http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/86 SSTE 2026-05-02T15:37:50Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30759 Title: Perception of Peer-Tutoring Pedagogical Approach among Undergraduate Students of Federal University of Technology, Minna Authors: Bello, R. M.; Shuaeeb, A. I.; Ndatsu, A.; Bala, A. U.; Koroka, M. U. S. Abstract: This study investigated the Perception of a Peer-Tutoring Pedagogical Approach Among Undergraduate Students of the Federal University of Technology, Minna. Nine schools were used in selected from the Federal University of Technology, Minna was used as the population of the study. Descriptive survey research was employed, and Undergraduate Students of the Federal University of Technology, Minna, were used as the research samples. Four research questions guided the study, and a 20-item questionnaire was used as an instrument for data collection. The questionnaire was validated by the project supervisors and test and measurement experts. The pilot study was carried out, and reliability coefficients of 0.89 were obtained for the questionnaire. Data collected from the administration of the research instruments were analyzed using descriptive statistics of Mean (X) and Standard Deviation (SD). A decision rule was set, in which a mean score of 4.0 and above was considered Agreed or Aware while a mean score below 3.0 was considered Disagreed or unperceived. Findings revealed that Undergraduates Students Perception of the Peer-tutoring Pedagogical Approach (PTPA) is unperceived by the respondents. Based on the results, it was recommended that Science students keep improving in their pedagogical approach to help them take an interest in learning abstracts topics and improve in their science subjects 2023-08-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30758 Title: Pre-Service University Teachers’ Performance Expectancy and Effort Expectancy on The Adoption of Artificial Intelligence in Niger State Authors: Ezeagu, C. M.; Yaki, A. A.; Ndatsu, A. Abstract: Integrating Artificial Intelligence (AI) in education has transformed teaching and learning, hence, teachers' attitudes and performance expectancy play a crucial role in its adoption However, the adoption of AI among pre-service teachers be influenced by their perception. This study aims to determinine the relationship between effort expectancy and behavioural intentions to use artificial intelligence among pre-service university teachers. The research adopted the correlational research design. The population of the study comprises (404) four hundred and four students; of final year students of pre-service university students in Niger State. (50) fifty questionnaires were distributed based on Krejce and Morgan (1970) sample size determination. The study was guided by two research questions and two research hypotheses. Data was collected using a 5-point rating scale questionnaire which was validated by 3 experts in the Department of Science Education and the instrument yielded a reliability of 0.74. The data was analysed using descriptive statistics to answer the research question, the formulated hypotheses were tested using Pearson Product Moment Correlation. The findings reveal that there is a weak positive correlation between performance expectancy and behavioural intention to adopt AI (r=0.108, p=0.458, N= 49) and a weak positive correlation between effort expectancy and behavioural intentions to adopt AI (r= 0.114, p=0.437, N=49). It was recommended that Artificial Intelligence should be integrated into teachers' preparation programs, among other 2024-10-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30757 Title: Effect of Interactive Simulations on Students’ Achievement and Conceptual Mastery in Chemistry in Secondary Schools in Abuja Municipal Area Council, FCT-Abuja Authors: Esu, G. S.; Chado, A. M.; Ndatsu, A. Abstract: Education is the foundation for personal growth and national development, and science education plays a vital role in building skills, values, and knowledge for a technology-driven world. Yet, Chemistry remains one of the most challenging subjects in Nigerian secondary schools due to its abstract nature, limited laboratory facilities, and reliance on traditional lecture methods that encourage rote memorization rather than deep understanding. This paper explores the potential of interactive simulations, particularly PhET, to address these challenges by making abstract concepts visual, engaging, and student-centered. Evidence from both local and international studies shows that simulations improve comprehension, conceptual mastery, retention, and academic achievement while boosting students’ motivation and interest in STEM fields. Although barriers such as inadequate infrastructure and limited teacher training remain, these challenges can be overcomed through strategic curriculum reform, professional development, and technology integration. The findings highlight the urgent need to adopt interactive simulations as a practical, affordable, and effective approach to improving Chemistry education in Nigeria. 2025-10-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/30717 Title: FUNCTIONALITY OF 21st CENTURY INSTRUCTIONAL FACILITIES FOR TEACHING AND LEARNING ELECTRICAL/ELECTRONIC COURSES IN TERTIARY INSTITUTION IN NIGER STATE Authors: Hassan, H. S; Yisa, S. N; Saba, T. M; Musa, Stephen; Umoru, N. N Abstract: The research assessed the functionality of 21st century instructional facilities in teaching and learning electrical/electronic courses in tertiary institutions in Niger State. The study adopted descriptive survey research design. The population of the study was 710 lectures and students of electrical/electronic technology in five tertiary institutions in Niger State. The sampling techniques used for this study was purposive sampling technique. The sampling size was 75 electrical/electronic lecturers and 200 electrical/electronic students in five tertiary institutions in Niger State. Two research questions formulated and guided the study. Mean and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings revealed that most of the instructional facilities for teaching and learning electrical /electronic courses are available, while some are not available. Most of the instructional facilities for teaching and learning electrical /electronic courses are functioning, while some are not functioning. It was recommended that Government should adequately equip the tertiary institutions that offer electrical/electronic technology with modern equipment and facilities for the training of electrical/electronic technologists. 2024-10-11T00:00:00Z