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
ALTERNATIVES TO TRADITIONAL CONSTRUCTION MATERIALS AND THEIR ENVIRONMENTAL IMPACT
The growing rate of urbanization and infrastructural development across the world has intensified the demand for construction materials, leading to severe environmental consequences such as greenhouse gas emissions, deforestation, depletion of natural resources, and ecological degradation. Traditional construction materials including conventional cement, fired clay bricks, steel, and timber are associated with high embodied energy and environmental pollution. Consequently, the search for sustainable alternatives has become a critical concern within the global construction industry. This study examines alternatives to traditional construction materials and evaluates their environmental impacts with particular attention to Nigeria and Jos metropolis in Plateau State. The study adopts an empirical approach using questionnaires, interviews, and secondary data obtained from professionals in the construction industry. The paper explores sustainable alternatives such as bamboo, recycled steel, fly ash bricks, rammed earth, low-carbon concrete, and recycled plastic products. Findings reveal that alternative construction materials significantly reduce carbon emissions, minimize waste generation, conserve natural resources, and improve environmental sustainability. However, challenges such as low awareness, poor policy implementation, inadequate technical knowledge, and high initial costs hinder widespread adoption in Nigeria. The study further reveals that Jos metropolis possesses substantial potential for sustainable material adoption due to the availability of local earth materials and increasing awareness of environmental conservation. The paper concludes that sustainable construction materials offer practical solutions for reducing environmental degradation while promoting resilient and affordable housing development. It recommends stronger environmental regulations, incentives for green construction practices, investment in research and development, and public awareness campaigns to encourage the transition from traditional to sustainable construction materials in Nigeria and other developing economies.
Sustainable construction materials, Alternative building materials, Environmental impact, green building technology and Environmental sustainability
Copyright (c) 2026 INT’L JOURNAL OF EDUCATION, MANAGEMENT SCIENCES AND PROFESSIONAL STUDIES https://creativecommons.org/licenses/by-nc-nd/4.0
THE IMPLEMENTATION GAP IN EDUCATIONAL MANAGEMENT POLICIES IN NIGERIA: CAUSES, EFFECTS, AND REFORM STRATEGIES
This study examines the implementation gap in educational management policies in Nigeria. Education is widely recognized as a catalyst for national development, human capital formation, and social transformation. In Nigeria, educational development is guided by legal and policy frameworks such as the Constitution of the Federal Republic of Nigeria (1999), the National Policy on Education, and various institutional regulations. However, despite these legal instruments, the Nigerian education system continues to experience persistent structural and operational weaknesses. One of the most enduring challenges is the implementation gap, which refers to the divergence between educational laws and their actual execution in practice. Scholars have consistently argued that the challenges facing Nigeria’s education sector are not primarily due to a lack of policies, but rather weak policy execution mechanisms. This paper critically examines the concept of the implementation gap, its causes, effects, and reform strategies within the Nigerian educational management framework. It argues that until implementation structures are strengthened, educational laws will continue to exist largely as theoretical instruments rather than practical tools for educational transformation.
Implementation gap, Educational policy, Educational management, Policy implementation, Education law and Governance
ASSESSMENT OF THE UTILIZATION OF EDUCATIONAL TECHNOLOGY FOR INCLUSIVE LEARNING IN SECONDARY SCHOOLS IN UMUAHIA EDUCATION ZONE, ABIA STATE
This study examined the assessment of the utilization of educational technology for inclusive learning in secondary schools in Umuahia Education Zone, Abia State. Specifically, the study investigated the extent of educational technology utilization for inclusive learning and the perceived influence of such utilization on inclusive learning effectiveness. Two research questions guided the study, and two null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The population consisted of 1,133 respondents comprising 54 principals and 1,079 teachers in public secondary schools, while a sample of 173 respondents (15 principals and 158 teachers) was selected using proportionate stratified random sampling technique. Data were collected using a structured questionnaire titled; Educational Technology Utilization for Inclusive Learning Environments Questionnaire (ETUILEQ), which was validated by experts and yielded a reliability coefficient of 0.81 using Cronbach Alpha. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses. The findings revealed that educational technology is utilized to a low extent for promoting inclusive learning environments in secondary schools in the study area (grand mean = 1.82). However, educational technology was perceived to have a high positive influence on inclusive learning effectiveness, as it enhances access to learning materials, student participation, collaboration, and accommodation of diverse learning needs (grand mean = 3.92). The hypotheses tested revealed no significant difference in the mean ratings of principals and teachers on both the extent of utilization (t(171) = 0.471, p = 0.638) and perceived influence (t(171) = -0.330, p = 0.742) of educational technology. The study concluded that although the utilization of educational technology is low, its perceived impact on inclusive learning effectiveness is very high. It was recommended that government and educational stakeholders should provide adequate ICT infrastructure and organize regular professional development programs for teachers to enhance effective integration of educational technology in inclusive classroom instruction
Assessmen, Educational Technology, Inclusive Learning, Secondary Schools, Utilization
TEACHERS’ MOTIVATION AND CLASSROOM MANAGEMENT IN SECONDARY SCHOOLS IN NIGERIA
This study examined teacher motivation and effective classroom management in secondary schools in Nigeria. It is a survey research design guided by two research questions and two hypotheses. The study focused on Isu L.G.A of Imo state. The population of this study consists of 700 teachers in fourteen (14) secondary schools in Isu Local Government Area of Imo state from where 120 respondents were randomly selected, comprising of 65 male and 55 female teachers. The instrument for data collection was questionnaire which was validated by one expert in educational management and two other experts in the field of statistics. The Cronbach Alpha method was used used for the reliability of the instrument with a coefficient index of 0.86. The mean and t-test statistical tools were used to analyse the research questions and test the hypotheses and the results indicated that there is significant relationship between teachers’ motivation and classroom management. Based on the findings the following recommendations were made: motivation of teachers and high social class of teachers for effective classroom management in secondary schools should be upheld. Also there is a need for constant training and re-training of teachers to improve their teaching capacity and qualified and experience teacher should be employed as it was revealed in the findings that there is a relationship between classroom control and academic performance.
Teachers, Classroom Motivation, secondary Schools, Education, Performance
THE ROLES OF FORMATIVE AND SUMMATIVE EVALUATION ASSESSMENTS ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS IN MIRI DISTRICT OF BAUCHI STATE.
This study examined the roles of formative and summative evaluation assessments on students’ academic performance in senior secondary schools in Miri District, Bauchi State. A descriptive survey design was adopted, involving 80 respondents 40 students and 40 teachers who were sampled using a structured questionnaire. All respondents returned valid questionnaires, yielding a 100% response rate. Data were analyzed using descriptive statistics, Pearson Product Moment Correlation (PPMC). Findings revealed positive but weak correlations between students’ perceptions of formative and summative evaluation effectiveness and their academic performance. Specifically, formative assessment showed r = 0.12 (p = 0.45), and summative assessment showed r = 0.08 (p = 0.57), indicating that neither correlation was statistically significant. Combining perceptions of both assessments yielded a similarly weak correlation (r = 0.15, p = 0.37). These results suggest that while students perceive formative assessment as slightly more beneficial for enhancing learning outcomes, the differences between the effectiveness of formative and summative assessments are not statistically significant. Consequently, the null hypothesis (H01) is retained, confirming no significant difference between formative and summative evaluations in improving students’ academic performance in the study area. The findings support the view that formative and summative assessments are complementary, and both contribute to student learning when applied appropriately. This underscores the importance of integrating both assessment types to optimize educational outcomes in senior secondary schools.
Formative, Assessment, Summative Assessment, Academic Performance, Evaluation Affectiveness,
IMPACT OF TEACHERS’ ACADEMIC QUALIFICATIONS ON LEARNING OUTCOMES IN SECONDARY SCHOOLS IN YAMALTU DEBA LOCAL GOVERNMENT, GOMBE STATE, NIGERIA
Teachers’ academic qualifications are widely considered a foundational pillar of instructional quality and student success. This study investigated the impact of these qualifications on learning outcomes within the specific context of public secondary schools in Yamaltu Deba Local Government, Gombe State, Nigeria. Adopting a descriptive survey design, the research collected data from a sample of 156 respondents, comprising 13 principals, 78 teachers, and 65 students, selected via random sampling. A validated and reliable questionnaire (Cronbach’s Alpha = 0.78) was used for data collection. Analysis involved descriptive statistics and Analysis of Variance (ANOVA). Results revealed an overall positive perception (average mean = 3.50) that academic qualifications enhance lesson delivery, instructional resource use, and the handling of learning difficulties. Principals exhibited the strongest agreement, followed by teachers and students. Critically, the ANOVA result (F-ratio = 19.943, p = .002) led to the rejection of the null hypothesis, confirming a statistically significant effect of teachers’ academic qualifications on perceived learning outcomes. The study concludes that while qualifications are a crucial determinant of teacher effectiveness, their impact is most potent when integrated with practical pedagogical skill. It is recommended that educational policymakers enforce stringent qualification standards in recruitment and complement them with robust, ongoing professional development programs to maximize instructional quality and improve student achievement.
Teacher Qualifications, Academic Credentials, Learning Outcomes, Secondary Education, Gombe State, Instructional Quality
MULTIDISCIPLINARY KNOWLEDGE INTEGRATION IN EDUCATIONAL LEADERSHIP AND POLICY REFORM: PATHWAYS TO SUSTAINABLE QUALITY EDUCATION
The increasing complexity of contemporary educational systems has heightened the imperative for multidisciplinary approaches to educational leadership and policy reform. Educational institutions worldwide are confronted with interconnected challenges arising from globalization, technological transformation, social inequality, environmental sustainability, and rapidly evolving workforce requirements. This paper critically examines the role of multidisciplinary knowledge integration in enhancing educational leadership and advancing sustainable quality education in alignment with Sustainable Development Goal 4 (SDG 4). Drawing upon Systems Theory, Transformational Leadership Theory, and Human Capital Theory, the study adopts a conceptual and analytical methodology informed by contemporary scholarly literature and international educational policy frameworks. The paper contends that the integration of perspectives from sociology, psychology, economics, information and communication technology, environmental studies, and public administration strengthens educational governance, improves policy effectiveness, enhances institutional adaptability, and promotes inclusive educational outcomes. Furthermore, the study identifies major impediments to multidisciplinary integration, including institutional rigidity, inadequate funding mechanisms, technological disparities, and policy inconsistencies. The paper concludes that the realization of sustainable quality education necessitates collaborative governance structures, evidence-informed policymaking, interdisciplinary innovation, and transformational leadership capable of responding to complex educational realities. It suggests strategic investments in leadership development, digital transformation, stakeholder engagement, and inclusive educational policies as critical pathways toward sustainable educational development and enhanced global competitiveness.
EFFECT OF INTERACTIVE SIMULATION INSTRUCTIONAL STRATEGY ON THE ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL II (SS2) CHEMISTRY STUDENTS IN ABIA STATE, NIGERIA
This study investigated the effect of Interactive Simulation Instructional Strategy on the Academic Achievement of Senior Secondary School II (SS2) Chemistry Students in Abia State, Nigeria. Three research questions and corresponding three hypotheses respectively guided the study. The study adopted a quasi-experimental, pretest posttest non-equivalent control group research design and was carried out in Abia state. A sample of 75 secondary school (SSII) students drawn from two public co-educational secondary schools in the State was used for the study using multi-stage procedure. One intact class each was sampled in each of the two sampled schools which were assigned into one experimental and one control group. Data were collected using a 50-multiple choice questions titled: Chemistry Achievement Test (CAT). The instrument was developed by the researchers and subjected to face and content validation. The validation was carried out by three experts, two from Chemistry Education and one in measurement and evaluation all from Department of Science Education, Michael Okpara University of Agriculture Umudike, Abia state Nigeria. The instrument was tested for reliability and subjected to analysis using Kudder Richardson (K-R20) formula to determine the internal consistency which yielded an index of 0.78. Before and after the treatment that lasted for four weeks, the copies of the instrument were administered to the students by their regular Chemistry teachers. The data collected from the students were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses at 0.05 level of significance. Based on the analyses, the findings revealed that students taught Chemistry using Interactive Simulation strategy achieved significantly higher than those taught using lecture method. Gender had no significant influence on students’ achievement, and there was no significant interaction effect of gender and teaching strategy on students’ achievement in Chemistry.
ECOLOGICAL IMPACT OF SAND MINING IN JOS METROPOLIS WITH SUSTAINABLE PRACTICES
Sand mining has become one of the most significant anthropogenic activities affecting urban and peri-urban environments in developing countries. In Jos Metropolis, Plateau State, Nigeria, the increasing demand for construction materials due to urban expansion has intensified sand mining activities across river valleys, floodplains, and abandoned mining ponds. This study examined the ecological impacts of sand mining in Jos Metropolis and proposed sustainable practices for environmental management. The objectives were to assess the environmental effects of sand mining on land, water, and vegetation; evaluate the socio-economic implications of the activity; and recommend sustainable management strategies. The study adopted an empirical survey design involving field observation, questionnaire administration, interviews, and environmental assessment. Data were collected from 150 respondents comprising miners, residents, environmental officers, and community leaders across major sand mining sites in Jos North, Jos South, and Jos East. Descriptive statistics and thematic analysis were used for data interpretation. Findings revealed that sand mining has contributed significantly to land degradation, soil erosion, loss of vegetation, destruction of aquatic habitats, dust pollution, and alteration of drainage systems within the metropolis. The study further revealed that while sand mining provides employment and income for local residents, the environmental costs outweigh the short-term economic benefits. Unsustainable excavation methods and weak regulatory enforcement were identified as major drivers of ecological degradation. The study recommends strict enforcement of environmental regulations, reclamation of mined sites, adoption of environmentally friendly mining techniques, community participation in environmental monitoring, and the integration of sustainable urban planning policies. The study concludes that sustainable sand mining practices are essential for balancing economic development with ecological conservation in Jos Metropolis.
Socio-ecological resilience, Environmental Justice, Political ecology, Environmental governance and Urban sustainability
INSTRUCTIONAL LEADERSHIP PRACTICES AND ADMINISTRATIVE EFFECTIVENESS IN FEDERAL UNIVERSITIES IN NORTH WEST ZONE, NIGERIA
This study examined instructional leadership practices and administrative effectiveness in federal universities in North West Zone, Nigeria. The study adopted a descriptive survey research design. The population comprised 7,118 participants (6,912 lecturers and 206 administrators). 365 participants were proportionately selected across five sampled federal universities. Data were collected through two researcher-developed instruments named: Instructional Leadership Rating Scale (ILRS) and Administrative Effectiveness Rating Scale (AERS). The instruments were validated, with content validity indixes of 0.94 for ILRS and 0.79 for AERS. Reliability was established using test-retest method at two-weeks interval, yielding coefficients of 0.88 and 0.89 for ILRS and AERS respectively. Data were analyzed using descriptive statistics of mean and standard deviation and regression analysis. Findings revealed low level of administrative effectiveness in federal universities within the North West Zone. Findings also showed that instructional leadership made a statistically significant relative contribution to administrative effectiveness. Precisely, management of instructional programme emerged as the strongest contributor to administrative effectiveness, followed by supportive teaching climate, while institutional mission was the least contributor. Part of the recommendations stated the need for strengthening instructional leadership practices through capacity-building programmes for university administrators and promoting supportive teaching climate and institutional mission orientation to enhance administrative effectiveness in federal universities.
Instructional Leadership Practices, Administrative Effectiveness, Federal Universities.
TEACHER PROFESSIONAL DEVELOPMENT PRACTICES AS PREDICTORS OF CLASSROOM MANAGEMENT AND ADMINISTRATIVE TASK PERFORMANCE IN SENIOR SECONDARY SCHOOLS, SOKOTO STATE, NIGERIA
This study examined teacher professional development practices as predictors of classroom management and administrative task performance in senior secondary schools in Sokoto State, Nigeria. Correlational survey research design was adopted. Two hypotheses were tested at .05 level of significance. The population consisted of 3,463 teachers and administrators, from which 360 participants were proportionately selected across six education zones. Precisely 360 questionnaires were administered while 352 were found usable representing a return rate of 98%. Data were collected using three researcher developed instruments: (i) Teacher Professional Development Rating Scale (TPDRS), (ii) Teacher Classroom Management Rating Scale (TCMRS) and (iii) Teacher Administrative Task Performance Rating Scale (TATPRS). The instruments were validated yielding 0.89 for TPDRS, 0.86 for TCMRS and 0.81 for TATPRS respectively. Also reliability index was established through test-retest method at twowee interval with coefficients of 0.89, 0.86 and 0.81 respectively. Data were analyzed using Pearson Product Moment Correlation. The findings revealed a strong, positive, and significant relationship between teacher professional development and classroom management in senior secondary schools in Sokoto State. Similarly, there was a strong, positive, and significant relationship between teacher professional development and teachers’ administrative task performance. Based on the findings, it was recommended that training programme meant for secondary school teachers should prioritize classroom management strategies in order to create conducive learning environment in the classroom. Also school management should ensure that teachers attend professional development programmes that can improve administrative competencies such record keeping and ICT based documentation.
Teacher Professional Development, Classroom Management, Teacher Administrative Task Performance, Secondary Schools
EVALUATING FACTORS MILITATING AGAINST QUALITY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN KANO STATE, NIGERIA
The study evaluates factors militating against quality education in public secondary schools in Kano State, Nigeria. The study adopted survey research design. Three research objectives and corresponding research questions guided the study. The total population of public secondary schools teachers is 17,563. The sample of the study was selected using multi-stage stratified sampling technique. The sample of 300 teachers was selected using purposeful sampling technique. The instrument for the data collection was researcher made Questionnaire tittle “Factors Militating Against Quality Education Questionnaire” (FMAQEQ). The instrument was validated by five experts and reliability of the instrument was determined using Cronbach Alpha coefficient which yielded the reliability coefficient of 0.85. Date was collected via online Google From from the teachers’ in the selected schools. The data collected were analysed using descriptive statistics Mean and Standard Deviation. It was find that inadequate school infrastructure, shortage of qualified teachers, overcrowded classrooms, inadequate instructional materials, traditional teaching methods, ineffective supervision and inspection, outdated curriculum implementation, poor assessment practices, inadequate laboratories and workshops and poor reading culture are school-based factors militating quality education. Also early marriage, gender inequality or gender stereotyping, religious misinterpretation, inadequate parental support, low value placed on certificates are cultural-based factors and violence and insecurity, language barriers, large Family Size, low educational awareness, peer influence, media Influence and Poverty are societal-based militating against quality education. Recommendations were made based on the findings that there should be public awareness program by Government and Educational stakeholders on quality education for sustainable development.
Quality education, Factors, Public, School factors, Cultural factors, and Societal factors.
IMPACT OF EFFECTIVE EDUCATIONAL PLANNING ON ECONOMIC DEVELOPMENT IN NIGERIA
This study evaluated the impact of educational planning on economic development in Nigeria. A descriptive survey design was adopted for the study. The population comprised educational planners, administrators, lecturers and graduates across the senatorial zones in Bayelsa state of Nigeria. A sample of 372 respondents was selected using multistage sampling technique. Questionnaire and interview guide were used for data collection. Data were analyzed using mean, standard deviation, Pearson Product Moment Correlation and Multiple Regression at 0.05 level of significance. The findings revealed that educational planning influences the acquisition of relevant skills and competencies among graduates for national economic productivity in Nigeria and significantly contribution to the growth and diversification of key economic sectors in Nigeria. However, challenges such as mismatch between graduate skills and labour market needs, inadequate funding and weak implementation limit the full impact of educational planning. It was concluded that effective educational planning is critical to driving economic development in Nigeria. The study recommended that government should align educational planning with labour market demands, increase funding and expansion of technical and vocational education, integrate educational planning into national development plans to support economic diversification, and strengthen monitoring and evaluation of educational plans for effective implementation.
Educational Planning, Economic Development, Skills Acquisition, Employment
IN-SERVICE TRAINING METHODS AND INFLUENCE ON THE PROFESSIONAL DEVELOPMENT OF AGRICULTURAL EDUCATORS IN TERTIARY INSTITUTIONS IN RIVERS STATE.
The study investigated in-service training methods and their influence on the professional development of agricultural educators in tertiary institutions in Rivers State. The purpose was to examine available training opportunities, assess their effectiveness in enhancing educators’ competencies, and determine gender-related differences in perception. Three research questions and three hypotheses guided the study. A descriptive survey design was adopted, and a sample of 60 males and40 females’ agricultural educators was selected across tertiary institutions in the state. The target population is 100, three expert from agriculture, measurement, evaluation validated the instrument, Data were collected using a self-structured questionnaire titled in service Training methods and Professional Development Questionnaire (ISTMPDQ) the instrument was validated by three experts from Agricultural Education, Measurement and Evaluation Reliability of the Instrument was established using mean, standard deviation, and z-test was used to test null hypotheses at 0.05 level of significant. Findings revealed that workshops, seminars, conferences, and refresher courses were the most common in-service training methods, knowledge of modern agricultural practices, and integration of emerging technologies into instruction. The study concluded that in-service training is essential for equipping agricultural educators with the necessary skills for effective teaching and sustainable agricultural education. The study therefore recommended that tertiary institutions and policymakers prioritize continuous training, provide more ICT-based programs, consistent support of mentorship initiatives and encourage collaboration with industry experts for improved capacity development.
In-service, Training, Professional, Development, Agricultural Educators
AQUACULTURE PRODUCTION FOR SUSTAINABLE SKILLS DEVELOPMENT AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN RIVERS STATE
The study investigated aquaculture production in enhancing sustainable skills development among public secondary school students in Rivers State. Three research questions and three hypotheses guided the study. The study adopted a descriptive survey design, the population of the study was 450 (agricultural science student and teachers drawn from six kingdoms in ogoni. These schools were selected based on availability of Agricultural science teachers, practical agriculture involvement and Accessibility spread across the six kingdoms of Ogoni. The target population is 400, The sample size for the study was 400 using stratified random sampling technique to select respondents. The instrument for data collection was a self-structured questionnaire designed titled Aquaculture production for sustainable skills development (APSSD) in a 4-point rating scale of low extent (1) high extent (4) the reliability of the instrument was established using the test-retest method using Pearson’s correlation which yielded (r - 0.81). data was analyzed using mean and standard deviation with a criterion mean value of 2.50 and above while a z-test statistical tool was used to test the null hypotheses at a significance level of 0.05. Finding revealed that aquaculture production significantly enhances students’ general stills, including team work, entrepreneurship and sustainable farming practices students also demonstrated a high level of competence in pond construction, water regulation and maintenance practices. Furthermore, while students showed positive outcomes in egg fertilization skills, the results suggest the need for more advanced, hands-on training hatchery operations. The study recommends that aquaculture is available tool for vocational and life skills development in secondary schools and also recommends its full integration into the agricultural science curriculum through practical-based learning, teacher training and provision of functional aquaculture infrastructure in schools.
Aquaculture, Acquisition, Agricultural Education, Skills, Sustainable
RECONCEPTUALISING NIGERIA’S NATIONAL POLICY ON EDUCATION
The National Policy on Education (NPE) in Nigeria constitutes the central policy architecture guiding educational development, governance, and reform. Although it is anchored on a strong philosophical vision of education for national development, persistent systemic inefficiencies suggest deep structural limitations in its design logic, implementation capacity, and responsiveness to contemporary global education dynamics. This paper critically interrogates these limitations through three analytical lenses: policy design deficiencies, implementation constraints, and system misalignments. Drawing on contemporary policy analysis frameworks and recent empirical literature, the paper argues that the NPE is weakened by insufficient operationalisation mechanisms, fragmented governance structures, weak accountability systems, and inadequate alignment with twenty-first century skills imperatives. The paper concludes by proposing a reconceptualised policy architecture grounded in adaptive governance, performance-based financing, strengthened data ecosystems, and integrated stakeholder participation to enhance effectiveness, resilience, and sustainability.
National Policy on Education, Policy Design, Implementation Gap, Education Governance, Nigeria, system Misalignment
INSTRUCTIONAL MATERIALS AND STUDENTS’ ACADEMIC PERFORMANCE IN NIGERIA
This study examined the influence of instructional materials on students’ academic performance in secondary schools in Port Harcourt Metropolis, Rivers State. Guided by Dale’s Cone of Experience and Vygotsky’s Social Constructivist Theory, the study assessed availability, adequacy, and utilization of instructional materials, and their relationship with academic performance. Adopting a descriptive survey design, 650 SSS II students and teachers were sampled from 40 schools using multi-stage sampling. Data were collected with the IMSAPQ, which had a reliability coefficient of 0.84, and students’ examination scores. Mean, Pearson r, and t-test were used for analysis at 0.05 level. Findings showed low overall availability of materials, mean = 2.42, but high utilization of conventional resources, mean = 2.57. There was a significant positive relationship between utilization and academic performance and a significant difference in availability between public and private schools. The study concluded that effective use of instructional materials improves learning outcomes. It also recommended increased funding, teacher training on ICT use and improved monitoring of resource utilization.
Instructional Materials, Academic Performance, Secondary Schools, Utilization
INFLUENCE OF TIKTOK DEPENDENCY ON ACADEMIC CONCENTRATION AMONG SECONDARY SCHOOL STUDENTS IN SOUTH-SOUTH NIGERIA
This study examined the influence of TikTok dependency on academic concentration among secondary school students in South-South Nigeria. The increasing dependence on social media platforms, particularly TikTok, among adolescents has generated concerns regarding students’ concentration during learning activities. The study adopted a descriptive survey research design. The population comprised secondary school students in selected states within South-South Nigeria, namely Akwa Ibom, Bayelsa, Cross River, Delta, Edo, and Rivers. Data were obtained through questionnaires and analyzed using descriptive statistics and correlation analysis. Findings revealed that excessive TikTok usage negatively affects students’ academic concentration, reading habits, classroom attention, and study discipline. The study concluded that TikTok dependency significantly influences academic concentration among secondary school students. The study recommended parental monitoring, digital literacy education, regulated screen time, and school-based counseling programs to address the challenge.
TikTok Dependency, Academic Concentration, Social Media Addiction, Secondary School Students, South-South Nigeria.
PARENTAL EDUCATIONAL QUALIFICATIONS AND INCOME LEVEL: A CATALYST FOR CAREER ASPIRATION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGOJA EDUCATION ZONE OF CROSS RIVER STATE, NIGERIA
The study examined the influence of parental educational qualifications and income level on the career aspiration among secondary school students in Ogoja Education Zone of Cross River State, Nigeria. Two research questions and hypotheses guided the study. The research adopted a survey design. A total of 597 respondents participated in the study. The One-way ANOVA statistical tool was employed to test the hypotheses at .05 level of significance. Finding revealed that parental educational qualifications do not significantly influence the career aspirations of the students. Also, parental income level has a significant influence on the career aspirations of the students. The study concluded that not all parental variables affect career aspiration of students. The study recommended that schools should implement comprehensive career guidance programs that take into account the economic background of students' families, providing tailored support and resources to those from lower-income families.
Qualification, Income, Career Aspiration, Parents, Students
EVALUATING THE EFFECTIVENESS OF CURRICULUM-BASED INTERVENTIONS IN PROMOTING SUSTAINABLE DEVELOPMENT IN NIGERIA
This study investigated the relationship between curriculum-based interventions and sustainable development among secondary school students in Nigeria. The study was guided by Constructivist Learning Theory and Social Learning Theory. A descriptive survey research design was adopted. The population comprised all SSS II students and teachers in public and private secondary schools in Owerri municipal council. Using multi-stage sampling, 650 respondents consisting of 600 SSS II students and 50 teachers were selected from 10 schools. Data were collected with a structured questionnaire using a 4-point Likert scale for knowledge and attitudes and a 4-point frequency scale for practices. Mean and standard deviation were used to answer research questions, while t-test and Pearson Product Moment Correlation were used to test the hypotheses at 0.05 level of significance. The findings revealed that curriculum-based interventions have a significant positive influence on students’ knowledge of and attitudes toward sustainable development, t(598) = 4.82, p <.05. There was also a significant strong positive relationship between implementation of the interventions and students’ engagement in sustainable practices, r =.62, p <.05. The study concluded that effective curriculum-based interventions are critical for developing learners who are knowledgeable, positively disposed and actively engaged in sustainable development. It was recommended that teachers’ capacity be strengthened, instructional materials be provided and schools should model sustainable practices to enhance implementation.
Curriculum-Based Interventions, Sustainable Development, Secondary Schools, Knowledge, Attitudes, Practices
LEADERSHIP ON MAXIMIZING TECHNOLOGY IN HIGHER INSTITUTIONS
This paper explores how leadership influences the effective use of technology in higher education institutions. It emphasizes that the presence of digital tools alone does not guarantee meaningful impact. The paper underscores the need for leaders who are not only forward thinking but also responsive to the rapidly changing digital landscape. It further highlights the importance of creating an enabling environment where lecturers, students, and administrative staff are supported through continuous professional development, mentorship, and collaborative practices. It also recognizes persistent challenges such as inadequate infrastructure, limited funding, resistance to change, and unequal access to digital resources, particularly in developing and resource-constrained contexts. Ultimately, the researchers argue that maximizing technology in higher education is fundamentally a leadership-driven process that requires deliberate planning, inclusive policies, and sustained commitment to capacity building and institutional growth. It also notes that strong leadership ensures that technology is not just available, but meaningfully integrated in ways that improve educational outcomes and position institutions to remain relevant and competitive in an increasingly digital world.
Higher education, digital leadership, educational technology, institutional leadership, digital transformation, technology integration.
Copyright (c) 2026 INT’L JOURNAL OF EDUCATION, MANAGEMENT SCIENCES AND PROFESSIONAL STUDIES https://creativecommons.org/licenses/by/4.0
Multidisciplinary knowledge integration, educational leadership, policy reform, sustainable quality education, educational governance, interdisciplinary collaboration, SDG 4.
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.
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.