Lagos Education Review

INTEGRATING SERVICE LEARNING, CIVIC VALUES, AND CIVIC SELF-EFFICACY IN THE CONTEXT OF CIVIC ENGAGEMENT AMONG POSTGRADUATE STUDENTS IN IBADAN, NIGERIA

2026-07-15T17:19:46+00:00

Universities are increasingly expected to produce graduates who exhibit both robust academic
abilities and a dedication to civic responsibility. This expectation holds particular importance
for postgraduate students who are gearing up for leadership positions in education, government,
and various professional fields. This research investigated the influence of service learning on
the cultivation of civic values and the enhancement of self confidence in civic engagement among
postgraduate students within the Department of Arts and Social Sciences Education at the
University of Ibadan, Nigeria. A structured questionnaire was distributed to 28 students involved
in service-learning projects to evaluate these characteristics. The findings revealed that service
learning played a significant role in fostering civic values and boosting students' confidence in
engaging in civic activities. Additionally, the study discovered that ongoing participation and
reflective involvement in service-learning initiatives promoted the development of civic identity,
social responsibility, and ethical consciousness among students. These results imply that
incorporating service learning into postgraduate curricula is a viable approach to enhancing
civic competences and equipping graduates to meet societal demands.

SELF-CONCEPT AND PEER PRESSURE AS DETERMINANTS OF EXAMINATION CHEATING BEHAVIOUR AMONG STUDENTS IN PUBLIC UNIVERSITIES IN LAGOS STATE (IMPLICATIONS FOR EVALUATORS)

2026-07-15T17:37:55+00:00

Examination cheating behaviour is an endemic situation that cuts across all levels of education
but is more pronounced at the tertiary level of education. It is against this background that the
study examined self-concept and peer pressure as determinants of examination cheating
behaviour among students in universities based in Lagos State. A descriptive survey research
design was employed. Multi-stage sampling technique, which involves purposive and
proportionate stratified sampling techniques, was used to select one hundred and sixty (160)
undergraduate students from two public universities in Lagos State. Three hypotheses were
developed and tested at 0.05 level of significance. The data for the study were collected using a
self-constructed questionnaire titled: Self - Concept, Peer Pressure, and Examination Cheating
Behaviour (SCPPECB) questionnaire). The Cronbach’s Alpha reliability coefficients for the
sub-scales in the questionnaire were 0.63 (Self- Concept), 0.84 (Peer Pressure), 0.95
(Examination Cheating Behaviour). The empirical results revealed that self-concept and peer
pressure are strong determinants of students’ examination cheating behaviour respectively.
Moreover, the joint effect of students’ self-concept and peer pressure was significant on students’
examination cheating behaviour, where such effect accounted for 71.8% of the variance in the
students’ examination cheating behaviour. Examination cheating behaviour was prevalent (i.e.
statistically significant) in some faculties of learning than in others in both universities. Based
on the findings, it was recommended among others that university authorities should develop
and strictly enforce clear and comprehensive policies on examination malpractice. Penalties for
cheating should be well publicised and consistently applied to deter students from engaging in
dishonest practices. Moreso, universities should introduce peer-mentoring programmes and
positive peer-group activities that promote integrity, ethical conduct, and academic excellence.

EXTRAMURAL SPORTS PROGRAMME PARTICIPATION AND STUDENTS’ HEALTH-RELATED INDICES IN TERTIARY INSTITUTIONS

2026-07-15T17:43:53+00:00

Participation in extramural sports activities has become an integral component of tertiary
education due to its contributions to students’ holistic health development. This paper examined
the health-related indices of students' participation in extramural sports activities in tertiary
institutions, using biopsychosocial, cognitive-behavioural, and physical fitness models as
theoretical foundations for conceptualising health outcomes across physiological,
psychological, and social indices. Physiological indices which include cardiorespiratory
endurance, muscular strength and endurance, flexibility, and body composition; Psychological
indices which include stress management, emotion regulation, self-esteem, and motivation, and
social indices such as teamwork, social integration, and institutional identity were discussed.
This paper also highlighted potential risk-related indices such as sports injuries and academic–
sport conflicts. The review concluded that structured participation in extramural sports
significantly enhances students’ physical fitness, mental well-being, and social functioning when
properly planned and managed.

CLASS SIZE AS A PREDICTOR OF STUDENTS’ ACADEMIC PERFORMANCE IN TECHNICAL DRAWING IN TECHNICAL COLLEGES IN EDO STATE, NIGERIA

2026-07-15T17:49:24+00:00

This study investigated the extent to which class size predicts students' academic performance
in Technical Drawing in Technical Colleges in Edo State, Nigeria. The persistent
underperformance of students in Technical Drawing in national examinations has drawn
attention to the role of the learning environment, particularly class size, in shaping student
achievement in technical colleges. The study adopted a correlational research design. The target
population consisted of 1,129 Tech I–III students enrolled in Engineering and Construction
Trades across five technical colleges in Edo State. A sample of 330 Tech II students was
purposively selected for the study. Data were collected through two validated instruments: the
Class Size Scale (CSS) and the Technical Drawing Achievement Test (TDAT). The split-half
reliability method yielded a reliability coefficient of 0.78 for the CSS, while 303 properly
completed instruments were found suitable for data analysis. Pearson product-moment
correlation and simple linear regression were employed for data analysis at a 0.05 significance
level. The findings established a negative, low, but statistically significant relationship between
class size and students' academic performance in Technical Drawing (r = −.35, p < .01).
Furthermore, regression analysis confirmed that class size was a significant predictor of
academic performance, explaining 12% of the variance in student achievement. The study
therefore concluded that larger class sizes are associated with diminished academic
performance in Technical Drawing. Consequently, it was recommended that class sizes in
technical colleges be reduced in accordance with the standards prescribed by the National
Board for Technical Education (NBTE). Additional recommendations included the recruitment
of more qualified teachers and the provision of adequate instructional resources to enhance
students' learning outcomes in Technical Drawing.

INTEGRATING ACUPUNCTURE AND LIFESTYLE EDUCATION FOR WOMEN WITH CHRONIC LOW BACK PAIN: A PEDAGOGICAL AND COMMUNITYCENTERED APPROACH

2026-07-15T17:54:57+00:00

Chronic low back pain (CLBP) is a leading cause of disability worldwide, deeply affecting
physical functioning, psychological well-being, and social participation. Traditional medical
interventions often emphasise pharmacological management; however, nonpharmacological
interventions such as acupuncture-based rehabilitation and lifestyle modification have shown
considerable promise. This article synthesises contemporary and historical evidence on these
interventions, examines their functional outcomes, and proposes an integrated pedagogical
framework for enhancing adherence, community awareness, and sustainable behaviour change.
By reframing CLBP management through educational and community lenses, this article
suggests that combining multimodal rehabilitation with targeted educational initiatives can
significantly improve functional outcomes and quality of life for women living with CLBP. Gaps
in existing literature are particularly gender specific and comparative studies and context
relevant research in low- and middle-income settings are identified. Implications for educators,
community health practitioners, and policymakers are discussed.

INDIGENOUS AFRICAN TOOLS FOR MEASURING EARLY CHILDHOOD ENVIRONMENT AND LEARNING QUALITY IN BASIC SCHOOLS IN KOSOFE LOCAL GOVERNMENT AREA OF LAGOS STATE, NIGERIA

2026-07-15T17:58:29+00:00

The quality of the early childhood learning environment significantly impacts the cognitive,
social, and emotional development of children. However, existing assessment tools for
measuring early childhood education quality in Nigeria are largely based on Western models,
which may not fully align with the cultural and contextual realities of indigenous African
learning settings. This study identified the use of indigenous African tools for measuring early
childhood environment and learning quality in basic schools in Kosofe Local Government Area
of Lagos State, Nigeria. The population comprised early childhood educators, and a sample of
300 teachers was selected using a stratified random sampling technique. The study was guided
by two research questions and one hypothesis. A structured questionnaire titled ‘Indigenous
African Tools for Measuring Early Childhood Environment and Learning Quality’
(IATMECELQ) consisting of ten item statements was used for data collection. Data were
analysed using descriptive statistics such as frequency counts, percentages, and mean scores,
while the hypothesis was tested using inferential statistics. The findings revealed that indigenous
African tools, including oral storytelling, community involvement, and traditional observational
techniques, play a crucial role in assessing early childhood education quality. However, these
tools were underutilised due to a lack of standardisation and formal recognition. The study
recommended the integration of culturally relevant assessment methods into Nigeria’s early
childhood education framework to improve learning outcomes and policy implementation.

FUTUROLOGY OF TEACHING AND EDUCATORS IN NIGERIA: EMERGING TRENDS AND MODERNITY IN THE 21ST CENTURY

2026-07-15T18:04:58+00:00

The teaching profession in Nigeria is currently confronted with declining interest, reduced
societal prestige, and a shortage of qualified educators. This situation has been exacerbated by
inadequate policy attention, poor remuneration, and the migration of experienced teachers to
more attractive professions. Despite these challenges, the demand for competent educators
continues to grow in response to increasing student enrolment across all levels of education.
This paper examines the future of teaching and educators in Nigeria within the context of 21stcentury realities. It explores emerging trends such as digital pedagogy, innovative teaching
methodologies, and the integration of technology in education. The study also reviews the
historical evolution of teaching in Nigeria and analyses the factors contributing to its current
state of decline. Furthermore, the paper highlights the implications of neglecting the teaching
profession, including declining enrolment in education programmes, proliferation of
substandard teacher training institutions, and the erosion of professional standards. It argues
that repositioning teaching for future relevance requires strategic reforms focused on
professional development, improved welfare, policy support, and the adoption of modern
educational practices. The paper concludes by proposing practical strategies to enhance the
status, attractiveness, and effectiveness of educators in Nigeria, ensuring that the profession is
well-equipped to meet the demands of the 21st-century knowledge economy.

INFLUENCE OF PROFESSIONAL LEARNING COMMUNITIES ON EARLY CHILDHOOD TEACHER EFFECTIVENESS IN SELECTED LOCAL GOVERNMENT AREAS OF LAGOS STATE, NIGERIA

2026-07-15T18:12:06+00:00

Early childhood education (ECE) quality is fundamentally shaped by teacher effectiveness. Yet
in many developing contexts such as Nigeria, teachers often operate in isolation with limited
access to sustained structured professional development. Although Professional Learning
Communities (PLCs) are globally recognised as a powerful mechanism for improving teaching
quality, empirical evidence on their effectiveness within early childhood education in SubSaharan Africa remains limited, particularly in Lagos State. This study therefore examined the
influence of PLC participation on teacher effectiveness in early childhood education using a
multidimensional analytical framework. Guided by Social Constructivism and Collaborative
Learning Theory, the study adopted a quantitative correlational design. A sample of 84 early
childhood education teachers from four selected Local Government Areas in Lagos State (Ikeja,
Alimosho, Surulere, and Ikorodu) participated in the study. Data were collected using a
structured questionnaire and were analysed using descriptive statistics, Pearson correlation,
and multiple regression analysis. Findings revealed high levels of PLC participation (M = 3.84)
alongside strong teacher effectiveness across multiple dimensions. Significant positive
relationships were identified between PLC participation and pedagogical competence (r = .62),
instructional practices (r = .58), classroom management (r = .54), and professional growth (r
= .67), all at p < .01. Regression results further indicated that PLC participation significantly
predicts teacher effectiveness (β = .64, p < .001), explaining a substantial proportion of variance
in outcomes. The study establishes PLCs as a critical driver of teacher effectiveness in early
childhood education and contributes to the limited empirical literature within the Nigerian
context. It recommends the institutionalisation of PLCs within teacher professional development
frameworks, alongside strengthened school-based collaboration structures, to sustain
continuous professional learning.

THE EFFECT OF EDUCATIONAL ROBOTICS ON COGNITIVE, SOCIOEMOTIONAL, AND CREATIVE DEVELOPMENT AMONG PRE-SCHOOL CHILDREN IN LAGOS STATE, NIGERIA: THE ROLE OF TEACHER READINESS AND RESOURCE AVAILABILITY

2026-07-16T07:23:39+00:00

Educational robotics is increasingly being recognised as an innovative pedagogical approach for strengthening early childhood learning outcomes, particularly in enhancing problemsolving, collaboration, and creativity. However, its classroom integration in many low-resource contexts remains limited and uneven, with implementation often influenced by teacher preparedness and access to instructional resources (Ouyang & Xu, 2024; Voogt et al., 2023). This study examined the effect of educational robotics on the cognitive, socioemotional, and creative development of pre-school children in Lagos State, Nigeria, with particular attention to the role of teacher readiness and resource availability. A quasi-experimental design, complemented by correlational analysis, was adopted. The sample comprised 101 pre-school children and 15 teachers drawn from 15 schools across five educational districts in Lagos State. Data were collected using structured observation checklists, a teacher readiness questionnaire, and a robotics resource inventory, with reliability coefficients ranging from α = .82 to .88. Descriptive statistics, independent samples t-test, and Pearson correlation were employed for data analysis at the 0.05 significance level. Findings revealed that children exposed to educational robotics demonstrated significantly higher cognitive outcomes, particularly in problem-solving and logical reasoning, with additional gains in memory, literacy, and numeracy. Significant improvements were also observed in socioemotional development, including collaboration, communication, empathy, and self-regulation, as well as in creative development through imagination, experimentation, and divergent thinking (p < .001). Teacher readiness and resource availability were significantly associated with all developmental outcomes. The study concluded that educational robotics can effectively support holistic preschool development when reinforced by adequate teacher competence and access to appropriate instructional resources. The findings highlighted the need for context-sensitive integration strategies to strengthen early childhood education in Nigeria.

DETERMINANTS OF DISTANCE LEARNERS’ ENGAGEMENT AT AHMADU BELLO UNIVERSITY, NIGERIA: POLICY DIRECTIONS

2026-07-16T07:31:50+00:00

This study examined the relationship among active learning strategies, support services, and distance learners’ engagement at the Distance Learning Centre of Ahmadu Bello University, Nigeria. Four research objectives and four null hypotheses guided the study. The correlational survey research design was adopted. The population comprised 12,500 undergraduate distance learners, from which a sample of 412 respondents was selected using stratified and simple random sampling techniques. Data were collected using a self-developed instrument titled Active Learning, Support Services, and Engagement Questionnaire (ALSEQ), with established validity and reliability. Data were analysed using chi-square statistics at the 0.05 level of significance. The findings revealed that collaborative learning, interactive media tools, academic support, and technical support significantly related to distance learners’ engagement. This indicates that both pedagogical strategies and institutional support systems play a critical role in enhancing learner participation in distance education. The study concludes that effective implementation of active learning strategies, alongside robust academic and technical support services, significantly improves engagement among distance learners. The study recommends that the Directorate of Distance Learning should institutionalise structured collaborative learning activities and integrate interactive media tools into course design to optimise learners’ engagement.

TRANSFORMATIVE EDUCATIONAL LEADERSHIP AS A PREDICTOR OF ARTIFICIAL INTELLIGENCE READINESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA

2026-07-16T07:39:26+00:00

As artificial intelligence (AI) becomes increasingly fundamental to education systems globally, public senior secondary schools in Lagos State, Nigeria face the urgent need to assess their readiness for AI integration. This study examined the relationship between transformative educational leadership and AI readiness in selected public senior secondary schools in Lagos State. Specifically, the study investigated the relationships between administrative efficiency, resource management, and digital literacy, and institutional AI readiness indicators such as digital skills, staff capacity, and organisational preparedness. A quantitative research design was adopted, and data were collected from 50 principals in Education District V, Lagos State, using a structured questionnaire. Data were analysed using descriptive statistics and Pearson correlation analysis. Findings revealed significant positive relationships between leadership variables and AI readiness. Administrative efficiency showed the strongest correlation with AI readiness (r = .62, p < .01), followed by resource management (r = .54, p < .01). Digital literacy also showed a significant but comparatively weaker relationship with AI readiness (r = .54, p < .01), indicating its continued importance as a developmental challenge in schools. The study concludes that transformative educational leadership is a significant predictor of AI readiness in public senior secondary schools in Lagos State, Nigeria. It recommends targeted leadership training, improved policy frameworks, and increased investment in digital infrastructure to support effective and equitable AI adoption in schools.

THE RELATIONSHIP BETWEEN ENVIRONMENTAL LITERACY AND GREEN ENTREPRENEURIAL INTENTIONS AMONG UNDERGRADUATE STUDENTS IN FEDERAL COLLEGE OF EDUCATION, EHA-AMUFU, ENUGU STATE, NIGERIA

2026-07-16T07:47:20+00:00

This study examined the relationship between environmental literacy and green entrepreneurial intentions among undergraduate students of the Federal College of Education, Eha-Amufu, Enugu State, Nigeria. A descriptive survey research design was adopted. Data were collected from 74 undergraduate students using the Environmental Literacy and Green Entrepreneurial Intentions Scale (ELGEIS). The instrument was validated by experts, while its reliability was established using Cronbach’s Alpha, yielding a coefficient of 0.82. Data were analysed using IBM SPSS Statistics, employing mean and standard deviation to answer research questions and Pearson Product Moment Correlation to test relationships. Findings revealed that environmental literacy has positive relationships with green entrepreneurial intentions across its three dimensions. Affective disposition showed a strong positive relationship (r = 0.814), cognitive knowledge demonstrated a moderate positive relationship (r = 0.652), while skillbased literacy indicated a low to moderate positive relationship (r = 0.388). The results suggest that although students demonstrate strong environmental values and adequate theoretical knowledge, their practical ecological skills remain comparatively underdeveloped. The study concluded that promoting green entrepreneurship among undergraduates requires a stronger emphasis on practical skill-based environmental training within the curriculum.

INNOVATION IN THE TEACHING AND LEARNING OF BASIC SCIENCE AND TECHNOLOGY: A KEY FOR ATTAINING THE SUSTAINABLE DEVELOPMENT GOALS IN SCIENCE

2026-07-16T07:56:39+00:00

This paper discussed the role of adopting or utilizing innovative strategies and techniques on teaching and learning of concepts in Basic Science and Technology and its contribution to the attainment of sustainable development goals in Science. It highlighted some of the suitable innovative methods that can influence effective transition from how science was taught and learned in the traditional era to this era of technology driven knowledge acquisition. It stress the potency of innovative strategies in achieving science development goals as entrenched in national policy on science and science education. The authors looked into the impact of these innovative strategies on the attainment of science development goals and how it influences the teaching and learning of basic science and technology. The paper rounded up its submission through identification of some of the challenges facing effective adoption of innovative strategies to teaching efficiency and suggested the ways to overcome the listed challenges which is believed when positively adopted can influence the attainment of sustainable development goals in science.

DIVORCE AND ITS IMPACT ON THE SOCIAL WELL-BEING OF PRIMARY SCHOOL CHILDREN IN OYO STATE, NIGERIA.

2026-07-16T08:02:23+00:00

The paper examined divorce and its impact on the social well-being of primary school children in Oyo State, Nigeria. The main factors responsible for divorce were examined and discussed, which include infidelity, infertility, lack of communication, abuse, and financial issues, to mention but a few. Certain theoretical frameworks were also examined and expounded. The impact of divorce on the well-being of primary school children was also discussed. It was recommended that to alleviate the negative impact of divorce on primary school children, some measures should be taken. Such measures include enhancing the school support system, parental education programmes, community engagement, and economic empowerment. It was concluded that since divorce undeniably poses challenges to the academic achievement and social wellbeing of primary school children, a collaboration involving schools, parents, and the community can significantly alleviate these consequences of divorce. In relation to that, the establishment of comprehensive counseling services in educational institutions can offer young children a secure environment to articulate their emotions and cultivate coping mechanisms.

RELATIONSHIP BETWEEN LEARNING STYLES, ACHIEVEMENT MOTIVATION, AND ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE STUDIES AMONG SECONDARY SCHOOL STUDENTS IN ALIMOSHO, LAGOS STATE, NIGERIA

2026-07-16T08:08:50+00:00

This study examined the relationship between learning styles, achievement motivation, and academic performance of senior secondary school students in Lagos State. A descriptive survey design was employed. The population consisted of all secondary school students in Alimosho Local Government Area of Lagos State, and the sample comprised 100 Senior Secondary Class II Students selected by simple random sampling. Four (4) Senior Secondary Schools were used in the study. Senior Secondary Class II students were chosen because they were deemed academically mature enough to provide reliable responses. Data were collected using two standardised questionnaires (containing 30 and 32 items, respectively). Four hypotheses were tested using Pearson Product Moment Correlation, independent samples t-tests, and one-way Analysis of Variance (ANOVA) at the 0.05 significance level with SPSS. Findings indicated that learning styles had no significant effect on students’ academic performance, whereas achievement motivation was significantly related to academic performance. Additionally, the study found no significant differences in achievement motivation across different learning style groups, and no significant gender differences in academic performance. Based on these results, it was recommended that school administrators should implement continuous assessment and reward systems to boost student’s motivation. Teachers should publicly acknowledge students’ efforts, and government and educational stakeholders should support instructional practices that address diverse learning style preferences.

UNIVERSAL BASIC EDUCATION IMPLEMENTATION AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC JUNIOR SECONDARY SCHOOLS, OYO STATE

2026-07-16T08:15:44+00:00

This study examined key indicators of Universal Basic Education (UBE) programme implementation and their influence on students’ academic performance in public junior secondary schools in Oyo State, Nigeria. Specifically, the study investigated the adequacy of qualified teaching staff, compliance with the UBE-recommended 1:40 teacher–student ratio, and effectiveness of school supervision. A descriptive survey design was adopted, with a population of 11,639 principals and teachers. A sample of 1,650 respondents was selected through a multistage sampling technique. Data were collected using adapted and validated questionnaires, and analysed using descriptive statistics and multiple regression at a 0.05 significance level. Findings revealed that students’ academic performance was average, most teachers possessed the minimum professional qualifications required for teaching, and the teacher–student ratio was favourable at 1:18. School supervision was generally of low effectiveness. However, school supervision had a significant contribution to students’ academic performance (R=.175; R2=.031; F=43.402; p<.05) (R = .175; R^2 = .031; F = 43.402; p < .05) (R=.175; R2=.031; F=43.402; p<.05), accounting for 3.1% of the variance in academic performance. The study concluded that although public junior secondary schools in Oyo State largely complied with teacher qualification and teacher–student ratio requirements of the UBE programme, improving the effectiveness of school supervision is necessary to enhance students’ academic performance. Keywords: Universal Basic Education, teacher qualifications, teacher–student ratio, school supervision, academic performance, Oyo State.

UNIVERSAL BASIC EDUCATION AS A NEXUS FOR ACTUALISING THE RIGHT TO EDUCATION FOR LEARNERS WITH DISABILITIES IN NIGERIA: IMPLICATIONS FOR SUSTAINABLE DEVELOPMENT

2026-07-16T09:06:07+00:00

This paper examines Universal Basic Education (UBE) as a framework for actualising the right
to education for learners with disabilities in Nigeria within the context of sustainable
development. The study adopts a historical method of inquiry, drawing evidence from relevant
policy documents, international conventions, and educational reports, including UNESCO
frameworks. The analysis is anchored on the Social Model of Disability and Inclusive Education
Theory, which provide a conceptual basis for understanding the relationship between UBE
implementation, special education provision, and sustainable development goals. The study
traces the historical evolution of special education in Nigeria, examines provisions of the
National Policy on Education and the National Policy on Special Needs Education, and reviews
the objectives of the UBE programme. Findings reveal that special education in Nigeria has
progressed from missionary driven charitable interventions to more structured policy driven
frameworks; however, implementation gaps, inadequate funding, and limited infrastructure
continue to hinder effective inclusion. The study concludes that while UBE provides a strong
policy foundation for inclusive education, its effectiveness in promoting equitable access for
learners with disabilities remains constrained. It recommends strengthened policy
implementation, increased funding, and improved teacher preparation for inclusive education
delivery.

NEXUS BETWEEN DIGITAL STORYTELLING AND LEARNERS’ ACADEMIC ACHIEVEMENT: A REVIEW OF CONTEMPORARY LITERATURE

2026-07-16T09:21:43+00:00

Digital storytelling has emerged as an innovative pedagogical approach that integrates
multimedia elements such as audios, images, animations, videos and music to enhance teaching
and learning. Numerous factors contribute to learners' academic achievement, among which
teacher pedagogy is a key determinant. This paper examines the nexus between digital
storytelling and learners’ academic achievement using current empirical and theoretical
literature. Drawing on recent studies across early childhood and primary education, the paper
synthesises evidence on how digital storytelling influences learning outcomes, learners’
engagement, literacy, motivation, and critical thinking. Findings from contemporary research
indicate that digital storytelling significantly improves learners’ academic performance by
promoting active participation, contextualised learning, and cognitive engagement. The paper
concludes that digital storytelling is a powerful instructional strategy for enhancing academic
achievement, and recommends its systematic integration into early childhood and primary
education curriculum and teacher training programmes. Suggestions include: teachers should
integrate digital storytelling into instructional strategies across subject areas and that teacher
education programmes should include training in digital pedagogy and multimedia content
creation.

EXAMINING THE SOCIOLOGICAL INFLUENCE OF INFORMAL SOCIOCULTURAL FACTORS AND THE HIDDEN CURRICULUM ON GRADUATE ENTREPRENEURIAL INTENTIONS IN NORTHWEST, NIGERIA

2026-07-16T09:34:06+00:00

This study examined the influence of sociocultural norms, family entrepreneurial background,
religious and ethical beliefs, hidden curriculum exposure, and peer and social network influence
on graduate entrepreneurial intentions among 378 final-year undergraduates from public
universities across the Northwest states of Nigeria, using a quantitative cross-sectional survey.
A validated instrument with a Cronbach’s alpha coefficient of .79 was used for data collection.
Data were analysed using descriptive statistics, Spearman’s rank-order correlations, and
multiple linear regression. Results indicated that all five predictor variables significantly and
positively predicted graduate entrepreneurial intentions. Peer and social network influence (β
= .29, p < .001) and sociocultural norms (β = .27, p < .001) were the strongest predictors. The
regression model explained 62% of the variance in graduate entrepreneurial intentions (R2 =
.62, adjusted R2 = .61, F(5, 372) = 121.47, p < .001). The study concludes that entrepreneurial
intention formation among Northwest Nigerian graduates is deeply embedded in sociological
processes operating both outside and within the university, and recommends culturally
embedded entrepreneurship education reforms and community-based entrepreneurship
ecosystems.

FAMILY BACKGROUND AND ITS DETERMINANTS AS PREDICTORS OF ENTREPRENEURIAL INTENTIONS AMONG YOUNG ADULTS IN LAGOS STATE, NIGERIA: SOCIO-ECONOMIC, CULTURAL, AND EDUCATIONAL PERSPECTIVES

2026-07-16T10:11:49+00:00

Entrepreneurship is widely acknowledged as a strategic driver of economic growth, employment
generation, innovation, and poverty reduction, particularly in developing economies
experiencing high youth unemployment. This study examined the influence of family background
determinants on entrepreneurial intentions among young adults in Lagos State, Nigeria,
focusing on low-income family background, parental occupation, socio-economic status, and
family values and culture. The study was anchored on the Theory of Planned Behaviour, Social
Cognitive Theory, Human Capital Theory, and the Entrepreneurial Event Model. A descriptive
survey research design was adopted. The population comprised young adults aged 18–35 years
across the five administrative divisions of Lagos State. Using convenience and multi-stage
sampling techniques, 200 questionnaires were distributed, while 187 valid responses were
analysed, representing a 93.5% response rate. Data were collected through a structured
questionnaire with reliability coefficients ranging from 0.76 to 0.85. Descriptive statistics and
multiple linear regression were employed for data analysis at the 0.05 significance level.
Findings revealed that low family income had a significant negative effect on entrepreneurial
intentions, whereas parental occupation, socio-economic status, and family values and culture
exerted significant positive influences. Family values and culture emerged as the strongest
predictor of entrepreneurial intention. The study concluded that entrepreneurial intentions
among young adults are significantly shaped by family-related socio-economic and cultural
factors. The study recommends family-inclusive entrepreneurship policies, targeted financial
support for disadvantaged youth, and mentorship programmes that strengthen entrepreneurial
orientation. These findings provide context-specific evidence for strengthening entrepreneurship
development initiatives and improving sustainable national youth economic participation in
Nigeria.

ASSESSMENT OF OCCUPATIONAL HEALTH HAZARDS, WORKPLACE PRACTICES, AND SAFETY BEHAVIOURS AMONG ROADSIDE AUTOMOBILE MECHANICS IN OGBOMOSO, OYO STATE, NIGERIA

2026-07-16T10:39:29+00:00

This study assessed occupational health hazards, workplace practices, and safety behaviours
among roadside automobile mechanics in Ogbomoso, Oyo State, Nigeria. A survey research
design was adopted for the study. The population comprised all roadside automobile mechanics
in Ogbomoso and its environs. The sample size was determined using Taro Yamane’s formula,
and a total of 180 respondents were selected using a multistage sampling technique involving
stratified, cluster, proportionate, and convenience sampling methods. Data were collected using
a structured questionnaire validated by three experts. The reliability of the instrument was
established using Cronbach’s alpha, yielding a coefficient of 0.73. Data were analysed using
descriptive statistics (percentage and mean), while hypotheses were tested using Pearson
correlation at the 0.05 level of significance. The findings revealed that body pains (M = 1.86)
were the most commonly reported occupational health hazards. Working without personal
protective equipment (M = 3.38) was identified as the most prevalent unsafe workplace practice,
while daily disposal of waste (M = 3.20) was the most commonly adopted safety behaviour. The
results further showed that workplace practices had a significant relationship with occupational
health hazards (r = .75, p < .05), whereas safety behaviours had no significant relationship with
occupational health hazards (r = .13, p > .05). The study concluded that unsafe workplace
practices significantly contribute to occupational health hazards among roadside automobile
mechanics. It was recommended that health educators should conduct awareness campaigns
and training programmes to promote safe workplace practices and the consistent use of personal
protective equipment.

INTERNAL STRATEGIC FACTORS MANAGEMENT AS PREDICTORS OF OPERATIONAL EFFICIENCY IN FEDERAL UNIVERSITIES IN NORTHEAST, NIGERIA

2026-07-16T10:50:24+00:00

Operational efficiency in universities in Northeast Nigeria seems to be declining thereby raising
concerns that this may negatively affect the performance of these universities. This study
examined internal strategic factors management as predictors of operational efficiency in
federal universities in Northeast, Nigeria. The study adopted a predictive correlational research
design. Five research objectives were realised through four research questions, while one
composite hypothesis was formulated and tested at a 0.05 level of significance. The population
for this study was 20, 949 personnel, comprising 6,715 academic staff and 14,234 senior
administrative non-academic staff across federal universities in Northeast Nigeria. The sample
for this study was a total of 762 personnel, comprising 378 academic staff and 389 senior
administrative non-academic staff. The instruments, titled the Internal Factors Management
Questionnaire (IFMQ) and the Operational Efficiency Questionnaire (OEQ), were subjected to
face and content validation and were pilot-tested using the Cronbach’s alpha statistic, which
yielded reliability coefficients above 0.84 and 0.72 for the two instruments, indicating that they
were reliable. The data collected were analyzed using mean and standard deviation to answer
the research questions, while multiple regression analysis was used to test the hypothesis at a
0.05 level of significance. The study found that internal factors comprising strength, weakness,
opportunity and threat significantly predicted operational efficiency in federal universities in
Northeast, Nigeria (F(4, 382) = 27.534, p < 0.05). The study recommended, among others, that
university administrators should encourage political participation, vibrant economic policies,
and social engagement and technological pursuit to maximise opportunities and minimise threat
towards higher operational efficiency.

DIGITAL INCLUSION AND LIBRARIES IN AFRICA: BRIDGING THE DIVIDE

2026-07-16T11:12:12+00:00

Digital technology has become central to contemporary societal engagement, cutting across
high, middle, and low-income populations globally. Existing literature indicates that libraries
play a critical role in promoting digital inclusion, particularly among marginalised groups. This
study examined the role of African libraries in facilitating digital inclusion, with specific
emphasis on Nigerian libraries.Findings reveal that rural and low-income populations are
disproportionately affected by digital exclusion, though libraries across Africa are actively
addressing this challenge. Countries such as South Africa, Kenya, Ghana, Uganda, Tanzania,
and Nigeria are implementing various interventions through national, public, academic, school,
and community libraries. These interventions include the provision of internet access, digital
resources, structured digital literacy programmes, and online reading platforms.The study
concludes that enhancing digital inclusion in Africa requires technological innovation,
structural reforms, epistemic justice, and culturally responsive policy development.

EFFECTS OF PREVENTION-DRIVEN AND CHARISMATIC LEADERSHIP STYLES ON MEDIUM-SIZED ORGANISATIONS

2026-07-15T17:35:55+00:00

Medium-sized organisations operate in environments that require both stability and
adaptability. This position paper examines the effects of prevention-driven and charismatic
leadership styles on such organisations. Prevention-driven leadership prioritises risk
management, operational stability, and compliance, thereby enhancing organisational
resilience; however, it may also inhibit innovation and reduce employee motivation. This
leadership style emphasises risk avoidance and procedural adherence, contributing to
operational consistency while potentially constraining creativity. In contrast, charismatic
leadership promotes inspiration, vision articulation, and employee engagement, thereby
fostering innovation and organisational change. However, it may also introduce risks related to
leader dependency and biased decision-making. Through a comprehensive review of existing
literature and case analyses, this study highlights the importance of balancing these leadership
approaches based on situational demands. The paper recommends the adoption of situational
leadership practices, the encouragement of balanced risk-taking, and the implementation of
effective succession planning strategies to enhance organisational effectiveness. The findings
suggest that medium-sized organisations benefit from leadership flexibility that aligns
leadership style with contextual needs, thereby improving resilience, innovation, and employee
engagement. By integrating both prevention-driven and charismatic leadership traits,
organisations can achieve sustainable growth while navigating complex and dynamic
environments.

EFFECT OF SCHOOL MANAGEMENT STRATEGIES ON INCLUSIVITY IN MULTICULTURAL CLASSROOMS IN DELTA STATE, NIGERIA

2026-07-15T17:42:46+00:00

This study examined the relationship between school management strategies and inclusivity in
multicultural classrooms in the public secondary schools in Delta State. The study was anchored
on Banks’ Multicultural Education Theory and Gay’s Culturally Responsive Teaching Theory.
The study addressed the problem of language barriers, cultural misunderstandings, inadequate
teacher preparedness, and weak inclusive practices in culturally diverse classrooms. Both
descriptive survey and ex-post facto designs were adopted. The population of the study
comprised 7,500 teachers, while a sample of 364 teachers was selected using stratified random
sampling technique. Data were collected using a researcher-developed instrument titled School
Management Strategies and Inclusivity Questionnaire (SMSIQ). The instrument was validated
by experts, and a Cronbach Alpha reliability coefficient of 0.86 was obtained. Data were
analysed using mean, standard deviation, and simple linear regression analysis at 0.05 level of
significance. The findings revealed that language barriers and cultural misunderstandings were
significantly associated with reduced students’ participation and classroom inclusivity, while
teacher preparedness and school management strategies showed significant positive
relationships with inclusive classroom practices. The regression results showed moderate to
strong relationships among the variables, with R2 values ranging from 0.48 to 0.58. The study
concluded that inclusive leadership practices, teacher professional development, and culturally
responsive policies are important for promoting inclusivity in multicultural classrooms.
However, the study was limited to teachers in public secondary schools in Delta State and relied
mainly on self-reported data. The study recommended that educational authorities should
strengthen multicultural education policies and provide continuous teacher training on inclusive
classroom management.

EFFECT OF 7E-LEARNING INSTRUCTIONAL STRATEGY ON GENDER AND STUDENTS’ MATHEMATICAL ABILITY IN PHYSICS PRACTICAL ACHIEVEMENT IN LAGOS STATE

2026-07-15T17:54:43+00:00

The research assessed the effectiveness of the 7E-Learning instructional approach in minimising
gender-related gaps and differences in mathematical ability affecting physics practical
achievement in Lagos State. A quasi-experimental research framework was utilised for the study,
comprising 372 respondents selected from six schools using stratified and simple random
sampling methods within six educational districts of Lagos State. Reliability was determined
through the test–retest procedure, producing reliability coefficients of 0.84 and 0.72
respectively. Data were analysed through mean scores, standard deviation, and inferential
statistics (ANCOVA). The results indicated that female students in the Experimental Group
obtained higher mean scores than their male counterparts within the same group. In addition, a
statistically significant variation existed in the mean achievement scores of learners exposed to
the 7E-Learning instructional strategy compared with those instructed through the conventional
teacher-centred demonstration approach. The study concluded that the 7E-Learning
instructional strategy considerably improves students’ performance in physics practical
activities, with female students showing greater gains. The study further suggested that physics
instructors integrate the 7E-Learning instructional strategy into classroom practice to promote
learner-centred and constructivist teaching environments while reducing gender disparities in
achievement. Moreover, curriculum development agencies should organise professional
development programmes aimed at providing educators with the competencies required for the
effective application of the 7E-Learning instructional strategy during practical lessons.

ETHICAL CHALLENGES OF USING AI IN ACADEMIC RESEARCH

2026-07-15T17:59:57+00:00

The use of Artificial Intelligence (AI) tools and applications in composing academic papers is
becoming rampant. The problem is not the usage but the unethical use. This paper, therefore,
examined the ethical implications of AI use in academic writing, defined their scope, outlined a
clear methodological approach, and explained the relevance of the inquiry for contemporary
scholarship. The paper adopted the descriptive and qualitative methods. Recent academic works
on the use of AI were analysed in order to identify recurring ethical themes and areas of ongoing
debate. The findings show that many are depending on AI to compose academic writings.
Sometimes, AI gives biased, false, and unreliable information. Also, over-dependence on and the
misuse of these tools can encourage or result in plagiarism, superficial analysis, and intellectual
laziness. The paper recommends that schools should develop relevant policies on the use of AI.
Also, school administrators and educationists should often organise seminars where students
are taught effective and ethical use of AI. Finally, the paper concludes by noting that AI should
not be eliminated from academics. Rather, its use should be transparent, ethical, and supportive
of meaningful teaching and learning.

EFFECTS OF ALGODOO SIMULATION-ENHANCED PROJECT-BASED AND COLLABORATIVE STRATEGIES ON PRE-SERVICE PHYSICS TEACHERS’ PROBLEM-SOLVING SKILLS IN SOUTH-WEST NIGERIA

2026-07-15T18:34:23+00:00

The persistent difficulty students experience in understanding core concepts in physics remains
a major concern in higher education, particularly in South-West Nigeria, where conventional
teaching approaches often limit deep conceptual understanding. This study investigated Algodoo
simulation-enhanced project-based and collaborative learning strategies as a pathway to
improving pre-service physics teachers’ problem-solving skills. A quasi-experimental pretest–
posttest non-equivalent control group design was adopted. The population comprised 81 physics
education students in South-West Nigerian universities, while a sample of 67 students was drawn
from three universities, using purposive sampling technique. Two validated instruments:
Classroom Observation Protocol for Undergraduate Students and Physics Problem-Solving Test
were used for data collection, with reliability coefficients established using Kuder-Richardson
statistical technique. The experimental groups were exposed to instruction supported by Algodoo
simulations, whereas the control group received conventional lecture-based instruction over a
specified period. Data were analysed using descriptive statistics and Analysis of Covariance
(ANCOVA). The findings revealed that the groups exposed to Algodoo simulation-enhanced
learning demonstrated significantly higher problem-solving skills in physics compared to their
counterpart in the control group (p < 0.05). A significant effect of the treatment on learning
outcome was also observed. The study concluded that simulation-enhanced teaching strategies
foster improved pre-service physics teachers’ problem-solving skills in physics. It is therefore
recommended that Algodoo and similar simulation tools be integrated into university teaching,
alongside adequate training and technological support for effective implementation.

OCCUPATIONAL HEALTH AND SAFETY EDUCATION, SAFETY COMPLIANCE, AND ACCIDENT PREVENTION AMONG METALWORK TECHNOLOGY EDUCATION STUDENTS IN WELDING AND FABRICATION WORKSHOPS IN DELTA STATE

2026-07-15T18:42:00+00:00

Welding and fabrication workshops, an aspect of Technical and Vocational Education and
Training (TVET), expose students to occupational hazards that may affect safety concerns, skill
acquisition, and learning outcomes. This study examined occupational health and safety (OHS)
education, safety compliance, and accident prevention among Metalwork Technology Education
students in Delta State, Nigeria. A convergent mixed-methods design was adopted involving 514
students from the University of Delta and Technical College, Agbor. 15 participants were
purposively selected for semi-structured interviews until data saturation was achieved. Data
collection was conducted using questionnaires, interviews, non-participant observation, and
curriculum documents. Mean and standard deviation were used to analyse the quantitative data,
whereas NVivo 10 and Braun and Clarke’s six-step thematic analysis framework were used to
analyse the qualitative data. Results revealed that Metalwork Technology Education students
possessed moderate-to-high awareness of occupational health and safety practices with a grand
mean of 3.58. Occupational health and safety education moderately influenced compliance with
safety procedures and significantly contributed to accident prevention. However, issues like
weak enforcement of safety regulations, inadequate personal protective equipment (PPE), and
poor workshop infrastructure constrained effective safety implementation. The study
recommends strengthened practical safety training, improved workshop facilities, and stricter
institutional enforcement of occupational safety standards.

ACADEMIC INTERESTS AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN ONITSHA EDUCATION ZONE, ANAMBRA STATE

2026-07-15T18:52:45+00:00

The study examined academic interests as predictors of secondary school students’ achievement
in English Language in Onitsha Education Zone, Anambra State. One research question and
one null hypothesis guided the study. A correlational research design was adopted. The
population comprised 6,225 Senior Secondary School Two (SS2) students from 22 secondary
schools in the zone. A sample of 1,868 SS2 students (1,008 males and 860 females) was selected
from four Local Government Areas using appropriate sampling techniques. Data were collected
using two instruments: the Academic Interest Scale for Adolescents (AISA) and students’
academic records in English Language. The instruments were validated by experts, and internal
consistency reliability coefficients (Cronbach’s alpha) ranged from .63 to .81, indicating
acceptable reliability. Data collection was carried out through direct administration. Data were
analysed using regression analysis. Findings revealed that academic interest had a moderate
predictive influence on students’ achievement in English Language. Based on the findings, it was
recommended, among others, that secondary schools should give greater attention to fostering
students’ academic interests, as these significantly predict achievement in English Language.