Ilorin Journal of Education

PRELIMINARY PAGES

Editorial Board Faculty of Education — Mon, 14 Jul 2025 00:00:00 +0000

Ilorin Journal of Education (IJE) Volume 46 Issue 2, contains theoretical and empirical papers covering a broad range of innovative issues in teaching and learning processes and educational research. The edition is borne out of the need to address the gap in innovative educational research, providing the best to scholars. The articles were well-written by experienced scholars from within and outside the country. This edition with its international outlook, serves as a valuable research resource in the teaching and learning process by providing readers with scientific knowledge through the well-researched articles in this edition. We are therefore pleased to present this edition of Ilorin Journal of Education (IJE) for your reading and knowledge acquisition.

Editorial Board Faculty of Education — Mon, 14 Jul 2025 00:00:00 +0000

The articles in this edition contain theoretical and empirical papers covering a broad range of innovative issues in teaching and learning processes and educational research. The edition is borne out of the need to address the gap in innovative educational research, providing the best to scholars. The articles were well-written by experienced scholars from within and outside the country. This edition with its international outlook, serves as a valuable research resource in the teaching and learning process by providing readers with scientific knowledge through the well-researched articles in this edition. We are therefore pleased to present this edition of Ilorin Journal of Education (IJE) for your reading and knowledge acquisition.

Balancing Teaching, Research, and Service responsibilities: Challenges and Strategies for Academic Staff

Alfred Akinbo ADEGOKE — Mon, 14 Jul 2025 00:00:00 +0000

Academic staff in Nigerian universities face significant challenges in balancing the tripartite responsibilities of teaching, research, and service. This paper critically examines the multidimensional pressures associated with these roles, especially within the context of underfunded public universities, increasing student populations, inadequate infrastructure, and the pervasive “publish or perish” culture. The study highlights how institutional expectations, performance evaluation metrics, and resource allocation can create tensions that compromise teaching quality, researcher integrity, and personal well-being. It also explores the impact of journal proliferation and indexing complexities on academic publication. Drawing on practical strategies such as time auditing, SMART goal setting, prioritization frameworks, and integrated role management, the paper proposes a sustainable model for academic productivity and self-care. It underscores the importance of institutional support, technological tools, boundary setting, and proactive stress management. Concluding that perfect balance may be elusive, the study advocates for continuous reflection, flexible scheduling, and the celebration of incremental successes as essential strategies for academic resilience and fulfillment.

Creating a Positive Work Environment: University Administration's Responsibilities Towards Academic Staff Well-being

Suleiman Folorunsho AMBALI — Mon, 14 Jul 2025 00:00:00 +0000

This paper explores the critical role of university administration in fostering a positive work environment to enhance the well-being of academic staff in Nigerian higher education institutions. Against the backdrop of increasing global academic pressures and the multifaceted responsibilities of faculty, the study underscores the strategic and moral imperatives of prioritizing academic staff welfare. Drawing on empirical evidence and institutional experience, the paper outlines key dimensions of academic staff well-being—including physical, mental, professional, and financial health—and demonstrates how these factors directly impact teaching quality, research productivity, and student outcomes. It identifies systemic challenges such as inadequate funding, infrastructure deficits, excessive workloads, and rigid bureaucracies that hinder well-being in Nigerian universities. Furthermore, the paper proposes administrative strategies including participatory governance, transparent promotion systems, targeted staff development, infrastructure upgrades, and institutional culture reforms. Emphasizing long-term sustainability, it advocates for strategic planning, technology integration, partnership development, and succession planning to institutionalize well-being initiatives. Ultimately, the study concludes that investing in academic staff well-being is essential for institutional excellence, resilience, and the advancement of national higher education goals.

Assessment of Caregiver Awareness and Contribution to Curriculum Development in Kwara State

Oluwanifemi Olaide OLAYONU, Rahmat Arinola NASAMU, Akeem Opeyemi RAHEEM — Mon, 14 Jul 2025 00:00:00 +0000

Caregivers are crucial in education, shaping young learners' experiences, yet often excluded from curriculum development, limiting its relevance and effectiveness. This study investigates caregivers’ awareness and contributions to curriculum development in Kwara State. A descriptive survey design was employed focusing on all preschools across the 16 local government areas of Kwara State. The target population comprised all preschool caregivers, and a multistage sampling was used to select 132 caregivers. Systematic sampling to identify four local governments, simple random sampling to select respondents from these areas and a purposive sample for caregivers above 5 years in service. Data were collected using a self-structured questionnaire titled "Assessment of Caregiver Awareness and Contribution to Curriculum Development (ACACCD)." Expert review ensured validity, and reliability was confirmed via Cronbach's Alpha, yielding an index of 0.84. Results revealed that 75.8% of caregivers demonstrated a moderate level of awareness regarding their role in curriculum development, 18.9% had a high level, and 5.3% exhibited low awareness. In contrast, 82.6% of caregivers showed low participation in curriculum development, 17.4% exhibited moderate participation, and none demonstrated high participation. The t-test analysis indicated no significant differences in awareness or contributions based on gender, school ownership, or school location (p > 0.05). The study concludes that despite caregivers’ awareness level, their participation remains minimal, highlighting a significant gap in their involvement. Recommendations include enhancing caregiver awareness through training programs, creating inclusive participation, and ensuring equal opportunities. The study emphasises the importance of engaging caregivers in curriculum development.

Assessment of Functional Literacy Needs and Enrichment Interests of Commercial Drivers in North-Central Nigeria

Imran YUSUF, Raheem Adebayo LAWAL — Mon, 14 Jul 2025 00:00:00 +0000

Literacy, being a component of education, is supposed to empower individuals with knowledge, attitudes, skills and values for personal, interpersonal and community development. Individuals employ the attributes in a bid to obtain information, values and other skills for proper functioning. Therefore, functional literacy needs and enrichment interests among commercial drivers in North-central Nigeria were evaluated by this study. The descriptive research survey was employed in this study. The population under study was all literate commercial drivers and the study target population consisted of all inter-state literate commercial drivers of the three North-central Nigerian states. Six hundred and sixty respondents were sampled using the random sampling method. Data from the respondents were gathered with the help of a researcher-crafted questionnaire. Three-week interval test-retest process was utilized in order to find out the reliability of the tool and a score of 0.87 was found. It was discovered that the commercial drivers required functional literacy to a great extent for cultural (x ̅=3.30), civic (x ̅=3.25), economic (x ̅=3.38) and social (x ̅=3.31) development in every environment; they were moderately interested in developing their prose (x ̅=3.12), document (x ̅=3.18) and quantitative (x ̅=3.28) literacy domains. The inference of these findings was that planning and organizational functional literacy programs for the drivers, especially for economic development and quantitative domain, were called for. The research implied that there should be an organized functional literacy program for the commercial drivers, taking into consideration their economic development and quantitative literacy

Comparative Analysis of Measurement Precision in CBT and PBT using IRT among Undergraduates in Kwara State

Rasaq SULYMAN — Mon, 14 Jul 2025 00:00:00 +0000

The adoption of Computer-Based Testing (CBT) as an alternative to the traditional Paper-Based Testing (PBT) in response to demands for more efficient and proficient assessment methods in Nigerian universities has increasingly gained momentum across the country. This study presents a comparative analysis of Computer-Based Testing (CBT) and Paper-Based Testing (PBT) using Item Response Theory (IRT) among undergraduates in Kwara State University. The aim was to examine the psychometric properties of test items under both testing modes and determine their effectiveness in assessing students’ abilities. A total of 240 students were selected from two faculties and four departments across the two universities, with 30 respondents drawn from each department. A 10-item multiple-choice test was administered in both CBT and PBT formats. The results indicated that CBT yielded higher test information values, suggesting greater measurement precision compared to PBT. More so, CBT-based assessments showed better ability estimation (θ), demonstrate their capacity to more accurately measure student performance across ability levels. These findings highlight the psychometric advantages of CBT over PBT. It was recommended that higher institutions should invest in infrastructure and capacity-building for CBT implementation while ensuring inclusive access. The study supports the integration of IRT in educational assessment to enhance validity and reliability.

Navigating Language Educator’s Career Transitions from Graduation to Professional Success in Nigeria

Auwalu INUSA — Mon, 14 Jul 2025 00:00:00 +0000

This paper attempts to navigate the complex landscape of career transitions from graduation to professional success in the challenging Nigerian job market. It examines the realities of the evolving job market in Nigeria, including the skills gap, graduate influx, and the informal sector. The paper emphasizes the critical need for graduates to develop essential qualities to thrive amidst underemployment, unemployment, unemployability, and complex career dynamics. It highlights skills such as self-awareness, soft and hard skills development, networking, resume and cover letter writing, interview and communication skills, and personal attributes like humility, proactivity, resilience, and creativity. The paper provides recommendations tailored to the Nigerian context, with a specific focus on language education.

Effects of Flipped Classroom Strategy and Laboratory Methods on Students’ Attitude Towards Physics in Abak Education Zone of Akwa Ibom State, Nigeria

Frank Charity MFON, Patience Chinyere AGOMMUOH, Umoren Friday ALPHONSUS — Mon, 14 Jul 2025 00:00:00 +0000

This study explored the impact of flipped classroom and laboratory teaching methods on secondary school students' attitudes toward Physics in the Abak Education Zone of Akwa Ibom State, Nigeria. A quasi-experimental design with pre-test and post-test assessments was used across three groups: the Flipped Classroom Method (FCM), the Laboratory Teaching Method (LTM), and a control group taught with the traditional Lecture Method (LM). From a population of 13,730 Senior Secondary Two (SS2) students in 63 public schools, a purposive sample of 168 students from three schools was selected. The research instrument, the Physics Students’ Attitudinal Scale (PSAS), was validated by experts and demonstrated a reliability coefficient of 0.80 using the Kuder-Richardson 20 (KR-20) method. Data were analyzed using mean, standard deviation, and ANCOVA. Findings revealed that students exposed to the flipped classroom method achieved significantly higher mean attitude scores than those in the other groups. Although male students had slightly higher gains, there was no statistically significant gender difference across the teaching methods. The study concluded that the flipped classroom approach effectively improves students’ attitudes toward Physics regardless of gender and recommended its adoption in public schools, along with the provision of adequate resources for successful implementation.

Effects of VAK Learning Style Preferences on Senior School Students’ Performance in Chemistry in Ilorin, Nigeria

Hauwa Ajibola SALIHU, Khadijat Saka AMEEN — Mon, 14 Jul 2025 00:00:00 +0000

The study determined the effects of VAK learning style preferences on senior school students’ performance in isomerism. The study employed a quasi-experimental, non-randomized, non-equivalent pretest-posttest control group design. Two senior schools were purposively selected from Ilorin South Local Government Area, Kwara State, Nigeria. 111 participants were drafted into the visual, auditory and kinesthetic (VAK) classrooms and 86 participants into the control classroom with a Preferred VAK Chemistry Classroom Checklist (PVC3). Data was collected with the Isomerism Assessment Test for pretest and was reshuffled for the posttest. Additional data was collected using the Perception of Learners on VAK Classrooms Questionnaire (PLVCQ). Reliability indices of 0.77 and 0.79 were obtained for the IAT and PLVCQ, respectively, using Many-Facet Rasch Measurement (MFRM) and Cronbach’s Alpha. Research questions were answered using percentage, mean and standard deviation, while hypotheses were tested using ANCOVA at 0.05 significant level. Findings revealed that there was no significant difference in performance among the three VAK classrooms but a significant comparative effectiveness in performance of learners in all the VAK classrooms against the control group. In addition, all the learners perceived the learning intervention to be relevant to their study. The study concluded that VAK learning styles are effective for learning isomerism. The study, therefore, recommended that learners should be encouraged to choose and use their preferred learning style to study, in pursuit of a better academic performance.

Effectiveness of Afrocentric Counselling-Based Interventions on Eco-Consciousness and Life Skills Development among In-School Adolescents in South West Nigeria

Olayinka A. ADESEHINWA, Adegoke O. OKEOWO, Sunday G. OLAWALE, Alimat A. OLAWOYIN — Mon, 14 Jul 2025 00:00:00 +0000

This study investigated the effectiveness of three Afrocentric counselling-based interventions—Eco-Oriented Counselling (EOC), Cognitive-Behavioural Eco-Counselling (CBEC), and Indigenous Life Skills and Eco-Counselling (ILSEC)—on eco-consciousness and life skills development among in-school adolescents in Nigeria, using a 3 × 3 × 3 factorial experimental design. A total of 192 participants were randomly assigned to control and intervention groups. Pre-test and post-test assessments were conducted using validated scales. Results from paired-samples and independent-samples t-tests revealed significant improvement in both experimental and control groups; however, the experimental group demonstrated a significantly greater mean change (M = +27.84, t = 11.65, p < .05) compared to the control group (M = +9.91, t = 3.62, p < .05), supporting the first hypothesis. A one-way ANOVA revealed significant differences in post-test scores among the three intervention groups, F(2, 169) = 40.26, p < .001, η² = .323. Tukey HSD post hoc analysis revealed that EOC was the most effective, followed by CBEC, with ILSEC being the least effective. These findings confirm that Afrocentric interventions, particularly EOC, significantly enhance eco-consciousness and life skills. The study highlights the importance of culturally grounded, contextually relevant counseling approaches in fostering adolescent development in African settings.

Business Environment Variables as Determinants of Sustainable Profitability of Small and Medium Scale Enterprises (SMEs) in Ibadan Metropolis

Dorcas E. OLUWADARE, Tolulope V. GBADAMOSI — Mon, 14 Jul 2025 00:00:00 +0000

SMEs significantly drive economic growth and poverty reduction in emerging economies like Nigeria, especially in cities such as Ibadan. However, many face challenges affecting sustainability. This study examines key determinants of SME profitability in Ibadan, using a correlational descriptive design using mixed method of quantitative and qualitative research and a multi-stage sampling procedure. The samples were 100 petty traders which cut across the 10 sampled areas in Ibadan, the metropolis. A questionnaire on Business Variables as Determinant of Sustainable Profitability of SMEs (r = 0.79) using Cronbach Alpha and an Interview Guide for Small and Medium Scale Enterprises was used to collect the quantitative and qualitative data respectively. Person Product Moment Correlation (PPMC) and thematic approach were used to analyse the quantitative and qualitative data respectively. The findings revealed that there was significant relationship between access to finance and profitability of SMEs (r (99) = .195p <0.05); significant relationship between application of Information and Communication Technology (ICT) and profitability of SMEs (r (99) = .205p <0.05) and significant relationship between entrepreneurial training and profitability of SMEs (r (99) = .122p <0.05) and the effect of access to finance, entrepreneurial training, application of ICT and the profitability of SMEs got the value of R =.432, while R² = .186. This suggests that all the factors combined together accounted for (Adj.R²= .125) variance in the prediction of profitability of SMEs. In line with the quantitative findings, interview results showed most SMEs were internally financed, valued ICT for efficiency and interaction, and saw training as highly beneficial. The study concluded that these determinants are vital for sustainable profitability and long-term survival. It is recommended that the government support SMEs by optimizing access to finance, ICT tools, and training opportunities to enhance their performance and ensure profitability over time.

Theoretical Foundations and Practical Implications in Research on Digital Resource Utilization in the Nigerian Educational System

Usman ABUBAKAR, Hussaini Aliyu IBRAHIM — Mon, 14 Jul 2025 00:00:00 +0000

This study explores the current trends in digital resource utilization in Nigeria's educational system, highlighting a significant gap in the theoretical frameworks that guide existing research and practices. Despite a notable increase in technology adoption, a considerable number of research studies in Nigeria have failed to integrate established learning theories such as behaviourism, cognitivism, constructivism, and connectivism. This leads to a superficial understanding of how digital tools can enhance learning outcomes. The disconnection between theory and practice significantly affects the utilization of these resources in the educational system. To address this issue, the study recommends developing standardized theoretical frameworks tailored explicitly to the Nigerian context, ensuring alignment between digital tools and pedagogical goals. Additionally, it advocates for comprehensive professional development programs for educators that emphasize the application of learning theories in digital environments. Implementing these strategies can help stakeholders foster meaningful engagement with digital resources, ultimately enhancing teaching effectiveness and improving student learning outcomes. This study calls for a paradigm shift towards theory-driven research and practice in Nigeria's educational system, emphasizing the critical role of a robust theoretical foundation in optimizing digital resource utilization for 21st-century learning.

Impact of Artificial Intelligence on Mathematics Graduate Employability and Sustainability of Mathematics Education in Nigeria

Joy Omolola OYENIRAN, Lawrence Adesola ADEBIYI — Mon, 14 Jul 2025 00:00:00 +0000

Artificial Intelligence occurred as a transformative technology in Mathematics which offers both opportunities and challenges to Mathematics education. Studies have shown that AI has positive effect as it can improve students’ learning performance but the fear of taking mathematics graduate out of job is at play. This study employed a survey research design to investigate the impact of artificial intelligence (AI) on Mathematics graduates’ employability and the sustainability of Mathematics education in Nigeria. A simple random sampling technique was adopted to select one hundred and fifty respondents for the study. One research question was answered while three hypotheses were tested at the 0.05 level of significance by using a questionnaire to elicit information from the respondents. The questionnaire tagged Impact of AI on Mathematics Graduate Employability (IAIMGE) has cronbach-Alpha value of 0.78. A significant difference was discovered in the Mathematics lecturers’ opinion on the effect of AI on Mathematics graduate employability and Mathematics education sustainability based on gender and institution location (N=150; df=148; t=3.195; p=.05) and (N=150; df=148; t=3.012; p=.05), respectively. There was also a significant difference in the opinion of the lecturers based on institution type F(2,147)=3.182, p<0.05). It was also discovered from the study that most Mathematics lecturers have not been using AI in their teaching, and they mainly believe that the use of AI in teaching Mathematics is a threat to Mathematics graduate employability. Most of them, however, believed that a Mathematics graduate will be of advantage in using AI if they develop their mathematical skill technologically. The study recommended that Mathematics lecturers should imbibe the use of AI in their teaching and instill in their students the opportunity of using their mathematical knowledge to develop AI which will take away any form of threat on their employability for sustainable Mathematics education in Nigeria.

Teacher Factors as Correlates of Social Studies Students Creativity Skills Development in Upper Basic Schools, Kwara State

Adeyemi AYODEJI — Mon, 14 Jul 2025 00:00:00 +0000

Education is a crucial tool for intellectual, social, moral, spiritual, political, and economic development. This study examined teacher factors as correlates of Social Studies students’ creativity skill development in Upper Basic Schools in Kwara State. It explored the profile of Social Studies teacher factors, the level of creativity skill development among students, and the influence of teacher factors on students’ creativity skills. The study adopted a descriptive survey design, with a population of junior secondary school students in Kwara State. A sample of 300 students from public upper basic schools across the three senatorial districts was selected using stratified random sampling. Data were collected using a validated questionnaire titled "Impact of Teacher Factors on Upper Basic Students’ Creativity Skills Development in Social Studies in Kwara State." The data were analysed using percentages, mean, standard deviation, weighted mean, and multiple linear regression analysis. The findings revealed that the profile of Social Studies teacher factors in Kwara State was average (Weighted Mean = 3.25). Similarly, creativity skill development among Upper Basic students in Social Studies was also at an average level (Weighted Mean = 2.85). A significant relationship was found between teacher factors and students’ creativity skill development (F = 9.227; p < 0.05), indicating that teacher factors play a crucial role in fostering creativity among students. The study concluded that teacher factors are significant determinants of Social Studies students’ creativity skill development in Kwara State. It recommended that school management should make appropriate and adequate investments in the education sector to provide necessary facilities and manpower. This would enhance students’ creative potential and improve learning outcomes in Social Studies.

Total School Theory as Framework for Promoting Quality Assurance in Federal University Dutsin-Ma, Katsina State, Nigeria

Abdul’aziz Inusa BUSA, Gayus Shown GODFREY, Salisu SHAMSUDDEEN — Mon, 14 Jul 2025 00:00:00 +0000

This study explores the application of the Total School Theory (TST) as a framework for promoting quality assurance in educational institutions, with specific insights from Federal University Dutsin-Ma (FUDMA), Katsina State, Nigeria. The researcher used descriptive survey research design. The population is about one thousand seven hundred and fifty-four (1754) academic staff across the 13 faculties in the University. Data were collected from 439 academic staff across 13 faculties using a validated questionnaire. Three research questions were raised for the study. Total School Theory as Framework for Promoting Quality Assurance in Federal University Dutsin-Ma, Katsina State questionnaire (TSTFPQAEIQ) and a structured questionnaire was employed to gather data. The instrument was validated by two experts. One from Educational administration and planning, and the other from Measurement and Evaluation, of Psychology and Counselling Departments, Federal University Dutsin-Ma, Katsina State. The research questions were answered using mean and standard deviation, and a mean of 2.50 was taken as the landmark for taken decision and below 2.50 was taken as rejection. The findings suggest that FUDMA can further enhance its quality assurance practices by leveraging TST principles. This includes fostering participatory decision-making, integrating technology for monitoring outcomes, and establishing a robust feedback system involving all stakeholders. The following recommendations were made; FUDMA should institutionalize TST principles by aligning its policies and practices with a holistic, systemic, and collaborative framework to enhance overall quality assurance, and Administrators should actively involve faculty, students, and external stakeholders in decision-making and quality improvement initiatives to foster shared responsibility.

Entrepreneurship Initiatives and Self-Employment Intentions among Undergraduate Students in University of Cross River State, Calabar

Gabriel Odey AKPAM, Samuel Okpon EKAETTE, Moses Bekwapu UGBONG — Mon, 14 Jul 2025 00:00:00 +0000

The study examines the influence of entrepreneurship initiatives and self-employment intention among undergraduate students in University of Cross River State. A descriptive survey research design was adopted for the study. The population consists of 1,418 undergraduate students. A multi-stage sampling approach was used to sample 511 students. Questionnaires were employed as the instrument for data collection. The data collected was analysed using simple linear regression. Findings revealed that there is a significant influence of business planning and mentoring mindset on self-employment intention among undergraduate students of University of Cross River State. The study recommended that Business planning skills should be taught to students with adequate practical experience to enable them visualize any venture of their choice with self-employment intention and Mentoring should be emphasized in school curricula to equip students with self-employment intention.”

Effect of Virtual Laboratory Experiments on Secondary School Students’ Retention in Chemistry in Jalingo Educational Zone, Taraba State

Gladys Uzezi JACK, Emobwejwa Bwefwa SHIDAWA — Mon, 14 Jul 2025 00:00:00 +0000

Inadequacies accompanying the physical laboratory have made it necessary to find a complementary alternative. In line with this, the study explored the effect of virtual laboratory experiments on students’ retention in chemistry. A quasi-experimental research design was adopted for the study. The population comprised 5361 secondary school two students in Jalingo Education Zone, Taraba State, Nigeria. Multistage sampling was used to select 106 students from two intact classes: one of which was assigned to the experimental group, while the other was the control group. Students were pre-tested, and four weeks of treatment followed; thereafter, the Acid-Base Titration Achievement Test (ABTAT) was used for data collection. Two weeks later, ABTAT was reshuffled and renamed Acid-Base Retention Test (ABRT). Three experts validated the instrument, and a reliability index of 0.94 was obtained using KR-20. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Virtual laboratory students retained significantly higher than physical laboratory students (p<0.05). No significant difference was found in the retention of male and female students in the virtual laboratory group and there was no significant interaction effect of the practical methods and gender on students’ retention in chemistry (p>0.05). The study concluded that virtual laboratory is effective in improving students’ retention in chemistry, and recommended that chemistry teachers in conjunction with school administrators, should make provision for virtual laboratory experiments for students.