INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (IJOSE)
The International Journal of Science Education is a peer-reviewed academic journal dedicated to the advancement of knowledge and research in science education across all levels of learning. It provides a scholarly platform for educators, researchers, curriculum developers, and policymakers to share innovative ideas, research findings, and practical strategies that enhance the teaching and learning of science. It is a publication of the School of Secondary Education (Science), Federal College of Education, Abeokuta.
ARTIFICIAL INTELLIGENCE AND THE FUTURE OF INDIGENOUS MUSICAL INSTRUMENT CRAFTSMANSHIP: OPPORTUNITIES, CHALLENGES, AND PROSPECTS FOR SUSTAINABLE CULTURAL PRESERVATION
Indigenous musical instrument craftsmanship represents a vital aspect of cultural heritage, embodying generations of accumulated knowledge, artistic expression, and technological ingenuity. However, globalization, modernization, and the declining transmission of traditional skills continue to threaten the sustainability of many indigenous instrument-making traditions. At the same time, artificial intelligence (AI) has emerged as a transformative technology with growing applications in manufacturing, design, and creative industries. This opinion paper discusses the potential role of AI in supporting indigenous musical instrument craftsmanship and examines its possible implications for the future of traditional instrument production. Drawing on perspectives from artificial intelligence, ethnomusicology, cultural heritage studies, and musical instrument technology, the paper argues that AI can contribute meaningfully to the preservation and revitalization of indigenous knowledge systems through digital documentation, acoustic modeling, material analysis, design optimization, and production support. While acknowledging concerns relating to cultural authenticity, intellectual property rights, technological accessibility, and the possible erosion of traditional craftsmanship skills, the paper maintains that AI should be viewed as a complementary tool rather than a replacement for human artisans. It is further argued that the thoughtful integration of AI into indigenous musical instrument craftsmanship offers significant opportunities for cultural preservation, innovation, and the wider dissemination of traditional musical practices. The paper advocates collaborative approaches involving artisans, researchers, policymakers, and technology developers to ensure that AI applications remain culturally sensitive, ethically responsible, and beneficial to indigenous communities.
Artificial Intelligence, Indigenous Musical Instruments, Digital Innovation
ADESIOYE, Adeleke Oludare, & 2ADEYEYE, Adegorioye Oluwole
Effect of School Farms on the Learning of Agricultural Science among Senior Secondary School Students in Atisbo Local Government Area, Oyo State
This study investigated the effects of school farm on the learning of agricultural science in senior secondary schools in Atisbo Local Government, Oyo State. The responses of respondents were collected using a four point likert rating type. All statements having mean equal to or above benchmark mean of 2.50 were accepted while those with mean below benchmark mean of 2.5 were rejected. On the availability of school farm for learning of agricultural science among senior secondary school students in the study area, all the items except item 3 and 4 have mean above benchmark mean of 2.50. This indicates that the respondents agreed with the statements that their schools have functional farms used for Agricultural Science practical, that they always participate in practical agricultural activities on the school farm and that they receive guidance from Agricultural Science teachers during practical sessions Also on the effects of school farm on the learning of agricultural science, the respondents agreed with all the statements that use of school farm adds to their understanding of agricultural science, that use of school farm assists them to answer agricultural science questions easier, they also agreed that learning of agricultural science is more effective through the use of school farm, that school farm has increased their interest in Agricultural Science as a subject, also that working on the school farm has encouraged them to consider a career in agriculture and that school farm activities have helped to increase their performance in agricultural science. The study therefore recommended that farms should be established in our secondary schools as this will provide hand on learning for the students instead of relying only on theoretical learning, established school farms should be adequately utilized and well maintained by the schoolteachers and students, school farms should be provided with adequate tools and materials for practical activities
School farm, Learning, Agricultural Science, National Development
Onifade, Abayomi Oluremi; Olarinwa, Olatunde Seun
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (IJOSE), VOLUME 19 NO 1, 2026
RELATIVE EFFECTS OF FEEDBACK AND REMEDIATION ON STUDENTS' COGNITIVE ACHIEVEMENT IN PHYSICS
This study examined the effects of feedback and remediation on the cognitive achievement of Senior Secondary School Two (SSS II) students in Physics in Ikire, Osun State. A quasi experimental pretest–posttest control group design was adopted. The study population comprised students from ten public secondary schools, with a sample of 520 students selected through simple random sampling. Participants were assigned to Feedback, Remediation, and Control groups, with the control group taught using the conventional lecture method. Data were collected using the Physics Achievement Test (PAT), a 40-item multiple-choice instrument developed from the SSS II Physics curriculum. The instrument was validated by experts and achieved a reliability coefficient of 0.84 using the KR-20 method. The study lasted six weeks and involved pretest administration, treatment implementation, and posttest assessment. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at the 0.05 significance level. Results showed that both feedback and remediation significantly improved students’ cognitive achievement in Physics compared with the conventional method. Students exposed to remediation performed slightly better than those who received feedback only, while the combined application of feedback and remediation produced the highest achievement gains. Gender had no significant effect on students’ achievement. The study concluded that feedback and remediation are effective instructional strategies for improving students’ cognitive achievement in Physics. It recommended that Physics teachers incorporate these strategies into classroom instruction.
Feedback, Remediation, Cognitive Achievement and Instructional Strategies
FABIYI, Adegboyega Ibukun; MOKUOLU, Adewunmi Olanrewaju PhD & OGUNGBESAN, Yetunde Felicia
INFLUENCE OF SUBSTANCE ABUSE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN SCIENCE SUBJECTS IN OYO TOWN, NIGERIA
The study examined the effect of substance abuse on the academic performance of secondary school students in science subjects in Oyo Town, Nigeria. A descriptive survey research design with a correlational approach was adopted. A sample of 250 students was selected from five public secondary schools using multistage sampling technique. Data were collected using a structured questionnaire titled Substance Abuse and Academic Performance Questionnaire (SAAPQ) and students’ academic records. Descriptive statistics (frequency and percentage) and inferential statistics (Pearson Product Moment Correlation and regression analysis) were used for data analysis at 0.05 significance level. Findings revealed that a majority of students engaged in moderate to high levels of substance abuse, while most recorded average to low academic performance in science subjects. A significant negative relationship (r = -0.62, p < 0.05) was found between substance abuse and academic performance. Regression analysis further showed that substance abuse significantly predicted academic performance (R² = 0.37). The study concludes that substance abuse adversely affects students’ academic outcomes. Recommendations were made for counselling, sensitization, and stricter drug control in schools.
Substance abuse; Academic performance; Secondary school students; Science
BUSARI, Gafar Adesupo PhD & OMOTOSHO, Olufunmilayo Esther
SKILLS ACQUISITION IN OFFICE TECHNOLOGY: A TOOL FOR SECRETARIAL EFFICIENCY IN AN AUTOMATED OFFICE
This study examined skills acquisition in office technology as a tool for enhancing secretarial efficiency in automated office environments. The research examined the degree to which office technology skills develop secretarial productivity, the skills necessary for effective secretarial work, and the connection between productivity and the development of skills among secretarial staff. This research adopted the descriptive survey research design. The sample for this study was secretarial staff and office technology and management specialists at Federal College of Education, Abeokuta. Data were collected through the use of a research questionnaire. The research questions were answered with the mean and standard deviation, and the research hypotheses were tested at a 0.05 level of significance using Pearson Product Moment Correlation (PPMC) and the independent samples t-test. The study revealed that the development of office technology skills correlated positively with secretarial productivity through enhanced office operations that are faster and more efficient, and that secretarial staff that are more competent with technology are more productive. This study also revealed that the level of technology competence of staff impacts their productivity and that staff that are more technologically competent tend to be more productive than their less technologically competent counterparts. The study concluded that the development of office technology skills is critical to the enhancement of secretarial productivity in automated office settings. The study suggested that secretarial staff undergo regular technology skills training, and that modern office technology and tools be made available, and that secretarial staff be supported with ongoing professional development.
Skills acquisition, Office technology, Secretarial efficiency, Automated office, Technological competence
The Agricultural Skills Chasm: Curriculum Reform for Precision Farming and Sustainable Protein Systems in TVET
The agricultural industry of the globe is challenged more than ever before with the need to produce more food given the limitations of climate change, scarcity of resources and the changing preferences of the market. Technical and Vocational Education and Training (TVET) is one of the key measures in terms of developing a skilled labor force to meet these demands but in most developing countries, its potential is not fully utilized. Nigeria has a high gap between skills taught in the Agricultural TVET institutions and the competencies demanded by a modernizing livestock industry. To reduce this "skills chasm" this paper recommends a tripartite framework to streamline the fundamental curricular reoriented approach to two paradigm shifts Precision Livestock Farming (PLF) and Sustainable Protein Systems (SPS). This conceptual paper, through systematic review of the literature and the synthesis of the available research, suggests a framework of curriculum reform that incorporates PLF and SPS by: (1) Curriculum Revitalization, integrating knowledge of IoT, data analytics, and alternative sources of protein such as insect meal; (2) Immersive Pedagogical Integration, using on-campus innovation hubs and problem-based learning; and (3) Strengthened Multi-Stakeholder Partnerships. Implementation issues such as infrastructure, cost and faculty capacity are critically discussed and strategic suggestions made. The article believes that such a framework will generate a new breed of agricultural professionals not just job hunters but innovators, business persons and make the Nigerian livestock sector most productive, sustainable and competitive globally. The model can be used to offer a replicable model of how agricultural TVET can be transformed into an agent of a sustainable and competitive agri-food sector in other similar contexts around the world.
Precision Livestock Farming, Agricultural Education, Curriculum Development, Entomophagy, Skills Gap, Nigeria and Sustainable Development
PERCEIVED EFFECTS OF TECHNO-STRESS ON SECRETARIES JOB SCHEDULE AND EMPLOYMENT SECURITY IN PUBLIC TERTIARY INSTITUTIONS IN ABEOKUTA METROPOLIS
This study examined the perceived effects of techno-stress on secretaries’ job schedule and employment security in public tertiary institutions in Abeokuta. Three specific objectives and three research questions guided the study. The study adopted descriptive survey research design, while the population and sample of the study consisted of 105 secretaries in three public tertiary institutions located in Abeokuta. A structured questionnaire was used for data collection. Data obtained were analyzed using frequency tables, mean and standard deviation. The research instrument was subjected to content and construct validation by three experts. The internal consistency of the questionnaire was determined using Cronbach Alpha reliability test which yielded co-efficient of 0.87. A descriptive analysis was performed, where weighted mean and standard deviation were used to answer the research questions. Findings of the study revealed that techno-stress is caused by complexity of new systems, cyber security concerns, and inadequate training, among 0thers. It was also revealed that techno stress perceived effectss secretaries’ job schedule and employment security in diverse ways .Finally, the study suggested that tertiary institutions should organize regular workshops, seminars, and online courses that can help secretaries stay updated with the latest tools, and software, reducing the anxiety associated with the adoption of emerging technologies.
Techno-stress, Secretaries Job Schedule and Employment Security
Ganiyat Adeola EGBEYEMI & Ganiyat Folashade ENILOLOBO
PREVALENCE, CAUSES, AND HEALTH EFFECTS OF MALARIA AMONG CHILDREN IN OMU-IJEBU, OGUN STATE, NIGERIA
Malaria remains one of the leading causes of morbidity and mortality among children in sub Saharan Africa, particularly in Nigeria where the disease constitutes a major public health challenge. This study investigated the prevalence, causes, and health effects of malaria among children in Omu-Ijebu, Ogun State, Nigeria. The study adopted a descriptive survey research design involving healthcare professionals including nurses, doctors, and community health workers. A structured questionnaire was administered to fifty respondents selected through purposive sampling. Data collected were analyzed using descriptive statistics and chi-square inferential statistics with the aid of Statistical Package for Social Sciences (SPSS) version 23 at a 0.05 level of significance. Findings revealed that poor environmental sanitation, mosquito breeding sites, inadequate use of insecticide-treated nets, poor drainage systems, and limited access to preventive healthcare services were major causes of malaria among children. The study further showed that malaria contributes significantly to anemia, school absenteeism, reduced cognitive performance, malnutrition, and increased mortality among children. The study concluded that although awareness about malaria prevention exists among residents and healthcare workers, challenges relating to environmental management and healthcare access continue to sustain high malaria prevalence among children. The study recommended intensified public health education, improved environmental sanitation, wider distribution of insecticide treated bed nets, indoor residual spraying, and enhanced government support for malaria prevention programs.
Malaria, Children, Public Health, Malaria Prevention, Ogun State, Nigeria, Mosquito Control, Malaria Epidemiology
OTUJO, Caroline Oghenebroka, & OGUN, Adetoun Oluyemi & ODUSOTE, Oluwatoyin Idowu
Improving Students’ Performance in Plane Geometry Through Geoboard Instruction Across Ability Levels
This study investigated the effectiveness of geoboard instruction in improving students’ performance in plane geometry across different ability levels. The study was motivated by the persistent poor performance of students in mathematics, particularly in geometry, and the need for innovative instructional strategies capable of enhancing learning outcomes among learners with varying abilities. A quasi-experimental research design was adopted. The population was from all Lagos State Public Junior Secondary Schools. The participants consisted of Junior Secondary School students (JS 1) categorised into high, average, and low ability levels, with samples of 157 students (83 males and 74 females) chosen from two schools using a multistage sampling technique. The Plane Geometry Achievement Test (PGAT) used for data collection in this study was validated using face and content validity. The test-retest approach yielded a reliability coefficient of 0.79. There were three research questions raised and three null hypotheses were formulated and tested in the study. Descriptive statistics (mean and standard deviation) and inferential statistics (ANCOVA) were used to analyse the research questions and test the hypotheses at the 0.05 significance level, respectively. The experimental group was exposed to the geoboard instructional strategy while the control group was taught using conventional methods. Findings revealed that geoboard instruction significantly improved students’ performance in plane geometry across all ability levels. The pretest F-value of [F(1,144)=1.91; p>0.05] support the assertion that there is no significant difference between the performance of students in Geoboard classroom and those in the conventional classroom before treatment while the posttest F-value of [F(1,144)=39.92; p<0.05] shows a significant difference between the performance of students in both group in favour of the treatment group while the ability level F-value of [F(2,144)=0.39; p>0.05] shows that there is no significant difference between the performance across the ability levels. The study concluded that geoboard instruction is an effective strategy for improving mathematics achievement irrespective of ability level. It was recommended that mathematics teachers integrate geoboard instructional materials into classroom practice to enhance meaningful learning.
Ability level, Geoboard Instruction, Mathematics, Performance, Plane Geometry
Abiola A. OLAOYE; Iyore E. CHUKWULOBE, & Nwakego I. NWOKE
DIGITAL RELATIONSHIP MARKETING AND CUSTOMER LOYALTY AMONG SMES IN NIGERIA: THE MODERATING ROLE OF SOCIAL MEDIA ENGAGEMENT
The shift to a more digital approach to business has changed the way Small and Medium Enterprises (SMEs) build and maintain customer relationships in today's very competitive business landscape. The study explored the effect of Digital Relationship Marketing on Customer Loyalty of Small and Medium Scale Enterprises (SMEs) in Nigeria with a specific focus on the moderating effect of Social Media Engagement. The descriptive survey research design was used and primary data from 250 customers of the SMEs operating in Lagos State, Nigeria were obtained through a structured questionnaire. The instrument was validated in the following ways: expert review and Exploratory Factor Analysis, the reliability analysis was confirmed using Cronbach’s Alpha coefficients ranging from 0.81 – 0.88. The data were analyzed by descriptive statistics, Pearson Product Moment Correlation, Multiple Regression Analysis and Hierarchical Regression Analysis. The results revealed that there is a positive and significant effect of Digital Relationship Marketing towards Customer Loyalty (β = 0.371, p < 0.05). The study also revealed a positive and significant correlation between Social Media Engagement and Customer Loyalty (r = 0.536, p < 0.05). In addition, Digital Relationship Marketing had significant interaction with Social Media Engagement (β = 0.244, p < 0.05) on the influence on Customer Loyalty. In Digital Relationship Marketing, the dimensions of Digital Communication Quality, Personalization and Online Trust were the best predictors of Customer Loyalty. Based on the findings, the study concludes that good digital relationship marketing and social media activity have a significant positive impact on customer loyalty and competitive advantage in the case of SMEs in Nigeria.
Digital Relationship Marketing, Customer Loyalty, Social Media Engagement, SMEs, Online Trust, Personalisation, Nigeria
Evaluation of Hygiene Practices Among Food Vendors and Implications for Students' Health in Selected Tertiary Institutions in Ogun State, Nigeria
Food hygiene practices among vendors in tertiary institutions significantly influence students' health and academic performance. However, there is limited multi-institutional evidence on vendor hygiene compliance across public tertiary institutions in Ogun State, Nigeria. This study evaluated hygiene practices among food vendors and their implications for students' health across five selected tertiary institutions in Ogun State. A descriptive cross-sectional survey design was adopted. The target population comprised an estimated 850 food vendors across the Federal College of Education Abeokuta (FCE), the Federal University of Agriculture Abeokuta (FUNAAB), the Moshood Abiola Polytechnic (MAPOLY), the Olabisi Onabanjo University (OOU), and the Federal Polytechnic Ilaro. Using the Krejcie and Morgan (1970) sample size determination table, 270 food vendors were selected through a multistage sampling procedure. Data were collected using a structured questionnaire and analysed using descriptive statistics comprising frequency counts and percentages. Findings revealed that food vendors demonstrated good knowledge of food hygiene practices, with agreed responses accounting for 309.8º out of 360 on the knowledge subscale. A high level of hygiene practice compliance was similarly observed, with agreed responses representing 317.9º. The overwhelming majority of respondents acknowledged that poor food hygiene practices negatively affect students' health, including increased illness and absenteeism, corresponding to 313.9º of agreement. Broad endorsement of hygiene promotion strategies, such as the use of protective clothing, water treatment, and utensil sanitation, was also recorded at 317.6º. While food vendors across the selected institutions possess adequate knowledge of hygiene, behavioural compliance and institutional support remain inconsistent across institution types. Periodic food safety training, regulatory supervision, adequate sanitation infrastructure, and institutional policy frameworks are critical for sustaining hygienic practices and protecting students' health in Ogun State tertiary institutions.
food hygiene, food vendors, students' health, tertiary institutions, Ogun State, Nigeria, foodborne illness, food safety
EMOTIONAL INTELLIGENCE AS PREDICTOR OF CLASSROOM ADJUSTMENT AND ACADEMIC ACHIEVEMENT AMONG PRE-SERVICE SCIENCE TEACHERS IN COLLEGES OF EDUCATION IN LAGOS AND OGUN STATES, NIGERIA
This study examined emotional intelligence as predictor of classroom adjustment and academic achievement among pre-service science teachers in Colleges of Education in Lagos and Ogun States, Nigeria. Specifically, the study investigated the level of emotional intelligence, classroom adjustment, and academic achievement among pre-service science teachers, as well as the relationship between emotional intelligence and classroom adjustment. Five research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised 1,248 NCE II and NCE III pre-service science teachers drawn from selected Colleges of Education in Lagos and Ogun States, Nigeria. A sample size of 420 respondents was selected using purposive, stratified, and simple random sampling techniques. The instrument used for data collection was a researcher-developed questionnaire titled “Emotional Intelligence, Classroom Adjustment and Academic Achievement Questionnaire (EICAAAQ).” The instrument was validated by experts in Educational Psychology, Guidance and Counselling, and Science Education. Cronbach Alpha reliability method was used to establish the reliability of the instrument, and a reliability coefficient of 0.88 was obtained. Data collected were analyzed using mean, standard deviation, Pearson Product Moment Correlation, and Simple Linear Regression analysis. The findings revealed that pre-service science teachers possessed high levels of emotional intelligence and classroom adjustment, while their academic achievement was moderately high. The study further established that emotional intelligence had significant relationship with classroom adjustment and significantly predicted academic achievement among the respondents. The study concluded that emotional intelligence contributes meaningfully to students’ classroom adjustment and academic success. The study therefore recommended the integration of emotional intelligence development programmes into teacher education curriculum and counselling services in Colleges of Education.
Academic Achievement, Classroom Adjustment, Colleges of Education, Emotional Intelligence, Pre-Service Science Teachers
EFFECT OF VIRTUAL LABORATORY LEARNING ON PSYCHOMOTOR SKILL ACQUISITION AND PHYSICAL PERFORMANCE IN PHYSICAL EDUCATION AND OFFICE PRACTICE AMONG SECONDARY SCHOOL STUDENTS ABEOKUTA NORTH
This study focused on effect of virtual laboratory learning on psychomotor skill acquisition and physical performance in physical education and office practice among secondary school students in Abeokuta North. An adapted quasi-experimental design with control groups was applied to the study. The participants of the study were all the senior secondary school students taking Physical Education and Office Practice from public and private secondary schools located in Abeokuta North Local Government, Ogun State. Data were collected using the Virtual Laboratory Learning Achievement Test (VLLAT), Psychomotor Skill Assessment Scale (PSAS), and Physical Performance Rating Scale (PPRS). The findings revealed that students exposed to virtual laboratory learning achieved significantly higher mean scores in psychomotor skill acquisition (78.42 and 80.16) than their counterparts in the control groups (64.18 and 66.27). The independent t-test analysis further showed that the virtual laboratory learning programme had a significant positive effect on students' psychomotor skill acquisition (t = 5.84, p < .05). In addition, the Analysis of Covariance (ANCOVA) results indicated a significant difference in physical performance between students in the experimental and control groups, with the experimental group recording superior performance (F = 18.42, p < .05). The study concluded that virtual laboratory learning enhances students' psychomotor skill acquisition and physical performance by providing opportunities for active engagement, repeated practice, and improved understanding of learning tasks. Based on the findings, it was recommended that teachers, school administrators and educational stakeholders should integrate virtual laboratory learning into the teaching of Physical Education and Office Practice to improve students' practical competencies and overall learning outcomes.
Virtual laboratory learning, psychomotor skill acquisition, physical performance, physical education, office practice, secondary school students
OLUSANYA OMOLARA OLUWATOYIN (Ph.D) & TAFA OLUWOLE MOSHOOD
EFFECT OF CONCEPTUAL CHANGE TEACHING STRATEGY ON CHILDREN’S ACQUISITION OF SCIENTIFIC ATTITUDES
One of the major objectives for teaching science in Nigeria schools is for pupils to develop scientific thinking/attitudes. However, the traditional method of teaching in most classrooms has been found to be ineffective to achieve this objective. This study therefore investigates the effect of conceptual change teaching strategy on children’s acquisition of scientific attitudes. It adopted the pre-test post-test control group quasi-experimental design. 143 primary six pupils from two public primary schools in Ibadan South west Local Government Area of Oyo State were involved on the study. Three self-developed and validated instruments were used for data collection: Scientific Attitude Questionnaire (SAQ), Teachers’ Assessment Guide (TAG) and Operational Guide for Instruction (OGI). SAQ had Cronbach Alpha coefficient of 0.89 while TAG had Intra class correlation coefficient of 0.86. The results revealed that the conceptual change teaching strategy was more effective in improving pupils’ scientific attitude scores than the traditional chalk-and-talk method. This effect was sustained regardless of the pupils’ gender. It was recommended that teachers should use this teaching method in the science class to help pupils develop scientific attitudes.
Conceptual change, primary science, teaching strategies, scientific attitudes, activity based teaching
RELATIONSHIPS AMONG MATHEMATICAL REASONING, SCIENTIFIC INQUIRY, AND ACADEMIC ACHIEVEMENT
This study investigated the relationships among mathematical reasoning, scientific inquiry, and academic achievement among senior secondary school students in Ogun State, Nigeria. The study adopted a quantitative correlational research design. A sample of 1,000 Senior Secondary School II students was selected using a multistage sampling procedure. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression Analysis at the 0.05 level of significance. The findings revealed significant positive relationships between mathematical reasoning and scientific inquiry (r = .653, p < .05), mathematical reasoning and academic achievement (r = .736, p < .05), and scientific inquiry and academic achievement (r = .790, p < .05). Multiple regression analysis showed that mathematical reasoning (β = .406, p < .05) and scientific inquiry (β = .573, p < .05) significantly predicted academic achievement and jointly accounted for 70.9% of the variance in academic performance (R² = .709). The study concluded that mathematical reasoning and scientific inquiry are important determinants of students’ academic achievement. It was recommended that teachers adopt inquiry-based and reasoning-oriented instructional approaches to improve learning outcomes in mathematics and science education.
Mathematical Reasoning, Scientific Inquiry, Academic Achievement, Correlational Study, STEM Education
Dairo Abiodun Johnson; Odusote Oluwatoyin Idowu, & Osiyemi Ajoke Oladele
EFFECTS OF AI-ASSISTED LEARNING PLATFORMS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS AND PHYSICS IN NIGERIA.
The integration of Artificial Intelligence (AI) into educational practice has created new opportunities for improving teaching and learning outcomes, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. This study investigated the effects of AI-assisted learning platforms on secondary school students’ achievement in Mathematics and Physics in Nigeria. The study adopted a quasi-experimental pretest-posttest control group design involving 300 Senior Secondary School II students selected from public secondary schools across Ogun, Oyo, and Lagos States. Participants were assigned to experimental (n = 150) and control (n = 150) groups. The experimental group received instruction through AI-assisted learning platforms incorporating adaptive learning algorithms, intelligent tutoring systems, automated assessments, and personalized feedback, while the control group was taught using conventional instructional methods. Data were collected using the Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT), with reliability coefficients of 0.87 and 0.84 respectively. Data were analyzed using mean, standard deviation, independent-samples t-test, multiple regression analysis, and Cohen’s effect size statistics at the 0.05 level of significance. Findings revealed that students exposed to AI-assisted learning achieved significantly higher scores in Mathematics (M = 78.40, SD = 8.50) and Physics (M = 76.20, SD = 7.90) than their counterparts in the control group (Mathematics: M = 65.10, SD = 9.20; Physics: M = 63.40, SD = 8.70). Independent samples t-test results indicated significant differences in Mathematics achievement (t = 12.14, p < .05) and Physics achievement (t = 11.27, p < .05) in favour of the experimental group. Multiple regression analysis further revealed that AI usage significantly predicted academic achievement (β = 0.57, p < .05), accounting for approximately 32% of the variance in students’ performance. Large effect sizes were observed for Mathematics (d = 1.50) and Physics (d = 1.42), indicating substantial educational impact. The study concluded that AI-assisted learning platforms significantly enhance students’ achievement in Mathematics and Physics and represent an effective strategy for improving STEM education in Nigerian secondary schools. The study recommends increased investment in AI-enabled educational technologies, teacher capacity development, and digital infrastructure to support effective implementation.
Artificial Intelligence, AI-assisted learning, Mathematics achievement, Physics achievement, adaptive learning, STEM education
DAIRO, Abiodun Johnson; AKINYOSADE, Ebenezer Ojo & AKINMEJI, Oluseyi Oluwatoyin
AI-DRIVEN PREDICTIVE POLICING AND EMERGING SECURITY CHALLENGES IN NIGERIA
Nigeria continues to experience severe insecurity, including insurgency, banditry, kidnapping, and urban violence, which have overwhelmed traditional policing approaches. In response, there is growing interest in the use of Artificial Intelligence (AI)-driven predictive policing as a technological tool to enhance crime prevention and security management. However, its applicability, effectiveness, and governance implications in the Nigerian context remain underexplored. This study examines the role of AI-driven predictive policing in addressing insecurity in Nigeria. It adopts a qualitative research design based on a systematic review of academic literature, policy documents, and comparative analysis of predictive policing practices in selected countries, including the United States, the United Kingdom, China, and African states such as Kenya, Rwanda, and South Africa. The findings reveal that predictive policing can enhance security operations by improving crime mapping, early warning systems, and resource allocation. However, its implementation also raises significant concerns, including algorithmic bias, weak regulatory frameworks, privacy violations, and limited public trust in law enforcement institutions. The study further shows that Nigeria's current legal and institutional structures, including the Nigerian Data Protection Act and constitutional privacy provisions, are not adequately prepared for the large-scale deployment of AI-based policing systems. It concludes that predictive policing should be adopted as a supportive tool within a strongly regulated framework that ensures transparency, accountability, and protection of fundamental human rights.
Predictive Policing, Artificial Intelligence, Insecurity, Nigeria, Crime Prevention, Security, Algorithmic Governance, AI Ethics
EFFECTS OF TEACHERS - STUDENTS RELATIONSHIP ON STUDENT’S PERFORMANCE AND INTEREST IN LEARNING MATHEMATICS
The study investigates how the relationship between students and teachers help in stimulating students interest in learning thereby leading to improved students outcomes in mathematics. A descriptive survey research design was adopted, with two hundred students randomly selected from five different schools. Data were analyzed using mean, grand mean. It was established that the teachers have important role in developing, nurturing and maintaining good relationship with their students. Teachers are required to foster positive relationship with their students to create a conducive environment (classroom) for teaching and learning activities and also meet students’ developmental, emotional and academic needs. Recommendations include: (i) encouraging mentorship in school so that mentors will know and meets the needs of the students and hence encourage and improve students interest in mathematics,(ii) qualified and sound minded teachers should be employed in order to develop, nurture and maintain good relationship between the teachers and students,(iii) seminar or workshop should be organized at least once or twice in a year for teachers in order to enlighten them more on how to relate, communication and associate with their students.
Mathematics, Relationships, Learning, Interest
INFLUENCE OF SOCIAL MEDIA USAGE AND STUDENT ATTITUDE ON ACADEMIC PERFORMANCE IN BIOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA
This study examined the influence of social media usage and student attitude on academic performance in Biology among senior secondary school students in Ogun State. A descriptive survey research design was adopted. The population consisted of SS II Biology students in public secondary schools in Abeokuta. A total of 300 students were selected using a multistage sampling technique, and 286 valid responses were analyzed. Data were collected using a structured questionnaire and analyzed using descriptive statistics and multiple regression analysis. Findings revealed that 60.1% of students had high social media usage, while 58.7% demonstrated positive attitude toward Biology. Regression analysis showed that social media usage (β = 0.412, p < 0.05) and student attitude (β = 0.365, p < 0.05) significantly predicted academic performance in Biology, jointly explaining 54% of the variance (R² = 0.54). The study concludes that both social media usage and student attitude significantly influence academic performance in Biology. It recommends guided social media use for academic purposes and improved student engagement strategies in Biology teaching.
Social media, student attitude, academic performance, Biology, senior secondary school
ADVERSE EFFECTS OF CHEMICAL FUMIGATION ON TEACHERS AND LEARNERS HEALTH AND MICROBIAL PESTICIDE AS AN ALTERNATIVE
Fumigation is a pest control method that uses chemical pesticides, known as fumigants, to eliminate harmful organisms such as pests, weeds, insects, and microorganisms. It is commonly applied in farms, homes, offices, schools, churches, and mosques. While effective, improper use or prolonged exposure to chemical fumigants can pose serious health risks to humans and animals. An alternative method, biological fumigation, involves using natural substances derived from microbial metabolites or plant exudates to control pests and pathogens. This approach is more environmentally friendly and safer for both human and animal health. When properly regulated, fumigation helps prevent the spread of diseases in both people and crops. However, continuous use of chemical fumigants, especially in populated areas like schools, may result in adverse health effects among vulnerable groups such as teachers, students, and staff. This paper highlights the associated health hazards and stresses the need to replace chemical fumigants with microbial alternatives. It also emphasizes the importance of implementing strict safety regulations and training professionals in proper application. Promoting microbial fumigants as a sustainable solution is recommended to reduce health risks and minimize environmental impact.
Fumigation, pesticides, exudates, microbial, suffocate.
Haematological Impacts of Total Aflatoxin and the Ameliorative Potentials of Allium sativum and Curcuma longa in Oreochromis niloticus
Abstract Aflatoxins, toxic secondary metabolites produced by fungi such as Aspergillus flavus, pose significant threats to fish health and productivity in aquaculture. This study investigated the haematological and biochemical effects of total aflatoxin exposure and the potential ameliorative properties of two natural additives; garlic (Allium sativum) and turmeric (Curcuma longa) in Oreochromis niloticus. A 10-week feeding trial was conducted using eight dietary treatments including a control, aflatoxin-contaminated feed, and varying inclusion levels (20, 40, 60 g/kg) of garlic and turmeric. Aflatoxin contamination was induced by inoculating formulated feed with A. flavus, and total aflatoxin levels in the diets ranged from 2.59 to 25.43 µg/kg. Results revealed that fish exposed to contaminated diets without supplementation exhibited significant declines in key haematological indices, including haemoglobin (Hb), packed cell volume (PCV), red blood cell count (RBC), and total protein (TP), indicating systemic stress and impaired physiological function. However, diets supplemented with garlic and turmeric significantly mitigated these adverse effects. The highest haematological improvements were observed in groups receiving 60 g/kg of turmeric and garlic, with notable increases in Hb, WBC, PCV, and RBC levels, as well as improved liver enzyme activity and serum biochemistry markers.
Aflatoxin, Oreochromis niloticus, Garlic, Turmeric, Haematology
Dan-Ologe, I. A.; Ilesanmi, A. I.; Awanu F. E.
NUTRITIONAL EVALUATION OF TOASTED VELVET BEANS (Mucuna pruriens (L.) DC. var. utilis) SEED MEAL
This study examined the effects of toasting on the nutritional values of raw Mucuna pruriens seeds meal and its effects on some limiting anti-nutritional factors present in Mucuna pruriens seed for possible consideration as replacement for plant protein source in the diet of cultured fish. Two groups of diet, one group was toasted velvet bean meal while the other group was raw velvet bean meal were analysed for proximate composition and antinitritional factors. The toasting Process resulted in increase in protein from 29.83±0.10 to 35.13±0.04, also there was increase the crude lipid and ash content values when compared with the raw. While there were reductions in crude fibre, NFE and anti-nutritional factors of processed seeds. It was recommended that processing of Mucuna pruriens seeds by toasting could make it safe for use in fish and animal feed production.
Dan-Ologe, I. A.; Alegbeleye, W. O. ;Obasa S. O.; Arigbede O. M.
RESPONSE OF PEPPER (Capsicum spp.) TO ORGANIC FERTILIZERS: GROWTH, YIELD, AND SOIL HEALTH IMPLICATIONS
This article evaluates the response of pepper plants to various organic fertilizers, including compost, cow dung, poultry manure, sheep manure and farmyard manure. Literature and experimental findings showed that organic management and amendments especially when combined with beneficial microorganisms like AMF or Trichoderma can match conventional yield levels and enhance fruit quality while improving soil health indices such as enzyme activity and nutrient cycling. Pepper plants (Capsicum spp.) respond positively to organic fertilizers, which include compost, animal manure, green manure, bone meal, and other natural soil amendments. Studies and field trials have shown that organic fertilizers significantly improve soil fertility, plant growth, fruit yield, and quality in pepper cultivation. The key benefits of using organic fertilizers in pepper cultivation include: Enhanced soil structure and microbial activities by improving soil aeration and water retention, promoting healthy root systems. Gradual nutrient release by decomposes slowly, providing a steady supply of essential nutrients like nitrogen (N), phosphorus (P), and potassium (K). Increased yield and fruit quality with organic inputs often exhibit better flavor, firmness, and nutrient content. Reduced dependence on synthetic inputs which may supports sustainable and eco-friendly farming. It was recommended that farmers should use well decomposed organic fertilizers to avoid phytotoxicity and ensure nutrient availability, applies composted manure or properly cured organic matter. Combine different organic sources such as blending compost, poultry manure, and green manure which may provide a more balanced nutrient profile. Apply according to soil needs by conducting soil tests to tailor fertilizer application based on nutrient deficiencies. However, the effectiveness depends on the type, application rate, decomposition time, and soil conditions. Proper management is essential to avoid nutrient imbalances or delayed availability of nutrients.
LABORATORY FACILITIES AS DETERMINANTS FOR SECONDARY SCHOOL STUDENT'S INTEREST IN CHEMISTRY EDUCATION: A CASE STUDY OF SELECTED SECONDARY SCHOOLS IN ODEDA LOCAL GOVERNMENT AREA OF OGUN STATE, NIGERIA
The study examined the laboratory facilities as determinants for secondary school students’ x interest in chemistry education: a case study of selected secondary schools in Odeda Local Government Area of Ogun State, Nigeria. A total of 120 students were selected from two secondary schools in Odeda local government area of Ogun State, Nigeria. Descriptive and inferential statistics such as percentages, frequency counts, mean, standard deviation and t-test analysis were used for the analysis. Results showed that the mean age of the students was 15.73years, and 51.7% were female, 85.0% were from SS2 and 69.2% from public secondary school. Results show that few laboratory facilities are available for chemistry education in the selected secondary schools ( = 1.54). In addition, all the students indicated that laboratory facilities were enough in their secondary school ( x = 3.70) and they were all interested in chemistry with the level of available laboratory facilities in their school ( x = 3.98). the result obtained shows that there is significant relationship between the respondents’ gender, grade/class and age (p < 0.05) respectively. Findings shows no significant relationship (r = 0.146, P >0.05) between available laboratory facilities and the interest of secondary school students in chemistry. Lastly, result shows no significant difference (F = 3.318, t=-1.496; p=0.071) in students' interest in chemistry education between public and private secondary schools selected. The study concluded that laboratory facilities are not a determining factor for students’ interest in chemistry education in Faith Heritage College, Abeokuta and Nawair-Ud-Deen Grammar School, Obantoko, Abeokuta, Ogun state, Nigeria. It is then recommended that the teachers and educators should focus on identifying and addressing other factors that influence students' interest in chemistry, such as attitude, motivation, and learning preferences and further research should be conducted to investigate the factors that promote student interest in chemistry in the study area.
Interest, Laboratory Facilities, Secondary School Students and Chemistry Education
Alli, A. O.; Adeniji, O. S.; Adeosun, A. L.; Tewogbola, K. K.
IMPACT OF COMPUTER-BASED SIMULATIONS ON THE TEACHING AND LEARNING OF COMPUTER SCIENCE: A CASE STUDY OF ABEOKUTA SOUTH LOCAL GOVERNMENT
This study investigates the effect of computer-based simulations on computer science students’ achievement in Abeokuta South Local Government Area of Ogun State, Nigeria. The primary objectives were to assess the level of use of computer-based simulations in teaching and learning computer science, compare the academic performance of students exposed to simulation-based strategies with those taught using traditional teaching methods, identify challenges associated with the integration of simulations, and recommend strategies for effective implementation. A descriptive survey research design was adopted, and data were collected through questionnaires administered to 120 randomly selected senior secondary school students. The collected data were analysed using descriptive statistics with the aid of SPSS. The findings revealed that students are generally aware of and familiar with computer-based simulations and perceive them as engaging and effective in enhancing understanding of complex computer science concepts. The use of simulations was found to improve students’ motivation, knowledge retention, confidence, and perceived academic performance when compared with traditional instructional methods. However, the study also identified key challenges limiting effective integration of computer-based simulations, including inadequate technological resources, insufficient teacher training, limited funding, resistance to innovation, and low stakeholder awareness. The study concludes that computer-based simulations have significant potential to enhance the teaching and learning of computer science at the secondary school level. It therefore recommends improved provision of technological resources, regular teacher training programmes, supportive educational policies, increased funding, and stakeholder sensitisation as essential measures for maximising the benefits of simulation-based learning.
Computer-based simulation, computer science, achievement
EXPLORING SCIENCE TEACHERS' ATTITUDES AND COMPETENCY IN USING AI FOR SUSTAINABLE CHEMISTRY AND PHYSICS EDUCATION AMONG COLLEGES OF EDUCATION IN OGUN STATE, NIGERIA
The integration of Artificial Intelligence (AI) in education is transforming teaching and learning methodologies globally. However, its adoption in Nigerian science education, particularly in chemistry and physics, remains underexplored. This study examines the attitudes and competency levels of science teachers in colleges of education toward AI integration for sustainable chemistry and physics education. Employing a descriptive survey research design, data were collected from 66 lecturers (34 chemistry and 32 physics), through, a stratified random sampling, in Ogun State using a structured questionnaire. The instrument’s validity was ensured through expert review and pilot testing, while reliability was confirmed using Cronbach’s Alpha (0.82–0.85), indicating high internal consistency The findings reveal that while 60.61% of lecturers hold positive attitudes toward AI, 34.85% report low competency in AI integration. Key challenges include limited AI training (54.55%) and restricted access to AI tools (45.45%). The study underscores the need for targeted professional development programs, improved infrastructure, and policy support to enhance AI adoption in science education. By addressing these barriers, AI can be leveraged to foster sustainable education and equip future educators with essential digital competencies.
Artificial Intelligence, Science Education, Teachers’ Attitudes, AI Competency, Sustainable Development
Nyalun Muhammad Hamisu & Abduhakim Ibrahim
INDIVIDUAL FACTORS AS CORRELATES OF SEXUAL BEHAVIOUR AMONG STUDENTS IN FEDERAL COLLEGE OF EDUCATION ABEOKUTA OGUN STATE, NIGERIA
Sexuality is a vital and important aspect of youth and young adult because at this stage, their physiological make up develops and they tend to experiment with what comes their way and therefore their sexual behaviour become of a paramount importance. This study therefore examined individual factors as correlates of sexual behaviour among students in Federal College of Education Abeokuta Ogun State, Nigeria. The descriptive survey research was used for the study. The population comprise of all students in Federal College of Education Abeokuta Ogun State. A sample of 100 respondents was used for the study. Self developed questionnaire was used as instrument for the study. The findings from the study revealed that individual factors (age and gender) ((F (2,97) = 17.240, p< .05, (R) .512) independently correlates sexual behaviour of students in Federal Colleges of Education Abeokuta Ogun State. It was concluded that individual factors independently have effect on sexual behavior of students in Federal College of Education Abeokuta Ogun State. It was recommended that Colleges of Education should invest in mentorship and health counseling to improve student’s confidence in performing sexual risk avoidance tasks.
Individual factors, age, gender, students, Federal College of Education
BLENDED PEDAGOGY OF ARTIFICIAL INTELLIGENCE - HUMAN INSTRUCTIONAL INTEGRATION: EFFECT ON ACADEMIC ACHIEVEMENT AND MOTIVATION OF UNDERGRADUATE PHYSICS STUDENTS
This study examines the effectiveness of blended pedagogy - an instructional approach that integrates human teaching with Artificial Intelligence (AI) tutoring tools, on students’ academic achievement and motivation in undergraduate Physics and Chemistry classrooms. A quasi experimental research design was adopted, with a study sample of 135 undergraduate science students, treated both as control groups (Physics control group, n = 66 and Chemistry control group, n = 69) and experimental groups (Physics experimental group, n = 66 and Chemistry experimental group, n = 69). The control groups were taught using the conventional teacher-led instruction, while the experimental groups were taught using the blended pedagogy. Data were collected using Science Achievement Test and Science Learning Motivation Scale which have reliability coefficients of 0.88 and 0.91 obtained using Kuder-Richardson and Cronbach’s alpha, respectively. Collected data were analyzed using descriptive and inferential statistics at 0.05 significance level. Results showed significant differences in mean scores between the experimental and the control group (Experimental: MS = 34.21, SD = 5.02; Control: MS = 26.83, SD = 6.18; t(130) = 7.53, p < 0.001). Similarly, students in the experimental group reported significantly higher motivation levels (n = 135, MS = 3.78, SD = 0.51) compared to the control group (n = 135, MS = 2.87, SD = 0.62), t(268) = 13.17, p < 0.001. These results indicate a positive effect of blended pedagogy on students’ academic achievement and motivation. It is therefore recommended that school authorities should organize training workshops for science lecturers on AI tools for teaching-learning and support them with necessary needed facilities.
Artificial Intelligence, Academic Achievement, Motivation, Physics
HUMAN COMPUTER INTERACTION APPLICATIONS: AN APPROACH TO IMPROVING TERTIARY INSTITUTIONS STUDENTS LEARNING OUTCOME
This study investigated Human Computer Interaction as an approach to improving learning in tertiary institutions Ogun State. A descriptive survey research design was adopted and simple random sampling method was used to select One hundred and fifty students from the selected three levels of tertiary institutions in Abeokuta Ogun. The study made use of four research questions with a self-constructed questionnaire to elucidate respondents’ opinions. Data obtained were analyzed using frequent count, simple average and mean statistics method Likert Scale based. Findings revealed that smart-boards/interactive whiteboards are only HCI applications used in the tertiary institutions while collaboration tools, clicker systems, chatbots and voice assistants, brain-computer interfaces (BCIS), robotic, digital tablets with styluses, motion capture systems and brain computer interface are not available in the tertiary institutions. Also students perceived that HCI tools make concepts easier to understand, and increases student interest and motivation, and most students and tutors inadequate HCI tools skills usage, outdated hardware or insufficient computational resources, additional devices procuring cost as well as overwhelmed volume of information presented through HCI applications limit HCI integration. Based on the findings of the study, the researcher therefore recommends that institutions should develop comprehensive training programs aimed at enhancing digital literacy and HCI tool proficiency among students and lecturers. Workshops, tutorials, and hands-on sessions that can empower students to engage more effectively with technology for improved their academic outcomes.
HCI, Learning, Tertiary Institutions and BCIS