Lagos Education Review

EVALUATING ADMINISTRATIVE SUPPORT FOR ICT INTEGRATION IN NIGERIAN SCHOOLS: A SURVEY-BASED ANALYSIS OF POLICY, LEADERSHIP, AND RESOURCE ALLOCATION

Flourish Oretipe ISAAC-OLONIYO — 2025-12-16

With a focus on three main areas, this study examined the level of administrative support for information and communication technology (ICT) integration in Nigerian schools. Even though ICT infrastructure is becoming more prevalent in educational institutions, integration initiatives frequently fail because of inadequate administrative frameworks. Teachers and administrators in selected schools were given a standardised seven-item questionnaire as part of a descriptive survey design. The findings showed a mixed degree of support. Although the majority of respondents agreed that there are ICT policies and leadership commitment, there are still significant shortfalls in areas like professional development, finance, incentives for ICT use, and ICT coordinator visibility. The absence of strategic motivation methods, restricted training access, and budgetary restrictions were found to be the main obstacles. The results highlight the need for better leadership skills, focused resource planning, and greater policy communication. To ensure fair access and to optimise the educational benefits of ICT, especially in rural and under-resourced areas, it is imperative to strengthen these administrative aspects.

THE IMPACT OF SELF-SPONSORSHIP ON FEMALE ACADEMIC PERFORMANCE IN HIGHER INSTITUTIONS IN NIGERIA.

Zuhumben Beatrice Paul — 2025-12-16

This study examines the impact of self-sponsorship on the academic performance of female students in Nigerian higher institutions. With rising economic challenges and limited access to scholarships or family support, an increasing number of female students are self-funding their education. This research investigates how financial independence, work-study balance, and psychological stress influence their academic outcomes. Using a mixed-methods approach, the study analyses academic records, survey responses, and interviews with self-sponsored female students across five Nigerian universities. Findings reveal that while self-sponsored students demonstrate higher resilience and time-management skills, financial pressures and employment obligations often hinder optimal academic performance. The study recommends institutional support systems, flexible learning options, and targeted financial aid to mitigate these challenges.

THE STUDY OF ECONOMICS OF EDUCATION: IMPERATIVE FOR MANAGING UNIVERSITY EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA

Obono Ebri Emmanuel — 2025-12-16

In Nigeria, University education plays an important role in sustainable development of the nation. However, university managers are constantly confront with economics related problems such as allocating, limited resources to various educational units, making education investment decisions, and financing educational programs to effectively provide skilled manpower for sustainable national development. The need to provide solutions to these problems necessitated the study of the Economics of education. Therefore, this paper examines the Economics of Education as imperative for managing university education for sustainable development in Nigeria. The development and meaning of economics of education as well as the meaning and management of university education were all discussed in this paper. The paper also highlighted the importance of Economics of Education in managing university education for sustainable development, followed by the conclusion and recommendations.

SECURING THE INSECURED FOOD IN SUB-SAHARAN AFRICA – POVERTY AND INSECURITY ALBASTROSS

Abiodun Akinola OLADITI — 2025-12-15

This study examined the impact of poverty and insecurity on food security in Sub-Saharan Africa (SSA). In spite of the abundance of diverse resources in SSA across the continent, most nations in the SSA are wallowing in abject poverty. Studies have reported a dehumanising poverty rate comprising high inflation, high costs of food prices, and economic hardship with a greater percentage of the populace living far below the poverty line on poverty index indicators. This study employed qualitative research design involving phenomenological approach in investigating the root cause of the contributory factors to food insecurity in SSA, to gain an in-depth understanding of the experiences of citizens as variables of the study. Purposive sampling as convenience sampling technique was employed in collecting data from different categories of citizens through Key Informant Interview on poverty, insecurity and food security issues by direct contacts and Google form circulation on social media platforms among public servants, traders, farmers, transporters, artisans, and food vendors. In all, 67 participants that consented to participate in the study (28 male and 39 female respondents) were enlisted in the study. Findings from the study revealed prevalence of food insecurity, poverty and insecurity as drivers of food insecurity in SSA. It is therefore incumbent on stakeholders to address squarely the issue of poverty and security related issues.

INFLUENCE OF SCHOOL ENVIRONMENTAL FACTORS ON THE SOCIAL BEHAVIOURS OF SECONDARY SCHOOL STUDENTS IN IMO STATE

Ozukwe, George Chinemeze — 2025-12-15

The study investigated influence of school environmental factors on the social behaviours of secondary school students in Imo State. The design of the study is a survey research. Three research questions and three null hypotheses that guided the study. The study’s population comprises 73,004 students in the senior class. The sample size is made up of three hundred and ninety-eight (398) students in SS 2. The sample involves 190 males and 208 female students. The sampling technique is the multistage proportionate sampling. Instrument for data collection is the Rating Scale tagged: School Environmental Factors and Social Behaviours Rating Scale (SEFSBRS). The instrument was validated by five experts two in the area of Educational Measurement and Evaluation and three in Sociology of Education. The instrument were trial tested using cronbach alpha and a coefficient value of 0.86 indicating that the instrument is internally consistent and reliable. The data generated from the study were organized and analyzed using mean and standard deviation for the research questions. Hypotheses were tested using t-test at 0.05level of significance. It was discovered that school physical environment influences students’ social behavior but the test of hypothesis is insignificant based on gender, social school environment influence students social behavior and the test of hypothesis is insignificant based on gender, virtual school environment influences social behaviour the test of hypothesis is insignificant based on gender, school psychological environment influences social behaviour and the test of hypothesis is insignificant based on gender. Based on the findings, it was recommended that students should adapt to the school environment.

INFLUENCE OF SELF AND PEER-ASSESSMENT IN ENHANCING MATHEMATICS PERFORMANCE AMONG ADOLESCENTS IN LAGOS-STATE"(IMPLICATIONS FOR EVALUATORS).

AKANNI, OLUBUKOLA OLUTOSIN — 2025-12-15

In Nigerian secondary schools, traditional assessment practices are predominantly teacher-led and largely depend on summative testing. While these methods serve evaluative purposes, they often fall short in promoting students’ active engagement and metacognitive growth. Conversely, 21st-century assessment approaches emphasize learner-centered strategies that encourage students to take ownership of their learning. This study investigated the transformative influence of self and peer assessment as formative evaluation strategies in enhancing mathematics performance among adolescents in Lagos State, Nigeria. The study employed a quasi-experimental control group design, with Senior Secondary School Two (SS2) students in public schools as the population. A multi-stage sampling technique was used to select participants. Instruments for data collection was a researcher-developed questionnaire titled Influence of Self and Peer Assessment on Mathematics Performance (ISPAMP) and a Mathematics Achievement Test (MAT), with Cronbach’s Alpha reliability coefficient of 0.794 for the questionnaire and MAT yielded 0.82. Three research hypotheses were formulated and tested at the 0.05 level of significance. Findings revealed that self and peer assessment had a significant positive effect on students’ mathematics performance. Learners who participated in structured self and peer evaluation demonstrated higher achievement levels and developed more positive attitudes toward mathematics compared to those assessed using traditional methods. The study therefore recommends that schools and educational stakeholders in Lagos State and beyond should adopt self and peer assessment as integral components of classroom assessment practices, particularly in mathematics education. Teachers should be equipped through professional development programs to effectively design, implement, and monitor these strategies using well-structured rubrics, feedback protocols, and reflective tools.

MUSIC LISTENING INTENSITY AS A PREDICTOR OF ENGLISH LANGUAGE PERFORMANCE IN NIGERIAN SECONDARY SCHOOL

S. O. Ariyo — 2025-12-15

Music listening is a common activity among adolescents and has been associated with both positive and negative academic outcomes. This study investigated the relationship between music listening intensity and English Language performance among Nigerian secondary school students. The research was guided by three objectives and three null hypotheses, which informed data collection and analysis. A descriptive survey design was employed across four public and four private secondary schools in Oyo East Local Government Area of Oyo State, with a total student population of 3,245. From this population, 200 students (85 males and 115 females) were selected using stratified random sampling techniques. Data were gathered using the Music Listening Intensity Questionnaire, which had a reliability coefficient of r = .63, along with students’ English Language scores obtained from school records. The data were analyzed using one-way ANOVA, independent samples t-test, and linear regression. Results revealed a significant difference in English performance across levels of music listening intensity, F(2, 197) = 6.32, p = .002, with post hoc tests showing that students with moderate listening intensity performed significantly better than those with low (p = .001) or high intensity (p = .006). However, regression analysis indicated that music listening intensity did not significantly predict English performance, R² = .003, F(1, 198) = 0.563, p = .454. Additionally, female students outperformed male students in English Language, t(198) = -2.17, p = .031. These findings suggest that although music listening intensity alone is not a strong predictor of academic achievement, moderate listening habits are associated with improved English performance, and gender differences remain a notable factor. Therefore, it is recommended that teachers and parents encourage moderate music listening habits to enhance learning outcomes, while school counseling units should organize awareness programs on music use and learning, with special attention to gender-related variations in academic performance.

EXPLORING THE GENDER INFLUENCE ON JUNIOR SECONDARY SCHOOL STEM TEACHERS’ PERCEPTIONS OF IN-SERVICE PROFESSIONAL DEVELOPMENT PROGRAM

Aminat Aderonke Agoro — 2025-12-15

The paper evaluated the gender influence on junior secondary school STEM teachers’ perceptions of in-service professional development programs. A survey approach was employed for the study; three research questions were raised and answered in the course of the study. The population of the study comprised all STEM teachers in the Oyo metropolis, consisting of four (4) local Governments with one hundred and seventy-two (172) STEM teachers. From this population, only one hundred and forty-seven (147) turned up and participated in the in-service training organized by the researchers served as a sample for the study. A self-developed closed-ended questionnaire named STEM Teachers’ Perceptions of In-Service Professional Development Program (STPISPDP) was used as the instrument to collect data. The collected data were analyzed using descriptive statistics of mean, standard deviation, t-test, and one-way ANOVA. The findings reveal that the perception of STEM teachers regarding in-service professional development training is generally positive; gender differences show no significant effect on STEM teachers’ perceptions of in-service professional development training, and finally, teaching experience on perceptions of in-service professional development training reveals no significant differences among different experience levels. It was therefore suggested, among others, that a longer time/duration be allotted for in-service training, and all staff, irrespective of gender or experience level, should be mandated to attend the in-service development training.

CHALLENGES AND PREPAREDNESS OF TEACHERS IN IMPLEMENTING INCLUSIVE EDUCATION FOR CHILDREN WITH INTELLECTUAL DISABILITIES IN THE EDUCATIONAL DISTRICT VI AREA OF LAGOS STATE.

Sebili, Olabisi Toyyibah — 2025-12-15

This study examined the challenges and preparedness of teachers in implementing inclusive education for children with intellectual disabilities in the Educational District VI Area of Lagos State. A descriptive survey research design was used for the study. Fifty teachers were sampled for the study using a purposive sampling technique. One self-designed and validated research instrument titled “Questionnaire on the Challenges and Preparedness of Teachers to Implement Inclusive Education for Children with Intellectual Disabilities (QRPTIECID)” was used to collect data for the study. The data were analyzed using descriptive statistics of frequency counts, percentage, mean, and standard deviation. The results showed that the level of teachers’ preparedness to implement inclusive education for children with intellectual disabilities in special schools is high. Meanwhile, the factors militating against implementing inclusive education for children with intellectual disabilities in the Educational District VI Area of Lagos State include: lack of adequately trained inclusive education teachers, insufficient funding for inclusive education, lack of adequate knowledge of inclusion implementation, the inability of teachers to change from their conventional methods of teaching, inadequate infrastructure to support inclusive education, high cost of inclusive education learning materials, lack of adequate preparedness for inclusive education practices, and lack of government intervention on the issue of inclusive education. Hence, it was recommended, among others, that the Lagos State government should allocate more funds to inclusive education to ensure adequate funding for teacher training, infrastructure development, and provision of learning materials. In the same vein, all special education professionals should avail themselves of the opportunities to take professional courses in online platforms like UDEMY, Coursera, LinkedIn, edX, SkillShare, TES Institute, and SpecialEducationResources.com, among others.

IMPROVING ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOL BIOLOGY THROUGH ANALOGY INSTRUCTIONAL STRATEGY IN ADAMAWA STATE, NIGERIA

MOHAMMED Abel Ali — 2025-12-15

This study investigates the effect of analogy instructional strategy on students’ academic performance in senior secondary school in biology in Adamawa State, Nigeria. Two research questions were raised and two null hypotheses were formulated and tested at a 0.05 level of significance the study. Quasi-experimental design of pre-test, post-test, non-equivalent, control group design was adopted. The population of the study was 25,375 SSII biology students across five education zone of Adamawa State. A sample of 172 SSII biology students from two intact classes were purposively selected for the study. A biology Performance Test (BPT) adapted from WAEC past questions from 2020-2024 and subjected to face and content validation was used to collect data for the study. The BPT scores were subjected to K-R 21 to determine the reliability of the instrument. The reliability index of 0.83 was obtained for BPT. Data collected were analyzed using descriptive statistics of mean and standard deviation and ANCOVA was used to test the hypotheses. The findings of the study revealed that: there was a significant effect of analogy strategy and traditional method on the mean performance score of students in biology (F_{(1, 170)} =147.350, P<0.05). There was a significant interaction effect of treatment and gender on students’ performance in biology ( F(1, 170)= 6.301, P<0.002). Based on the findings it was recommended that, Biology teachers should be encouraged to teach biology content using analogy instructional strategy putting gender into consideration. Government should organized workshops for biology teachers to improve their teaching effectiveness.

PERCEIVED EFFECT OF COMPUTER BASED ASSESSMENT FOR CONTINUOUS ASSESSMENT IN A STATE UNIVERSITY

Dorcas Olayemi ADEGBITE — 2025-12-17

Challenges of education are in diverse form. Nonetheless, there is relatively no challenge without solution(s). This paper examined the conditions of digital system in the implementation of the school curriculum. Specifically, it assessed method of implementing examination exercise in the university system of Emmanuel Alayande University of Education, Oyo. This is with the view to effectively improving the use of digital as a method of assessing the students/teachers theoretical learning outcomes. Population for the study was the whole of 200L and 100L students of Common Education of the university. Sample for the study comprised of twenty-five students (25) and five (5) examiners, using oral interview for data collection. The interview centres on: Students and Examiners Perceptions of Method of Assessing Common Education. Data collected were analysed with the use of thematic approach. Findings revealed that approximately 90% of the research participants were not pleased with the unfortunate scenario of digital malfunctioning. However, the examiners were of the opinion that it was just a matter of circumstance that needed patience and cooperation. It was concluded that although the majority of the students were disappointed and displeased with the ugly situation of the method of the continuous. However, the assessment took place, and all was well concluded. Recommendations were suggested thus; the institution representatives’ hands should be on deck for accurate preparation to for store future occurrence of similar event. Examiners with the ICT officials should work hand in hand for smooth digital examination success.

STUDENTS’ AWARENESS, KNOWLEDGE AND USAGE OF CORPUS-BASED INSTRUCTION AMONG SENIOR SECONDARY SCHOOLS IN SHOMOLU LOCAL GOVERNMENT, LAGOS

Olanike Aina Bafunso — 2025-12-17

Corpus-Based Instruction (CBI) is a language teaching approach that utilizes large collections of authentic language data (corpora) to expose learners to real-life language usage. This method enables students to identify linguistic patterns, collocations, and contextual meanings often missing in traditional grammar instruction. Research has shown that CBI enhances learners’ engagement and improves the authenticity and contextual appropriateness of their writing and speaking. Despite its growing global recognition, the integration of CBI in Nigerian secondary schools is still limited, with low levels of awareness and usage among students. This study investigated students’ awareness, knowledge, and usage of CBI among senior secondary school students in Shomolu Local Government Area, Lagos State. A descriptive survey design was adopted, and a sample of 342 students was randomly selected from ten senior secondary schools. Four research questions were posed and answered, and four hypotheses were tested using descriptive and inferential statistics. Data were collected through a researcher-designed instrument titled “Corpus-Based Instruction and Students’ Written Composition Questionnaire (CBISWCQ),” which had a reliability coefficient of 0.79.

Findings revealed a significant relationship between students’ awareness, knowledge, usage of CBI, and their written composition skills. Additionally, gender differences were observed in both awareness and usage of CBI, which also have implications on their writing enhancement. The study recommends that corpus-based instructional practices should be incorporated into English Language instruction and gender-sensitive teaching methods should also be adopted. It also calls on the government to provide technology-supported learning environments to facilitate effective CBI implementation in secondary schools.

CONCEPTUALIZING ARTIFICIAL INTELLIGENCE AS A CATALYST FOR INNOVATIVE PHYSICS PEDAGOGY: A CRITICAL EVALUATION

BABAJIDE Veronica Folasade Titilayo — 2025-12-17

The integration of Artificial Intelligence (AI) into education has no doubts heralded transformative possibilities across disciplines, yet its potential in revolutionizing physics pedagogy remains underexplored. In an attempt to bridge the huge gap, this study critically evaluated the role of AI as a catalyst for innovative teaching and learning strategies in physics education. By way of conceptualizing AI (ChatGPT, and Meta AI), not merely as a tool, but as an epistemic agent, the research investigated how AI-driven technologies, such as intelligent tutoring systems, adaptive learning platforms, and generative models, can reframe instructional design, foster conceptual understanding, and personalize student engagement in physics classrooms. The study adopted a quantitative approach, employing survey method in critically evaluating the role of AI in transforming physics pedagogy, through the lens of teacher perceptions and systemic implications. With a sample size of 141, out of 639 physics teachers being randomly selected for the study, it provided answers to four research questions, and tested two hypotheses. Data collected were analyzed using descriptive and inferential statistics. Drawing theoretical frameworks from constructivist, and experiential learning theories, the study found that sampled teachers have a complex, and multifaceted perception of AI, but still recognize its potential for long-term impact, and transformative power in teaching physics. The paper concluded by proposing a strategic framework for ethically responsible and pedagogically sound AI adoption in physics education, aiming to enhance inquiry-based learning, promote scientific reasoning, and support diverse learner/teacher needs.

EFFECTIVE STRATEGIES FOR HUMAN RESOURCE RISK MANAGEMENT IN NIGERIA

Princess Kelechi Oghene — 2025-12-17

This study examined the challenges and strategies of managing human resource risks in Nigeria. It identified key types of HR risks including financial constraints, corruption, poor infrastructure, and weak enforcement of labour laws. The research explored how these factors hinder effective HR risk management in Nigerian organizations. Institutional challenges such as lack of government support and unclear policies were also discussed. Internal organizational problems like a shortage of skilled HR staff and management resistance were examined. The study reviewed possible solutions like advocating for HR budgets, partnering with training groups, and conducting HR audits. The discussion showed that many Nigerian companies struggle due to lack of funding and poor policy implementation. The research highlighted the importance of innovation and strategy to overcome these barriers. Proactive HR risk management was shown to be essential for protecting workers and improving business outcomes. Recommendations included urging organisations to invest in HR risk management tools and encourage cooperation between HR and legal departments. The need for national policy reviews and continuous training for HR professionals was also stressed. Thus, the study contributed to understanding how Nigerian organisations can better handle HR risks through clear strategies and support. This will help improve employee safety and organizational performance.

CAREER ASPIRATIONS AND EMPLOYEES’ FRUSTRATIONS IN CORPORATE ORGANIZATION: THE STRATEGIC BALANCE OF HUMAN ENERGY AND TIME MANAGEMENT

Adamu Saliu Lawani — 2025-12-17

The complexity of contemporary workplace sometimes results into employees’ frustration, and without strategic organizational practices to mitigate such frustration, career success and organizational productivity might be hindered. This study adopted a survey design to examine perceived employees’ frustrations in relations to career aspirations. Organizational practices aimed at managing human energy and time across organizations were also explored. A quantitative instrument containing 32-item questionnaire was used for data collection. The study’s sample size comprised of 118 employees randomly selected from three economic cluster in Nigeria across agriculture, industry and service sectors. The findings showed that employees experienced very little frustration level while a fairly good workplace culture was reported also. However, the findings showed break time, work flexibility and team bonding as most commonly engaged workplace strategies for human energy and time management to enhance healthy work environment against employees’ frustrations. The study recommendeds that organizations should adopt more contemporary strategies to retain vibrant, high level employees especially in a tech-driven workplace.

PSYCHO-EMOTIONAL FACTORS AS PREDICTORS OF ACADEMIC ADJUSTMENT OF HIGH ABILITY LEARNERS IN SECONDARY SCHOOLS IN THE SOUTH-WEST OF NIGERIA

Ozioma C. Ashara — 2025-12-17

This study investigated the influence of four psycho-emotional variables (academic self-efficacy, academic self-concept, emotional intelligence, and locus of control) as predictors of academic adjustment among high ability learners in secondary schools in the South-west of Nigeria. A total of 165 respondents were selected from private and public secondary schools using a multistage sampling technique. Six instruments for data collection included: Slosson Intelligence Test, Academic Adjustment Scale, Academic Self-efficacy Scale, Academic Self-concept Scale, Emotional Intelligence Scale, and the Locus of Control Scale. Backward regression was used to identify the variables that contribute most to academic adjustment. The results revealed that there was a positive and significant correlation between the independent variables and academic adjustment of high ability learners. Academic self-efficacy has the highest contribution to academic adjustment (R = 0.538, p < 0.001). Academic self-efficacy was also identified as the most useful variable for predicting adjustment and it accounted for 29% of the variance in academic adjustment. Therefore, high ability learners should be encouraged to put in more effort to improve rather than rely on their innate ability alone as ability without effort can impede their maximum academic adjustment.

EFFECT OF AN AUDIO-VISUAL INTERVENTION ON ACADEMIC ACHIEVEMENT IN GENETICS AMONG PRE-SERVICE BIOLOGY TEACHERS IN OGUN CENTRAL SENATORIAL DISTRICT, OGUN STATE

Sam-Kayode Christianah Olajumoke — 2025-12-17

Despite the growing use of Audio-visual strategy in science education, their effectiveness in improving academic achievement in Genetics among pre-service Biology teachers in Ogun Central Senatorial District, Ogun State, remains unclear. This study addressed this gap by examining the Effect of Audio-visual Intervention on Academic Achievement of Pre-service Biology teachers in Genetics in Ogun Central Senatorial District, Ogun State. Using a quasi-experimental pre-test and post-test design, sixty participants were assigned to either the audio-visual intervention group or the traditional teaching group. Data were collected through a validated Genetics Achievement Test (GAT) (KR-20 = 0.79), guided by one hypothesis, tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings revealed no significant effect of audio-visual intervention on academic achievement of pre-service Biology teachers in Genetics (F_{(1, 57)} = 1.449, p > 0.05), with the audio-visual strategy accounting for only 2.5% of the variance in performance. It was concluded that, within the context of audio-visual tools used, no significant effect was observed to enhance understanding and achievement of Pre-service Biology teachers in Genetics. Hence, audio-visual aids should be used alongside other teaching methods to effectively address complex genetic concepts.

ASSESSING THE EFFECTIVENESS OF PHONICS-BASED INSTRUCTION IN IMPROVING READING SKILLS AMONG EARLY LEARNERS IN AFIJIO LOCAL GOVERNMENT

Leye-Akinlabi Gbemisola Olufunmilayo — 2025-12-17

Phonics-based instruction is widely regarded as an effective method for improving reading skills among early learners. This study assesses the effectiveness of phonics-based instruction in enhancing reading skills among early learners in Afijio Local Government. Using a descriptive survey research design, 100 pupils between the ages of 5 and 8 from five public primary schools were randomly selected. Data were collected using a validated questionnaire (r = 0.78), which measured learners’ decoding skills, comprehension ability, and exposure to phonics instruction, and analyzed using one-way ANOVA. Results indicated a significant relationship between phonics-based instruction and improved reading skills (F(2,97) = 8.93, p = 0.0003), with frequent phonics use—defined as daily classroom exposure—showing greater enhancement in decoding and comprehension abilities (F(3,96) = 12.45, p = 0.0001). Challenges included inconsistent implementation and limited instructional resources. The study concludes that systematic phonics instruction significantly enhances early literacy development in rural Nigerian contexts. Based on these findings, it is recommended that teachers integrate phonics-based instruction into their teaching practices and that stakeholders provide adequate training and resources to support this pedagogical approach.

ASSESSING THE ROLE OF AUGMENTED REALITY (AR) IN ENHANCING CONCEPTUAL UNDERSTANDING AMONG EARLY CHILDHOOD LEARNERS IN OYO METROPOLIS

Taofeek Akolade Gbadeyanka — 2025-12-17

This study assesses the impact of Augmented Reality (AR) on the conceptual knowledge of early childhood pupils in Oyo Metropolis, Nigeria. Using a descriptive survey research design, 400 pupils from 10 public schools were randomly selected. The study assessed conceptual knowledge using a validated questionnaire (r = 0.75), and were analyzed using one-way ANOVA. Results indicated a significant association between AR use and conceptual understanding (F = 5.42, p = 0.003), with frequent AR users demonstrating higher understanding of abstract concepts (F = 4.12, p = 0.002). Challenges encountered were the scarcity of available AR tools and frequency of use. The study concludes that AR significantly improves learning outcomes by making abstract concepts tangible and engaging. Based on these findings, the researcher recommends that teachers integrate AR software into their teaching practice and that stakeholders provide adequate training and resources to support this technological shift.

DIGITAL LITERACY USAGE AND ITS INFLUENCE ON COUNSELLING ACADEMICALLY UNDERACHIEVING SECONDARY STUDENTS IN OYO METROPOLIS, OYO STATE, NIGERIA

Alimat Aderoju Olawoyin — 2025-12-17

This study investigated the role of digital literacy in counselling underachieving secondary school students in Oyo metropolis. A descriptive research design was adopted, utilising a survey method to collect data from 30 secondary school teachers in Oyo metropolis. The research instruments were the Literacy Skills Questionnaire (LISQ) and the Counselling and Underachieving Students Questionnaire (CUSQ). The validity and reliability coefficients of the instruments were determined through a pilot test. The LISQ and CUSQ both recorded validity coefficients of 0.88 and reliability coefficients of 0.78, respectively. The results revealed that digital literacy is moderately to highly utilised in counselling practices, with digital tools playing a significant role in identifying academic challenges (Mean = 2.97), personalising support (Mean = 3.52), and improving students' academic outcomes (Mean = 3.23). Participants reported that digital platforms enhanced the tracking of academic progress (Mean = 3.34) and increased student engagement (Mean = 3.44). The weighted means for the extent of digital literacy use (3.33) and its influence (3.43) indicated strong agreement among participants. The study concluded that while digital literacy has a positive influence on counselling, addressing challenges such as insufficient training, inadequate infrastructure, and cybersecurity concerns is essential. The study recommended that secondary schools should invest in regular training for counsellors, ensure access to digital resources, and implement robust security measures to protect client information, thereby enhancing the effectiveness of digital counselling and supporting underachieving students more effectively.

EMOTIONAL INTELLIGENCE AND CULTURAL INTELLIGENCE INFLUENCE ON COLLEGE STUDENTS’ ENGLISH LANGUAGE DEVELOPMENT AND ENGLISH LANGUAGE INTERACTIONS IN OYO STATE, NIGERIA.

Fatiloro Oluwayemisi Florence — 2025-12-17

This study examined the influence of emotional intelligence (EI) and cultural intelligence (CI) on English language development, interaction, and academic performance among Nigerian college students. Recognizing that linguistic proficiency extends beyond cognition to encompass socio-emotional and intercultural competencies, a structured questionnaire was administered to 100 students randomly selected from three Colleges of Education. The analysis of data employed descriptive statistics, Pearson correlation, ANOVA, and multiple regression to evaluate five hypotheses. The findings indicated substantial positive correlations between cognitive intelligence (CI) and English language development, CI and interaction, as well as emotional intelligence (EI) and language development (p < 0.05). The combined influence of EI and CI was also significant, indicating that students with greater emotional stability, empathy, adaptability, and cross-cultural awareness demonstrate stronger communicative competence. Additionally, cultural exposure was found to enhance language fluency, confidence, and engagement. The study concludes that embedding emotional and cultural intelligence frameworks into English language pedagogy can advance holistic learning. It recommends developing affective instructional models that integrate emotional regulation and intercultural understanding for sustainable linguistic growth.

INSTRUCTIONAL MEDIA AND THE TEACHING OF ECONOMICS IN YABA LGA, LAGOS STATE SENIOR SECONDARY SCHOOLS, NIGERIA

Bernard Blessed ORUNNA — 2025-12-17

The integration of instructional media into classroom teaching has become pivotal in improving the quality and effectiveness of education, mostly in teaching and learning of Economics at the senior secondary level. This study investigates the availability, use, and impact of instructional media in Yaba LGA, Lagos State senior secondary schools, Nigeria. The target population includes all Economics teachers and senior secondary school students (SS1–SS3) in public and private secondary schools in Lagos State. A multi-stage random sampling technique was employed.to select, 20 teachers and 200 students from five (5) secondary schools in Yaba local government area of the state Questionnaire was used to obtain data for the study, Quantitative data were analyzed using descriptive statistics (simple percentage) and inferential statistics (simple regression analysis), . The findings showed that there is significant relationship between mass media and the campaign to teach economics using learner-centered, interactive, and experiential strategy. Findings further showed that there is significant relation between the media communication strategies employed by the educational reform by providing data-driven recommendations for policymakers, curriculum developers, and school administrators. Based on the findings it was recommended among others that targeted teacher training, improves access to educational technologies, and equitable distribution of instructional media between public and private schools. It was also recommended that stakeholders invest in professional development programs on media use for teachers and allocate funding for upgrading instructional technologies to bridge the digital divide in Lagos secondary schools.

ASSESSMENT OF SUBSTANCE ABUSE KNOWLEDGE AND REFUSAL SKILLS ABILITY AMONG NEWLY ADMITTED UNDERGRADUATE STUDENTS IN THE UNIVERSITY OF LAGOS, NIGERIA

Jaiyeoba Adejoke F. — 2025-12-17

The transition from secondary school to university marks a critical period in a student’s life as a result of exposures to new environments, and experiences outside the watch of parents including early independence and attachment to peer and friends as a stop gap. Based on these challenges being faced constantly by undergraduates, there is an increased likelihood of engaging in risky behaviours such as substance abuse. This study therefore aimed to assess the level of knowledge of substance abuse, and refusal skill ability among the newly admitted undergraduates in the University of Lagos, Nigeria. Using a descriptive research design, data was collected from a randomly selected 1200 sample of first-year university students across different academic disciplines. A validated and pretested self-structured questionnaire was administered to the participants. The results obtained revealed knowledge gaps in areas related to the potential consequences and the harmful effects associated with the use of substances, as well as the effects and workings of psychoactive substances on the brain. Lack of refusal skills ability was also discovered to be significant in the study with a significant number of the participants indicating their needs for a comprehensive drug education. Therefore, this study concluded that substance abuse knowledge and refusal skills ability are crucial components in the prevention of substance abuse among the young ones, and should be adequately developed through a comprehensive health education program among newly admitted undergraduates of various institutions to promote a safe and substance abuse free campus environment.

ADMINISTRATORS’ TALENT MANAGEMENT STRATEGIES AS PREDICTORS OF LECTURERS’ RETENTION IN FEDERAL UNIVERSITIES IN NORTH-EASTERN NIGERIA

HANANIYA, Philemon — 2025-12-17

The decline in lecturers’ retention in Federal Universities in North-eastern Nigeria has raised concerns about the effectiveness of Administrators’ Talent Management Strategies (ATMS). This study examined ATMS as predictors of lecturers’ retention in the region. A predictive correlational design was adopted, with a study population of 17,592 academic and senior non-academic staff. Using a multi-stage sampling technique, 604 respondents were selected from three randomly chosen universities out of the seven in the North-east. Participants were proportionately sampled and purposively drawn from lecturers who were available and willing to participate. Data were collected using two validated instruments: the Administrators’ Talent Management Strategies Questionnaire (ATMSQ) and the Lecturers’ Retention Questionnaire (LRQ), with Cronbach’s Alpha reliability coefficients of 0.84 and 0.81, respectively. Mean and standard deviation were used to answer research questions, while regression analyses tested the hypotheses. Findings revealed that ATMS, specifically staff attraction, motivation, and professional development strategies, were moderate in the study area but significantly predicted lecturers’ retention in Federal Universities in North-eastern Nigeria (F (3, 556) = 16872.876, p < 0.05). The study concluded that enhancing ATMS is crucial to strengthening lecturers’ commitment and curbing attrition. Recommendations include improving and clearly communicating career advancement opportunities, as well as integrating both intrinsic and extrinsic motivational strategies. A supportive work environment that prioritises recognition, professional growth, and fair conditions is essential for sustaining retention in the region’s universities. These findings underscore the critical role of strategic talent management in sustaining academic stability and advancing educational development in conflict-prone Northern Nigeria.

INNOVATIVE TEACHING STRATEGIES OF THE ACADEMIC STAFF AND INSTITUTIONAL AGILITY IN THE UNIVERSITY OF LAGOS, NIGERIA

Okenwa, Patience C. — 2025-12-17

The increased use of digital technology has raised concerns about the academic staff’s innovative teaching strategies and institutional agility in the university system. The study investigated the relationship between academic staff’s innovative teaching strategies and institutional agility at the University of Lagos. Three objectives were stated; three research questions as well as three research hypotheses were answered and tested in the course of the study. The study adopted the descriptive survey research design. The population of the study comprised all 1473 academic staff in the 12 Faculties in the University of Lagos. A sample size of 356 was determined using Taro Yamane’s formula. Stratified sampling; proportionate sampling and simple random sampling techniques were applied at different stages to select the participants. Data were collected using the Academic Staff Innovative Teaching Strategies and Institutional Agility Questionnaire (ASDCIAQ). The structured questionnaire was a 30-item, 4-point modified Likert-type. The instrument was face and content validated, and a split-half was used to determine the reliability test of the instrument. Online and physical administrations of the questionnaire were employed for data collection. The finding showed a significant relationship between the academic staff's frequency of using blended, hybrid, and flipped classroom teaching strategies and that the academic staff frequency in the use of blended teaching strategy, hybrid teaching strategy and flipped classroom teaching strategy in teaching have significant relationship with institutional agility in the University of Lagos. It was recommended among others that the University should organise constant training for academic staff on the use of digital tools.

PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN PHYSICS AND CHEMISTRY IN ODEDA LOCAL GOVERNMENT AREA, ABEOKUTA, OGUN STATE, NIGERIA

Mokuolu, Adewunmi Olanrewaju — 2025-12-17

Quality parental involvement is an important aspect of a child’s academic training capable of improving a child’s academic achievement and lifelong learning. This study examined the level of parental involvement in students’ academic lives under behavioural, cognitive, and affective classes, and its effect on students’ academic achievement in Physics and Chemistry. The study employs a quantitative-descriptive method, with a sample of 300 students selected from public secondary schools within the local government area. Data were collected through a self-structured parental involvement scale and students’ second term result sheets, and analyzed using mean, standard deviation, t-test and multiple regression analysis at a 0.05 significance level. The results showed: (i) a generally low Behavioural Parental Involvement, BPI = 1.85; Cognitive Parental Involvement, CPI = 1.62; and Affective parental involvement, API = 1.87, in students’ academic lives; (ii) a significantly positive composite relationship between BPI, CPI, API and academic achievement (r = 0.645) (iii) that both the BPI, CPI and API jointly contributed and influenced academic achievement (R² = 0.416) of students in Physics and Chemistry to about 41.6 %, (iv) a statistically significant positive effects of BPI (β = 0.342, t = 14.730, Sig. = 0.001), CPI (β = 0.483, t = 14.821, Sig. = 0.001) and API (β = 0.566, t = 15.316, Sig. = 0.001), contributing about 34.2 %, 48.3 % and 56.6 % respectively, to students’ academic achievement. It is recommended that school authorities should develop strategies that will ensure maximum parental involvement in students’ education.

ASSESSING THE ROLE OF PARENTAL INVOLVEMENT IN ENHANCING LITERACY SKILLS ACQUISITION AMONG NURSERY 11 PUPILS’: A CASE STUDY OF AKOKA NURSERY & PRIMARY SCHOOL, LAGOS

Njoku Akwaugo Chinonye — 2025-12-17

The study assesses the role of Parental involvement in enhancing Literacy Skills Acquisition among Nursery 11 Pupils: A Case Study of Akoka Nursery & Primary School, Lagos. The design of the study was a survey. The population for the study was the parents of Nursery 11 pupils. A random sampling method was adopted to select 50 parents of the above children. Four research questions were raised for the study. A structured twenty-two (22) questionnaire items were generated for the study. Frequency, Mean, and Standard deviation were used to analyse the data collected. The findings of the study showed that Parental involvement is expected to have a positive impact on Nursery 11 pupils' literacy skills acquisition, Parents who are more involved in their children's education, such as through reading activities, homework assistance, and school-based involvement, are likely to have children with better literacy skills, Parents' engagement in literacy activities at home, such as reading with their children is expected to be a significant predictor of pupils' literacy skills acquisition. Regular communication between parents and children about school-related matters is likely to positively impact pupils' literacy development. Parents' educational levels, occupational status, and financial resources may influence their ability to be involved in their children's education. It was recommended that Parents should engage in literacy activities with their children, such as reading together, discussing books, and encouraging storytelling. Parents can create a literacy-rich home environment by providing access to books, magazines, and other literacy materials. Teachers should foster partnerships with parents through regular communication, providing updates on children's literacy progress, and involving parents in literacy activities. Teachers can provide parents with literacy resources and strategies to support their children's literacy development.

PARENTING STYLES ON LOW ACADEMIC SELF-ESTEEM AMONG IN-SCHOOLING ADOLESCENTS IN IBADAN METROPOLIS, OYO STATE, NIGERIA

Oludele Olagoke OGUNLADE — 2025-12-17

Academic self-esteem plays a vital role in students’ performance, as it affects their emotional regulation and adaptability. While many studies have examined factors influencing academic self-esteem, little attention has been given to low academic self-esteem and its relationship with parenting styles. The study aimed to ascertain the role of parenting styles in reducing low academic self-esteemgamonggin-schooling adolescents. The study used correlationalg researchgdesign. The targetgpopulation was in-schooling adolescents in public secondaryg schools in Ibadan Metropolis, Oyo State, Nigeria. A multi-stage sampling procedure was used to select 197 in-schoolinggadolescent. The instruments used were standardised scales named academic self-esteem α = .71 and parentingg styles α =.79. Three research questions were raised and answered at 0.05 level of significance. Data were analysedg using Pearson Product Moment Correlation (PPMC) and Multipleg Regressiong Analyses. Findings showed that the three parenting styles were significantly related with adolescents’ academic self-esteem. Since the dependent variable was low academic self-esteem, these results indicated that higher levels of these parenting styles are linked with lower levels of low self-esteem (higher academic self-esteem) among in-schooling adolescents. Therefore, it was recommended that in-schooling adolescent should be taught different adjustment techniques to help boost academic self-esteem and to enhance good academic performance.

INDIGENOUS LANGUAGE AS A TOOL FOR CURBING PREVALENT DOMESTIC VIOLENCE AND ACHIEVING SUSTAINABLE DEVELOPMENT

Adebisi Elizabeth BANJO — 2025-12-17

Domestic violence remains a deeply rooted social problem with far-reaching consequences on individuals and community well-being. In multicultural societies such as Nigeria, solutions that incorporate cultural and linguistic elements are essential for sustainable impact. This study investigates the role of indigenous language as a strategic tool for curbing domestic violence and achieving sustainable development, with a particular focus on Yoruba communities in Lagos State. Drawing on a survey of 183 respondents—including community leaders, indigenous language experts, social workers, and survivors—the study reveals that domestic violence is driven by factors such as poverty, lack of respect for spouses, substance abuse, and cultural differences. The findings further show that indigenous songs and rhymes are moderately effective in promoting awareness, resolving conflicts, and discouraging gender-based violence. Additionally, the promotion of indigenous language-based education is shown to support Sustainable Development Goals (SDG) 4 and 5 by fostering inclusive learning environments and advancing gender equality. The study concludes that integrating indigenous linguistic and cultural tools into domestic violence prevention initiatives offers a culturally resonant and community-driven pathway to sustainable development. Recommendations are made for policymakers, educators, and community stakeholders to harness these resources in holistic, grassroots interventions.

AVAILABILITY OF SCHOOL RESOURCES AND FINANCIAL INCENTIVES AS CORRELATES OF TEACHERS' TURNOVER MANAGEMENT IN PRIVATE SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

Obono Ebri Emmanuel — 2025-12-25

The purpose of the study was to find out whether availability of school resources and financial incentives has relationship with teachers’ turnover management in private secondary schools in Cross River State, Nigeria. Two research questions were posed in the study with two corresponding null hypotheses to guide the study. Correlation research design was adopted. The population of the study was 2,347 teachers in private secondary schools in Cross River State. Stratified random sampling technique was used to select 469 teachers as sample of the study. An instrument titled "Availability of School Resources, Financial incentives and Teachers' Turnover Management Questionnaire (ASRFITTMQ) was used to collect data for the study. The instrument was validated by three experts in measurement and evaluation and educational management. Cronbach's Alpha was used to determine the reliability coefficient of the instrument. Data obtained were analyzed using Pearson's product moment correlation. Results revealed that availability of school resources and financial incentives has significant relationship with teachers' turnover management in private secondary schools. Thus, it was recommended that private secondary school managers should make efforts in providing school resources and financial incentives to manage teachers' turnover.

PSYCHOLOGICAL AND MENTAL HEALTH IMPACT OF COVID-19 PANDEMIC ON FRONTLINE HEALTH WORKERS IN NIGERIA

Jaiyeoba Adejoke F. — 2025-12-25

Infectious disease outbreaks have always been associated with psychological and mental challenges such as was experienced during the Corona virus disease 2019 (COVID-19) pandemic. Healthcare workers are often exposed to unique stressors that go beyond typical occupational hazards, affecting their psychological and mental well-being as well as their personal relationships. The purpose of this study was to assess the impact of the COVID-19 pandemic on the Psychological and Mental health of frontline health workers who attended to COVID-19 patients in different healthcare facilities where patients were being diagnosed, referred, and treated during the pandemic in Nigeria. This study utilized standardized and validated instruments of psychological distress (GHQ-12), General Anxiety Disorders (GAD-7), and the WHO Well-Being Assessment questionnaire (WHO-5) on 160 healthcare workers in facilities where COVID-19 patients were being diagnosed, referred, and treated using a descriptive survey research method. The study participants included healthcare professionals from different fields who were drawn through a convenience sampling procedure. All demographic data were analyzed using descriptive statistics of frequency count and percentages, while the research data were analyzed using Analysis of Variance (ANOVA) and independent sample t-test at a p-value of 0.05.. The results revealed that COVID-19 disease significantly caused psychological distress, general anxiety disorders, and affected the well-being of frontline health workers in Nigeria during the COVID-19 pandemic. The study concluded that the mental health challenges faced by healthcare workers during infectious disease outbreaks such as COVID-19 pandemic, represent a critical public health concern that requires systematic attention and evidence-based interventions. It is therefore recommended that comprehensive support strategies should be organized for frontline healthcare workers to protect their psychological and mental well-being during health emergencies and outbreaks.

EXAMINATION WASHBACK ON TEACHING AND LEARNING PROCESS

ATOYE Bosede Mercy — 2025-12-25

This study looks at the influence examinations/tests outcomes have on teaching and learning process (wash-back), especially on teachers’ choice and use of teaching methods, selection and delivery of learning contents, as well as their perceptions of classroom instructions. 80 teacher-examiners are purposively sampled in a Lagelu Local Government Area of Oyo State. Researchers’ self-constructed questionnaire is used for collection of data, and mean-calculation is adopted for analysis of data. The study reveals that Teachers’ engagement in external examinations marking influences their choice and use of teaching method with mean of 2.55 and sd 1.20, the study also reveals that teachers’ marking experience influence their selection and delivery of learning contents with mean of 2.6 and Sd 0.9, and impact of examination washback on classroom instruction with mean 2.63 and Sd 0.82. These findings reveal teachers who mark external examinations prioritize the said examinations’ outcomes to effective teaching and learning, and this affects their choice of teaching methods, strategies and their of style of delivery of learning contents as well as their perceptions about an ideal classroom instruction, . In view of these findings, the study recommends that teachers should endeavour to follow religiously the sequence of learning topics/contents as prescribed in the subject syllabus, and also consider other factors for making choice of teaching methods, strategies and techniques aside high-stake examinations marking guides.

SOCIALLY AND CULTURALLY STRONG EARLY CHILDHOOD EDUCATION FOR SUSTAINABLE CHILDHOOD IN LAGOS STATE, NIGERIA

Keshinro A. Olukemi — 2025-12-25

Learning is a synergistic process, resulting from the interplay between innate aptitude and environmental influences. This is also true for children, particularly when they are provided with environments that stimulate and support their growth and development. Early childhood education centres on learning experiences which children receive during their formative years, and it goes a long way to lay the foundation for their future success. The social and cultural environment in which children are raised plays an important role in the holistic development of young children, specifically in the acquisition of social skills and cultural norms. Most researchers have directed attention to early childhood education pedagogies, but there is a dearth of studies on the issue regarding the socially and culturally strong background of young children. Furthermore, few studies advocated the importance of equipping the adults who teach these theories and curricula in terms of interpreting children’s learning process at different stages and how they may help them develop competence in their cognitive, affective, and psychomotor domains. Hence, the paper argued that in achieving socially and culturally strong early childhood education for sustainable childhood, efforts should be geared towards the delivery of appropriate adult education programmes such as family life education to parents and other caregivers, strengthening and empowering the family unit, and promoting well-articulated and implemented social policies towards the holistic development of children.

FRENCH TEACHERS' USE OF ARTIFICIAL INTELLIGENCE AS A TOOL FOR ENHANCING THE SECONDARY SCHOOL FRENCH STUDENTS' PERFORMANCE IN LAGOS STATE

Olukemi Esther ADETUYI-OLU-FRANCIS — 2025-12-25

This study examines how French teachers in Lagos State use and perceive Artificial Intelligence (AI) tools to improve student performance. Using a survey and interviews with 60 teachers from public and private secondary schools, the research aims to assess current AI usage, its impact potential, and the main barriers to adoption. The study is guided by the Technological Pedagogical Content Knowledge (TPACK) framework. Preliminary findings indicate a nascent adoption of pedagogically rich AI tools, with only 6.7% of teachers using AI Chatbots often/very often, contrasted by a high reliance on basic tools like Google Translate (used often/very often by 68.3% of teachers). This adoption is constrained by significant infrastructural challenges, with Limited access to computers and internet being rated the most significant barrier (Mean Score = 4.85 out of 5). The paper concludes with specific, ranked recommendations for policy and practice to facilitate the effective integration of AI in French language education.

MARITAL RAPE AND SEXUAL INCOMPATIBILITY AS PREDICTORS OF DIVORCE AMONG MARRIED COUPLES IN LAGOS MAINLAND LOCAL GOVERNMENT AREA OF LAGOS STATE

Ehigiator Priscilla Oghowmen — 2025-12-25

This study investigated marital rape and sexual incompatibility as predictors of divorce among married couples in Lagos Mainland Local Government Area of Lagos State, Nigeria. The study utilized the descriptive survey design, and data were collected from 100 married people through a questionnaire that included items adapted from the Illinois Rape Myth Acceptance Scale. The instrument had a reliability coefficient of 0.69. Multiple regression and an independent t-test were used for data analysis. The findings showed that marital rape and sexual incompatibility jointly predicted predisposition to divorce, however, only sexual incompatibility accounted for significant variation in divorce. There was no significant gender difference in the predisposition of married couples to divorce due to sexual incompatibility. The findings suggest that marital stability is largely influenced by sexual satisfaction, and that accurate reporting and recognition of the impact of marital rape may be hampered by cultural silence surrounding the crime. The study recommended the legal recognition of marital rape, premarital counselling focused on sexual compatibility, and providing easy accessible post-marriage support services.

EXPLORATION OF THE CLASS STRUGGLE AND THE NIGERIAN SCHOOL SYSTEM IMAGE OF A STRATIFIED SOCIETY

Adedayo Benson Aromolaran — 2025-12-25

The concept of class was propounded by Marx (1883) in Haralambos and, Holborns (2008) who employed it, in one of his theory to describe the degree of exploitation perpetrated by the ruling class, called the capitalist (Bourgeoisie) against the serf or laborers in the bid to maximize profit (Marx, 1883; Payne, 2006). This act is still evident in the Nigerian School system, in which the status and class determines the quality and quantity of learning made available to learners. The Nigerian school system has passed through series of changes and modification that has caused unequal access to education among the class strata. Thus, this paper would employ, historical antecedent, considering the concept of ‘free education’. The present picture of our schools, in relation to the expected socialization roles of the schools, in producing desirable adult members of the society, and the reality, which would make meaningful contribution to societal development.

PARENTING EDUCATION FOR CAREER DEVELOPMENT AND ENTREPRENEURSHIP IN SCIENCE EDUCATION

Florence Abidemi ODELEYE — 2025-12-25

The evolving global economy demands a shift in education that integrates career development and entrepreneurship into science learning, with parents playing a crucial role in shaping students’ aspirations, motivation, and readiness for the workforce. This paper explores the significance of parenting education in fostering students’ interest in science-related careers and business ventures, emphasising collaboration between parents, educators, and policymakers to equip students with innovation-driven skills. It examines how parental guidance, financial literacy, and an entrepreneurial mindset influence career choices while addressing barriers such as socio-economic constraints and traditional career perceptions. The study highlights mentorship programs, career counseling by teachers and parents, and industry partnerships by the governments as strategies to bridge the education-to-workforce gap. It proposes models for integrating parenting education into science curricula through experiential learning, STEM-focused entrepreneurship programs, and industry collaborations. Findings underscore the need for a supportive home environment that fosters inquiry, experimentation, and risk-taking which are key attributes for entrepreneurial success. The paper concludes with suggestions for comprehensive parenting education programmes to enhance employability, encourage innovation, and promote a culture of entrepreneurship in science education that aligns with global workforce demands

AN ASSESSMENT OF UNDERGRADUATE STUDENTS’ KNOWLEDGE OF THE EFFECTS OF INSECURITY ON INFLATION IN THE NIGERIAN ECONOMY

M.A. Shobayo — 2025-12-26

The study investigated students’ knowledge of the effects of insecurity on inflation in the Nigerian economy. A descriptive survey research design was adopted. The population for the study comprised all undergraduate students of higher institutions in Osun State. The sample size comprised 200 students selected from a public institution using a multistage sampling technique. A researcher designed questionnaires titled: Knowledge of inflation in the Nigerian economy (r = 0.86); Students’ Perceived Prevalence of Insecurity in Nigeria (r = 0.75); and Effects of Insecurity on Inflation in the Nigerian Economy (r =0.75), which were used to collect data for the study. The data obtained were analysed using frequency and percentage, mean, SD, Ranking, and an independent t-test. The results showed that the undergraduate students had low knowledge of what inflation implies in the economy. There was no significant difference, based on gender, in the students’ understanding of the effects of insecurity on inflation. It was recommended that students should be kept abreast of unfolding situations in the country, irrespective of their location and their direct or indirect experience of the situation.

THINK-PAIR-SHARE AND PEER-TUTORING TEACHING APPROACHES AS DETERMINANTS OF STUDENTS' ACHIEVEMENT IN BIOLOGY

Akinola Yetunde Falilat — 2025-12-26

Biology is a scientific subject that investigates living organisms' characteristics, structure, and behaviors, and their interactions with the environment. Unfortunately, teachers have often relied on less effective approaches and have been unable to utilize learner-centered approaches in teaching biology instead of the conventional teacher-centered approaches. This has led to persistently poor performance among secondary school students in biology and remains a concern for researchers. This study investigated the effects of Think-Pair-Share (TPS) and Peer Tutoring (PT) teaching approaches on students’ achievement in biology. A quasi-experimental pre-test–post-test, non-equivalent control group design was adopted. The sample comprised 172 Senior Secondary Two (SS2) students from Education District II, Lagos State, assigned to TPS, PT, and control groups. Data were collected using the Biology Achievement Test (BAT), validated by experts with a reliability coefficient of 0.89. A research question and hypothesis guided the study. Mean scores were used to answer the research questions, while Analysis of Covariance (ANCOVA) tested the hypothesis at the 0.05 significance level. Findings revealed a statistically significant main effect of the teaching approach on students’ achievement in biology, with both the TPS and PT groups outperforming the control group. The results indicate that TPS and PT approaches substantially enhance students’ achievement in biology. It is therefore recommended that biology teachers adopt Think-Pair-Share and peer tutoring strategies to improve learning outcomes in secondary schools.

ICT REINFORCEMENT FACTORS AS CORRELATE OF LECTURERS’ UTILISATION OF ICT IN CURRICULUM CONTENT DELIVERY IN A NIGERIAN PUBLIC UNIVERSITY

Augustine Babatunde AWONIYI — 2025-12-26

Owing it to the impact of Information and Communication Technology (ICT) on educational development, the Nigerian government continues to invest in ICT infrastructure in Universities. Despite, it appears that lecturers are not well accustomed with the use of ICT. This could have resulted from the lack of provision of critical support factors. It is against this backdrop that the study investigated the influence of ICT reinforcement factors on lecturers’ utilisation of ICT in curriculum content delivery in University of Lagos. A correlational survey research design was adopted for the study. Three hypotheses guided the study. The population for the study comprised of 1473 lecturers from University of Lagos. The sample size of the study was 315 ascertained using Taro Yamane formula. The study adopted a multi-stage sampling procedure. Simple random sampling was used to select seven faculties; afterwards stratified proportionate sampling technique was used to select participants across the seven faculties. Researchers constructed, validated and reliable (r= 0.76) questionnaire was used for data collection. Linear regression analysis was used to test the hypotheses at 0.05 level of significance. The study found out that capacity building, technology specialist support and monitoring and evaluation significantly influenced lecturers’ utilisation of ICT in curriculum content delivery in University of Lagos. The study therefore, recommended that University management should: collaborate with the quality assurance unit to ensure monitoring and evaluation exercises; employ the services of technical support staff to provide professional help to lecturers; and organise capacity building in the area of ICT for lecturers.

TACKLING YOUTH UNEMPLOYMENT IN NIGERIA: THE ROLE OF 21ST CENTURY TEACHING AND LEARNING SKILLS

Adetunji Olayemi Kafayat — 2025-12-26

Youth unemployment is a major issue threatening Nigeria’s developmental aspiration in the 21st century. Despite various government initiatives and empowerment schemes, the rate of joblessness among youth continues to escalate, primarily due to the persistent gap between the skills acquired through education and those required in the contemporary labour market. This paper explores the pivotal role of 21st-century teaching and learning skills in mitigating youth unemployment in Nigeria. It emphasizes the need for integrating critical thinking, creativity, communication, collaboration, digital literacy, and entrepreneurial skills into the learning process to significantly enhance employability, innovation, and self-reliance among youth.

The paper further highlights the urgency of shifting from traditional teacher-centered pedagogies to learner-centered approaches that foster inquiry, creativity, and practical problem-solving. Drawing from relevant scholarly perspectives, it argues that embedding 21st-century skills in curriculum design and instructional delivery is crucial for repositioning Nigeria’s education system as a driver of human capital development and economic transformation. The study concludes that the adoption of skill-based and technology-oriented teaching practices will empower Nigerian youths to evolve as job creators rather than job seekers, thereby advancing sustainable national development.

THE PSYCHOSOCIAL OUTCOMES OF LEARNING DISABILITIES: IMPLICATIONS ON STUDENTS’ MENTAL HEALTH AND NATIONAL SECURITY

AREMU Elizabeth Similoluwa — 2025-12-26

Learning disabilities (LD) are a group of neurodevelopmental disorders that impair one or more specific learning skills in an individual such as skills of information acquisition, storage, processing, and execution and these manifest as significant difficulties in the affected learner’s academic performance, social interactions, and behavioural adjustment. The presence of these disorders in learners often results in some negative psychosocial outcomes such as poor academic achievement, isolation, low self-esteem or self-worth, poor self-concept, depression, anxiety, behavioural maladjustment, and the manifestation of deviant behaviours which if not properly managed can put the learners at risk of more complicated mental health issues which might ultimately exacerbate the challenge of national security. This position paper explores relevant literature on the concept of learning disabilities, the psycho-social challenges faced by students with learning disabilities, and the implications of learning disabilities on the mental health of individuals with learning disabilities and ultimately its implications on national security. This study also highlights relevant recommendations for educational experts and national stakeholders such as policy formulation and implementation, early identification and assessment, provision of interventions, support, and adequate resources for learners with LD to mitigate the negative outcomes of the disorder and promote positive outcomes.

PRESCHOOL TEACHERS’ PERSONALITY TRAITS AS PREDICTORS OF PUPILS’ LITERACY AND NUMERACY SKILLS IN DISTRICT II AREA OF LAGOS STATE, NIGERIA

Komolafe A. T. — 2025-12-26

At the centre of philosophy of early childhood education as stipulated in the National Policy on Education, is the care, protection, stimulation and learning (literacy and numeracy) promoted among preschoolers aged 0 to 4years in a crèche or nursery. Therefore, the characteristics of preschool teachers to pursue these goals become a major concern. This study examined preschool teachers’ personality traits as predictors of pupils’ literacy and numeracy skills in District II Area of Lagos State. Five research questions were raised and four hypotheses were postulated to guide the study. The study adopted a correlational survey design. Multi-stage sampling technique was used to select One hundred and fifty (150) preschoolers and thirty (30) preschool teachers, who constituted the study’s sample. Three research instruments were used to collect data for the study. They include: Preschool Teachers Personality Rating Scale (PTPRS), Pre-schoolers Literacy Skill Test (PLST) and Pre-schoolers Numeracy Skill Test (PNST). The instruments were scrutinized by research experts. The data were collected by the researcher and some trained research assistants. Data collected were analysed using descriptive statistics of frequency counts, percentage, mean, and standard deviation for the research questions, while inferential statistics of multiple regression and correlational matrix were used to test the hypotheses at 0.05 level of significance. Findings from the study revealed that the extent to which preschool teachers demonstrate personality traits of openness, conscientiousness, extraversion, agreeableness, and neuroticism when teaching pre-schoolers is high. Again, the hypotheses revealed that the joint contributions of the personality traits (openness, conscientiousness, extraversion, agreeableness, and neuroticism) to pupils’ literacy and numeracy skills are 15.7% and 30.5% respectively. Based on the findings of this study, it was recommended among others that the federal and state government of Nigeria and other critical stakeholders should put in place practicable measures to always assess teachers’ personality traits before employment and also ensure they exhibit positive traits that can promote meaningful learning of relevant skills in literacy and numeracy at the preschool level.

EDUCATIONAL FACILITIES PROVISION IN A CHANGING WORLD FOR SUSTAINABLE DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN LAGOS STATE

Ngozi E. Uzoka — 2025-12-26

This study examined educational facilities provision in a changing world for sustainable development in public secondary schools in Lagos State. Specifically, the study set out to examine the level of teachers training on the use of technologies in sustaining educational development in public secondary schools among others. three research questions and two research hypotheses were formulated to guide the study. This study adopted a descriptive survey research design and the population comprised 8,840 teachers in public senior secondary schools of Lagos State. Multistage sampling procedure was used to select 320 participants for the study. An instrumen t”Educational Facilities Provision and Sustainable Development Questionnaire” was used for data collection, and was validated with its reliability ascertained. The data collected were analysed using descriptive and inferential statistics. Some of the findings showed that inadequate staff training on the use of ICT and e-resources in sustaining educational development and poor funding by government to procure digital tools in schools. The study thus recommended that ministry of education through teacher service commission should as a matter of urgency embark on provision of training, workshops and seminars in digital tools appreciation to secondary school teachers to enable them acquire necessary digital literacy skills, the government should procure computers, software kits and install multimedia in schools.

MASTERCRAFTMEN PROFESSIONAL BODIES AND ITS ROLE AT PROMOTING APPRENTICESHIP SYSTEM IN NIGERIA

Odusanya Anike.T. — 2025-12-26

Apprenticeship has historically served as a vital mechanism for skill acquisition and economic mobility in Nigeria. Central to this system are Mastercraft men professional bodies, which function as custodians of trade knowledge in diverse fields such as carpentry, tailoring, welding, and construction. This position paper explores the evolving role of these professional bodies in transforming Nigeria’s apprenticeship system amidst contemporary challenges including technological shifts, informality, inadequate resources, and weak regulatory frameworks. Drawing on the guild model and empirical insights, the paper highlights the contributions of these bodies in standardizing training, certifying apprentices, advocating for policy reforms, and fostering innovation and market access. Despite these efforts, the sector faces significant obstacles such as limited government support, generational skill gaps, fragmented representation, and persistent societal stigma. The paper argues that repositioning Mastercraft men professional bodies as strategic partners in national development is essential for creating a dynamic, inclusive, and future-ready apprenticeship framework. It concludes by recommending stronger policy alignment, increased funding, and public-private partnerships to enhance the sustainability and impact of vocational education in Nigeria.

EFFECTIVE FUNDING STRATEGIES: A PANACEA FOR SUSTAINABLE DEVELOPMENT IN NORTHEASTERN NIGERIAN UNIVERSITIES

AWODOYIN Francis Olajire — 2025-12-26

The universities of Northeast Nigeria face numerous challenges in fostering sustainable development, largely due to financial constraints, insecurity, and regional infra-structural challenges. Sustainable development in universities requires long-term planning, innovative funding models, and strategic partnerships. This article explored effective funding strategies that can enhance sustainable development in universities within Northeast Nigeria, focusing on government funding, private sector partnerships, philanthropy, alumni engagement, and international collaborations. By adopting a multifaceted approach to financial sustainability, universities in the region can strengthen their institutional capacities, improve educational outcomes, and contribute to regional and national development.

THE ROLE OF FORMATIVE ASSESSMENT IN IMPROVING LEARNING OUTCOMES FOR UPPER PRIMARY SCHOOL PUPILS IN EDUCATIONAL DISTRICTS I AND II, LAGOS STATE

Manuel M.N. — 2025-12-26

In modern educational discussions, formative assessment has become a crucial technique for enhancing learning outcomes, especially in primary education where core skills are established. This study examined the role of formative assessment in improving learning outcomes for upper primary school pupils in Educational Ddistricts I and II, Lagos, Nigeria. Using the descriptive survey research design, a carefully self-designed questionnaire was used to collect data from 200 randomly selected primary school teachers from Districts I and II. The questionnaire items were validated by experts and yielded a Cronbach Alpha reliability coefficient of 0.827. The data collected were analysed using frequency distribution table and one sample t-test statistics, at 0.05 level of significance; with the aid of SPSS 21.0. The findings indicated that formative assessment procedures, often reflected in Nigeria’s practice of Continuous Assessment (CA), did not show a statistically significant impact on the academic achievement of upper primary pupils; formative assessment significantly improves engagement and motivation in learning among upper primary pupils; and that there are significant challenges faced by upper primary teachers in conducting formative assessments. Hence, this study recommends among others, that, government should establish ongoing professional development initiatives to enhance teachers' competencies in the design and execution of successful formative assessments; educational authorities should to incorporate formative assessment processes into policy frameworks in conjunction with summative methods; primary schools must be well equipped with instructional materials and technological instruments to mitigate implementation challenges.

DATA ANALYTICS AND INSTITUTIONAL MANAGEMENT FOR GLOBAL COMPETITIVENESS IN NIGERIAN UNIVERSITIES: A CASE STUDY OF THE UNIVERSITY OF LAGOS

Simeon Adebayo Oladipo — 2025-12-26

This research examines the transformative powers of data analytics in strengthening the management of tertiary educational institutions in Nigeria so as to improve their status in the global world. Our analysis resolves the question of how choices based on data can enhance better institutional performance. The research methodology was a descriptive correlational design used to answer three research questions. Our target population was 141 senior administrators. A stratified random sample of 104 respondents was then selected. Data was gathered using a questionnaire of 15 items that was scored using a four-point rating scale, and its validity was established through a panel of three subject matter experts. Mean values were then calculated in order to answer the research questions. The results show that data analytics supports the change in personalised learning experiences, the improvement of predictions and the complementing of administrative efficiency, all while aligning pedagogical practices with international norms. However, the study found that there are considerable barriers, such as inadequate infrastructure, lack of technical expertise, and data privacy concerns. Accordingly, concrete strategies to overcome these challenges are proposed in the research. In summation, the results reinforce the dire need for data analytics in the cultivation of an efficient, innovative, and globally resonant higher education system within Nigeria.

EFFECT OF PHET SIMULATIONS ON SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN ELEMENTARY ALGEBRA

Sabainah Oyebola Akinoso — 2025-12-26

Students often experience difficulty understanding abstract algebraic concepts, prompting the need for more effective instructional strategies. This study examined the effect of PhET simulations on junior secondary school students’ achievement in elementary algebra. Three research questions guided the study, and three hypotheses were tested. Two schools were randomly selected from Education District VI. The study adopted a pretest–posttest quasiexperimental design involving two intact classes in each school, randomly assigned to experimental and control groups. The experimental group received instruction supported with PhET simulations, whereas the control group was taught using the conventional chalk-and-talk method. The instrument for data collection was the Achievement Test in Elementary Algebra (ATEA). Data were analyzed using mean, standard deviation, and analysis of covariance (ANCOVA). The results revealed a statistically significant improvement in the achievement of students taught using PhET simulations compared to those in the control group. Based on these findings, the use of PhET simulations is recommended as an effective tool for enhancing students’ understanding of algebraic concepts in mathematics instruction.

AN INVESTIGATION INTO KNOWLEDGE, ATTITUDE AND SAFETY PRACTICES AMONG RESIDENT OF MAKOKO COMMUNITY, LAGOS STATE

Onwuama M.A.C. — 2025-12-26

This study examined knowledge, Attitude and practice of healthy living among residents of Makoko community in Yaba, Lagos. The descriptive Survey research design was applied. 200 participants: 100 adolescents and 100 adults selected through purposive sampling technique comprised the study sample. The theory of Reasoned Action by Ajazen under-pinned the study while variables studied include: knowledge of healthful living, Attitudes towards personal hygiene, environmental sanitation, defecation practices, and healthy living in Makoko Community. A validated researchers developed questionnaire was the instrument used for data collection, while descriptive statistics was used for data analysis and inferential statistics tested the hypotheses. Findings revealed various behaviours and exposures to infections and communicable diseases (air = 51.0%, water = 45.5%, toilet = 43.9% and housing =42.4%). This study concludes that most residents have negative attitude towards personal and environmental hygiene, and practice open defecation on land and water. The residents are exposed to polluted and filthy air. Recommendations include implementation of general environmental hygiene practices, and inculcation of aggressive school and community health awareness programmes.

PERCEPTION AND ACCEPTABILITY OF ASSISTED REPRODUCTIVE TECHNOLOGY AMONG INFERTILE WOMEN IN SELECTED HOSPITALS IN LAGOS STATE

Lydia O. Odedeji — 2025-12-26

Assisted Reproductive Technology (ART) has been found to provide new possibilities for couples struggling with infertility. However, factors such as poor perception and perceived high costs discourage many infertile married women in Lagos State from utilizing ART. The specific objectives of this study were to examine the perception of ART techniques among infertile women in Lagos State, to assess their level of knowledge and awareness regarding ART, and to evaluate their willingness to utilize these technologies. The study used a descriptive cross-sectional design. Lagos Island General Hospital and Ikorodu General Hospital were selected through simple random sampling from among the general hospitals in Lagos State. 131 participants were randomly selected for this study. The data were analyzed using Analysis of Variance (ANOVA), and the hypotheses were tested at a significance level of 0.05. There was an overall negative perception with a score of 3.86, indicating a negative perception of ART among the infertile women studied. The total acceptability score was 51.29% (below the average threshold of 55%), suggesting that ART was not generally acceptable to the participants. However, the study participants (56%) demonstrated good knowledge, indicating that the majority of infertile women had a correct understanding of ART. There is a negative perception and low acceptability toward ART among infertile women in Lagos State. It is recommended that the government, through the Ministry of Health, develop policies and programs aimed at increasing awareness and acceptance of ART.

COMPUTER-ASSISTED LANGUAGE LEARNING: AN EVALUATION OF LANGUAGE APPS AND THEIR IMPACT ON JUNIOR SECONDARY STUDENTS' ENGLISH LEARNING IN BADAGRY, LAGOS STATE

JIMOH Olumide Yusuf — 2025-12-26

This study investigates the impact of computer-assisted language learning (CALL) through mobile applications on English language achievement among junior secondary school students in Badagry, Lagos State. In response to the growing adoption and integration of educational technology in language teaching, the research evaluates how language learning apps influence students’ performance and engagement. A quasi-experimental design was adopted, involving 180 JSS2 students from six randomly selected public schools. The participants were divided into two groups: an experimental group (n = 90) used language learning apps such as Hello English, Busuu and,Duolingo alongside classroom instruction, while the control group (n = 90) received only conventional teaching. Data were collected using a 40-item English Language Achievement Test (ELAT) and a 15-item Student Engagement Questionnaire (SEQ). Pre-test and post-test results were analyzed using paired sample and independent t-tests. The mean pre-test score for the experimental group was 42.8%, which increased to 67.3% post-intervention. In contrast, the control group’s mean score rose only from 43.1% to 54.6%. The difference in post-test mean scores between the groups was statistically significant (t = 4.82, p < 0.001), indicating the effectiveness of the apps. Additionally, 78% of students in the experimental group reported increased motivation, and 85% found the apps helpful in vocabulary development. The study concludes that CALL tools significantly enhance students' English language performance and engagement. It recommends the integration of user-friendly language apps into the junior secondary curriculum, alongside teacher training and instructional material support, to improve language learning outcomes in public schools.

INTEGRATING ARTIFICIAL INTELLIGENCE COMPETENCIES INTO ELECTRICAL/ELECTRONIC TECHNOLOGY EDUCATION CURRICULA FOR GLOBAL COMPETITIVENESS: A FOCUS ON UNIVERSITIES IN SOUTHWEST NIGERIA

Fadairo, O.O — 2025-12-27

The rapid advancement of Artificial Intelligence (AI) is repositioning the skill demands of the global workforce in Nigeria. This shift necessitates a re-evaluation and restructuring of higher education curriculum. This paper examines the integration of AI competencies into Electrical/Electronic Technology Education programmes in universities in southwest Nigeria, with a view to enhancing global competitiveness. The paper identifies existing gaps in technology education curricula, limited infrastructure, inadequate training and many other factors that constitute the consequence of the lack of integration of AI into the curriculum of Technology Education in Nigerian universities, particularly, universities in southwest Nigeria. The paper also proposes strategic framework for curriculum reform, incorporating AI literacy, practical applications of AI in Electrical/Electronic context and industry collaboration. The paper affirms, that infusing AI competencies into Electrical/Electronic Technology Education curriculum is crucial for producing graduates, that will be capable of meeting evolving global technological standards, with a view to contributing to national development.

BREAKING THE CYCLE: CLASSROOM MANAGEMENT STRATEGIES TO CURB INDISCIPLINE AND FOSTER ACADEMIC ACHIEVEMENT

DAVID OLANIYI AIKOMO — 2025-12-27

This paper addresses the critical nexus between student indiscipline and academic underachievement in Nigerian schools. Confronting manifestations such as truancy and poor engagement, the study argue that proactive classroom management is the essential channel for a breakthrough. The analysis identifies the root causes of this crisis, including inconsistent teaching practices and socio-environmental factors, and demonstrates how they are compounded by poor classroom management. Central to our thesis is the evidence that teachers who employ empathetic, adaptable, and authoritative management strategies can create a disciplined environment where learning thrives. Ultimately, we assert that improving classroom management is not merely an administrative task but the cornerstone of educational reform. The paper concludes with targeted recommendations for teacher training, student support systems, and instructional leadership to cultivate the disciplined, engaging, and achievement-oriented classrooms that Nigerian students require.

ACCEPTABILITY AND UTILIZATION OF MOBILE LEARNING AS A MEANS FOR TEACHING AND LEARNING TRANSFORMATION. A CASE STUDY OF YABA COLLEGE OF TECHNOLOGY, YABA, LAGOS STATE

Hassan S. A. — 2025-12-27

This study investigated the acceptability and utilization of mobile learning (m-learning) as a transformative tool for teaching and learning in higher education, using Yaba College of Technology, Lagos State, as a case study. It examined the availability of mobile devices, the level of acceptance among students and lecturers, and their influence on learning outcomes. A descriptive survey design was adopted, and data were collected through a structured questionnaire administered to fifty (50) respondents comprising both students and lecturers from four departments: Science Laboratory Technology, Mass Communication, Computer Science, and Accountancy. The data were analyzed using both descriptive and inferential statistical techniques. Findings revealed that while most students owned mobile devices, institutional infrastructure to support m-learning remained inadequate. Both lecturers and students viewed mobile learning positively; however, technical limitations and high internet costs hindered full adoption. The study concluded that mobile learning promotes flexibility, self-directed learning, and instructional engagement. It recommended that higher institutions enhance digital infrastructure, provide regular training for lecturers, and adopt supportive policies to strengthen m-learning integration alongside traditional instruction.

EFFECT OF COMMUNITY RESOURCES ON THE TEACHING AND LEARNING OF ECONOMICS SUBJECT IN SENIOR SECONDARY SCHOOL AT YABA LOCAL GOVERNMENT, LAGOS STATE, NIGERIA

Sheidu. K. Olanrewaju — 2025-12-27

This study investigates the effect of community resources on the teaching and learning of Economics in senior secondary schools within Yaba, Local Government Area, Lagos State. The research focuses on how various local assets—such as libraries, industries, financial institutions, museums, professionals, and cultural centers—contribute to the effectiveness of Economics education. A descriptive survey research design was adopted, using a sample of 120 Economics teachers and students randomly selected from five senior secondary schools. A simple random sampling method was used to select 24 participants in the area. Data were collected through a structured questionnaire and analyzed using descriptive statistics and inferential analysis (Pearson’s correlation and regression analysis). The findings reveal that teachers' utilization of community resources is crucial and significantly enhances the teaching and learning of Economics, if utilized effectively, promoting student engagement, understanding, and academic performance. Teachers who incorporate field trips, guest lectures, and practical experiences report higher student engagement and understanding of economic concepts. However, challenges such as inadequate infrastructure and lack of resources hinder the effective utilization of community resources. The study recommends that policymakers and educators prioritize the provision of community resources, supporting teachers in integrating these resources into their instructional practices, institutionalizing partnerships between schools and community organizations to enrich the Economics curriculum, advocating for training teachers to harness local resources effectively. The study provides empirical evidence supporting the integration of community-based assets into the educational system bridging the gap between theoretical knowledge and real-world applications

INFLUENCE OF DIGITAL ACCOUNTING SKILLS ON ACCOUNTPRENEURIAL INTENTIONS OF BUSINESS EDUCATION STUDENTS IN LAGOS STATE UNIVERSITIES

ISHOLA Najeem Adeniyi — 2025-12-27

This study examined the influence of digital accounting skills on the accountpreneurial intentions of business education students in Nigerian universities. The research specifically sought to: assess the extent to which students possess digital accounting skills, evaluate their level of accountpreneurial intention, identify factors limiting entrepreneurial development, and determine the relationship between digital accounting skills and accountpreneurial intentions. A descriptive survey design was adopted, involving 129 undergraduate business education students across selected Nigerian universities. Data were collected using structured questionnaires and analysed through descriptive statistics and Pearson correlation. Findings revealed that students demonstrated moderate competence in digital accounting skills, with strengths in data visualisation and communication of financial insights, while ERP systems, cloud applications, AI/automation awareness, and cybersecurity practices were notably weak. Similarly, accountpreneurial intentions were generally low, except for items reflecting independence from salaried employment and the use of technology to reach clients. Major limiting factors included lack of funding, inadequate infrastructure, insufficient practical exposure, and limited mentorship opportunities. Correlation analysis showed mostly weak and non-significant relationships between digital accounting skills and accountpreneurial intentions, except for the communication of financial insights, which exhibited a positive and significant relationship. Based on these findings, it is recommended that Nigerian universities strengthen curriculum implementation, provide adequate infrastructure and digital tools, and establish mentorship and support systems to enhance accountpreneurial readiness among students.

HOME LANGUAGE AND ECONOMIC VALUES OF FRENCH AS DETERMINANTS OF JUNIOR SECONDARY STUDENTS ACHIEVEMENT IN FRENCH LANGUAGE IN IBADAN NORTH LOCAL GOVERNMENT

Araromi Maxwell Olakunle — 2025-12-27

Home language and Economic values of French are said to have influence on the proficiency of the learners in French language. Some students perform low in French language due to the influence of these variables. This study therefore examined home language, age, gender and economic values of French as determinants of Junior secondary school II students achievement in French in Ibadan North Local Government Area. Five research questions were raised and answered. Survey research design was adopted for this study. The population of the study includes all junior secondary schools students in Ibadan North Local Government Area, Oyo State. Simple random sampling technique and purposive sampling techniques were used to select 200 students: 50 from each junior secondary school in Ibadan North Local Government Area of Oyo State. Achievement Test in French Language (ATFL) and Questionnaire on Economic Values of French Language (QEVFL) were used to collect data. Data collected were analyzed using frequency counts and simple statistics tool of percentage and ANOVA. The students’ home language of communication had positive but not significant relationship on students’ achievement in French language. There is no significant relationship between students' home language of communication on their achievement in the French language while the economic value had significant contribution. Home language of communication and economic value of French have a statistically significant joint contribution to students' achievement in French language. Economic value of French has a significant and moderate effect on students' achievement in the French language. Stakeholders in the field of foreign education in Nigeria should consider appropriately the potency of the factors on students’ achievement in French.