INT’L JOURNAL OF EDUCATION, MANAGEMENT SCIENCES AND PROFESSIONAL STUDIES
International Journal of Education, Management Sciences and Professional Studies is a peer-reviewed journal that publishes original research and scholarly articles in education, management, and professional development. It aims to foster interdisciplinary insights and practical innovations across academic and professional fields.
Institute of Education, Management and Professional Studies
IMPACT OF EDUCATIONAL MANAGEMENT EFFICIENCY ON THE PERFORMANCE OF TERTIARY INSTITUTIONS IN NIGERIA
This study empirically investigates the impact of educational management efficiency on the performance of tertiary institutions in Nigeria. With the growing demand for quality higher education and the persistent challenges of poor funding, administrative bottlenecks, and declining academic standards, the efficiency of management practices has become critical. The study adopts a mixed-methods design, surveying 400 academic and administrative staff from 20 selected federal, state, and private universities and polytechnics across Nigeria. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The findings revealed there are major constraints limiting the impact of management efficiency on the performance of tertiary institutions in Nigeria yet a significant positive relationship existed between management efficiency and institutional performance indicators, specifically, resource utilization and participatory decision-making were found to be the strongest predictors of institutional performance. The findings also highlighted that bureaucratic rigidity, inadequate funding and political interference remain major impediments to educational management efficiency. The study concluded that improving management efficiency in Nigerian tertiary institutions is essential for achieving quality education and global competitiveness. Recommendations include the adoption of performance-based management systems, institutional autonomy and continuous professional development for administrators.
Educational Management Efficiency, Tertiary Institutions, Institutional Performance, Resource Utilization.
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USE OF LEARNING MANAGEMENT SYSTEM AS CORRELATE OF STUDENT ACADEMIC ENGAGEMENT IN PUBLIC UNIVERSITIES IN ANAMBRA STATE, NIGERIA
The study investigated the relationship between the use of LMS and students’ academic engagement in public universities in Anambra State. One research question guided the study and one hypothesis was tested at 0.05 level of significance. The population of the study comprised of 289 regular 300 level undergraduates in the 2024/2025 academic session from two public universities. Two structured questionnaires developed by the researchers was used to collect data. The instrument was validated by three experts in education and subjected to a pilot test. The application of Cronbach Alpha reliability method yielded co-efficient value of 0.88 for QULMS and 0.83 for SAEQ. Pearson Product Moment Correlation statistics was used to answer the research question and test the hypothesis. The findings of the study revealed that the use of LMS has high positive relationship with students’ academic engagement in public universities in Anambra State. Findings also revealed that there is a significant positive relationship between use of learning management system and students’ academic engagement in public universities in Anambra State. Based on the findings of the study, the researchers conclude that the use of learning management systems significantly correlates students’ academic engagement in public universities in Anambra State. The researchers therefore recommended among others that administrators of universities should integrate Learning Management Systems more thoroughly into their curriculum design and course delivery methods.
Learning Management System (LMS), Students, Academic Engagement, Public, Universities
INFLUENCE OF ARTIFICIAL INTELLIGENCE TOOLS ON ADMINISTRATIVE EFFICIENCY AMONG OFFICE TECHNOLOGY AND MANAGEMENT STUDENTS IN COLLEGES OF EDUCATION IN DELTA STATE
This study investigated the influence of artificial intelligence tools on administrative efficiency among Office Technology and Management Students in Colleges of Education in Delta State. The study was guided by two research questions. The study adopted a descriptive survey research design. The population of the study comprised 101 office Technology and management students the three colleges of Education in Delta state. There was no sampling since the population was small and manageable. The instrument used for data collection was a structured questionnaire tittle: Influence of Artificial Intelligence Tools on Administrative Efficiency Among Office Technology and Management Students Questionaire (IAITAEAOTMSQ). The instrument was face and content validated by two experts in the field.One from measurement and evaluation Federal College of Education (Technical) Asaba and another OTM from College of Education Warri, Delta State.The reliability test was determined using cronbach Alpha which yielded overall coefficient value of 0.73.which shows that the instrument was reliable.out of 101 questionaire administered, 97 were retrieved representing 98% return rate which was used for data analysis. The findings of the study revealed that Artificial Intelligence tools play significant roles in enhancing administrative efficiency among Office Technology and Management students in Colleges of Education in Delta State. The effective utilization of AI technologies can help students develop relevant digital and administrative competencies required in modern office environments. Based on the findings, It was recommended that institutions should provide adequate AI-powered office technologies and digital facilities to enable Office Technology and Management students acquire practical administrative skills relevant to modern workplaces.Lecturers in Office Technology and Managemen should integrate the use of AI-powered document editing, communication, and scheduling tools into classroom instruction and practical office training activities.
Artificial Intelligence, Tools, Administrative, Efficiency, Office Technology and Management, Colleges of Education.
EFFECTS OF THINK-PAIR-SHARE TEACHING STRATEGY ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN ENGLISH LANGUAGE IN KADUNA STATE, NIGERIA
The study assessed effects Think-Pair-Share teaching strategy on academic performance of senior secondary students in English language in Kaduna state, Nigeria. Quasi-experimental research design was adopted for the study. The population of the study was 2097 SSII students admitted in 2022/2023 academic session in Zaria Quality Assurance Office, Kaduna State. Two intact classes of 139 SSII English Language students were used as sample. English Language Performance Test (ELPT) was used as instrument for data collection. Mean and standard deviation were used to analyze the research questions while t-test statistical tool was used to test hypotheses at 0.05 level of significance. The results revealed the performance of students taught English language using Think-Pair-Share strategy are significantly better than those taught using conventional strategy in Senior Secondary School, Kaduna State, Nigeria p-value=.000<0.05 level of significance. The study concluded Think-Pair-Share strategy improved the teaching and learning of English language in Senior Secondary School, Kaduna State, Nigeria. The study recommended that Teachers should be encouraged by the school authority to use Think-Pair-Share strategy in teaching English Language in Senior Secondary School, Kaduna State, Nigeria.
Think Pair Share, Academic Performance, Students and English Language
EFFECT OF CURRICULUM ALIGNMENT ON EARLY CHILDHOOD FRAMEWORKS AND PRIMARY SCHOOLS STANDARDS IN NIGERIA
Curriculum alignment is a prevailing tool for driving early childhood frameworks and primary schools standard in Nigeria’s formal education sector with the goal of transiting the quality of education from its current state to a desired future state. This is a descriptive survey research design that investigated the effect of curriculum alignment on early childhood frameworks and primary schools standards in Nigeria. This study was carried out in the selected public primary schools in the south-east zone of Nigeria with 200 purposefully sampled respondents comprising of 100 teaching and 100 non-teaching staff of the selected schools. The data for this study was collected via a researcher-made rating scale titled “Curriculum Alignment and Early Childhood frameworks and Primary Schools Standards in Nigeria” (CAECFPSS) which was validated by three exerts, one from educational curriculum, one from educational administration and the other from educational measurement and evaluation departments. Their observations were used to correct the questionnaire to achieve the desired objectives of the study. The reliability index was 0.84 using the Person Product Correlation coefficient formula (r). The Cronbach alpha was also adopted to reconfirm the internal consistency of the questionnaire which recorded a correlation coefficient value of 0.83. These two values indicated that the instrument is very reliable for use. Two research objectives, two research questions and two hypotheses were respectively formulated to guide the study. The mean and standard deviation statistical tools were used to analyse the data at 2.50 decision mark. The independent z-test was adopted in testing the hypotheses at 0.05 significant level and the result revealed that there is no significant difference between the mean score of teaching and non-teaching staff in the selected public schools in the south-east zone of Nigeria on the effect of curriculum alignment on early childhood frameworks and primary schools’ standards in Nigeria. Based on these findings, the study recommended the establishment of joint review committees involving early childhood and primary education specialists to ensure learning goals, content and pedagogical approaches progress logically across levels.
Curriculum Alignment, Early Childhood Frameworks, Primary Schools Standards, Education
STUDENTS’ PERCEPTION ON SCHOOL ENVIRONMENT AND ACADEMIC PERFORMANCES IN SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA.
The study was carried out to investigate Students’ perception on School Environment and Academic Performance in Secondary Schools in Enugu State. Descriptive research design was adopted to the study. The population for the study was 16, 397 SSII students (male students 6,959 and 9,438 female students) respondents in the 298 secondary schools in Enugu State education zone while the sample of the study was 391 respondents which comprised 191 male students and 200 female students using Taro Yamen formula (2000). The researcher employed multi-stage sampling techniques for the study. A purposive random sampling technique was used to draw the sample from the population. Three expertsvalidated the instrument, two from Educational Management while the third was from the Department of Mathematics and Computer Science Education specializing in Measurement and Evaluation,all from Enugu state university of science and technology (ESUT) Enugu.To ensure the instrument's reliability, a preliminary test was conducted involving 40 respondents, consisting of 14 principals and 26 students from secondary schools in Ebonyi State.The choice of Ebonyi State was made because of the similar organizational process of secondary schools between both states. Also, they use the same educational policy. The researcher used Cronbach Alpha method to determine the internal consistency of the instrument which yielded .81 for cluster 1, .83 for cluster 2, .80 for cluster 3, .78 for cluster 4 and .81 for cluster 5. The overall reliability index was .80. This showed that the instrument was suitable for this study Two research questions and two null hypothesesguided the study; while student t-test statistics was used to test the hypotheses at 0.05 level of significant. Cluster 1 has 13 items on school location, cluster 2 has 12 items on traditional school environment, The instrument was structured in a 4-point response categories and rating values as follows; Very High Extent (VHE) – 4 points, High Extent (HE) – 3 points, Low Extent (LE) – 2 points and Very Low Extent (VLE) – 1 point.The findings of the study showed that students have positive perception on the effect of school location and traditional school environment on academic performance of students in public secondary schools in Enugu State
Education, Students, public education, School Environment, Academic Performance, Secondary Schools
ASSESSMENT OF THE RELATIONSHIP BETWEEN APPLICATION OF ARTIFICIAL INTELLIGENCE (AI) AND STUDENT PERSONNEL SERVICES MANAGEMENT
The effective integration of Artificial Intelligence (AI) has the potential to enhance the quality, efficiency, and responsiveness of student personnel services. Assessing this relationship is therefore crucial for strengthening administrative decision-making, student support structures, and overall school management practices. This study assessed the relationship between application of artificial intelligence (ai) and student personnel services management. Two research questions and two null hypotheses guided the study. The population comprised all 278 students across the four public secondary schools in the area, and due to the manageable size, the census method was adopted. A correlational research design was employed, and data were collected using a structured questionnaire titled Application of Artificial Intelligence and Management of Student Personnel Services Questionnaire (AAIMSPSQ). The instrument, organized into two clusters, was validated by experts in Educational Management and in Test and Measurement at the University of Calabar. It utilized a 4-point Likert scale and was pilot-tested, yielding Cronbach Alpha reliability coefficient index of 0.83. Data were analyzed using scatter plots to answer the research questions and the Pearson Product Moment Correlation (PPMC) to test the hypotheses at the 0.05 significance level. Findings indicated significant relationships between application of AI in students’ library services and security services management. The study concluded that AI plays a vital role in improving the effectiveness of student personnel services. It recommended that educational administrators should be adequately equipped to integrate AI tools for enhanced student personnel administration.
Application, Artificial Intelligence, Student’s Library Services, Student’s Security Services, Educational Administration.
TEACHERS USE OF AI TOOLS AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENTS IN SECONDARY SCHOOL IN OBUDU LOCAL GOVERNMENT AREA OF CROSS RIVER STATE
This study sought to investigate the influence of teachers' use of AI and the academic achievement of chemistry students in secondary schools in Obudu Local Government Area of Cross River State. To achieve the purpose of the study, two research questions were raised and two hypotheses were formulated. Survey research design was adopted for the study. The sample of 200 SS II chemistry students was drawn from the entire population of SSII chemistry students in public secondary schools in the study area using proportionate random sampling and simple random sampling techniques. Data collection was carried out with the use of research instruments titled Chemistry Teachers Use of AI Questionnaire (CTUAIQ) and Chemistry Achievement Test (CAT). The instruments were subjected to face validity by experts in Measurement and Evaluation and Chemistry Department respectively. The reliability was computed using the Cronbach alpha reliability coefficient. The reliability coefficient of 0.82 was obtained from the instrument. Mean and standard deviation were used to answer the research questions and independent t-test was used for research hypotheses. Based on the result of the study, it was revealed that teachers’ use of AI significantly influenced the academic achievement of chemistry students in secondary schools. In conclusion the use of AI tools in Chemistry teaching enhances personalized learning and make students learn at their own pace and receive instant feedback. Based on the findings of the study, it was recommended amongst others that: government should formulate and implement policies that encourage the adoption of artificial intelligence tools in secondary school chemistry education and also organize regular training workshops, seminars, and certification programmes to equip teachers with the necessary skills to effectively use intelligent tutoring systems
Teachers' Use of Artificial Intelligence Tools, Virtual Laboratories and Adaptive Learning Technologies.
FEEDING PATTERN PRACTICES AND HEALTH CHALLENGE AMONG INFANTS IN NEMBE BAYELSA STATE
The study aims to investigate feeding pattern practices and health challenges among infants in Nembe, Bayelsa State, Nigeria. The study examines exclusive breast feeding, predominate breast feeding, and prelacteal feeding. To guide the study, three research questions and hypotheses were formulated. Two sampling techniques were adopted; random sampling technique and purposive sampling technique which was used to select 365 respondents. The data for this study were gathered mainly via two methods; questionnaire and interview. The findings of the study revealed that mothers who involved in exclusive breastfeeding accounted for 17 percent (17%), that is, they feed their babies with breast milk only, which means that their babies did not experience, diarrhea, pneumonia, and weakness, Mothers who engage in predominant breast feeding accounted for 24 percent (24%) which shows that their babies experience body weakness. On prelacteal feeding on infant health indicates that 28 percent (28%) of mothers said that they gave Fanta water to their babies within the first three to five days after birth while 27 percent (27%) said their babies experience diarrhea. The findings also show that there is a strong relationship between exclusive breastfeeding, predominant breast feeding, and prelacteal feeding. It is recommended, among others that lactating mothers should strictly adhere to exclusive breast feeding as it enhances infants’ growth and development as well as development of the brain and have lesser chance of becoming ill or dying from diarrhorea, pneumonia, meningitis, ear infections and other infections during the first six months of life.
Feeding Patterns, Health Challenge, Infants, Nembe, Bayelsa State.
ROLE OF AGRICULTURAL EDUCATION IN ENVIRONMENTAL STEWARDSHIP AND ECONOMICS VIABILITY IN RIVERS STATE
The study examined the role of agricultural education in promoting environmental stewardship and economic viability in Rivers State, Nigeria. The study was guided by three research questions and three null hypotheses. A descriptive survey research design was adopted, and a sample of 120respondents drawn from agricultural educators, extension workers, and students was analyzed. Target population is 120, Data were collected using a self-structured questionnaire Role of Agricultural Education in Environmental Stewardship and Economics Viability Questionnaire (RAE ESEVQ) designed in a 4-point rating scale of strongly agreed, the reliability of the instrument was established using mean, standard deviation, and Z-test at a 0.05 significance level, the findings revealed that agricultural education significantly contributes to environmental stewardship by promoting sustainable farming practices such as soil conservation, waste management, and afforestation. It also influences economic viability by equipping individuals with entrepreneurial skills, agribusiness knowledge, and income-generating opportunities. The study concludes that agricultural education is a critical driver of sustainable development in Rivers State. To maximize its impact, curriculum reforms, increased funding, teacher capacity-building, and gender-inclusive policies are recommended. The study therefore recommends that strengthening agricultural education will not only enhance environmental stewardship but also improve economic empowerment and long-term sustainability in the state.
Agriculture, Education, Environmental Stewardship, Economic, Viability.
RE‑ENGINEERING CURRICULUM DEVELOPMENT FOR IMPROVING QUALITY EDUCATION IN NIGERIA
Curriculum development remains a central instrument for achieving quality education, particularly within developing education systems undergoing rapid socio-economic and technological transformation. In Nigeria, persistent concerns have been raised regarding the relevance, implementation, and effectiveness of existing curriculum frameworks in addressing contemporary educational needs. This study empirically examines the relationship between curriculum re-engineering and quality education outcomes in Nigerian secondary schools. Specifically, the research investigates how curriculum content relevance, teacher preparedness, implementation processes, and evaluation mechanisms influence instructional effectiveness and student engagement. A quantitative survey design was adopted, involving teachers and school administrators drawn from public and private secondary schools across selected regions of Nigeria. Data were collected using a structured questionnaire designed to measure perceptions of curriculum design, implementation practices, and educational quality indicators. Descriptive and inferential statistical techniques were employed to analyze the data, including mean scores, standard deviations, and hypothesis testing procedures. The findings indicate that curriculum re-engineering significantly contributes to improvements in instructional effectiveness and perceived quality of education. The results further reveal that teacher preparedness and the availability of instructional resources play a mediating role in translating curriculum reforms into meaningful learning outcomes. The study concluded that sustainable improvements in educational quality in Nigeria require a systematic restructuring of curriculum development processes that integrates competency-based learning, continuous evaluation mechanisms, and teacher capacity development. The study also recommended that strengthened curriculum review systems, increased investment in teacher professional development and improved implementation frameworks to ensure that curriculum reforms effectively contribute to quality education and national educational development.
Curriculum Development, Curriculum Re-engineering, Quality Education, Instructional Effectiveness, Student Engagement
INSTITUTIONAL PLANNING AND LEADERSHIP APPROACHES FOR SUSTAINABLE HIGHER EDUCATION DEVELOPMENT
This paper examined institutional planning and leadership approaches for sustainable higher education development. It scrutinized key elements of effective institutional planning, including the strategic alignment of resources, the role of leadership in fostering innovation, and the significance of policy formulation etc. Several challenges were identified that hinder the successful implementation of these practices, such as inadequate funding, resistance to change, and leadership gaps. This paper highlighted the importance of adopting best practices in institutional planning, such as inclusive leadership strategies, stakeholder engagement, and the integration of technology, to overcome these barriers and create a robust framework for institutional development. Through an in-depth analysis of these issues, this paper proposed actionable solutions, including fostering transparent communication, leveraging public-private partnerships, and prioritizing leadership development. The paper concluded that effective institutional planning is the foundation of sustainable growth and success in higher education. Amongst others, the paper suggested education institutions should focus on building public-private partnerships (PPPs) to secure alternative funding streams for effective implementation of innovative institutional policies and programmes.
Institutional Planning, Leadership, Higher Education, Sustainability, Educational Growth.
IMPLEMENTATION OF THE 2025 CURRICULUM REFORMS IN KANO STATE SECONDARY SCHOOLS: A POLICY PERSPECTIVE
The implementation of curriculum reforms remains a critical factor in improving educational quality in Nigeria. The 2025 curriculum reforms in Kano State are designed to align secondary education with global standards, enhance learners’ competencies, and address socio-economic demands. However, effective implementation depends largely on policy clarity, institutional capacity, and stakeholder engagement. This paper adopts a theoretical and analytical approach, drawing on Implementation Theory and Systems Theory to examine how policy intentions are translated into classroom practice. The study identifies key challenges, including inadequate teacher preparedness, weak policy communication, insufficient resources, and ineffective monitoring mechanisms, which contribute to the persistent gap between policy design and implementation. It argues that successful reform requires alignment between policy objectives and the realities of the school environment. The paper recommends strengthening policy coordination, enhancing continuous professional development for teachers, improving funding and resource provision, promoting stakeholder participation, and establishing robust monitoring and evaluation systems. These measures are essential for ensuring effective implementation and achieving sustainable curriculum reform outcomes in Kano State secondary schools.
Educational Policy, Curriculum Reform, Policy Implementation, Secondary Education, Teacher Capacity, Stakeholder Engagement, Kano State, Nigeria.
EDUCATIONAL MANAGEMENT EFFICIENCY AND SUSTAINABLE ECONOMIC DEVELOPMENT IN NIGERIA 1993 – 2023
This study adopted a longitudinal ex-post facto research design. It utilizes time-series data to examine the causal relationship between educational management efficiency and economic development in Nigeria from 1993 to 2023. It used GDP per Capita (GDPPC) as the proxy for economic development as the dependent Variable. The independent variables were Public Education Expenditure Efficiency (PEEE) calculated as the ratio of Secondary School Enrollment Rate to Recurrent Expenditure per Student (a higher ratio implies efficient management), Teacher-Student Ratio (TSR) proxy for resource allocation management (Inverse relationship: lower ratio indicates better management), Budget Allocation Ratio (BAR): which is the ratio of education budget to total national budget proxied for policy priority and fiscal management. Secondary data were extracted from the World Bank Development Indicators (WDI), UNESCO Institute for Statistics (UIS) and the Central Bank of Nigeria (CBN) Statistical Bulletin. Descriptive statistics, Pearson correlation and ARDL regression analyses reveal a significant positive association between efficient educational management and sustainable economic development in Nigeria. The findings underscore that prudent resource allocation, data‑driven decision‑making and stakeholder engagement in schools enhance long‑term economic resilience, so also the need for systemic reforms that prioritize accountability, timely resource allocation and capacity building for educational leaders. The paper recommended strengthening institutional capacity, adopting performance‑based funding and integrating educational planning with national development strategies.
Educational Management Efficiency, Sustainable Economic Development, Public Education Expenditure Efficiency, Teacher-Student Ratio, Budget Allocation Ratio
IMPACT OF TERTIARY EDUCATION TRUST FUND (TETFUND) INTERVENTION ON CAPACITY BUILDING AND PRODUCTIVITY OF ACADEMIC STAFF OF FEDERAL UNIVERSITIES IN NORTH EAST NIGERIA
This study examined the impact of Tertiary Education Trust Fund capacity building intervention on Job productivity of academic staff of Federal Universities in North -East Nigeria. Specifically, it determined the impact of TETFund capacity building intervention of conference attendance, Pursuance of higher degree by academic staff, publication by academic staff, research performance and quality teaching delivery on Job productivity by academic staff of Federal Universities in North East Nigeria. The study adopted descriptive survey design, and the area of the study is the North East Nigeria The population of the study consist of 4, 644 academic staff from all the six Federal Universities in North East Nigeria, located at Wukari, Yola, Kashere, Gashua, Bauchi and Maiduguri. The sample size is comprised of 1, 625 academic staff. The instrument for data collection was a self-designed questionnaire titled Impact of TETfund capacity building intervention on Productivity Questionnaire. A trial test was administered on 50 academic staff from States Universities in North East Nigeria to ascertain the content validity of the instrument. A Cronbach Alpha of 0.83 index was obtained. Descriptive statistic of mean and standard deviation was used in answering the research questions while Chi-Square to test hypotheses at 0.05 level of significance. Based on the data collected and analysed, findings revealed that TETFUND intervention on conference attendance has significant impact on Job productivity of academic staff of Federal Universities in North East Nigeria, TETFUND has enabled academic staff of Federal Universities in North East Nigeria. It was concluded that TETFUND capacity building intervention has significant impact on productivity of academic staff of Federal Universities in North East Nigeria, as such, the training programmes are worthy of the investment by TETFUND. Therefore it is imperative for all stakeholders in the Federal Universities in North East Geo- Political Zone of Nigeria to adequately fund, encourage self-development, training and re-training of academic staff. It was recommended that the Federal Government of Nigeria should ensure that monies meant for sponsorship of participants (academic staff) are timely released and remitted. As it will bring about smooth participation in the training programme and enhance job productivity.
Capacity Building, TETFund Intervention, Conference Attendance, Job Productivity and Development.
READING CULTURE AND MEMORY RETENTION AMONG SECONDARY SCHOOL STUDENTS IN ONDO STATE, NIGERIA
This study investigated the reading culture and memory retention among secondary school students in Ondo State, Nigeria. It specifically investigated the relationship between reading culture and memory retention among secondary school students in Ondo State. The study found out the correlation between effective study habit and level of memory retention among secondary school students in Ondo State. It also Investigated the difference in reading culture and memory retention among secondary school students on the basis of gender in Ondo State and established the level of usage of school libraries influence on memory retention among secondary school students in Ondo State. The population of the study comprised all public secondary school students of class two (SS2) in the three senatorial districts in Ondo State. The sample for this study was six hundred (600) students of class two with multi-stage sampling procedure involving simple random and stratified sampling techniques. The instrument tagged “Reading Culture and Memory Retention Questionnaire (RCMRQ)” was used for the study. The findings revealed that reading culture and effective study habit significantly influenced memory retention among the students in Ondo State and that the use of library and learning strategies improves learning recall and academic achievement among secondary school students. The study concluded that effective study and reading culture, along with proper use of library resources, significantly enhance memory retention among secondary school students in Ondo State, with variations observed by gender and location. The education stakeholders should show greater commitment to the provision of necessary library infrastructures facilities and acquisition of recent information materials in to the library for enhanced library usage and memory retention.
academic achievement, memory retention, reading culture, secondary school students, study habit
TEACHERS’ JOB PERFORMANCE AND PUBLIC SENIOR SECONDARY SCHOOL EFFECTIVENESS IN LAGOS STATE, NIGERIA
This study examined the effect of teachers’ job performance on public senior secondary school effectiveness in Lagos State, Nigeria, against concerns about declining educational quality and the assumed centrality of teachers to school outcomes. A descriptive survey design was adopted. The population comprised 328 principals, 656 vice principals, and 8,865 teachers across the six Lagos State Education Districts, from which 120 principals, 240 vice principals, and 1,200 teachers (N = 1,560) were selected using a combination of convenience, stratified, purposive, and simple random sampling techniques. Data were collected using the Teachers’ Job Performance Questionnaire (TJPQ), the Senior Secondary School Effectiveness Questionnaire (SSSEQ), and a semi-structured interview guide. Instruments were validated by experts and supervisors; reliability indices were established via test–retest. Mean and standard deviation answered research questions, while Pearson Product Moment Correlation tested the hypothesis at 0.05 significance level. Findings showed that teachers’ job performance was rated at an appreciable extent (grand mean = 2.8754), while school effectiveness was rated high (grand mean = 3.14235). However, teachers’ job performance had a negative, very weak, and non-significant relationship with school effectiveness (r = -0.073, p = 0.271), indicating that teachers’ job performance alone did not significantly explain variations in school effectiveness. The study recommends strengthening supportive school-wide mechanisms that enhance instructional conditions and overall effectiveness.
OB Performance, Teacher’s’ Job Performance, Secondary School, Public Senior Secondary School, School Effectiveness
PROFESSIONAL LEARNING COMMUNITY OF SCHOOL ADMINISTRATOR AS CORRELATE OF TEACHERS SELF EFFICACY IN SECONDARY MANAGEMENTSCHOOL IN SOUTH EAST, NIGERIA
This study explored Professional Learning Community of School Administrator as a Correlate of Teachers’ Self-Efficacy in Public Secondary Schools in South East, Nigeria. Two research question and two null hypotheses provided direction for the study. The study adopted a Correlational Research Design. The population of the study comprised all the 18,758 teachers in the 1244 public secondary schools in 24 Education Zones in South-East, Nigeria. A sample of 960 teachers in 79 public secondary schools in South East Nigeria. was used for the study. Multi-stage sampling technique was use to draw the sample. The instrument for data collection were two questionnaires, Professional Learning Community of School Administrator Questionnaires (PLCSAQ) and Teachers Self-Efficacy Questionnaire (TSEQ) constructed by the researcher. Five experts in the area of Educational Management and Educational Measurement and Evaluation validated the instruments. The reliability of the instrument was determined using the test-retest reliability method and it yielded an overall reliability indices of 0.82 and 0.61. Pearson’s r, R2 (coefficient of determination) was used to analyses the research question while Linear regression analysis was used to test the hypothesis at 0.05 of significance. The result of the analysis revealed that there exists a strong positive relationship between school administrators’ involving professional learning community and community relation as it relates to teachers’ self-efficacy.Based on the findings the study recommended among other things that school administrators should apply the principle of involving professional learning community and school community relation which involves teachers in order to enhance teachers self-efficacy for achievement of educational goals and learning objectives.
Professional Learning Community, School Administrator and Teacher Efficacy
MORAL AND CIVIC EDUCATION AS A DETERMINANT OF NATIONAL SECURITY IN NIGERIA: A CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN RIVERS STATE
The study examined moral and civic education as a determinant of national security in Nigeria: a case study of public secondary schools in Rivers State. The study had two objectives, with corresponding research questions and null hypotheses. The population of the study comprised 5,833 teachers in 320 public senior secondary schools in Rivers State. A sample size of 583 teachers, representing 10% of the total population, was drawn for the study, and a stratified random sampling technique was adopted. The instrument, which was a questionnaire of two sets, was titled: Moral and Civic Education Assessment Scale (MCEAS) and National Security Assessment Scale (NSAS). The instrument was validated, and reliability coefficients of 0.83 and 0.85 for both MCEAS and NSAS, respectively, were obtained using Cronbach's alpha reliability statistics. The two research questions were answered using simple linear regression, while hypotheses were tested using t-test associated with simple linear regression with the help of the Statistical Package for Social Science (SPSS). Findings from the study revealed that students’ moral and civic education responsibilities awareness in public secondary schools in Rivers State predict national security to a low extent by 46%, while moral and civic education taught in public secondary schools in Rivers State predicts the promotion of national security values among students to a high extent by 51%. Based on the findings, it was concluded that while students’ awareness of moral and civic responsibilities predicts national security to a low extent, the actual teaching of moral and civic education significantly promotes national security values among students in Rivers State. This indicates that the strength of civic education lies more in its structured delivery than in mere awareness. Consequently, it was recommended that government and school authorities should enhance the moral and civic education curriculum by integrating more experiential and participatory learning approaches, such as debates, community service, and simulations, to help students internalise and apply national security values in real-life situations.
Moral and Civic Education, National Security, Secondary School
PRINCIPAL'S MANAGERIAL COMPETENCE AS CORRELATE OF SECONDARY SCHOOL TEACHER'S JOB EFFECTIVENESS IN BIASE LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA
This study examined principals’ managerial competence as a correlate of secondary school teachers’ job effectiveness in Biase Local Government Area of Cross River State, Nigeria. Specifically, the study investigated the relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. Two null hypotheses were formulated to guide the study. A correlational survey research design was adopted. The population comprised all public secondary schools in the area and 323 teachers, and a census sampling technique was employed to include the entire population. Data were collected using two researcher-designed instruments: the Principals’ Managerial Competence Questionnaire (PMCQ) and the Teachers’ Job Effectiveness Questionnaire (TJEQ). Each instrument consisted of Sections A and B. Section A elicited demographic information such as age, educational qualification, and years of teaching experience, while Section B contained items measuring the study variables. Six items on a modified four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) were used to measure each variable. The reliability of the instruments was established using the Cronbach Alpha method, yielded coefficients ranging from 0.81 to 0.83, indicating adequate reliability. Data collected were coded and analyzed using Pearson Product Moment Correlation at the 0.05 level of significance. Findings revealed a statistically significant and strong relationship between principals’ professional development competence, decision-making competence, and teachers’ job effectiveness. The study concluded that principals’ managerial competence significantly influences teachers’ job effectiveness in public secondary schools in the study area. It was therefore recommended that educational authorities regularly organize capacity-building programmes, workshops, and in-service training to enhance principals’ managerial competencies and promote improved teachers’ job effectiveness.
Principals’ Managerial Competence; Professional Development Competence; Decision-Making Competence; Teachers’ Job Effectiveness; Secondary Schools
STRATEGIC RENEWAL UNDER PRESSURE: HOW FIRM SIZE DICTATES INNOVATION PATHWAYS
In dynamic and competitive environments, strategic renewal enables firms to adapt by reconfiguring resources, capabilities, and strategic orientation to respond to changing market and technological pressures. This study examines how firm size influences innovation pathways and strategic renewal outcomes under environmental stress. Using a quantitative cross-sectional design, data were collected from 292 firms across multiple industries and analyzed with ANOVA and regression techniques. Results indicate that small firms predominantly pursue radical innovation, leveraging flexibility and entrepreneurial culture to explore disruptive opportunities. Large firms favor incremental innovation, optimizing existing processes and resources, while medium firms adopt hybrid strategies that balance exploration and exploitation. Strategic renewal success is significantly affected by both firm size and innovation type, with large firms achieving more consistent outcomes through incremental innovation. These findings highlight the moderating role of organizational scale in shaping innovation strategies and renewal effectiveness, providing insights for managers seeking to align strategic initiatives with firm characteristics and environmental conditions.
strategic renewal, innovation pathways, firm size, radical innovation, incremental innovation, organizational adaptation
SELF ASSESSMENT OF DIGITAL LEARNING PLATFORMS ON UNDERGRADUATE STUDENTS’ PROFICIENCY IN ECONOMICS EDUCATION IN PRINCE ABUBAKAR AUDU UNIVERSITY, AYINGBA.
The researcher investigated self-assessment of digital learning platforms on undergraduate students’ proficiency in economics education in Prince Abubakar Audu University, Ayingba, Kogi State. Three research questions and one hypothesis guided the study. A descriptive survey research designed was used while the study adopted both quantitative and qualitative methodologies. A total population of 1001 economics education undergraduates of Prince Abubakar Audu University, Kogi State constitute the unit from 100 level to 400 level. This research adopted simple random sampling to sample the 300 level students which are made up of 220 students. The undergraduate students were grouped into male and female. While some instruments were damaged or wrongly filled, 212 students filled their questionnaires correctly and considered ok for the study. Data analysis tool included means, standard deviations, and independent samples t-tests, conducted using the Statistical Package for the Social Sciences. The descriptive statistics were used to answer the research questions while the t-test was used to test the hypothesis at 0.05 level of significance. The findings revealed that digital learning platforms is significantly effective in enhancing the undergraduate student proficiency in economics education. The study recommended that government and the school management should enhance technical reliability of the teachers and students to improve integration, application, accessibility and utilization of digital learning tools in tertiary institutions.
Education, Technology, Self-Assessment, Digital Learning Platforms, Proficiency, Economics Education.
EFFECTS OF JIGSAW AND THINK-PAIR-SHARE TEACHING STRATEGIES ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENTS IN ENGLISH LANGUAGE IN KADUNA STATE, NIGERIA
The study assessed effects of Jigsaw and Think-Pair-Share teaching strategies on academic performance of senior secondary students in English language in Kaduna state, Nigeria. This study had three (3) specific objectives which include to determine the difference in the pre-test scores of students taught English Language in Seniors Secondary School using Jigsaw in Kaduna State, Nigeria, determine the difference in the performance of students taught English Language in Senior Secondary Schools using Jigsaw and Think-Pair-Share strategy in Kaduna State. Three research questions and three null hypotheses were formulated. Quasi-experimental research design was adopted for the study. The population of the study was 2097 SSII students admitted in 2022/2023 academic session in Zaria Quality Assurance Office, Kaduna State. Two intact classes of 134 SSII English Language students were used as sample. English Language Performance Test (ELPRT) was used as instrument for data collection. Mean and standard deviation were used to analyze the research questions while t-test statistical tool was used to test hypotheses at 0.05 level of significance. The results revealed that Jigsaw and Think-Pair-Share strategies is effective teaching English language students in Senior Secondary School, Kaduna State, Nigeria (p-value=.085). The study concluded that Jigsaw and Think-Pair-Share strategies improved the teaching and learning of English language in Senior Secondary School, Kaduna State, Nigeria. The study recommended that Secondary school authority should train teachers on use of cooperative strategies such as Jigsaw in teaching English Language in Senior Secondary School, Kaduna State, Nigeria. Secondary school authority should train teachers on use of cooperative strategies such as Think-Pair-Share in teaching English Language in Senior Secondary School, Kaduna State, Nigeria. Teachers should be motivated by the school authority to use Jigsaw and Think-Pair-Share strategies in the use of English language students in Senior Secondary School, Kaduna State, Nigeria
Jigsaw, Think-Pair-Share, Academic Performance, English language
LEADERSHIP FOR SUSTAINABILITY: COMPETENCIES AND DEVELOPMENT PATHWAYS FOR SCHOOL PRINCIPALS
The increasing complexity of global challenges like climate change, resource depletion, biodiversity loss, inequality, and social instability has positioned schools as key institutions for cultivating sustainability-oriented knowledge, values, and actions. School principals, as central agents of school transformation, require renewed leadership competencies that move beyond managerial efficiency toward systemic, future-oriented, and ethically grounded forms of sustainability leadership. This article provides a comprehensive analysis of sustainability leadership in education by: (1) critically synthesizing global scholarship on sustainability competencies, (2) contextualizing those competencies for school principalship, and (3) proposing multilayered development pathways; pre-service, in-service, and policy/system-level supports. Drawing on a large body of evidence from educational leadership, sustainability science, and ESD (Education for Sustainable Development), the article offers an expanded competency framework for principals, encompassing systems, futures, normative, strategic, interpersonal, intrapersonal, implementation, integration, and socio-political competencies. It argues that advancing sustainability leadership requires not only individual competence but also supportive institutional cultures, collaborative structures, and enabling policies. Implications for policymakers, scholars, and professional development providers are presented, emphasizing the need for long-term, practice-based leadership formation grounded in ethical, ecological, and equity-oriented principles.
School Principals, Sustainable Leadership, Sustainability Competencies, Education for Sustainable Development, Professional Development, School Leadership
AVAILABILITY AND UTILIZATION OF MULTIMEDIA RESOURCES ON STUDENTS' ACHIEVEMENT IN FRENCH LANGUAGE IN PUBLIC JUNIOR SECONDARY SCHOOLS IN IMO STATE, NIGERIA
This study examined availability and utilization of multimedia resources on students' achievement in French language in public junior secondary schools in Imo State, Nigeria. Two research questions were asked and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a survey research design. The population of the study consists of 78,626 students in 273 public junior secondary schools in Imo State. Taro Yamane formula was used to determine a sample of 398 JS II students from 20 selected public junior secondary schools in the study area using stratified sampling technique. The stratified sampling technique allows the researcher to group the students in different strata. The instruments for data collection were a checklist titled, Availability of Multimedia Resources Checklist (AMRC) and a self-constructed rating scale titled “Utilization of Multimedia Resources on Students' Achievement in French Language Scale (UMRSAFLS) which contained 20 items. The instrument was validated by three research specialists. Reliability coefficient of 0.81 was obtained using Cronbach Alpha statistics. Research questions were answered using simple percentage, mean and standard deviation statistics while the hypothesis was tested using t-test statistics. The result revealed that multimedia resources such as internet, multimedia projector, computer, webinar zoom meet, interactive whiteboard, video/teleconferencing, blog and e-books were unavailable for students’ achievement in French language. It was also revealed that there is a low but significant level of utilization of multimedia resources for students’ achievement in French language in secondary schools in Imo State. Based on the results, it was recommended among others that Imo State Government should provide adequate funds for the procurement and maintenance of multimedia resources in order to ensure that they are made available for the improvement of students’ performance in schools.
Availability, French language, Multimedia resources, Students’ achievement and Utilization.
ACCOUNTABILITY AND TRANSPARENCY IN EDUCATIONAL MANAGEMENT: A CRITICAL ANALYSIS OF POLICY IMPLEMENTATION IN SCHOOLS” IN RIVERS STATE
This paper tends to examine Accountability and Transparency in Educational Management: A Critical Analysis of Policy Implementation in Nigerian Schools. It critically examines The Evolving Landscape of Educational Management in Nigeria down to Rivers State from the pre-technology era to advent of technology and challenges the gap Introductory aspect was on a brief historical background of school management before and after Independence and after, challenges and effort made curtailing it Theoretical Perspectives on Accountability: the Conceptual Framework looked at the key words, Mechanisms that foster accountability and transparency in school were discussed with proposed programmes or project with development set goals. The Impact of Accountability Measures to educational quality were highlighted, Nigeria Educational Policies that fosters Accountability and Transparency such as Universal Basic Education (UBE) Act (2004, as revised in 2012) and Teacher Service Commission were reviewed. Roles of policy implementation and school-level governance in Rivers State and its Implications for Educational Management benefits are identified. Policy document and guideline strength and weakness and implication where discussed. Best practices globally and across Sub-Sahara Africa and its benefits, challenges such as lack of policy implication and corruption where identified and suggestions such as funding the sectors, collaborations and human capacity building Invest in data standards and training, Capacity cycles and Corrective actions, timelines, and sanctions to build credibility in the educational system. The study concluded by stressing the need to strengthening institutional capacity, by promoting stakeholder participation, and leveraging technology will enhance accountability and transparency in educational management among others.
Accountability, Transparency, Educational Management, Policy Implementation, Educational quality and Nigeria Schools
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AUTHORITY STAFF RELATIONSHIP AND STAFF DEVELOPMENT AS CORRELATES OF TEACHER IN PUBLIC SECONDARY SCHOOLS IN OSUN STATE, NIGERIA
The study examined the relationship between authority staff relationship and staff development as correlates of teacher productivity in Osun State. The study adopted descriptive survey research design. The population of the study consisted of 436 principals and 10,922 teachers in 436 public secondary schools in Osun State, Nigeria. The sample for the study consisted of 45 principals and 450 teachers. Two self-designed research instruments tagged “Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ)” and “Teachers’ Job Productivity Questionnaire (TJPQ)” were used to collect relevant data for the study. Section A of the Authority Staff Relationship and Staff Development Questionnaire (ASRSDQ) sought for bio data of the respondents while Section B contained 10 items on authority staff relationship and staff development. The data collected were analyzed using inferential statistics. The Hypotheses were tested using Pearson Product Moment Correlation (PPMC).The hypotheses were tested at 0.05 level of significance. The study revealed that there was a significant relationship between staff authority relationship and teachers’ productivity. The study further showed that there was a significant relationship between staff development and teachers’ productivity. Based on the findings of the study, it was concluded that staff authority relationship and staff development significantly contribute to teachers’ productivity. Based on the findings of the study, it was recommended that the school management should provide a mechanism that enhanced staff authority relationship in all the public secondary schools in the state and secondary school management should put in place staff development programmes that will enable teachers to update their knowledge.
Authority Staff Relationship, Staff Development, Teacher, Productivity, Secondary School
NEXUS BETWEEN SCHOOL INPUTS AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ECONOMICS AMONG SENIOR SECONDARY SCHOOLS IN KOGI STATE, NIGERIA
This study examined the correlation between school inputs on student’s academic achievement in secondary school Economics in Kogi state. The study was guided by 3 specific objectives, 3 research questions, and 3 null hypotheses. The researcher adopted a correlation research design. The population of this study comprised 11,148 SSS2 Economics students, 160 Economics teachers in all the 125 public senior secondary schools in Kogi state. The sample size for this study was 418 which comprised of (394) SSS2 students and (24) Economics teachers gotten from three (3) education zones. This sample size was calculated using Taro Yamane (1967) sample size determination. The sample technique adopted for this study was multistage-sampling procedures. Two instruments were used for data collection for this study, these includes; School Input Questionnaire (SIQ) and Economics Achievement Test (EAT). The reliability of internal consistency for SIQ and EAT are 0.75 and 0.75 respectively. Data collected were analyzed using simple regression while ANOVA was used to test the null hypotheses at 0.05 level of significance. The findings among others revealed that; there was a low positive relationship between teachers’ qualification, teachers’ classroom management skills and students’ achievement in Economics; there was a high positive relationship between school physical facilities and students’ achievement in Economics. However, further analysis revealed that there was no significant relationship between teachers’ qualification, teachers’ classroom management skills and students’ achievement in Economics; there was a significant positive relationship between school physical facilities and students’ achievement in Economics among public secondary schools in Kogi state. The study recommended among others that educational stakeholders and schools should implement educational strategies that emphasize pedagogical skills and guiding teachers’ development. Schools should not focus on teachers’ qualifications but also on continuous professional development that equips teachers with strategies to enhance students’ academic achievement in Economics. The study summarize that teacher qualifications alone are insufficient to significantly boost students’ academic achievement in learning Economics
School Inputs, Qualification, Classroom Management Skills, Achievement, Economics
THE EFFECT OF HEURISTIC STRATEGY IN THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATICS; A STRATEGY FOR EDUCATION DEVELOPMENT AND SOCIAL PEDAGOGY
This study investigated the Effect of Heuristic strategy in the academic performance of secondary school students in Mathematics: A Panacea for Education Development and Social Pedagogy in Ondo State, Nigeria. The study adopted quasi-experimental of pre-test, post-test, control group design. The population comprised all Senior Secondary Schools two (SSS II) students in public Senior Secondary Schools in Ondo State. The sample was made up of 108 Mathematics students in their intact classes in four selected secondary schools in two local governments’ area. Simple random sampling was used to select the two schools; the students were selected using random sampling technique. Mathematics Achievement Test (MAT) was used to generate data for the study. The face and content validity of the instrument was ensured by experienced secondary school Mathematics teachers, experts in the Department of Test and Measurement. The reliability of the instrument was determined through a test- retest method which yielded reliability co-efficient of 0.86. Data were analyzed using mean, standard deviation and t-test analysis. The findings indicated that Heuristic teaching strategy was more effective than the one without Heuristic in enhancing student’s performance in Mathematics. The finding equally indicated that there was significant interaction effect of gender and strategies on students’ performance in Mathematics. Therefore the study recommends among others, that Mathematics teachers should employ the use of Heuristic teaching strategy in the teaching Mathematics in secondary schools.
Academic Performance, Gender, Heuristic Strategy, Mathematics, Social Pedagogy
IMPACT OF E-LEARNING PLATFORMS ON SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN NIGERIA DURING POST-PANDEMIC ERA IN KEBBI STATE
This study investigated the impact of e-learning platforms on the academic performance of senior secondary school students in Kebbi State, Nigeria, in the post-pandemic era. The study employed a correlational research design. The population comprised 3,200 senior secondary school students, from which a sample of 320 was selected through stratified random sampling to ensure equitable representation across schools and classes. Data were collected using a researcher-designed instrument, “E-Learning Platform Usage and Academic Performance Scale (ELPUAPS). The instrument was validated by experts in educational technology and measurement. Reliability coefficient of 0.87 using Cronbach’s alpha. Self-administered questionnaires were employed for data collection. Mean and standard deviation, Pearson correlation analysis were conducted at a 0.05 significance level. The findings revealed that limited use of e-learning platforms could negatively influence students’ academic outcomes, emphasizing the need for interventions to enhance platform engagement. While engagement positively affected academic performance, actual interactive and participatory behaviors on the platforms remained low, indicating a gap between perceived benefits and practical utilization. A significant relationship was found between the frequency of e-learning platform usage and students’ academic performance. Based on these findings, the study recommended that schools and educators organize training workshops to improve students’ understanding and comfort with e-learning tools, incorporate interactive and participatory activities such as quizzes and discussion forums to promote meaningful engagement, and implement policies that encourage frequent platform usage, including incentives, grading integration, or minimum participation requirements, to maximize the educational benefits of e-learning technologies and improve academic outcomes.
E-learning Platforms, Academic performance, Senior Secondary Students, Post-Pandemic Nigeria