachers’ perception of play-based learning on creativity and childhood development in preprimary education in Federal Capital Territory, Abuja, with implications for guidance and counselling. A descriptive survey design was adopted, involving 360 pre-primary school teachers selected through multi-stage sampling. Data were collected using a researcher-developed questionnaire and analysed using descriptive statistics and t-test at the 0.05 level of significance. Findings revealed that play-based learning significantly enhances children’s imagination, originality, social creativity, curiosity, self-expression, confidence, and culturally relevant learning experiences. Results further showed a significant gender difference in teachers’ perceptions of the influence of play-based learning on creativity, with female teachers reporting higher mean scores than male teachers. The study concludes that playbased learning is an effective pedagogical approach for fostering creativity in early childhood education. It recommends strengthened integration of play-based strategies in pre-primary classrooms, supported by guidance and counselling services for early identification, intervention, and holistic child development in Nigeria.
ADVANCING EMPLOYABILITY SKILLS AND WORKFORCE READINESS: ACONCEPTUAL FRAMEWORK FOR CONTEMPORARY LABOUR MARKETS
The transformation of contemporary labour markets, driven by rapid technological advancement, globalisation, and evolving work structures, has intensified the demand for a workforce equipped with multidimensional competencies. This paper provides a conceptual analysis of employability skills and workforce readiness, with particular attention to the challenges facing developing economies such as Nigeria. Drawing on interdisciplinary literature and integrating insights from human capital theory, social capital theory, and the capability approach, the study examines the persistent disconnect between formal education systems and labour market expectations. The paper identifies key gaps in existing scholarship, notably the fragmentation of employability research and the limited integration of individual, institutional, and policy dimensions. In response, it proposes an integrated conceptual framework that positions workforce readiness as an emergent outcome of dynamic interactions between skill domains (technical, soft, and digital skills), education and training systems, and contextual factors such as policy frameworks and industry partnerships. The framework advances a systems-based perspective, moving beyond linear and individual-centric interpretations of employability. The study contributes to the literature by synthesising diverse theoretical and empirical strands into a coherent model that captures the complexity of employability in contemporary labour markets. It further provides policy-relevant insights, emphasising the need for coordinated interventions across education, industry, and governance structures to enhance workforce readiness. The paper concludes by advocating a shift from credential-based approaches to competence-driven human capital development, particularly in contexts characterised by structural constraints and skills mismatches.
GENDER DIFFERENCE AND INFLUENCE OF SCHOOL TYPE ONSTUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN SOMESELECTED SENIOR SECONDARY SCHOOLS IN KANO STATE, NIGERIA
This study aims at assessing whether there is a significant gender difference between the senior secondary school students’ Academic achievement in chemistry of boarding and day students in some selected secondary schools in Kano, Nigeria. The study formulated three questions to answer (1) What is the level of Academic achievement of some selected female senior secondary school students in chemistry in Kano state, Nigeria? (2) What is the level of Academic achievement of some selected male senior secondary school students in chemistry in Kano state, Nigeria? (3) What is the Academic achievement of male and female secondary schools in chemistry in Kano state? And three null hypotheses H0: There is no significant gender difference between Academic achievement of boarding and day students in Chemistry in some selected schools in Kano. Based on the design of this study which is an ex-post facto and a cross-sectional design, empirical data were collected from eight senior secondary schools within Kano metropolitan comprising four schools each of boarding and day as well as for boys’ and girls’ schools. The sample size of 346 was proportionately selected from the total population of 3467 selected by stratified sampling. Results of chemistry Senior Secondary School Certificate Examination (SSCE) by National Examination Council (NECO) of 2015/2016, 2016/2017 and 2017/2018 sessions were used for the research. The data were analysed using mean and standard deviation. The relationship between the Academic achievement of the boarding and the day students was determined using Pearson-Moment Co - relation Co-efficient (PMCC) where the r - value showed strong positive relation, and based on the t-test it reveals that there is significant difference between the students’ Academic achievement in chemistry of the boarding and the day students in Kano State, Nigeria. The null hypotheses were accepted based on the t-values of t-calculated that were less than t-critical values tested at 0.05 alpha - value, except that for females’ achievement which revealed that type of school attended has influenced their achievement. Some recommendations were given to teachers, education managements, stakeholders in educations and Kano state government on how to increase teacher’ and parents’ awareness on girl child education, especially chemistry which is one of the basic requirement for studies in tertiary institutions.
SCIENCE OF STRESS AND ITS COPING MECHANISMS
Stress has been explained, defined, characterized and conceptualized from biological, psychological, biochemical, physiological and medical perspectives. Stress is thus a composite and multi-dimensional condition impacting with profound consequences on man. It has been described as a force, which affects human beings physically, mentally, emotionally, socially, and spiritually. At time, it is described as the body’s response to any undesirable mental demands. Stress at times is described as the wear and tear that stressors inflict on the human body and mental plus behavioural characteristics describing how people react to the demand placed upon them, causing them to worry and compromising ability to cope. Some stress is expected and can be positive force in our life which is called Eutress. It is often what provides us with the energy and motivation to meet our daily challenges both at home and at the workplace. This type of stress response is what helps us rise to a challenge and meet our goals in the workplace such as deadline and targets. Some people will not consider this challenge as a type of stress because having meet the challenges, we are satisfied and happy. Stress may also be described as an umbrella term which encompasses physical trauma, strenuous exercise, metabolic disturbances and anxiety which challenges the body’s wellbeing. Thus, it is a natural response that prompts us to address challenges and threat in our lives. And so, a little bit of stress is good and can help us perform daily activities efficiently.
ISLAMIC PERSPECTIVES ON GIRL-CHILD EDUCATION: ADDRESSINGCULTURAL BARRIERS AND RELIGIOUS MISCONCEPTIONS INNIGERIAN MUSLIM COMMUNITIES
Acquisition of knowledge and its application is a fundamental necessity for all Muslims for them to be qualified as believers. Islam orders for acquisition and dissemination of knowledge among believers, irrespective of gender. The aim of education in Islam is to produce a decent human being who is capable of delivering his duties as a servant of Allah and His vicegerent on earth. This paper entitled: “Islamic perspectives on Girl-Child Education: Addressing Cultural Barriers and Religious Misconceptions in Nigerian Muslim Communities”, aims to examine and analyze the perspective of Islam on Girl-Child education from its ultimate sources. The paper addresses the barriers between the teaching of Islam on Girl-Child education, culture and religious misconceptions in Nigerian community. The paper applied qualitative research methodology and recommended that Girl-Child should be proper educated in line with the Allah’s instruction.
THE ROLE OF SCHOOL-COMMUNITY COLLABORATION INADDRESSING SECURITY CHALLENGES FACING PUBLIC SECONDARYSCHOOLS IN NORTH-WEST, NIGERIA
The study examined the role of school-community Collaboration in Addressing security Challenges Facing Public secondary schools in North-west zone, Nigeria. The study was guided by two objectives among which were: Ascertain the impact of parents on physical security management in public secondary schools in North-West Zone, Nigeria. Ascertain the impact of teachers and staff on human security management in public secondary schools in North-West Zone, Nigeria. In line with the objectives, A descriptive survey design was adopted. The population of the study is 2,172,355comprising of staff, students, teachers, principals and SBMC officials across selected public secondary schools, and a sample of 384 respondents and 370 copies of questionnaires were successfully retrieved. Data were collected using the School-Community Relationship and Security Management Questionnaire (SCRSMQ). Descriptive statistics of frequency and mean were used to answer research questions, while inferential statistics of ANOVA tested the hypotheses. The findings revealed among others that: Parents significantly impact physical security by patrolling premises, providing resources, monitoring entry and exits, addressing threats, reporting issues, and renovating school buildings (p = 0.188). Teachers and Staff role human security by maintaining discipline, enforcing safety rules, providing psychological support, preventing conflicts, and offering first aid(p = 0.163). School Administrators manage emergency alerts through communication systems, collaboration with security agencies, drills, and ensuring functional emergency equipment(p = 0.201).The study concluded that school-community relationships are critical for effective security management in public secondary schools in the North-West Zone of Nigeria. Stakeholders including parents, teachers, administrators, community leaders, volunteers, alumni, and SBMCs each play distinct but complementary roles in maintaining school safety across physical, human, emergency, risk, behavioural, electronic, and database dimensions. The study recommended among others that: Parents should be actively involved in patrolling, reporting, and funding security infrastructure in schools. Teachers and staff should receive training on human security management, conflict resolution, and first aid to enhance student safety.
MAINTENANCE OF SCHOOL INFRASTRUCTURE AND STUDENTS’ACADEMIC PERFORMANCE IN PRIVATE SECONDARY SCHOOLS INKWARA STATE, NIGERIA
This study examines the maintenance of school infrastructure and students’ academic performance in private secondary schools in Kwara State, Nigeria. The research is motivated by concerns over the declining condition of school facilities and its potential effects on students’ learning outcomes. Using a descriptive and correlational survey design, simple random technique was used to select participant and data were collected from 450 respondents, comprising 50 principals and 400 teachers across 50 randomly selected private secondary schools. The study employed a researcher-designed questionnaire and checklist to assess the state of school infrastructure, maintenance practices, and students’ academic performance based on their results in the 2021 to 2025 West African Senior School Certificate Examination (WASSCE). The instrument was validated by experts in the area of Educational Management and Educational Measurement and Evaluation. Test-retest method of reliability was conducted and obtained a correlation coefficient of 0.75. Five research questions and one hypothesis guided the conduct of the study. The descriptive statistics of frequency count, mean and percentage rating were used to answer the research questions raised in the study, while the Pearson product-moment correlation statistic was used to test the research hypothesis which were tested at a 0.05 level of significance. Findings indicate that a significant proportion of school facilities, including classrooms, laboratories, libraries, and furniture, need urgent maintenance. Key factors contributing to facility depreciation include delayed maintenance, inadequate funding, and poor maintenance culture. The study establishes a strong positive correlation between effective maintenance strategies—preventive, periodic, corrective, and breakdown maintenance and students' academic performance with mean of 3.25. Based on these findings, it was recommended, among others, that Proprietors of schools should ensure the provision of adequate infrastructural facilities in proportion to student enrolment to prevent overutilization.
EVALUATION OF THE IMPLEMENTATION OF ADMISSIONS POLICY: ASTUDY OF JAMB CUT-OFF POINTS AND MERIT-BASED ADMISSIONS INFEDERAL COLLEGES OF EDUCATION IN NORTH WEST, NIGERIA
The study investigated the impact of various admission policies on students’ registration in Federal Colleges of Education in the North-West Zone of Nigeria. The study had two objectives among which are; to investigate the Implementation of admissions policies of JAMB Cut-off points on Students’ Admission in Federal Colleges of Education and Examine the Implementation of Admission Policy on Merit-Based on Students Registration in Federal Colleges of Education in North-West Zone, Nigeria; In line with the study 2 research questions and hypotheses were raised. A descriptive survey design was adopted. The population comprised all relevant stakeholders in the selected colleges, with a total of 378 questionnaires distributed and 360 returned. Data were collected using the Impact of Admission Policies on Students’ Registration Questionnaire (IAPSRQ). Descriptive statistics of frequency and mean were used to answer the research questions, while inferential statistics of ANOVA were used to test the hypotheses. The JAMB Cut-Off Points admission policy updated admissions and promoted merit-based registration and stakeholders shared similar perceptions regarding its impact (P-Value = 0.162). The Merit-Based on Students Admission Policy enhanced merit-based access and equitable distribution of admission spaces; the differences in opinions among Management Staff, Deans, HODs, Lecturers, and Students were not statistically significant (P-Value = 0.158). The study concluded that the implementation of the JAMB Cut-Off Points admission policy plays a crucial role in streamlining admissions, ensuring that Merit-Based on Students registration is prioritized, which stakeholders widely acknowledge. The study recommended among others that Management, parents, and students should be adequately sensitized on the JAMB Cut-off Points policy to ensure proper compliance and understanding. Colleges should organize regular orientation sessions and publish clear guidelines to ensure that eligible students are informed and able to meet admission requirements. Staff training and regular monitoring are recommended to avoid arbitrary admissions and ensure transparent coordination of admissions processes.
A PROPOSED FRAMEWORK FOR INDUSTRY-UNIVERSITYPARTNERSHIPS TO ENHANCE PRACTICAL SKILLS ANDEMPLOYABILITY OF NIGERIAN GRADUATES
The study examines a proposed framework for industry-university partnership to enhance practical skills and employability of Nigerian graduates. This research paper explores how collaborations between industries and universities can enhance graduates' employability in today's dynamic job market. In emphasizing the significance of negotiation, it emphasized the importance of establishing strong partnerships to equip students for professional success. The study aims to bridge the gap between academic training and workforce demands. Also, in uncovering effective negotiation strategies, the research aims to enhance graduates' career readiness through industry university collaborations. The abstract reinforced the vital role of industry university partnerships in preparing graduates for today's university education environment and examines the processes involved in establishing effective collaborations. An introduction is provided giving the background of this paper’s topic. The literature review displays current write-ups on encouraging collaborations between industries and universities to increase employability of graduates. Issues such as lack of motivation on students’ part, university’s failure to provide sustainable collaborations with industries will be analyzed. The conclusion will round up this paper by emphasizing the possibility of organizing effective collaborations between universities and industries for the benefit of students’ future. The paper stressed on the significance of clear communication and common objectives to address challenges and emphasize the role of intermediary organizations and government policies in facilitating these partnerships. Ultimately, this research contributes to discussions on universities' economic development roles and workforce skill enhancement, proposing negotiation strategies and collaboration models applicable globally to improve graduates' employability.