http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/124 Wed, 10 Jun 2026 09:18:51 GMT 2026-06-10T09:18:51Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31577 Title: Relationship Between Emotional Intelligence and Critical Thinking Skills in North Central Nigeria. Authors: Kolo, M. M.; Yaki, A. A.; Bello R. M., R. M; Omalu, i. C. Abstract: This work evaluated relationship between emotional intelligence and critical thinking skills in Northcentral Nigeria. Two objectives, two research questions and one hypothesis guided the study. The study adopted correlational research design. The population for this study was pre-service science educators in federal universities in Northcentral Nigeria. The sample for this study was 274 using proportional sampling technique. The instrument for this study were emotional intelligence questionnaire and critical thinking skills questionnaire which were developed by researcher and validated by three experts across universities in Northcentral Nigeria. These instrument were pilot-tested on Pre-service science educators of University of Ilorin three hundred level and evaluated yielding 0.78 which believed reliable for the study. These instruments were used to collect data and the data were analyzed using Special package for social sciences (SPSS). The research questions were answered using descriptive statistics (mean, standard deviation and scatterplot while the hypothesis was tested using linear regression analysis. The results show that pre-service science educators possessed medium level of both critical thinking skills and emotional intelligence and strong relationship between emotional intelligence and critical thinking skills were also established. The study concluded that there is strong relationship between emotional intelligence and critical thinking skills based on this the study recommended that Teacher education institutions and colleges should embed structured emotional intelligence (EI) development programmes such as workshops on self-awareness, emotion regulation, empathy, and social skills into their curricula. Doing so may enhance critical thinking skills, which are central to effective teaching and learning, continuous professional development (CPD) for teachers should include modules on fostering both EI and critical thinking among students. Teachers with higher EI are better equipped to model reflective thinking and create emotionally supportive learning environments that promote critical inquiry. Wed, 01 Oct 2025 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31577 2025-10-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31576 Title: Assessing Science Teachers’ STEM Integration Practices in Secondary School Science Instruction: Evidence from Minna Education Zone, Niger State. Authors: Yaki, A. A.,; Adamu, H.; Ologun, O. A. Abstract: (STEM) integration practices in secondary school science instruction in the Minna Education Zone of Niger State, Nigeria. A descriptive survey design was adopted, involving a sample of 291 science teachers selected through multistage sampling from 11 secondary schools across three Local Government Areas. Data were collected using a validated questionnaire titled Instructional Practices of Science Teachers for Promoting STEM Education in the Twenty-First Century, with a reliability coefficient of 0.81. Data analysis was conducted using descriptive statistics such as mean and standard deviation. Findings revealed that the extent of science teachers’ implementation of STEM-integrated instructional practices was low (M = 2.10, SD = 0.84), indicating that teachers rarely apply engineering design, open-ended problems, or technology integration in science classrooms. Similarly, instructional strategies that promote STEM learning, such as project-based, inquiry-based, and design-based approaches, were rarely employed (M = 2.24, SD = 0.97), with lecture methods remaining dominant. Moreover, assessment strategies used to evaluate students’ learning in integrated STEM education were limited, with teachers relying mainly on traditional methods such as interviews and reflective writing (M = 2.14, SD = 0.88). The study concludes that despite growing emphasis on STEM education, science teachers in the Minna Education Zone have not fully adopted integrative pedagogies and authentic assessments. It recommends continuous professional development programs focusing on STEM integration, provision of adequate instructional resources, to enhance the implementation of effective STEMbased instruction and assessment in secondary schools. Wed, 01 Oct 2025 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31576 2025-10-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31575 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. Tue, 01 Oct 2024 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31575 2024-10-01T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31574 Title: Perception of YouTube as A Learning Tool among Pre-Service Science Teachers in Minna, Niger State Authors: Yaki, A. A.; Midat, C.; Titus, G. Abstract: This study investigated the perception of YouTube as a learning tool among pre-service teachers in Minna, Niger state. Building on the Technology Acceptance Model (TAM) this study investigated student’s perceived usefulness and ease of use of YouTube as a learning tool. The study adopted a cross-sectional survey design, the research population was 473 students from the Department of Science Education, Federal University of Technology Minna, Niger state, and 150 students which represent 30 percent of the research population, were randomly selected from the research population to serve as the research sample. A five-point rating scale Questionnaire was used as the instrument to collect data. The reliability coefficient was 0.84. The data collected was analyzed using mean and standard deviation. From the results of the study, students displayed a high level of perceived usefulness and perceived ease of use of YouTube as a learning tool. No significant difference was observed when the responses of male and female respondents were compared. Based on the results of the study it was recommendations that school administrators need to concentrate more on providing internet accessibility to students who would want to use YouTube for learning and tutorials, and lecturers should make available more educational content on YouTube since many students consider YouTube asa viable option for independent learning. Fri, 06 Oct 2023 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31574 2023-10-06T00:00:00Z