Int'l Academic Research Journals of Education and Digital inclusion
DIGITAL LITERACY AND LANGUAGE ACQUISITION AMONG UNIVERSITY STUDENTS IN ENUGU STATE
This study investigated the Digital literacy and language acquisition among university students in Enugu State. Three purposes and three research questions guided the study. The design of this study is a descriptive survey design. The population of the study comprised 5,201 academic staff in the five federal universities in south-east, Nigeria while the sample size was 100 students selected from four (4) using simple random sampling technique Data were generated with three faced and content validated questionnaire. In order to obtain the reliability of the instrument, the questionnaire were tested using the Cronbach Alpha Reliability which yielded 0.74 as overall index. The data were analysed in tables using mean wherein nominal value was assigned to scaling items. The findings from the study revealed that; students could effectively use digital devices such as computers and smartphones for academic purposes, access information from online sources, utilize online learning platforms, digital literacy improves reading skills through access to e-books, online articles, and academic resources and poor internet connectivity, high cost of data subscriptions, inadequate access to digital devices, irregular power supply. It was revealed that; it was recommended among others that; University management should provide adequate digital infrastructure such as functional computer laboratories, reliable internet connectivity, and well-equipped digital libraries to support students’ language learning and academic activities.
Copyright (c) 2026 Copyright (c) Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
FINANCIAL TECHNOLOGY AND PERFORMANCE OF DEPOSIT MONEY BANK IN NIGERIA: A DISAGGREGATED ANALYSIS
The Nigerian banking sector has experienced rapid digital transformation. Deposit money banks have invested in several digital technologies. Financial technology indus­try encompasses technology-enabled firms offering financial services, as well as entities providing technology services directly to financial institutions. The study examined financial technology and the performance of deposit money banks in Nigeria. Specifically, the study examined the influence of crowd funding financial platforms on the performance of deposit money bank in Nigeria. Assess the influence of block chain on the performance of deposit money bank in Nigeria. Examine the influence of virtual currencies on the performance of deposit money bank in Nigeria and investigate the influence of internet banking on the performance of deposit money bank in Nigeria. The study adopted ex-post facto research design because the data for the study are secondary data that already exist in various international and national publications. Econometric technique involving Augmented Dicker Fuller tests for unit roots and The Ordinary Least Squire (OLS) were used to analyze the data. The regression result indicates that crowd funding financial platforms, block chain, virtual currencies and internet banking has significant influence on the performance of deposit money bank in Nigeria. The study thus concludes that financial technology has positive and significant influence on the performance of deposit money bank in Nigeria. Amongst the recommendation is that Nigerian financial services industry should put adequate security mechanism in place to forestall fraudulent practices, invest in crowd funding financial platforms that are easy to use; reliable, works with speed, and guarantees privacy, affordable charges. Nigerian financial services industry should embark on intensive awareness campaign and sensitization of the citizenry on the influence of block chain and E-wallet in Nigerian financial services industry. Nigerian financial services industry should have in build camera that will be sending every transaction and picture to everybody transaction to the financial services industry through the use of virtual currencies. Internet banking has positive and significant influence on the performance of deposit money bank in Nigeria. Nigerian financial services industry should be encourage internet banking transactions to improve E-wallet in Nigerian financial services industry.
Financial Technology, Deposit Money Bank, Nigeria
THE LINK BETWEEN HUMAN RESOURCE MANAGEMENT PRACTICES AND TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE
Education is universally acknowledged as a cornerstone of national development, with teachers serving as the pivotal agents in achieving educational goals. In Nigeria, particularly in Anambra State, secondary schools face systemic challenges such as inadequate funding, poor infrastructure, irregular promotions, and limited professional development opportunities, all of which undermine teachers’ motivation and job performance. This study investigates the link between Human Resource Management (HRM) practices and teachers’ job performance in public secondary schools in Anambra State, providing evidence‑based insights into how recruitment, training, compensation, performance appraisal, and employee relations influence teacher effectiveness. Guided by Herzberg’s Two‑Factor Theory and Human Capital Theory, the study conceptualizes HRM practices as strategic interventions that shape teacher satisfaction, commitment, and productivity. A correlation research design was adopted, with a sample of 799 teachers drawn proportionately from six education zones in Anambra State. Data were collected using two validated instruments: the Staff Development Practices Questionnaire (SDPQ) and the Teachers’ Task Performance Questionnaire (TTPQ). Reliability was confirmed through Cronbach Alpha coefficients ranging between 0.74 and 0.81. Pearson’s correlation coefficient was employed to analyze the data, with hypotheses tested at a 0.05 level of significance. Findings revealed a high positive relationship between mentorship practices and teachers’ task performance (r = 0.769, p < 0.05), indicating that pairing experienced educators with less experienced colleagues enhances instructional delivery and professional growth. Similarly, job rotation showed a moderate positive relationship with teachers’ task performance (r = 0.591, p < 0.05), suggesting that exposure to diverse roles broadens teachers’ skills and adaptability. These results underscore the importance of structured HRM practices in fostering teacher development and improving classroom outcomes. The study further highlights that effective HRM practices—such as fair compensation, continuous training, and transparent appraisal systems—are critical in breaking the cycle of low morale and poor student achievement prevalent in Anambra State. The implications of these findings are significant for policymakers, school administrators, and stakeholders in the education sector. Strengthening HRM practices through strategic planning, consistent implementation, and investment in teacher welfare can enhance teacher performance and, by extension, student learning outcomes. The study concludes that HRM practices are not merely administrative functions but strategic tools essential for educational effectiveness. It recommends that Anambra State adopt comprehensive HRM frameworks that prioritize mentorship, professional development, and fair appraisal systems to improve teacher performance and overall school effectiveness.
Human Resources, Management, Practice, Teacher, Job and Performance
TEACHERS’ RETENTION STRATEGIES AND TEACHERS' ATTRITION RATES IN STATE GOVERNMENT-OWNED SECONDARY SCHOOLS IN SOUTH EAST, NIGERIA
The study examined the relationship between teachers’ retention strategies and teachers’ attrition rates in state government-owned secondary schools in South East, Nigeria. Two research questions guided the study. The correlational research design was adopted for the study. The study was carried out in the South-East geopolitical zone of Nigeria. The population of the study comprised 41,875 teachers in 1,586 public secondary schools in Anambra, Enugu, Imo, Abia, and Ebonyi States. A sample of 396 teachers was selected using the Taro Yamane formula, while a multistage sampling procedure was employed in selecting the respondents. Two structured questionnaires titled Teachers’ Retention Strategies Questionnaire (TRSQ) and Teachers’ Attrition Rate Questionnaire (TARQ) were used for data collection. The instruments were face-validated by experts, and their reliability coefficients of 0.87 and 0.90 were established using Cronbach Alpha. Out of the 396 copies of the questionnaire distributed, 384 copies were retrieved and used for analysis. Pearson Product Moment Correlation Coefficient was used to answer the research questions. The findings of the study revealed that there was a high negative and significant relationship between provision of financial incentives and teachers’ attrition rate in state government-owned secondary schools in South East, Nigeria. The finding also revealed that there was a high negative and significant relationship between opportunities for professional development and teachers’ attrition rate in state government-owned secondary schools in South East, Nigeria. Based on these findings, it was concluded that the provision of financial incentives and opportunities for professional development are effective teacher retention strategies capable of reducing teachers’ attrition rate in state government-owned secondary schools in South East, Nigeria. Based on the findings, it was recommended among others that government in conjunction with administrators of secondary schools should improve teachers’ financial incentives and provide regular opportunities for professional development in order to reduce teachers’ attrition rate.
Teachers’ Retention Strategies, Financial Incentives, Professional Development, Teachers’ Attrition Rate, Public Secondary Schools.
FUNGAL CONTAMINANTS IN LOCALLY MANUFACTURED COSMETIC PRODUCTS SOLD IN OWERRI, IMO STATE.
Microbial contamination of cosmetic products poses significant public health risks, particularly in developing nations where informal manufacturing and inadequate regulatory oversight are prevalent. Fungi are of special concern due to their capacity to produce mycotoxins and cause opportunistic infections. This study determined the prevalence and fungal load of contaminants in locally manufactured cosmetic products sold in Owerri Municipal, Imo State, Nigeria. Twenty-five cosmetic samples; creams (n=6), lotions (n=5), soaps (n=5), powders (n=4), and hair creams (n=5) were collected from five commercial locations by purposive sampling. Samples were inoculated onto chloramphenicol-supplemented Sabouraud Dextrose Agar using the pour-plate technique and incubated at 25–28°C for 5–7 days. Isolates were identified by colony morphology, lactophenol cotton blue microscopy, and confirmatory biochemical tests. An overall contamination rate of 80% was recorded, yielding 30 isolates across five genera: Aspergillus spp. (30%), Penicillium spp. (20%), Candida spp. (17%), Rhizopus spp. (17%), and Mucor spp. (16%). Fungal loads ranged from 4.0 × 10³ to 1.5 × 10⁵ CFU/mL, exceeding ISO 17516:2019 limits across all product types. Hair creams recorded the highest counts (1.5 × 10⁵ CFU/mL); soaps the lowest (4.0 × 10³ CFU/mL). One-way ANOVA revealed significant differences in fungal load across product categories [F(4,20) = 4.24, p = 0.012], with creams and lotions carrying significantly higher loads than powders and hair creams. Locally manufactured cosmetics in Owerri Municipal are extensively contaminated with potentially pathogenic and toxigenic fungi. Urgent enforcement of Good Manufacturing Practices, strengthened NAFDAC oversight, and consumer education are essential to reduce public health risk.
fungal contamination; cosmetics; Aspergillus; ISO 17516; Owerri.
SCHOOL CULTURAL NORMS AS CORRELATES OF TEACHERS’ TASK COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined school cultural norms as correlates of teachers’ task commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consist 8,187 teachers comprising 1,500 males and 6,687 females in 269 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Three researcher-structured instruments were used for data collection: School Cultural Norms Questionnaire (SCNQ) and Teachers’ Task Commitment Questionnaire (TTCQ). The study instruments were subjected to face and construct validation. The reliability of the instrument was done using Cronbach Alpha statistical tool and the average coefficients were established at 0.81 for SCNQ and 0.85 for TTCQ. Pearson Product Moment Correlation Coefficient statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings revealed that collegiality and open honest communication exhibit high positive and significant relationship with teachers’ task commitment in public secondary schools in Anambra State. The study concluded that school cultural norms exhibit a positive and significant correlation with teachers’ task commitment in public secondary schools in Anambra State. Based on the findings, the study recommended that principals should create a culture of collegiality between them and their staff as this could encourage staff to care for the well-being of others, facilitate the removal of interpersonal bias among staff, make principals accessible to staff and help staff to work collectively towards achieving school objectives and goals with ease
School cultural norms, teachers’ task commitment
THE LINK BETWEEN WOMEN’S EDUCATION, WORKFORCE PARTICIPATION, AND FAMILY ECONOMIC STABILITY IN NIGERIA
Women’s education in Nigeria plays a pivotal role in boosting workforce participation and strengthening family economic stability. Educated women are more likely to secure employment, earn income, and reinvest in their families, thereby improving household welfare and reducing poverty. This abstract explores the relationship between female education, workforce participation, and economic resilience, while also highlighting the challenges and policy implications that shape this dynamic. Education equips women with the skills and confidence necessary to enter the labor market. In Nigeria, higher levels of female education correlate strongly with better employment opportunities, particularly in formal sectors where stable incomes and social protections are available. This participation increases household income, diversifies livelihood sources, and enhances resilience against economic shocks such as inflation, climate change, and health crises. Women’s earnings also contribute to improved child welfare, as mothers often prioritize nutrition, healthcare, and schooling, thereby breaking intergenerational cycles of poverty. Financial inclusion further amplifies the benefits of education. Literate women are more likely to access savings accounts, credit, and financial literacy programs, enabling them to manage resources effectively and build long-term stability. This inclusion strengthens household resilience by providing buffers against emergencies and creating opportunities for entrepreneurship. However, barriers such as limited access to banking services in rural areas and inadequate financial literacy programs continue to constrain women’s economic potential. Despite these benefits, challenges persist. Cultural norms that prioritize male education, early marriage, and gender stereotypes limit girls’ access to schooling. Economic constraints, including poverty and hidden costs of education, further reduce female enrollment and retention. Institutional weaknesses, such as poor enforcement of gender equality laws and inadequate funding for schools, exacerbate these issues. Even when women attain education, workplace discrimination, wage disparities, and lack of childcare facilities hinder their full participation in the labor market. Addressing these challenges requires comprehensive solutions. Expanding access to quality education, particularly in rural areas, is essential. Scholarships, community sensitization, and gender-sensitive infrastructure can increase female enrollment and retention. Promoting financial literacy and inclusion through mobile banking and microfinance initiatives will empower women to leverage earnings effectively. Strengthening workforce participation opportunities through equal pay enforcement, safe working conditions, and vocational training will ensure that education translates into meaningful employment. Scaling up empowerment programs and strengthening institutional frameworks will further accelerate progress. In otherwards, Women’s education in Nigeria significantly boosts workforce participation, which in turn strengthens family economic stability by increasing household income, improving child welfare, and reducing poverty. Recent studies confirm that higher female education levels correlate with better employment opportunities, financial inclusion, and resilience against economic shocks. To sustain these gains, Nigeria must prioritize policies that expand female education and economic empowerment, recognizing that investing in women is a strategic imperative for national development
IMPACT OF FUEL SUBSIDY REMOVAL ON STUDENTS’ LEARNING ACTIVITIES IN SOME SELECTED TERTIARY INSTITUTIONS IN KATSINA STATE, NIGERIA.
The study investigated the impact of fuel subsidy removal on students’ learning activities in some selected tertiary institutions in Katsina State, Nigeria. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. Descriptive survey research design was adopted for this study. The target population of the study consisted 10,300 final students 2025/2026 academic session from three randomly selected tertiary institutions in Katsina State, Nigeria. Sample size of 385 were drawn from the population using Taro Yamene formula for sample size determination. The instrument for data collection was researchers’ made questionnaire titled: Impact of Fuel Subsidy Removal on Students’ Learning Activities among Tertiary Institutions Questionnaire (IFSRSLATIQ). Descriptive statistics was used to answer research questions while Chi-Square was used to test the hypotheses at 0.05 level of significance. It was found that fuel subsidy removal has significant impact on students’ access to learning materials, school attendance and punctuality to lectures in the selected tertiary institutions in Katsina State, Nigeria. It was therefore concluded that; fuel subsidy removal without proper plan in place to mitigate the rising cost of living associated with fluctuating fuel pump price, has a significant impact on students’ learning activities in Katsina State. Based on the findings, the study recommended that, The State Government should extend and subsidize campus shuttle buses to reach out different local government areas in order to reduce transport-related absenteeism and lateness to lectures
Fuel subsidy Removal, Students’ Learning Activities.
RESOURCE MATERIALS FOR TEACHING AND LEARNING HAUSA LANGUAGE: APPLICATION AND UTILIZATION IN SELECTED SECONDARY SCHOOLS IN KATSINA STATE, NORTH-WEST NIGERIA.
This study investigates the availability, application, and utilization of resource materials in the teaching and learning of Hausa language in selected secondary schools in Katsina State, North-West Nigeria. Despite the significance of Hausa language in cultural preservation and national development, students’ academic performance in the subject remains unsatisfactory. This has been largely attributed to inadequate teaching methods, poor retention, and especially the insufficient or improper use of instructional resource materials. The study adopts a mixed-methods descriptive survey design, combining quantitative data from questionnaires administered to 50 teachers and 150 students with qualitative insights from interviews and classroom observations. Data will be analyzed using descriptive and inferential statistics, alongside thematic analysis for qualitative responses. The research focuses on assessing the availability of resource materials, frequency of their use, methods of application, and challenges hindering their effective utilization. It also explores strategies for improvisation where such materials are lacking. The findings are expected to demonstrate that effective use of resource materials enhances students’ engagement, retention, and overall academic achievement in Hausa language. The study will provide practical recommendations for teachers, school administrators, and policymakers on improving instructional practices through better integration of both traditional and digital teaching aids. Ultimately, the research contributes to the advancement of indigenous language education and supports efforts toward cultural sustainability and improved learning outcomes.
Resource Materials, Hausa Language, Teaching and Learning, Utilization
ASSESSMENT OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING AND LEARNING OF AGRICULTURAL SCIENCE IN SCIENCE SECONDARY SCHOOLS IN KATSINA – KATSINA STATE NIGERIA
The study was conducted in order to assess the utilization of information and communication technology (ICT) in teaching and learning of Agricultural Science in Science Secondary Schools in Katsina, Katsina State, two objectives were formulated and two hypotheses were also formulated and tested at 0.05 level of significance, a descriptive survey design was used, the population for the study was 8,820 made up of staff and students of Science Secondary Schools spread across the state 2025/2026 session. A questionnaire tagged Information and Communication Technology Resource Utilization Questionnaire (ICTRUQ) which had a 4 points varying scale was used to collect information from the respondents. The data collected was analyzed in two stages in the first stage mean was used to answer the research questions and Pearson Product Moment Coefficient correlation (PPMC) was used to test the null hypothesis. However, (strongly agreed and agreed were merged together as agreed while strongly disagreed and disagreed were merged as disagreed). In the analysis a mean of 1.6 was recorded for those who agreed and 2.1 for those who disagreed with the fact that there is the presence of ICT materials and facilities in science secondary schools in the state. While in analyzing the null hypothesis a value of 15.609 and 19.515 respectively were recorded r-Cal was 0.415 greater than crit r 0.184 at 0.05 level of significance all in favor of disagreed. The researcher recommended among others that ICT facilities such as computer internet services and other facilities should be provided sufficiently by the state government for use by both staff and students in the science secondary schools in the state.
Communication, Information Facilities, Technology, Learning, Teaching
IMPACT OF WORKPLACE DIVERSITY ON TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
This study focused on the impact of workplace diversity on Teachers’ job performance in public secondary schools in Anambra state. The study was guided by four research questions and four research hypotheses. It adopted the descriptive survey design. The population of the study comprised of 5043 secondary school teachers in public secondary schools in Anambra state. The sample size comprise of 384 public secondary school teachers randomly selected through multi-state sampling. The instrument for data collection was a structured questionnaire titled “workplace diversity and impact on teacher job performance WDITJP). The instrument for data collection was validated by 3 experts. The reliability was established using 20 public secondary school teachers who were not selected as sample for this study. The test-retest technique was used for the process. Cronbach Alpha technique was used to compute the result which yielded reliability coefficient values of 0.81, 0.83, 0.87 and 0.75 with a general index of 0.82 and confirms that the instrument reliable. Mean and standard deviation were used as data analysis instrument while t-test was used to test the hypothesis at .05 level of significance. Findings show that having teachers with diverse educational background contributes to general progress in academics, and that it leads to increase in level of educational diversity, contribute to teacher performance and that Knowledge diversity in functional ideas in the school contributes to teacher performances. It was also found that teachers with higher certificates and those exposed to different workshop contributes more meaningfully in teaching. The study recommends among all that teachers should strive to engage themselves in different professional programmes to acquire more knowledge and skill needed to deliver lessons in the classroom.
workplace diversity, teacher job performance
RELATIONSHIP BETWEEN SCHOOL RECORD MANAGEMENT AND ADMINISTRATIVE EFFICIENCY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined relationship between school record management and administrative efficiency in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlational survey research design. The study was carried out in Anambra State, Nigeria. The population of the study comprised 269 principals from the 269 state public secondary schools in Anambra State. Since the population was manageable, the entire population was used for the study; hence, no sampling was done. Two instruments were used for data collection, namely School Record Management Questionnaire (SRMQ) and Administrative Efficiency Questionnaire (AEQ). The SRMQ contained 20 items arranged in two clusters, namely record creation and record storage, while the AEQ contained 20 items on administrative efficiency. The instruments were validated by three experts in the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Cronbach Alpha, which yielded coefficients of 0.87 and 0.89 for clusters one and two respectively, with an overall reliability coefficient of 0.88 for SRMQ, while AEQ yielded a reliability coefficient of 0.85. Data collected were analyzed using Pearson Product Moment Correlation Coefficient. The findings of the study revealed that there is a high positive significant relationship between record creation and administrative efficiency in public secondary schools in Anambra State. The study also revealed that there is a high positive significant relationship between record storage and administrative efficiency in public secondary schools in Anambra State. Based on the findings, it was concluded that school record management is significantly related to administrative efficiency in public secondary schools in Anambra State. It was recommended that the Anambra State Ministry of Education and the Post Primary Schools Service Commission should strengthen record creation practices in public secondary schools through the provision of standardized record books, clear record-creation guidelines and regular training for principals and clerical staff. It was also recommended that the government and school authorities should improve record storage practices by providing adequate storage facilities, establishing proper filing procedures and introducing simple digital backup systems to ensure safe preservation and easy retrieval of school records.
School Record Management, Record Creation, Record Storage, Administrative Efficiency, Public Secondary Schools
COMPARATIVE ANALYSIS OF THE EFFECTS OF DIFFERENT TOILET CLEANERS
Toilet cleaners are vital for maintaining hygiene and preventing the transmission of infectious diseases. This study compared the antimicrobial efficacy of three widely used commercial cleaning agents (CA) against bacterial contaminants isolated from toilet environments. A total of 20 samples were collected from toilet seats both before and after the application of the cleaning agets. Bacterial species were isolated and identified using standard microbiological techniques. The efficacy of each cleaner was determined by comparing the frequency and types of bacterial isolates before and after treatment. Prior to cleaning, multiple bacterial species were identified, with Escherichia coli showing the highest occurrence 7 (23%), followed by Shigella at 6 (20%), Klebsiella spp. 5 (17%), Pseudomonas spp. 5 (17%), Staphylococcus spp. 4 (13%), and Proteus 3 (10%). Following the application of cleaners, the microbial load significantly decreased, leaving only three persistent isolates: Pseudomonas spp. and Klebsiella spp. 5 (35%) each, and Staphylococcus aureus 4 (30%). Among the agents tested, CA1 (sodium hypochlorite-based) demonstrated the highest efficacy, achieving near-complete eradication. CA2 (hydrochloric acid-based) and CA3 (sodium hypochlorite-based) showed moderate efficacy, with some bacterial persistence observed. The findings emphasize the need for regular evaluation of cleaning products and practices to ensure effective microbial control and minimize the risks of bacterial persistence in toilet environments.
Toilet cleaner, antimicrobial efficacy, Sanitation, Public Health.
Copyright (c) 2026 Int'l Academic Research Journals of Education and Digital inclusion https://creativecommons.org/licenses/by-nc-nd/4.0
SOCIAL MEDIA ADDICTION AND SUBSTANCE USE AS CORRELATES OF ADAEMIC ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NORTH WEST, NIGERIA
This study investigated social media addiction and substance use as correlates of academic achievement among senior secondary school students in North West, Nigeria. Two (2) research objectives and hypotheses were stated and formulated to guide the study. A correlational research design was adopted for the study. The population comprised of four hundred and forty one thousand, three hundred and fourteen (441,314) SSII students and a sample size of one thousand five hundred and thirty two (1,532) senior secondary school students were drawn and a multi-stage sampling technique was adopted for the study. Three (3) instruments were used for collection of data from the respondents, Social Media Addiction Questionnaire (SMAQ), Substance Use Questionnaire (SUQ) and Mathematics Achievement Test (MAT). The instruments were validated by three (3) experts, two specialists in Educational Psychology and one in Test and Measurement and the reliability coefficients of 0.75 for social media addiction, 0.79 for substance use and 0.78 for mathematics achievement test were obtained respectively. The analysis employed Pearson Product Moment Correlation Coefficient (PPMC) for bivariate relationships and Multiple Regression Analysis for multivariate associations, all tested at a 0.05 level of significance. Key findings revealed that social media addiction and substance use had a relationship with academic achievement. Recommendations such as; school authorities should set clear policies limiting phone and social media usage during school hours to curb addiction and refocus attention of student on academics among others.
Academic Achievement, Social Media Addiction and Substance Use
IMPLICATIONS OF UNRESOLVED CONFLICTS AND THE QUALITY OF HEALTH-CARE DELIVERY OF MEDICAL DOCTORS IN NNAMDI AZIKIWE UNIVERSITY TEACHING HOSPITAL NNEWI ANAMBRA STATE NIGERIA
Conflict management techniques are structured approaches used to handle disputes, minimize negative outcomes, and promote positive, collaborative solutions. The main objective of the study is to ascertain the implications of unresolved conflicts on the quality of health-care delivery of medical doctors in Nnamdi Azikiwe University Teaching Hospital, Nnewi. The study examined specifically, the effect of conflict management technique(s) in use in the hospital on the commitment of medical doctors to the accomplishment of assigned tasks in Nnamdi Azikiwe University Teaching Hospital, Nnewi and analyzed whether conflict management technique(s) in use has effect on job satisfaction and turnover rate of medical doctors in Nnamdi Azikiwe University Teaching Hospital, Nnewi. The study adopted survey research design. Econometric techniques involving Descriptive Statistics and Chi-Square Test were used for data analysis. The findings of this study suggests that unresolved conflicts has implications on the quality of health-care delivery of medical doctors in Nnamdi Azikiwe University Teaching Hospital Nnewi Conflict management techniques in use in the hospital has an effect on the commitment of medical doctors to the accomplishment of assigned tasks in Nnamdi Azikiwe University Teaching Hospital, Nnewi andTop of Form t that conflict management techniques in use have effect on job satisfaction and turnover rate of medical doctors in Nnamdi Azikiwe University Teaching Hospital, Nnewi. The findings underscore the importance of implementing effective conflict management strategies/technique in healthcare settings to improve job satisfaction, reduce turnover rates, and enhance patient care. Amongst the recommendations is that management should prioritize transparency, communicating conflict resolution processes and outcomes clearly to rebuild trust and demonstrate commitment to a positive work environment. Health care administrators must prioritize conflict resolution training and implement robust support systems to empower the human resource department and even the medical doctors in managing workplace conflicts effectively.
Unresolved Conflicts, Quality of Health-Care Delivery, Medical Doctors, Nnamdi Azikiwe University Teaching Hospital, Nnewi Anambra State Nigeria
INNOVATION HUBS AS CATALYSTS FOR INCLUSIVE LEARNING AND EDUCATIONAL PSYCHOLOGY APPROACH IN RIVERS STATE BASIC EDUCATION
The study investigated innovation hubs as catalysts for inclusive learning and educational psychology approach in Rivers State basic education. his study adopts a mixed-methods research design. A sample size of 300 respondents comprising 100 teachers, 150 pupils, and 50 administrators/hub facilitators was drawn using multi-stage sampling technique. A structured questionnaire titled "Innovation and Inclusive Learning Assessment Scale and Key Informant Interviews (KIIs) with education officers, policymakers, and hub coordinators was used for data gathering. Validity was ensured through expert review by education researchers and psychologists. Reliability was tested using Cronbach’s Alpha and reliability coefficient was 0.70. Quantitative data was collected through in-person questionnaires administered in schools. Qualitative data was be collected through audio recorded FGDs and interviews, transcribed for thematic analysis. Quantitative Data: Descriptive statistics (mean, standard deviation) and inferential statistics (Pearson correlation, t-tests, and ANOVA) was conducted using SPSS. Qualitative Data: Thematic analysis was used to interpret interviews and FGDs, guided by pre-set codes based on research questions and emergent themes. Findings revealed that innovation hubs moderately to significantly promote inclusive learning, with respondents agreeing that hubs accommodate diverse learners, support gender inclusion, and enhance access for underserved populations, innovation hubs significantly increase learner engagement and promote academic productivity, and innovation hubs are largely consistent with established psychological theories of learning. The following recommendations were made government should officially incorporate innovation hubs into the Universal Basic Education curriculum framework. community and Private Sector Engagement: Stakeholders should collaborate to co-fund and sustain innovation hubs, especially in rural areas, and monitoring and Evaluation: A system should be established to assess the performance and inclusion outcomes of innovation hubs.
Innovation Hubs, Catalyst, Inclusive Learning, Educational Psychology Approach
PRINCIPALS’ FINANCIAL MANAGEMENT PRACTICES FOR EFFECTIVE SECONDARY SCHOOL ADMINISTRATION IN ANAMBRA STATE
This study examined principals’ financial management practices for effective administration of secondary schools in Anambra State. Two specific purposes and two research questions guided the study. Two null hypotheses were tested at 0.05 level of significance. A descriptive survey research design was adopted for the study. The population of the study comprised all the 534 respondents (267 principals and 267 bursars) in Public secondary schools in Anambra State. Census sampling technique was adopted for the study. A questionnaire structured by the researchers and titled “Financial Management Practices of Principals for Effective School Administration Questionnaire” (FMPPESAQ) was used for data collection. The instrument was face validated by three experts. Two experts from the Department of Educational Management and Policy and one expert from the Department of Educational Foundation (Measurement and Evaluation) all in the Faculty of Education, Nnamdi Azikiwe University. Internal consistency co-efficient for two clusters of the FMPPESAQ were 0.89 and 0.76 obtained using Cronbach’s Alpha method. Data were analyzed using mean and t-test. The findings of the study revealed that principals adopted all the budgetary control and inventory management practices for effective secondary school administration in Anambra State. Based on the findings, the study recommended among others that the Government of Anambra State and educational authorities, particularly the State Post Primary School Service Commission (PPSSC), should organize regular workshops, seminars, and in-service training programmes on modern financial management practices.
financial management, financial management practices, school administration, effective school administration.
APPLICATION OF ARTIFICIAL INTELLIGENCE (AI)ANDBUSINESS EDUCATION UNDERGRADUATES’ ACQUISITION OF COGNITIVE INNOVATIVE SKILLS FOR SELF-SUSTENANCE IN ANAMBRA STATE
This study investigated the application of AI andbusiness education undergraduates’ acquisition of cognitive innovation skills for self-sustenance in Anambra State. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey research design. The population of the study comprised 112 business educators in public tertiary institutions offering business education programme in the State.Structured questionnaire containing 18 items, and faced validated by three experts in Business Education and Measurement and Evaluation was used for data collection. The reliability of the instrument calculated using Cronbach alpha formula yielded correlation coefficients of .85 and .77 for clusters B1 to B2 respectively with an overall index of.81. Mean, standard deviation and t-test were used for data collection. Findings revealed that business educators lowly apply AI in instructional delivery to enhance undergraduates’ acquisition of information literacy and analytical thinking skills for self-sustenance in Anambra State. It was also revealed that years of experience was not a significant factor on respondents’mean ratings on level of application of AI in enhancing undergraduates’ of the two skills covered. The researcher concluded that the potential of AI to enhance undergraduates’ acquisition of information literacy and analytical thinking skills for self-sustenance is yet to be fully realized. It was recommended that tertiary institutions in Anambra State should organize continuous professional development programmes and hands-on workshops to build business educators’ competence and confidence in integrating AI tools into instructional delivery. Theseprogrammes should focus on practical applications of AI for developing students’ information literacy and analytical thinking skills required for self-sustenance in the digital economy.
Application, Artificial Intelligence (AI), Business Education, Cognitive Innovative Skills, Self-sustenance
INFLUENCE OF PRINCIPALS’ RESOURCE MANAGEMENT SKILLS ON TEACHERS’ JOB SATISFACTION IN SECONDARY SCHOOLS IN ENUGU STATE
The study was carried out to investigate the influence of principals’ resource management skills on teachers’ job satisfaction in secondary schools in Enugu State. The researcher adopted descriptive survey research design for this study. The research was conducted in Enugu State, one of the 36 states that make up Nigeria. The population of the study is 9,114 respondents, which consisted of 298 principals and 8,816 teachers from the 298 secondary schools located in Enugu State. The sample size for this study was 1,180 respondents, which consisted of 298 principals and 882 teachers. The instrument for data collection was a structured questionnaire developed by the researcher. The research instrument underwent a thorough face validation process conducted by three experts in the field. To evaluate the internal consistency of the instrument, the researcher employed the Cronbach alpha reliability method. The results of this analysis produced reliability coefficients of 0.82, 0.79, these values contributed to an overall reliability index of 0.80, indicating that the instrument is sufficiently reliable for research purposes. The research questions were answered using mean and standard deviation. The findings from the study showed that; Principals’ human resource management influences teachers’ job satisfaction when principals’ ensure transparency in the teacher participation in conferences, Principals’ physical resource management influences teachers’ job satisfaction when principals’ ensure the availability of basic utilities (water, electricity) in the school. It was recommended among others that; The Ministry of Education should organize regular capacity-building workshops for principals on effective human resource management. This will help improve staff relations, motivation, and job satisfaction among teachers.
BANKING SECTOR FINANCING AND AGRICULTURAL SECTOR OUTPUT IN NIGERIA
Credit from the banking sector is essential for agricultural output since it allows for investment, innovation, and efficient operation, all of which are necessary for high agricultural output. The main objective of the study is to examine banking sector financing and agricultural sector output in Nigeria. Specifically, the study examined the effect of bank loans and advances, lending rate, loans guaranteed under the ACGSF and the interaction between the repayment compliance rate of ACGSF on agricultural sector output in Nigeria. The study employed ex-post factor research design. The secondary data was analyzed using Augmented Dicker Fuller Text for Unit Root and The Ordinary Least Square analysis. The findings of the study revealed that there is no significant positive effect of bank loans and advances on agricultural output in Nigeria. There is no significant positive effect of lending rate on agricultural output in Nigeria. There is significant positive effect of the value of loans guaranteed under the ACGSF on agricultural sector output. There is significant positive interaction between the repayment compliance rate of ACGSF and agricultural sector output in Nigeria. It is therefore recommended that low-interest rates should be maintained to increase access to bank loans for agricultural output.
Banking Sector Financing, Agricultural Sector Output, Nigeria
STRATEGIC PLANNING IN SCHOOL ADMINISTRATION AS A CORRELATE TO SUSTAINABLE GROWTH AND EXCELLENCE IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOV NIGERIAN EDUCATION
Strategic planning has emerged as a vital instrument in school administration, particularly in contexts where educational systems face challenges of underfunding, policy inconsistency, and weak monitoring. This study investigated strategic planning as a correlate to sustainable growth and excellence in secondary schools in Awka South Local Government Area of Anambra State, Nigeria. The objectives were to determine the extent to which strategic planning practices—such as goal setting, quality assurance, innovation, and leadership development—contribute to sustainable growth and excellence in secondary education. A descriptive survey research design was adopted for the study. The population comprised principals and teachers in public secondary schools within Awka South, while a stratified random sampling technique was used to select respondents to ensure representation across urban and rural schools. Data were collected using a structured questionnaire developed by the researcher, titled Strategic Planning and School Excellence Questionnaire (SPSEQ). The instrument was validated by experts in educational management and policy studies, and its reliability was established using Cronbach Alpha, yielding an overall coefficient above 0.70, indicating acceptable reliability. Data analysis involved both descriptive statistics (mean and standard deviation) to answer the research questions and inferential statistics (ANOVA and regression analysis) to test the hypotheses. Findings revealed that strategic planning significantly predicts academic performance, positively influences quality assurance practices, and enhances innovation and leadership development in secondary schools. Results further indicated that schools with robust strategic planning frameworks demonstrated higher levels of resilience, resource optimization, and accountability, thereby achieving sustainable growth and excellence. The study concludes that strategic planning is not merely an administrative tool but a sustainability mechanism that ensures continuity, resilience, and competitiveness in Nigerian secondary education. It recommends that school administrators institutionalize strategic planning practices, align them with national education goals, and strengthen monitoring systems to foster sustainable growth and excellence.
Strategic planning, school administration, sustainable growth, excellence and secondary schools
GOVERNMENT EDUCATION POLICIES AND THE QUALITY OF SECONDARY SCHOOL EDUCATION IN ENUGU NORTH LOCAL GOVERNMENT AREA, ENUGU STATE
This study was carried out to investigate the influence of government education policies on the quality of secondary school education in Enugu North Local Government Area, Enugu State. The research design adopted for this study was a survey design. The study covers all the secondary school in Enugu North Local Government Area of Enugu State. The population of the study is made up of 13512 students. A sample size of 388 was determined by the use of formula of Yaro Yamen. The instrument was structured questionnaire. The instrument was validated by three experts. The correlation co-efficient obtained using the Cronbach Alpha method of estimating reliability. Mean statistics were used for data analysis. The findings from the study revealed that; Results of the findings shows that government education policies on the quality of human resources development have influence on secondary school education. Government education policies on the quality of infrastructural development have influence on secondary school education. It was recommended among others that; Government education policies should be implemented with seriousness in the area of monitoring in order to maintain quality of human resources development in Enugu State. Government education policies should pay more attention on quality of infrastructural development in order to improve the standard living of students and the society in general.
Government, Education Policies, Quality, Secondary School , and Education
ASSESSING ADULT LITERACY PROGRAMME IMPLEMENTATION FOR SUSTAINABLE MASS LITERACY IN SOUTHEAST NIGERIA.
Adult literacy programmes remain a cornerstone for achieving sustainable mass literacy in Nigeria, particularly in the Southeast region where illiteracy continues to affect rural dwellers, women, and economically disadvantaged groups. This study assessed the level of implementation of adult literacy programme contents designed to foster lifelong learning and empowerment. The programme contents examined included Basic English Language skills, Civic Education, HIV/AIDS prevention, Basic hygiene and nutrition, Entrepreneurship, and Basic technology. A descriptive survey design was employed, with a sample of 250 respondents drawn from teachers working in both rural and urban literacy centres. Data were collected using structured questionnaires and analyzed through simple percentages to determine the extent of content delivery across contexts. Findings revealed that Basic English Language skills were relatively well implemented, with 30.8% of rural and 39.2% of urban teachers reporting active teaching of reading, writing, and speaking. Civic Education was moderately implemented, with 27.2% of rural and 36.4% of urban teachers including topics such as peace-building, democracy, and good governance. HIV/AIDS prevention and Basic hygiene and nutrition were also taught by a fair proportion of teachers, reflecting awareness of health-related literacy needs. However, Entrepreneurship and Basic technology contents were poorly implemented, with low agreement rates and significant levels of disagreement among respondents, indicating neglect of transformative skills essential for socio-economic empowerment. The study concludes that while foundational literacy and civic education are being delivered, adult literacy programmes in Southeast Nigeria must broaden their scope to include vocational and technological skills. Such expansion is critical for equipping learners with practical competencies that enhance employability, reduce poverty, and promote sustainable development. Strengthening programme implementation will not only foster mass literacy but also uphold human dignity and advance inclusive growth in the region.
Adult literacy, Programme implementation, Transformational Learning Theory, Sustainable, and Mass literacy
TEACHERS’ WELFARE PACKAGES AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined teachers’ welfare packages as correlates of teachers’ task performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study consists of 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Teachers’ Welfare Packages Questionnaire (TWPQ) and Teachers’ Task Performance Questionnaire (TTPQ) were the instruments for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient values were established at 0.84 for TWPQ and 0.87 for TTPQ. The findings revealed that there is moderate positive and significant relationship between annual leave allowance and teachers’ task performance while staff remuneration has a high positive and significant relationship with teachers’ task performance in public secondary schools in Anambra State. The study concluded that teachers’ welfare packages are positively and significantly correlated to teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended that the State government through Post Primary Schools Service Commission should review the current teachers’ remuneration and make it more attractive in order to motivate teachers, thereby directly enhancing their effectiveness and improving their task performance in public secondary schools in Anambra State.
Staff Development Packages, Teachers’ Qualifications, Teachers’ Task Performance, Staff Remuneration Package, Annual Leave Allowance
IMPACT OF DATA ANALYTICS ADOPTION ON RESOURCE ALLOCATION AND OPERATIONAL EFFICIENCY IN TERTIARY INSTITUTIONS IN ENUGU STATE, NIGERIA
This study was carried out to investigate the Impact of Data Analytics Adoption on Resource Allocation and Operational Efficiency in Tertiary Institutions in Enugu State, Nigeria. The design of this study is a descriptive survey design. The research is carried out in five universities in Enugu State. The population of the study comprised 5,201 academic staff in the five universities in Enugu State, Nigeria while the sample size was 202 academic staff (Heads of Departments-HODs, lecturers and librarians) selected from two universities using multi-stage sampling technique. Simple random sampling technique was used to select two out of the five universities Enugu State. Purposive sampling technique was used in selecting four faculties and eight departments which offered same programmes. The simple random technique of cap and draw was used in selecting academic staff from the two universities used for the study. Data were generated with questionnaire. The data were analysed in tables using mean wherein nominal value was assigned to scaling items. The findings from the study revealed that; Data analytics helps administrators analyze institutional financial data to make informed budgeting decisions and the use of data analytics has enhanced decision-making efficiency among administrators in the institution. It was recommend among others that; Tertiary institutions should prioritize the provision of modern ICT infrastructure, including reliable internet connectivity, data management systems, and analytics software, to support effective data analytics implementation.
Data, Analytics, Adoption, Resource, Allocation and Operational Efficiency
WORK ENVIRONMENT AS CORRELATE OF TEACHERS’ COMMITMENT TO WORK IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined work environment as correlate of teachers’ commitment to work in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level significance. The study adopted correlational research design. The population of the study comprised 5,133 teachers in 266 public secondary schools in six Education Zones in Anambra State. A sample of 513 teachers was drawn using proportionate stratified and simple random sampling techniques. The instruments for data collection were a researchers-structured questionnaire titled: “Work Environment Questionnaire (WEQ), and Teachers’ Commitment to Work Questionnaire (TCWQ)”. The face and construct validity of the instruments were established by three experts; one from Measurement and Evaluation and two in Educational Management. The reliability of the instruments were determined using Cronbach Alpha Coefficient method which gave coefficient values of 0.85, 0.86, and 0.91 respectively. Pearson Product Moment Correlation Coefficient was used to analyze the data. The study revealed that social work environment (r = 0. 692; p < 0.000) and psychological work environment (r = 885; p < 0.000) positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study concluded that work environment positively and significantly relate to teachers’ commitment to work in public secondary schools in Anambra State. The study recommended that school administrators should continue to address specific elements within the psychological work environment, such as workload and recognition, to implement targeted strategies aimed at enhancing teachers' commitment in these schools.
Work Environment, Psychological Work Environment, Social Work Environment, Commitment to Work, Public Secondary Schools
TEACHERS SELF-LEADERSHIP AND PERCEIVED ORGANISATIONAL JUSTICE AS CORRELATES OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS IN SOUTH EASTERN, NIGERIA.
The study investigated teachers’ self-leadership and perceived organizational justice as correlates of their job performance in Secondary Schools in South East, Nigeria. 0ne research question guided the study and one null hypothesis was tested at 0.05 level of significance. The study adopted correlational survey research design. The population of the study is comprised of all the 29,231 teachers in public secondary schools in South Eastern Nigeria. Out of the population a sample of 1,462 teachers were drawn by cluster sampling using proportionate stratified random sampling technique. The data for the study were collected using three different questionnaires developed by the researcher. The questionnaires include: Teachers’ Self-leadership Questionnaire (TSQ), Teachers’ Perceived Organizational Justice Questionnaire (TPOJQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were validated by three experts from faculty of education, Nnamdi Azikiwe University, Awka. Cronbach Alpha method of reliability was used to determine the reliability of the instruments which yielded reliability coefficient of .94, .92 and .76 respectively. The reliability indices were considered high enough thus, the instruments were deemed reliable. Data collection was done by the researcher with the help of nine research assistants. Regression analysis was used to answer the research question and the test of null hypothesis with P. value being used to take decision on the null hypothesis at 0.05 level of significance. The findings of the study revealed that: there is high positive correlation existing among teachers’ self-leadership, perceived organizational justice and teachers’ job performance in secondary schools in South East, Nigeria. Also, it was found that teachers’ self-leadership and perceived organizational justice significantly correlate their job performance in secondary schools in South East, Nigeria. Based on the findings of the study, it was recommended that: management of post primary school service authorities in the five eastern states of Nigeria should help in uphold or keep improving the tempo of teachers’ self-leadership through engaging their teachers in self-leadership training from time to time and also maintain the just and fair way of treating their teachers as perceived by the teachers since it has been revealed that teachers’ self-leadership and perceived organizational justice correlate teachers’ job performance in secondary schools in south east, Nigeria. Implication of the findings of the study was stated at the end.
Self-leadership, Organizational Justice, Correlates and Job Performance
EVIDENCE-BASED POLICY FRAMEWORK FOR STRATEGIC CALCULATOR INTEGRATION IN NIGERIAN SECONDARY MATHEMATICS
This study identifies and evaluates pedagogical and policy interventions to mitigate calculator dependency among secondary mathematics students in Nigeria. Building on research findings that demonstrate the negative impact of calculator abuse on teaching quality and student performance, this paper investigates teacher-endorsed measures for strategic calculator integration. Through questionnaire data from ten experienced mathematics teachers in Enugu South private secondary schools, we identify eight consensus-based interventions with strong agreement (overall mean = 3.53/4.00). Key recommendations include: delaying calculator introduction until senior secondary, developing whole-school calculator policies, restricting calculator use to specific topics, providing explicit student training on calculator functions, standardising calculator models within schools, and incorporating calculator education into the formal curriculum. Thematic analysis of teacher comments reveals three implementation principles: foundational mastery must precede technology integration, policy coherence across educational levels is essential, and teacher professional development on technology integration is urgently needed. We propose a tiered intervention framework that addresses policy, curriculum, and training dimensions simultaneously. This framework offers practical guidance for educational stakeholders seeking to transform calculators from cognitive crutches into strategic learning tools while preserving foundational mathematical competence in resource-constrained contexts.
calculator; integration; educational; interventions; pedagogical; policy; teacher; training; curriculum; design; strategic; technology; use; Nigeria; secondary; mathematics;
COMPROMISED PEDAGOGY: HOW CALCULATOR ABUSE UNDERMINES THE QUALITY OF MATHEMATICS INSTRUCTION IN NIGERIAN PRIVATE SECONDARY SCHOOLS
The indiscriminate use of scientific calculators in secondary mathematics classrooms threatens pedagogical quality and conceptual learning, yet teacher perspectives on this phenomenon remain underexamined in sub-Saharan African contexts. This study employed a mixed-methods approach to explore how experienced mathematics educators perceive calculator abuse and its impact on instructional quality in private secondary schools. Ten mathematics teachers (80% with 5+ years experience) from five selected schools in Enugu South, Nigeria, completed a validated Likert-scale questionnaire assessing seven dimensions of pedagogical quality reduction and participated in classroom observations. Findings revealed strong consensus (mean = 3.51/4.0, SD = 0.55) that calculator abuse significantly undermines teaching quality across multiple dimensions: preventing students from learning foundational skills (M = 3.20), failing to stimulate challenging mathematical thinking (M = 3.88), fostering unhealthy dependency (M = 3.16), promoting cognitive passivity and diminished critical thinking (M = 3.72), preventing conceptual mastery of core topics (M = 3.24), and creating obstacles for students who lack proficiency with the device (M = 3.53). Teachers emphasised that while calculators serve valid computational functions, they do not facilitate genuine mathematical learning without deliberate pedagogical integration. These findings align with Cognitive Load Theory and suggest that effective calculator integration requires threshold-based implementation—delaying introduction until junior secondary foundations are established, combined with explicit instruction on appropriate use contexts. The study contributes to limited African education literature on technology-pedagogy interfaces and provides an evidence base for curriculum policy in resource-constrained contexts.
Mathematics education, calculator abuse, pedagogical quality, teacher perceptions, Cognitive Load Theory, Nigeria, dependency, foundational skills
LEVERAGING EDUCATIONAL MANAGEMENT AND ARTIFICIAL INTELLIGENCE TO FOSTER SECURITY FOR SUSTAINABLE DEVELOPMENT IN PUBLIC UNIVERSITIES IN RIVERS STATE
The study investigated leveraging educational management and artificial intelligence to foster security for sustainable development in public universities in Rivers State. Three specific objectives and three research questions guided the study. The population of the study consisted of three thousand six hundred and twenty (3, 620) lecturers in the three public universities in Rivers State). Stratified random sampling technique was used to draw seven hundred and twenty-four (124) lecturers comprising of 68 male and 56 female lecturers. A structured questionnaire titled leveraging educational management and artificial intelligence to foster security for sustainable development questionnaire was used as instrument for data collection. 124 copies of the questionnaire were administered to the respondents, and all were retrieved and used for the study. Based on the results of question one of the study cyberattacks threats, examination malpractice, and academic fraud, lack of adequate security infrastructure some of the major security challenges faced by public universities in Rivers State in the digital age. Allocating sufficient budget for modern security infrastructure and personnel and enforcing strict disciplinary measures against criminal activities such as cultism, examination malpractice and harassment are some of the ways management contribute to improving security for sustainable development/ Also, Smart CCTV cameras, automated emergency alert systems and biometric access control systems are some of the key-driven technologies that can enhance security for sustainable development. Based on these findings the recommendations made include higher institutions should conduct regular security risk assessments to identify and address emerging threats, including cyberattacks, physical security breaches, and unauthorized access; institutional management should prioritize security in policymaking by integrating security considerations into their strategic planning and institutions should adopt AI-powered security tools, including facial recognition, AI-driven surveillance cameras, and predictive analytics, to enhance real-time threat detection and response.
Leveraging Educational Management, Artificial Intelligence, Foster Security, Sustainable Development