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
ASSESSMENT AND DETERMINANTS OF SCHOOL-BASED HEALTH CAREPRACTICES IN SECONDARY SCHOOLS LOCATED WITHIN AHMADUBELLO UNIVERSITY, ZARIA, KADUNA STATE, NIGERIA
School health services (SHS) are essential for promoting students’ well-being, yet their implementation in Nigerian schools remains uneven. This study assessed SHS practices in secondary schools within Ahmadu Bello University, Zaria, with emphasis on school type, student attitudes, and organizational structures, in order to determine whether being in a university community translates to improved practice. A cross-sectional research design was employed, using a multistage sampling method to select 346 consenting students across three secondary schools located within Ahmadu Bello University, Zaria. A semi-structured questionnaire was administered to collect information on respondents’ socio-demographic characteristics. Attitudes toward SHS were assessed using a 5-point scale, with scores ≤ 34 classified as negative and scores > 34 classified as positive. The mean attitude score was 34.82 ± 7.91. The practice of school-based health care was categorized as poor (≤18), moderate (>18–36), and good (>27), with a mean practice score of 18.37 ± 3.51. Quantitative data were analyzed using descriptive statistics for socio-demographic characteristics and inferential statistics, including Chi-square and logistic regression tests, at a significance level of p = 0.005, while qualitative data were analyzed thematically. The mean age of the respondents was 13.25 ± 1.652 years, ranging from 10 to 19 years. Findings revealed that only 49.1% of respondents demonstrated good SHS practice, while 57.8% exhibited negative attitudes. Hypothesis testing showed significant associations between school type and SHS practice (χ² =93.360, p<0.001), and between students’ attitudes and SHS practice (χ²=35.27, p<0.001). Private schools were more likely to engage health educators (94.4%) and conduct periodic screenings (73.3%), whereas missionary schools employed more professional staff, including nurses (79.8%) and doctors (5.3%). Logistic regression further confirmed that school type strongly predicted practice, with students in private schools over eight times more likely to report good SHS practice (OR = 8.324, 95% CI: 4.423–15.666). However, attitude, gender, and age were not significant predictors in the model (p > 0.05). Key informant interviews also revealed consensus among discussants that students generally displayed negative attitudes and poor practices toward SHS. The study concludes that SHS in these schools remain suboptimal, with clear disparities between preventive services and professional medical care. It recommends strengthening personnel training, enhancing government support, and fostering school community partnerships to improve SHS delivery.
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EFFECT OF ROLE-PLAY AND SIMULATION ON STUDENTS’KNOWLEDGE AND ATTITUDES TOWARD INHERITANCE IN SOCIALSTUDIES IN EDO STATE
This study examined the effect of role-play and simulation instructional strategies on students’ knowledge and attitudes toward inheritance concepts in Social Studies in Edo State. The study adopted a 3 × 2 × 2 factorial pretest–posttest non-equivalent control group design structured into instructional strategies (role-play, simulation, and conventional teaching), sex (male and female), and measurement phases (pretest and posttest). The population comprised all Junior Secondary School II (JSS II) students offering Social Studies in public secondary schools in Edo State. A sample of 422 students was selected through a multistage sampling technique from four public secondary schools across three local government areas. Intact classes were used to avoid disruption of normal classroom activities. The instrument for data collection was the Inheritance Knowledge and Attitude Test (Ikat) developed by the researcher. The instrument consisted of a 40-item multiple-choice test measuring students’ knowledge of inheritance concepts and a 20-item Likert-scale questionnaire measuring students’ attitudes toward inheritance. The instrument was validated by three experts in Social Studies Education and Measurement and Evaluation. A pilot study involving 30 students outside the sampled schools produced reliability coefficients of 0.86 using Kuder–Richardson Formula 20 (KR-20) for the knowledge test and 0.84 using Cronbach’s alpha for the attitude scale. Data collection lasted six weeks and involved pretest, treatment, and posttest administration. Mean and standard deviation were used to answer research questions, while paired sample t-test, ANOVA, and ANCOVA were used to test hypotheses at the 0.05 level of significance. The findings revealed that simulation and role-play strategies significantly improved students’ knowledge and attitudes toward inheritance concepts compared with the conventional method. Simulation produced the highest knowledge gain, while role-play recorded the highest improvement in attitude. Sex significantly influenced knowledge but had no significant effect on students’ attitudes. The study concluded that learner-centred strategies enhance meaningful learning in Social Studies.
VOCATIONAL AND TECHNICAL SKILLS AS A STRATEGY FORENHANCING GIRL-CHILD SCHOOL ENROLMENT IN ZARIA LOCALGOVERNMENT AREA, KADUNA STATE
This study examined the role of vocational and technical skills in enhancing the school enrolment of the girl-child in Zaria Local Government Area. Despite the recognised importance of girls’ education in promoting social and economic development, many girls in Northern Nigeria continue to experience low enrolment and retention in schools due to poverty, socio-cultural practices, gender discrimination, and limited educational opportunities. The paper explored how access to vocational and technical skills motivates girls to enrol in school, assessed parental perceptions toward vocational and technical skills training as a factor influencing girls’ education, and identified challenges affecting the effective implementation of such programmes. The study adopted a review-based approach using existing empirical literature and reports relevant to girl-child education and vocational training. Findings revealed that vocational and technical skills enhance girls’ interest in schooling by providing practical and income-generating competencies that improve self-reliance, confidence, and future employment prospects. Positive parental perceptions of vocational education were also found to encourage girls’ enrolment and sustained participation in school. However, the implementation of vocational and technical programmes for girls is constrained by factors such as poverty, inadequate facilities, cultural barriers, gender stereotypes, a shortage of qualified instructors, and weak policy implementation. The study concluded that vocational and technical skills constitute an important strategy for improving girls’ school enrolment and retention. It is therefore recommended that increased government support, provision of modern training facilities, community sensitisation, genderresponsive policies, and stronger partnerships with relevant stakeholders to promote effective vocational and technical education for the girl-child.
THE ROLE OF TRADITIONAL QUR'ANIC SCHOOLS IN ADDRESSING THEOUT-OF-SCHOOL CHILDREN CRISIS IN NORTHERN NIGERIA: A HYBRIDEDUCATIONAL MODEL FOR INCLUSION
Out-of-school children in Northern Nigeria remain a significant challenge, with socio-cultural norms, economic hardship, and weak policy implementation contributing to the issue. Traditional Qur'anic schools (Almajiri system) continue to play a crucial role in education, yet they often operate outside the formal schooling system, leaving many children without essential literacy and numeracy skills. This paper explores the potential of integrating formal education into these traditional schools through a hybrid educational model. By incorporating literacy, numeracy, and vocational training into Qur'anic education, this approach respects cultural and religious values while ensuring children gain essential skills for modern society. Drawing from successful hybrid models in other regions, the study highlights the role of government, religious leaders, and NGOs in facilitating this transformation. Despite challenges such as resistance from traditional scholars, curriculum concerns, and financial constraints, the hybrid model presents a sustainable solution to reducing child poverty, street begging, and educational exclusion. The paper concludes by advocating for policy reforms and collaborative efforts to implement this inclusive educational strategy effectively.
EFFECT OF MULTIMEDIA INSTRUCTION ON PERFORMANCE INRESPIRATORY SYSTEM CONCEPT AMONG BIOLOGY STUDENTS INZARIA EDUCATION ZONE, KADUNA STATE, NIGERIA
This study examined the effect of multimedia instruction on students’ performance in the respiratory system concept among Biology students in Zaria Education Zone, Kaduna State, Nigeria. Two research objectives, questions, and hypotheses guided the study. A quasi-experimental non-randomized pretest–posttest control group design was adopted. The population comprised 3,709 SS II Biology students in public co-educational secondary schools within the study area. A sample of 138 students (56 males and 82 females) selected from two schools participated using purposive and simple random sampling techniques, while intact classes were used for the experiment. Data were collected using the Respiratory System Performance Test (RSPT), validated by experts and found reliable with a Pearson Product-Moment Correlation coefficient of 0.85. The experimental group was taught using multimedia instruction, while the control group received the conventional lecture method. The treatment lasted six weeks. Data were analysed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) and Independent Samples t-test were used to test the hypotheses at a 0.05 level of significance. Findings revealed that students exposed to multimedia instruction performed significantly better than those taught using the lecture method, and pretest scores significantly predicted students’ post-test performance. Gender had no significant effect on students’ performance. The study concluded that multimedia instruction enhances students’ academic performance in Biology more effectively than the conventional method, and offers an equitable learning environment for both male and female students. It is recommended that biology teachers should adopt multimedia instructional strategies, and relevant stakeholders should invest in teacher training and the provision of multimedia facilities in schools.
EVALUATION OF THE IMPLEMENTATION OF NOMADIC EDUCATIONPROGRAMME IN NORTH-WEST ZONE, NIGERIA
The study was carried out to evaluate the Implementation of the Nomadic Education Programme in the Northwest Zone, Nigeria. The objectives of the study, among which were to determine the Provision of Infrastructural Facilities for the implementation of the Nomadic Education Programme in North-West Zone, Nigeria and assess the Provision of instructional materials in the implementation of the Nomadic Education Programme in NorthWest Zone, Nigeria. Corresponding research questions and hypotheses were formulated, answered and tested in line with the objectives. A descriptive-survey design was used for the study. The population of the study consisted of 6280, which comprised 1720 head teachers and 4560 teachers. The total sample size for the study consists of 357, comprised of 103 head teachers and 254 teachers drawn through a simple random sampling technique. A self-structured questionnaire was used for data collection. Mean and standard deviation were used to answer the research questions. While the Mann-Whitney (U test) was employed to test the null hypotheses at a 0.05 level of significance. The findings revealed that the extent to which infrastructural Facilities were provided was low, where the p-value was (p-value= .312. The extent to which instructional materials were provided was also low, where was (p-value= .899. The study concluded that infrastructural Facilities and Instructional materials were not adequately provided for the implementation of the Nomadic Education Programme in the study area. It was recommended that adequate infrastructural facilities should be provided by federal, state and local governments, individuals, non-governmental organisations (NGOs), and philanthropists to motivate the direction of teaching and learning in nomadic schools in the North-West Zone, Nigeria. The government at all levels and the community should make sure that enough instructional materials are provided in all nomadic schools for the implementation of the Nomadic Education Programme.
ASSESSMENT OF PRINCIPALS’ MANAGEMENT OF SCHOOL RECORDSON TEACHERS' JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLSIN KADUNA STATE, NIGERIA
This study assessed principals’ management of school records on teachers’ job performance in public secondary schools in Kaduna State, Nigeria. The objectives of the study are to: examine principals' management of school diary on teachers’ job performance in public secondary schools in Kaduna state, Nigeria, and ascertain the principals' management of teachers' attendance registers on teachers’ job performance in public secondary schools in Kaduna state, Nigeria. The systems theory was used for the study. The researcher used a descriptive survey research design. The population for this study was 71,919. A total of 360 respondents was used to select a sample from a population of 71,919. The instrument used by the researcher for data collection is a self-structured questionnaire. The data collected through the questionnaire design for the study were analysed using descriptive analysis such as frequencies and percentages. The postulated hypotheses of this research were analysed using the statistical tool of Analysis of Variance (ANOVA). Hypotheses were tested at a 0.05 alpha level of significance. Based on the result of the findings, the study concluded that school diaries were provided, while a lesser percentage was not provided. Also, teachers’ attendance registers were managed in senior secondary schools in Public Senior Secondary School, Kaduna State, Nigeria, and a reasonable number of school records are managed in senior secondary schools in public secondary schools in Kaduna State, Nigeria. In view of the findings the researcher recommends that; fully provided and well managed records, will alleviate academic and administrative problems in public secondary schools in Kaduna State, Nigeria, Government should provide records office for management both electronic and manual movement book in public secondary schools in Kaduna State and employ clerical officers to handle the records and secondary school administrators should try as much as they can to be encouraging record management practices most especially continuous assessments records in their respective schools to have the desired records toward attaining educational goals.
ASSESSING THE IMPACT OF CONTINUOUS ASSESSMENT PLANNING ANDADMINISTRATION ON ECONOMICS STUDENTS’ ACADEMICPERFORMANCE IN KADUNA STATE, NIGERIA
This study examinesd the Impact of Continuous Assessment (CA) on Economics students’ academic performance in Kaduna State, Nigeria. It provides a conceptual overview of continuous assessment of Economics students’ academic performance within the study area. The instrument for data collection was the Economics Continuous Assessment Performance Test (ECAPT). The study population comprised 125 economics students drawn from intact classes within the study area. A quasi-experimental research design was employed, involving two groups: experimental and control. The objectives of the study were to: (i) examine the difference between pre-test and post-test performance of Economics Students taught with continuous assessment test in Senior Secondary Schools in Kaduna State, Nigeria; and (ii) determine the difference between pre-test and post-test performances of Economics students taught using continuous assessment test and those taught without using continuous assessment test in Senior Secondary Schools in Kaduna State, Nigeria. These objectives were aligned with the research questions and hypotheses formulated for the study. Findings revealed that continuous assessment test has potentials to significantly enhance the academic performance of Economics at the senior secondary school level in Kaduna State, Nigeria. Nevertheless, the effective use of continuous assessment tests requires deliberate efforts to address identified challenges and limitations. The study emphasisesthat while continuous assessment can enrich instructional delivery and foster improved learning outcomes, teachers’ evaluation and pedagogical expertise remain indispensable. Continuous assessment tests should therefore be utilised to complement, rather than supplant, the essence of evaluation. Based on these findings, the study recommends, among other measures, the development of training programs to build teachers’ capacity for new trends in school continuous assessment as one of the evaluation tools, especially in the use of teacher-made tests, increased investment in instructional materials support to facilitate new trends in continuous assessment evaluation in schools, and strengthened collaboration among educators and their learners’ academic performance. Furthermore, the study underscores the need for continuous curriculum review (in the use of teacher-made-test and other forms of tests) and revision to ensure that Economics education remains relevant, foster skills acquisition.
TEACHER CLASSROOM INSTRUCTIONAL DELIVERY; A NEXUS ATIMPROVING STUDENTS’ PERFORMANCE IN THE 21ST CENTURY
This paper examines the role of quality teacher classroom delivery as a critical factor in enhancing learners’ academic performance in the 21st century. It also highlights that teacher quality, encompassing professional competence, pedagogical skills, classroom management, and motivation, remains one of the strongest determinants of learners’ success. The paper identifies challenges such as inadequate professional training, lack of instructional resources, large class sizes, and insufficient policy support, which often hinder effective classroom delivery. The paper emphasises that quality teaching catalyzes the acquisition of 21st -century skills and improved academic outcomes. It recommends strengthening continuous professional development, integrating ICT into instruction, adopting learner-centred methodologies, motivating teachers through improved welfare, and enhancing the provision of instructional resources. It concludes that investing in quality teacher classroom delivery is indispensable for academic excellence and for equipping learners with the skills needed to thrive in a rapidly changing global environment.
EFFECT OF SOCIAL SKILLS TRAINING ON AGGRESSIVE BEHAVIOURAMONG SECONDARY SCHOOL STUDENTS IN ZARIA METROPOLIS,KADUNA STATE, NIGERIA
This study examined the effect of Social Skills Training Counselling Technique on aggressive behaviour. Three (3) objectives guided the study. Related to this, three corresponding null hypotheses were formulated and tested. All hypotheses were tested at the 0.05 level of significance. The study adopted a quasi-experimental design involving pre-test and post-test only. The population of the study comprised 120 SSII students identified with symptoms of aggressive behaviour through the use of the aggressive behaviour scale. A multistage sampling procedure was used to select fifteen (15) students among those who scored 40 – 60 points on the students’ aggressive behaviour scale from the population. All 15 students were exposed to Social Skills Training. The instrument used for data collection was the Aggressive Behaviour Checklist and aggressive behaviour assessment scale by Buss and Perry (1992). Data collected from the participants were analysed using descriptive and inferential statistics. Frequency and percentages were used to present the bio-data of the respondents, paired sample t-test was used to test all hypotheses 1-3. The results of the findings revealed that social skills training had significant effect on physical dimension of aggressive behaviour (p= .001, t=11.62, df =14); students exposed to social skills training on verbal dimension had a reduced on verbal aggressive behaviour (p= .001, t=10.19, df=14); and on emotional dimension had a reduced on emotional aggressive behaviour (p= .001, t=9.04, df =14); among secondary school students in Zaria Metropolis, Kaduna State, Nigeria. Based on the findings, it was concluded that social skills training significantly reduced the physical, verbal and emotional dimensions of aggressive behaviour among secondary school students. It was recommended among others that Counselling Psychologists are encouraged to adopt social skills training as an intervention strategy for addressing the physical, verbal and emotional dimensions of students’ aggressive behaviour.
CAREER ASPIRATION AS A PREDICTOR OF HEALTH-SEEKINGBEHAVIOUR AMONG FEMALE PUBLIC SECONDARY SCHOOL TEACHERSIN OSUN STATE, NIGERIA
Despite increasing emphasis on healthy lifestyle practices such as adequate nutrition, regular physical activity, and routine medical check-ups, unhealthy health-seeking behaviours remain prevalent among working populations. This study examined career aspiration as a predictor of health-seeking behaviour among female secondary school teachers in Osun State, Nigeria. A descriptive survey research design was adopted. The population comprised all female secondary school teachers in Osun State. A sample of 300 respondents was selected from twenty-three secondary schools across five local government areas using a multi-stage sampling technique. The sample size was determined using the Taro Yamane (1967) formula to ensure adequacy and representativeness. Data were collected using validated Career Aspiration and Health-Seeking Behaviour scales. Data analysis was conducted using Pearson Product-Moment Correlation and simple linear regression at the 0.05 level of significance. Findings revealed a significant positive relationship between career aspiration and healthseeking behaviour (r = .34, p < .05). Career aspiration accounted for approximately 22% of the variance in healthseeking behaviour and significantly predicted it (β = .30, t = 5.85, p < .05). This indicates that higher career aspiration is associated with better health-seeking behaviour. The study concludes that career aspiration significantly influences health-seeking behaviour among female teachers. It recommends strengthening career development programmes and workplace health interventions to enhance both professional growth and health outcomes.
PEER INFLUENCE AS A PREDICTOR OF SUBSTANCE ADDICTIONAMONG SECONDARY SCHOOL STUDENTS IN EDO STATE, NIGERIA
This study examined peer influence as a predictor of substance addiction among secondary school students in Edo State, Nigeria. The study was motivated by the increasing prevalence of substance-related behaviours among adolescents and the need to understand the role of social factors in shaping such behaviours. A correlational research design was adopted for the study. The population comprised all secondary school students in the study area, from which a representative sample was selected using appropriate sampling techniques. Data were collected using a structured questionnaire based on a substance use/addiction scale, which measured students’ exposure to and involvement in various psychoactive substances. The findings revealed that peer influence significantly predicts substance addiction among secondary school students. Students who are associated with peers who engage in substance use were more likely to exhibit addictive behaviours. The study also showed that peer pressure, modelling, and the desire for social acceptance were key mechanisms through which peer groups influenced substance-related behaviours. Based on the findings, it was concluded that peer influence plays a critical role in shaping substance addiction among adolescents. Therefore, the study recommends that school administrators and counsellors should implement peer-led intervention programmes and strengthen guidance and counselling services to help students develop resistance skills against negative peer pressure and reduce the incidence of substance addiction in secondary schools.
ASSESSING THE IMPLEMENTATION AND IMPACT OF NCCEBENCHMARKS ON ASSESSMENT PRACTICES IN COLLEGES OFEDUCATION IN NIGERIA
This study investigates the implementation and impact of the National Commission for Colleges of Education (NCCE) Benchmarks on assessment practices in Nigerian Colleges of Education. A descriptive survey design was employed with data collected from lecturers and academic administrators across federal, state, and private institutions. Of 450 questionnaires administered, 412 were returned (91.6% response rate). Descriptive statistics indicated a moderate level of benchmark implementation (Grand Mean = 2.87/4.00), with higher compliance in continuous assessment weighting (M = 3.12) and lower compliance in moderation (M = 2.61) and feedback mechanisms (M = 2.54). Inferential analyses showed significant differences across institution types (F(2, 409) = 5.84, p < .05). A strong positive relationship was found between benchmark implementation and assessment quality (r = .68, p < .05). Regression results revealed that benchmark implementation significantly predicted assessment quality (β = .64, t = 12.37, p < .05), explaining 46% of the variance (R² = .46). The findings indicate that while NCCE Benchmarks influence assessment practices, uneven implementation particularly in moderation and feedback limits their effectiveness. Strengthening assessment literacy, monitoring, and institutional support is recommended.
ASSESMENT ON UTILISATION OF EMERGENCY CONTRACEPTIVEAMONG FEMALE STUDENTS OF AHMADU BELLO UNIVERSITY, ZARIAMAIN CAMPUS
Contraception refers to the prevention of conception through the use of various devices, sexual practices, chemicals, drugs, or surgical procedures. This study employed a descriptive cross-sectional survey to assess the utilisation of emergency contraceptives among female students of Ahmadu Bello University, Zaria main campus. A simple random sampling technique was used to select 135 female students for participation. Findings indicated that the majority of respondents (64.4%) were between the ages of 21 and 24 years, and most respondents (96%) reported using emergency contraceptives more than twice a year. Among the 135 respondents, almost all (96%) identified Lydia pills and Postinor 2 as emergency contraceptives, while a small proportion (3%) reported no knowledge of any emergency contraceptives, and 1% mentioned Depo Provera, Lydia pills, and Postinor 2. Regarding the timing of use after unprotected sex, 35.6% reported the best time as 12 to 24 hours, 33.3% as 24 to 48 hours, and 17.8% as 72 to 120 hours. Concerning recommendations, the majority (80%) indicated that they would recommend emergency contraceptives to friends and relatives. Additionally, 56.3% perceived emergency contraceptives as very effective, while 51.9% considered them safe for users. The aggregate mean utilisation was 3.56, substantially higher than the decision mean of 2.50. A one-sample t-test yielded a t-value of 23.69, exceeding the critical t-value of 1.656 at the 0.05 significance level, leading to the rejection of the null hypothesis and indicating that the utilisation of emergency contraceptive methods among the students is statistically significant. The findings highlight the need for health educators to strengthen awareness and education campaigns on emergency contraceptive use, utilising diverse communication channels such as banners, posters, peer group education, information, education and communication (IEC) materials, social media platforms, and newspapers, to enhance knowledge, reduce stigma and promote responsible utilisation among female students. Furthermore, pharmacies and drug stores should improve customer care services to reduce challenges and stigmatisation for students.
INFLUENCE OF SCHOOL ENVIRONMENT ON ACADEMICACHIEVEMENT OF STUDENTS IN PUBLIC SENIOR SECONDARYSCHOOLS IN KADUNA STATE, NIGERIA
The study was carried out to investigate the influence of School Environment on Academic Achievement of Students in public Senior Secondary Schools in Kaduna State. The design for the study is descriptive survey design while the population of the study was 266,209 which comprised of 340 Principals, 6392 Teachers and 259,477 Students in Kaduna State Public Senior Secondary Schools. The sample size for the study was 384 respondents which was drawn using research Advisors (2006) , 30% of the sample was chosen using a purposive sampling. For the population, a proportionate sampling technique was employed. A researchers’ self-developed questionnaire with 50 items formed the instrument for data collection named School environment on academic achievement questionnaire “SEAASQ”. Three experts validated the instrument and a Cronbach Alpha reliability Coefficient of 0.80 was employed to ensure the reliability of the instrument. The study had two research objectives among which is to determine the influence of school location on the academic achievement of students and ascertain the influence of physical environment on the academic achievement of students in public senior secondary schools in Kaduna State Nigeria, two research questions and two null hypotheses guided the study which are in line with the study, ANOVA was used to test the null hypotheses. The findings revealed that school location influences the academic achievement of students in public senior secondary school in Kaduna State (P= 0.213). Physical Environment has influence on students’ academic achievement in public senior secondary school in Kaduna State (P=0.185). The study concluded that the location of a school affects accessibility, attendance, and exposure to learning resources, likewise adequate classrooms design, functional facilities and clean physical environment promotes concentration and effective teaching and learning.
DETERMINANTS OF TECHNOLOGY ADOPTION FOR ACADEMICSUPPORT SERVICES IN NIGERIAN UNIVERSITIES: AN EXTENDEDUTAUT MODEL APPROACH
The rapid digital transformation of higher education has significantly reshaped the delivery of academic support services across universities worldwide. Academic support services, including learning management systems, elibraries, online registration systems, virtual counselling, student information systems, and administrative support platforms, are increasingly becoming central to institutional effectiveness, student engagement, and educational quality. In Nigerian universities, despite increased institutional investments in information and communication technologies (ICT), the adoption and sustained utilisation of digital systems for academic support remain inconsistent due to behavioural, infrastructural, socio-economic, and organisational barriers. This paper examines the determinants of technology adoption for academic support services in Nigerian universities using an Extended Unified Theory of Acceptance and Use of Technology (UTAUT) model. Building on the foundational UTAUT constructs of performance expectancy, effort expectancy, social influence, and facilitating conditions, the study incorporates additional context-specific variables, such as digital literacy, institutional support, trust, and perceived financial cost, to better explain technology adoption within the realities of Nigerian higher education. Drawing from empirical studies and contemporary literature, the study proposes that behavioural intention mediates the relationship between these determinants and actual technology use. The paper adopts a quantitative orientation and recommends Structural Equation Modelling (SEM) as a robust analytical framework for empirical validation. The study contributes theoretically by extending UTAUT within a developing-country context and practically by providing evidence-based insights for university administrators, policymakers, and stakeholders seeking to strengthen sustainable digital transformation in Nigerian universities. It concludes that effective adoption of technology in academic support services depends not merely on technological availability but also on institutional readiness, digital competence, trust, and affordability.
COUNSELLING NEEDS FOR CAREGIVERS WORKING WITHVULNERABLE OLDER ADULTS
Caregivers who work with vulnerable older adults face multifaceted emotional, psychological, and practical challenges that can significantly impact their well-being and effectiveness in providing care. This paper explores the counselling needs of both formal and informal caregivers who support vulnerable older adults experiencing physical frailty, chronic illness, cognitive decline, and social vulnerability. Sources of stress were identified: multimorbidity and care recipient healthy complexity, cognitive impairment, sleep disturbances, low social support, lack of awareness or lack of support resources, among others. The caregiving role often exposes individuals to distressing experiences such as witnessing the decline, chronic illness, or death of the older adults in their care. These encounters may result in emotional exhaustion, compassion fatigue, and diminished empathy, all of which negatively impact caregivers’ well-being. The following suggestions were made: Counsellors should provide coping strategies such as relaxation techniques, mindfulness, cognitive-behavioural skills, and emotional processing to reduce burnout and promote psychological resilience. Counsellors should equip caregivers with knowledge about ageing-related conditions, behavioural changes in older adults, communication techniques, and realistic expectations. This empowers caregivers to understand the caregiving process better and reduces frustration, fear, and helplessness. Counsellors should help caregivers to develop time-management skills, explore social support systems, and create healthy boundaries to manage role conflict and reduce role overload. Counsellors should help them process these emotions, prepare psychologically, and develop effective coping mechanisms during transitions or medical emergencies.
MICROSOFT TEAMS ADOPTION FOR INSTRUCTION: AWARENESS,ACCESSIBILITY AMONG COMPUTER SCIENCE LECTURERS INFEDERAL TERTIARY INSTITUTIONS KADUNA STATE, NIGERIA
The role of technology and digital transformation in higher education has become increasingly significant in the 21st century, reshaping teaching and learning practices in Nigeria and globally. This study examined the extent of awareness and accessibility (System availability) of Microsoft Teams for Instruction among Computer Science lecturers in Federal Tertiary Institutions in Kaduna State, Nigeria. A cross-sectional descriptive research design was adopted. The population comprised 202 lecturers, of whom 202 were selected using census-based sampling techniques. A total of 192 completed questionnaires were retrieved and used for analysis. Data were collected using a validated instrument with a reliability coefficient of 0.752 (Cronbach’s Alpha). Descriptive statistics (frequency, mean, and standard deviation) and Chi-square tests were used for data analysis. Findings revealed that lecturers demonstrated a high level of Awareness of Microsoft Teams for Instruction, with a mean score of 2.97, exceeding the decision mean of 2.50, and the difference was statistically significant (χ² = 411.63, p < 0.001). On the other hand, Accessibility was relatively low, with a mean score of 2.41 below the decision mean, and showed a statistically significant difference (χ² = 258.40, p < 0.001). This indicated that while lecturers are generally aware of the platform, access is limited and largely dependent on personal efforts rather than institutional support. The study concluded that although awareness of Microsoft Teams for Instruction is high, accessibility remains inadequate. It recommended improved ICT infrastructure, enhanced institutional support, and targeted capacitybuilding programmes to promote effective integration of Microsoft Teams in teaching and learning.
SEXUAL DYSFUNCTION AMONG FEMALE UNIVERSITY STUDENTS INNIGERIA: PERMISSION, LIMITED INFORMATION, SPECIFICSUGGESTIONS, INTENSIVE THERAPY (PLISSIT) AS A SOLUTION
The study assessed the effectiveness of the PLISSIT model in managing female sexual dysfunction (FSD) among university students in Nigeria. The study employed a prospective cohort design, involving 400 students from a university in Nigeria. The population consisted of female university students, with a sample of 400 participants selected using a systematic sampling technique. The Female Sexual Function Index (FSFI) questionnaire was used to assess FSD, with a score ≤26.55 indicating FSD. The FSFI has been validated and shown to be reliable in assessing FSD, with a Cronbach's alpha of 0.911. Results in hypothesis 1 revealed that there is a significant prevalence of female sexual dysfunction (FSD) among female university students in Nigeria. Results in hypothesis 2 revealed that the PLISSIT model has a significant positive effect on sexual function (SMD: 1.677; 95% CI 0.668, 2.686; P < 0.05) and “sexual and communication satisfaction” sub-dimension of sexual life quality (SMD: 0.748; 95% CI 0.022, 1.475; P < 0.05). However, there is no significant difference in sexual satisfaction (SMD: 0.425; 95% CI: -0.335, 1.184; P > 0.05) and quality of sexual life scores between the PLISSIT and EX-PLISSIT groups and the comparison groups. Results in hypothesis 3 revealed that the interaction term (PLISSIT model x Age) is significant (B = 0.551, t = 6.65, p < 0.001). Furthermore, results in hypothesis 3 revealed that the interaction term (PLISSIT model x Relationship Status) is significant (B = 0.833, t = 3.422, p = 0.00084). The researchers recommend integrating the PLISSIT model into university services, training healthcare providers, and conducting awareness campaigns to reduce stigma and promote open discussions about sexual health.
AWARENESS AND USE OF INFORMATION SEARCH STRATEGIES FORLEARNING ACTIVITIES BY DIPLOMA STUDENTS IN AHMADU BELLOUNIVERSITY, ZARIA
The study investigated the Awareness and Use of Information Search Strategies for Learning Activities by Diploma Students in Ahmadu Bello University, Zaria. The objectives are to determine the extent to which Diploma Students are aware of information search strategies for learning activities in the Institute of Education, Ahmadu Bello University, Zaria and to identify the information search strategies that Diploma Students use for learning activities. Quantitative research methodology was adopted and cross-sectional survey research design was used for the study, the population of the study comprised of all two hundred and fourty-one (241) diploma students in Institute of Education, Ahmadu Bello University, Zaria in 2023/2024 academic session, one hundred and thirtytwo (132) were used as sample size, while one hundred and four (104) where fully retrieved and used for data analysis using simple random sampling technique. A questionnaire was used as an instrument for data collection. Descriptive statistical tools (Frequency distribution and percentage) were used. The study found that diploma students at the Institute of Education, Ahmadu Bello University, Zaria, demonstrate a clear awareness pattern characterised by positive awareness on phrase searching, keyword searching, Boolean operators, database/source selection, and subject heading searching. Also, the actual utilisation of information search strategies mirrors the awareness patterns, with students predominantly employing basic techniques including phrase searching, keyword searching, and Boolean operators. The study concluded that diploma students at the Institute of Education, Ahmadu Bello University, Zaria, demonstrate adequate awareness and usage of basic search strategies like phrase searching and keyword searching, but show significant deficits in understanding and applying advanced techniques such as field-specific searching, citation chaining, and search query refinement. It was recommended that the Institute of Education should develop and implement a scaffolded information literacy curriculum that systematically builds students' search strategy competencies from foundational techniques during orientation through intermediate strategies in early courses to sophisticated approaches in upper-level coursework across the diploma program duration. The university library should establish an embedded librarian program that assigns dedicated information professionals to research-intensive diploma courses, enabling regular classroom presence, course-integrated instruction, and accessible one-on-one consultation opportunities to address the extremely low utilisation of expert/librarian consultation.
EFFECT OF VIRTUAL INSTRUCTIONAL STRATEGY ON SECONDARYSCHOOL STUDENTS' READING COMPREHENSION PERFORMANCE INTHE FEDERAL CAPITAL TERRITORY, ABUJA
This study investigated the effect of virtual instructional strategy on secondary school students' reading comprehension in the Federal Capital Territory, Abuja. The research set out to determine whether a comparative difference exists in students’ interest in reading comprehension activities and the literal level in the reading comprehension performance of the students taught a virtual instructional strategy and those taught with a conventional instructional strategy. A quasi-experimental design was adopted for the study. To guide the study, two research questions were raised. Through the purposive sampling technique, a sample of 54 SSS 2 students was drawn from two private secondary schools in Abuja Municipal Area Council (AMAC), Federal Capital Territory, Abuja. Data were collected using the research instrument called the Reading Comprehension Test (RCT), adapted from New English Concept SSII. Simple percentage, standard deviation, mean, and t-test were used as statistical tools for the study. The results indicated that virtual instruction is effective in influencing students’ interest in reading comprehension activities and also fostering reading comprehension at the literal level. It was recommended that teachers should train and enhance students’ skills and aptitudes in summarising, evaluating and thinking at literal, inferential and critical levels using online activities, videos, audio, pictures and other text materials that are educationally appropriate.
ASSESSMENT OF TEACHERS' ROLES IN EARLY IDENTIFICATION OFCHILDREN WITH DYSLEXIA IN PUBLIC PRIMARY SCHOOLS IN OYOSTATE
This study investigated the role of public primary school teachers in Oyo State, Nigeria. The rationale stems from the abysmally low awareness in the early detection of dyslexia in children aged 6 to 10. The study was guided by four hypotheses. A sample of 386 instructors was chosen by multi-stage sampling from a population of 9,702 using a descriptive survey research design. Descriptive statistics, mainly frequency and mean, were used to analyse the sociodemographic data, while inferential statistics, mainly ANOVA and t-tests, were used to test the hypotheses. Teachers' Dyslexia Awareness and Identification Questionnaire (TDAIQ, r = 0.78) was designed by the researcher. Four hypotheses guided the study. The findings showed that teacher knowledge was at a critically low level (mean=35.32, t(385)=-27.47, p<.001), far below a 45-point threshold. Knowledge varied considerably by qualification, with those with a B.Ed. (mean =35.54) demonstrating better knowledge those with an NCE (mean =33.78, t(277)=-2.147, p=.034). Importantly, teachers with in-service training showed significantly more knowledge (mean =42.71) than those without (mean =29.98, t(384)=42.64, p<.001). Although a minimum of eleven years of experience was helpful, in-service training was found to be the most important thing. The study comes to the conclusion that early intervention is undermined by a significant knowledge gap. In order to prepare teachers as efficient first-line identifiers, it suggests enhancing pre-service teacher training courses and requiring ongoing, mandated professional development on dyslexia.
AN INVESTIGATION ON THE EFFECTS OF TEACHER-MADEINSTRUCTIONAL MATERIALS ON ECONOMICS STUDENTS’ ACADEMICPERFORMANCE AT SELECTED SENIOR SECONDARY SCHOOLS INBENUE STATE, NIGERIA
This examined the Effects of Teacher-Made Instructional Materials (TMIMs) on Economics students’ academic performance in selected senior secondary schools in Benue State, Nigeria. It provides a conceptual overview of teacher-made instructional materials on Economics students’ academic performance within the study area. The instrument for data collection was the Economics Performance Test (EPT). The study population comprised 142 economics students drawn from intact classes within the study area. A quasi-experimental research design was employed, involving two groups: experimental and control. The objectives of the study were to: (i) examine the difference between pre-test and post-test performance of Economics Students taught with teacher-made instructional materials in Senior Secondary Schools in Benue State, Nigeria; and (ii) determine the difference between pre-test and post-test performances of Economics students taught using teacher-made instructional materials and those taught without using teacher-made instructional materials in Senior Secondary Schools in Benue State, Nigeria. These objectives were aligned with the research questions and hypotheses formulated for the study. Findings revealed that teacher-made instructional materials has potentials to significantly enhance the teaching and learning of Economics at the senior secondary school level in Benue State, Nigeria. Nevertheless, the effective use of teacher-made instructional materials requires deliberate efforts to address identified challenges and limitations. The study emphasises that while teacher-made instructional materials can enrich instructional delivery and foster improved learning outcomes, teachers’ evaluation and pedagogical expertise remain indispensable. Teacher-made instructional materials should therefore be utilised to complement, rather than supplant, the role of teachers. Based on these findings, the study recommends, among other measures, the development of training programs to build teachers’ capacity for new trends in curriculum delivery, especially in the use of instructional materials, increased investment in instructional materials support to facilitate new trends in teaching in schools, and strengthened collaboration among educators. Furthermore, the study underscores the need for continuous curriculum review (in the use of teacher-made instructional materials) and revision to ensure that Economics education remains relevant and fosters skills acquisition.
MEDIA LITERACY AND GLOBAL ECONOMIC AWARENESS AMONGECONOMICS EDUCATION UNDERGRADUATES IN OGUN STATE,NIGERIA: PATTERNS OF ONLINE RESOURCE USE
This study examined media literacy and global economic awareness among Economics Education undergraduates in Ogun State, Nigeria, with a focus on patterns of online resource use. A descriptive survey research design was adopted to provide an empirical assessment of these constructs as they naturally occur among university students. The population comprised undergraduate Economics Education students from Tai Solarin Federal University of Education, Ijagun, and Olabisi Onabanjo University, Ago-Iwoye, and a sample of 313 year-three students was selected using a simple random sampling technique. Data were collected through three validated instruments: the Exposure to Online Economic Resources Questionnaire, the Economic Media Literacy Scale, and the Students’ Understanding of Global Economic Issues Scale, with reliability coefficients ranging from 0.81 to 0.86. Data were analysed using descriptive statistics, including mean scores and standard deviations. The findings revealed a high level of exposure to online economic resources (weighted mean = 3.02, SD = 0.75), indicating frequent engagement with digital journals, economic websites, and global news platforms. The results also showed a high level of economic media literacy (weighted mean = 3.03, SD = 0.74), suggesting that students were able to identify credible information, evaluate sources, recognise bias, and distinguish between factual content and opinions. In addition, students demonstrated a high level of understanding of global economic issues (weighted mean = 3.13, SD = 0.70), including inflation, globalisation, global conflicts, and the role of international economic institutions. The study concludes that students exhibit high levels of online economic resource exposure, economic media literacy, and understanding of global economic issues, and recommends sustained integration of online economic resources and media literacy instruction to further strengthen students’ global economic understanding.
DIGITAL LEARNING READINESS AND ONLINE INFORMATIONEVALUATION SKILLS AS DETERMINANTS OF ECONOMICS EDUCATIONSTUDENTS’ UNDERSTANDING OF GLOBAL ECONOMIC TRENDS INOGUN STATE
This study examined the digital learning readiness and online information evaluation skills of Economics Education students’ understanding of global economic trends in Ogun State, Nigeria. A correlational survey research design was adopted for the study. The population comprised undergraduate Economics Education students from Tai Solarin Federal University of Education, Ijagun, and Olabisi Onabanjo University, Ago-Iwoye. A total of 307 year-three students were selected using a simple random sampling technique. Data were collected using three validated instruments: the Digital Learning Readiness Questionnaire, the Online Information Evaluation Skills Scale, and the Students’ Understanding of Global Economic Trends Scale. Data obtained from the pilot study were analysed using Cronbach’s Alpha method, yielding reliability coefficients of 0.83 for the Digital Learning Readiness Questionnaire, 0.85 for the Online Information Evaluation Skills Scale, and 0.87 for the Students’ Understanding of Global Economic Trends Scale. Data were analysed using Pearson ProductMoment Correlation and Multiple Regression Analysis at the 0.05 level of significance. Findings revealed a significant positive relationship between digital learning readiness and students’ understanding of global economic trends, as well as a significant relationship between online information evaluation skills and students’ understanding of global economic trends. Furthermore, digital learning readiness and online information evaluation skills jointly contributed significantly to students’ understanding of global economic trends. The study concludes that students’ preparedness for digital learning and their ability to critically evaluate online information are crucial determinants of meaningful understanding of global economic trends. It recommends strengthening digital learning structures and integrating online information evaluation skills into teaching and learning processes.
EFFECT OF FLIPPED-CLASSROOM STRATEGY ON PERFORMANCE OFSENIOR SECONDARY SCHOOL STUDENTS IN INORGANIC CHEMISTRY,MAKURDI METROPOLIS, BENUE STATE, NIGERIA
This study investigated the effect of the flipped-classroom strategy on Senior Secondary School students' academic performance in Inorganic Chemistry in Makurdi Metropolis, Benue State, Nigeria. Two objectives, questions and null hypotheses guided the study. A quasi-experimental pretest-posttest non-equivalent control group design was adopted. The population comprised 1,754 SS II Chemistry students, from which a sample of 116 students (66 males, 50 females) was drawn from two purposively selected schools. Data were collected using the Inorganic Chemistry Performance Test (ICPT), validated by experts and yielding a reliability coefficient of r = .733 via Pearson Product-Moment Correlation. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance using SPSS version 24. Findings revealed that students taught using the flippedclassroom strategy performed significantly better in Inorganic Chemistry than those taught using the conventional method. The findings further revealed no statistically significant gender difference in academic performance among students exposed to the flipped-classroom strategy, indicating that the approach was equally effective for both male and female students. The study concluded that the flipped classroom strategy enhances students' academic performance in Inorganic Chemistry more effectively than the conventional method. It is recommended that Chemistry teachers adopt the flipped classroom strategy to promote active learning and improve student outcomes.
LEPROSY-RELATED DISABILITY AND PSYCHOSOCIAL WELL-BEING OFLEPROSY-AFFECTED PERSONS AS PERCEIVED BY RESIDENTS IN OYO,OYO STATE, NIGERIA
The study investigated leprosy-related disabilities and psychosocial well-being of leprosy-affected persons as perceived by residents in Oyo, Oyo State, Nigeria. A descriptive research design of the survey type was used. The population for the study comprised all residents in Ward 8 of Atiba Local Government, Oyo, Oyo State. A validated structured questionnaire was used for data gathering. The reliability coefficient of 0.77 was obtained using the split-half method and Cronbach’s alpha. All the null hypotheses were tested using Pearson ProductMoment Correlation. The study revealed that leprosy-related disability had a significant correlation with psychological well-being (r = 0.733, p < .05), social well-being (r = 0.840, p < .05) and marital well-being (r = 0.781, p < .05) of leprosy-affected persons as perceived by people in Oyo, Oyo State. It was recommended that there is a need for the engagement of health personnel in community mental health education, as this may reduce the psychological distress experienced by affected individuals. There is a need for a community engagement meeting and sensitisation on positive roles expected from relatives and community members towards leprosyaffected persons. Also, there is a need for the engagement of religious and community leaders on ways to stabilise homes of leprosy–affected persons through dialogues and mutual interactions.
ADMINISTRATIVE SUPERVISION AND TEACHERS’ LESSON PLANNINGAND DELIVERY IN PUBLIC SECONDARY SCHOOLS IN KATSINA STATE,NIGERIA
This study examined the impact of administrative supervision on teachers’ lesson planning and lesson delivery in public secondary schools in Katsina State, Nigeria. A descriptive survey design was employed, with a sample of 333 respondents comprising teachers, principals/vice principals, and quality assurance officers selected from twelve educational zones. Data were collected using a validated instrument titled the Administrative Supervision on Teachers’ Job Performance Scale (ASTJPS). 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 administrative supervision significantly enhances teachers’ lesson planning (grand mean = 3.98) and lesson delivery (grand mean = 4.45). Supervisory activities such as monitoring, feedback, and classroom visits improved instructional preparation, teaching methods, and classroom management. The hypotheses tested showed no significant differences in respondents’ opinions regarding lesson planning (p = .421) and lesson delivery (p = .381). The study concludes that administrative supervision is critical to improving instructional effectiveness. It recommends strengthening supervisory mechanisms, enhancing monitoring practices, and providing continuous professional support for teachers.
ASSESSMENT OF SCHOOL-BASED MANAGEMENT COMMITTEES’PARTICIPATION IN THE MANAGEMENT OF PUBLIC SENIORSECONDARY SCHOOLS IN SOUTH-WEST NIGERIA
The study assessed School-Based Management Committees’ participation in the management of public senior secondary schools in South-West Nigeria. The objectives of the study were to examine SBMCs’ involvement in the management of security, as well as teaching and learning facilities, in public senior secondary schools in the South-West Geo-Political Zone of Nigeria. The total population consisted of 100,380 participants from public senior secondary schools in the South-West Zone of Nigeria. A multi-stage sampling technique comprising stratified, proportional, and purposive sampling methods was adopted. A sample size of 384 was selected from the population using Research Advisors (2006). The respondents sampled included SBMC members, inspectors, principals, and teachers. The instrument used was a researcher-designed questionnaire titled “Assessment of School-Based Management Committees’ Participation in the Management of Public Senior Secondary Schools in South-West Nigeria.” The questionnaire was reviewed by an expert in the Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria, to establish its validity. The reliability coefficients of the instrument were 0.760 and 0.781, determined using Cronbach’s Alpha statistics. Data were analysed using SPSS version 22.0 at a 0.05 level of significance. The findings indicate that the calculated F-value (0.416) is lower than the critical value of 2.84, and the p-value (0.741) exceeds the 0.05 significance level, demonstrating no significant difference in respondents’ opinions regarding School-Based Management Committees’ participation in security matters; thus, Null Hypothesis 1 is retained. Similarly, the F-value (1.404) is below the critical value of 2.84, and the p-value (0.241) is greater than 0.05, indicating no significant difference in respondents’ opinions on SBMCs’ involvement in managing teaching and learning facilities; therefore, Null Hypothesis 2 is also retained. The study revealed that SBMCs make limited contributions to school security and provide inadequate support for essential teaching and learning facilities, as well as other capital-intensive projects in public secondary schools. It is recommended that SBMCs prioritise safety and security while strengthening stakeholder commitment to improve the management of teaching and learning facilities through increased incentives and adequate provision of instructional materials to enhance educational quality and outcomes.
INFLUENCE OF POLITICS ON SECURITY CHALLENGES FORSECONDARY SCHOOL MANAGEMENT IN KOGI STATE, NIGERIA
This study investigates the influence of politics on security challenges for secondary school management in Kogi state, Nigeria. Over the past few years, secondary schools have become exposed to violence, kidnapping, murder, and politically based unrest, which interfere with learning processes, jeopardise the security of students and teachers, and make school management difficult. These security outcomes are greatly influenced by political structures and leadership priorities and, therefore, affect policy implementation, resource distribution, and coordination with security agencies. This paper was guided by Systems Theory and Political Economy Theory as a way of exposing vulnerabilities in school security, which impact administrative efficiency, teacher morale, and student learning outcomes. The literature suggests that insecurity compels school administrators to use responsive management practices at the expense of school planning and focus on crisis management. Moreover, funds meant for the teaching process are often diverted to security, which worsens operational conditions. The paper establishes that the interaction between politics and security challenges is a systemic issue requiring specific interventions. It recommends merit-based leadership appointments, structured safety training, and formal cooperation between schools and security agencies.