Sokoto Educational Review

ASSESSMENT OF THE USAGE OF CHAT GPT AND BARD AI APPLICATIONS AMONG UNIVERSITY OF BENIN STUDENTS

2026-06-21T14:19:50+00:00

This study assessed the usage of Chat GPT and Bard AI applications among University of Benin students with reference to the extent of usage, difference in usage by sex, academic level and field of study. Four research questions guided the study. Survey research design was adopted. The population comprised all the 43,469 full-time undergraduate students of the 15 faculties of the 2024/2025 session in the University. A sample size of 392 students using multistage sampling was selected. The instrument titled Chat GPT and Bard AI applications was used for data collection was developed by the researchers and was validated by experts in the field of Measurement and Evaluation, Faculty of Education, University of Benin. Reliability coefficients of 0.911 and 0.791 were obtained for Chat GPT and Bard AI scales respectively. Descriptive statistics of mean and standard deviation was used to answer research question 1 and independent samples t-test and ANOVA were used to test the formulated hypotheses. The findings showed that the utilization of BARD AI was moderate while Chat GPT was high among University of Benin students implying high level of utilization of Chat GPT AI than BARD AI. Also, there was no significant difference in the utilization of BARD and Chat GPT AIs by sex. There were significant differences in the utilization of BARD and Chat GPT AIs by academic levels and field of study.

DOI: https://doie.org/10.10318/SER.2026163785

SCHOOL CLIMATE AND TEACHERS’ JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN EDO SOUTH SENATORIAL DISTRICT

2026-06-20T09:02:57+00:00

This study examined the relationship between school climate and teachers’ job satisfaction in Edo South Senatorial District. Using a correlational design, the research investigated three key questions, with one hypothesis tested at a 0.05 significance level. The study population consisted of 129 public secondary schools and 993 teachers, from which a sample of 199 teachers was selected through multi-stage sampling. Data collection utilized two validated questionnaires: the School Climate Questionnaire (SCQ) and Teachers’ Job Satisfaction Questionnaire (TJSQ), with reliability coefficients of 0.81 and 0.84, respectively. Mean and standard deviation were used to answer research questions, while Pearson Product Moment Correlation Coefficient tested the hypothesis. Key findings revealed a negative school climate, low teacher job satisfaction, and a significant positive correlation between the two. The study recommends that policymakers adopt a teacher-centered approach addressing both structural and cultural factors to improve school climate, enhance teacher satisfaction, and boost students’ learning outcomes.

DOI: https://doie.org/10.10318/SER.2026674962

IQRA’ AS PEDAGOGY: A SOCIOLOGICAL INTERPRETATION OF SURAH AL-?ALAQ (96: 1–5) AND ITS IMPLICATIONS FOR TEACHER EDUCATION IN NORTHERN NIGERIA

2026-06-19T15:45:07+00:00

This position paper examines the need to reposition teacher education in universities in Northern Nigeria through a sociological interpretation of the first five verses of Surah Al-?Alaq (Qur’an 96:1–5). It argues that contemporary teacher education programmes in the region emphasize technical competence and certification requirements at the expense of ethical purpose, social responsibility, and epistemological grounding. Drawing on Qur’anic epistemology and classical insights from the sociology of education, the paper conceptualizes Iqra’ (Read) as a foundational pedagogical command framing teaching as a moral, social, and transformative enterprise. It situates teacher education within the socio-cultural and religious context of Northern Nigeria, where Islam remains a powerful source of moral authority and social organization. The paper recommends that aligning teacher preparation with Qur’anic principles of purposeful knowledge, human dignity, literacy, and social accountability can strengthen teacher professionalism, enhance university relevance, and address decline, inequality, and cohesion challenges.

DOI: https://doie.org/10.10318/SER.2026394071

EFFECTS OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ PERFORMANCE IN NUMBER AND NUMERATION AMONG JUNIOR SECONDARY SCHOOLS IN SOKOTO STATE, NIGERIA

2026-06-28T08:10:56+00:00

This study investigated the effects of differentiated instruction on students’ performance in number and numeration among junior secondary schools in Sokoto state, Nigeria. The research was motivated by persistent poor performance in Mathematics, particularly in foundational topics like number and numeration, which is largely attributed to traditional teaching methods that fail to address the diverse needs of learners. A quasi-experimental design was adopted, involving 384 JSS II students selected from six public secondary schools across Sokoto North and South education zones. Participants were non-randomized. Thus, intact classes were used to assign experimental and control groups. The experimental group was taught using differentiated instruction strategies, while the control group received conventional (lecture-based) instruction. Data were collected using the Mathematics Achievement Test (MAT), which was validated and pilot-tested with a high reliability index of 0.72. Pre-test and post-test scores were analyzed using mean, standard deviation, and independent t-tests at a 0.05 level of significance. Findings revealed that students taught with differentiated instruction performed significantly better than those taught using a conventional method, with a mean difference of 14.08 in post-test scores. No significant gender difference was found in the experimental group, indicating that both male and female students benefited equally from the differentiated instruction. The study concludes that differentiated instruction is an effective pedagogical strategy for enhancing students’ academic performance in number and numeration. It promotes inclusive learning, addresses individual differences, and fosters greater student engagement. In the end, the study recommended that teacher training in differentiated strategies should be deployed when teaching Mathematics.

DOI: https://doie.org/10.50390/SER.2026189643

EFFECTS OF BIOLOGICAL RESOURCES ON SECONDARY SCHOOL STUDENTS’ INTEREST AND ACADEMIC PERFORMANCE IN BIOLOGY IN SOKOTO METROPOLIS

2026-06-17T12:41:26+00:00

This study investigated effects of biological resources on secondary school students’ interest and academic performance in biology in Sokoto metropolis. The research was built on 2 objectives which were translated to 2 research questions, and 2 corresponding null hypotheses guided the study. A quasi-experimental (pretest and posttest control group design) was adopted in the study. The target population of the study includes 10 senior secondary schools which consist of 5 private and 5 public schools within Sokoto metropolis. The target population encompasses 785 SS3 students whom 230 among them were purposely sampled from 4 senior secondary schools (2 private and 2 public) for data collection using intact class. The sampled students were divided into two groups (experimental and control) in such a way that each group consist of a private and a public school. Two self-developed research instruments that aided the data collection twice (pretest and posttest) include; Biology Performance Test (BPT), and Biology Students’ Interest Questionnaire (BSIQ) after Spearman Brown reliability of 0.84 and 0.75 respectively. The instruments were validated by two experts from Department of Science and Vocational Education, Faculty of Education and Extension Services, Usmanu Danfodiyo University Sokoto. Demographic data of the samples was analyzed using simple frequency distribution and percentage. However, the 2 research questions raised for this study were answered using descriptive statistics of mean and standard deviation while the 2 corresponding null hypotheses were tested electronically using Analysis of Covariance (ANCOVA) on SPSS version 20.0 software at 0.05 level of significance. The findings of this study revealed that biological resources have statistically significant effects on the interest and academic performance of secondary school students in biology in Sokoto metropolis. Based on the research findings, it was recommended that biology teachers should incorporate the use of biological resources in their teaching pedagogies in order to foster interest and enhance academic performance in biology among secondary school students in Sokoto metropolis.

DOI: https://doie.org/10.10318/SER.2026209921

ASSESSMENT OF KNOWLEDGE, ATTITUDE AND FREQUENCY OF USE OF LEARNING MANAGEMENT SYSTEM AMONG STUDENTS IN OPEN DISTANCE LEARNING, UNIVERSITY OF IBADAN, NIGERIA

2026-06-22T21:06:22+00:00

This study assessed learners’ knowledge, attitude and frequency of use of Learning Management System in an Open Distance Learning, University of Ibadan, Nigeria. This study adopted a quantitative research approach, and population of study consisted of students selected from University of Ibadan, Distance Learning Centre. A simple random sampling technique was used to select the participants and a structured questionnaire was used as instrument of data collection. The data collected for the study were analyzed using descriptive statistics. Results revealed that these students have low knowledge about the LMS (Weighted Mean =2.42). However, they have a high attitude towards the use of LMS (Weighted Mean =2.74). A significant majority (58.5%) of the students never used the LMS for learning, indicating low adoption among them. The study concluded that majority of learners have not fully embraced the use of LMS.

DOI: https://doie.org/10.10318/SER.2026265865

LEVERAGING ARTIFICIAL INTELLIGENCE TO ADVANCE ENVIRONMENTAL EDUCATION FOR ALL: BUILDING A SUSTAINABLE FUTURE

2026-06-17T11:52:29+00:00

In the era of the 21st Century, the application of Artificial intelligence (AI) in the Environmental Education (EE) field has brought forward new opportunities in?that it can further enhance education, promote sustainable behaviour, development and democratise natural information of environment on the earth. This literature review examines the opportunities AI presents for learning to develop a sustainable worldview for?individual based on Transformative Learning Theory’ (TLT) that emphasises critical reflection, experiential learning, and behavioural change. The article argues that in order to influence the learning significantly in regard to the environment, the individual ought to critically question his or her presuppositions, be exposed to alternative ways of thinking and take some form of action. This study examines?how sustainable minds can be elevated, and critical thinking and pro-environment behaviour may potentially be fostered by AI applications such as AL-system, AI-enabled waste management, climate modeling, smart urban planning guided with TLT. These tools provide on-the-spot environmental monitoring and data-informed decision-making, as well as learning to combine the abstract and concrete. The paper concludes that the use of AI in EE offers a powerful means to advance sustainable development by enabling individuals, communities, and the world to move towards doing and being in ways that are more environmentally sustainable.

DOI: https://doie.org/10.10318/SER.2026299327

INFLUENCE OF SOCIO-CULTURAL FACTORS AND SECURITY PREPAREDNESS ON THE ENROLMENT OF GIRL CHILD EDUCATION IN ZAMFARA STATE, NIGERIA

2026-06-22T20:11:29+00:00

The study explored the ‘Influence of socio-cultural factors and security preparedness on the enrolment of girl child education in Zamfara State, Nigeria. The objectives of the study were to assess the influence of socio-cultural factors and security preparedness on the enrolment of Girl Child Education among Senior Secondary Schools in Zamfara State. Two research questions and two research hypotheses were raised in line with the objectives. Descriptive survey research design was used for the study. The population of the study was 5,530 respondents. This consists of 28 Principals, 5,130 Teachers and 200 School Based Management Committee (SBMC) Officials from Secondary Schools in Zamfara State. A sample of 357 respondents was used for the study. Simple random sampling technique was used to select the sample for the study. A self-designed questionnaire was used for the study. Mean scores and standard deviation were used to answered the research questions while One-Way-Analysis of Variance (ANOVA) was used to test all the null hypotheses at 0.05 level of significance. The results revealed that socio cultural factors and security preparedness influences the enrollment of Girl-Child Education through their decision making, role they play, attitude and experiences in Senior Secondary Schools in Zamfara State. The study recommends that adequate security preparedness by the community and government should be improved in Senior Secondary Schools in Zamfara State.

DOI: https://doie.org/10.10318/SER.2026328383

RELATIONSHIP BETWEEN SOCIAL SKILLS AND CLASSROOM PARTICIPATION AMONG SECONDARY SCHOOLS STUDENTS IN ZARIA METROPOLIS OF KADUNA STATE, NIGERIA

2026-06-17T10:35:15+00:00

Classroom participation is essential for effective teaching and learning, yet many secondary school students demonstrate low levels of engagement, with limited attention given to the role of social skills in this context. This study examined the relationship between social skills and classroom participation among secondary school students in Zaria Metropolis, Kaduna State, Nigeria, focusing on communication, cooperation, and self-regulation skills. The study was guided by three research questions and three corresponding null hypotheses. A correlational research design was adopted. The population comprised 15,800 SS II students, from which a sample of 378 was selected using stratified and simple random sampling techniques, guided by the Research Advisors’ (2006) table. Data were collected using the Social Skills Questionnaire (SSQ), adapted from Gresham and Elliott, and the Classroom Participation Scale (CPS), adapted from Rocca. The instruments were validated by experts, and their reliability established prior to administration. Data were analyzed using appropriate inferential statistics at the 0.05 level of significance. The findings revealed significant positive relationships between communication skills and classroom participation (R = 0.387, ? = 0.316, p < 0.05), cooperation skills and classroom participation (R = 0.615, ? = 0.421, p < 0.05), and self-regulation skills and classroom participation (R = 0.502, ? = 0.338, p < 0.05). These results indicate that students with higher social skills participate more actively in classroom discussions, questioning, and collaborative activities, thereby improving their confidence, engagement, and overall academic interaction in the classroom. The study concludes that social skills are key predictors of classroom participation and recommends collaborative efforts to enhance students’ learning outcomes.

DOI: https://doie.org/10.10318/SER.2026403773

TEACHERS' PERCEPTIONS OF THE RELATIONSHIP BETWEEN SAFETY, THE AVAILABILITY OF SOCIAL AMENITIES, AND THE EFFECTIVE IMPLEMENTATION OF THE 9-YEAR BASIC EDUCATION CURRICULUM IN NORTH-WEST NIGERIA

2026-06-22T15:42:24+00:00

This study investigated teachers' perceptions of the relationship between safety, the availability of social amenities in school locations, and the effective implementation of the 9-year Basic Education Curriculum in North-West Nigeria. The study was guided by two objectives, corresponding research questions, and null hypotheses centered on safety/security, the availability of social amenities in school locations, and the effective implementation of the 9-year Basic Education Curriculum. The target population for this study was 9,728 teachers and 1,187 public primary schools in Kebbi, Sokoto, and Zamfara States. A multi-stage sampling technique was adopted to arrive at an appropriate number of participants. Simple random sampling was used to select three states, ten Local Government Areas (LGAs), and fifty public primary schools representing three Education Zones. The study sample consisted of 370 participants, determined using Research Advisors (2006), and Gross's Theory of Curriculum Implementation (GTCI) served as the theoretical framework. Two sets of researcher-made instruments were utilized to obtain valid and reliable information: the School Location Rating Scale (SLRS) and the Basic Education Curriculum Implementation Questionnaire (BECIQ). Data collected were analyzed using the Statistical Package for Social Sciences (SPSS) version 20. Mean and standard deviation were used to answer the research questions, while the Pearson Product-Moment Correlation (PPMC) coefficient was used to test the null hypotheses. The results revealed, among other findings, that teachers in schools located in very safe and secure areas were more effective in implementing the Basic Education Curriculum compared to those in schools that were less safe and secure in North-West Nigeria. Based on the findings, it was concluded that ensuring the effective implementation of the approved curriculum requires compliance with unlimited access to security and basic social amenities. It was recommended that governments, schools, and community members collaborate to provide social amenities to facilitate the discharge of duties by teachers and pupils.

DOI: https://doie.org/10.10318/SER.2026661095

DECOLONISING PROCESSES IN EDUCATIONAL HISTORY IN NIGERIA: AGENTS, CHALLENGES, AND WAYS FORWARD

2026-06-16T12:13:50+00:00

The decolonisation of educational history in Nigeria represents a critical aspect of the broader movement to reclaim Indigenous knowledge systems, challenge colonial legacies, and promote cultural autonomy. This paper, therefore, examines the decolonisation of educational history in Nigeria by exploring the key agents, challenges, and ways forward in this transformative process. Through a comprehensive review of historical literature, policy documents, and scholarly analyses, this paper sheds light on the multifaceted nature of decolonisation processes in Nigerian educational history. Furthermore, the paper examines the institutional policies and reforms implemented to decolonise Nigerian educational histories, including the inclusion of indigenous languages, revisions to history curricula, and the promotion of culturally relevant teaching materials. This study employs historical methods to gather pertinent information and facts from both primary and secondary sources. In the context of indigenisation and globalisation of education, this paper recommends more concerted efforts from relevant Nigerian agencies and the promotion of the "each one, teach one" approach to decolonise educational history.

DOI: https://doie.org/10.10318/SER.2026732390

EDUCATION AND ECONOMICS REFORM OF SUBSIDY REMOVAL IN NIGERIA: SOCIOLOGICAL IMPLICATION FOR SUSTAINABLE EDUCATION DEVELOPMENT

2026-06-21T15:28:16+00:00

This paper explores the educational and economic reforms related to fuel subsidy removal in Nigeria, with a specific focus on the sociological implications for sustainable educational development. The study employs quantitative methods to analyze data from a variety of sources, including government reports, academic articles, and surveys. The findings reveal that the potential gains of subsidy removal for Nigerian education include increased government revenue for investment, improved infrastructure, enhanced teacher welfare and capacity building, the promotion of equity, and support for Sustainable Development Goals (SDGs). Conversely, the identified "pains" of the policy include the rising cost of schooling, increased dropout rates, reduced funding for private households and students, welfare challenges for teachers and students, and widening inequality in educational access. Based on these findings, the paper suggests that a specific percentage of the revenue saved from subsidy removal should be legally committed to funding education, particularly in infrastructure, research, and teacher training. Furthermore, the government should cushion the impact of rising costs by expanding school feeding programs, providing scholarships, and distributing free textbooks to vulnerable students. To counter the effects of inflation on welfare, salaries and allowances should be reviewed alongside the implementation of continuous professional development programs to enhance teaching quality.

DOI: https://doie.org/10.10318/SER.2026444294

HARNESSING THE TRANSFORMATIVE POWER OF EDUCATION TO ADVANCE NATION-BUILDING AND DEVELOPMENT IN NIGERIA

2026-06-16T10:52:50+00:00

Education is a cornerstone for national development, yet Nigeria’s educational system faces significant challenges, including underfunding, inadequate infrastructure, and unequal access. This paper explores the transformative potential of education in addressing Nigeria’s developmental challenges, such as poverty, unemployment, and social inequality. Drawing on existing research, case studies, and data, the paper argues that education is a powerful tool for economic growth, social cohesion, and political stability. It highlights systemic barriers and proposes actionable solutions, including increased funding, curriculum reform, and public-private partnerships. By prioritizing education reform, Nigeria can unlock its human capital and pave the way for sustainable development.

DOI: https://doie.org/10.10318/SER.2026265178

TEACHERS’ PERCEPTION OF PRINCIPALS’ APPLICATION OF SUPERVISORY PRINCIPLES IN PUBLIC AND PRIVATE SENIOR SECONDARY SCHOOLS IN NORTH WEST ZONE, NIGERIA

2026-06-21T14:36:06+00:00

The study investigated the perception of teachers on principals’ application of supervisory principles in public and private senior secondary schools of North - West zone, Nigeria. Two objectives, one research question and its corresponding hypothesis guided the conduct of the study. Descriptive survey was adopted as the research design. The sample size was Three hundred and eighty - two (382), which comprised two hundred and eight (208) public school teachers and one hundred and seventy - four (174) private school teachers, drawn through proportionate, stratified and random sampling techniques, from a population of 51,577 teachers in the study area. A validated researcher - developed instrument named Principal’s Application of Supervisory Principles Assessment Questionnaire (PASPAQ) was used as data collection instrument. The internal consistency reliability of the instrument was .888. Descriptive statistics of Mean, Standard deviation, and independent sample t – test were used as statistical tools for data analyses. The results of the analyses indicated that, principals’ application of supervisory principles significantly differ between public and private senior secondary schools, with Private schools having higher level of application in north – west zone. Based on this finding, it was concluded that, teachers’ effectiveness in private school is more than in public schools due to effective principals’ application of supervisory principles. Among the recommendations offered were that; public school principals should always encourage and enhance the professional growth of teachers through various activities that would improve their effectiveness in instructional delivery in the schools, as a means of bridging the disparity gap on teachers’ effectiveness between public and private senior secondary schools.

DOI : https://doie.org/10.10318/SER.2026878159

ADOPTION OF PRIMARY SCHOOL EDUCATIONAL PROGRAMS IN ACHIEING SUSTAINABLE DEVELOPMENT GOALS IN KATSINA STATE, NIGERIA

2026-06-20T09:19:21+00:00

The study investigated the adoption of primary school educational programs in achieving Sustainable Development Goals (SDGs) in Katsina State, Nigeria. Specifically, the study examined the types of primary school educational programs available, the extent of adoption of these programs, their impact on sustainable development, and the challenges associated with their adoption. A descriptive survey research design was employed for the study. The population comprised head teachers, teachers, and education officers in public primary schools across the three senatorial zones of Katsina State. A multistage sampling technique was used to select 90 public primary schools from nine Local Government Areas. The instrument for data collection was a structured questionnaire titled Adoption of Primary Schools Educational Programs and Sustainable Development Goals Questionnaire (APSEP-SDGQ). The instrument was validated by experts, and reliability was determined using Cronbach Alpha with coefficients of 0.84, 0.86, 0.88, and 0.89 for the four sections, while the overall reliability index was 0.87. Data were analyzed using mean and standard deviation. Findings revealed that several primary school educational programs such as Universal Basic Education, School Feeding Program, Girl-Child Education, Health and Environmental Education, and Digital Literacy Program are available in Katsina State. The extent of adoption was moderate to high across schools, and the programs have positive impact on literacy development, enrolment, retention, and achievement of SDG-4 targets. However, the study also found major challenges including inadequate funding, shortage of qualified teachers, poor infrastructure, insufficient instructional materials, and limited monitoring of programs. The study concluded that although primary school educational programs contribute significantly toward achieving Sustainable Development Goals in Katsina State, stronger policy implementation and improved resource allocation are required. The study recommended that government should strengthen monitoring of educational programs, provide adequate funding, improve teacher training, and expand digital and inclusive education programs in order to enhance sustainable educational development.

DOI: https://doie.org/10.10318/SER.2026381681

EXPLORATORY FACTOR ANALYSIS ON THE VALIDATION OF STUDENTS’ ATTITUDINAL BEHAVIOUR TOWARDS MATHEMATICAL CONCEPTS LEARNING

2026-06-20T08:25:22+00:00

This study examined the psychometric properties of the adapted Mathematics Attitude Questionnaire (MAQ) among Nigerian secondary school students. A total of 164 participants completed the 25-item instrument designed to measure multidimensional attitudes toward mathematics. Exploratory factor analysis using maximum likelihood extraction with oblimin rotation revealed a five-factor structure In-Class Experience, Nature of Mathematics, Problem-Solving Orientation, Conceptual Understanding, and Self-Efficacy accounting for 64.1% of the total variance. All items loaded strongly onto their respective factors, with minimal cross-loadings. Reliability analyses demonstrated excellent internal consistency across all dimensions (Cronbach’s ? = .87–.92; McDonald’s ? = .88–.93). Convergent and discriminant validity were confirmed using composite reliability, average variance extracted, Fornell–Larcker, and heterotrait–monotrait (HTMT) criteria. These findings indicate that the MAQ is a valid, reliable, and culturally relevant instrument for assessing students’ affective, cognitive, and behavioral attitudes toward mathematics. The study provides a robust tool for researchers, educators, and policymakers to evaluate mathematics attitudes, inform instructional strategies, and design interventions aimed at improving student engagement and performance.

DOI: https://doie.org/10.10318/SER.2026439494

ASSESSMENT OF DIGITAL SKILLS ON READINESS TO PARTICIPATE IN ONLINE-BASED EXAMIATIONS AMONG SENIOR SECONDARY STUDENTS IN NIGERIA

2026-06-17T13:38:53+00:00

The paper assessed the digital skills on readiness to participate in online-based examinations among senior secondary school students in Ovia North-East Local government area of Edo State, Nigeria. To give direction to the study 3 research questions were raised and one hypothesis formulated. This study employed a descriptive correlational design. The target population comprised 4,156 students enrolled in 23 Senior Secondary schools within the Ovia North East Local Government Area of Edo State. A sample of 376 students were selected using proportionate stratified and simple random sampling techniques, making sure that each student had an equal chance of being included in the study. The instrument used for data collection was the Students Digital Skills and Online Examination Readiness Questionnaire (SDSOERQ), developed by the researcher. The instrument was divided into two sections: Section A: 15 items assessing students’ digital skills, Section B: 12 items evaluating students’ readiness for online examinations. To ensure content validity, the instrument was reviewed by three experts in educational measurement and evaluation. Their feedback was incorporated to enhance the clarity and relevance of the items. For reliability testing, the questionnaire was administered to 20 students outside the study population. The responses were analyzed using Cronbach’s alpha, yielding reliability coefficients of 0.88 for digital skills and 0.92 for online examination readiness. These values indicate a high level of internal consistency. Data analysis was performed through the application of descriptive and inferential statistics: Research Questions 1 and 2 were addressed through mean and standard deviation. Hypothesis 1 was tested with the Pearson product moment correlation statistics. Results revealed that the level of digital skills and that the extent of readiness to participate in online examination among senior secondary schools are low, it also revealed a strong positive correlation between students’ digital proficiency and their preparedness for online examinations. Students with higher digital competence demonstrated greater confidence and engagement, whereas those with limited skills encountered challenges such as anxiety and disengagement. These findings highlight the critical need to embed digital literacy into the secondary school curriculum, enhance access to digital devices and reliable internet connectivity, and incorporate mock online examinations as part of assessment strategies. The study concludes that digital skills are not merely supplementary but essential for ensuring equitable, effective, and inclusive implementation of online assessments in secondary education.

DOI: https://doie.org/10.10318/SER.2026898984

COUNSELLING SERVICES AS PREDICTOR OF MARITAL SUCCESS AMONG COUPLES IN BENIN METROPOLIS, EDO STATE, NIGERIA

2026-06-28T07:47:15+00:00

This study examined marital counselling services as predictors of marital success in Edo State, Nigeria. It specifically investigated how access to and use of marital counselling services influence marital quality, stability, and satisfaction among married individuals. A correlational survey research design was adopted, involving married persons across selected local government areas in Edo State. A total population of 1,200 out of which 400 respondents were selected using a stratified random sampling technique to ensure balanced representation across age, gender, educational level, and socio-economic status. Data were collected using a validated structured questionnaire titled Marital Counselling and Marital Success Scale (MCMSS), with a reliability coefficient of 0.87 using Cronbach’s Alpha. Four research questions and three hypotheses were tested at the 0.05 level of significance It was therefore concluded that marital counselling significantly improves success by fostering better communicates emotional empathy and conflict resolution. Findings revealed a significant positive relationship between marital counselling services and marital success in Edo State, Nigeria. Based on the findings, it was therefore recommended among others that government organizations, non-governmental organizations, and faith- based institutions should organize public enlightenment campaigns to promote the importance of marital counselling.

DOI: https://doie.org/10.50390/SER.2026594987

COST AND RETURNS OF SCHOOL-BASED TEACHER DEVELOPMENT: PERSPECTIVES OF STAKEHOLDERS IN SOKOTO SOUTH EDUCATION ZONE, NIGERIA

2026-06-17T12:12:45+00:00

This study examined the cost and returns of SBTD programmes. It was a Qualitative design of descriptive Phenomenology type. The population comprised 27 principals and 1,085 teachers across 27 senior secondary schools in Sokoto South Education Zone. However, Purposive sampling technique was used to sample five (5) principals and twenty (20) teachers. The limited sample size is justified by qualitative research standards where depth of insight is prioritized over breadth. Data was collected using a validated Stakeholders Perspectives In-depth Interview Guide (SPIDIG) and member-checking method used to ensure reliability. Thematic analysis involving transcription, coding and theme development guides data analysis. One of the findings of the study was that, cost of organizing SBTD was modest and manageable, usually around ?20,000 to ?30,000, which is part of the normal school running cost. The study therefore concluded that, formalizing SBTD as alternative teachers’ continuing professional development can provide more in-service training opportunities for teachers. Thus, it was among other things recommended that, Sokoto state Ministry for Basic and Secondary education should formally adopt and encourage schools to organize SBTD.

DOI: https://doie.org/10.10318/SER.2026442154

INFLUENCE OF COUNSELLING SERVICES ON DELINQUENT ADOLESCENTS OF DIFFERENT PARENTING STYLES IN MAINLAND AREA OF LAGOS STATE

2026-06-22T20:39:54+00:00

This study investigated the influence of counselling services on delinquent in-school adolescents from different parental styles in secondary schools in Mainland Area of Lagos State. It employed the quasi-experimental research design with a total population of 2,525 junior and senior secondary school students in Mainland Area of Lagos State. A total of 120 male and female students were selected through purposive sampling technique as the sample size. An instrument entitled Counselling Delinquent Students Inventory (CDSI) was constructed and validated by two experts in guidance and counselling with a reliability index of 0.82. Mean and standard deviation were used to answer the research questions while multiple regression and t-test were used to test the hypotheses at 0.05 level. It was revealed that parental styles have significant influence on the behaviour patterns of students in secondary schools. Students from democratic homes are well behaved unlike students from authoritarian and permissive homes. Individual and group counselling services should be extended to parents to enlighten them on the dangers of authoritarian or permissive parenting style of child rearing.

DOI: https://doie.org/10.10318/SER.2026749870

EXAMINING TEACHER DEMAND-SUPPLY TRENDS AND STUDENTS’ ACADEMIC ACHIEVEMENT IN CHEMISTRY IN SOUTHWEST NIGERIA: EVIDENCE FOR QUALITY ASSURANCE REFORM

2026-06-17T11:22:39+00:00

The study examined chemistry teacher demand-supply trends alongside students’ academic achievement in chemistry in West African Senior School Certificate Examination (WASSCE) from 2017-2023 in public secondary schools in Southwest, Nigeria with a view to providing evidence-based directions for sustainable quality assurance reform. The research design adopted was retrospective-trend survey. The population comprised 6 directors of Administration and Supplies of State Ministries of Education and 2,140 principals of Senior Secondary Schools in Southwest Nigeria. Multi-stage sampling procedure involving the use of simple random sampling, total enumeration, and convenience sampling techniques were used to select 30 respondents which comprised 3 directors and 27 principals from 27 schools in Ekiti, Ogun and Oyo States. Three validated research instruments were used for data collection. Descriptive statistics and trendline charts were used to analyse the research questions while the null hypotheses tested for lag effects between two time-series datasets using Cross Correlation Function. Findings revealed that chemistry achievement trends showed a general decline from 2017 to 2023 (55.4% to 45.2%). The trend of demand for chemistry teachers showed consistent increase from 3.93 to 4.60 with an annual average of 4.05, whereas supply trend showed a general decline from 1.81 to 1.19. There was a significant time-based relationship between supply of chemistry teachers from 2017-2023 and academic achievement of students in Chemistry (Lag 0: r = .889, p < .05). The study concluded that declining supply of Chemistry teachers over the years was matched by a corresponding drop in students’ academic achievement rates. Teacher supply and workforce planning emerges as a critical area requiring quality assurance reform, thus government should prioritise proactive teacher recruitment, improved deployment mechanisms, and retention strategies.

DOI: https://doie.org/10.10318/SER.2026179018

FROM COLONIAL CLASSROOMS TO ENTREPRENEURIAL CURRICULA: A HISTORICAL APPRAISAL OF GRADUATE SELF-RELIANCE EDUCATION IN NIGERIA

2026-06-22T16:10:09+00:00

The paper examines the transformation of Nigeria’s tertiary education system from its colonial foundations designed to produce clerks and civil servants toward a model that promotes entrepreneurship and self-reliance. It highlighted how the colonial legacy of white-collar oriented curricula has contributed to persistent graduate unemployment and poverty, revealing a disconnect between educational outcomes and the country’s economic needs. Drawing on a qualitative approach, including document analysis and literature review, the study explores the causes of graduate poverty, the limitations of conventional academic programs, and the growing relevance of entrepreneurship education as a strategic response. It argues that functional, skill-based learning is critical to equipping graduates with the competencies needed for self-employment and economic resilience in today’s competitive labour market. The paper further draws attention to the importance of collaboration between tertiary institutions, government agencies, and the private sector in ensuring the effective delivery of entrepreneurial education. By rethinking the purpose and structure of tertiary curricula, the study contends that Nigeria can better prepare its graduates to face socio-economic challenges. It concluded that a shift from colonial-era education models to entrepreneurial-focused curricula is essential for fostering graduate self-reliance and achieving long-term poverty reduction.

DOI: https://doie.org/10.10318/SER.2026594993

RELATIONSHIP BETWEEN PEER RELATIONS AND JUVENILE DELINQUENCY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NASARAWA STATE, NIGERIA

2026-06-16T12:48:43+00:00

This research was carried out to examine the relationship between peer relations and juvenile delinquency among senior secondary school students in Nasarawa State. The study adopted correlational research design. The population of the study was 21,875 and a sample size of 378 was used for the study. Multi-stage sampling procedure was used to compose the sample. One research question was answered and also one hypothesis was tested at 0.05 level of significance. Researcher- designed structured questionnaire was used as instrument for data collection. The instrument was validated by three experts from the Measurement and evaluation Department and Educational Foundations Department for content and construct validity which produces a validity index of 0.86. The reliability of the instrument was obtained using Richards Kuder son formula which gave a reliability index of 0.79. Mean and standard deviation were used to answer the research question while Pearson Product Moment Correlation Coefficient was used to test the null hypothesis. Findings from the study revealed that there is significant negative relationship between peer relation and juvenile delinquency among secondary school students in Nasarawa state. The study concluded that the rate of juvenile delinquencies experienced in secondary schools in Nasarawa state is linked to peer relations. The study therefore recommended that Parents should monitor the kind of friends their children interact with to prevent negative peer influence.

DOI: https://doie.org/10.10318/SER.2026940241

RELATIONSHIP BETWEEN SOCIAL SKILLS AND CLASSROOM PARTICIPATION AMONG SECONDARY SCHOOLS STUDENTS IN ZARIA METROPOLIS OF KADUNA STATE, NIGERIA

2026-06-21T16:00:13+00:00

DOI: https://doie.org/10.10318/SER.2026425148

TEACHERS’ PARTICIPATION IN DECISION MAKING AND PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN DELTA STATE PUBLIC SECONDARY SCHOOLS

2026-06-16T11:45:11+00:00

The paper investigated teachers’ participation in decision making and principals’ administrative effectiveness in Delta State public secondary schools. The study was however delimited to Delta South Senatorial District. The paper employed a descriptive survey research design with a population of 4412 teachers and 116 principals in the 116 public secondary schools in Delta South Senatorial District. The sample size of the study comprised 174 teachers and 58 principals from the public secondary schools which represented 50% of the population. Three (3) teachers per sampled school was purposively selected to assess the principals. The multi stage sampling procedure was used to select the sample size using the random sampling technique. The data collected using research questionnaires were analyzed using descriptive statistics such as mean scores and standard deviations while the hypotheses were tested using the Fishers Z- Test. Findings revealed that the levels of teachers’ participation in decision making and principals’ administrative effectiveness were high. While the study revealed a no significant relationship between teachers’ participation in decision making and principals’ administrative effectiveness and also based on the sex of the teachers, there was a significant relationship based on principals’ experience. It was therefore recommended that a continuous training be organized for teachers and principals to sharpen their skills in decision making and administrative effectiveness, schools should create more structured opportunities for teachers to participate in decision-making, ensuring their views are considered in administrative matters irrespective of their sex and experience should be considered in the selection of principals.

DOI: https://doie.org/10.10318/SER.2026734101

EXPLORING ISLAMIC NON-FORMAL EDUCATION POTENTIALS IN ADDRESSING JUVENILE DEVIANTS IN NIGERIA

2026-06-21T15:02:16+00:00

The escalating rate of juvenile delinquency in Nigeria, characterized by a shift toward sophisticated crimes like cybercrime and gang violence, has placed the formal juvenile justice system in a state of "crisis" due to overcrowding, underfunding, and a lack of rehabilitative resources. This paper argues that leveraging the moral authority and pedagogical structures of Islamic Non-formal Education (NFE) specifically the Tsangaya and Islamiyyah systems offers a culturally resonant alternative for the holistic reform of juvenile deviants. By focusing on Tarbiyyah (holistic upbringing), Adab (etiquette), and Akhlaq (character), these indigenous systems provide a framework for moral re-orientation that formal secular schools often lack. The paper examines how NFE fosters psychological resilience through faith-based counseling and utilizes community-based supervision to create a "social net" that prevents recidivism without the stigmatization of incarceration. Despite challenges such as institutional neglect and economic instability, the integration of NFE into the broader rehabilitative framework is presented as an essential pathway for restoring social order in Nigeria.

DOI: https://doie.org/10.10318/SER.2026503060

DIALECTICAL RELATIONSHIP` BETWEEN HUMAN RESOURCES ASSESSMENT (HRA) AND JOB SPECIFICATION OF SECONDARY SCHOOL TEACHERS IMPLICATION FOR EDUCATIONAL MANAGEMENT

2026-06-15T16:29:12+00:00

This paper examines the dialectical relationship between Human Resource Assessment (HRA) and Job Specification (JS) of secondary school teachers in Nigeria. With the evolving dynamics in the educational sector, aligning teachers' capabilities with job roles is imperative for optimal school performance. As schools struggle with issues such as teacher shortage, declining student performance, and professional dissatisfaction, it becomes imperative to reassess how the assessment of human resources aligns with the expectations set by job specifications. The goal of this discussion is to bridge the knowledge and practice gap by analyzing the conceptual, theoretical, and practical intersections between HRA and JS in Nigerian secondary schools. Ultimately, the paper seeks to propose a more holistic framework for aligning human resource functions with educational outcomes, thereby enhancing teacher performance and school effectiveness. This paper highlighted the relevance of Human Capital Theory of the training and development of teachers in line with specific Job specifications. Secondly, the Concepts of Human Resources Assessment, Job specification and Secondary School teacher were explained, in addition to highlighting the purpose and tools of Human Resource Assessment. Finally, the practical relationship between Human Resource Assessment and the challenges of aligning Job specification and Human Resource Assessment were discussed among others, it was suggested government and school authorities should invest, update and adopt technology in aligning Job specification and Human Resources Assessment while also encouraging meaningful feedbacks.

DOI: https://doie.org/10.10318/SER.2026778819