Nnamdi Azikiwe University Journals
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Effect of Still-Images on Secondary School Students’ Academic Performance in History in Katsina Metropolis
No full textThis study sought to examine the Effect of Still-images on Secondary School Students’ Academic Performance in History in Katsina Metropolis. Two research questions and two hypotheses were raised and formulated to guide the study. The study used pre-test and posttest quasi experimental design. The population covers a total of 3272 SS II Students offering History from 9 schools offering the subject. The sample of the study comprised of 220 SSII students. A validated multiple choice item instrument namely: History Performance Test (HPT) with reliability coefficient of 0.81 was used in data collection. The research questions were answered and analyzed using mean and standard deviations while hypotheses were tested using independent t-test at 0.05 level of significance with the aid of SPSS Version 23.1. The findings revealed that students taught using still-images performed significantly better than those taught using conventional method. The study concluded that still images improved the academic performance of History students in secondary schools. It is also concluded that the use of still-images enhanced students’ academic performance in History subject better than conventional method. It was recommended among others that Katsina State Government should train and retrain the teachers of History the usefulness of still-images instructional material through organized conferences, seminars and workshops. 
DIGITAL LITERACY AND TEST ANXIETY AS PREDICTORS OF STUDENTS’ SATISFACTION WITH COMPUTER-BASED EXAMNATONS, IN TERTIARY INSTITUTIONS IN ANAMBRA STATE, NIGERIA.
No full textThis study investigated digital literacy, and test anxiety as predictors of undergraduate students’ satisfaction with computer-based examinations (CBE). Five research questions and two hypotheses were formulated to guide the study. Correlational survey research design was adopted for the study. The population of the study comprised of 12,776, 200-level regular undergraduate students drawn from public tertiary institutions in Anambra state out of which 810 students were sampled through multistage sampling procedure. Digital Literacy Test (DLT), Test Anxiety Questionnaire (TAQ) and Satisfaction with Computer-Based Examination Questionnaire (SCBEQ) were used to collect data. DLT, TAQ and SCBEQ were validated by three experts. The reliability was determined using Kuder-Richardson formula 20 for DLT and Cronbach alpha method for TAQ and SCBEQ and coefficients of .70, .74 and .70 were obtained respectively. Data collected were analyzed using Pearson Product Moment Correlation, linear and multiple regression. In testing the hypotheses, a p-value of less than 0.05 was deemed significant. The findings of the study revealed that digital literacy and test anxiety scores are joint predictors of undergraduate students’ satisfaction with computer-based examination. It was also revealed that digital literacy did not significantly predict 200-level undergraduate students’ satisfaction with computer-based examination but test anxiety significantly predicted 200-level undergraduate students’ satisfaction with computer-based examination. The findings of the study revealed that digital literacy and test anxiety scores contributed .50% variance in 200-level undergraduate students’ satisfaction with computer-based examination. It was recommended among other things that Government should equip tertiary institutions’ libraries and laboratory with digital literacy tools for students’ use. 
UTILIZATION OF EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS) FOR SCHOOL SOCIAL WORK AND ADMINISTRATION: EMERGING ISSUES AND SOLUTIONS
No full textThe increasing complexity of school administration necessitates the adoption of modernized systems to enhance policy implementation and achieve educational objectives. The Education Management Information System (EMIS) is a vital tool designed to collect, store, manage, and analyze educational data, providing a structured framework for decision-making, strategic planning, monitoring, and evaluation. Despite its potential to improve data management, decision-making, and service delivery in school social work and administration, EMIS implementation faces significant challenges, including inadequate infrastructure, limited technical expertise, financial constraints, and resistance to change. Addressing these issues requires collaborative efforts from governments, policymakers, educators, and stakeholders to invest in ICT infrastructure, promote continuous capacity-building initiatives, and formulate supportive policies for seamless integration. This study contributes to knowledge by identifying emerging issues affecting EMIS utilization and proposing strategic solutions to optimize its role in enhancing administrative efficiency and service delivery. By leveraging innovative approaches, EMIS can serve as a transformative tool for strengthening school management, fostering accountability, and improving overall educational efficiency. 
Application of Inquiry-Based Learning Strategy on Teaching Denudation Processes Among Senior Secondary Schools II of Anchau Zone, Kaduna State
No full textThis study examined the application of Inquiry-Based Learning (IBL) on teaching denudation processes among Senior Secondary School II students in Anchau Zone, Kaduna State. It investigated the impact of IBL on students\u27 understanding, academic performance, and engagement. Using a quasi-experimental research design, 111 students were selected through random sampling, with 58 in the experimental group and 54 in the control group. The study used Achievement Test (Pre-test and Post-test) that included multiple-choice and short-answer questions aligned with the geography curriculum. Data were collected using pre-tests and posttests through multiple-choice and short-answer questions and analysed using descriptive and inferential statistics (t-test). The study was built based on Kolb’s Experiential Learning Theory (1984) which emphasizes that learning occurs through a continuous cycle of experience and reflection Findings revealed that IBL significantly improved students’ understanding, academic performance, and engagement in learning denudation processes. The study supports the integration of IBL strategies into the geography curriculum and emphasizes teacher training and resource provision for successful implementation. It recommends further research to evaluate the long-term effectiveness of IBL across other geographical topics and educational contexts, enhancing student-centered learning outcomes in secondary education. 
Impact of a Growth Mindset Programme on Academically Underachieving Adolescents’ Beliefs about Intelligence
No full textWe adopted a mixed-method research design using an explanatory sequential approach to investigate the potential of a growth mindset intervention programme to enhance beliefs about intelligence among academically underachieving students in Nigeria. Academically underachieving students are likely to hold fixed mindsets about intelligence, which may hinder their intellectual growth. Our study was anchored on Carol Dweck’s growth mindset theoretical framework. Seventy underachieving students were identified using a discrepancy method from two schools in Anambra State, Nigeria; using purposive sampling, all identified students were selected for the intervention. These students were assigned to two groups for a quasi-experimental quantitative study: an experimental group (N = 37) and a control group (N = 33). Data were collected using a validated scale for adolescents’ beliefs about intelligence and a focus group discussion to explore the mechanisms through which the intervention enhanced these beliefs. The intervention programme spanned a school term of 13 weeks. Quantitative data were analyzed using mean, standard deviation, and ANCOVA, while qualitative data underwent thematic content analysis. Findings indicated that the experimental group (M = 3.14, SD = 0.25) showed a non-significant improvement in their beliefs about intelligence compared to the control group (M = 3.05, SD = 0.32), F(1, 69) = 1.752, p > 0.05. Focus group insights revealed that while some students embraced brain malleability and shifted toward a growth mindset, others retained fixed beliefs about intelligence as innate, limiting the programme’s overall impact. Sessions on neuroplasticity and resilience proved transformative for many, yet ingrained views underscore the need for extended reinforcement to achieve widespread change. Implications of these findings were discussed. 
ONLINE TEACHING AND LEARNING OF POLITICAL SCIENCE IN THE POST-PANDEMIC WORLD
No full textIn Nigeria, teaching and learning of political science and other subjects and courses depend largely on the traditional method of face-to-face classroom interactions. The outbreak of the COVID-19 pandemic in the year 2020 necessitated the suspension of this practice as a result of the inability of the students to attend physical classes. Consequently, technology-based online teaching and learning was introduced. However, in the post-pandemic world online teaching and learning have become an integral part of education, and political science is no exception. This paper examines the usefulness of online teaching and learning of political science in the post-pandemic world. It discusses the concepts, nature, importance, and methods of teaching online class resources, benefits and challenges concerning political science. It concludes that the online teaching and learning of political science is crucial to the development of education, therefore, its application should be in constant use in a post-pandemic era. It recommends that the government, stakeholders and parents should encourage the use of online resources by making appropriate resources available for use when and where necessary. 
Impact of School Location on Academic Performance of Science Students in Senior Secondary School Certificate Examination in Nasarawa North Senatorial District of Nasarawa State
No full textThe study investigated the impact of school location `on academic performance of Science Students in Senior Secondary School Certificate Examination in Nasarawa North Senatorial District of Nasarawa State. The purpose was to determine whether location has any impact on the academic performance of students in Biology, Chemistry and Physics. The Ex-post facto research design was employed for the study. The target population for the study was 8642 science students of public senior secondary schools in Nasarawa North Senatorial District of Nasarawa State, Nigeria who sat for 2024 NECO examinations. A random sampling technique was employed to sample 12 schools consists of 7 urban schools and 5 rural schools from where a total of 500 science students were used as sample for the study (urban 240 and rural 260 students respectively). The instrument used for the study was a proforma which was used to harvest students results in 2024 NECO examination in Biology, Chemistry and Physics. Two research hypotheses were formulated and analysed using t-test statistical analysis at 0.05 level of significant. It was found that there is a significant difference in the mean achievement score of students in schools located in the urban and rural areas in Nasarawa North District with urban students performed better than their rural counterparts. Based on the findings and conclusion, it was recommended among others that government should provide facilities needed for the teaching of science subjects in rural schools in Nasarawa North Senatorial District of Nasarawa State. 
PREPARING LANGUAGE EDUCATION TEACHERS FOR CONTEMPORARY CHALLENGES
No full textThe place of teacher in the educational enterprise in Nigeria can never be neglected. The role being played by a teacher is that of a planner and executor of curriculum content to be disseminated to pupils. Language is used in the planning, execution and implementation of any educational Programme. As important as the role of language teacher is, the much expected support to the teachers is not being adequately provided. The aim of this paper is to advocate for the adequate preparation of language teachers who are saddled with the responsibilities of raising the future leaders. Language teachers need to be equipped with all it takes to discharge their duty of modeling the pupils and students at all levels. What Nigerians stand to gain when language teachers are adequately prepared are mentioned. It is the aim of this paper that all hands will be on deck to prepare the language teachers as major tools for proper implementation of the National Policy on Education as well as other education programs of the government. 
IMPLEMENTATION OF AGRICULTURAL EDUCATION PROGRAMME IN AFRICAN UNIVERSITIES
No full textIn recent times, the implementation of agricultural education has left much to be desired in most African universities. This study investigated the implementation of agricultural education programmes in African universities. Four objectives, three research questions, and three hypotheses guided the study. A pragmatic mixedmethods approach with a descriptive design was used. The sample included 115 agricultural education lecturers. Two researcher-developed instruments’ the African Agricultural Education Programme Implementation Questionnaire (AAEPIQ) and Interview Guide (AAEPIIG)—were validated by five experts. Reliability indices were .93 (AAEPIQ) and .89 (AAEPIIG) using Cronbach’s alpha and Cohen’s Kappa. Data was collected via email, with an 85.92% return rate. Findings revealed gender imbalance, limited assessment and research skills among lecturers, and insufficient staffing due to lack of replacements. Nonetheless, there are high prospects for effective programme implementation. The study recommends that governments and relevant agencies in African countries develop strategies to strengthen agricultural education in universities. 
