Nnamdi Azikiwe University Journals
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PERCEIVED IMPACT OF ARTIFICIAL INTELLIGENCE ON THE TEACHING AND LEARNING OF GUIDANCE AND COUNSELLING AMONG LECTURERS AND UNDERGRADUATE STUDENTS OF FEDERAL UNIVERSITY OF EDUCATION, ZARIA, KADUNA STATE
No full textAbstract The study investigated the perceived impact of Artificial Intelligence (AI) on the teaching and learning of Guidance and Counselling among lecturers and undergraduate students of Federal University of Education, Zaria. Survey research design was adopted. Two research objectives with two research questions and corresponding hypotheses were formulated and tested at 0.05 level of significance to guide the study. Population of the study consisted of all the lecturers and undergraduate students of school of education in FUEZ with sample size of 300 students and 90 lecturers. Instrument for data collection was questionnaire (IAITLGC) to illicit information from the respondents. The instrument was validated by 3 expert from measurement and evaluation section in the department of psychology with coefficient of 0.79. The simple percentage was used to analyse research questions while PPMC was used to analyse the research hypotheses. The study revealed that there is great significant relationship between AI and the teaching of Guidance and Counselling and there is also significant relationship between AI and the learning of Guidance and Counselling among undergraduate student of FUEZ. It was therefore concluded that there is great impact of AI on the teaching and learning of Guidance and Counselling among lecturers and undergraduate students in FUEZ. It was recommended that more facilities that will enhance the use of AI by the University should be encouraged.  
POVERTY AND PEER PRESSURE AS PREDICTORS OF READING CULTURE AMONG SECONDARY SCHOOL STUDENTS IN IBADAN, NIGERIA
No full textResearch evidence signals that students’ reading culture is declining on daily basis; hence, this study sampled 250 students across secondary schools to investigate poverty and peer pressure as predictors of reading culture among secondary school students in Ibadan, Nigeria. One research question and four hypotheses guided the research. Researchers self-designed Instrument tagged Poverty and Peer Pressure as Predictors of Reading Culture Scale (PPPRCS, R=.70) was used for data collection. Data were analysed using frequency counts, percentage, mean and standard deviation, Pearson Product Moment Correlation and multiple regression analysis. The adolescents have moderately high levels of poverty (mean= 29.38, SD=5.82), peer pressure (mean=27.00, SD=8.16) but low reading culture level (mean=16.94, SD=11.07), a weak, negative and significant correlation between adolescents’ poverty level and reading culture (r=-0.42; n=250, p<.05)., high, negative and significant relationship between adolescents peer pressure and reading culture (r=-0.629, n=250, p<.05) Furthermore, results indicate that the relative contributions of adolescents’ poverty level (β=.310; t=8.201p<.05) and peer pressure (β=.295; t=-5.947, p<.05) to adolescents’ reading culture are significant. Lastly, there is a significant composite contribution of adolescents’ poverty level and peer pressure to adolescents’ reading culture. (R=.309; R2 =.095; F (2,247) = 13.716). Based on these findings, it was recommended that educational stakeholders should endeavour to provide basic needs for students’ educational materials to boost their reading culture, motivation in form of scholarship and gainful employment opportunities should be made available to the graduating students and obviously this may encourage their reading culture and enhance their learning outcomes in schools. 
Effects of Collaborative Learning Strategy on Teaching Practical Geography to Enhance Students\u27 Learning Engagement and Motivation in Senior Secondary Schools Lere Metropolis
No full textThis study examined the effect of collaborative learning strategies on teaching Practical Geography to enhance student engagement in map reading, motivation in interpreting statistical data, and academic performance in learning Geographic Information Systems (GIS) among Senior Secondary School II students. the study adopted a quasi-experimental design. The population of the study made up of 9,010 Senior Secondary School II (SSII) students from 12 public secondary schools in a systematic random sampling method was used to select two schools where 64 SSII students were designated as the control group, while 68 SSII students formed the experimental group. Rating scale was used as research instrument through a pre-test and post-test to assess students\u27 engagement, motivation, and academic performance before and after implementing collaborative learning strategies. After six weeks, post-tests were administered to compare changes and assess the effects of collaborative learning strategies. Data analysis involved using descriptive statistics (mean and standard deviation) to answer the research questions and inferential statistics (t-test) to test hypotheses. The findings indicate that collaborative learning significantly improves student engagement in map reading and enhances intrinsic motivation in interpreting statistical data through peer interaction and group-based tasks. Additionally, collaborative learning positively affects academic performance in GIS by fostering problem-solving skills. However, challenges such as group dynamics and technological limitations were identified. The study recommends the adoption of collaborative learning strategies, teacher training, curriculum integration, and policy support to sustain improved learning outcomes. 
STRATEGIC PLANNING, CONFLICT NEGOTIATION, SWOT ANALYSIS AND LECTURERS’ INSTRUCTIONAL EFFECTIVENESS IN PUBLIC UNIVERSITIES IN SOUTH-EAST NIGERIA
No full textThe study strategic planning, conflict negotiation, swot analysis and lecturers’ instructional effectiveness in public universities in Nigeria adopted an ex-post facto design. The population of the study is 624 lecturers’ from six colleges or faculties of education of the universities studied, with a sample size of 345 selected through proportionate stratified random sampling technique which represents 60% of the population. Two research questions and two hypotheses were formulated and the hypotheses were tested at 0.05 level of significance. Strategic Planning, Conflict Negotiation, SWOT Analysis and lecturers’ Instructional Effectiveness Questionnaire” (SPCNSAEQ) was used for data collection. The instrument was validated by two experts from educational measurement and evaluation, and two from education management and planning. Cronbach Alpha statistic was used to determine the reliability of the instrument which yielded an index of 0.83. Mean rating and Z-test were used to answer the research questions and test the hypotheses respectively. The study findings indicated that the null hypothesis of no significant difference on influence of negotiation on instructional effectiveness was retained rejecting the alternative hypothesis. This is as a result of the z-cal. value of 0.2981 z-crit. value of 1.96. It also revealed that the z-cal. value of -0.6232 z-crit. value of 1.96 such the null hypothesis of no significant difference on lecturer response in federal and state universities on influence of Strength, Weakness, Opportunity and Threat on instructional effectiveness was accepted. Based on the findings, the following recommendations were made amongst which are; the university authority should ensure that SWOT analysis is applied to help them in discovering weaknesses, strength, opportunity utilization and avoidance of threat in the school system. Effective application or adoption of negotiation by university administration remains a good strategic measure towards conflict management as well as enhance effective delivery of instruction by lecturers. 
ISSUES, PROSPECTS AND CHALLENGES OF EDUCATING MINERS ON MINING POLLUTION ON THE ENVIRONMENT IN NIGERIA
No full textMining activities in Nigeria have significantly contributed to the country’s economic development but have also led to severe environmental degradation due to lack of educating the miners. This study explores the issues, prospects, and challenges of educating the miners on mining pollution on the environment in Nigeria. The primary aims of environmental education on mining include soil erosion, water contamination, air pollution, and deforestation, which threaten biodiversity and the health of surrounding communities. Despite these challenges, there are prospects for mitigating the environmental education impact of mining through the adoption of cleaner mining technologies, the implementation of stricter environmental regulations, and the restoration of degraded land. However, challenges such as inadequate enforcement of policies, insufficient funding, and a lack of technical expertise hinder the effectiveness of these efforts. The paper recommends that awareness of environmental education should be created for stronger regulatory frameworks, increased community involvement, and the promotion of sustainable mining practices to mitigate the environmental risks associated with mining activities. It concludes that balancing economic growth with environmental sustainability is essential for the future of mining in Nigeria, and concerted efforts from government, mining companies, and local communities are necessary to achieve this balance. 
COMPUTER-ASSISTED INSTRUCTION AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN EAST SENATORIAL DISTRICT OF RIVERS STATE
No full textThis study examined the effect of computer-assisted instruction (CAI) using recorded video clips and the conventional discussion method on students’ academic performance and retention in Biology in Rivers East Senatorial District of Rivers State. Anchored in Mayer’s Cognitive Theory of Multimedia Learning and the Engagement Theory, the study employed a quasi-experimental, pre-test post-test non-equivalent control group design. A purposive sampling technique was used to select 120 Senior Secondary School II students from two intact classes. The Biology Performance Test (BPT), validated and tested for reliability, served as the data collection instrument. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. Results revealed that students taught using CAI significantly outperformed their counterparts taught with the discussion method in both academic performance and retention tests. The study further showed that the multimedia and self-paced features of CAI enhanced students’ comprehension, engagement, and long-term memory of Biology concepts. These findings support the view that CAI promotes more effective and sustained learning than conventional methods, particularly in content-heavy science subjects. The study concludes that integrating computer-assisted instructional strategies into Biology teaching enhances both achievement and retention, offering a viable approach to improving science education outcomes. It recommends the widespread adoption of CAI across secondary schools to support active learning, strengthen digital competence, and close performance gaps in Biology
PERSONALITY TRAITS AS PREDICTORS OF STUDENTS’ SOCIAL ADJUSTMENT IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA
No full textThe study investigated personality traits as predictors of student’s social adjustment in public secondary schools in Cross-River State, Nigeria. To guide this study, 3 research questions and 3 null hypotheses were raised. The study employed correlational survey research design. The population of this study comprised 11, 364 senior secondary two (SS II) students, consisting of 5,530 males 5, 834 females. The sample size for the study consisted of 377 senior secondary two (SS II) students of which 191 are male and 186 are female students. Cohen, Manion and Morrison (2018) criteria for a population of about eleven thousand, three hundred and sixty four (11, 364) at a 95 percent confidence level was used to draw three hundred and seventy seven (377) senior secondary two (SS II) students. The sample was drawn using a multi-stage sampling procedure. Two types of validity were employed in the study, construct and face validity. To determine the reliability coefficient of the instrument Cronbach Alpha was used. Simple linear regression was used to answer research questions and regression-test was used to test the null hypothesis. All the null hypotheses were tested at 0.05 level of significance. Based on the analysis of data in the study, the following findings emerged: openness to Experience predicts 6.7% of social adjustment, with significant predictive power, conscientiousness accounts for 13.3% of social adjustment, showing strong predictive power, and extraversion predicts 1.2% of social adjustment, with significant influence. The study concluded among others that students who exhibit high levels of openness— characterized by curiosity, imagination, and a willingness to explore new experiences— are more likely to adjust socially. Recommendation made included; teachers and school authorities should collaborate with parents to ensure that appropriate measures such as small groups and peer tutoring that foster collaboration, participation, and skill development are taken to enhance student’s social adjustment. 
IMPACT OF SELF-EFFICACY ON LEADERSHIP PERFORMANCE OF SECONDARY SCHOOL PRINCIPALS IN SOUTH WEST, NIGERIA
No full textThis study investigated “impact of self-efficacy on leadership performance of secondary school principals in south-West, Nigeria”. Eight purpose of the study, eight research questions and six hypotheses were raised to guide the study. The review of related literature was done. The descriptive survey research design was employed for the study. The population of the study comprised of 2,273 public secondary school principals in South-West, Nigeria. A total of 327 Public Secondary school principals were sampled for the study, using stratified and simple random sampling techniques for both descriptive and inferential statistics were used in the study, while Pearson Product Moment Correlation Coefficient, t-test and Analysis of Variance (ANOVA) was used to test the hypotheses. Findings revealed that public senior secondary school principals in South-West, Nigeria demonstrate very strong self-efficacy and strong leadership performance, there is a significant relationship between self-efficacy and leadership performance of senior secondary school principals, no significant difference between the self-efficacy of male and female secondary school principals, there is no significant difference between the leadership performance of male and female secondary school principals in South-West, Nigeria. The study recommended, among others that secondary school principals should be encouraged to engage in regular reflective practice and self – assessment tools such as leadership journals, feedback forms, and structured self-evaluation instruments can help principals critically assess their leadership experiences, recognize achievements, and identify areas for growth. 
EFFECTS OF STUDY-TIME MANAGEMENT TRAINING ON ACADEMIC TEST ANXIETY OF LOW-ACHIEVING IN-SCHOOL ADOLESCENTS IN KOGI STATE, NIGERIA
No full textThe study was designed to investigate the effects of study-time management training on the academic test anxiety of low-achieving in-school adolescents in Kogi State, Nigeria. three objectives were generated. Three research questions were answered, and three null hypotheses were tested at the 0.05 significance level. The non-equivalent control group pretest and posttest quasi-experimental design involving treatment and control groups was used for the study. The target population for this study was all the low-achieving inschool adolescents in all the senior secondary schools in Kogi State. The researcher sampled two hundred and twelve (212) identified low-achieving senior secondary two (SSII) in-school adolescents from four intact classes drawn from co-educational Senior Secondary Schools in Kogi State. The sampled in-school adolescents were identified as low achievers based on their previous records in academic achievement. Instruments used for data collection were the Academic Test Anxiety Rating Scale (ATARS) and the Study-Time Management Training Programme. The data obtained from the administration of the instrument were organised and analysed using mean, standard deviation to answer research questions, and analysis of covariance (ANCOVA) to test hypotheses. The study revealed that low-achieving in-school adolescents exposed to study time management training experienced a significant reduction in academic test anxiety compared to those in the waitlisted control group. the study found that time management training significantly reduced academic test anxiety in both male and female low-achieving adolescents, with no significant gender differences in its effectiveness. 
EDUCATION AND COMPETENCIES IN OWERRI EDUCATION ZONE ONE OF IMO STATE
No full textThis study is on Assessing the Impacts of Artificial Intelligence on Teacher Education and Competencies in Owerri Education Zone One of Imo State. The study was guided by four research questions. Owerri Education Zone One is comprised of three Local Government Areas which are; Owerri Municipal, Owerri North and Owerri West. The population of this study is comprised of all secondary school teachers in Public Secondary Schools in Owerri Education Zone One, Imo State. The population of teachers in Public Secondary Schools in Owerri Zone 1 is comprised of 1102 teachers. Purposive sampling technique was used to select 4 schools of both Junior Secondary Schools and Senior Secondary Schools from each Local Government Area in Owerri Zone 1. The sample comprised of 300 teachers in Owerri Zone One. Simple proportionate random sampling technique was used in selecting 75 teachers from each of the LGA. The instrument for data collection was a structured questionnaire titled “Artificial Intelligence on Teacher Education and Competencies Questionnaire (AITECQ).” The reliability of the instrument was established using Cronbach alpha coefficient which yielded an index of 0.96. Data collected was and analysed using mean and standard deviation. The findings show that teachers in Owerri Zone One have little or no idea of Artificial Intelligence (AI) in the ntegration of teacher education. Hence, the current teacher education curriculum does not incorporate AI-related topics or skills, leaving teachers unprepared to leverage AI in their teaching practices. The findings also show that teachers are not familiar with AIpowered educational tools. The study recommended that Government should develop and implement comprehensive training programmes for teachers to enhance their AI-infused pedagogical skills and build their confidence in using AI tools.