Ilorin Journal of Education

A THEORETICAL FRAMEWORK FOR DEVELOPING AN ELECTRONICCUMULATIVE RECORD SYSTEM: ENHANCING SCHOOL COUNSELLINGIN KWARA STATE, NIGERIA

Mon, 23 Mar 2026 00:00:00 +0000

This paper presents a theoretical framework for the development of an ElectronicCumulative Record System (ECRS) tailored to the needs of school counsellors in KwaraState, Nigeria. Recognising the limitations of traditional paper-based record management,such as data loss, inefficiency, and restricted accessibility, this study integrates establishedtheories, including User-Centred Design (UCD), the Technology Acceptance Model(TAM), and Agile software development methodologies to guide the creation of a context-sensitive digital solution. Through iterative engagement with end-users and incorporationof socio-technical considerations like infrastructural constraints, digital literacy, and dataprivacy, the framework prioritises usability, security, and adoption potential. The resultingconceptual model offers a structured approach to designing scalable, secure, and user-friendly electronic record systems that address unique challenges in low- and middle-income educational environments. By bridging theoretical constructs with pragmaticdevelopment processes, this work contributes a replicable roadmap for advancing digitaltransformations in educational counselling. Future research directions include empiricalevaluation to assess usability and impact on counselling effectiveness, thereby supportingbroader implementation and policy development in resource-constrained settings.

ASSESSING SCHOOL COUNSELLORS’ CULTURAL COMPETENCE INSERVING INTERNALLY DISPLACED AND REFUGEE STUDENTS INNORTH-EAST NIGERIA

Mon, 23 Mar 2026 00:00:00 +0000

School counsellors in North-East Nigeria face complex demands in serving internallydisplaced and refugee students amid ongoing conflict and displacement. Using aphenomenological design, this study explored how 12 purposively selected schoolcounsellors enact cultural competence, the strategies they employ, and the systemicbarriers they encounter. Data from semi-structured interviews and institutional documentswere analysed through reflexive thematic analysis. Three analytic clusters emerged: (1)Competence: counsellors demonstrated self-awareness and cultural knowledge butreported partial confidence due to training gaps; bilingualism was a key asset. (2)Strategies: they built trust through home visits and consistent presence, adaptedinterventions (e.g., storytelling, group activities), used peer mediators, and collaboratedacross sectors. (3) Challenges: limited training, role ambiguity, scarce resources,insecurity, stigma, and weak referral systems undermined continuity of care for displacedstudents. While counsellors actively adapt their practice, systemic constraints hinderconsistent, culturally competent service delivery. Findings call for context-specificprofessional development, formalised roles, investment in bilingual staffing, andstandardised referral protocols. This study informs policy and training for education andhumanitarian actors, emphasising the need for student-centred evaluation, robustmonitoring systems, and strengthened accountability in crisis-affected educationalsettings.

EFFECTS OF THEATRE-BASED LEARNING PACKAGES ON SENIORSECONDARY STUDENTS’ PRACTICE OF YORUBA MORAL VALUES INIBADAN, NIGERIA

Ifeoluwa Theophilus AKINSOLA, Adeyemi Abiodun ADEYINKA — Mon, 23 Mar 2026 00:00:00 +0000

This study determined the effects of two Theatre-based learning packages (Devised-for-students and Devised-by-students) on senior secondary students’ practice of Yoruba moralvalues in the Ibadan metropolis, Nigeria, with the moderating effects of Peer Influence.Adopting the quasi-experimental research design of the 3 x 2 factorial matrix, six intactclasses of Senior Secondary II students (one from each of six selected public secondaryschools) were randomly assigned to the Devised-for-students theatre-based learningpackage (87), Devised-by-students theatre-based learning package (115) and control (90)groups. Practice of Yorùbá Moral Value Concepts (r=0.72), Students’ Peer Influence(r=0.75) questionnaires and instructional guides were used for data collection. Treatmentlasted eight weeks. Data were analysed using Analysis of covariance at a 0.05 level ofsignificance. Findings revealed that treatment had significant main effects on students’practice of Yoruba moral values (F(2;279)=361.67; partial η2=.72), in favour of the Devised-by-students theatre-based learning package ( =73.61), followed by the Devised-for-students theatre-based learning package ( =52.50) and the control ( =45.75) groups.Theatre-based learning packages (especially the devised-by-students package) improvedsenior secondary school students’ learning of Yoruba moral value concepts in the Ibadanmetropolis. It is therefore recommended that teachers of the Yorùbá language and culturein senior secondary schools should adopt the two theatre-based learning packagesexperimented with in this study, placing more emphasis on students’ freedom in the process.

SOCIAL FACTORS INFLUENCING CERVICAL CANCER SCREENINGUPTAKE AMONG REPRODUCTIVE AGE WOMEN IN KWARA SOUTHSENATORIAL DISTRICT

Mon, 23 Mar 2026 00:00:00 +0000

Cervical cancer remains a major public health issue, particularly in low and middle-income countries where access to preventive health services is limited. This studyinvestigated whether stigmatisation, fear of embarrassment, and poor attitude ofhealth workers would be social factors influencing cervical cancer screening uptakeamong reproductive age women in Kwara South Senatorial District. The study employed adescriptive research design of survey type. The population of this study comprised 400,291reproductive-age women residing in Kwara South Senatorial District, with a targetpopulation of 30,587 reproductive-age women. A multi-stage sampling procedure was usedto select 305 participants. A researcher-designed, validated questionnaire, which wastested for reliability through the split-half method with a coefficient of 0.82, was used. Thedata obtained was analysed with percentages and the Chi-Square Goodness of Fit test. Thefindings of the study were that stigmatisation (ᵪ2 = 117.43, p=0.00<0.05), fear ofembarrassment (ᵪ2 = 133.92, p=0.00<0.05), and poor attitude of health workers (ᵪ2 =142.31, p=0.00<0.05) are significant social factors influencing cervical cancer screeninguptake among reproductive age women in Kwara South Senatorial District. The findingssuggest that interventions aimed at improving screening uptake must address bothcommunity-level perceptions and healthcare system practices. Public health campaignsshould focus on destigmatising cervical screening through education and awareness, whilehealthcare institutions must prioritise training providers to adopt respectful, supportive,and empathetic attitudes.

SCHOOL LOCATION AND MATERIAL MANAGEMENT AS CORRELATESOF SENIOR SECONDARY SCHOOLS STUDENTS’ ACADEMICACHIEVEMENT IN CIVIC EDUCATION IN OGUN STATE

Surajudeen Olawale SADIQ, Oluwaseun Olukunle AKINDELE — Mon, 23 Mar 2026 00:00:00 +0000

The location of the school and the ability of the school management to put the availablematerials to effective use are critical for student achievement. It is in view of this that thisstudy investigated the relationship between school location, material management, andstudents' academic achievement in Civic Education Ogun State, Nigeria was investigatedin this study. A correlational research design was used, with a sample of 399 SS2 studentsand 27 administrators selected through a multi-stage sampling procedure. The study wasguided by one research question and three hypotheses. Results demonstrated asignificantly low level of academic achievement among students (Mean = 48.50, SD =7.606) compared to a 50.0 benchmark (t(398) = -54.89, p = .000). Simple regressionanalyses showed that both school location (, β = .973, t = 83.312; p = .000) and materialmanagement (β = .647, t = 16.913; p = .000) had significant correlation with academicachievement of the students in Civic Education. Furthermore, a multiple regressionanalysis indicated a significant joint prediction of these variables, which togetheraccounted for 94.6% of the variance in academic achievement (R² = .946, [F(2, 396) =3461.833; p = .000]). It was concluded that the student academic achievement in CivilEducation in Ogun State is a systemic issue driven by both geographical inequity andinefficient resource management. Recommendations include the need for theimplementation of location-specific educational policies. It was also suggested thatadministrative training in material management should be put in place to improve studentacademic achievement.

QUR’ANIC ETHICS, SCIENTIFIC INQUIRY AND MORAL INTEGRITYAMONG COLLEGE OF EDUCATION STUDENTS IN KWARA STATE,NIGERIA

Jamiu ABDUR-RAFIU, Fatimah LAWAL, JA’AFAR, Ibrahim LAWAL — Mon, 23 Mar 2026 00:00:00 +0000

This research was motivated by the persistent decline in moral standards among studentsdespite the availability of Islamic moral teachings and the limited integration of Qur’anicprinciples into educational and research practices. Thus, this study investigated theinfluence of Qur’anic ethics on students’ moral integrity and engagement in scientificinquiry within Colleges of Education in Kwara State, Nigeria. Employing a descriptivesurvey design, a questionnaire on Qur’anic Ethics, Scientific Inquiry and Moral Integrityamong Colleges of Education Students (QQESIAMIACES)” was used to collect data forthis study. Data were analysed using mean rankings, Chi-square, t-test, and Pearson toexamine the role of Qur’anic ethics in shaping moral integrity, their application inacademic and research activities, and their impact on ethical perception and decision-making in scientific inquiry. Findings indicated that Qur’anic ethics significantly enhancestudents’ moral integrity, with the concepts of Halal and Haram serving as the strongestethical guides. Students demonstrated substantial integration of Qur’anic values intoresearch, particularly in evaluating the moral implications of scientific outcomes.Hypothesis testing revealed significant gender-based differences in approaches to inquiry(χ² = 3.0987, p < 0.05), a notable influence on perceptions of ethical research (t = 2.601,p < 0.05), and a strong positive correlation between Qur’anic-guided inquiry and moralintegrity (r = 0.614, p < 0.05). The study concludes that Qur’anic ethics foster moraldevelopment, ethical awareness, and responsible academic conduct, recommendingdeeper curricular integration, gender-inclusive strategies, and structured platformslinking faith, ethics and science.

STAKEHOLDERS' PERCEPTIONS ON THE COMPULSORY INCLUSION OFCIVIC EDUCATION AND TRADE-SUBJECTS ON EXTERNALEXAMINATION CANDIDATES IN NIGERIA IMPOSITION

Mon, 23 Mar 2026 00:00:00 +0000

The study examined stakeholders’ perceptions of the inclusion of Civic Education and tradesubjects in external examinations in Nigeria, with particular emphasis on their relevanceto academic performance, university admission requirements, and students’ careeraspirations. The study used a descriptive survey research design, with the population of1,741 stakeholders, selected using multistage sampling techniques. Data were collectedfrom several stakeholders, including teachers, parents, and students/candidates. Aresearcher-designed questionnaire was employed for data collection, and mean scoreswere used to analyse responses based on a 2.50 decision benchmark. Findings revealedmixed perceptions among stakeholders. Trade subjects were strongly perceived as valuablefor equipping students with practical, entrepreneurial, and employability skills, therebyenhancing career readiness and self-reliance, although not a requirement for universityadmission. Contrariwise, Civic Education was acknowledged for promoting civicawareness and social responsibility, but also having no relevance to university admissionrequirements or long-term career advancement. Also, the majority of the stakeholdersexpressed dissatisfaction with the compulsory inclusion of both Civic-education and tradesubjects in external examinations, citing increased academic workload, student stress,reduced focus on core admission subjects, and constrained flexibility in courseselection/switch for tertiary education. Furthermore, the study found weak alignmentbetween Civic Education and trade subjects as well as traditional university admissioncriteria; trade subjects showed more relevance to real-life application and entrepreneurship. The study concluded that there should be curriculum integration andschool-based assessment over imposition or compulsory high-stakes externalexaminations. The study recommended, among others, policy review on compulsory subjectinclusion, improved curriculum flexibility, differential academic and vocational pathways,as well as better alignment between secondary education curricula, examination policies,and alignment with tertiary admission requirements.

PERCEIVED VALUES OF LITERATURE-IN-ENGLISH: PERSPECTIVES OFSENIOR SECONDARY SCHOOL STUDENTS IN MOBA LOCALGOVERNMENT AREA, EKITI STATE, NIGERIA

Evelyn Aiyede — Mon, 23 Mar 2026 00:00:00 +0000

This study investigated senior secondary school students’ perceptions of the usefulness ofLiterature-in-English in Moba Local Government Area, Ekiti State, Nigeria. Using asurvey research design, 200 students were randomly selected, and data were collectedthrough a structured questionnaire (r = 0.78). Findings revealed that students generallyheld a positive perception of studying Literature-in-English, with a weighted mean of 3.32,above the threshold of 2.50. Specifically, students agreed that studying the subjectimproves language and communication skills (mean = 3.59), enhances understanding ofreal-life problems and strategies to address them (mean = 3.57), and enriches educationalexperience through exposure to literature from different cultures and historical periods(mean = 3.46). The study also found no significant difference between male and femalestudents in their perceptions of the usefulness of Literature-in-English (t(190) = -0.265, p> 0.05), indicating that gender does not significantly influence students’ perceptions. Thestudy recommends that teachers engage students in diverse learning activities that not onlydeepen appreciation and understanding of Literature-in-English but also foster thedevelopment of effective communication skills.

STUDENTS AND LECTURERS’ PERCEPTION ON INTEGRATINGCORPORATE SOCIAL RESPONSIBILITY INTO NIGERIAN BUSINESSEDUCATION CURRICULUM

Freeborn Omuvwie AGANBI — Mon, 23 Mar 2026 00:00:00 +0000

This paper empirically examines the business education students and lecturers’ perspectiveon the integration of Corporate Social Responsibility (CSR) into the curricula of Nigeria'sBusiness Education Programme under the Core Curriculum Minimum AcademicStandards (CCMAS). The study adopted an online-survey questionnaire administeredusing lecturers and student’s Social media platforms. Test-retest reliability yielded PPMCr=0.71 @ p.value = 0.05. The research received responses from 98 students and 101lecturers across four tertiary institutions in Delta State offering business educationprogrammes; out of which 95 each were analysed, making a total population of 190subjects. The researcher raised three questions, and three hypotheses were formulated toguide the study. Descriptive statistics were used to interpret the data, while the inferentialstatistical technique (Z-test) was used to test the hypotheses at a 0.05 level of significance.Findings reveal a strong positive perception that CSR is relevant for socially responsibleentrepreneurs; however, both groups perceive CSR as inadequately reflected in the currentcurriculum, indicating a significant gap. It was recommended, among others, that thereview of the present business education curriculum be conducted to accommodate CSRmodules within the 30% institutional curriculum flexibility of Nigeria’s CCMAS to fostermoral responsibility and social awareness among future entrepreneurs.

TEST FORMAT AND GENDER DIFFERENCES IN CIVIC EDUCATIONSTUDENTS’ TEST ANXIETY AMONG SENIOR SECONDARY SCHOOLSTUDENTS IN OGUN STATE, NIGERIA

Olusola Akeem HASSAN, Mariam Oluyemi ODUNAIYA — Mon, 23 Mar 2026 00:00:00 +0000

While test anxiety is mostly seen as negative, a low to moderate level of test anxiety is oftenconsidered beneficial for students to put more efforts for achieving academic excellence.This study investigated how test format and gender affect Civic education students' testanxiety in senior secondary schools in Ogun state. This study adopts a descriptive researchdesign. The population for this study consists of all Civic education students in publicsenior secondary schools in Ijebu North Local Government Area of Ogun State, Nigeria.The sample for this study consisted of 188 senior school II students selected through asimple random sampling technique. Three instruments were used for this research, whichwere (1) the Text Anxiety Questionnaire, (2) the Civic Education Objective Test, and (3)the Civic Education Essay Test. Data obtained was analysed using descriptive statistics ofmeans, standard deviation and inferential statistics of t-test. Results showed that themajority (64.3%) of the students preferred the objective test format. It also showed thatthere is a significant difference between the essay and objective test group on Civiceducation test anxiety (t= 1. 270, P < 0.05). It also showed no significant differencebetween male and female students' test anxiety in Civic education (t = .551, P < 0.05). Thestudy concluded that test format matters in Civic education students' test anxiety becausea significant difference was obtained with the objective test group experiencing low testanxiety compared with the essay test group. The study recommends that both objective andessay test formats should be balanced in classroom assessment practices.

ASSESSING THE SOCIAL PARTICIPATION OF UNDERGRADUATESINVOLVED IN DRUG ABUSE USING INCOMPLETE DISCLOSURE OFPURPOSE

Adekunle Adeyinka SHOYEMI — Mon, 23 Mar 2026 00:00:00 +0000

Previous studies on the social participation of undergraduates involved in drug abuse havebeen faulted based on sample and method of data collection; therefore, this study, throughan incomplete disclosure of purpose (deception) in data collection, examined the socialparticipation of undergraduates involved in drug abuse in Southwest Nigeria. This studyadopted a quantitative descriptive design, sampling 947 undergraduates involved in drugabuse through snowball and accidental techniques. Data were collected through anadapted two-section social participation self-reporting scale with a reliability coefficientof 0.91. These data were analysed using Percentage, Analysis of Variance, and t-teststatistics at a 0.05 significance level. The findings revealed the social participation ofundergraduates involved in drug abuse to be average; there was no significant differencein social participation of undergraduates involved in drug abuse based on academic level,university type, gender and residence. The study concluded that the social participation ofundergraduates involved in drug abuse was average, contrary to the existing argumentwhich opines a low social disposition. This implies that other studies which reported theirabsolutely poor social participation need to be given a second look, hoping thatstakeholders have not reported based on stigmatisation and labelling. The studyrecommended that undergraduates involved in drug abuse should not be considered as atotal social noncompliant and should be more encouraged to get involved in more socialactivities, such as campaigns against drug abuse. This will possibly be a means of assistingthem out of the menace.

EFFECT OF CONCEPT MAPPING LEARNING STRATEGY ON SENIORSECONDARY STUDENTS’ CREATIVE ABILITY LEVELS ANDENTREPRENEURIAL SKILLS ACQUISITION IN CONSTRUCTINGSTANDARD-VARIABLE RESISTOR IN KWARA CENTRAL, NIGERIA

Mon, 23 Mar 2026 00:00:00 +0000

This study investigated the effectiveness of the concept mapping learning strategy inenhancing senior secondary students’ entrepreneurial skills in constructing a standard-variable resistor. Using a pre-test, post-test quasi-experimental design, a total of 135students were assigned to two groups: one exposed to concept mapping and the othertaught using the conventional teaching method. In addition to examining the overall impactof the instructional strategy, the study explored how students’ creative ability levels, high,moderate, and low, affected their acquisition of entrepreneurial skills. Data were collectedusing two validated instruments: the Physics Students’ Entrepreneurial Skills AcquisitionTest (PSESAT) and the Physics Students’ Creative Ability Test (PSCAT). Data analysiswas conducted using descriptive statistics and Analysis of Covariance (ANCOVA) tocontrol for initial differences in pre-test scores. Results indicated that exposure to theconcept mapping strategy led to improved entrepreneurial skills across all students, andthere was no significant difference in skill acquisition among students with varying levelsof creative ability. These findings suggest that concept mapping can provide an inclusivelearning approach that supports students regardless of their creativity levels. Based onthese results, the study recommended the integration of concept mapping into physicsinstruction to promote equal learning opportunities and enhance students’ practical andentrepreneurial competencies in technical tasks such as constructing standard-variableresistors.

AN AUTO SEGMENTAL ANALYSIS OF SYLLABLE STRUCTUREPROCESSES IN T R K

Mwamichit Charity BAMISAYE , Kamar Adewale RAFIU — Mon, 23 Mar 2026 00:00:00 +0000

This study analysed syllable structure processes in Tàrók, a Central Nigerian languageunder the Niger-Congo phylum, spoken predominantly in Langtang North LocalGovernment Area of Plateau State. Whereas only a few almost obsolete phonologicalresearch literature in the language exists, which had not given full attention to syllable-based processes in the language, which had made it difficult to identify core syllableboundary and the phonological environments that permitted or prohibited certain syllablesequences, this study aimed to address these shortcomings by investigating the role ofphonological processes on syllable combination in Tàrók words. The s tudy employed anauto-segmental framework to analyse the syllable processes in Tàrók. The study used aqualitative research method of data collection through oral interviews with five (5) nativespeakers of Tàrók. The study used a structured questionnaire and an audio recorder asresearch instruments. The study found that evidence from vowel elision, consonant deletionand epenthesis demonstrated the existence of syllable structure processes in Tàrók. Thestudy concluded that syllable structure processes contributed to individual understandingof the internal structure of the syllable structure types in the language and the manner inwhich these processes influence the realisation of syllable patterns in connected speech.The study recommended further research on syllable structure processes in the languageand other African languages in order to incorporate a more scientific approach tophonological study of syllable structure, especially with the introduction of tools forlinguistic analysis and the incorporation of Artificial Intelligence (AI) into research.

EDUCATIONAL POLICY IMPLEMENTATION AND SCHOOL LEADERSHIPEFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE

Steve Ogheneoseme AKPOGUMA — Mon, 23 Mar 2026 00:00:00 +0000

The study focuses on the implementation of educational policy and the effectiveness ofschool leadership in public secondary schools in Delta State. Two research questions wereraised and answered, while two null hypotheses were formulated and tested. This studyadopts a descriptive survey research design. The population for this study comprised allpublic secondary school principals and teachers in Delta State. There are currently 479public secondary schools in Delta State, with 479 principals and 14,877 teachers in DeltaState. The sample for this study was 100 principals and 400 teachers in selected publicsecondary schools in Delta State. A self-developed instrument titled (Educational PolicyImplementation and School Leadership Effectiveness Questionnaire - EPISLEQ) was usedto collect data for the study. The data was collected from correspondents on a face-to-facebasis using a questionnaire with the help of a trained research assistant. The reliabilitycoefficients of the instruments ranged from 0.74 to 0.86 through Cronbach's Alpha.Descriptive statistics of simple percentage, mean score and standard deviation were usedto answer research questions. Benchmark of 2.50 was established to accept any item witha mean rating of 2.50 or above as agreed, while any item with a mean rating less than 2.50was regarded as disagreed for research questions. Pearson Product-Moment CorrelationAnalysis was used at a 0.05 significance level. The study found that school leadershipeffectiveness significantly influences educational policy implementation in publicsecondary schools in Delta State, with stronger leadership linked to better policy outcomes.However, systemic challenges, particularly inadequate funding, poor infrastructure, andlimited teacher training, impede effective implementation, especially in rural schools.Principals demonstrate moderate leadership effectiveness, excelling in visioncommunication but struggling with change management due to insufficient training andresources. These findings underscore the need for targeted interventions to strengthenleadership capacity, improve infrastructure, and address community pressures to enhancepolicy outcomes and educational quality.

ACCESSIBILITY AND UTILIZATION OF E-LEARNING FACILITIES ASCORRELATES OF EFFECTIVE TEACHING IN HUMAN KINETICSEDUCATION, UNIVERSITY OF ILORIN

Memunat Tunrayo Ajadi — Mon, 23 Mar 2026 00:00:00 +0000

The introduction of the E-learning Educational system has contributed to the growth andDevelopment of teaching and learning globally in terms of technology-based education.The extent of aligning with this vision often leads to skills acquisition in digital learning inEducation. It is in view of this that this study examined the accessibility and utilisation ofE-learning facilities as correlates of effective teaching in Human Kinetics Education,University of Ilorin. A descriptive research design of a correlation type was employed forthe study. The population comprises all the students of the Human Kinetics Educationdepartment in the study area. Multistage sampling procedures of stratified andproportionate random sampling techniques were used to select 100 participants for thestudy. A structured questionnaire was developed to gather data for the study. Theinstrument was validated by the experts. The reliability level of the instrument wasestablished using Cronbach's alpha, and a value of 0.70 was obtained. The administrationof the instrument was done by the researcher and 3 trained research assistants. The datacollected were analysed using descriptive statistics of percentage and mean to answer theresearch questions, while inferential statistics of Pearson product-moment correlation(PPMC) were used to test the formulated hypotheses set for the study at 0.05 alpha level.The result revealed that, there was a significant relationship between accessibility ofinternet facilities and teaching of Human Kinetics Education at the University of Ilorinwith (r-value = 0.721, p < 0.05), there was a significant relationship between the use oflaptop of E-learning resources and teaching of Human Kinetics Education with (r-value =0.122, p < 0.05); and there was a significant relationship between virtual classroomeffectiveness of E-learning and teaching of physical Education with (r-value = 0.142,p<0.05). Based on the findings, the study therefore recommends that accessibility ofinternet facilities should be provided by the school management for both the students and lecturers so as to enhance the E-learning process. Also, provision of laptops and other E-learning resources should be provided by the school management for the effectiveenhancement of the virtual classroom learning process between lecturers and students.

OVERCOMING BIOLOGY ANXIETY THROUGH INCLUSIVE PEDAGOGY: ASTUDY OF SENIOR SECONDARY STUDENTS IN ILORIN WEST, NIGERIA

Mon, 23 Mar 2026 00:00:00 +0000

This study examined the prevalence of Biology-related anxiety among Senior SecondarySchool students and evaluated effective strategies for mitigating its impact within IlorinWest Local Government of Kwara State, Nigeria. A descriptive design was adopted for thestudy. The population for this study comprised all public Senior Secondary Schools inIlorin West, Kwara State. A multi-stage sampling procedure was employed for this study.At the first stage, a purposive sampling technique was used to select three (3) seniorsecondary schools within Ilorin West. At the second stage, a stratified sampling techniquewas used to classify respondents into senior secondary school two SSII and three SSIIIfrom the three (3) schools chosen. While at the third stage, a simple random samplingtechnique was used to select sixty (60) respondents from each stratum. Thus, a total ofthree hundred and sixty (360) respondents were selected from SSII and SSIII of the threeschools selected as the sample of this study. Findings revealed that factors such as fear offailure, low self-confidence, overwhelming content, and traditional teacher-centredmethods significantly contribute to biology anxiety. Limited access to practical resourcesand complex diagrams intensified student stress. The study also revealed that interactiveteaching methods, peer collaboration, real-life application of Biology concepts, andconsistent feedback from teachers significantly reduced anxiety and increased studentengagement. The study, therefore, concludes that addressing biology anxiety requires ashift toward active learning strategies, the integration of digital tools, and improvedteacher-student relationships. The study recommends training of teachers to ensure a moreinclusive, supportive, and engaging biology learning environment.

EFFECTS OF FLIPPED CLASSROOM STRATEGY ON UPPER BASIC SOCIALSTUDIES STUDENTS’ ACADEMIC PERFORMANCE IN ILORIN, NIGERIA

Akeem Aduagba ISIAKA, A. Yusuf — Mon, 23 Mar 2026 00:00:00 +0000

This study investigated the effects of the flipped classroom instructional strategy on theacademic performance of Upper Basic Social Studies students in Ilorin, Kwara State,Nigeria. The study adopted a quasi-experimental, non-equivalent pre-test and post-testcontrol group design. The sample comprised 102 JSS II students (Experimental groupn=35; Control group n=67) purposively selected from two public secondary schools. Theexperimental group was taught selected Social Studies concepts using the flippedclassroom strategy, in which instructional content was delivered through pre-loaded videoor pre-class digital materials that served as the instrument, while classroom periods weredevoted to interactive discussions and collaborative activities. The control group wastaught using the conventional lecture method. Data were collected using the Social StudiesPerformance Test (SSPT). Data were collected using the Social Studies Performance Test(SSPT), validated with a reliability coefficient of 0.78. Analysis of Covariance (ANCOVA)and t-test were used for data analysis at a 0.05 level of significance. The findings revealedthat students exposed to the flipped classroom strategy performed significantly better thanthose taught using the traditional method (F = 41.04, p < 0.05). Furthermore, gender wasnot found to have a significant influence on students’ performance in the flipped classroomenvironment (t = 0.54, p > 0.05). The study concluded that flipped learning is an effectivelearner-centred approach and recommended that school authorities provide digitalinfrastructure to support the integration of flipped instructional packages in Social Studies.

EXPLORING THE INTERCONNECTION BETWEEN LANGUAGE USE ANDIDENTITY FORMATION AMONG JUNIOR SECONDARY SCHOOL FRENCHLEARNERS IN LAGOS STATE, NIGERIA

Mon, 23 Mar 2026 00:00:00 +0000

This study examined the relationship between language use and identity formation amongJunior Secondary School French learners in Lagos State, Nigeria. Using an exploratoryresearch design, data were collected from 100 Basic 8 students through a structuredquestionnaire with a reliability coefficient of 0.82. Descriptive statistics and Chi-squaretests were used for analysis. Findings showed that learning French positively influencedstudents’ personal and social identity, enhancing their confidence, perceptions, and socialconnections, while 81% of students reported increased cultural awareness. Furthermore,88% emphasized that learner experiences should inform curriculum and policy. However,Chi-square tests indicated that sociocultural factors and current teaching methods had nosignificant statistical impact on engagement or identity development. The study concludesthat French supports identity formation and intercultural competence, highlighting theneed for learner-centred curriculum and improved teaching strategies.

NUTRITIONAL COMPOSITION OF RAW UNDECORTICATED ANDDECORTICATED Adansonia digitata (BAOBAB) SEED MEAL

Zainab O. Bello, Saheed A. Adeyem, , Kadri O. Zubair, Muhimat B. Bello — Mon, 23 Mar 2026 00:00:00 +0000

Adansonia digitata, commonly known as the baobab tree, is a valuable resource in Nigeriadue to its diverse uses in traditional medicine, cuisine, and animal feed. This study aimedto determine the proximate and phytochemical composition of raw undecorticated anddecorticated Adansonia digitata seed meal (UADSM and DADSM). Proximate analysiswas conducted using the procedure of AOAC (2005), while phytochemical screening wasdone using the method described by Makkar (2000). Results showed that DADSM hadhigher values of crude protein (27.66) compared to UADSM (20.98). Moisture content was6.96% for DADSM and 8.79% for UADSM. The ether extract value of DADSM was higherthan that of UADSM. Phytochemical analysis revealed higher concentrations of saponins,total phenolics, and alkaloids in DADSM, while higher concentrations of tannins,flavonoids, and terpenoids were recorded in UADSM. These findings suggest thatAdansonia digitata seed meal could be a valuable alternative feed ingredient for livestock,and further studies are recommended to determine the bioavailability and potential healtheffects of the phytochemicals present in ADSM.

PERCEIVED IMPACT OF TEACHERS' EDUCATIONAL QUALIFICATION INEARLY CHILDHOOD DEVELOPMENT EDUCATION IN FEDERAL CAPITALTERRITORY (FCT), ABUJA: IMPLICATION FOR GUIDANCE ANDCOUNSELLING

Bernard Meshach, OTARU, Stella Obioma, NWANKWO — Mon, 23 Mar 2026 00:00:00 +0000

Early Childhood Care and Development Education (ECCDE) is an education that focuseson the care, protection, stimulation, and learning of children from age 0-5 years in a crecheor nursery. This is to help in the smooth transition from the home to the school, to inculcatesocial and moral norms and values. This study examined the impact of teachers’educational qualifications on the quality of Early Childhood Development Education inthe Federal Capital Territory (FCT), Abuja, and explored the implications for guidanceand counselling. Using a descriptive survey design, data were collected from 360 ECCDEteachers selected through multi-stage sampling techniques. A researcher-developedquestionnaire with established validity and reliability was employed, and data wereanalysed using descriptive statistics, t-test, and ANOVA at the 0.05 level of significance.To establish the reliability, the instrument was subjected to a test-retest reliabilitytechnique, and a coefficient of 0.88 was obtained using Pearson’s Product-MomentCorrelation formula. Findings revealed that professional training is relevant in earlychildhood education, and that the teachers’ educational qualifications were found to besignificant in the teaching quality, classroom arrangement and management,implementation of the curriculum, and children’s learning outcomes. Gender was found tohave a significant impact on teachers’ educational qualifications in ECCDE as a result oftheir numbers in the participation in the study, while years of working experience had nosignificant difference. The study concluded that educational qualification adequatelyprepares teachers for better teaching, higher degrees in ECCDE help teachersdemonstrate better classroom management skills, and professional certification alsoimproves teachers for a better understanding of child development. The study thereforerecommended that counselling services be provided in support of teachers’ professionaldevelopment, career advancement and psychosocial support. The study recommends thatteachers be enhanced in their educational standards, teachers’ professional development,and the implementation of good policies in support of ECCDE and quality childdevelopment outcomes in the FCT, Abuja.

INTERPLAY OF FAMILIAL CAPITAL AND ENVIRONMENTAL CONTEXTSON SECONDARY SCHOOL TRANSITION AND COMPLETION IN GHANAAND NIGERIA

Matthew Taiwo ONI , Bashiru Olubode LAWAL — Mon, 23 Mar 2026 00:00:00 +0000

The introduction of free education up to the Junior Secondary School level in Nigeria andGhana’s Free Senior High School (FSHS) notwithstanding, both countries continue to facechallenges of students' dwindling enrolment and completion rates at the secondary schoollevel. Previous studies on enrolment and completion rates largely focused on elementaryeducation, with scant attention paid to secondary school students’ enrolment, let alonecomparative phenomena in Ghana and Nigeria. This study, therefore, examined family-related factors influencing secondary school students’ enrolment and completion rates inGhana and Nigeria. Urie Bronfenbrenner’s Ecological Systems Theory was adopted as aframework, while comparative survey design methodology was used. Southwestern Nigeriawas randomly selected from the six geopolitical zones in Nigeria, while the Ashanti regionwas randomly selected from Ghana’s regions. Ekiti and Oyo States in Nigeria andMampong and Sekyere Districts in Ghana were purposively selected. Thirty-two publicsecondary schools were randomly selected from the States and the Regions. Theinstruments were: Teachers Family-Related Factors (α=0.82), Teachers Environmental(α=0.90), Student Family-Related Factors (α=0.79), Student Environmental (α=0.80)questionnaires. School records were equally consulted (2011-2021). Data were analysedusing descriptive statistics, PPMC and Analysis of variance at P≤0.05. Family-relatedfactors significantly influenced secondary school enrolment in Ghana, whileenvironmental factors significantly influenced secondary school enrolment in Nigeria.Family-related and environmental factors comparatively influenced secondary schoolenrolment and completion rates in Nigeria and Ghana. Improved enrolment andcompletion rates require collaborative efforts among governments, communities, andparents. Such collaboration can enhance funding, improve security, leverage localresources, and foster supportive home environments.

PREDICTORS OF BIOLOGY ACHIEVEMENT IN OGUN STATE’SRESOURCE-SCARCE SCHOOLS: ASSESSING THE IMPACT OFLABORATORY INFRASTRUCTURE AND PEDAGOGICAL METHODS

Mon, 23 Mar 2026 00:00:00 +0000

The persistent underperformance of students in biology across the West AfricanExamination Council’s Biology necessitates a critical evaluation of the determinants ofacademic success. This study employed multiple regression analysis to determine therelative predictive power of laboratory facilities (equipment, specimens, furniture) andteaching methods (demonstration, inquiry, laboratory, expository) on the academicachievement of 602 Senior Secondary School students and 53 teachers in Abeokuta,Nigeria. The results revealed a significant combined influence of facilities andmethodology on performance, F (7, 589) = 10.959, p < .05, accounting for 10.5 per centof the variance (Adjusted R2 = .105). A breakdown of relative contributions showed thatLaboratory Equipment (Beta = .191, p < .05) and Specimens (Beta = .173, p < .05) werethe only significant physical predictors, while the Demonstration method was the onlysignificant pedagogical predictor. Notably, the Inquiry method (p = .950) and LaboratoryFurniture (p = .199) were statistically non-significant. The study concludes that inresource-constrained environments, tangible learning consumables are more critical forsuccess than the adoption of advanced pedagogical theories. Major recommendationsinclude a strategic realignment of educational funding to prioritise the procurement ofscientific apparatus over general furniture, and the training of teachers in interactivedemonstration techniques as a pragmatic bridge between theory and practice until schoolsare adequately equipped for individual student inquiry.

ASSESSING THE IMPACT OF COLONIALISM ON DATA GOVERNANCE INIGBO COMMUNITIES: LESSONS FOR INDIGENOUS DATA SOVEREIGNTY

Rosemary Nkem IKWUEGBU, Babatunde Oluwaranti LADEGA — Mon, 23 Mar 2026 00:00:00 +0000

This study performed a historical-analytical investigation into the lineage of datagovernance in Igboland, Nigeria, utilising Postcolonial Theory and the Indigenous DataSovereignty (IDS) framework. The research found that pre-colonial Igbo society employeda robust, decentralised system of communal data governance, vested in traditionalinstitutions like the Ndichie (Council of Elders) and Umuada (Women's Associations).British colonial rule fundamentally fractured this structure by imposing centralised,extractive data practices (e.g., censuses and tax registers) that prioritised externaladministrative control and economic exploitation. The findings discovered that thiscolonial rupture created a lasting legacy that now manifests in modern digital colonialism.Crucially, the study identified that pre-colonial Igbo principles of collective control andethical stewardship offered an endogenous blueprint for contemporary IDS, aligningdirectly with the CARE Principles (Carroll et al., 2020). The paper argues that taking backcontrol of data is a key part of decolonisation, giving Indigenous communities a foundationto revive traditional governance systems as modern, responsible data managers.

HEALTHCARE PROFESSIONALS’ PERCEPTION OF PHYSICAL HEALTHEFFECTS OF RAPE AND INTERVENTIONS IN GOVERNMENT HOSPITALSIN ILORIN METROPOLIS

Aishat Funmilayo ABDULRAHMAN — Mon, 23 Mar 2026 00:00:00 +0000

Rape, a form of sexual assault involving non-consensual sexual penetration, predisposesvictims to severe health risks and psychological distress. This study investigated thehealthcare professionals’ perception of physical health effects of rape and interventions inGovernment Hospitals in Ilorin Metropolis. Specifically, it examined STIs/ HIV andpregnancy as perceived physical health effects, STIs/HIV screening, and administration oforal contraceptives as professional interventions. A descriptive survey design wasemployed. The population comprised healthcare professionals in government hospitals,including doctors, nurses, community health extension workers, health educators, andgender-based violence personnel directly involved in rape victim management. Using amultistage sampling procedure, 378 respondents were selected. Data were collectedthrough a validated and reliable questionnaire. Inferential statistics of Chi-Square testedhypotheses at a 0.05 significance level. Findings revealed that STIs/ HIV and pregnancyare significantly perceived as physical health effects of rape; while STIs/HIV screeningand administration of oral contraceptives are significantly health-care professionalinterventions for post rape management. The study concluded that rape victims oftenexperience severe physical effects, and healthcare professionals play a critical role inmanaging these outcomes through medical and psychosocial interventions. It recommendsthat healthcare professionals should incorporate routine pregnancy testing andcounselling services into post-rape management programs to address survivors’ fears ofpregnancy, provide necessary follow-up care, and support decision-making aboutreproductive health.

EFFECT OF PSYCHOEDUCATIONAL COUNSELLING ON EMOTIONALREGULATION AMONG SECONDARY SCHOOL STUDENTS WHO HAVEEXPERIENCED BULLYING IN KEBBI STATE, NIGERIA

Ibrahim, Musa — Mon, 23 Mar 2026 00:00:00 +0000

Bullying poses serious emotional risks to adolescents, particularly in under-resourcededucational environments. This study investigated the effectiveness of psychoeducationalcounselling on emotional regulation among secondary school students in Kebbi State,Nigeria. Grounded in Gross’s Process Model of Emotion Regulation and CognitiveBehavioural Theory, the study employed a quasi-experimental pre-test, post-test controlgroup design. Sixty students (aged 12–17) who had experienced bullying were purposivelyselected and randomly assigned to either an experimental group (n = 30) that received aneight-session psychoeducational counselling programme or a control group (n = 30) thatreceived no intervention. Emotional regulation was assessed using the Emotion RegulationQuestionnaire for Children and Adolescents (ERQ-CA), and the data were analysed usingpaired and independent-samples t-tests. Results showed a significant improvement inemotional regulation scores for the experimental group, increasing from a pre-test meanof 62.00 (SD = 1.44) to a post-test mean of 77.00 (SD = 1.44), t(29) = –42.43, p < .001.The control group showed only a marginal increase (M = 62.43 to M = 64.00), t(29) = –1.42, p > .05. Post-test comparisons between groups confirmed a significant treatmenteffect, t(58) = 42.87, p < .001. No gender differences were found, t(28) = 0.40, p = .420.These findings support the efficacy of psychoeducational counselling for enhancingemotional regulation in adolescents affected by bullying, and highlight its feasibility inlow-resource, culturally conservative contexts such as northern Nigeria.Key words: psychoeducational counselling, emotional regulation, bullying

EFFECTS OF THEATRE-BASED LEARNING PACKAGES ON SENIORSECONDARY STUDENTS’ PRACTICE OF YORUBA MORAL VALUES INIBADAN, NIGERIA

Ifeoluwa Theophilus AKINSOLA, Adeyemi Abiodun ADEYINKA — Mon, 23 Mar 2026 00:00:00 +0000

INFLUENCE OF RECRUITMENT AND SELECTION PROCEDURES ON GOALACHIEVEMENT IN PRIVATE SECONDARY SCHOOLS IN KWARA STATE,NIGERIA

Rahmat Bukola Ahmed-Zakariyyah, Nusirat Omofolakemi Oniyeye , Yusuf Suleiman — Mon, 23 Mar 2026 00:00:00 +0000

This study investigated the influence of recruitment and selection procedures on goalachievement in private secondary schools in Kwara State, Nigeria. The study adopted adescriptive survey of correlational type. The population consisted of principals andteachers from all registered private secondary schools in the state, while the targetpopulation was 30 private secondary schools with 30 principals and 661 teachers. A sampleof 264 respondents (30 principals and 234 teachers) was selected using purposive andproportional sampling techniques. Data were collected using a researcher-designedquestionnaire, validated by experts and tested for reliability (r = 0.86). Descriptivestatistics (mean and standard deviation) were used to answer research questions, whilePearson’s product-moment correlation was employed to test hypotheses at 0.05significance level. Findings revealed that recruitment and selection procedures weremoderately implemented, with formal practices such as advertising vacancies andverification of academic qualifications being more consistently applied than structuredinterviews, teaching demonstrations, and reference checks. Goal achievement in privatesecondary schools was also found to be moderate, with improvement in students’ academicperformance but less consistent attainment of other institutional objectives. Inferentialanalysis indicated significant positive influences of recruitment (r = 0.652, p < 0.05) andselection procedures (r = 0.618, p < 0.05) on goal achievement. The study concluded thatwhile recruitment and selection practices contribute meaningfully to goal attainment, theirmoderate implementation limits optimal institutional performance. Recommendationsincluded standardizing recruitment and selection processes, enhancing regulatoryoversight, and promoting merit-based appointments to strengthen staff quality and improveschool outcomes.

CHALLENGES AND OPPORTUNITIES OF INTEGRATING ARTIFICIALINTELLIGENCE INTO TEACHER EDUCATION DEVELOPMENT INNIGERIA: A CONCEPTUAL REVIEW.

Vivian A Egwuatu, Grace Bola Adedeji, Christy Iyabo Adeoye, Innocent C. Njoku — Mon, 23 Mar 2026 00:00:00 +0000

The rapid advancement of artificial intelligence (AI) is currently reshaping globaleducation, fundamentally altering how knowledge is created, shared, and assessed. In theNigerian context, the integration of AI into teacher education programs offers a pivotalopportunity to enhance the quality, effectiveness, and inclusivity of future educators;however, this potential remains largely untapped due to systemic barriers. This paperexplores the current state of AI adoption within Nigerian teacher education institutions. Itseeks to identify the specific opportunities AI presents for teacher preparation whilecritically analysing the multifaceted challenges that impede its successful implementation.Adopting a conceptual review approach, this paper synthesises current literature, drawingon peer-reviewed journal articles, policy documents and authoritative reports publishedbetween 2019 and 2025 to examine the intersection of AI and pedagogical training. Itevaluates the socio-technical environment of Nigerian tertiary institutions to assess theirreadiness for technological integration. The study reveals that while AI is essential formodernising teacher education, its implementation is significantly constrained byinfrastructure deficits, limited human capacity, inadequate policy framework and culturalresistance. The paper asserts that while AI is transformative, its benefits can only berealised through deliberate, policy-backed strategies. It concludes by recommending thatpolicymakers and regulatory bodies prioritise the development of comprehensive nationalguidelines for AI in teacher education to ensure a sustainable and equitable transition.

EDUCATIONAL PSYCHOLOGY & COUNSELLING – GUIDANCE ANDCOUNSELLING IMPLICATIONS OF ENTREPRENEURIAL EDUCATION FORSUSTAINABLE DEVELOPMENT

Ifeagachukwu Amorha — Mon, 23 Mar 2026 00:00:00 +0000

Entrepreneurial education has increasingly become a vital aspect of contemporary educationalsystems because of its role in supporting sustainable development and preparing students forchanging economic conditions. It helps learners acquire innovative thinking abilities, criticalanalysis skills, and practical problem-solving competencies required to function effectively incomplex and rapidly evolving global environments. In many developing countries, challenges suchas high unemployment, population expansion, and economic uncertainty have strengthened theneed for entrepreneurship-focused education as a strategy for encouraging self-reliance,employment generation, and economic empowerment. By nurturing entrepreneurial capacity,education can transform individuals from job seekers into job creators, thereby contributing tobroader socio-economic development and poverty alleviation. Educational psychology provides animportant framework for explaining how entrepreneurial competencies are developed throughcognitive, behavioural, and social learning processes. Through well-designed instructionalpractices, students can cultivate motivation, resilience, creativity, and strong beliefs in their abilityto succeed in entrepreneurial activities. Psychological perspectives on motivation and behavioursuggest that individuals are more likely to pursue entrepreneurial careers when they view suchventures as attainable, socially supported, and personally meaningful. Counselling services alsoplay a significant role in strengthening entrepreneurial orientation among students. Throughcareer guidance, emotional support, and decision-making assistance, counsellors help learnersdevelop positive attitudes toward entrepreneurship and become more confident in their careerchoices. Guidance counsellors serve as facilitators who assist students in identifyingentrepreneurial opportunities, understanding potential business risks, and maintaining ethicalstandards in business practice. By encouraging innovation, inclusiveness, and sustainabilityawareness, counselling interventions contribute to the development of human capital and long-term economic growth. Ultimately, effective entrepreneurial counselling supports nationaldevelopment by nurturing a generation of responsible, innovative, and economically productivecitizens.

TEACHERS' WELL-BEING AS PREDICTORS OF EFFECTIVE TEACHING INPUBLIC PRIMARY SCHOOLS IN OGUN EAST SENATORIAL DISTRICT,OGUN STATE

Iyabo Mosubusola ADEBANJO — Mon, 23 Mar 2026 00:00:00 +0000

Effective teaching in public primary schools is crucial because it directly and positivelyimpacts pupils’ academic performance, holistic development, and long-term life outcomes.The study examined teachers’ well-being as predictors of effective teaching in publicprimary schools in Ogun East Senatorial District. It was guided by three purposes. Adescriptive survey research design, involving 367 teachers out of 4,490 public primaryschool teachers in the Ogun East Senatorial District of Ogun State, as of the 2024/2025academic session. A researcher developed a questionnaire tagged ‘Teacher Wellbeing andEffective Teaching Questionnaire (TWBETQ) with a reliability coefficient (r = .88), whichwas used for data collection. Inferential statistics of Pearson Product-Moment Correlation(PPMC) was used for testing hypotheses 1 and 2, while hypothesis 3 was tested usingregression analysis. The findings of the study revealed that there was a significant positiverelationship between teacher job satisfaction and effective teaching in public primaryschool (r = .521, p < .05), there was a significant negative relationship between teacherburnout and effective teaching in public primary school (r = -.443, p < .05) and that therewas significant composite contribution of independent variables on the dependentvariable; R = 0.903, p < .05. About 81% of the variance in effective teaching wasaccounted for by the linear combination of the independent variables. The ANOVA resultsfrom the regression analysis showed that there was a significant influence of theindependent variables on the dependent variables; F (3, 355) = 3140.800, p < .05. Thestudy recommended offering competitive compensation, providing professionaldevelopment, ensuring manageable workloads, and promoting shared decision-making.Establishing clear classroom expectations, utilising data-driven instruction, fosteringpositive relationships, incorporating technology, and engaging in peer observation.