Contemporary Journal of Education and Social Sciences
CJESS is a peer-reviewed, interdisciplinary journal of International Open University, The Gambia established to provide a platform for the dissemination of scholarly research in the fields of Education, Humanity and Social Sciences. The journal aims to promote innovative research, critical thinking, and evidence-based practices that address contemporary issues in education and society.
International Open University, The Gambia
IMPACTS OF TECHNOLOGY RESOURCES AWARENESS AND UTILISATION ON ACADEMIC ENGAGEMENT OF ISLAMIC SECONDARY SCHOOL STUDENTS IN KANDAL PROVINCE, CAMBODIA
To study how technology resources, awareness, and utilization as forecaster of academic engagement among Islamic secondary school students in Kandal province, Cambodia, is the main purpose of this study. A total of three hundred (300) students are selected as the sample of this study. Technology resource awareness and technology utilization are targeted as the independent variables, while academic engagement serves as the dependent variable. Data were collected using validated structured questionnaires, and the reliability coefficients of the instruments were found to be acceptable. Descriptive statistics and Pearson Product-Moment Correlation (PPMC) were used as the mean to analyze the obtained data to be analyzed. Five research questions were raised and answered. The results revealed r = .542 and p < 0.05, which reflected that there was a significant relationship between technology resource awareness and academic engagement among Islamic secondary school students. It was also found that r = .572 and p < 0.05, showing a significant relationship between technology utilization and academic engagement of these findings. Based on these findings, one could make a conclusion that technology resource awareness and technology utilization significantly influence academic engagement among Islamic secondary school students. It was therefore recommended that school administrators and policymakers should improve students’ awareness of available technological resources and promote the effective utilization of technology to enhance academic engagement in Islamic secondary schools.
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DIGITAL COMPETENCE AND CLASSROOM ENGAGEMENT AS PREDICTORS OF ACADEMIC PERFORMANCE: AN EMPIRICAL STUDY OF MUSLIM FEMALE SECONDARY STUDENTS IN JEDDAH, SAUDI ARABIA
In recent years, digital technologies have experienced a paradigm shift in secondary schools, changing the way students learn and are being taught. This review article delves into 210 Muslim female secondary students in Jeddah, Saudi Arabia, and examines how digital literacy and classroom engagement relate to academic performance. Using a quantitative correlational design, the research found that most students displayed moderate levels of digital literacy (58.1%), classroom engagement (56.2%), and academic performance (59.0%). Significant positive correlations emerged between digital literacy and academic performance (r=0.338), classroom engagement and academic performance (r=0.287), and between digital literacy and engagement (r=0.836). Regression analysis revealed that both variables jointly explained 15.6% of variance in academic performance (R²=0.156), with digital literacy (β=0.256) being a slightly stronger predictor than classroom engagement (β=0.198). The review article indicates that digital literacy and classroom participation are related predictors of success in school. The recommendations related to practice are that digital literacy should be more fully incorporated into the curriculum, teacher training should include more specific instruction to engage students with technology, more specific monitoring of at-risk learners, and pedagogies should focus on engaging students. Future direction suggests experiments to assess causal relationships between digital literacy and digital engagement.
FOOD SAFETY KNOWLEDGE AND PRACTICES AMONG FOOD VENDORS IN PUBLIC PRIMARY SCOOOLS IN NIGER STATE
This study investigated food safety knowledge and practices among food vendors in public primary schools in Niger State. Specifically, the study examined the level of food safety knowledge among food vendors, identified the food safety practices adopted by the vendors, determined the relationship between food safety knowledge and food safety practices, and examined the factors influencing food safety knowledge and practices among food vendors in public primary schools in Niger State. A descriptive survey research design was adopted for the study. The population of the study comprised food vendors in public primary schools in Niger State, while a sample size of 467 respondents was used for the study. A structured questionnaire titled “Food Safety Knowledge and Practices Questionnaire (FSKPQ)” was used for data collection. The instrument was validated by experts and administered to the respondents directly by the researcher. Data collected were analyzed using mean and standard deviation to answer the research questions, while Pearson Product Moment Correlation was used to determine the relationship between food safety knowledge and food safety practices. The findings of the study revealed that food vendors possessed a high level of food safety knowledge with a grand mean score of 3.33. The study also showed that food vendors adopted good food safety practices with a grand mean score of 3.19. Furthermore, the study revealed a strong positive and significant relationship between food safety knowledge and food safety practices among food vendors (r = 0.68, p < 0.05). The findings further indicated that factors such as inadequate water supply, poor environmental sanitation, educational level, lack of food safety training, lack of storage facilities, and government inspection significantly influenced food safety knowledge and practices among food vendors. The study therefore recommended regular food safety training programmes, improved sanitation facilities, effective monitoring by health authorities, and continuous public health education for food vendors in schools.
DIGITAL INSTRUCTIONAL STRATEGIES AND PRACTICAL SKILL ACQUISITION AMONG TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) LEARNERS IN RESOURCE-CONSTRAINED ENVIRONMENTS IN NIGERIA: A MIXED-METHODS STUDY
Technical and Vocational Education and Training (TVET) has become increasingly important for workforce development, employability, entrepreneurship, and sustainable economic growth in the digital age. This study therefore investigated digital instructional strategies and practical skill acquisition among TVET learners in resource-constrained environments in Nigeria using a mixed-methods approach. The study adopted an explanatory sequential mixed-methods design involving quantitative survey and correlational approaches complemented with qualitative interviews, focus group discussions, and classroom observations. A total of 320 participants, comprising TVET learners and instructors, were selected from a target population of 2,635 participants, including 2,450 learners and 185 instructors across selected vocational institutions in three states in North-Central Nigeria, through multistage sampling procedures from selected vocational institutions across three states in North-Central Nigeria. Quantitative data were analysed using descriptive statistics, Pearson Product Moment Correlation, and multiple regression analysis, while qualitative data were analysed thematically. The findings revealed that instructional videos, mobile learning applications, WhatsApp instructional groups, blended learning approaches, and digital collaborative tools were the most commonly utilised digital instructional strategies. The study further revealed a significant positive relationship between digital instructional strategies and practical skill acquisition (r = 0.682, p < 0.05, 95% CI [0.617, 0.739]). Teacher digital competence also significantly predicted instructional technology utilisation (β = 0.593, p < 0.05). However, poor electricity supply, inadequate internet connectivity, insufficient digital devices, and limited institutional support remained major barriers affecting effective implementation. The study contributes to the growing scholarly discourse on digital transformation in developing-world TVET by offering mixed-methods empirical evidence from Nigeria's resource-constrained vocational education environments. The study recommends increased governmental investment in digital infrastructure, continuous teacher digital capacity development, and institutional support mechanisms to enhance technology-enhanced vocational learning within resource-constrained TVET environments.
CORRELATION BETWEEN COLLABORATIVE LEADERSHIP AND ACADEMIC PERFORMANCE OF OFFICE TECHNOLOGY AND MANAGEMENT STUDENTS IN SOUTHWESTERN FEDERAL POLYTECHNICS IN NIGERIA
The interconnectedness of leadership with learning outcomes in various institutions at various in Nigeria has gained notable traction in contemporary scholarly discourse. This has often necessitated the crucial need to change the traditional leadership approach to a more collaborative leadership for a better educational outcome. On this thrust, the paper empirically examined the correlation between collaborative leadership and academic performance of Office Technology and Management (OTM) students in Southwestern Federal Polytechnics in Nigeria. The descriptive survey of the correlational type was guided by two research questions and one null hypothesis. Stratified sampling technique was used to select 150-year II Higher National Diploma students in the Federal Polytechnics in Southwestern Nigeria. Collaborative Leadership in Office Technology and Management Questionnaire (CLOTMQ) with a reliability coefficient of 0.85 was used for data collection while the hypothesis was tested at 0.05 level of significance. Richard Kuderson and multiple regression statistical tools were used for data analysis. The findings of the study reveal that the collaborative leadership indicators made 64.0% (R2=0.64) contributions to OTM students’ academic performance. The correlation coefficient of each of the collaborative leadership indicators ranged between 0.586 and 0.626. Leadership with students’ freedom( r=0.626 ;62.6%) made the highest contribution to the students’ academic performance, and leadership with students’ participation in decision making (r=0.586 ;58.6%) made the least contribution, and there is a statistically significant positive correlation between collaborative leadership indicators and the academic performance of the students(<0.05).It is recommended that OTM students should be more involved in the teaching and learning process and the leadership of higher institutions should prioritize collaborative leadership practices for better students’ academic performance.
FAMILY LITERACY PRACTICES AND ACADEMIC ENGAGEMENT AMONG MIDDLE BASIC SCHOOL PUPILS IN GWAGWALADA AREA COUNCIL, ABUJA, NIGERIA
Family literacy practices constitute a foundational pillar of children’s academic development, yet their nature, prevalence, and impact in specific Nigerian contexts remain insufficiently documented. This study assessed family literacy practices among Middle Basic School pupils’ academic engagement in Gwagwalada Area Council, Abuja, focusing on the level, types, and frequency of such practices and their perceived relationship with pupils’ academic engagement. Adopting a quantitative descriptive survey design and guided by Bronfenbrenner’s Ecological Systems Theory, the study employed two sets of questionnaires administered to a multi-stage stratified sample of 190 pupils and 190 parents/guardians drawn from ten public and private primary schools, out of the estimated population of 12,450 pupils and 7,600 households or parental units. To establish the instrument's reliability, a test-retest method was conducted over a two-week interval with 30 pupils and 30 parents in Kwali Area Council, yielding a highly dependable Pearson correlation coefficient score of 0.82. Four research questions were raised to guide the study. Data were analysed using descriptive statistics and Pearson’s Product Moment Correlation Coefficient. Findings revealed a high overall level of family literacy practice (cumulative mean = 2.90), with homework assistance (mean = 3.42) and discussion of school topics (mean = 3.15) as the most prevalent and frequently occurring activities. Library visits (mean = 1.85) and book purchases (mean = 2.41) were notably deficient. A significant positive correlation was established between the level of family literacy practice and pupils’ academic engagement (r = 0.68, p < 0.05). The study concludes that while parental engagement in home-based literacy is broadly high, it is predominantly academic-reactive rather than literacy-generative. Recommendations are advanced for parents, educators, and policymakers to broaden and deepen the quality of family literacy interactions in the FCT.
INTEGRATING INTERACTIVE E-LEARNING TECHNOLOGIES IN VISUAL ARTS EDUCATION: A PARADIGM SHIFT IN 21ST CENTURY PEDAGOGY
This paper is a detailed discourse of the integration of interactive e-learning technologies as a vital tool for achieving the full potentials of visual art education in this era of the 21st century. In recent years, the advent of advanced digital devices and machine learning languages has tremendously helped in the delivery of knowledge and self-development across diverse academic disciplines. Integrating e-learning within the domain of visual art; seem most suited shift as it represents a meaningful evolution, whereby helping in revealing and moving away from vague artistic responses toward precise, proactive, and well-structured academic outcomes. By harnessing philosophical trends and internet-based instructions, e-learning has succeeded in simplifying complex theoretical base in accordance to academic demands while exposing the discrepancies and lags in traditional knowledge. However, in the vein of transitioning from traditional artistic practices to these digital methodologies, remains a challenge for olden day’s educators who may be hesitant to dismissing outdated approaches in the delivery of visual arts practices to modern day learners. Therefore, this paper systematically explores the relevance of visual arts as a means of improving students’ cognitive and psycho-motor development within the visual arts. The finding suggests that the synergy between interactive platforms and artistic practices is very essential for creatively advancing and exposing the ‘thinking and learning’ faculty of 21st century learners.
ASSESSMENT OF MENSTRUAL HEALTH MANAGEMENT, LEARNING ATTITUDES AND RETENTION OF ADOLESCENT GIRLS IN SECONDARY SCHOOLS IN BWARI AREA COUNCIL, FCT ABUJA
Adolescent girls' menstrual health management (MHM) significantly influences their school attendance, classroom participation, and retention in school, yet remains inadequately supported in many educational settings. This study assessed menstrual health management, learning attitudes and retention of adolescent girls in secondary schools in Bwari area council, FCT, Abuja ,Nigeria. Using a descriptive survey design, data were collected from 276 female students drawn from a population of 463 adolescent girls using multistage sampling technique through a 21- item questionnaire titled Menstrual Health and School Experience Questionnaire (MHSEQ).The reliability of the instrument was established using the Cronbach’s alpha coefficient, resulting in a reliability coefficient of 0.78. The data was analysed using SPSS. Findings revealed that while a majority of the respondents had access to sanitary pads (Mean = 1.77) and essential hygiene facilities like water and soap (Mean = 1.70), significant gaps remained in areas such as teacher support (Mean = 2.83) and the availability of clean, private toilets (Mean = 2.82). The study also found that menstruation adversely affects girls’ concentration, participation, and overall comfort in school, with many reporting discomfort attending school during their period (Mean = 2.81) and reduced classroom engagement (Mean = 2.35). Moreover, a substantial proportion of students had missed school due to lack of menstrual products (Mean = 3.10) and fear of embarrassment (Mean = 3.02). The study concludes by recommending comprehensive menstrual hygiene education, better facilities, and stronger support from school authorities to foster a more inclusive and conducive learning environment for girls.
RELATIONSHIP BETWEEN DAILY SITTING TIME AND PERCEIVED BARRIERS TO PHYSICAL ACTIVITY AMONG STAFF OF COLLEGES OF EDUCATION IN BORNO STATE, NIGERIA
Physical inactivity and prolonged sedentary behaviour have become significant public health concerns due to their association with numerous adverse health outcomes, including cardiovascular diseases, obesity, type 2 diabetes, and premature mortality. This study therefore investigated the relationship between daily sitting time and perceived barriers to physical activity among staff of Colleges of Education in Borno State. The study adopted a correlational research design. The target population comprised staff members of two government-owned Colleges of Education in Borno State: College of Education, Waka-Biu, and Umar Ibn Ibrahim El-Kanemi College of Education, Science and Technology, Bama. A sample of 285 staff members was drawn from a population of 590 employees. A multi-stage sampling procedure involving purposive, simple random, and accidental sampling techniques was employed to select respondents. Data were collected using a researcher-developed instrument titled Self-Reported Daily Sitting Time and Perceived Barriers to Physical Activity among Staff of Tertiary Institutions Questionnaire. The instrument consisted of demographic items and statements measuring daily sitting time and perceived barriers to physical activity on a five-point Likert scale. Face and content validity were established through expert review, while reliability testing using Cronbach’s alpha yielded a coefficient of 0.81, indicating satisfactory internal consistency. Data were analyzed using descriptive statistics, while Pearson Product-Moment Correlation (PPMC) was used to test the hypothesis at a 0.05 level of significance. Findings revealed that a substantial proportion of respondents reported high levels of occupational sitting, with the majority indicating that they spent most of their working day seated while performing academic and administrative duties. Respondents also reported several barriers to physical activity, particularly lack of time, work-related fatigue, competing family and occupational responsibilities, and limited access to exercise opportunities. Correlation analysis showed a statistically significant positive relationship between daily sitting time and total perceived-barrier scores to physical activity (r = 0.487, p = 0.0001). This result indicates that staff members who spent longer periods sitting were more likely to perceive greater obstacles to engaging in physical activity. Consequently, the null hypothesis stating that there is no significant relationship between daily sitting time and perceived barriers to physical activity was rejected. The study concludes that sedentary behaviour and perceived barriers to physical activity are closely interconnected among staff of Colleges of Education in Borno State. Increased daily sitting time is associated with higher perceptions of barriers to physical activity, suggesting that prolonged occupational sitting may reinforce inactivity patterns and reduce opportunities for active lifestyles. The study recommends the implementation of workplace wellness programmes, active-break policies, physical activity promotion initiatives, and supportive institutional environments aimed at reducing sedentary behaviour and improving physical activity participation among college staff.
GENDER AND AGE DIFFERENCES IN THE PREVALENCE OF PHYSICAL INACTIVITY AMONG STUDENTS OF COLLEGE OF EDUCATION WAKA-BIU, BORNO STATE, NIGERIA
This study investigated gender and age differences in the prevalence of physical inactivity among students of College of Education Waka-Biu, Borno State, Nigeria. Physical inactivity has become a major public health concern globally, particularly among tertiary institution students who often engage in sedentary behaviours due to academic demands, prolonged use of digital devices, and limited participation in recreational activities. The study was guided by two objectives which were to determine the differences in physical inactivity between male and female students and among students of different age groups. A descriptive survey research design was adopted for the study. The population consisted of 2,407 students from the College of Education Waka-Biu, from which a sample of 241 students was selected using a 10% sampling technique across three schools, although 240 properly completed questionnaires were used for analysis. Data were collected using a structured questionnaire with sections on demographic characteristics and physical inactivity behaviours. The instrument was validated by experts in Physical and Health Education and Public Health, and its reliability coefficient was 0.77. Descriptive statistics (frequency and percentages) were used to answer research questions, while Chi-square analysis was used to test the hypotheses at a 0.05 level of significance. The findings revealed that physical inactivity was prevalent among the students, with low levels of awareness of the importance of exercise and limited engagement in regular physical activity. Most respondents reported short durations of exercise, low frequency of participation, and minimal intention to engage in physical activity. The Chi-square analysis showed that there was a significant difference in the prevalence of physical inactivity between male and female students. It was also found that there was a significant difference in physical inactivity among students of different age groups. These findings indicate that both gender and age significantly influence physical activity behaviour among students of the College of Education Waka-Biu. The study concludes that physical inactivity is a significant issue among students and is influenced by demographic factors such as gender and age. It is recommended that the institution should strengthen physical education programmes, improve awareness on the benefits of physical activity, provide accessible recreational facilities, and develop targeted interventions for high-risk groups such as females and older students.
PARENTING STYLES AND SELF-EFFICACY AS DETERMINANTS OF MATHEMATICS TEST ANXIETY AMONG IN-SCHOOL ADOLESCENTS IN ABUJA
Mathematics is a compulsory subject at the primary and secondary schools in Nigeria, such that students’ performance in mathematics have become a worrisome narratives among stakeholders. Adolescents often experience academic pressure because school success is closely linked to academic progression, prestige, and family pride. This study therefore examined parenting styles and self-efficacy as predictors of test anxiety among in-school adolescents in Abuja, Nigeria. The objectives of the study were to determine the prevalent parenting styles among parents of adolescents, assess the level of self-efficacy and test anxiety among students, and examine the relationship between parenting styles, self-efficacy, and test anxiety. The study adopted a descriptive research design of a correlational type. The population comprised all students in government secondary schools across the six area councils of the Federal Capital Territory (FCT), Abuja, while the target population consisted of Senior Secondary School II students in Government Senior Secondary Schools. A multistage sampling procedure was used to select 360 students from 18 sampled schools. Data were collected using a structured self-developed questionnaire titled Parenting Styles, Self-Efficacy, and Test Anxiety Questionnaire (PSTEAQ). The instrument was validated by experts and its reliability established through Cronbach’s Alpha of which 0.82 were ascertained as the reliability coefficient. Descriptive statistics and inferential statistics were used for data analysis, with Pearson’s Product Moment Correlation and multiple linear regression tested at 0.05 level of significance. The findings revealed that Parenting styles and self-efficacy jointly predicted Mathematics test anxiety among the adolescents. Based on the findings, the study recommended that schools should implement programmes aimed at strengthening students’ academic self-efficacy through mentoring, counselling, and confidence-building learning strategies in order to help students effectively manage test-related anxiety.
GENDER DISPARITIES AND SCORING LEVELS: EFFECTS OF MATHEMATICS LABORATORY ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN GEOMETRY IN KOGI STATE, NIGERIA
Geometry is an important topic of Mathematics that many students often fear and perform poorly in internal and external examinations. This is traceable to non-pragmatic method of teaching the topic employed by Mathematics teachers. There is a need for a pragmatic students-centered method of learning such as the Mathematics laboratory to improve students’ understanding of the topic. Also, there is a dearth of studies on students' performance in geometry using Mathematics laboratory.. A quasi-experimental design was employed for the study. Purposive sampling technique was used to select four senior secondary schools in Abuja. The sample consisted of 195 students. The instruments used for data collection was plane geometry performance test (PGPT) which was validated by two experienced Mathematics Education lecturers and three experienced senior secondary school Mathematics teachers. The PGPT had a reliability co-efficient of 0.79, using Pearson's Product-Moment Correlation. Mean, standard deviation and Analysis of Covariance were used to analyze the data at 0.05 level of significance. The findings of the study were that: there was a significant difference in the performance of students taught geometry using Mathematics laboratory and their counterparts taught using the conventional method in favor of those taught using Mathematics laboratory, there was no significant difference in the performance of students taught geometry using Mathematics laboratory on the basis of gender, there was a significant difference in the performance of students taught geometry Mathematics laboratory on the basis of scoring levels in favor of the low scoring students, This study recommended that Mathematics teachers should use Mathematics laboratory in teaching geometry.
RELATIONSHIP BETWEEN ORGANISATIONAL CULTURE AND HUMAN RESOURCES MANAGEMENT IN THE STATE UNIVERSAL BASIC EDUCATION BOARD IN BORNO STATE, NIGERIA
The study examined the relationship between Organisational Culture and Human Resources Management in the State Universal Basic Education Board in Borno State, Nigeria. The objectives of the study were to determine the relationship between leadership style, communication style, and conflict management style, and the human resource management of Borno State Universal Basic Education Board. The study used a Correlational research design. The target population for the study comprises all 157 staff of the State Universal Basic Education Board (SUBEB), Borno State, Nigeria. The Simple Random Sampling Technique was used to select 80 respondents based on Krejcie and Morgan formula for sample adequacy. The instrument for data collection was a structured questionnaire on dimensions of organisational culture and Human Resource Management practices. The instrument was pilot-tested on 30 employees from a nearby SUBEB office with Cronbach's Alpha reliability coefficient of 0.82 Descriptive statistics such as means and standard deviations as well as Pearson Product-Moment Correlation Coefficient (PPMCC) were used to analyze the obtained data. The results shows that there is a positive, significant relationship between leadership style, communication style, conflict management style and Human Resource Management of Borno State Universal Basic Education Board, Borno State, Nigeria. Hence, all the hypothesis were rejected. This implies that, leadership style, communication style and conflict management style are significant determinant of human resource management at Borno State Universal Basic Education Board, Borno State, Nigeria. The study recommended that, effective organizational culture (effective leadership style, communication style and conflict management style) should be observed in human resource management.
HOME BACKGROUND AND LITERACY AMONG ADOLESCENT INMATES OF NIGERIAN BORSTAL INSTITUTIONS
This study investigated the influence of home background – operationalised as parental educational level (literate versus illiterate homes) and parental socio-economic status (low, middle, high) – on the functional literacy needs and enrichment reading and writing interests of adolescent inmates in Nigerian Borstal Institutions. Three null hypotheses were tested at the 0.05 alpha level using independent-samples t-test and One-way ANOVA on data from 498 purposively sampled inmates. Results showed that parental educational background (literate/illiterate home) did not significantly differentiate functional literacy needs (t(496) = 0.14, p = .906), enrichment reading interests (t(496) = 1.64, p = .157), or enrichment writing interests (t(496) = 0.42, p = .724). In contrast, parental socio-economic status (SES) significantly differentiated functional literacy needs (F(2, 495) = 4.90, p = .008), enrichment reading interests (F(2, 495) = 7.94, p = .000), and enrichment writing interests (F(2, 495) = 5.56, p = .004). Duncan's post-Hoc analyses consistently revealed that inmates from low SES backgrounds reported significantly lower scores than those from middle and high SES backgrounds. These findings suggest that SES, rather than parental literacy level, is the more powerful home background variable shaping literacy aspirations in the correctional setting. Recommendations include: identification and prioritisation of low SES inmates for intensive literacy support programmes; provision of additional literacy resources such as books, learning materials, and financial support to inmates from low SES backgrounds; psychosocial support to address the motivational deficits associated with economic deprivation; and, policy advocacy for improved welfare provisions in Borstal Institutions to bridge the SES-linked literacy aspiration gap.
Salawdeen Waheed Olanrewaju Waheed Olanrewaju
THE LOST CRAFT OF AKWETE FABRIC IN CONTEMPORARY NIGERIAN FASHION: INNOVATION, CREATIVITY AND CHALLENGES FACED BY DESIGNERS
The study on the lost craft of Akwete fabric in contemporary Nigerian fashion: Innovation, creativity and challenges faced by designers was conducted among 120 respondents of fashion designer’s association of Nigeria (FADAN. Two research questions were raised, a purposive research question and sample were used and a 31 item questionnaire was the main instrument used to collect data for the study. Respondents were to answer yes or no.The statistical tools used were Mean and Chi-square and Freidman’s test. Although the local cotton was introduced by the Portuguese between the 14th and 15th century but Akwete fabric is becoming unpopular. 97 (80.8%) respondents have not designed with Akwete fabric, 68 (56.7%) answered yes, when indigenous fabric is not used in contemporary fashion the culture of the people is lost. 102 (85%) answered yes. Nigerians love for imported textiles is a challenge. 91 (75.8%) answered yes, modern technology has not been incorporated into the weaving by the weavers. 97 (80.8%) answered yes, government has not recognized the socio-economic importance of Akwete 99 (82.5%) answered yes, fashion designers can foster the value of Akwete fabric since it is versatile. In conclusion, Akwete fabric can be combined with other fabrics to produce any item of choice. It is recommended that, the Nigerian government should support and encourage the growing in a large scale of the local cotton. Buy Akwete, Use Akweta should be the watch “words”, fashion designers to foster the revival of Akwete fabric.
LITERAL, INFERENTIAL, AND CRITICAL READING COMPREHENSION PERFORMANCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS
Comprehension, the apex goal of reading instruction, operates at multiple cognitive levels: literal (surface), inferential (deep), and critical (evaluative). This study examined JSS 3 students' performance at each of these three comprehension levels in Jebba, Kwara State, Nigeria. Using a descriptive survey design, 180 students were assessed using the Alternative Diagnostic Reading Assessment (ADRA), which included 30 comprehension questions per student distributed across literal (6 items × 3 passages = 18 marks), inferential (3 items × 3 passages = 9 marks), and critical (1 item × 3 passages = 3 marks) categories. Mean scores and frequency distributions were used for data analysis. Results showed that literal comprehension performance (mean = 9.75/18) was at the average level, while inferential comprehension (mean = 3.07/9) was below average. Critical comprehension was also below average, with 55% of students scoring 0–1 out of 3. The findings revealed a progressive decline in performance from literal to inferential to critical comprehension, pointing to significant deficits in higher-order reading skills. Targeted interventions in inferential reasoning and critical thinking are urgently recommended for JSS students in Jebba. Thus, it was recommended that English language teachers should explicitly teach inferential reading strategies such as prediction, inference from context clues, summarisation, and visualisation, using both narrative and expository texts. Moreover, critical comprehension should also be explicitly integrated into lesson plans, with guided activities that require students to evaluate author’s purpose, identify bias, and relate textual content to real-world experience.
ANKARA FABRIC AND ITS INDUSTRIAL LAUNDRY CONDITIONS IN LAGOS STATE, NIGERIA
Ankara fabrics in industrial laundry conditions in Lagos State, Nigeria was a study undertaken to examine testing procedure for Ankara fabrics and care given before and during laundry. The area of study was Papa in Epe town among 30 respondents who are Laundromat owners. The study design was a purposive design. Two objectives, two research questions and two hypotheses guided the research. A questionnaire was the main instrument used for the study containing 27 questions in which respondents were to answer yes or no. The result revealed that all the respondents answered yes appropriate method to be used when laundering Ankara fabrics, 20(66.7%) answered yes they test for quality when Ankara is brought for industrial laundry, 22(73.3%) test the fabric for density by holding it up to the light, 30(100%) test for texture, and 21(70%) test for color fastness. Majority 17(56.7%) do not add salt or vinegar to the first wash of Ankara brought for laundry, majority 18(60%) expose the fabric to sunlight, majority 23(76.7%) iron the fabric inside out, 30(100%) place damp cloth over stubborn wrinkles and creases when ironing, majority 25(83.3%) store Ankara fabric in the drawer or closet, and 30(100%) answered yes that Ankara fabric maintains its quality when appropriately laundered. In conclusion, Ankara fabric will maintain its sheen, shape and texture if properly tested and cared for during industrial laundry. It is recommended that simple tests be performed for density, handle and touch, and that Ankara fabric be properly stored to preserve its vibrant colour.
PERSONAL PERCEPTION, PARENTAL AND PEER-GROUP INFLUENCES AS CORRELATES OF MENTAL HEALTH OUTCOMES AMONG IN-SCHOOL ADOLESCENTS IN SENIOR SECONDARY SCHOOLS IN IBADAN METROPOLIS
This study examined personal perceptions, parental influences, and peer-group effects as correlates of mental health outcomes among adolescents still in school, specifically in senior secondary schools in Ibadan Metropolis, Nigeria. A descriptive correlational survey design was used. A multi-stage sampling method was applied to select 390 participants from 10 senior secondary schools within Ibadan Metropolis. The data were gathered with validated tools: Personal Perception Scale (α = 0.85), Parental Influence Scale (α = 0.82), Peer-Group Influence Scale (α = 0.87), and Mental Health Outcomes Scale (α = 0.89). Four research questions were addressed using independent samples t-tests, Pearson's Product-Moment Correlation, and multiple regression analysis, all at the .05 level of significance. From the findings, the male adolescents had significantly negative mental health outcomes compared with the female adolescents. There were also significant positive associations between mental health outcomes and personal perception (r = .969), peer-group influences (r = .810), and parental influences (r = .290). Together, the independent variables explained as much as 95.8% of the variance in mental health outcomes. Personal perception was the strongest predictor (β = .946), followed by peer-group influences (β = .635), and, lastly, parental influences (β = .142). The study concludes that personal perception is, to a greater or lesser extent, the most powerful correlate of adolescent mental health in Ibadan Metropolis. Recommendations, as in things to do, include school-based mental health programs, parent education initiatives, and peer support intervention(s).
DIGITAL ECONOMY CAPABILITIES AND ENTREPRENEURIAL EMPOWERMENT AS ANTIDOTES OF SUSTAINABLE PERFORMANCE AMONG SMALL AND MEDIUM-SCALE ENTERPRISES
This study investigated the roles of Digital Economy Capabilities (DEC) and Entrepreneurial Empowerment (EEPW) in enhancing Sustainable Performance (SP) among SMEs in Ogun State, Nigeria. A mixed-methods approach was used, including a survey of 230 SMEs (with 201 valid responses) and six in-depth interviews with government officials and NASME executives. Quantitative data were analysed using SEM-PLS, while qualitative data were thematically examined. The results showed that DEC has a significant impact on SP (β = 0.342, t = 7.892, p < 0.001), while EEPW positively affects DEC (β = 0.407, t = 6.630, p < 0.001). The combined effect of DEC and EEPW on SP was substantial (β = 0.622, t = 8.443, p < 0.001), indicating that sustainability is maximized when both capabilities coexist. Qualitative insights highlighted key challenges such as limited digital awareness, inadequate training, and poor infrastructure. Entrepreneurial empowerment was found to enhance innovation and decision-making through mentorship, skills development, and resource access. The study recommends policy reforms, digital training initiatives, and strategic collaborations to strengthen SME resilience, emphasizing the synergy between human capacity and technological capability.
EFFECT OF COMMUNICATIVE TEACHING TECHNIQUE ON ENGLISH VOCABULARY OF MIDDLE BASIC STUDENTS IN PULKA, GWOZA LOCAL GOVERNMENT, BORNO STATE, NIGERIA
This study assessed the effect of communicative teaching technique on the English language vocabulary of middle Basic 6 students in Pulka, Gwoza Local Government Area, Borno state, Nigeria. One research question and corresponding null hypotheses was formulated to guide the study. A quasi-experimental research design, specifically the pre-test-post-test control design, was adopted for the study. The population of the study comprised 403 middle Basic students from 5 schools in Pulka, Gwoza Local Government Area. Two schools were selected using cluster sampling technique. A total of 80 students, comprising both boys and girls, were selected using simple random sampling technique through balloting. An adopted English language speaking skills Test (ELSST) was used to measure the effect of communicative teaching technique on students’ English vocabulary. The data were analysed using descriptive statistics of mean and standard deviation to answer the research question. While t-test was used to test the null hypothesis at the 0.05 level of significance. The instrument was validated by experts in English language Education and Educational measurement and Evaluation. Pearson Product Moment Correlation (PPMC) was used to establish the reliability of the instrument, and a reliability coefficient of 0.79 was obtained. The findings revealed that communicative teaching technique had a more significant effect on English language vocabulary (ELV than the conventional teaching method. The study recommended that government and educational stakeholder should ensure that English language textbooks are designed to include vocabulary exercises and real-life interaction drills. The study also recommended regular training for teachers on the effective implementation of communicative teaching technique to improve English Language vocabulary.
SALARY PACKAGE AS PREDICTOR OF BUSINESS EDUCATORS’ JOB PERFORMANCE IN PUBLIC COLLEGES OF EDUCATION, KWARA STATE, NIGERIA
Business Educators in Colleges of Education are saddled with tripartite mandate for the successful realization of the institutional goals. However, there has been much emphasis on their inability to teach as they ought to, disseminate research findings through publications and non-participation in community service. It is against this backdrop that this study investigated salary package as predictor of business educators’ job performance in public Colleges of Education in Kwara State. The study specifically examined the level of salary package as predictors of business educators’ job performance. The study adopted a descriptive survey research design of correlational type. The population of the study was 34 Business Educators from the three public colleges of education in the study area. Census sampling technique was adopted in this study. A structured questionnaire containing 20 items was used to elicit responses from the respondents and generated data for the study. The instrument was both face and content validated by three experts. The study made use of Cronbach Alpha and a reliability coefficient of 0.94 was obtained. The data collected for the study were analyzed using mean to answer the research questions raised and standard deviation to determine the closeness or otherwise of the responses from the mean while simple linear regression statistics was used to test the null hypothesis at 0.05 level of significance. The study discovered that business educators will perform optimally if they are happy with their salary and that neglect of business educators’ motivation will have some negative impacts on their job performance and successful attainment of institutional goals for overall national education development (B=0.26; t(216)=2.85, P=0.01). The study concluded that all hands must be on deck to ensure that business educators’ salary package is handled with seriousness by all stakeholders so that educational goals are realized. The study among others recommended that government should have a good financial structure that must accommodate lecturers’ salary review in accordance with the nations’ economic trend so as to make lecturers adjust favorably to harsh economy.
MORAL EDUCATION AND GUIDANCE-SERVICES: PANACEA FOR REDUCING CORRUPTION IN NIGERIAN SCHOOLS
Education is an important phenomenon in all societies as it helps to build and shape its recipients. It is essential to note that as important as it is, its aims and objectives is defeated when corruption is exhibited by recipients. Hence this paper examined the place of guidance-services and moral education in curbing corruption in the Nigerian school system. This paper argued that corruption is a major challenge in the Nigerian school system and posited that there is need to reduce corruption through counselling and moral education in the school and society. Deontological theory propounded by Immanuel Kant which prioritises moral principles and duties over personal interests or outcomes, providing a clear moral compass for decision-making both at personal and public levels was considered appropriate and applied in this article to explain how guidance-services and moral education aims to reduce corruption in the school system. It recommended that teachers, counsellors and educators should engage in teaching of life skills that are of moral standards which will help to make individuals to be morally responsible and sensitive.
IMPLEMENTATION OF STRUCTURED COLLABORATIVE STUDY GROUPS FOR AUTHENTIC LEARNING AND COLLABORATIVE PROBLEM-SOLVING IN LARGE-SCALE ONLINE HIGHER EDUCATION
Large-scale online classes often face difficulties in maintaining interaction, participation, and meaningful academic engagement. This study examined the implementation of Structured Collaborative Study Groups (CSGs), the authentic learning and collaborative problem-solving experiences documented in the course records, and the challenges encountered in a large-scale online undergraduate course. The study used a qualitative descriptive case study design and conducted a secondary qualitative analysis of existing educational records generated during routine course implementation. The course enrolled 849 students, of whom 674 actively participated in 58 CSGs. The records included presentation and discussion recordings, presentation materials, group reflective narratives, peer- and instructor-assessment records, course-related WhatsApp communication, written feedback, and instructor field observations. The data were analysed manually through familiarisation, coding, categorisation, pattern development, and comparison across data sources. The findings showed that the model was implemented through clearly assigned roles, collaborative preparation, rehearsals, inter-group sparring, live presentations, peer assessment, instructor feedback, and reflection. The records documented experiences related to academic interaction, presentation confidence, teamwork, responsibility, leadership, and mutual support. The records also showed collaborative problem-solving when students responded to academic questions and managed scheduling, coordination, and technical difficulties. However, uneven participation, delayed responses, time-zone differences, and technical disruptions remained important challenges. The study concludes that structured study groups can support authentic academic learning in large online classes when they are supported by clear procedures, reliable communication, assessment and feedback, and contingency arrangements.
AWARENESS AND UTILISATION OF CLOUD COMPUTING TECHNOLOGIES BY LIBRARIANS IN ACADEMIC LIBRARIES OF NORTH EAST ZONE, NIGERIA
This study examined the awareness and utilisation of cloud computing technologies by librarians in academic libraries of the North-East Zone, Nigeria. The study pursued four objectives and tested one null hypothesis, adopting a survey research design. The population comprised 209 librarians drawn from three federal university libraries in the zone, namely Ramat Library, University of Maiduguri; Goodluck Ebele Jonathan Library, Yobe State University, Damaturu; and Zubairu Mohammed Library, Abubakar Tafawa Balewa University, Bauchi. The entire population was studied given its manageable size. Data were collected using a self-designed questionnaire titled the Questionnaire on Awareness and Utilisation of Cloud Computing Technologies by Librarians in Academic Libraries (QEAUCTLAL), which was pilot-tested among 30 library staff at Federal University Kashere Library, Gombe State, yielding a Cronbach Alpha reliability coefficient of 0.87. A total of 157 questionnaires were returned and used for analysis, representing a 75.1% response rate. Descriptive statistics of frequency distribution and percentages were used to answer research questions one to three, while simple linear regression was used to answer research question four and test the hypothesis at the 0.05 level of significance. Findings revealed an overall awareness level of 58.3%, indicating that librarians were generally aware of cloud computing technologies, although awareness of institutional repositories, Google Apps, Dropbox, and WorldCat remained below average. However, utilisation of cloud computing technologies for service delivery was found to be generally low, with 66.1% of responses indicating low or zero extent of use, apart from web-based email, which recorded the highest utilisation. Major challenges identified included slow internet connectivity, epileptic power supply, inadequate technical skills, data security concerns, irregular staff training, and data privacy issues, with 64.6% of respondents affirming these as significant barriers. Regression analysis showed that awareness had a very strong positive influence on utilisation of cloud computing technologies (R = 0.813, R² = 0.661, F(1,155) = 85.85, p < .05), leading to the rejection of the null hypothesis. The study concluded that although librarians in the North-East Zone possess a reasonable level of awareness of cloud computing technologies, this awareness has not translated into extensive professional utilisation, largely due to infrastructural, technical, and institutional constraints. The study recommended enhanced awareness campaigns, provision of reliable power and internet infrastructure, sustained staff training, and stronger institutional support to improve the utilisation of cloud computing technologies in academic library service delivery in the zone.
PHYSICAL ACTIVITY FOR GLOBAL HEALTH: A REVIEW OF TRENDS, DETERMINANTS AND POLICY RESPONSES
Physical inactivity remains one of the most significant, and most persistently under-addressed, risk factors for premature mortality and non-communicable disease worldwide. This review synthesises literature published on global trends in physical activity, the health and economic burden of inactivity, the determinants of activity behaviour, and the policy responses developed to address them. Drawing on World Health Organization surveillance data, Lancet Physical Activity Series findings, and empirical research on mental health, the built environment and national policy, the review shows that global age-standardised prevalence of insufficient activity among adults has risen rather than fallen since 2000, that the health-care and productivity costs of inactivity run into hundreds of billions of dollars annually, and that the burden falls disproportionately, in absolute terms, on middle-income countries even though relative risk is highest in high-income settings. It further shows that physical activity yields substantial benefits for mental as well as physical health, that built environment and policy interventions can meaningfully increase population activity levels, and that implementation of the World Health Organization's Global Action Plan on Physical Activity 2018 to 2030 remains markedly uneven, with low-income countries the least likely to have a costed, monitored national policy in place. The review concludes that closing the gap between the evidence base and its translation into practice, particularly in low- and middle-income countries, is the central unresolved challenge for physical activity as a global health priority, and it sets out implications for surveillance, policy design and future research. Therefore, it recommended that Governments should strengthen and adequately fund national physical activity policies, with clear implementation strategies, measurable targets, dedicated resources and regular monitoring and evaluation.
INFLUENCE OF LIBRARY ENVIRONMENT AND USER EDUCATION ON UTILISATION OF LIBRARY INFORMATION SOURCES AMONG POST GRADUATE STUDENTS IN FEDERAL UNIVERSITY LIBRARIES IN NORTH-EAST, NIGERIA
This study investigated the influence of library environment and user education on the utilisation of library information sources among postgraduate students in Federal University Libraries in North-East Nigeria. The study was guided by five research objectives and two null hypotheses, and adopted a survey research design. The entire population of 225 registered postgraduate students across three federal universities, namely the University of Maiduguri, Abubakar Tafawa Balewa University Bauchi, and Modibbo Adama University Yola, was studied without sampling due to its manageable size. Data were collected using a structured questionnaire validated for face validity, with a Cronbach Alpha reliability coefficient of 0.89. Descriptive statistics of frequency distribution and percentages were used to answer research questions one to three, while simple linear regression was used to answer research questions four and five and to test the two hypotheses at the 0.05 level of significance. Findings revealed that the library environment across the studied institutions was generally fair, with facilities such as internet connectivity, temperature regulation, noise control, availability of information sources, and library personnel requiring considerable improvement. Methods of delivering user education, including lectures, orientation, bibliographic instruction, and guided tours, were found to be largely underutilised. The frequency of library use among postgraduate students was also generally low across most academic activities, including research, reference consultation, and access to electronic resources. Regression analysis showed that library environment exerted a strong positive influence on utilisation of library information sources (R = 0.807, R² = 0.651, F(1,223) = 81.29, p < .05), while user education also exerted a strong positive influence (R = 0.722, R² = 0.521, F(1,223) = 75.74, p < .05). Both null hypotheses were consequently rejected. The study concluded that improving the physical and technological library environment, alongside implementing more consistent and interactive user education programmes, is essential for enhancing postgraduate students' effective utilisation of library information sources. Recommendations included increased funding for library infrastructure, adoption of more practical user education approaches, and regular retraining of librarians on modern information literacy strategies.