DSpace Community: SSTE

Transforming University Mathematics Education for Innovation, Creativity, and Sustainable Development: Perspectives of Mathematics Education Lecturers in Niger State, Nigeria

2026-06-11T22:32:29Z

Title: Transforming University Mathematics Education for Innovation, Creativity, and Sustainable Development: Perspectives of Mathematics Education Lecturers in Niger State, Nigeria Authors: Bashir, A U; Hassan, Usman; Kure, Isa Danjuma; Hussaini, Usman Abstract: This study presents a survey of Mathematics lecturers’ perspectives on transforming mathematics education as a tool for fostering technological innovation within the faculty of Education in Universities’ across Niger State, Nigeria. A descriptive survey research design was employed, with a sample of twenty-nine mathematics lecturers selected through purposive sampling. A researcher-designed questionnaire served as the primary data collection instrument. Experts validated the questionnaire, and its internal consistency was assessed using Cronbach’s Alpha, yielding reliability coefficients of 0.87. Data analysis was conducted using mean and standard deviation, with a criterion mean of 2.5 set as the bench for mark for interpretation. Findings revealed a strong consensus among respondents on the need to shift from traditional rote-based teaching methods to more student-centered, inquiry-based, and interdisciplinary approaches. Respondents also emphasized the importance of equipping mathematics educators with 21st-century skills, including digital literacy, critical thinking, and entrepreneurship. Based on these insights, the study concludes that rethinking mathematics education is imperative to preparing a new generation of teachers capable of driving innovation and sustainable growth. Recommendations include curriculum reforms, targeted teacher training, and the incorporation of problem-based learning strategies that link mathematical concepts to real-world challenges.

Impact of Fieldtrip and Demonstration Instructional Strategies on Senior Secondary School Students’ Achievement and Retention on Concept of Pollution in Biology, Minna, Niger State, Nigeria

2026-06-09T13:46:48Z

Title: Impact of Fieldtrip and Demonstration Instructional Strategies on Senior Secondary School Students’ Achievement and Retention on Concept of Pollution in Biology, Minna, Niger State, Nigeria Authors: Babagana, M.; Yaki, A.A.; Abubakar, Z. Abstract: This study examines the Impact of Demonstration and Fieldtrip Instructional Strategies on Senior Secondary School Biology Student’s Achievement and Retention in Edati Local Government Area of Niger State. A pre-test post-test control quasi experimental design was adopted for the study. A total of 105 (49 males and 56 females) senior secondary school I (SSI) students drawn from two (2) Senior Secondary Schools were used for the study. The students were randomly assigned to Experimental and Control Groups. Six (6) hypotheses were formulated and tested at 0.05 level of significance. The instrument used for data collection was the Biology Achievement Test (BAT) consisting of 20 multiple choice items which was developed by the researcher and validated by the experts in the field. A reliability coefficient of 0.85 was obtained using Cronbach alpha analysis and data collected were analysed. The result indicates that there was a significant difference in the mean achievement scores of students taught using Fieldtrip method and those taught using Demonstration method (t = 6.504, df = 103, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using Fieldtrip method with (t = 5.129, df = 56, p<0.05), there was a significant difference in the mean achievement scores of male and female students taught using Demonstration method with (t = 4.531, df = 45 p<0.05), there was a significant difference in the mean retention scores of students using Fieldtrip method and those taught using Demonstration method with (t = 3.852, df = 103, p<0.05), there was also a significant difference in the mean retention scores of male and female students taught with the use of Fieldtrip method with (t = 3.522, df = 56, p<0.05) and there was a significant difference in the mean retention scores of male and female students taught using Demonstration method with (t = 2.401, df = 45, p<0.05). Based on these findings, it was concluded that the use of Fieldtrip method is more effective in improving student’s achievement in Biology than the use of Demonstration method. It is therefore recommended that School authority together with the school principal should encourage and give necessary support to teachers to provide and create avenue for students to embark on Fieldtrip activities for effective teaching and learning of Biology in secondary schools.

DIGITAL TECHNOLOGY AND SUSTAINABLE DEVELOPMENT: PROSPECTS AND CHALLENGES

2026-06-06T16:29:47Z

Title: DIGITAL TECHNOLOGY AND SUSTAINABLE DEVELOPMENT: PROSPECTS AND CHALLENGES Authors: Usman Isah, Ndashiru Al- Usman Abstract: ABSTRACT In an era marked by rapid technological advancements, the integration of digital technology into sustainable development initiatives presents both unprecedented opportunities and significant challenges. This paper discusses the dynamic interplay between digital technology and sustainable development, focusing on the prospects of leveraging innovations such as artificial intelligence, the Internet of Things, big data, and blockchain to drive economic growth, environmental sustainability, and social inclusion. It highlights the potentials of digital technologies to enhance efficiency, innovation, and inclusivity while addressing challenges like the digital divide, cyber security, and environmental impacts. Therefore, this paper highlights the necessity of balancing the benefits of digital innovations with their associated risks, offering policy recommendations to foster an inclusive and sustainable digital future. Key Concepts: Digital technology, sustainable development,

Effect of Multimedia-Based Instructional Strategy on Achievement in Genetics Concepts among Secondary School Biology Students in Niger State, Nigeria.

2026-06-05T15:24:22Z

Title: Effect of Multimedia-Based Instructional Strategy on Achievement in Genetics Concepts among Secondary School Biology Students in Niger State, Nigeria. Authors: Babagana, M.,; Fatima, M.,; Mohammad, U.S.K.,; Israel, K.O. Abstract: The study examined the Effect of Multimedia-Based Instructional Strategy on Achievement in Genetics Concepts among Secondary School Biology Students in Niger State, Nigeria. A quasi-experimental design, specifically a pretest-posttest, non-equivalent control group design, was used for the research. The population of the study consist of all Senior Secondary School class two (SSII) Biology students during the 2024/2025 academic session in Niger state. A sample size of 519 students was selected from the target population using a multi-stage sampling technique for the study. Two research questions were posed, and two corresponding null hypotheses were formulated and tested at a 0.05 significance level. Two experts validated the research instrument. The test-retest method was used to determine the reliability coefficient of the Biology Achievement Test (BAT). The scores were analysed using the Pearson Product-Moment Correlation Coefficient, which yielded a reliability index of 0.78. Data were analysed using mean, standard deviation, with the Statistical Package for Social Sciences (SPSS) version 23.00. The findings indicated that secondary school biology students exposed to multimedia-based instructional strategies performed significantly better than those taught genetics only, as shown by the mean scores. The results further revealed that the experimental group performed better than the control group in the study, demonstrating the effectiveness of the multimedia approach. Based on the findings of the study, this recommendation is proposed: educational policymakers and school administrators should encourage the integration of multimedia-based instructional strategies into the biology curriculum to enhance teaching and learning outcomes.