Al-Hikmah Journal of Education (AHJE) is an internationally recognised peer-reviewed multidisciplinary journal published twice a year (June and December) by the Faculty of Education, Al-Hikmah University, Ilorin, Nigeria. Normally, authors submitting manuscripts are expected to present their research work for assessment and review. Manuscripts are published on the assumption that they are original and have not been published elsewhere. It places emphasis on publishing original work and findings on current issues of educational concern relevant to the following areas: Educational Management, Counselling Psychology, Business Education, Sciences Education, Arts Education, Social Sciences Education, Psychology, Human Behaviour Sciences, Teacher Education, Childhood Education and other relevant/related fields. Types of Paper Considered For Publication: Empirical and Theoretical research Papers and Book reviews General Information: All subheadings should be in sentence case, Figures/Tables should comply with APA styles, Font (Times New Roman), Font Size (12), Line Spacing (1.5), Paper Length (15 pages Maximum), Literature Review (If any) should be weaved under introduction. The cover page of each article should embody the title of the work, Name of the Author(s), Institution(s) of Affiliation and Status attained, E-mail Address and Phone Number. All Correspondence should be addressed to the Managing Editor, Al-Hikmah Journal of Education (AJE), Faculty of Education, Al_Hikmah University, Ilorin, Nigeria. The structure of the paper should be as follows: Title (Capital): Authors’ names and present affiliate institutions with e-mail addresses. The abstract should not exceed 200 words Keywords and Word Count (Maximum of 5) Introduction Research Objectives Research Questions/Hypotheses Methodology Results (Clear and concise) Discussion Conclusions and Recommendations References (APA latest Edition) Note: Articles under review elsewhere cannot be accommodated and should not be submitted to the journal. Articles should be sent electronically with the evidence of payment through any of the e-mail addresses: aje@alhikmah.edu.ng or somakinde@alhikmah.edu.ng. Submission of an article should be accompanied by a vetting fee of N5,000, and after manuscript acceptance, a publication fee of N12,000 should be paid into the account details below: Account Name: Faculty of Education Account Number: 2061738908 Bank Name: UBA Plc Complimentary Copy: Corresponding authors will get a complimentary copy of the issue in which their article appears. Other available journals housed in the faculty include Al-Hikmah Journal of Educational Management and Counselling (AJEMC), Al-Hikmah Journal of Arts and Social Sciences Education (AJASSE), and Journal of Library, Science Education and Learning Technology (JoLSELT). Editorial Board Editor-in-Chief: Dr. (Mrs.) R. M. Oladimeji Managing Editor: Dr. S. O. Makinde
Enhancing Educator Resilience and Sustainability: The Role of Technology in Future-Proofing Education
The integration of technology in education has emerged as a crucial factor in enhancing educator resilience and promoting sustainability in teaching practices. This conceptual paper explores the role of technology in future-proofing education, particularly in the context of Nigerian education systems. It examines how digital tools and platforms can empower educators to adapt to disruptions, such as those experienced during the COVID-19 pandemic, while fostering long-term sustainability in teaching methods. Through a review of relevant literature, this study identifies key barriers such as inadequate infrastructure, limited access to professional development, and disparities in technology access that hinder the successful adoption of educational technologies. Recommendations include investing in professional development programmes focused on digital literacy, providing equitable access to digital tools, and fostering a culture of adaptability and innovation among educators. Additionally, the study emphasises the importance of addressing educator well-being and embedding sustainability principles into technology integration strategies. By implementing these solutions, educational institutions can create resilient, adaptable, and sustainable teaching environments that are equipped to meet the challenges of the 21st century and beyond.
Sustainability, Educator Resilience, Technology, Future Education
Copyright (c) 2025 Al-Hikmah Journal of Education
EFFECTS OF TRAINING FREQUENCIES ON MUSCULAR FITNESS AMONG AMATEUR TRACK EVENT ATHLETES IN A NIGERIAN UNIVERSITY
This study investigated the effects of different training frequencies on muscular strength and endurance among track event athletes at Adekunle Ajasin University (AAUA), Akungba-Akoko, Nigeria. A quasi-experimental design was employed with 24 participants (19 males, 5 females) randomly assigned to one of three groups: a control group, a three-training-sessions-per-week group, and a five-training-sessions-per-week group. Over an 8-week period, participants engaged in resistance training for strength and high-intensity interval training (HIIT) for endurance. Pretest and posttest measurements of muscular strength (via the push-up test) and endurance (via the Running-Based Anaerobic Sprint Test) were collected. Data were analysed using Analysis of Covariance (ANCOVA), with pretest scores as a covariate. The results revealed a significant improvement in muscular strength for both experimental groups compared to the control group. Specifically, the five-sessions-per-week group showed the greatest strength gains (F(2, 20) = 12.869, p = <0.001, η² = 0.563). However, there was no significant difference in muscular endurance between the groups (F(2, 20) = 0.001, p = 0.974, η² = 0.000), suggesting that while training frequency had a strong impact on strength, it did not significantly affect endurance within the 8-week period. The study concludes that training three to five times per week can lead to notable strength gains, with higher frequencies yielding the best results. However, endurance improvements may require longer interventions. Future research should consider longer training durations (e.g., 12–16 weeks) and explore mixed training modalities, combining both aerobic conditioning and resistance training, to optimise both strength and endurance outcomes in athletes.
Training frequency, Muscular strength, Endurance, Track events, Athletes
IMPACT OF ARTISANS’ PROSOPOGRAPHY ON APPRENTICE INTEREST IN LEARNING-TRADE IN ONDO SOUTHERN SENATORIAT DISTRICT
The paper examined the artisans' prosopography on apprentice interest in learning trade in the Ondo Southern Senatorial District. The study acknowledges the importance of artisans and their contributions to society, emphasising the need for recognition and support. The study employs a descriptive survey research design, targeting youth eligible for apprenticeship in the district. Convenient random sampling was used to select 100 respondents, and a self-structured questionnaire on a 4-point Likert scale was used for data collection. The test-retest reliability method was applied to ensure consistency in data collection and analysis. Findings revealed that artisans’ social value is nothing to write home about, as they are lightly esteemed because of their poor remuneration, daily income, low entry requirement, low literacy level, lack of financial support and ready alternative to school. These are some of the factors that enhance apprentice interest in learning a trade. Apprentices' interests are hindered by the low social value of artisans, the poor standard of living of master craftsmen, the poor social recognition of trainers, the poor social outfit/appearance and the attraction from other lucrative but not legal economic engagements. Based on the findings, it was recommended that community leaders, political office holders, religious leaders, and NGOs should support vulnerable apprentices in cash and kind, all hands should be on deck to create awareness of viable career opportunities and foster a sense of pride in craftsmanship through neat and decent dressing, enhance productivity, endorse morally sound practices, and improve income prospects for artisans, as such encouraging youths' participation in learning trades.
Apprentice, Artisans, Impact, Interest, Learning-trade, Prosopography
ASSESSMENT OF THE ROLES OF ADULT EDUCATION IN THE DEVELOPMENT OF COMMUNITY’S HEALTH LITERACY IN AKOKO SOUTH EAST LOCAL GOVERNMENT AREA OF ONDO STATE
Health literacy is the ability to obtain, process, and understand health information to make informed decisions; it is critical to individual and community well-being. This paper examines adult education’s role in promoting community health literacy development and emphasises the importance of empowering populations with the knowledge, skills, and attitudes through adult education towards making sound health decisions. The descriptive research design of the survey type was employed for the study; a sample size of 382 was used, using a multistage sampling procedure. Data was collected using a researcher-designed questionnaire (ATROAEITDCHL) with the assistance of 2 trained research assistants. It was revealed from the study that participation in adult education programmes facilitated acceptable health behaviour and increased awareness of common health issues in the community, among others. The study recommends the effective implementation of adult education programmes, the inclusion of health literacy in adult education programmes, and strategic policy review and implementation to make health literacy a public health priority. By fostering health literacy, public health can improve health outcomes, reduce healthcare costs, and empower individuals and communities.
Adult education, Health literacy, Community development, Community health
Correlation of School’s Social Climate and Attitude toward Schooling in Osogbo Local Government Area Osun State
Developing responsible democratic citizens requires consistent effort that fosters positive attitudes and values in students toward schooling and learning. School’s social climate has been identified as a vital factor in explaining student learning and achievement. Against this backdrop, this study examined the relationship between a school’s social climate and attitudes toward schooling among secondary school students in the Osogbo Local Government Area, Osun State, Osogbo – the capital of Osun State (well renowned for its rich cultural heritage, including arts, traditional festivals, music, and dance). Descriptive survey research design was adopted in the study. A total of 200 students randomly selected from four secondary schools participated in the study. Two sets of instruments (the Attitude towards Schooling Inventory “ATSI” and the researcher’s self-designed 10-item instrument tagged “Social Environment Measure”) were used for data collection. The instruments were validated by experts in test and measurement, while a reliability test was carried out using the test-retest method. The Cronbach’s alpha reliability coefficients of 0.68 (ATSI) and 0.75 (Social Environment Measure) were obtained for the two measures. The data collected were analysed using descriptive and inferential statistics. The hypothesis was tested at the 0.05 level of significance. Findings revealed that students generally held positive attitudes toward schooling. A significant majority (80%) acknowledged the strong influence of peer groups on their attitudes, while positive perceptions of school atmosphere and home environment also contributed notably to their schooling attitudes. Furthermore, a positive significant correlation was found between the school’s social environment and attitude toward schooling (r = 0.57, p < 0.05). Based on these results, the study recommends creating a peaceful and supportive school atmosphere, equipping schools with essential facilities and qualified teachers, and encouraging parents to foster stimulating and nurturing home environments to further enhance students' attitudes toward education.
Social environment, Peer group, School climate, Home environment, Attitude towards schooling
Teachers’ Motivation and Classroom Effectiveness in Public Senior Secondary Schools in Kwara State, Nigeria
This study investigates the impact of teacher motivation on classroom effectiveness in public senior secondary schools in Kwara State, Nigeria. It identifies the key factors influencing teacher motivation, examines its relationship with classroom performance, and proposes strategies for improvement. The study is guided by Herzberg’s Motivation-Hygiene Theory and uses a descriptive survey design; 180 respondents from 15 public schools were selected, and data were gathered through a structured questionnaire. The descriptive statistics analysis of the data revealed that salary adequacy, work environment, and availability of teaching resources significantly affect teacher motivation. High motivation was found to correlate strongly with effective teaching practices, innovative methods, and improved classroom management. Based on the findings, recommendations include enhancing teacher welfare, providing adequate teaching resources, offering professional development, and promoting supportive leadership. The study underscores the critical need to prioritise teacher motivation in policy and school administration to improve educational outcomes in Kwara State.
Teacher Motivation, Classroom Effectiveness, Public Secondary Schools, Educational Outcomes, Work Environment
Effect of Problem-Based Learning Strategy on Secondary School Students’ Academic Achievement and Attitude in Agricultural Science in Gaya Education Zone, Kano State, Nigeria
The study investigated the effect of problem-based learning on academic achievement and attitude among agricultural science students in secondary schools in the Gaya Education Zone, Kano State. Four research questions and four null hypotheses were formulated and tested at the 0.05 level of significance. Quasi-experimental design was adopted. The population of the study was made up of 3,823 SS II Agricultural Science students, consisting of 2,106 males and 1,717 females. Stratified simple random sampling was used to select four schools, while simple random sampling was used in selecting four intact classes, two as experiment and two as control groups, comprising of 99 and 94 students, respectively. For two instruments used for data collection titled 'Agricultural Science Achievement Test' and 'Agricultural Science Students Attitude Questionnaire', reliability coefficients of 0.72 and 0.68 were obtained, respectively. Mean and standard deviation were used for answering the research questions, while the z-test was used in testing the null hypotheses at the 0.05 level of significance. The findings of the study, among others, indicated that students taught agricultural science using problem-based learning had higher academic achievement mean and attitude ratings mean scores than those taught using the lecture method.
Secondary School, Agricultural Science, Problem Based Learning, Academic Achievement
Digital Skills and Entrepreneurial Capability of Graduates in Nigerian Public University
The study investigated the relationship between digital skills and entrepreneurial capability of graduates at the University of Lagos. The study adopted a descriptive correlational research design. Seven hypotheses were formulated and tested. The study’s population was composed of 12,920 graduates of the University of Lagos for the 2021/2022 academic session. A multi-stage sampling procedure was adopted for the study. At the first stage, the sample size of 388 was ascertained using the Taro Yamane formula. Afterwards, based on the existing stratification by programmes, the proportionate sampling technique was used to select 57 participants from the Distance Learning Institute, 206 participants from undergraduate, 2 participants from the Institute of Continuing Education (ICE) and 123 participants from postgraduate studies. In addition, the 388 participants were purposively selected based on their involvement in entrepreneurial practices. A researcher-constructed, validated and reliable instrument (r=0.88) was used for data collection. Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at the .05 significance level. According to the study, indicators of entrepreneurial capability and digital skills were significantly correlated. The study found that there was a significant relationship between digital skills and entrepreneurial capability indicators. Based on these findings, the following recommendations, among many others, were made: universities should integrate digital entrepreneurship training into academic programmes; universities should promote digital career pathways through workshops, online freelancing seminars, and mentorship schemes that connect students with self-employment opportunities in the digital space; and universities should introduce a compulsory 1-2 unit course on digital marketing strategy across all faculties to build students’ marketing acumen for business growth.
Digital skills, Digital skills acquisition, Entrepreneurial capability, educational output, University
Assessment of ICT-Based Security Practices in the Selected Tertiary Institutions in Lagos State, Nigeria
This study assessed the availability and utilisation of ICT-based security practices in three randomly selected public tertiary institutions in Lagos State. Two research questions and hypotheses were answered and tested, respectively. The research design used in this study is the descriptive design of the survey type. A total of 780 participants, comprised of 129 academic staff, 102 non-academic staff, 51 security personnel, 243 ICT personnel and 255 students, participated in this study. A self-structured instrument named the ICT-based security practices checklist (ISSPC) was used to collect data. The data was analysed using simple descriptive statistics of frequency counts, mean and percentages and the Pearson Product Moment Correlation inferential statistical tool. Based on the findings, the study suggests adequate procurement of functional ICT-based tools for security practices (video surveillance (CCTV)-closed circuit television and metal detector, gunshot detector, picture identity card, metal detector, surveillance equipment (recording camera), surveillance equipment – monitor, etc.), and intensive seminars and workshops should be organised for students, academic staff, non-academic staff, security personnel and ICT personnel, irrespective of their gender and status in the university, on security consciousness and the use of modern ICT-based security technologies.
Assessment, ICT-based Safety Practice, ICT-based Security Practice, Tertiary Institutions
Redesigning Business Education Curriculum: Harnessing Social and Technological Systems in the Digital Age
The research examined the contribution of social and technological systems to the curriculum development of business education programs in a digital context. The study employed a descriptive survey design comprised of 149 participants. The instrument for data collection was a self-designed questionnaire, structured on a 4-point Likert scale (Very High, High, Low, and Very Low), administered through Google Forms to reach the target audience. The researcher adopted Cronbach’s Alpha to examine the internal consistency of the instrument, which yielded a reliability index of 0.85. Data analysis was done using descriptive statistics of t-test and Analysis of Variance (ANOVA). The hypotheses were tested at a significance level of 0.05. The results revealed that social systems, such as collaboration platforms and peer networks, alongside technological advancements like digital tools and online resources, significantly impact the design and development of business education curricula. The study emphasizes the need to integrate social and technological systems into the business education curriculum to foster digital literacy and entrepreneurial skills. It is recommended that institutions should continuously update their curricula to reflect technological innovations and social trends, ensuring that business education students are adequately prepared for the demands of the digital age.
Business Education Curriculum, Digital Age, Social Systems, Technological Integration
Students’ Perceptions of Biology Literacy and Common Hygiene Practices in Senior Secondary Schools in Ilorin Metropolis, Kwara State
This study explored how senior secondary school students in Ilorin Metropolis, Kwara State, perceive their knowledge of biology and how this understanding relates to their everyday hygiene practices. Using a descriptive survey approach, the research examined the extent to which students’ grasp of biological principles impacts behaviours related to personal and environmental hygiene. A total of 100 students were selected from ten randomly chosen secondary schools within Ilorin West Local Government Area. Data were gathered through a validated questionnaire comprising both demographic details and opinion-based items measured on a four-point Likert scale. Findings indicated that a large proportion of the students displayed a reasonable level of understanding in key biology topics such as cell biology, photosynthesis, and genetics. This knowledge appeared to influence positive hygiene habits, including regular handwashing, nail trimming, safe food handling, and proper respiratory etiquette. For example, 81% of the respondents reported a good understanding of photosynthesis, while 74% stated that they consistently clean their personal items. Despite this, a considerable number of students still showed gaps in their biological understanding and neglected some essential hygiene practices, particularly those concerning food safety and genetic awareness. The results highlight the need to enhance the biology curriculum with more practical, health-oriented applications. Strengthening the connection between classroom instruction and real-world health practices could significantly improve students' hygiene behaviour. The study recommends adopting interactive and applied learning techniques to foster both scientific literacy and healthy living habits among students.
Biology literacy, Student hygiene, Health behaviour, Secondary education, Ilorin Metropolis.
Vaginal Hygiene and Pregnancy Outcomes among Antenatal Attendees in Ilorin Metropolis, Kwara State, Nigeria
Maintaining vaginal hygiene during pregnancy is essential for preventing infections and promoting positive pregnancy outcomes. This study examined vaginal hygiene and pregnancy outcomes among antenatal attendees in Ilorin Metropolis, Kwara State, Nigeria. The study adopted a descriptive survey research design. The population comprised 6,100 registered pregnant women attending antenatal clinics between January and December 2023 at primary healthcare facilities in the metropolis. This figure was obtained from the Kwara State Ministry of Health records. A sample of 566 respondents was selected using stratified, purposive, proportionate, and convenience sampling techniques. A researcher-designed questionnaire, validated by experts, was used for data collection. For participants with limited literacy, trained research assistants administered the instrument orally to ensure full participation. The reliability coefficient obtained was 0.86. Data were analyzed using frequency counts, percentages, and ANOVA at a 0.05 significance level. Results revealed that (i) knowledge of vaginal hygiene was generally low, with mean scores below the benchmark of 1.5; (ii) there was a significant difference in knowledge based on age (F(2, 563) = 5835.56; p < 0.05), with younger women demonstrating higher awareness; and (iii) a significant difference existed based on educational level (F(3, 562) = 657.33; p < 0.05), with those having higher education showing greater knowledge. The study concluded that age and educational level significantly influence knowledge of vaginal hygiene in the study area. It recommended age-specific and education-sensitive interventions through visual aids, community outreach, and literacy-friendly materials to improve awareness and pregnancy outcomes.
Vaginal hygiene, pregnancy outcomes, knowledge, antenatal attendees, Ilorin Metropolis
Effectiveness of Digital Tools in Improving Senior Secondary School Students' Mathematics Learning Outcomes in Lagos State, Nigeria
Digital tools emerged as transformative assets in enhancing mathematics education, offering interactive and engaging methods to improve learning outcomes. This study investigated the effectiveness of digital tools in improving senior secondary school students’ mathematics learning outcomes in Lagos State, Nigeria. The study adopted a mixed-method research design. The population was the entire senior secondary school students in Lagos State. 300 students were selected from ten selected schools using a random sample technique. The instrument used for this study to collect data in a structured questionnaire with four sections and a reliability index of 0.76 was obtained. Descriptive statistics such as percentages, means and standard deviation was used to answer the research questions. The results revealed that students have a strong positive perception of the integration of digital tools in mathematics classes. Also, it revealed that GeoGebra, a popular mathematics app, is the most commonly used digital tool, followed by Khan Academy, while the least is interactive software (such as Desmos). It was recommended that collaboration among educators, policymakers, and technology providers is important for improving digital tools in mathematics education in Nigeria.
Digital tools, Mathematics education, Student engagement, learning outcome
Psycho-Social Indices and Retirement Adjustment of Teacher-Retirees In Ondo State, Nigeria
This study investigated psychological and sociological indices of teacher-retirees' retirement adjustment in Ondo state, Nigeria. Using descriptive survey, retired teachers from public primary and secondary schools constituted the population with a sample of 116 retirees selected by multistage sampling. The Positive Mental Health Scale (PMH-scale), Distress Disclosure Index (DDI), Family Cohesion Scale (FCS), Multi-dimensional Scale of Perceived Social Support (MSPSS), and Retirement Adjustment Scale (RAS) were employed to gather data from the respondents. Data collected were analysed using frequency counts, percentage, mean and standard deviation statistics. The results revealed that the mental health readings of the respondents were low, while their level of distress disclosure was high. Further results showed the respondents’ family cohesion as high; and while their degree of social support was also high, their adjustment to retirement was equally high. The study concluded that although the mental health rating of the teacher-retirees was low, but they were better in how they revealed their distressing moments to significant others, cohesiveness in their family, social support from important others, and adjustment to retirement. It was recommended that at every point of preparing prospective retirees for retirement, retirement counsellors and other resource individuals need to underline the relevance of positive mental health and its enhancers.
Teachers’ Mental health, Distress disclosure, Family cohesion, Social support, Retirement adjustment
The Ethical Legacy of Sokoto Caliphate: A Blueprint For contemporary Moral Reforms in Nigeria
The Sokoto Caliphate, established in the early 19th century, remains one of the most influential Islamic states in West Africa. Founded on a robust moral and ethical foundation rooted in Islamic teachings, the Caliphate emphasised justice, honesty, education, and social welfare. In contemporary Nigeria, which grapples with moral decline, corruption, and socio-political instability, revisiting the ethical structures of the Sokoto Caliphate offers a potentially transformative framework. This paper investigates the moral vision laid down by Usman ɗan Fodio and his successors and evaluates its relevance to Nigeria’s current moral crises. Employing a qualitative research design, the study utilises historical and documentary analysis of primary sources such as the writings of Usman ɗan Fodio and secondary scholarly works. Thematically analysed data reveal that the Caliphate operated on a justice-centred leadership model and emphasised inclusive, morally grounded education. These findings suggest that reintegrating such values into governance could serve as an antidote to Nigeria’s contemporary ethical challenges. Accordingly, the paper recommends reintroducing Islamic ethical governance principles, enhancing access to moral education, reinforcing institutional accountability, promoting ethical training for officials, and developing inclusive welfare systems.
Sokoto Caliphate, Contemporary Morality, Ethical Legacy, Moral Reforms, Nigeria
Recreational Tourism Activities in Advancing the Development of Social Inclusion in North West States, Nigeria
The central goal of recreational tourism activities is to provide a fun and rewarding experience that helps people to relax, recharge, and explore new environments. Social inclusion refers to the process of ensuring that every individual in a society has equal access to resources, opportunities, and rights, regardless of their background, identity, or status. The finding of this study indicates that recreation tourism activities have the role of motivating travel; it is a very important tourist resource, and the prospects of inclusion are positive and promising and provide the opportunity for people to learn about different cultures and lifestyles. Therefore, the paper concludes that social inclusion in recreational tourism activities are those activities and destinations that should cater to all members of the society, regardless of their social and economic background. Recreational tourism activities should create opportunities for people from diverse backgrounds to come together, engage in activities, and build relationships. With the prevailing situation in the Northwest States, where banditry, kidnapping, and other social vices are on the increase, the need to use recreational tourism activities to foster social inclusion is paramount so as to mitigate the effects. It is on this premise that this study recommends that local communities should develop community-based recreational tourism initiatives that should foster partnerships between them.
Advancing, development, recreation, social inclusion
Evaluation of the Implementation of Senior Secondary School Catering Craft Practice Curriculum in Ogun State, Nigeria
In Nigeria Catering Craft Practice was included to the senior secondary school curriculum as a trade and entrepreneurship subject. The main goals of this inclusion were to give students practical skills and prepare them for jobs after graduation, which would help reduce unemployment and promote personal and economic growth. This study evaluated the implementation of the Senior Secondary School Catering Craft Practice curriculum in Ogun State, Nigeria, using the Input, Process, and Output (IPO) evaluation model. A descriptive survey research design was adopted, employing a multi-stage sampling technique to select a total sample of 20 teachers and 615 students of intact classes. The results showed that many teachers are not qualified and not specialised in the Catering Craft Practice as a trade subject. Students possessed positive attitude towards Catering Craft Practice and exhibited favourable study habits. Material resources necessary for teaching Catering Craft Practice were available in the schools but not effectively utilised. Teachers employed effective teaching strategies; students’ level of acquiring general knowledge was low but had a high level in acquiring practical skills. The study concluded that the majority of Catering Craft Practices teachers are not qualified to teach the subject because they do not specialise in the area. It was recommended that only qualified and specialised teachers should be allowed to teach catering craft practices to further boost students' attitudes, study habits, general knowledge, and practical skills, thereby utilising the available resources.
School Curriculum, General knowledge, Practical Skills Acquisition, Catering Craft Practice.
Exploring Impact of the Universal Basic Education Commission Interventions on Educational Outcomes of public primary school pupils in Oyo State
The poor condition of infrastructural facilities and inconsistent teacher development prompted the UBEC to put in place a series of intervention programs aimed at checkmating the observed decadence in basic education. These interventions seemed to have addressed some issues, such as the provision of modern buildings and toilets and the provision of functional libraries and other educational materials. A descriptive research design of the ex-post facto type was adopted for this study using quantitative data collection methods to examine the impacts of the provision of infrastructure to basic education. The population of the study comprised all public primary school pupils in Oyo State. A multi-stage sampling technique was used. Simple random sampling was used to select 12 Local Government Areas (LGAs), 185 basic schools, and 1440 Basic 5 pupils from 12 Local Government Areas. One structured questionnaire titled Basic School Pupils Questionnaire (BSPQ r = 0.79) was used for data collection from the respondents. A research question was raised and answered using frequency counts, percentages, mean, and standard deviation. Findings revealed that UBEC intervention facilities are present in most schools captured and that UBEC intervention had a positive impact (M = 2.70, S.D = 0.91) on the basic pupils' education, as it improved their attendance (M = 3.19, S.D = 0.70) and enhanced their academic performance (M = 3.11, S.D = 0.77). Based on the findings, it is recommended that the government should increase its commitment to improving infrastructural facilities, among others.
Educational Outcomes, Exploring, Infrastructure, Intervention, Teachers` Development, Universal Basic Education
Effect of Health Education on Knowledge and Attitudes of Students in Adekunle Ajasin University toward Street Food Consumption
This study investigated the effect of health education on the knowledge and attitudes of students in Adekunle Ajasin University toward street food consumption. For this investigation, a quasi-experimental design, which adopts the use of an experimental group and a control group, was used. All Adekunle Ajasin University undergraduates made up the study's population. 50 respondents were selected through multi-stage sampling techniques. There were two instruments utilised. A well-structured questionnaire titled “Students’ Knowledge and Attitude toward Street Food Consumption (SKASFC)” and lecture notes were used as treatment. Data collected were analysed with mean, standard deviation, and t-test at 0.05 significance level. The study revealed that the health education has a significant effect on the knowledge (t.cal = 18.661, p < 0.00) and attitude (t.cal = 20.911, p < 0.00) of students in the study area toward street food consumption. Therefore, health education seminars should be organised by the school management for students in order to improve knowledge, attitude, and practice towards street food safety.
Street Food, Health Education, Knowledge, Attitude, University student
Job Satisfaction as a Correlate of Teachers’ Performance in Public Senior Secondary Schools, Osun State, Nigeria
This paper investigated teachers’ job satisfaction and job performance in public senior secondary schools in Osun State, Nigeria. It adopted a descriptive survey of the correlational type. The population of the study comprised all 3,546 teachers and 17,759 students in Senior Secondary School III in all 364 public senior schools in Osun State, Nigeria, in the 2024/2025 academic session. A multistage sampling procedure was used for the study. All the Local Government Areas (LGAs) in the state were stratified into three senatorial districts. The random sampling technique was used to select one LG from each of the senatorial districts, while the purposive sampling technique was used to select all the public senior secondary schools in the areas. Two research instruments tagged “Teachers’ Job Satisfaction Questionnaire” (TJSQ) and “Job Performance Questionnaire” (JPQ) were used to collect data for the study. Validity and reliability of the instruments were carried out. Reliability coefficients of 0.77 and 0.81 were obtained for TJSQ and TJPQ, respectively. The data collected were analysed using Pearson Product-Moment Correlation at 0.05 level of significance. The findings of the study revealed that teachers’ job satisfaction and job performance in public senior secondary schools in Osun State, Nigeria, were significantly related. The study recommended that the Osun State government should be more committed to the improvement of teachers’ welfare in the areas of prompt salary payment, working conditions, and promotion in order to persistently motivate them to discharge their duties effectively.
Teachers’ job satisfaction, job performance, salary, promotion, working condition
Revolutionizing Instructional Delivery with Adaptive Learning and Artificial Intelligence
This paper explores the transformative ability of Adaptive Learning (AL) and Artificial Intelligence (AI) in revolutionising instructional delivery with emphasis on Nigerian secondary education. The study employed a qualitative narrative review to explore the integration of Adaptive Learning (AL) and Artificial Intelligence (AI) in Nigerian secondary education, focusing on Kwara State and national trends. It analysed peer-reviewed articles, policy documents, and reports sourced from academic databases and institutional websites. It places emphasis on Nigerian education, empirical data, and policy analysis. The review highlights current usage, challenges, and future directions for AL and AI adoption. The AL and AI innovations help teachers in improving instructional planning and delivery. Despite global progress in the adoption of AL and AI, Nigeria still faces numerous challenges in implementing these technologies, including lack of appropriate infrastructure, unstable electricity supply, and poor internet connectivity. Additionally, lack of digital literacy among teachers, resistance to technology, and a rigid curriculum hinder effective adoption. Sociodemographic factors also influence teachers’ readiness to embrace AL and AI. While programs like Kwara LEARN and national AI training initiatives show promise, issues related to data privacy, algorithmic bias, and digital inequity must be addressed. The study highlights the need for strategic investments in the area of these challenges to harness the full potential of AL and AI. By examining both the roles and benefits, this paper contributes to the ongoing discourse on how educational technologies can enhance learning outcomes and bridge the gaps in developing contexts. A comprehensive, multi-stakeholder approach is recommended
Adaptive Learning; Artificial Intelligence; Instructional Delivery; Personalized Education; Digital Literacy
University Entrants Age and Intellectual Readiness of Undergraduates in Nigerian Universities
This study investigates the relationship between the age of university entrants and their intellectual readiness for undergraduate education in Nigerian universities. Despite the regulatory minimum admission age of 16 years set by JAMB and NUC, a growing trend of underage admissions persists. Using a descriptive survey design, data were collected from 382 undergraduates in two public universities in Osun State through a structured questionnaire. Results reveal that nearly half (48.1%) of the students gained admission below the stipulated age. Younger entrants were found to face significantly more academic and psychological challenges, including difficulties with complex concepts, stress, and poor emotional preparedness. Conversely, older students exhibited greater intellectual readiness, including better coping mechanisms and academic adaptation. A positive and statistically significant relationship (r = 0.144, p < 0.05) was established between admission age and intellectual readiness. Respondents strongly endorsed interventions such as pre-university preparatory programs, mentorship, counselling, and study-skills training. The study concludes that intellectual readiness, not merely chronological age, should be prioritised in admission decisions. It recommends policies and support structures to enhance younger students’ preparedness for higher education.
Entrants Age, Intellectual Readiness, Undergraduates, Academic Performance, Nigerian Universities
Impact of Religious Values on the Entrepreneurship Mindset and Startup Success: Al-Hikmah University Perspective
This study examined the impact of religious values on the entrepreneurship mindset and startup success of students: the Al-Hikmah University perspective. The study had three objectives, answered three research questions, and tested three hypotheses. Using a descriptive research design, the population of the study consisted of 1462 of all final-year students at Al-Hikmah University enrolled in entrepreneurship-related courses. A sample size of 150 students was selected through stratified random sampling. A structured questionnaire was developed as the main instrument for data collection, titled “Impact of Religious Values on the Entrepreneurship Mindset and Startup Success of Students Questionnaire (IRVEMSSQ), focusing on religious adherence, entrepreneurial orientation, and startup performance. Data were analysed using descriptive statistics, correlation analysis, and regression models for testing hypotheses at a 0.05 significance level. Findings indicated that religious values do not have a significant influence on the entrepreneurial mindset of students, suggesting that factors such as practical business education, motivation, and exposure to entrepreneurial experiences play a more prominent role. Additionally, the study found no significant relationship between religious values and startup success, indicating that success in entrepreneurship is primarily driven by access to resources, financial literacy, mentorship, and strategic business planning rather than religious adherence. The study concluded that while religious values offer a moral and ethical framework, practical elements such as entrepreneurship education, financial resources, and industry support are more influential in fostering entrepreneurial success and ethical business practices. Recommendations include the need for Al-Hikmah University to expand its entrepreneurship programs, provide better access to mentorship and funding, and promote ethical business practices through both religious and secular ethical frameworks.
Religious Values, Entrepreneurship Mindset and Orientation, Startup Success, Ethical Entrepreneurship, Student Entrepreneurs
Principals’ Workload and Public Secondary School Effectiveness in Akure South Local Government Area of Ondo State, Nigeria
This study explored principal workload and public secondary school effectiveness in Akure South, a local government area of Ondo State, Nigeria. A descriptive research design of survey types was used for the study. The population of this study comprised all principals and teachers in 30 public secondary schools in Akure South Local Government Area, Ondo State. Simple random sampling techniques were used to select 220 respondents comprising 200 teachers and 20 principals. Questionnaires titled “Principals’ Workload Questionnaire (PWQ) and Effectiveness of Secondary School Questionnaire (ESSQ) were used to collect data for this study. Research questions were answered with descriptive statistics of means and percentages, while the hypothesis was tested with multiple regression at 0.05 level of significance. The result showed that the level of principal’s workload in public secondary schools is high and the level of public secondary school effectiveness is high. The findings also revealed that there is a significant relationship between the principal’s workload and public secondary schools’ effectiveness in Akure, Ondo State. The study concluded that, to ensure high secondary school effectiveness in any educational institution, there must be a policy that enlists the principals’ works and roles to reduce the principals’ workload. Based on the conclusion, the study recommended that school principals’ works need to be reviewed to reduce the level of principals’ workload in public secondary schools in Ondo State.
Principals’ workload, secondary school effectiveness, non-educational task, handling of conflicts
Effect of Peer Tutoring Strategy on Colleges of Education Agricultural Students’ Retention in Genetics in North Central, Nigeria
This study assessed the effect of Peer Tutoring Strategy on retention in genetics of colleges of education agricultural education students in north central Nigeria. The study guided by two research objectives and two hypotheses were also formulated and tested. Quasi-experimental design was adopted. The population of the study are all NCE II students of agricultural education in colleges of education in north central geopolitical zone of Nigeria and a sample size of 109 Students, from two colleges (one experimental group and a control group) and a self-designed researcher’s instrument; the Genetics Achievement Test (GAT) served as the instrument for this study. It was administered to students as a pre-test and post-test and then re-administered two weeks after the post-test to assess their retention levels. The research questions were addressed using mean scores and standard deviations, while the research hypotheses were tested with t-tests and ANCOVA at a 0.05 level of significance. The findings indicated that students taught genetics through the peer tutoring strategy demonstrated better retention compared to those who received traditional instruction. Additionally, male students in both the peer tutoring and traditional instruction groups showed higher retention levels than their female counterparts. Based on these findings, the study concluded that the peer tutoring strategy is effective for teaching genetics, as it improved students’ retention. The study therefore recommended, amongst others, that peer tutoring strategy be utilised by teachers and schools should be sensitised on the use of innovative strategies in teaching, as it has proved effective in teaching difficult concepts.
Depression among Nigerian University Students: Causes, Symptoms, Impact, and Solutions
Depression is increasingly affecting Nigerian university students, disrupting their academics, emotional well-being, and overall life satisfaction. This paper reviews scholarly literature on depression among university students, including its causative factors, symptoms, impacts, and possible solutions to offer better support to struggling students. Major contributing factors include academic pressure, financial difficulties, lack of awareness about mental health, and inadequate access to counselling services. Depression in university students manifests through symptoms such as ongoing sadness, exhaustion, and withdrawal from social interactions. These challenges can severely affect academic performance, making concentration and motivation difficult, while also straining friendships and support networks. The emotional toll can lead to isolation, further deepening the struggle. Addressing depression among university students requires proactive measures such as raising awareness about mental health, strengthening campus counselling services, fostering peer support networks, implementing stress management initiatives, and advocating for policy changes. These strategies can help alleviate the negative impact of depression and create a more supportive environment for affected students. By addressing these challenges, universities can create a more supportive environment that promotes students' academic growth and emotional well-being, helping them thrive both in their studies and personal lives.
Ddepression, University uundergraduates, Causative factors, Symptoms, Impact
Evaluation of technical skills required by youth in palm oil production for self-employment in Cross River State, Nigeria
The study evaluates technical skills required by youth in oil palm production for self-reliance in Cross River State. The study adopted a survey research design. Three objectives, three research questions, and two hypotheses guided the study. The population for the study is 222, comprising137 youth (farmers) and 0.85 extension agents. There was no sampling because the researcher was able to manage the population. The instrument for data collection was a structured questionnaire titled :Palm Oil Production Questionnaire (OPPQ). The questionnaire was face and content validated by three experts: one from the Department of Agricultural Education, one from the Department of Measurement, and one from the Department of Agronomy, all at Joseph Sarwaun Tarka University, Makurdi, Benue State. To ensure the reliability of the instruments, they were trial tested on 15 agricultural extension agents and 15 palm oil processors in Benue State. The Cronbach's alpha coefficient method was used to compute the internal consistency of the instrument, which gives a coefficient of 0.89. The questionnaire was administered on a face-to-face basis by the researcher with the help of three research assistants ’familiar with the study area. The respondents were required to rate the questionnaire on a four-point scale of Highly Required=4, Required=3, Averagely Required=2, and Not Required=1, respectively. Data collected was analysed using descriptive statistics. The research questions were answered using mean and standard deviation. The null hypotheses formulated were tested using a t-test at the 0.05 level of significance. Based on the findings of the study, it was concluded that youth in the study area required skills in planting and post-planting operation of palm oil in 11 items, and to improve their standard of living, it was discovered that the youth required skills in 17 items in processing and marketing for efficient productivity for self-reliance. All the null hypotheses were rejected. It was therefore recommended that skills required in planning should be incorporated into the programme of the entrepreneurship centre for training of youth for better production of palm oil in the area.
Evaluation of technical skills, Youth in palm oil production & self-employment
Self-Advocacy Skills in Special Education: A Key Path to Empowerment and Integration
Self-advocacy competencies are the primary skills for students with special educational needs (SEN) in achieving educational inclusion, social integration, and effective transition into adulthood. This paper systematically considered the theoretical foundations of self-advocacy, fundamental elements (self-knowledge, awareness of rights, communication skills, and negotiation strategies), development stages, and its practical functions in Individualised Education Plan (IEP) meetings, classroom accommodations, peer relationships, and transition planning. Also, this study reviewed the individual, setting, and societal factors and outlined a step-by-step intervention framework, which includes direct instruction, situation drills, peer modelling, technology support, and adult support strategies. This paper concluded that incorporating self-advocacy education into the heart of special education teaching and the formation of an enabling ecology of student-family-school-community. It was recommended that schools should offer a dedicated self-advocacy course and provide training for parents. Teachers should teach students how to express their thoughts and feelings, create an open and supportive environment, give positive feedback, provide guidance and support, and encourage students to support each other.
self-advocacy, special education, empowerment, self-determination, IEP
Pre-Service Teachers’ Awareness and Utilization of AI Tools in Mathematics Education: Evidence from Kwara State, Nigeria
As Artificial Intelligence (AI) reshapes global education, its integration into teacher preparation programs remains limited, especially in resource-constrained settings. This study investigates the awareness and utilisation of AI tools in mathematics education among pre-service teachers in Kwara State, Nigeria. Using a mixed-methods design, quantitative data were collected from 50 final-year pre-service teachers using structured questionnaires, while qualitative insights were gathered through interviews with 10 participants. Findings reveal that although 58% of respondents are aware of AI tools, only 10% have ever used them in instructional settings. The study identifies key barriers to adoption: inadequate training (76%), poor infrastructure (70%), and cultural resistance (40%). Chi-square analysis indicates a statistically significant difference between awareness and utilisation (χ² = 26.289, p < 0.05), confirming that awareness alone does not ensure application. The Technological Pedagogical Content Knowledge (TPACK) framework provided a lens for understanding these gaps and the interplay of technology, pedagogy, and content knowledge. This study highlights the need for AI-integrated teacher education curricula, investment in infrastructure, and targeted professional development. The findings contribute to the growing discourse on educational technology in developing contexts and propose strategies to bridge the awareness-utilisation gap. Ultimately, the research offers a roadmap for policymakers and educators to improve digital readiness in mathematics education across sub-Saharan Africa.
Artificial Intelligence, Mathematics Education, Pre-Service Teachers, TPACK, AI Tools
Influence of Entrepreneurship Skills Acquisition on Employability Proficiency among Business Education Graduates in Colleges of Education
This study examined the influence of entrepreneurship skills acquisition on employability proficiency among business education graduates in colleges of education in Kwara State. Two specific purposes, two research questions, and two research hypotheses were formulated and tested. Survey research design was used; the population for this study comprised 2,414 graduating business education students in colleges of education, and 240 were used as samples through the stratified sampling technique. The instrument used was a self-developed questionnaire titled “Entrepreneurship Skills Acquisition on Employability Proficiency among Business Education Graduates Questionnaire (ESAEPBEGQ).” Part A of the instrument contained the personal data of the respondents, while Part B was designed to gather information on the research questions, and a four-point rating scale of Very High Extent (VHE) = 4 Points, High Extent (HE) = 3 Points, Low Extent (LE) = 2 Points, and Very Low Extent (VLE) = 1 Point was used to elicit information from the respondents. Test-retest was used to test the reliability of the instrument, and a 0.78 coefficient was obtained. 240 copies of the questionnaire were administered to graduating business education students in the selected public colleges of education through the help of research assistants. Data collected were analysed using mean and standard deviation, while t-test statistics were used to test the null hypotheses formulated at the 0.05 level of significance. The findings revealed that there was no significant difference in the mean responses of male and female business education graduates on employability proficiency regarding the entrepreneurial skills acquired in colleges of education. Based on the findings and conclusion of the study, it was recommended, among others, that there is a need for adequate provision of funds by the government and other relevant agencies for the acquisition of necessary equipment and facilities for the training of business education students at colleges of education.
Entrepreneurship, Skills Acquisition, Employability, Proficiency, Business Education