JOURNAL OF THEORETICAL AND EMPIRICAL STUDIES IN EDUCATION
The Journal of Theoretical and Empirical Studies in Education is a peer-reviewed, open-access publication of the Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria. The journal, from 2021, is published annually in two volumes. It is aimed at publishing quality papers that have the capacity to inform policy both nationally and internationally. The editorial board welcomes well researched theoretical and empirical papers, which are of good quality and with elements of novelty ideas in all aspects of education.
Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria
JULIUS NYERERE'S UJAMAA PHILOSOPHY AND PEACE EDUCATION IN SOUTH EAST, NIGERIA: A CRITICAL EXAMINATION OF ITS POTENTIAL FOR ENHANCING CONFLICT RESOLUTION AND FOSTERING PEACEFUL COEXISTENCE
This study examined the potential of Julius Nyerere’s Ujamaa philosophy for enhancing conflict resolution and fostering peaceful coexistence through peace education in South East Nigeria. Three research questions guided the study. A descriptive survey research design was adopted. The population comprised 79,152 academic staff in universities in South East Nigeria. A sample of 750 academic staff was selected using simple random sampling. Data were collected with a structured questionnaire validated by three experts, two in Philosophy of Education and one in Measurement and Evaluation, from Nnamdi Azikiwe University, Awka. Reliability coefficients using Cronbach Alpha were 0.83, 0.80, and 0.81 for the three subsections. Data were analysed using mean ratings with 2.50 as the criterion mean. Findings revealed that respondents agreed that Ujamaa philosophy promotes conflict resolution. Respondents also agreed that integration of Ujamaa principles into peace education can enhance social cohesion. Challenges to implementation, including resistance to change and limited resources, were acknowledged. The study concluded that Ujamaa-based peace education is applicable to the cultural context of South East Nigeria and can address state specific conflict challenges when implemented collaboratively. It was recommended that government and community leaders integrate Ujamaa philosophy into peace education curricula in South East Nigeria to foster a culture of peace and mutual understanding.
Ezeanolue Aloysius Okwuchukwu, Ph.D, (Rev. Fr)
AN ASSESSMENT OF EMOTIONAL STRESS AND SCHOOL ADJUSTMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS FROM DIVORCED FAMILIES IN KANO METROPOLIS NIGERIA
This study assesses the level of emotional stress and school adjustment among senior secondary school students from divorced families in Kano Metropolis, Nigeria. A correlational design was employed for the study. The population of the study was 481 males and females SS II students from divorced families among senior secondary school students in Kano Metropolis, Nigeria. A sample of 215 students were selected for this study. Emotional stress questionnaire was used in collecting emotional stress data while school adjustment questionnaire was used in collecting school adjustment data using proportionate sampling technique. Data collected in this study were analyzed using Statistical Package for Social Science (SPSS) version 28.0 software. The hypothesis was tested at 0.05 level of significance and revealed that there is significant negative relationship between emotional stress and school adjustment among senior secondary school students from divorced families (r = -.669, p= 0.002). Pearson Product Moment Correlation, percentages, frequencies, mean and standard deviation were calculated. The result indicated that there is high emotional stress among senior secondary student from divorced families in Kano Metropolis (mean = 50.67: SD = 93.07). Based on this of findings, the study concluded that there is a negative relationship between emotional stress and school adjustment among senior secondary school students from divorced families. The study recommended the need for students who experience emotional stress to be referred to school psychologists and counselors who should assist them to enable them cope with stress. The study also recommended the need for the establishment school psychologists units across all secondary schools in Kano Metropolis.
THE ROLE OF INDIGENOUS KNOWLEDGE IN SUSTAINABLE ENVIRONMENTAL PRACTICE: A HUMANISTIC VIEW FROM SOUTHWEST NIGERIA
Discussions about environmental crisis in Nigeria often center on science, technology, and policy reform. While these are necessary, they rarely engage the cultural knowledge systems that have shaped how communities have lived with their environments for centuries. This paper turns to the Yoruba people of Southwest Nigeria to examine how indigenous ecological knowledge continues to offer practical and ethical guidance for sustainability. In the Yoruba worldview, the environment is not a lifeless resource but a living presence deserving respect. Ecological values are carried in stories, proverbs, rituals, festivals, and everyday practices. Rivers such as Ọ̀ ṣun and sacred landscapes like the Osun-Osogbo Sacred Grove are not only spiritually significant; they also function as protected ecological spaces. Traditional farming methods, seasonal observances, and divinatory consultations reflect close attention to soil health, rainfall patterns, and biodiversity. In these ways, spirituality, morality, and environmental care are closely intertwined. The paper argues that Yoruba indigenous knowledge contributes dimensions of sustainability such as ethical commitment, communal responsibility, and symbolic meaning that are often missing from technocratic environmental discourse. Yet these traditions face serious pressures from colonial legacies, formal education systems that emphasises more on Western epistemologies, religious change, and rapid urbanisation. Adopting a humanistic perspective, the study calls for a more inclusive approach to sustainability in Nigeria one that recognises indigenous knowledge not as folklore, but as living intellectual heritage. It suggests that meaningful ecological renewal will require engaging and revitalising the cultural frameworks that have long guided harmonious relationships between people and the natural world in Yoruba society.
VALUE EDUCATION AS CATALYST FOR PRE-SERVICE TEACHERS' MORAL AND SOCIAL RESPONSIBILITY IN NORTHERN NIGERIA: A THEORETICAL AND EMPIRICAL INQUIRY
This study examined the transformative potential of value education in shaping moral development and fostering social responsibility among pre-service teachers in Colleges of Education in Katsina State, Nigeria. Grounded in Kohlberg's theory of moral development and Rokeach's value theory, the research adopted a descriptive survey research design. A sample of 342 National Certificate in Education (NCE) II Social Studies students was selected using a multistage sampling procedure incorporating purposive, proportionate, and simple random sampling techniques. Data were collected using the Value Education Mental Health, Sexual and Technology Addiction Questionnaire (VEMSTA) and analyzed using descriptive statistics and one-sample t-tests. Findings revealed that value education significantly enhances moral reasoning, ethical decision making, and social responsibility among students. The study concluded that integrating value education into teacher preparation programs is essential for producing morally upright and socially conscious educators capable of modeling positive values for future generations. Recommendations include curriculum reform, enhanced teacher training in values pedagogy, and collaborative efforts among stakeholders to reinforce value education in Nigerian tertiary institutions.
TEACHERS’ APPLICATION OF ONLINE CONTINUOUS ASSESSMENT IN CURBING TEST MALPRACTICE AMONG ECONOMICS STUDENTS IN SECONDARY SCHOOLS IN ANAMBRA STATE
In this study, the researcher explored teachers’ application of online continuous assessment tools in curbing test malpractice among Economics students in secondary schools in Anambra State. Two research questions were asked and two corresponding hypotheses were formulated and tested at 0.05 level of significance. The design is descriptive survey research design. The population is 263 principals in all the 263 public senior secondary schools in Anambra State. A sample of 263 principals which represented the entire population, hence no sampling technique was used. The instrument for data collection was a researchers’ made rating scale titled “Teachers’ Application of Online Continuous Assessment Tools in Curbing Test Malpractice among Economics Students Scale (TAOCATCTMESS) which contained 17 items using the 4 point Likert scale options of Very High Level (VHL), High Level (HL), Low Level (LL) and Very Low Level (VLL). In order to ensure that the instrument measure what it was supposed to measure, 3 research specialists from Anambra State University, Owerri validated the instrument. Cronbach Alpha statistics was used for the computation of reliability of the instrument which yielded a coefficient value of 0.86. Mean statistics and standard deviation were used to answer the research questions while the hypotheses were tested using t-test statistics. The result revealed that there is a low level of teachers’ application of Computer-Based Tests (CBT) and biometric authentication in curbing test malpractice among Economics students in secondary schools in Anambra State. It was recommended among others that principals should provide teachers with comprehensive training and resources on designing, administering, and managing Computer-Based Tests (CBT) to effectively curb test malpractice among Economics students and enhance assessment integrity.
ENHANCING EDUCATION DELIVERY THROUGH CONSTRUCTIVIST LEARNING STRATEGY
This study investigates why constructivist learning strategies remain marginal in Nigerian secondary education despite policy calls for 21st-century competencies. Recent reviews show that teacher-centered, certificate-oriented practice still dominates classrooms, limiting learners’ critical-thinking, collaboration and problem-solving skills. Drawing on a philosophical qualitative method conceptual analysis of Deweyan constructivism paired with contemporary sociocultural accounts. The paper interrogates the ‘memorisation-for-exams’ culture that privileges recall over meaning-making. By re-situating Dewey’s experience-based curriculum within today’s skills agenda, the analysis argues that constructivist design guided discovery, scaffolding, and learner-generated artifacts offers a viable route to embed creativity, metacognition and transferable competencies. The methodological stance is philosophical qualitative: tracing constructivist concepts from Dewey through recent interpretations, situating them beside Nigerian policy texts and classroom observations. This approach does not seek statistical generalisation but rather a justified, critical reading of how theory illuminates practice. The paper argues that re-orienting Nigerian secondary pedagogy toward constructivist strategy is a necessary realignment, not a luxury. If learners regularly construct, test, and revise their own understandings, they develop the self-reliance and adaptive skill set the knowledge economy requires. The proposed shift from absorption to active expression offers a platform for students to participate in their own learning and for schools to contribute more credibly to national development goals. The sections that follow develop this claim through theory, contextual analysis, and pragmatic recommendations. The paper concludes that adopting such strategies is not merely pedagogical preference but a necessary realignment of Nigerian schooling to the demands of a knowledge-based global economy.
ROLES OF CHRISTIAN ETHICS IN ADDRESSING MORAL DECLINE AMONG NIGERIAN YOUTHS
The increasing moral decline among Nigerian youths has become a significant concern for educators, religious leaders, and policymakers, manifesting in juvenile delinquency, substance abuse, academic dishonesty, and erosion of societal values. This study examines the role of Christian ethics in guiding the moral behavior of youths in Nigeria, using a literature review methodology to analyze historical, religious, and social perspectives on youth morality. The review explores the underlying causes of moral decline, including peer influence, exposure to technology and social media, poverty, and weakened family structures, while assessing the contributions of churches, families, and schools in fostering ethical development. Findings indicate that Christian ethical teachings provide a structured framework for value-based behavior, character formation, and ethical decision-making, offering practical guidance for addressing moral lapses among youths. However, challenges such as secularization, inadequate integration of ethics into formal education, limited parental engagement, and cultural conflicts reduce the effectiveness of ethical interventions. The study recommends actionable strategies including structured values education programs, church-based mentorship initiatives, parental involvement, and policy support aimed at reinforcing ethical standards. By integrating Christian ethics into both formal and informal education, stakeholders can enhance the moral resilience of Nigerian youths, mitigate ethical challenges, and promote social cohesion. These insights have significant implications for educators, policymakers, religious organizations, and families seeking to cultivate moral values and guide youths toward responsible citizenship and ethical decision making.
EFFECTS OF CREATIVITY ENGAGEMENT AND GLASER TEACHING METHODS ON STUDENTS’ ACHIEVEMENT IN ECONOMICS IN PUBLIC SENIOR SECONDARY SCHOOLS IN ANAMBRA STATE
This study investigated effects of creativity engagement and Glaser teaching methods on students’ achievement in Economics in public senior secondary schools in Anambra State. Two research questions were asked and two corresponding hypotheses guided the study. The design of the study was the quasi-experimental research design which adopted pre-test, treatment and post test of non-equivalent group procedures. The population is 76,542 SS 1 – 3 students in all the 263 public secondary schools in Anambra State. The sample consisted of 80 senior secondary two (SS II) Economics students using purposive and cluster sampling techniques were used. The instrument used for the collection of data for this study was a researcher developed achievement test titled, Economics Achievement Test (EAT) which contained 30 items of multiple choice questions. The instrument was validated by three research specialists. Reliability coefficient of 0.88 was obtained using Kudder-Richardson 20 statistic (KR-20). The experiments and administration of pretest and posttest lasted for 6 weeks with the aid of four research assistants who were the regular Economics teachers in the selected schools. Afterwards, the researcher marked and scored the scripts and the computed scores were used for data analysis. Research questions were answered using mean and standard deviation. Analysis of Covariance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. The result revealed that creativity engagement method is effective and significant in students’ achievement in Economics more than the Glaser teaching method. It was also revealed that teaching Economics to students using creativity engagement teaching method slightly improved the male students more than the female students but their mean scores were not significant in public senior secondary schools in Anambra State. Based on the findings of the study, it was recommended among others that Anambra State Ministry of Education should prioritize training and capacity-building programs for Economics teachers, focusing on the creativity engagement method, to equip them with innovative methods that can help improve students’ academic achievement in Economics in schools.
ASSESSMENT OF THE ABIA STATE AGENCY FOR COMMUNITY AND SOCIAL DEVELOPMENT PROJECT IN ACHIEVING SUSTAINABLE INDUSTRIALIZATION AND MODERN ENERGY
The study assessed Abia State Agency for Community and Social Development Project objectives (CSDP) in achieving sustainable industrialization and modern energy. Two research questions guided the study. Two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted. The population of the study was made up of 310 stakeholders. No sampling was done. The instrument for data collection was a questionnaire titled Assessment of Abia State Agency for Community and Social Development Project in Achieving Sustainable Industrialization and Modern Energy Questionnaire (ASACSDPIASIMEQ), which was validated by three experts. The reliability of the instrument was carried out using 20 stakeholders in the Ministry of Women Affairs, Association of Town Unions and NGOs in Imo State. The coefficient alpha analysis yielded an internal consistency of 0.85 and 0.68. The instrument was distributed and retrieved by the researcher through the assistance of three research assistants. Mean and Analysis of Variance (ANOVA) were employed for data analysis. Post hoc analysis was conducted using Bonferroni test for multiple comparisons. The study found that Abia State Agency for CSDP was rated low in ensuring access to affordable, reliable, sustainable, and modern energy for all in Abia State. The study also showed that Abia State Agency for CSDP has achieved sustainable industrialization and innovation in Abia State to a high extent. However, different groups rated the agency as having a greater impact in achieving sustainable industrialization while the other group has relatively low opinion of the agency’s provision of modern energy. It was therefore recommended that Abia State Agency for CSDP should prioritize energy sector development to address energy crises by investing in renewable energy, among others and also sustain Industrialization in the State.
EMOTIONAL REGULATION AND SELF-ESTEEM AS DETERMINANTS OF SCHOOL REFUSAL BEHAVIOUR
The menace of out of-school children in Nigeria is a scary development that continues get worse every day. While focus has been placed on children denied access to education as a result of socio-economic hinderances, there are young individuals that can afford school but are psychologically handicapped from attending school because of inexplicable state of fear, panic and anxiety. This correlation study was conceived to ascertain the socio-emotional determinants of school refusal behaviour (SRB) among in-school adolescents in Aguata Education Zone, Anambra State. Two research questions and one hypothesis were formulated to guide this study. The population comprised all 8351 SS1 students enrolled in the 2023/2024 academic session in the 52 public secondary schools in the 6 LGAs in Aguata Education Zone. The Multistage sampling technique was used to select a sample of 600 students. Adapted versions of the Emotional Regulations Questionnaire, Rosenberg Self-Esteem Scale – Revised were used to collect data for the study. Data collected were analysed using PPMC and multiple regression. Findings revealed a significant association between emotional regulation, self-esteem and school refusal behaviour. it was recommended among others that evidence-based social-emotional learning programmes should be implemented in schools to help young learners acquire healthy coping strategies.
DIGITAL IN CURRICULUM IMPLENMENTATION AT WORK PLACE IN THE NIGERIAN UNIVERSITY
Research activities are to meet the demands of changing workplace and to suggest solutions to the challenges posed by new technologies and ways of working. These challenges may be found among the professionals in many different fields. This paper examined academic perspectives regarding digital communication at work place with the use of computer. Specifically, it explored how vast in practices are the academics in communicating with colleagues at work place. This is with the view to enhancing effective implementation of the school curriculum in moving education forward globally in the 21st Century. Presently, the push towards increased globalization requires more interaction between people from diverse cultures, beliefs, and backgrounds and the effects of this call for adequate preparation of learners to fit into the interdependent world; this includes the differences between technological infrastructures in difference countries. This is necessary so that learners would understand and benefit from the increasing interconnectedness of the world and its sub-systems. A qualitative research method was used under a survey research design. The population comprised of all the lecturers in the Ladoke Akintola University of Technology (LAUTECH). Ten (10) sample purposive random sampling was selected due to the fact all the population were lecturers and from the higher institutions. An interview was conducted by the researcher with the sampled participant, with their consent. Participant responses were analysed using thematic approach. The conclusions and recommendations reflected a changing world and marketplace, with respect to cultural differences. The expected benefits in the workplace include enhancing competitive edge, and increasing work productivity in the global education market.
Examining the Effect of Cognitive Behavioral Therapy on Self-Efficacy of French Third Language Learners in Nigeria: A Mixed-Method Study
Self-efficacy is regarded in literature as a crucial element necessary for successful third language acquisition, yet many French third language learners in Nigeria struggle with low self-efficacy beliefs that limits their engagement and performance. This study examined the effect of Cognitive Behavioral Therapy (CBT) on self-efficacy of French third language learners in Federal universities in Southeast, Nigeria using a mixed-methods design. The quantitative aspect adopted a quasi-experimental design with pretest–posttest control group while the qualitative aspect adopted a phenomenological approach. Sixty participants with low to moderate self-efficacy were selected through a multi-stage sampling procedure and assigned equally to experimental and control groups. The CBT intervention was applied to the experimental group for eight weeks. Quantitative data were gathered using an adapted Foreign Language Self-Efficacy Questionnaire (FLSEQ) and analyzed with ANCOVA and Repeated Measures ANOVA. The qualitative data were obtained through session evaluation protocols and semi-structured interviews and were analyzed through Thematic Content Analysis. Quantitative findings showed that CBT did not significantly improve self-efficacy. However, qualitative findings pointed to meaningful increases in learners’ confidence and willingness to attempt French tasks. These findings suggest that though meaningful increase in learners’ self-efficacy may have occurred, they were not yet developed enough to yield significant statistical change. Further findings also revealed that participants maintained their improved self-efficacy at follow-up. Discussion was based on the findings, leading to the conclusion that CBT appears effective in promoting early changes in self-efficacy, but extended CBT interventions may be necessary to convert these initial changes into statistically significant results.
INFLUENCE OF HOME BACKGROUND FACTORS ON ACHIEVEMENT IN ENGLISH LANGUAGE OF SECONDARY SCHOOL STUDENTS IN DALA EDUCATION DIRECTORATE KANO STATE, NIGERIA
The study examined the influence of home background factors on achievement in English language of secondary school students in Dala Education Directorate Kano state, Nigeria. Four research objectives, four research questions and four null hypotheses guided the study. An Ex-post-facto research design was adopted. The population of this study comprised of 6,526 secondary schools students in Dala Education Directorate, from which 357 students were selected as sample using multi-stage sampling procedure. Data were collected using two instruments Parental support and Family size Questionnaire (PSAFSQ) and Socio economic status scale (SES-Scale). The instruments were revalidated via face, content and construct validity. The reliability of internal consistency of these instruments were established using split half procedure of PPMC and later applied Spearman Brown Prophecy formula and obtained 0.92 and 0.91 as the reliability of the instruments respectively. Also, English Language Qualifying Examination results of 2023/2024 was used as measures of achievement in English language. Data was collected using on-spot mechanism and was analyzed using inferential statistics of t-test for independent and multiple regression analysis. Hypotheses 1, 2 and 3 were tested using t-test for independent sample while hypothesis 4 was tested using multiple regression analysis. Findings revealed that family size do not influence achievement in English language of secondary school students in Dala Education Directorate (p-value, 0.069, > 0.05). However, both parental support and socio economic status have significant influence on students’ achievement in English language (Parental support p-value, 0.000, < 0.05, SES p-value, 0.000, < 0.05) with students receiving higher support and from higher socio economic status performing better. It was concluded that family size, parental support and socio economic status interactively influence students’ achievement in English language in the study area (F=162.952, P = .000). Based on these findings, the study recommended that Educational policies and school programs should adopt a holistic approach that considers family size dynamics, strengthens parental support, and improves socio economic conditions to effectively support students’ academic Achievement.
EFFECT OF PHONOLOGICAL AWARENESS STRATEGY ON IMPROVING SPEAKING PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS II OF ZONE ONE, KADUNA STATE, NIGERIA
This study focused on investigating the effect of Phonological Awareness Strategy (PAS) on improving speaking performance among Senior Secondary School II students in Zone One, Kaduna State, Nigeria. The study aimed to examine the extent to which PAS enhances students’ pronunciation and fluency in English speech production and to assess differences in speaking performance between students taught using PAS and those taught through conventional methods. The study was built on the Phonological Processing Theory (Wagner & Torgesen, 1987) and the Speech Learning Model (Flege, 1995). It employed a quasi-experimental pre-test/post-test control group design. A total of 120 students were randomly selected from four schools, and data were collected using a validated Speaking Performance Test (α = 0.84). the results of the study were analyzed using descriptive statistics to answer the research questions and hypotheses were tested using t-test at .05 level of significance. The study also revealed significant improvements in pronunciation and fluency among the PAS group. The study concluded that phonological awareness instruction had significantly enhanced Senior Secondary School II students’ speaking performance, and recommended that the findings of the study should be integrated into English pedagogy.
DRIVING ACADEMIC ACHIEVEMENT THROUGH PEER MENTORSHIP: HOW AGE AND GENDER SHAPE OUTCOMES IN LOW SOCIO-ECONOMIC SECONDARY SCHOOLS IN IDEMILI NORTH, ANAMBRA STATE
This study examined the effect of a peer mentorship programme on academic achievement among secondary school students from low socio-economic backgrounds in Idemili North Local Government Area, Anambra State, Nigeria. A quasi-experimental design was employed with 65 students, comprising 36 in the experimental group who received an eight-week peer mentorship intervention and 29 in the control group who continued with the standard curriculum. Academic achievement was assessed using pretest and posttest scores in English and Mathematics. The moderating roles of age and gender were also investigated. Findings revealed increase in achievement for the experimental group (M gain = 10.62) compared with the control group (M gain = –0.42), with ANCOVA confirming a significant group effect, F(1, 61) = 5.01, p = .029. Age significantly moderated outcomes, F(4, 53) = 4.32, p = .004, with younger students (aged 9 12) showing the largest gains (M gain = 17.50). Gender did not significantly moderate outcomes, F(2, 57) = 0.94, p = .398, indicating equitable benefits for males and females. Grounded in Social Cognitive Theory and the Effectively Maintained Inequality hypothesis, the findings suggest that peer mentorship is a promising strategy for enhancing achievement and promoting educational equity in disadvantaged contexts. Practical recommendations include implementing age sensitive mentorship structures and ensuring gender-equitable mentor–mentee pairings to maximise impact.
INFLUENCE OF UNDERGRADUATE STUDENTS’ EMOTIONAL STABILITY ON ADOPTION OF E-LEARNING MODE IN NORTH-EAST PUBLIC UNIVERSITIES IN NIGERIA
This study investigated the influence of undergraduate students’ emotional stability on adoption of e-learning mode in north-east public universities in Nigeria. Two research questions were raised and one research hypothesis was formulated to guide the study. The study adopted a descriptive survey research design. The population for the study was 188,272 undergraduate students from public universities in north-east, Nigeria, and the sample size comprised of 384 undergraduate students drawn from 14 public universities located in the North-East geopolitical zone of Nigeria, using multistage sampling technique. A structured questionnaire validated by experts, was used for data collection. Reliability coefficients of the instrument were determined using Cronbach alpha values with a coefficient of .74. Data analysis employed descriptive statistic and Mann-Whitney U tests, at a significance level of p < 0.05. The study’s findings indicated that undergraduate students in north-east public universities in Nigeria exhibit a robust emotional stability in embracing e-Learning Mode (eLM), demonstrating a notably positive disposition towards integrating digital learning tools into their academic pursuit. Amongst others, it was recommended that universities should design gender-sensitive strategies that specifically address the needs of male students, who may need additional support or encouragement in embracing eLM.
Leadership Rascality Among University Administrators: Implications on Work Climate in Nigerian Universities
Leadership rascality among university administrators in Nigeria has become a pervasive issue with far-reaching implications for the quality of education and the overall work climate within these institutions. This study examined the phenomenon of leadership rascality among university administrators in Nigeria, exploring its root causes, prevalent forms, and its far-reaching implications on the work climate within higher institutions. Leadership rascality, in this context, refers to unethical, autocratic, self-serving, and abusive behaviors exhibited by university leaders that undermine institutional values and professional standards. Utilizing a qualitative approach, data were collected through interviews and document analysis from selected federal and state universities. The findings reveal that key causes of leadership rascality include political interference in appointments, lack of accountability mechanisms, and a culture of impunity. Common forms observed include favoritism, financial mismanagement, victimization of staff, suppression of dissent, and disregard for due process. These practices have led to a toxic work environment characterized by low staff morale, frequent industrial disputes, poor organizational trust, and declining institutional performance. The study concludes by recommending the enforcement of ethical leadership practices, transparent governance structures, and stronger regulatory oversight to restore integrity and improve the work climate in Nigerian universities
EFFECT OF GEOMTRIC CONSTRUCTIONS TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT AND INTERESTS IN LEARNING GEOMETRY IN PUBLIC SECONDARY SCHOOLS IN JALINGO LOCAL GOVERNMENT AREA, TARABA STATE, NIGERIA
This study assessed the effectiveness of mathematics Geometric construction on cognitive learning outcomes of public secondary school students in geometry concepts. The study adopted quasi experimental research design using mathematics Geometric construction and the conventional strategy. The population of the study consists of all the ss 2 students in all the public schools in Jalingo local government area of Taraba state. A random sampling technique was used to select 100 students drawn from five (5) selected public secondary schools in Jalingo local Government Area of Taraba State. Three (3) schools were selected from the urban areas, while two schools were selected from the rural areas, with 20 students from each selected school. Conventional teaching method and a validated item of Geometric construction Achievement Test (GAT) instrument for students with reliability of 0.93 was used to collect data from the subjects. Three research questions and two null hypotheses were postulated and tested at 0.05 significant level using. Descriptive statistics of mean and standard deviation and Inferential statistics of t-test were used in analyzing the data. The experimental group that utilized mathematics Geometric constructions performed better than the control group. School types and gender was found to have no significant effect on the mean achievement scores of the students. The mean achievement scores of both male and female students were better improved on the use of mathematics Geometric constructions establishing that the use of Geometric constructions was independent of gender. The researchers recommended that mathematics Geometric constructions instructional strategy should be given more emphasis when teaching geometry concepts.
EFFECT OF INTELLIGENT TUTORING SYSTEMS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN IMO STATE
This study examines the impact of the Intelligent Tutoring System on the academic performance of secondary school students in mathematics in Imo State, Nigeria. This study adopted a quasi-experimental research design using a pre-test, and post test control group approach. The study population comprises all senior secondary school students in SS2 (Grade 11) in public secondary schools in Imo State. A sample of 120 students was selected from three public secondary schools in Imo State through a multi-stage sampling technique. Simple random sampling was used to select four schools. The Mathematics Performance Test (MPT), validated by experts and tested for reliability, was used to collect data before and after the intervention. The reliability of the instrument was determined using Kuder Richardson Formula 20 (KR-20) with a reliability coefficient of 0.87 considered acceptable. Data were analyzed using mean, standard deviation, T-test, and Analysis of variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The findings reveal that students taught with ITS performed significantly better in mathematics than those taught through traditional methods. Moreover, there is a significant difference in the performance of students exposed to pre-test and post-test using ITS. The study, therefore, recommends that the Ministry of Education and school administrators in Imo State should integrate ITS tools into the mathematics curriculum to help improve performance and bridge individual learning gaps.
EVALUATING THE EFFECTIVENESS OF A COMMUNITY-DRIVEN TEACHER EDUCATION MODEL IN UNDERSERVED NIGERIAN COMMUNITIES
This study investigates the effectiveness of a Community-Driven Teacher Education (CDTE) model in addressing teacher shortages, improving instructional quality, and enhancing learning outcomes in underserved Nigerian communities. Grounded in Vygotsky’s Sociocultural Learning Theory and the Participatory Development Theory, the study employs a convergent parallel mixed-methods design to evaluate how the CDTE model fosters teacher development and strengthens community ownership of education. Data were collected from 120 CDTE-trained teachers in rural areas of Anambra, Imo, and Enugu States through structured questionnaires. Additionally, 20 community leaders, 15 local education officers, and 10 school heads participated in semi structured interviews, and observational data were gathered from five selected communities. Findings indicate that 83% of CDTE-trained teachers demonstrated enhanced motivation, commitment, and classroom effectiveness. Community involvement was linked to the use of culturally responsive pedagogy, stronger school community ties, and greater student engagement. Nevertheless, challenges such as lack of standardized curriculum, inconsistent funding, and insufficient government recognition were identified. The study concludes that the CDTE model is a viable grassroots strategy for improving rural education in Nigeria. It recommends national policy integration, sustainable funding frameworks, standardization of teacher training modules, and structured capacity building for community participants to ensure long-term impact and scalability.
STUDENTS’ PERCEPTION OF ACADEMIC PEACE OF MIND, CRITICAL THINKING, ATTITUDE, ACADEMIC SELF-CONFIDENCE, AND THEIR ACADEMIC ACHIEVEMENT IN MATHEMATICS AT THE SECONDARY SCHOOL LEVEL
The issue concerning academic peace of mind, critical thinking, attitudes, and self confidence in determining academic achievement has been an interesting area of research in educational literature. The study aimed to explore the students’ academic peace of mind, critical thinking, attitudes, and self-confidence as predictors of academic achievement in Mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a correlational predictive research design to provide answers to the research questions and testing of the hypotheses. The population of the study comprised of 21204 from which a sample of 840 was drawn. Multi-stage procedure was used to select the sample. Standardized research instruments namely; Peace of Mind Scale (PMS), Academic Self-Confidence Scale (ASCS}, Critical Thinking Ability Scale (CTAS), Attitude Scale (AS) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability index of .64, .68, .73, and .82, for academic peace of mind, critical thinking, academic self-confidence, and attitude respectively. The standard multiple regression was used to analyze the collected data. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings showed that students’ academic peace of mind, critical thinking, and self-confidence jointly predicted their academic achievement in mathematics The analysis of variance in the table shows that the regression equation was significant. This implies that at least one of the independent variables significantly predicted the academic achievement in mathematics. Based on the positive contributions of students’ academic peace of mind, critical thinking, attitude, and self-confidence, it was recommended that students should adapt these behaviors as robust indicators and facilitators of learning in the academic context.
ENHANCING TEACHER EDUCATION FOR EMPLOYABILITY IN ANAMBRA STATE, NIGERIA: A COMMUNITY-DRIVEN APPROACH
Teacher education in Nigeria, and particularly in Anambra State, faces persistent challenges in aligning graduate preparation with the dynamic demands of the contemporary labor market. Communities in the region have historically played critical roles in supporting schools through funding, moral guidance, cultural preservation, and infrastructure development. However, these contributions remain largely informal and ad hoc, limiting their potential impact on teacher education outcomes. This paper explores a systematic, institutionalized community-driven approach to teacher education aimed at enhancing graduate employability. Anchored in Vygotsky’s Sociocultural Theory, Epstein’s Theory of Overlapping Spheres of Influence, and Human Capital Theory, the study proposes integrating structured community participation, digital literacy, entrepreneurship education, culturally responsive pedagogy, and intergenerational mentorship into teacher training programs. Drawing from Nigerian and global evidence, the paper argues that such an approach fosters the development of teachers who are pedagogically competent, technologically skilled, culturally aware, and economically versatile. Key challenges and opportunities are critically examined, and policy recommendations are provided to institutionalize these strategies for sustainable improvements in teacher quality and employability.
AI IN EDUCATION: A CROSS-SECTIONAL STUDY ON TEACHERS’ ATTITUDES TOWARDS AI INTEGRATION AND USAGE IN SECONDARY SCHOOLS
This study investigated secondary school teachers’ attitudes toward the integration of Artificial Intelligence (AI) in teaching and their actual usage of AI tools in Southeast Nigeria. Using a cross-sectional survey design, data were collected from 215 teachers in public secondary schools with two validated instruments: the Teachers’ Attitudes towards AI Integration Questionnaire (Cronbach’s α = .85) and the AI Usage Questionnaire (Cronbach’s α = .78). Descriptive statistics showed that most teachers used AI tools at least weekly, with usage dominated by ChatGPT, primarily to enhance content knowledge and generate teaching materials. A moderate positive correlation (r = .478, p < .001) was found between attitudes and AI usage, indicating that more favorable attitudes were associated with greater engagement. Independent samples t-tests and ANOVA revealed no significant differences in attitudes based on gender (d = 0.06), subject area (d = 0.06), or years of teaching experience (η² = 0.02). These findings underscore the growing role of AI in education and highlight the need for targeted training and access to diverse AI tools to ensure effective and equitable adoption among teachers.