Volume 7, No.2
Chukwu, D. U.; Ohanu, I. B. & Ede, E. O.
Abstract
Sandwich undergraduates, like other part-time students, navigate through a condensed academic schedule and encounter multifaceted hurdles that influence their approach, commitment, and outcomes within this pivotal experiential learning endeavour. This study highlights the peculiarities and challenges faced by these students in completing the Students' Industrial Work Experience Scheme (SIWES) programme, which is designed to bridge the gap between academia and industry during their formative years. The study adopted a case study survey design. The area of the study is the Faculty of Vocational and Technical Education, University of Nigeria, Nsukka. The instrument used for data collection was one-on-one semi-structured interviews and a survey questionnaire. The instrument was face-validated by three experts, and the reliability of the instrument was established using 22 400-level sandwich undergraduates, who were not part of the respondents. Cronbach's Alpha was used to determine the internal consistency, and an overall reliability coefficient of .857 was obtained. The data collected were analysed using descriptive statistics and a t-test. Drawing on the survey questionnaire and interview results, the awareness of sandwich undergraduates regarding the objectives of the SIWES programme indicates a disconnect from expectations, owing to a poor orientation campaign, lack of proper remuneration, and the unrelatedness of workplace activities and SIWES placement duties, among other factors. Also, the students lament not having the time to learn new things. Thus, to ensure the SIWES programme aligns with its intended objectives, recommendations include the pressing necessity for tailored approaches that reorient the focus of the sandwich students towards actively engaging with the programme's opportunities for skill enhancement and practical learning, beyond the fulfilment of graduation prerequisites.
Keywords:
Higher Education, Part-Time, Sandwich Undergraduates, SIWES, University
Mfam, Kyrian Ibi, Ekwutosi Ozioma Chukwu, Inyang, Rita Stanley
Abstract
This study determined the extent of utilization of digital technology for classroom learning effectiveness in the business education programme at the University of Cross River State (UNICROSS), Calabar. Ineffective learning negatively impacts students’ grades, leading to a low overall average that may cause students’ weak academic achievement or probation/suspension, delayed graduation, and a reduced chance of pursuing further education. To guide the study, three null hypotheses were postulated and tested at 0.05 level of significance. Related literatures were reviewed. A descriptive survey design was adopted. The population of the study consisted of 282 business education students (50 in accounting) and 232 in management). The sample was 165 business education students (29 in accounting and 136 in management). A sample was drawn using Taro Yamanes formula. A 15-item structured questionnaire was used for data collection. The reliability coefficient of the instrument was 0.80. Critical ratio (z-test) was used to test the hypotheses. Findings of the study showed no significant difference in the mean responses of Business education - accounting and management students on the extent to which: flip classroom is utilized in Business Education classrooms in UNICROSS; personal learning network is utilized in Business Education classrooms in UNICROSS; and virtual learning environment is utilized in Business Education classrooms in UNICROSS. It was therefore recommended that administrators of business education programme should use the flip classroom, personal learning network, and virtual learning environment technologies in their classrooms for effective learning by students.
Keywords:
Digital technology, Flip classroom, Personal learning network, Virtual learning environment, Business education
Lawani, Bridget Aladi; Uzuagu, A. U. & Chukwu, Chibugo Happiness
Abstract
This study examined the extent to which Teacher's Self-efficacy and Anxiety determined students' academic achievement in financial accounting in Benue State. The study was guided by two objectives, two (2) research questions and two (2) hypotheses. The study adopted correlational research design. In this study, 21 financial accounting Teachers and 400 financial accounting Senior Secondary II (SS2) students were used for the study. Three sets of instruments called Teachers' Self-Efficacy Scale (TSS), Teachers' Anxiety Scale (TANS) and Students' Financial Accounting Achievement Proforma (SFAAP) were used for data collection. The instruments were validated by five experts, one from faculty of education and four from the faculty vocational VTE. Cronbach's Alpha (α) was used to calculate the reliability indices of (TSS) and (TANS) which yielded 0.87 and 0.77 respectively. The study adopted direct administration and retrieval of TSS and TANS. The data collected were analysed using correlation coefficients (r) and coefficients of determination (r2) to answer all the research questions while Analysis of Linear Regression was used to test the hypotheses at 0.05 level of significance. The findings of the study, among others, showed that there is a strong positive relationship between teachers' self- efficacy and Students' academic achievement in Financial Accounting. The proportion of Students' academic achievement in Financial Accounting that is attributed to teachers' self-efficacy is statistically significant. Further analysis revealed that there is a positive strong relationship between teachers' anxiety and Students' academic achievement in Financial Accounting. The proportion of Students' academic achievement in Financial Accounting that is attributed to teachers' anxiety is statistically significant. In conclusion, the study highlighted the critical role that teachers' self-efficacy and anxiety play in shaping students' academic achievement in Financial Accounting. Teachers with high self-efficacy positively influenced students' motivation and engagement, thereby fostering a more robust academic achievement in the subject. It was recommended among others that School heads should always conduct teacher counseling sessions to identify and mitigate factors contributing to anxiety toward teaching Financial Accounting. They should also provide teaching aids and support systems on regular basis to make lessons engaging and less stressful for educators.
Keywords: Financial Accounting, Teacher's Self-efficacy, Teacher's Anxiety, Academic Achievement, Gender.
VITAMIN COMPOSITION OF LOCALLY SOURCED BREAKFAST MEAL FOR SCHOOL-AGED CHILDREN
Ifeanyichukwu Obioma Irene, Ezema Priscillia N., Nwakpadolu Glory.M.
Abstract
This research evaluated the vitamin composition of locally sourced and formulated breakfast meals for school-aged children, contributing to sustainable nutrition. An experimental design was adopted to produce flours from various locally available foodstuffs, including corn, date, sweet potato, oat, and bonga fish. Six samples of breakfast meals were formulated at different ratios using these flours. Standard laboratory analytical method of Association of Official Analytical Chemists (AOAC) laboratory analytical methods were employed to determine the vitamin composition of the samples. The results revealed that the samples contained significant amounts of vitamins B1 (0.74-0.93 mg/100g), B2 (1.24-1.66 mg/100g), B3 (1.75-2.83 mg/100g), carotene (26.72-38.41 ug/g), E (1.83-2.57 mg/100g), K (3.31-6.91 ug/g), B6 (1.45-2.73 mg/100g), B9 (4.74-6.81 ug/g), and D (0.35-0.82 ug/g). These findings support the use of local ingredients in child nutrition, may better support the nutritional needs of school-aged children, particularly for cognitive development, energy metabolism, and immune function. Further studies are recommended to examine these breakfast formulations' shelf-life.
Keywords: Breakfast, Composition, Locally sourced, Meal, School-aged children, Vitamin
Onoriode, O., Tetok, N. I., & Mohammed, H.
Abstract
Soil Science is a crucial aspect of agricultural education, requiring effective teaching techniques to enhance students' understanding and academic achievement. The study was directed by three specific objectives, address three research questions and test a single hypothesis. This study examines the impact of collaborative learning and problem-based learning (PBL) teaching techniques on academic performance. A quasi-experimental research design was adopted, involving three groups: one group was taught using collaborative learning, another using PBL, and a control group taught using the conventional Demonstration method. Pre-test and post-test instruments were administered. 239 final-year students of agricultural education were drawn from five universities in North Central Nigeria. Since the entire population was used for the study, no sampling procedure was employed. A structured 50-soil science practical academic achievement test was developed by the researchers and validated by three subject matter experts. One from the department of soil science, the department of educational foundation, and another from the department of agricultural education. A pilot test was administered to determine reliability using the Cronbach alpha techniques, yielding a coefficient of 0.872. A pre-test and a post-test were also administered to both groups at the beginning and the end of six weeks of instruction. The data for the study were collected and analyzed using mean and ANOVA. Results revealed that PBL outperformed both Collaborative Learning Techniques and the Demonstration Method, resulting in the highest student learning outcomes. Recommendation: The findings underscore the need to integrate innovative, student-centered teaching strategies into Agricultural Education to enhance learning outcomes in practical-based courses.
Keywords: Collaborative Learning, Problem-Based Learning (PBL), Teaching Techniques, Academic Achievement, Soil Science Practical, Agricultural Education and Agricultural Students
Ahmed Abubakr Catherine Yumma Dorcas, Nura Ismail
Abstract
The aim of this study was to determine the strategies for improving entrepreneurship education among business education students of universities in the North East of Nigeria for self-reliance in a depressed economy. The study was guided by two research questions and two null hypotheses. The study adopted a survey research design due to the wide distribution of its' respondents. The population for the study was 187 final year students of business education. No sample was conducted due to the manageable size of the population. The instrument used for data collection was a 21–item questionnaire grouped in to two sections according to the research questions. The instrument was structured using 4–point rating scale. The questionnaire was validated by three experts and the reliability of the study was determined using Cronbach Alpha. The result of the reliability test yielded 0.71 showing that the instrument was reliable. Mean and standard deviation was used to answer the research questions and t-test statistics was used to test the two null hypotheses at 0.05 level of significance. The results of the analysis revealed that the itemized strategies under instructional approaches and institutional strategies could be used to improve entrepreneurship education among business education students in universities in the North-East, Nigeria for self-reliance in a depressed economy. Among the recommendations based on the findings was that: business educators must ensure that their instructional delivery would ignite the spirit of entrepreneurship among the students. School administrators should update facilities for entrepreneurship education.
Keywords: Entrepreneurship, Business Education, Self-Reliance, Depressed Economy.
Bulus Yahaya & Gloria N. Asoiro
Abstract
This study explores the relationship among critical thinking, open-mindedness, and students' interest in Technical and Vocational Education and Training (TVET) among students of the College of Education, Gidan Waya. The study has three objectives, three research questions and three hypotheses. The study adopted a survey research design. The population of this study consisted of all 1,223 NCE and degree students enrolled in the College of Education, Gidan Waya Simple random sampling techniques was used in the selection of 300 students who participated in the study, while stratified random sampling technique to ensure representation across levels (NCE I–III, levels), departments (technical/vocational and non-technical), and gender. The instrument used in data collection was questionnaire. Descriptive statistics (mean, standard deviation) were used to describe the participants' levels of critical thinking, open-mindedness, and interest in TVET. The null hypotheses were tested using t-test for independent sample, correlation and regression analyses at alpha level of 0.05 significance using SPSS 20. Findings reveal a significant positive relationship between critical thinking and interest in TVET, as well as between open-mindedness and TVET engagement. The results suggest that students who exhibit higher-order thinking skills and a willingness to consider diverse perspectives are more likely to value and pursue vocational education opportunities. These insights underscore the importance of integrating cognitive skill development into teacher education curricula to foster a more favorable disposition toward TVET. The study concludes that students of the College of Education, Gidan Waya exhibited a strong capacity for critical thinking, demonstrated through their tendency to evaluate information, consider multiple perspectives, identify weaknesses in arguments, and reflect on their actions. The study recommended that educational stakeholders should design teaching methods and learning environments that foster critical thinking and reflective practices across all disciplines.
Keywords: Critical Thinking, Open-Mindedness, Technical and Vocational Education, Training, Educational Experiences
Chukwu Chibugo Happiness, Lawani Bridget Alaadi, Ohalezim Catherine Chinazom
Abstract
The purpose of this research was to determine the extent through which soft skills serve as a panacea for enhancing employability of special needs students of accounting education, in Federal College of Education (Technical) Bichi, Kano State. To achieve this objective, two research questions and two null hypotheses were raised to guide the study at .05 level of significance. The study adopted a descriptive survey design. A total population for the study was eighty-eight (88) special needs students. The entire population was studied due to its manageable size. The researcher structured questionnaire titled "Sofi skills and employability Questionnaire (SSEQ)" was used to collect data for the study. The instrument was subjected to face validation by three research experts. Cronbach alpha was used to determine the reliability and internal consistency Q/ the instrument which yielded an r value of.798. Data was collected by the researcher and three assistants who were briefed before embarking on the collection. Mean and standard deviation were used to answer the research questions while t-test was used to analyze the null hypotheses. It was discovered that soft skills of problem solving and critical thinking significantly influence employability of special needs students to a high extent. It was
recommended that special needs students should intensify their efforts in acquiring more soft skills to boost their chances of getting employed.
Keywords: Soft Skills, Enhancing, Employability and Special Needs.
Deborah Ahuoiza Vincent1 & Ayodele Ajoze Emmanuel2
Abstract
The study investigated the role of artificial intelligence (AI) in enhancing students' engagement and motivation in online learning in TVET institutions in Southwest Nigeria. The study adopted a descriptive survey design. Three research questions guided the study, while three null hypotheses formulated were tested at 0.05 level of significance. The study was conducted across eight TVET institutions in southwest Nigeria. The target population comprised lecturers, instructors, and students from these institutions. A random sampling technique was employed to select a total sample of 586 respondents. This sample consisted of 75 lecturers, 58 instructors, and 453 students. Standardized questionnaires were adapted and used to collect data for the study. The Cronbach Alpha reliability test, which produced a reliability index of α = 0.90, was used to determine the internal consistency. Data collected were analyzed using mean and standard deviation for answering the research questions, while the null hypotheses were tested using analysis of variance (ANOVA) at 0.05 level of significance. Based on the data analyzed, the findings revealed that AI tools such as virtual tutors, personalized content delivery, automated feedback systems, and gamified learning platforms significantly improve students' learning experiences by increasing their engagement and motivation. However, the study also revealed several institutional limitations that hinder the full incorporation of AI in TVET education. These include inadequate infrastructure, limited access to AI tools, and insufficient staff training. The analysis further showed statistically significant differences in perceptions between students and educators on the benefits of AI, while there was a collective concern across all groups regarding implementation challenges. The study recommends improving digital infrastructure, training educators on AI integration, and increasing institutional access to AI tools.
Keywords: Artificial Intelligence (AI), Student Engagement, Motivation, Online Learning and TVET Institutions
Mohammed Abdullahi & Margaretmary Chizoba Njokuocha
Abstract
The study cantered on factors that influence senior secondary school student's involvement in cybercrime. Two research questions and hypothesis were formulated to guide the study. Mean and standard deviation was used to answer the research questions, while chi-square was used for testing the hypotheses at .05 level of significance. Descriptive survey research design was used for the study. The study was carried out in the senior secondary schools in Gombe State. The population of the study comprised 229 final year senior secondary students. Faced-validated 22 structured item questionnaires were used for data collection. A reliability co-efficient of 0.86 was obtained using Cronbach Alpha reliability test. 240 copies of the questionnaire were administered and 225 were retrieved by the researcher with the help of two trained research assistants. The study found that the following: a significant number of students have attempted hacking or unauthorized access to systems, many students are involved in online scams or fraud among others. Recommendation was also made such as Schools should implement comprehensive cyber education programs to raise awareness about the legal and ethical aspects of internet use. These programs should emphasize the consequences of cybercrime and promote responsible online behaviour.
Keywords: Cybercrime, awareness, students, secondary school, Gombe
Foluke Rebecca Adeleke1; Abdulkadir Umar Zango2 & Tersor Ayua3
Abstract
The study assessed digital resources in curriculums of Technical and Vocational Education and Training for skills development in Kano State tertiary institutions. The descriptive research design was used for this study. Two specific research purposes, two research questions and two hypotheses guided the study. The population of the study is 195 lecturers teaching TVET courses in five tertiary institutions in Kano State. The stratified sampling technique was used to select 108 lecturers from the population. The instrument for data collection was a questionnaire structured in a Likert scale format titled: Exploiting Digital Resources in Technical and Vocational Education and Training Curriculum Tertiary Institutions for Students Skills Development (EDRTVTETCISSD). The instrument was validated by three experts in the field of TVET and tested for reliability using Cronbach Alpha and this gave reliability coefficients of 0.794. The data analyses were done using mean and standard deviation to answer the research questions, while t-test was used to test the null hypotheses. Based on the data collected and analysed, the study identified 15 digital resources needed for skills development in TVET curriculum, and 5 suitable digital resource among TVET students in tertiary institution for skills development. The findings revealed that digital resources enhance students' skills development in tertiary. It was recommended that equitable access to high-quality digital learning materials and tools is crucial to avoid exacerbating existing educational inequalities and TVET institutions should conduct a comprehensive needs assessment by surveying instructors, students, and industry professionals to identify the specific skills students need to develop.
Keywords: Curriculum, Digital Resources, Skills Development, Student, TVET Institutions.
Prof. Alio, A. N. & Ogbuchi, Emeka. A
Abstract
The study identified competencies required for domestic and industrial electrical installations for successful self-employment in the informal sector of the economy of Enugu State. Two specific objectives guided the study. Accordingly, two research questions were posed that were in line with specific objectives, and two hypotheses were tested. The study adopted a descriptive survey research design. The study was conducted in Enugu metropolis. The population for the study was 95, made up of 52 technical teachers and 43 employers in electrical/electronics in Enugu State. There was no sampling as the population is manageable. A structured questionnaire developed by the researchers was used for data collection. The instrument was validated by three experts; two from the Department of Technology and Vocational Education and one from the Measurement and Evaluation in the Department of Computer and Mathematics Education all from the Faculty of Education, Enugu State University of Science and Technology (ESUT), Enugu. A reliability coefficient of 0.81 was obtained using Cronbach's alpha method. A total of 86 copies out of 95 copies of the instrument correctly filled and returned were used for the study, representing 90.5 percent return rate. Mean was used to answer the two research questions. The two null hypotheses were tested at 0.05 level of significance using t-test statistic. The study revealed that domestic and industrial installations competencies required for self-employment in the informal sector of Enugu include; ability to carry out connections in single phase distribution fuse board, ability to install electric motors, earth continuity conductor and electric motors. In addition, the study showed that technical college teachers and employers in electrical/electronic did not differ significantly in their opinions on the domestic electrical installations competencies required of technical college graduates for self-employment in the informal sector of Enugu State. It was recommended among others that competencies needed by the students as identified in the study should form the basis of instruction by technical college teachers.
Keywords: Competency, Domestic and Industrial electrical installations, Self-employment
Nnaemeka A. Ugwuanyi & Nwoye G. Ebele
Abstract
This paper examined the causes and consequences of instructor shortages in Nigeria's technical colleges and proposes strategic interventions as a panacea for achieving sustainable development in the TVET sector. Through an analysis of existing literature, policy frameworks, and empirical data, the study seeks to underscore the urgency of prioritizing human resource development within technical education in Nigeria. The ultimate goal is to highlight practical and scalable solutions that can reposition Nigeria's TVET institutions as hubs of excellence for skill acquisition, job creation, and national development. The study examined the problem of the study, problem of instructor shortages in TVET institutions in Nigeria, possible drivers of Instructor shortages in technical colleges in Nigeria, the impact of Instructor shortage on technical colleges in Nigeria, overcoming instructor shortage in technical colleges in Nigeria and panacea for sustainable development in Nigerian TVET Institutions. Based on the existing literature, the findings revealed a severe shortage of technical instructors in Nigerian TVET institutions, with over 40% of public technical college positions unfilled and many instructors underqualified. Contributing factors include geographic disparities, poor funding, weak incentives, limited career progression, and a brain drain of skilled professionals. Also, conclusions were made and the following recommendations were drawn among other: The government and TVET institutions should offer competitive remuneration, job security, and career development pathways to attract and retain qualified technical instructors and they should also establish well-funded training programs, foster collaborations, provide special allowances for rural or underserved regions,
Key Words: TVET, Instructor, Shortages, Technical Colleges, Panacea
Akubuko, P. A. & Edafiogho, D. O. C.
Abstract
The study aimed at investigating the extent of the use of m-learning in teaching computer graphics in universities in Enugu state. Four research objectives, four research questions and two null hypotheses were formulated to guide the study. The design adopted for the study was descriptive survey design. The population for the study is forty-four (44) lecturers in computer education departments in public universities in Enugu state. A structured questionnaire titled extent of the use of m-learning in teaching computer graphics questionnaire. (EUMLTCG) which was developed by the researcher and validated by experts. The reliability of the instruments was established using Cronbach Alpha yielding a coefficient of .75 showing that the instrument is reliable. The data collected was analyzed using the mean and standard deviation while t-test and ANOVA Statistics were used to test the hypothesis at 0.05 level of significance. The findings reveal that: there is a low extent of the null of m-learning in teaching image creation in computer graphics in universities in Enugu State, there is low extent of the use of m-learning in teaching image editing in computer graphics in universities in Enugu state. The analysis of the study reveals that the extent of the use of mobile learning by lecturers in tertiary institutions in Enugu state to teach image publishing and motion graphic is low. This study further reveals that there is no significant difference in the mean responses of male and female computer education lecturers on the extent of the use of mobile learning to teach computer graphics in tertiary institutions in Enugu state. The analysis of the study also reveals that there is significant difference in the mean responses of universities and colleges of education lecturers on the extent of the use of mobile learning in teaching computer graphics in Enugu state. Based on the findings, the study recommended that tertiary institution lecturers in Nigeria should strive to adapt the use of mobile learning tools and its platform in teaching computer graphics.
Eloanyi, B. C.1 & Kalu, E. U.2
Abstract
ICT proliferation in all spheres of life including education and world of work has necessitated the need to assess the students' academic performances in tertiary institution using online assessment tools and platforms. Hence, this study sought to determine the Lecturers' Preparedness for the Utilization of Online Assessment Platforms in Public Tertiary Institutions in Enugu State. The study adopted a mixed research design and was carried out in four public tertiary institutions in Enugu State. The population of the study was 58 computer education lecturers, made up of 27 males and 21 females. The study was guided by four research questions. The instruments used for data collection were structured questionnaire titled Lecturers' Preparedness for the Utilization of Online Assessment Platforms in Public Tertiary Institutions in Enugu State (LePUOSPT) and interview relating to the research questions. Cronbach Alpha reliability to determine the reliability index yielded coefficient of .79, .82, .83, .89 for the four clusters respectively and the overall coefficient of .83. The data collected was analyzed using mean and standard deviation. The findings of the study revealed that among various listed online assessment platforms Google Form is mostly used by the computer education lecturers in Tertiary Institutions in Enugu State. Also, the needed infrastructures for effective utilization of online assessment platforms such as well-equipped computer laboratory, personal computers, Smart phone/tablets, uninterrupted power supply, etc. It showed that lecturers also possessed skills such as ability to log into the online platforms, grade and communicate effectively. Also, the organizational or administrative supports needed for effective utilization of online assessment platforms were revealed.
Keywords: Computer Education Lecturers, Online Assessment, Online Assessment Platforms, Preparedness, Utilization
G. K. O. Okereke, Ph.D., Sale, Nimrod Kamo, Murtla Musa Abdulrasheed Ibrahim Baba, J.A. Okereke. Ph.D., Umar Lawal PhD., Iwokura D. A. I., & Ebeigberi K.,
Abstract
This study investigated the relationship between building permit approval processes and development control outcomes in Sokoto State, Nigeria. A correlational survey design was employed. The study population comprised 35 Building Technology lecturers from Colleges of Education and town planners in Sokoto State. Data were collected using a structured questionnaire, which was validated by three experts: two from Building Technology Education, Federal College of Education (Technical), Bichi, Kano State, and one from Measurement and Evaluation, Federal College of Education, Gidan-madi, Sokoto State. The instrument, titled Building Permit Approval and Development Control Questionnaire (BPADCQ), encompassed permit approval processes, prevention of illegal development, and quality of building plans. Reliability was established through a pilot test involving 15 lecturers in Zamfara State, resulting in a Cronbach's alpha coefficient of 0.81. Data analysis utilized Pearson Product-Moment Correlation to determine the extent and direction of relationships, while hypotheses were tested using simple linear regression at the 0.05 level of significance. The findings indicated that building permit approval processes were weakly related to both the prevention of illegal development and the quality of building plans; however, the relationships were not consistently strong. The study concludes that enhancing institutional capacity, enforcement mechanisms, and professional practices is essential for permit approval systems to effectively promote sustainable urban development.
Keywords:
Building Permit, Illegal Development, Quality of Building Plans, Development Control, Technical Education
CHALLENGES OF TEACHING AND LEARNING IGBO LANGUAGE IN PRIVATE SECONDARY SCHOOLS IN GWAGWALADA, (FCT)
Onyenwe Isidore Anayochukwu (Ph.D)
Abstract
The study examines the challenges of teaching and learning Igbo language in private secondary schools in Gwagwalada Area Council of the Federal Capital Territory, (FCT). Although the study has received much scholarly attention, regarding the public institutions in the south eastern part of the country, limited reports exist with regards to its investigation in respect of the private secondary schools. With reference to UNESCO's 2003 framework for evaluating language endangerment and vitality, the study explores these challenges. The study was conducted using a mixed methods descriptive survey design, involving quantitative and qualitative data. The target population comprised of private secondary school proprietors and proprietresses, teachers, administrators and students in Gwagwalada. A purposive sampling technique was used to select 100 participants for the study, while the data was collected through structured questionnaires, in-depth interviews and focused group discussions (FDGs). A pilot testing among some non-sampled private secondary schools was carried out to ascertain the reliability of the instruments. The qualitative data were analysed using frequency counts and descriptive statistics while the qualitative data were subjected to thematic analysis. The findings reveal that the teaching and learning of Igbo language in private secondary schools in Gwagwalada is faced with inadequacy of trained Igbo language teachers, multiplicity of dialects, negative attitudes of the language learners, insufficiency of literacy materials and maximization of profit by the school owners and the problem of immediate need. The study concludes that teaching and learning of Igbo language in private secondary schools in Gwagwalada is severely challenged and recommends that an introduction of reward systems, creation of awareness on the consequences of language loss, campaign for language patriotism, adequate funding by the government and positive attitude of the Igbo language learners to their language, will positively contribute towards remedying Igbo language scholarship in private secondary schools in Gwagwalada and beyond.
Keywords: challenges, scholarship, language endangerment, profit maximization and literary materials.
Professor F. M. Onu & Andrew Obi Oghenekaro
Abstract
The study was carried out to assess the growth and yield parameters of okro and maize planted on crude oil remediated soil for sustainable crop production in Niger Delta, Nigeria. The study adopted experimental research design using Completely Randomized Block Design (CRBD) and was carried out in Ogulagha Grammar School, Demonstration Farm in Delta State, Nigeria. Four research questions guided the study. The sample for the study was 120 sack bags which represented 6 treatment groups replicated 5 times. A structured observation template was developed using information from the literature reviewed. The research instrument was subjected to face validation by three experts. Data were collected by the researcher with the help of one research assistant. The data collected were analyzed using mean to answer the research questions. The study found out that Adropogon gayanus and Sida-acuta as remedy to crude oil polluted soil can influence the growth and yield parameters of okra and maize in accordance with the volume of crude oil in the soil. It was recommended that Niger Delta Development Commission (NDDC) should encourage eco-friendly research and findings in their attempt to ameliorate the effects of crude oil spillage in Niger Delta, farmers should also adopt the cultivation of Andropogon-gayanus and Sida-acuta on crude oil polluted soil as a potential phytoremediation practice for sustainable agricultural production in Niger Delta, Nigeria.
Keywords: Remediation, Okra, Maize, Andropogon-gayanus and Sida-acuta
Adie, Linus Akomaye; Abua Terungwa & Professor Ukonze J. A.
Abstract
The study determined the growth parameters of pigs at different production phases for farmer's profitability in Cross River, Nigeria. A research question and one hypothesis guided the study. The hypothesis was tested at p< 0.05 level of significance. The study adopted experimental design. A population of 22 piglets of Large White (Yorkshire) breed was used. The piglets were 15 to 21-days of age. The sample was 18 healthy piglets. The instrument for data collection was a template for recording the information such as cost of piglets, cost of feeds, daily feed consumed among others and a structured questionnaire. The instrument was validated by three (3) experts, one (1) from the Department of Agricultural Education, and two (2) from the Department of Animal Science, all from University of Nigeria, Nsukka. Data was collected by directly recording inputs, outputs, costs, and revenue for each production phase. Weigh back technique was used to collect data on feed intake. The data was analyzed using Mean, Analysis of Variance (ANOVA), t-test, and Stochastic Frontier Regression statistic .Finding indicated that pigs sold at phase 3 had the highest profitability when compared to others while the pig sold at production phase 1 had the least profitability; pigs sold at the phase 3 had the highest feed intake followed by the feed intake in phase 2; the highest average body weight was obtained in phase 3 at the twentieth week of production ; and the least average weight was obtained in the first week on phase; and the highest weight gain was obtained at phase 2 and 3 while the lowest weight gain was obtained at phase 1. It was recommended among others that farmers should be educated on the two phase (phase 3) to provide more feeds for the highest feed intake which will translate to the highest average body weight.
Keywords: Growth Parameters, Pig Production, Production Phases, Profitability,
Y. D. Gotom*; M. E. Ikehi (PhD); & F. M. Onu (Prof)
Abstract
The study explored the effects of virtual classrooms on academic achievement and retention among university students of Agricultural Education in North-Central Nigeria (NCN). Quasi-experimental research design was adopted for the study. Four research questions and two hypotheses guided the study. The population for the study consisted of 172 students of Agricultural Education in three universities in NCN. Purposive sampling was used in selecting the three universities in NCN. Cognitive Achievement Test on Fishery (CATF). The CATF contains 50 multiple choice questions (MCQ). The CATF were subjected to face and content validation by three experts. The reliability of the instruments was determined using Kuder-Richardson formula 20 (KR-20) technique was used for CATF which revealed an index of 0.79 coefficients. Mean was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Findings revealed that there was significant difference in the students mean achievement in fishery where Google Classroom showed more effect than in Zoom. The agricultural education students' retention in Google Classroom and control group improved slightly after some time and agricultural education students exposed to Zoom improved slightly while that of control group dropped after some time. The study recommended that virtual classroom should be included in the curriculum of Agricultural Education by National Universities Commission (NUC) to help in instructional delivery.
Keywords: Academic Achievement, Google Classroom, Retention, and Virtual Classrooms
Ogbuabor Priscila Nwamaka & Chukwu Ekwutosi Ozioma
Abstract
This research examined the effectiveness of simulation-based learning in developing entrepreneurial skills among business education students in three selected universities in Enugu State. Three objectives, research questions, and hypotheses guided the research. This study employed a correlational research design. The study population comprised 143 final-year business education students from three public universities in Enugu State enrolled in entrepreneurship/business education for the 2023/2024 academic year. A census technique was employed because of the population's controllable size. The collection of data employed two instruments: the Simulation-Based Learning Assessment Questionnaire (SBLAQ) and the Entrepreneurial Skills Development Questionnaire (ESDQ), which had reliability values of 0.85 and 0.79, respectively. Questionnaires were distributed electronically, and data were collected and analysed via SPSS 2023. The results showed strong positive relationships between business simulation experiences and the growth of decision-making skills (r=0.712), risk management skills (r=0.684), and market analysis skills (r=0.621) among final-year business education students. The study advocates for business programs to incorporate more extensive simulation-based learning techniques, allocate resources for superior simulation software, and merge simulation experiences with reflective learning opportunities to improve students' entrepreneurial skill development.
Keywords: Simulation-Based Learning, Entrepreneurial Skills, Business Education Students
Okoro J. O., Ezeaku M. N., Emeghebo U. M & Ozioko N. C.
Abstract
The study determined the impact of changing family structure on child's wellbeing and family financial resources in South East, Nigeria. The study adopted a correlation survey design. This study was carried out in three Universities in the South East, Nigeria: the University of Nigeria Nsukka, Nnamdi Azikiwe University Awka and Michael Okpara University of Agriculture Umudike. The population was made up of 452 lecturers and students in Home Economics Education programme of the three Universities. Simple random sampling was used to select a sample size of 135 respondents which comprises of 32 lecturers and 103 students. A 20-item Questionnaire was used in answering research questions. The clusters were structured on a five-point Likert response options. The instrument was validated by three experts from the department of Home Economics Education in the three Universities respectively. The Reliability of the instrument was subjected to Cronbach's Alpha reliability method to determine the internal consistency which yielded a coefficient of 0.821. The statistical tool for data analysis was Pearson Moment correlation coefficient to answer each of the research questions. The hypothesis for the study was tested at 0.05 level of significant using regression ANOVA. Findings revealed that to a high extent changing family structure negatively influence the child's social wellbeing while also negatively affecting the family financial resources. The study recommends that efforts should be made by the government, private individuals and non-governmental organizations on developing parenting programmes that are specifically targeted at supporting parents to manage the effects of changing family structures on themselves and their children.
Keywords: Changing Family Structure, Mental Wellbeing, Social Wellbeing, Family Resources and Family Financial Resources.