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

Thu, 01 Apr 2027 00:00:00 GMT

Title: Transforming University Mathematics Education for Innovation, Creativity, and Sustainable Development: Perspectives of Mathematics Education Lecturers in Niger State, Nigeria Authors: Bashir, A U; Usman, H; Danjuma, K I; Buhari, A A 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.

Relationship Between Emotional Intelligence, Academic Self-effacing, and Achievement Among Senior Secondary School Biology Students in Bosso Local Government

Wed, 30 Sep 2026 00:00:00 GMT

Title: Relationship Between Emotional Intelligence, Academic Self-effacing, and Achievement Among Senior Secondary School Biology Students in Bosso Local Government Authors: Ajibade, S.; Saifullahi, M.; Okolo, P. C.; Abolaji, K. W. Abstract: This study examines the relationship between emotional intelligence, academic self-efficacy and academic achievement among Senior Secondary Biology students in Bosso Local Area Niger State. Four research objectives, four research questions and two corresponding research hypotheses guided the study. This study adopted a correlational research design. The population of the study comprised 3,929 Senior Secondary School (SS2) Biology students enrolled in the 2025/2026 academic session across sixteen (16) schools in Bosso Local Government Area. The sample size for the study comprises of three hundred and sixty five (365) SSII Biology students in Bosso Local Government area. The schools and students were selected using a simple random sampling technique through table of random numbers. Emotional Intelligence Questionnaire (EIQ), Self-Efficacy Questionnaire (SEQ) and Biology Achievement Test (BAT) were used to collect data. The validity of all the instruments were established by four experts in the field of Biology education, test and measurement and psychology from the department of science education in Federal University of Technology Minna. Internal consistency reliability of the EIQ and SEQ were established, the indices were calculated using Cronbach’s Alpha reliability formula and found to be 0.84 and 0.87 respectively. Test- retest was conducted for Biology Achievement Test (BAT) and the index was found to be 0.81 calculated using PPMC. The data collected were analyzed using both descriptive of Mean, standard deviation, and simple scatter plot to answer research question. Similarly, Pearson product moment coefficient was used to test the hypotheses at 0.05 level of significance. The results indicated that Senior Secondary Biology Students, possess a generally high level of emotional intelligence and self-efficacy and showed that there was a very weak positive relationship between emotional intelligence, academic self-efficacy and academic achievement. It was concluded that there is no significant relationship between emotional intelligence, self-efficacy and academic achievement in secondary school biology students in Bosso local government, Niger state. It was recommended among others that schools should provide targeted orientation programmes that develop students’ emotional intelligence and adequate academic competencies in learners.

Effects of Testing Mode and Computer Familiarity on First-Year Students' Achievement in Cell Biology at Federal University of Technology, Minna

Wed, 01 Apr 2026 00:00:00 GMT

Title: Effects of Testing Mode and Computer Familiarity on First-Year Students' Achievement in Cell Biology at Federal University of Technology, Minna Authors: Idris, Umar Sarkin Bauchi; Haruna, Ramatu; Hamman, Mathew Joseph; Ezeamagu, Mary Abstract: Computer-Based Test (CBT) has become a central concern in educational assessment not only in Nigeria, but in almost all countries of the world. Governments, examination bodies, institutions and organizations have accorded CBT much priority as a result of the potentials manifested by the mode over the years, ranging from accuracy, speed, objectivity and innovation. Numerous studies were embarked upon as to unfold the validity evidences necessary for the smooth transition from the traditional Paper-Pencil- Test (PPT) to the CBT in educational assessment with varied and inconsistent results. This paper reports a study conducted on the effects of testing mode and computer familiarity on first-year students’ achievement in Cell Biology at Federal University of Technology Minna, Niger State. Repeated measures design was adopted using first year university students. Purposive sampling technique was employed in getting the university course and the sample of the study (1130 participants). The research instruments were Cell Biology Achievement Test (CBAT) and Computer Familiarity Scale (CFS) which were validated by five experts. Reliability coefficient of CBAT using KR20 was .78 and CFS yielded .79 using Cronbach Alpha formula. The parallel form reliability coefficient of .91 for the CBAT modes (CBT and PPT) was obtained using Pearson Product Moment Correlation (PPMC). Data generated was analyzed using One-Way Repeated Measures ANOVA and independent t-test accordingly. Findings revealed that there was significant difference between the academic achievement of first year students in Cell Biology CBT and PPT modes (F (1, 1129) = 2380.943, P< 0.05). The findings also discovered that there was significant difference between the academic achievement of less and more computer familiarity first- year students in Cell Biology CBT mode, t (1128) = 3.840, P < 0.05. It was recommended among others that schools and departments should be well equipped with computer facilities to enhance computer skills capable of averting any irrelevant variance in the academic achievement of students in Biology electronic assessments. Keywords: Computer-Based Test, Paper-Pencil-Test, Cell Biology, Assessment, Testing Mode, Computer familiarity Description: Team contribution

Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State

Wed, 01 Apr 2026 00:00:00 GMT

Title: Students’ Perceived Quality of Biology Curriculum Implementation Practices Among Public Secondary Schools in Lokoja Metropolis, Kogi State Authors: Adamu, Abdullahi; Idris, Umar Sarkin Bauchi; Mohammed, Umar Sanda Koroka Abstract: Curriculum implementation is a core and most significant event in educational system as it determines the achievement of educational goals, and by extension, the national development. Nigeria is one of those nations with huge achievements over decades in educational investments. However, research indicates some gaps that need more attention in order to enhance smooth curriculum delivery in learning institutions across the state. This study adopted a descriptive survey research design, adapting Stuff Lebam’s CIPP Model to evaluate the implementation of the Biology Curriculum among Public Secondary Schools in Lokoja Metropolis of Kogi State, Nigeria. The population comprised 3,943 Biology students drawn from eleven (11) secondary schools. Using a random sampling technique, a sample of 346 Biology students was randomly selected to ensure equal representation of all respondents. Biology Curriculum Evaluation Questionnaire (BCEQ) which was validated by experts and was found reliable using Cronbach Alpha formula, and 0.872 coefficient was obtained. Data was analyzed using mean, standard deviation and MannWhitney U-test respectively.The findings of the study Revealed that Biology curriculum objectives are rich and relevant to students' needs in secondary schools in Lokoja Metropolis (Grand Mean=4.22, SD=0.67). Biology students agreed that resources necessary for the effective implementation of Biology curriculum in Secondary schools in Lokoja metropolis are available and adequate, with a (Grand Mean= 4.23, SD=0.66). findings of the study further revealed that, Biology students agree that the teaching methods are poorly applied in the biology curriculum implementation in secondary schools in Lokoja Metropolis (Grand Mean=1.51, SD=0.52). Biology students agreed that inactive participation, infrastructural inadequacy, poor implementation of practical contents, cultural bias of Biology curriculum, negative attitudes among teachers (Grand Mean= 3.06, SD=0.14). It was recommended among others that Biology teachers should be encouraged and trained on innovative teaching pedagogies as to meet up with the 21st-century demands in secondary schools in Lokoja metropolis, Kogi State Description: Contributions among authors