MAU Multidisciplinary Journal of Science, Technology, Management and Education (MMJ-STME)
The MAU Multidisciplinary Journal of Science, Technology, Management and Education (MMJ‑STME) is a peer‑reviewed, open‑access academic journal that publishes high‑quality original research, reviews, case reports, and technical notes across the natural sciences, engineering, management, education, and allied applied fields, with a strong emphasis on interdisciplinary work and international collaboration. The journal welcomes submissions in Agricultural Science (crop and soil science, agronomy, animal science, agri‑biotechnology, agribusiness and sustainable food systems) as well as Biology, Health Sciences, Engineering and Computer Science, Environmental and Earth Sciences, Social and Human Sciences, and Education and Policy studies.
Effect of Advance Organizer Strategy on Students’ Academic Achievement and Retention in Biology among Senior Secondary School Students in Girei Local Government Area of Adamawa State, Nigeria
This study investigated the effect of Advance Organizer Strategy on students’ academic achievement and retention in Biology among Senior Secondary School students in Girei Local Government Area of Adamawa State, Nigeria. The study was motivated by persistent challenges associated with students’ poor understanding, achievement, and retention of biological concepts, which have been linked to the dominance of teacher-centred instructional approaches. The study was anchored on Ausubel’s Theory of Meaningful Learning, which emphasizes that learning becomes more effective when new knowledge is connected with learners’ existing cognitive structures. A quasi-experimental pre-test, post-test non-equivalent control group design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools in Girei Local Government Area. A sample of 145 students was selected from four public secondary schools using purposive and simple random sampling techniques. Data were collected using the Biology Achievement Test (BAT), which consisted of 50 multiple-choice items adapted from the Biology curriculum and past examination questions. The instrument was validated by experts in Biology Education and Measurement and Evaluation, and a reliability coefficient of 0.83 was obtained using the KR-20 method. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. The study found that students taught Biology using the Advance Organizer Strategy achieved higher academic performance and demonstrated better retention of Biology concepts than those taught using the conventional method. The findings also revealed that the strategy was equally effective for both male and female students, as gender did not significantly influence students’ academic performance when exposed to the strategy. The study concludes that the Advance Organizer Strategy is an effective learner-centred approach for improving Biology achievement and retention. It is therefore recommended that Biology teachers integrate advance organizers into classroom instruction to promote meaningful learning and improved students’ outcomes.
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Class Size and the Erosion of Written Feedback Quality: A Dual-Perspective Qualitative Study of Teachers and Students in Overcrowded Classrooms
Written feedback survives almost every reform agenda in contemporary schooling, yet remarkably little is known about what happens to it once classes become very large. This article examines how class size shapes the quality, frequency and pedagogical usefulness of written feedback, drawing on a dual corpus of 21 teacher interviews and 21 student questionnaires addressing the same problem. The analysis combines thematic coding with descriptive quantification. Teachers reported class sizes ranging from 42.5 to 80 students on midpoint estimates (M = 59.05); students, asked about the same classrooms, perceived still more congested rooms, from 60 to 85 (M = 73.71). Written feedback was reportedly provided on about 60% of student work across the teacher corpus, with a wide spread (35–85%) tied to workload and enrolment. What emerges is not a simple reduction in quantity but a compression effect: as enrolment rises, written feedback becomes shorter, less frequent, less individualized, and more strongly oriented toward error marking than toward guidance for revision. Students corroborate this pattern almost unanimously, describing comments that are legible but brief, repetitive, weakly personalized, and insufficiently explanatory. Both groups nonetheless maintain that feedback remains valuable, producing a paradox we describe as feedback that is useful but insufficient. Teachers compensate through peer work, standard comment banks, selective marking, collective correction and digital tools; none of these strategies removes the structural burden created by very large classes. The article argues that feedback quality should be theorized as a problem of sustainability, workload and institutional design as much as an instructional one, and draws implications for staffing policy, protected correction time, teacher professional development, and the redesign of feedback systems in high-enrolment contexts.
Chemistry Teachers’ Awareness and Utilization of Information Communication Technology Tools for Addressing Difficult Chemistry Concepts
This study investigated the awareness and utilization level of chemistry teachers, regarding the use of Information and Communication Technology (ICT) to address difficult chemistry concepts. Three research questions guided the study A survey design was employed, with data collected from 33 chemistry teachers using a validated, 3-clustered, self-developed structured questionnaire named Addressing Chemistry Difficult Concepts Using ICT Tools (ACDCICT). The Cronbach’s Alpha reliability indices for the three clusters of the RCDCICT are 0.84, 0.88, and 0.86 respectively. Descriptive statistics specifically, mean and standard deviation were used to answer the research questions. Results revealed that teachers identified electrolysis, energy and chemical reactions, orbitals and electronic structure of atoms, nuclear chemistry, and chemical bonding as the most difficult topics for students. The study found a low level of awareness among teachers regarding ICT tools such as Chemsketch, Microsoft PowerPoint, and YouTube for addressing difficult chemistry concepts. Chemistry teachers do not frequently utilize ICT tools for the addressing of difficult chemistry concepts. The study recommended, among others, chemistry teachers should make effort to present chemistry contents in a simplified manner through leveraging both general ICT and subject specific tools such as ChemDraw, ChemSketch,
Relationship Between Time Management Skills and Students’ Academic Achievement in Chemistry in Senior Secondary Schools in Girei Local Government Area, Adamawa State
The study explored the relationship between time management skills and students’ academic achievement in Chemistry in senior secondary schools in Girei Local Government Area, Adamawa State. The study employed the correlational research design and was guided by three objectives, research questions and null hypotheses. The population was 478 representing the entirety of SS2 students who offer Chemistry in the 2025/2026 academic session. A sample of 232 students determined by Yamane (1967) sample size formula were selected by stratified simple random sampling technique. Time management skills were surveyed using a researcher developed Chemistry Time Management Questionnaire (CTMQ) having a reliability coefficient of .82 determined by Cronbach alpha while the academic achievement of the participants were retrieved using Chemistry Achievement Pro forma (CAP). Analysis of data was done using mean, standard deviation, PPMC and multiple regression. Results show weak positive insignificant relationship between time planning and academic achievement (r = .106, p > .05) and weak negative insignificant relationship between task prioritization and academic achievement (r = -.097, p > .05). The composite analysis however, showed that time planning and task prioritization have a combined positive significant relationship with academic achievement [F(2, 229) = 3.512, p < .05]. It was recommended among others that schools should organize workshops and orientation to teach students time management skills holistically rather than isolated skills.
Relationship between Socio-economic Background and E-Learning Technologies Adoption among Open and Distance Learning Students in Gombe State Nigeria
This study Relationship between socio-economic background and e-Learning technologies adoption among open and distance learning students in Gombe State Nigeria. The rapid integration of digital technologies into education has created new opportunities for flexible learning; however, disparities in socio-economic status may significantly affect students’ ability to access and utilize these platforms effectively. The study adopted a quantitative research design, using a structured questionnaire to collect data from a representative sample of ODL students across selected institutions in Gombe State. Key variables investigated included family income, parental education, access to digital devices, internet connectivity, and digital literacy levels, alongside students’ adoption and usage patterns of e-learning technologies. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings revealed that students from higher socio-economic backgrounds demonstrated significantly higher levels of e-learning adoption, attributed to better access to personal devices, stable internet connectivity, and prior exposure to digital tools. Conversely, students from lower socio-economic backgrounds faced challenges including limited access to devices, high cost of internet data, and inadequate digital skills, which hindered their effective participation in e-learning. The study concludes that socio-economic disparities play a critical role in shaping students’ engagement with e-learning technologies in ODL contexts. It recommends targeted institutional and government interventions, including subsidized internet access, provision of learning devices, and digital literacy training programs, to bridge the digital divide and promote equitable access to e-learning opportunities among students in Gombe State.
RELATIONSHIP BETWEEN PARENT RELATED VARIABLES AND PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ADAMAWA STATE, NIGERIA
This study examined the relationship between parent-related variables and the academic performance of senior secondary school students in Adamawa State, Nigeria. Specifically, the study investigated the relationship between parental socio-economic status, parental gender, and students' academic performance. A correlational research design was adopted. The study was conducted among Senior Secondary II (SS II) students in selected public secondary schools across the three educational zones of Adamawa State. A sample of 376 students was selected using a multistage sampling procedure involving purposive, stratified, and simple random sampling techniques. Data were collected using a structured questionnaire titled Parent-Related Variables Questionnaire (PRVQ), while students' academic performance was obtained from school academic records. The instrument was validated by experts, and its reliability was established using the Cronbach Alpha method, yielding a reliability coefficient of 0.88. Data were analyzed using Pearson Product Moment Correlation (PPMC) and simple linear regression at the 0.05 level of significance. The findings revealed a significant positive relationship between parental socio-economic status and students' academic performance (r = 0.816, p < 0.05). The study also found a significant positive relationship between parental gender and students' academic performance (r = 0.819, p < 0.05). The study concluded that parent-related variables significantly influence the academic performance of senior secondary school students in Adamawa State. It was therefore recommended that governments and educational stakeholders strengthen support programmes for students from low socio-economic backgrounds and encourage the active involvement of both fathers and mothers in their children's education through school-based sensitization programmes and Parent-Teacher Association (PTA) activities.
SPATIAL SICK BUILDING SYNDROME CONTROLE AND MANUFESTATIONS OF HEALTH CONDITIONS AMONG PEOPLE IN BUILDINGS IN ADAMAWA STATE
The purpose of this study is to determine the cause, symptoms and remedy of sick building syndrome among people of Adamawa State. The problem of the study is that, sick building syndrome among occupants of buildings is misconceived and attributed to other causes other than the building itself; instead of the person affected to get some relieve the condition gets worse under symptomatic treatments. The building due to some notable factors develops some harmful pathogens and emits some volatile organic compounds which affect unsuspected occupants who may seek medical care and remain in the building. Three specific objectives and research questions were formulated to guide the study. A descriptive survey research was used for the study; the area of the study is Adamawa State, in North Eastern Nigeria. The population of the study was made up of 20 Professional Estate developers and 30 Professional builders in the area of the study. Therefore, a sample size of 50 respondents was sampled using simple random sampling technique. A 26 items structured questionnaire which featured on tables 1, 2 and 3 were developed by the researcher and was utilized for the collection of data from the respondents. The structured questionnaire was on four point scale of Agree (A=4), Strongly Agree (SA=3), Disagree (D=2) and Strongly Disagree (SD=1). The instrument was validated by three experts in Modibbo Adama University, Yola. The number of instrument administered to the respondents were 51 copies with the help of research assistants’ 0ut of which 50 copies were retrieved representing 95 percent. The reliability coefficient of the instrument was found to be 0.87 using Cronback Alpha formula after trial test on population other than that of the area of the study. Mean and standard deviation was used for the analysis of data. The decision rule was that any mean above 2.50 regarded as agree and any below 2.50 was regarded as disagree. The three hypotheses were tested using t-test at 0.05 significance level. The hypothesis was accepted when the value of t-calculated was less than the t-table value for the given degree of freedom. One among the findings is that the symptom of sick building syndrome presents itself in feelings of tiredness, headache, nausea, nose bleeding, lack of concentration suffocation, irritation of eyes and nose among others. One of the recommendations made was that; Buildings should always have a quality indoor air, free from chemical substances, toxic volatile Organic Compounds, have adequate oxygen circulation, well ventilated, regularly maintained parts; prevent the entry of monoxide from power source and avoid dampness in the building.
ARTIFICIAL INTELLIGENCE AND THE QUALITY OF HIGHER EDUCATION: EVIDENCE FROM THE UNIVERSITY OF NGAOUNDÉRÉ, CAMEROON
This study examined the relationship between artificial intelligence (AI) use and the quality of higher education among students at the University of Ngaoundéré, Cameroon, with particular emphasis on academic autonomy, academic dependence, and academic integrity. A cross-sectional descriptive survey design was adopted. The study population comprised 2,700 students, from which a sample of 70 respondents was selected using a non-probability stratified sampling technique. Data were collected through a structured questionnaire developed by the researchers and analyzed using descriptive statistics and Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed a significant moderate negative relationship between AI use and students' academic autonomy (r = -0.41, p < 0.05), indicating that increased AI use was associated with reduced academic autonomy. The study also found a significant strong positive relationship between AI use and students' academic dependence (r = 0.62, p < 0.05), suggesting that greater use of AI increased students' reliance on AI for academic tasks. Furthermore, a significant weak negative relationship was found between AI use and academic integrity (r = -0.38, p < 0.05), indicating that increased AI use was associated with lower academic integrity. The study concludes that while artificial intelligence has considerable potential to support learning and improve access to educational resources, excessive reliance on AI may undermine independent learning and academic integrity. It recommends that universities develop clear institutional policies and ethical guidelines to promote the responsible use of AI while fostering critical thinking, independent learning, and academic honesty among students.
KNOWLEDGE AND PREDICTORS OF DELAYED EMERGENCY CONTRACEPTION UTILIZATION AMONG SEXUALLY ACTIVE FEMALE UNDERGRADUATE STUDENTS IN NORTHWEST, NIGERIA
Unintended pregnancies and unsafe abortions among sexually active female undergraduates remain major public health concerns in Nigeria. Although emergency contraception (EC) is an effective method for preventing pregnancy after unprotected sexual intercourse, its utilization remains low and is often delayed. This study assessed the knowledge and predictors of delay in emergency contraception utilization among sexually active female undergraduate students of the Federal University of Education, Zaria, Kaduna State, Nigeria. A descriptive cross-sectional survey design with a mixed-method approach was employed. Using a four-stage sampling technique, 400 consenting respondents were selected from various faculties and departments. Data were collected through a structured self-administered questionnaire that assessed socio-demographic characteristics, knowledge, utilization, and factors associated with delayed EC use. Quantitative data were analyzed using descriptive statistics, Chi-square tests, Spearman correlation, and logistic regression at a 0.05 level of significance, while qualitative data were analyzed thematically. The findings showed that most respondents were aged 20–24 years (50.0%) and single (80.0%), while 42.5% had no income. Although awareness of emergency contraception was high (90.0%), utilization was relatively low (45.0%), and more than half (52.5%) reported delayed use after unprotected intercourse. Respondents generally demonstrated fair-to-good knowledge, though misconceptions persisted. Significant predictors of delayed utilization included stigma and embarrassment, inadequate knowledge, fear of side effects, partner influence, cost, and poor access to health facilities. Financial dependence on partners also emerged as an important factor influencing delays. The study concluded that despite high awareness and moderate knowledge, EC utilization remains inadequate due to psychosocial, economic, and structural barriers. Strengthened reproductive health education, youth-friendly services, and stigma-reduction interventions are recommended.
INFLUENCE OF STUDY HABIT ON ACADEMIC ACHIEVEMENT OF CHEMISTRY EDUCATION STUDENTS IN MODIBBO ADAMA UNIVERSITY, YOLA
The study examined the influence of study habit on academic achievement of chemistry education students in Modibbo Adama University, Yola (MAU, Yola). The study employed the correlational design and was anchored by the Self-Regulated Learning (SRL) Model by Zimmerman (2000). Three objectives, research questions and null hypotheses guided the study. The population of the study was 72 which equals the entire registered chemistry education students in 2025/2026 session while a sample of 67 representing the entire sophomore, penultimate and final year students were selected using purposive sampling technique. A researcher developed Chemistry Education Students’ Study Habit Questionnaire (CESSHQ) and Chemistry Achievement Pro forma (CAP) were used for data collection while mean, standard deviation, PPMC and multiple regression were used for data analysis. It was found that chemistry education students in MAU, Yola showed high levels of notetaking (3.67) and collaboration (3.86) in their learning. It was also found that notetaking (r = -0.180, p > 0.05), collaboration (r = -0.132, p > 0.05) and study habit [F(2, 64) = 1.088, p > 0.05] had no significant separate and combined relationship with the academic achievement of the participants. It was recommended among others that moderating factors such as quality of notes and frequency of collaboration be examined to ascertain if the null findings are due to poor implementation rather than the study habits themselves.
INFLUENCE OF INFLUENCER MARKETING AND VIDEO MARKETING ON CONSUMER BEHAVIOUR FOR RETAIL PRODUCTS IN ADAMAWA STATE, NIGERIA
The study assessed the influence of influencer marketing and video marketing on consumer behaviour for retail products in Adamawa State, Nigeria. The study was based on the Stimulus-Response Model developed by John B Watson in 1913. The survey research design was adopted and 400 questionnaires were administered to selected respondents in Yola North, Mubi North, and Ganye Local Government Areas representing the three senatorial districts of Adamawa State. The research questions were analysed using mean and standard deviation while the null hypotheses were tested at 0.05 significant level using simple linear regression. The results of the study revealed that influencer marketing had a grand mean of 3.34, whereas video marketing had a grand mean of 3.44 and both had significant influence on consumer behaviour for retail products (p=0.000). The R-square indicated that influencer marketing accounted for 58% variance whereas video marketing accounted for 52% of the variance in consumer behaviour for retail products. The study concluded that influencer marketing has the highest influence on consumer behaviour among all the digital marketing strategies. It was recommended that the retailers should invest more in engaging influencers with cultural values and produce short videos with less data consumption in Adamawa State, Nigeria.
AVAILABILITY AND UTILISATION OF LIBRARY RESOURCES AND SERVICES AMONG UNDERGRADUATE STUDENTS AT MODIBBO ADAMA UNIVERSITY, YOLA
This study investigated the availability and use of the library resources and services among the undergraduate students of Modibbo Adama University Yola. The study was guided by four research objectives, four research questions and one hypothesis. Related literatures were reviewed based on the objectives of the study. Descriptive survey research design was adopted for the study. The population of the study comprised 12787 undergraduate students. 374 undergraduates were selected as sample size using Krejcie and Morgan (1970) Table. Questionnaire was the main instrument used for data collection. The data generated from the research questions were analysed using mean and standard deviation. Pearson Product Moment Correlation Coefficient was used to test the null-hypothesis at 0.05 level of significance. The findings revealed that there is adequacy of library resources, but the level of utilisation of library resources and services by respondents, was low. Major hindrances to the use of library resources and services are lack of awareness of availability of library resources and services to users, poor use of library skills by the users and poor information and communication technology skills. The results showed that there was no significant relationship between availability of library resources and services and their use by undergraduate student. The study concluded that although the Ibrahim Babangida Library has adequate resources and services, their low level of utilisation limits the extent to which students benefit from them. The study therefore recommends increased awareness campaigns, regular user education and training programmes, improved access to information and communication technology, and enhanced strategies for promoting the effective utilisation of available library resources and services.
EFFECT OF CONCEPT MAPPING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN GEOGRAPHY IN TARABA STATE, NIGERIA
The study investigated the 'Effect of Concept Mapping Teaching Strategy on Senior Secondary School Geography Students' Academic Achievement in Taraba State, Nigeria'. The study specifically determined the effect of concept mapping and Lecture Method on Geography students' Academic Achievement in Taraba State. One research question was raised and one hypothesis was tested at 0.05 level of significance to guide the study. The experimental design of the study was quasi-experimental pretest posttest non-equivalent control group design which involved 87 SSII students from four purposively selected senior secondary schools in Taraba State. The instrument used for data collection was a cognitive test tagged Geography Concept Achievement Test (GCAT) adapted from WAEC past questions from 2014-2021. The instrument was content validated by three experts. The instrument was also tested for reliability, using KR-20 method. The reliability coefficient of 0.92 was obtained. The treatment lasted for six weeks. The data collected were analyzed using descriptive statistics for the research question, and Analysis of Covariance (ANCOVA) for the hypothesis. The result shows that there is significant difference in the academic achievement of students taught geography with concept mapping and Lecture Teaching Methods in favour of students taught with concept mapping [F = 33.56 (df 1, 86), P < 0.05]. The use of student-centered activity in teaching and learning geography should be encouraged. The result of this study clearly showed that concept mapping teaching strategy enhanced students' academic performance in geography. Symposium and workshops should be organized and made compulsory for practicing teachers to inculcate skills in organizing and implementing concept mapping strategy. Schools should organize workshops and seminars internally which will enable teachers and their students to share ideas on the skills of designing and implementation of concept mapping strategy.
ACCESSIBILITY AND UTILIZATION OF EMERGING TECHNOLOGIES IN COMPUTER SCIENCE TEACHING IN POLYTECHNICS AND COLLEGES OF EDUCATION IN DELTA STATE, NIGERIA
This study is designed to investigate the accessibility and the degree of utilization of emerging technologies in computer science departments in two state Polytechnics and two state Colleges of Education in Delta State. The population of the study consisted of 36 lecturers of which 20 of the lecturers are from the two selected Polytechnics situated in Otefe-Oghara and Ogwashi-Uku towns, while 16 of the 36 lecturers were from two (2) Colleges of Education situated in Mosogar and Warri towns respectively. Two hypotheses guided the researcher in the study and the descriptive survey research design was adopted. The instrument for data collection was a structured questionnaire termed: accessibility and degree of utilization of emerging technologies by lecturers (ADUETL) in the study of Computer Science, with a reliability coefficient of 0.83, using the Cronbach alpha statistics. The data collected were analyzed with the statistical values of 0.25, 0.100 and 0.00, 0.125 mean scores, with t-values of 2.52 and -0.23 and p-values of 0.017 and 0.320 respectively. The findings showed that the differences between the degree of accessing and utilizing emerging technologies for teaching Computer Science by lecturers in the Computer Science departments in the sampled state-owned Polytechnics and Colleges of Education in Delta state is insignificant.
MASTERY EXPERIENCE SELF-EFFICACY AS A CORRELATE OF STUDENTS ACADEMIC ACHIEVEMENT IN PHYSICS IN TARABA STATE, NIGERIA
This study investigated mastery experience self-efficacy as a correlate of students’ academic achievement in physics in Taraba State, Nigeria. The study was guided by two research questions and a null hypothesis. A correlational survey design was adopted for the study. The population consist of 13,281 SS3 secondary school students offering physics from public senior secondary schools in Taraba State. The sample of 388 students was selected using a simple random sampling technique. The instruments used for data collection were the Academic Self-Efficacy Scale (ASES) and Physics Academic Achievement Proforma (PAAP) validated by three experts. Academic Self-Efficacy Scale was pilot-tested and a reliability coefficient 0.84 was obtained using Cronbach alpha. Data collected were analyzed using mean and standard deviation for answering the research questions, while hypotheses were tested using linear regression for hypothesis at α 0.05 level of significance. The results revealed that the levels of mastery experience (M=3.46. The academic achievement mean score of students was 50.35. The findings of the study also showed that only mastery experience self-efficacy has no significant relationships. Therefore, it was concluded that mastery experience self-efficacy alone is not a strong predictor of academic achievement in Physics. It was recommended that teachers adopt diversified instructional strategies that integrate cognitive, motivational, and environmental factors to improve students’ performance in Physics.
EFFECTS OF UTILIZATION OF INSTRUCTIONAL TECHNOLOGIES ON ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN FEDERAL COLLEGES OF EDUCATION, YOLA ADAMAWA STATE
This study investigated the influence of instructional technologies on the academic performance of Chemistry students in the Federal College of Education, Yola, Adamawa State. Specifically, the study examined the effects of Computer-Based Multimedia Instructional Packages, Digital Interactive Hardware Devices, and Mobile-Assisted Instructional Applications on students’ academic performance in Chemistry. A quasi-experimental, non-equivalent pre-test and post-test control group design was adopted. The population comprised 200- and 300-level Chemistry students, while a sample of 148 students selected from four intact classes participated in the study. The Chemistry Academic Performance Test (CAPT), a 50-item multiple-choice instrument with a reliability coefficient of 0.84 determined using the Kuder-Richardson Formula 20 (KR-20), was used for data collection. Data were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using Computer-Based Multimedia Instructional Packages obtained a post-test mean score of 76.47 with a mean gain of 35.19, compared to the control group mean score of 58.23 and mean gain of 17.32. Students exposed to Digital Interactive Hardware Devices recorded a post-test mean score of 79.34 and a mean gain of 37.18, while those taught using Mobile-Assisted Instructional Applications achieved the highest post-test mean score of 82.05 and mean gain of 40.20. ANCOVA results showed significant differences between each experimental group and the control group (p < .05), leading to the rejection of all three null hypotheses. The study concluded that instructional technologies enhance students’ understanding of Chemistry concepts and improve academic achievement more effectively than conventional teaching methods. It was recommended that Chemistry lecturers integrate instructional technologies into classroom teaching and that educational institutions provide adequate technological facilities and support for effective implementation.
KNOWLEDGE MANAGEMENT PRACTICES AS ENABLER OF EFFECTIVE SERVICE DELIVERY IN STATE OWNED ACADEMIC LIBRARIES IN ADAMAWA STATE, NIGERIA
The study investigated knowledge management (KM) practices as a change enabler for effective service delivery in academic libraries in the digital age. Using a descriptive survey design, data were collected from professional and para-professional librarians in three Adamawa State-owned academic libraries: Adamawa State University, Mubi; Adamawa State Polytechnic, Yola; and College of Education, Hong. Seventy-one valid responses were analyzed using mean and standard deviation. Findings showed that all six dimensions of KM practices knowledge creation, capturing, organization, sharing, utilization, and storage were implemented at a high level. Knowledge organization recorded the highest mean score (3.70), indicating strong compliance with standard cataloguing and classification practices, while knowledge creation had the lowest mean score (2.9). Overall, the libraries demonstrated a high level of knowledge management implementation, with a grand mean score of 3.0, highlighting the significant role of KM in enhancing library services and operational efficiency. The study concluded that the selected academic libraries have effectively embraced knowledge management practices, thereby supporting improved service delivery in the digital environment. It recommended the continuous adoption of comprehensive KM frameworks, regular staff training and professional development, increased use of technological tools, promotion of a knowledge-sharing culture, and the establishment of mentorship program to facilitate knowledge transfer among staff. The study also contributes to the limited empirical literature on knowledge management practices in academic libraries, particularly within the Nigerian context.
PREVALENCE OF HELMINTH PARASITES AMONG CHILDREN IN GREAT BRIGHT STAR SECONDARY SCHOOL, CHIKAJI, SABON GARI, KADUNA STATE
Helminth infections remain a significant public health concern, particularly among children in developing countries where poor sanitation and inadequate hygiene practices facilitate transmission. This study assessed the incidence of helminth parasites among children associated with Great Bright Star Secondary School, Chikaji, Sabon Gari, Kaduna State(WHO,2022). One hundred and fourthy one (141) Stool samples collected from children were examined using the flotation technique in the Helminthology Laboratory, Ahmadu Bello University, Zaria. Data collected between 2020 and 2023 were analyzed according to age and sex. The overall prevalence increased from 28.7% in 2020 to 38.5% in 2023. Children aged 0–5 years consistently recorded the highest prevalence rates, reaching 66.7% in 2023. Male children generally showed higher infection rates than females, except in 2022 when females recorded higher prevalence. The findings indicate persistent transmission of helminth infections among children and highlight the need for regular deworming programmes, improved sanitation, and health education(WHO,2023).
INFLUENCE OF PSYCHO SOCIAL FACTORS ON TEACHERS PERCEPTIONS OF AGEING IN PUBLIC SENIOR SECONDARY SCHOOLS IN KANO STATTE NIGERIA.
This study examined impact of psychosocial factors on perception of ageing among senior secondary school teachers in public secondary schools in Kano State, Nigeria. The study was guided by three objectives, three research questions and three formulated hypotheses. The study employed descriptive survey design with the total population of 9,660 public secondary school teachers. A sample of 333 participants was used in the study. The instrument used for data collection in this study was an adapted Psycho-Social Factors on Perception of Ageing among Teachers (QIPFPA), the instrument has sub-section with total of 97 items across the sub-sections. The instrument was designed on four-point likert scale, was found reliable some of the sub-section reliable at 71, 78 respectively. The statistical tool used to analyze the data was t-test and ANOVA. The findings of the study revealed negative and non-significant difference between male and female perception of ageing on anxiety t-cal. -1.744, p= .082, Positive and non-significant difference between male and female perception of ageing on emotional adjustment t-cal. .424, p= .671, Positive and non-significant difference between male and female perception of ageing on self-esteem t-cal. .1.881, p= .061. Based on the findings of the study it was concluded that difference does not exist between male and female senior secondary school teachers’ perceptions of ageing. The findings indicated that significant difference exists between male and female teachers’ anxiety on their perception of ageing. It was recommended that there is need for the government to put machinery in motion by improving policies that will enable satisfactory retirement among teachers in the civil service of the state, state government should establish or improve modalities that would ensure that teachers retirees are adequately prepared to embrace retirement, and there is the need for teachers retirees to be enlisted in special programmed that would educate them in the modalities of retirement and also empower them with the necessary skills that will smoothly ease retirement transition.
PERCEIVED INFLUENCE OF AI-ENHANCED MEDIA COVERAGE ON SPORTS PARTICIPATION AMONG PERSONS WITH DISABILITIES IN NORTH-WEST NIGERIA
The study assessed the impact of Artificial Intelligence (AI)-enhanced media coverage on sports participation among persons with disabilities in the North-West Zone of Nigeria. An ex-post facto research design was adopted. The population comprised 595 registered athletes with disabilities, from which a sample of 234 respondents was selected using stratified random sampling and simple random sampling within each stratum. Data were collected using a researcher-developed questionnaire. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to analyze the data, while Chi-square statistics tested the null hypotheses at the 0.05 level of significance. A criterion mean of 3.0 was used for decision-making. The findings revealed that AI-enhanced print media coverage significantly influenced sports participation among persons with disabilities, with a calculated Chi-square value of 160.91. AI-integrated audio media coverage also had a significant influence, with a calculated Chi-square value of 117.28. Both calculated values exceeded the critical value of 9.49, leading to the rejection of the null hypotheses. The study concluded that AI-enhanced media coverage significantly enhances sports participation among persons with disabilities in the North-West Zone of Nigeria. It was recommended that government agencies and relevant stakeholders provide subsidized or free access to AI-driven audio and audio-visual media platforms. The study also recommended implementing digital literacy programmes and inclusive policies to improve accessibility, reduce technological barriers and encourage greater participation in sports among persons with disabilities.
APPLICATION OF CONSTRUCTIVIST LEARNING THEORY IN THE IMPLEMENTATION OF COMPETENCY-BASED CURRICULUM: A CONCEPTUAL REVIEW
The competency-based education (CBE) trend is one of the biggest changes that have taken place in the education systems across the world, where developing hands-on skills, critical thinking, and life problem-solving abilities are the focuses. Constructivist learning theory offers a good theoretical basis of this change as it encourages active and learner-focused methods of knowledge-building. In this paper, the author of this paper explores the idea of the constructivist learning theory on the implementation of CBE, with specific reference to the empirical findings that have been conducted in Nigeria and other developing nations. The study presents theoretical background, pedagogical practice, conceptual correlations, and implementation issues using a systematic review. Results show that constructivist practices have a great impact on developing competency, academic success and involvement of learners. Nevertheless, the implementation is hampered by issues like the lack of training of teachers, the lack of instructional materials and the complexity of assessments. The paper suggests a conceptual model of association between constructivist practices and competency development and provides policy, research, and practice recommendations.
A SCOPING REVIEW OF RELATED JOURNAL ARTICLES ON ARTIFICIAL INTELLIGENCE CLASSROOM TESTING AND EVALUATION
Artificial Intelligence (AI) has been used to automate processes in the commerce, healthcare, management, finance, and education sectors. Using relevant machine learning codes, AI has impacted curriculum development, instructional delivery, learning, and the use of AI-based instructional aids. This study used a content analytical approach to carry out a scoping review of related articles on artificial intelligence classroom testing and evaluation (AICTE). The study employed a descriptive survey research design. The population consisted of 55 articles published on general education extracted from the Scopus database. Twenty research articles related to artificial intelligence classroom testing and evaluation were extracted to be included in the review. Five research questions were answered. A review information format was developed by the researcher to extract data from the selected journal articles on current focus, research design, locations, analysis, and future focus of artificial intelligence classroom testing and evaluation. Descriptive statistics were used to analyze the data collected. Results showed a very low focus on classroom testing and evaluation research, and most authors used literature reviews and surveys. Most of the articles published on artificial intelligence for testing and evaluation originated in the global north, compared with those from the global south, and the areas of research focused on were general assessment, evaluation, and feedback. Researchers in the global south should carry out more research on the use of artificial intelligence to enhance classroom testing and evaluation, other areas to be researched into our examination administration, question bank, item generation, and results processing, and also apply various research designs to undertake research in these areas. It is therefore concluded that there were not enough articles that focus on Artificial Intelligence classroom testing and evaluation from the global south.
GENDER DIFFERENCE IN GEOGRAPHY STUDENT'S ACADEMIC ACHIEVEMENT USING CONCEPT MAPPING AND LECTURE METHOD METHODS IN TARABA STATE SECONDARY SCHOOLS IN TARABA STATE, NIGERIA
The study investigated the 'Effect of Concept Mapping Teaching Strategy on Senior Secondary School Geography Students' Academic Achievement in Taraba State, Nigeria'. The study specifically determined the gender difference on the Academic Achievement of geography students when taught with concept mapping and Lecture Methods in Taraba State secondary schools. One research question was raised and one hypothesis was tested at 0.05 level of significance to guide the study. The experimental design of the study was quasi-experimental pretest posttest non-equivalent control group design which involved 87 SSII students from four purposively selected senior secondary schools in Taraba State. The instrument used for data collection was a cognitive test tagged Geography Concept Achievement Test (GCAT) adapted from WAEC past questions from 2014-2021. The instrument was content validated by three experts. The instrument was also tested for reliability, using KR-20 method. The reliability coefficient of 0.92 was obtained. The treatment lasted for six weeks. The data collected were analyzed using descriptive statistics for the research question, and Analysis of Covariance (ANCOVA) for the hypothesis. The result shows that there is no significant gender difference on students' Academic Achievement scores in geography when taught with concept mapping and Lecture Teaching Methods [F = 2.65 (df 1, 86), P = 0.107]. The use of student-centered activity in teaching and learning geography should be encouraged. The result of this study clearly showed that concept mapping teaching strategy enhanced students' academic performance in geography and is gender-friendly, as both male and female students benefitted equally. Symposium and workshops should be organized and made compulsory for practicing teachers to inculcate skills in organizing and implementing concept mapping strategy. Schools should organize workshops and seminars internally which will enable teachers and their students to share ideas on the skills of designing and implementation of concept mapping strategy.
PRINCIPALS’ INSTRUCTIONAL SUPERVISORY SKILLS AS A CORRELATE OF TEACHERS’ JOB PERFORMANCE IN POST-BASIC SCHOOLS IN ADAMAWA STATE, NIGERIA
This study examined principals’ instructional supervisory skills as a correlate of teachers’ job performance in post-basic schools in Adamawa State, Nigeria. A correlational survey design was adopted. The population consisted of 6,140 principals and teachers, from which a sample of 614 respondents was drawn using multi-stage sampling techniques. Data were collected using the Principals’ Managerial Skills Questionnaire (PMSQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated and yielded reliability coefficients of 0.82 and 0.85 respectively using Cronbach’s alpha. Data were analysed using mean, standard deviation, regression, at 0.05 level of significance. Findings revealed that principals’ instructional supervisory skills were high (M = 3.86, SD = 1.29), while teachers’ job performance was also high (M = 3.82, SD = 1.36). Regression analysis showed a significant positive relationship between instructional supervisory skills and teachers’ job performance (R = 0.485, R² = 0.236, β = 0.485, t = 3.141, p < 0.05). ANOVA results further confirmed that the regression model was statistically significant. The study concluded that effective instructional supervision significantly enhances teachers’ classroom performance and instructional delivery. It was recommended that principals should intensify classroom supervision, mentoring, and instructional monitoring to sustain teacher effectiveness.
Principals’ Personnel and Financial Management Skills as Correlates of Teachers’ Job Performance in Post-Basic Schools in Adamawa State, Nigeria
This study examined principals’ personnel and financial management skills as correlates of teachers’ job performance in post-basic schools in Adamawa State, Nigeria. The study adopted a correlation survey design. The population comprised 6,140 principals and teachers drawn from the five education zones in Adamawa State, while a sample of 614 respondents, consisting of 580 teachers and 34 principals, was selected using multi-stage sampling technique. Two researcher-developed instruments, namely the Principals’ Managerial Skills Questionnaire (PMSQ) and Teachers’ Job Performance Questionnaire (TJPQ), were used for data collection. The instruments were validated by experts and yielded reliability coefficients of 0.82 and 0.85 respectively using Cronbach’s alpha. Data were analyzed using mean, standard deviation, and regression analysis at 0.05 level of significance. Findings revealed that principals’ personnel management skills were at a moderate level (M = 3.33, SD = 1.49), while principals’ financial management skills were at a high level (M = 3.89, SD = 1.24). Teachers’ job performance was also found to be high (M = 3.82, SD = 1.36). The regression results showed that principals’ personnel management skills had a significant positive relationship with teachers’ job performance (R = .444, p = .008), while principals’ financial management skills also had a significant positive relationship with teachers’ job performance (R = .478, p = .004). The ANOVA results further confirmed that both regression models were statistically significant. The study concluded that effective personnel and financial management skills are important predictors of teachers’ job performance in post-basic schools. It was recommended that principals should be exposed to regular capacity-building program in staff welfare administration, budgeting, accountability, and financial record keeping to further improve teachers’ effectiveness.
EDUCATIONAL PLANNING AS A LIVE WIRE OF EDUCATIONAL ADMINISTRATIVE FRAMEWORK IN NIGERIA
This non‑empirical paper examines the proposition that educational planning constitutes the “live wire” of Nigeria’s educational administrative framework the essential conduit through which policy intent is transmitted, the circuit whose integrity determines administrative functionality, and the connection whose quality dictates the efficiency of educational energy reaching schools, teachers, and learners. Drawing on recent policy developments, government initiatives, and scholarly discourse from 2024 to 2026, the paper argues that effective educational planning is not merely a preliminary or specialized function but the core intelligence function that makes all other administrative activities meaningful. The paper analyses Nigeria’s contemporary educational landscape, including the Nigerian Educational Sector Renewed Initiative (NESRI), the DOTS policy framework, the BRIDGE digital infrastructure project, and the emerging strategic foresight approaches being piloted in partnership with UNICEF. It contends that persistent challenges inadequate and inequitable funding, curriculum instability, security threats to educational institutions, and gaps in teacher quality ultimately stem from deficiencies in the planning process rather than from failures of implementation alone. The paper concludes by proposing a reconfigured planning framework that incorporates long‑term strategic foresight, data‑driven decision‑making, inclusive stakeholder engagement, and institutional continuity as essential elements for transforming educational administration from reactive crisis management to proactive, sustainable development. By investing in planning as the live wire of the system, Nigeria can bridge the persistent gap between policy rhetoric and educational reality.
QUALITY TEACHER EDUCATION IN THE FACE OF CHALLENGES POSED BY AI AND INSECURITY IN NIGERIA
Quality teacher education is fundamental to national development, yet Nigeria’s teacher preparation system is increasingly threatened by two contemporary challenges: the rapid emergence of Artificial Intelligence (AI) and persistent insecurity across multiple regions. This paper critically examines the dual impact of AI and insecurity on teacher education in Nigeria, drawing on literature from 2018 to the present. The analysis reveals that AI-related challenges include inadequate digital literacy among teacher trainees, poor infrastructure and a pervasive digital divide, increased academic dishonesty through generative AI tools, absence of a national policy framework for ethical AI use, fears of teacher displacement, and curriculum misalignment with locally developed technologies. Concurrently, insecurity manifested as insurgency, banditry, kidnapping, and communal conflicts disrupts teacher training programmes, triggers teacher shortages and brain drain, creates unsafe learning environments, limits access to rural education, and inflicts severe psychological trauma on teacher educators and pre-service teachers. The combined effect of these pressures leads to reduced teaching effectiveness, widened inequality in teacher preparation, weak professional competence, poor student learning outcomes, and slow adoption of modern pedagogies. To sustain quality teacher education, this paper proposes eight integrated strategies: integration of AI literacy into teacher training curricula; mandatory continuous professional development; massive investment in digital infrastructure; development of a national AI policy for education; strengthening security in educational institutions through surveillance and community policing; adoption of blended learning to mitigate disruption; promotion of contextualised, locally developed AI solutions; and provision of hazard allowances and incentives for teachers serving in high-risk areas. The paper concludes that without urgent, holistic reforms addressing both technological and security dimensions, Nigeria risks producing a generation of ill-prepared teachers, thereby perpetuating educational decline. Only through coordinated action by government, teacher education institutions, and international partners can Nigeria build a resilient, high-quality teacher education system fit for the 21st century.
EFFECT OF COMPUTER-BASED INSTRUCTION ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN ADAMAWA STATE, NIGERIA
This study investigated the effect of Computer-Based Instruction (CBI) on senior secondary school students' academic performance in Biology in Adamawa State, Nigeria, with particular emphasis on gender differences. A quasi-experimental pre-test, post-test, non-equivalent control group design was adopted. The population comprised Senior Secondary II (SS II) Biology students in public secondary schools within Yola Education Zone. A sample of 291 students selected through a multi-stage sampling procedure participated in the study, with 146 students assigned to the Computer-Based Instruction group and 145 students to the lecture method group. Data were collected using the Biology Achievement Test (BAT), which was validated by experts and had a Kuder-Richardson 20 (KR-20) reliability coefficient of 0.88. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught Biology using Computer-Based Instruction achieved significantly higher academic performance (mean gain = 36.59) than those taught using the lecture method (mean gain = 22.66), with a statistically significant difference, F(1, 290) = 63.41, p < .05. The study also found that gender significantly influenced students' academic performance under Computer-Based Instruction, with male students outperforming female students, F(1, 143) = 48.54, p < .05. It was concluded that Computer-Based Instruction is more effective than the conventional lecture method in improving students' academic performance in Biology. The study recommended that Biology teachers should integrate Computer-Based Instruction into classroom teaching and that schools should provide adequate ICT facilities while adopting gender-responsive instructional strategies to ensure equitable learning opportunities for all students.
GUIDANCE AND COUNSELLING STRATEGIES FOR PREVENTING DRUG ABUSE AMONG STUDENTS IN TERTIARY INSTITUTIONS IN ADAMAWA STATE, NIGERIA
This study examined guidance and counselling as a strategy for preventing drug abuse among students in tertiary institutions in Adamawa State, Nigeria. The study was guided by two objectives: to examine guidance and counselling strategies employed in preventing drug abuse among students and to determine the effectiveness of guidance and counselling services in preventing drug abuse among students in tertiary institutions in Adamawa State. Two research questions and two null hypotheses were formulated to guide the study. The study adopted a descriptive survey research design. The population of the study is 13,758 which comprised students and staff of guidance and counseling of selected tertiary institutions in Adamawa State. A sample size of 400 respondents was selected using a simple random sampling technique, out of which 371 questionnaires were duly completed and returned, representing a response rate of 92.75%. The Statistical package for the social science (SPSS) was used to determine the reliability and item consistency index from Cronbach Alpha. From the test conducted, the internal consistency coefficient obtained is 0.70 this mean that the instrument was reliable and internally consistent for the study. Data were collected using a structured questionnaire. Data collected were analyzed using frequency counts, percentages, mean scores, and standard deviations, while the hypotheses were tested using Chi-square statistics at 0.05 level of significance. The findings revealed that guidance and counselling strategies such as seminars, orientation programmes, individual counselling, group counselling, peer counselling, awareness campaigns, and referral services are widely employed in tertiary institutions to prevent drug abuse among students. The hypotheses tested indicated that there is a significant relationship between guidance and counselling strategies and the prevention of drug abuse among students. The study concluded that guidance and counselling play a vital role in preventing drug abuse among students and contribute significantly to creating a healthy academic environment. It was recommended that tertiary institutions should strengthen counselling units, employ qualified counsellors, and organize regular drug abuse awareness programmes to enhance students’ well-being and academic success.
Teaching Practice and Its Professional Implications for Cooperating Teachers: Evidence from the University of Maroua, Cameroon
Teaching practice is widely recognised as a central component of pre-service teacher education; however, mentoring is often conceptualized primarily as supervisory oversight rather than as reciprocal professional learning. Drawing on constructivist, social learning, and situated learning perspectives, this study reconceptualizes practicum engagement as a socio-structurally mediated site of professional reciprocity. Focusing on cooperating teachers within the University of Maroua teacher education program in Cameroon, the study employed a mixed-methods design combining survey data (N = 100) with semi-structured interviews (n = 18) to examine how mentors experience and interpret their roles. Findings indicate that mentoring extends beyond novice induction to function as reflective professional re-engagement for experienced teachers. Dialogic lesson planning, observation, and feedback processes prompted renewed pedagogical awareness and identity negotiation. However, the developmental potential of mentoring was shown to be conditional upon institutional recognition, supervisory coherence, and workload alignment. Where mentoring was institutionally supported, it fostered reflective growth; where recognition and follow-up were limited, engagement tended toward procedural compliance. The study advances the concept of conditional professional reciprocity, arguing that mentoring's transformative capacity depends on the intersection of relational interaction and structural mediation. By foregrounding cooperating teachers in a Central African context, this research contributes to global mentoring scholarship and challenges deficit-oriented assumptions about professional learning in Sub-Saharan Africa.