UNIZIK JOURNAL OF EDUCATIONAL RESEARCH, SCIENCE AND VOCATIONAL STUDIES
UJERSVOCS UNIZIK JOURNAL OF EDUCATIONAL RESEARCH, SCIENCE AND VOCATIONAL STUDIES Editorial Policy UJERSVOCS is based in the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria. Authors are to visit the Journal website: https://ujersvocs.org to register and submit their manuscripts. The Journal publications shall be both online and off-line. Publication shall be both regular and special. UJERSVOCSRegular Publication: This shall be published twice in a year: January-June and July-December. Unlike Special Publications, authors shall pay publication fees for Regular Publication. UJERSVOCSSpecial Publication: This shall be published once in a year or once in two years. Special Publications shall be sponsored publications. Unlike Regular Publications, authors shall not pay publication fees for Special Publication. Authors are to visit https://ujersvocs.org to register and submit their manuscripts. Alternatively, the manuscript can be E-mailed directly through: ujersvocs@gmail.com Policy on Printing of Hard Copies There shall be no printing of hard copies of UJERSVOCS regular publications by UJERSVOCS Editorial Board. In order to assist contributors have printed or hard copies of the journal, all sufficient information about each volume of the journal such as the journal cover and table of contents and other preliminary information will be uploaded online for interested contributors to download and print accordingly.
INFORMATION NEEDS, ACCESS AND USE BY LEGAL PRACTITIONERS IN ANAMBRA STATE JUDICIARY LIBRARY
This research examined the Information needs, access and use by legal practitioners in Anambra state Judiciary library. research questions guided the study. Descriptive survey research design was adopted for the study. The population for the study comprised of 121 legal practitioners in Anambra state judiciary library. No sampling technique was used. The main instruments for data collection were a checklist and questionnaire. Data collected was analyzed using descriptive statistics of mean scores. The study found that the majority of the legal information resources were available in Anambra State judiciary library, Awka. The Information needs of legal practitioners in Anambra state judiciary library are international legal information, criminal and constitutional legal information, and legal matters concerning rights of citizens, etc. The extent of information access by legal practitioners in Anambra state judiciary library was high. The study concludes that the information needs of legal practitioner are paramount and important in their services and task in the various law firms, courts and bars. The availability of these legal information resources will enable their access to these legal information resources which will support their task
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EFFECTIVENESS OF PRACTICAL ACCOUNTING TRAINING PROGRAMS FOR SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
The study examines the efficacies of the practical accounting training programmes of secondary school students in Anambra State in Nigeria to fill the gap between academic accounting education and financial literacy in the real world. The research examines the effect of hands-on training on students in terms of their knowledge in accounting, barriers to its implementation, perception of the teachers, and students of this approach. The design was that of a mixed methodology, with pre-and post-test design, based on the West African Examination Council (WAEC) syllabus, interviews with the teachers, focus group discussions (FGD) with students and questionnaires. The sample of the research consisted of 120 students and 20 teachers in six secondary school in Anambra State. Results showed that there was also a significant increase in accounting skills among the students (p < 0.05), with the mean post-test score being 78% up to 52% during pre-test. There were positive reports about practical training but the teachers revealed issues related to shortages of resources and insufficient training. Students gave positive responses on hands-on learning (85%). Some of the key obstacles are a lack of funding, outdated material and very few teaching aids. The paper suggests reform of the curriculum, education of teachers and more funding to develop practical education in accounting. Research findings can be put into place to help in aligning the secondary education to the economic needs of Anambra, including financial literacy and entrepreneurial expertise. To recommend these reforms, we prepared a policy brief that we handed over to the Anambra State Ministry of Education.
EFFECT OF USE OF 7E’S INSTRUCTIONAL APPROACH BLENDED WITH COLLABORATIVE LEARNING ON CHEMISTRY STUDENTS’ ACHIEVEMENT IN CHEMICAL EQUILIBRIUM
This study investigated the effect of the 7E instructional approach blended with collaborative learning on senior secondary school students’ achievement in Chemistry in the Enugu Education Zone, Enugu State. Two null hypotheses guided the study. A pretest–posttest non-equivalent control group quasi-experimental design was employed. The sample comprised 283 Senior Secondary II Chemistry students selected through purposive and simple random sampling from four coeducational schools. The schools were assigned to experimental and control groups, with two intact classes per school randomly designated as either experimental or control. The experimental groups received instruction using the 7E instructional approach blended with collaborative learning, while the control groups were taught using the lecture method. Both groups were taught Chemical Equilibrium by their regular Chemistry teachers. Data were collected using the Chemical Equilibrium Achievement Test (CEAT), validated by three experts, and found reliable with a coefficient of .81 using Kuder Richardson Formular (KR-20). The null hypotheses were tested using analysis of covariance at the .05 significance level. Results indicated that the blended 7E approach significantly improved students’ achievement compared to the lecture method. Gender had no significant effect on achievement. It is recommended that government agencies and professional bodies, such as the Science Teachers Association of Nigeria, organize training to equip teachers with these methods.
IMPACT OF FARMER FIELD SCHOOLS ON AGRICULTURAL KNOWLEDGE TRANSFER AMONG RURAL WOMEN IN ANAMBRA STATE
ABSTRACT Farmer Field Schools (FFS) have become a key tool in exchanging agricultural knowledge especially to the rural women who play an important role in the agricultural sector of Nigeria. This paper will look at the effectiveness of FFS in regards to knowledge sharing to rural women in Anambra State, Nigeria with respect to how much it builds skills, the factors that enhance knowledge among farmers and the positive and negative aspects with regard to adopting it as perceived by rural women. A mixed methodology was implemented to collect data in 120 female FFS participants, 30 facilitators and 15 extension officers in six FFS sites in the three senatorial zones of Anambra state. The quantitative methodology, conducted with the help of SPSS, showed that there were significant changes in enhancing the technical skill of women and incorporating modern practices, whereas qualitative results conducted during focus group discussions, by means of NVivo, showed barriers that included low access to resources and certain cultural limits. Results show that FFS are highly effective in knowledge transfer but there is need to incorporate gender-responsive strategies to curb the participation barrier. Recommendations are focused training and better access to resources in order to maximize FFS effects. This research presents a policy and practice contribution towards gender-equitable agricultural productivity in Nigeria.
IMPACT OF ENTREPRENEURSHIP-FOCUSED BUSINESS EDUCATION ON SME DEVELOPMENT IN ANAMBRA STATE’S COMMERCIAL HUBS
Small and Medium Enterprises (SMEs) play important roles in the economy of Nigeria and notably in the commercial centres of Anambra State, namely, Onitsha, Nnewi, and Awka. Notwithstanding their importance, SMEs experience the problem of low managerial competencies and lack of scalability, which adds to high rates of failure. It is observed that entrepreneurship-oriented business education has also been billed to be a means of improving the performance, as trained entrepreneur is supposed to have chances of identifying opportunities, risk management, and innovation. This paper assesses how this kind of education has contributed to growth of SMEs in commercial centers of Anambra. Mixed methods were used where 230 SME owners and managers participated in the survey and provided information further in interviews. The results reveal that entrepreneurship education can enhance profitability, job creation, and innovation greatly, however, certain barriers including outdated curriculum, and a lack of practical exposure are reasons why it cannot do so. Policy recommendations are given to improve the design and delivery of entrepreneurship education to SME growth.
EFFECT OF VIRTUAL SIMULATION INSTRUCTIONAL TECHNIQUE ON SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN BIOLOGY IN NNEWI EDUCATION ZONE OF ANAMBRA STATE
This study investigated effect of Virtual Simulation Instructional Technique on Secondary School Students’ Academic Achievement in Biology in Nnewi Education Zone, Anambra State, Nigeria. The study was guided by two research questions and three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental design, specifically, the pretest-posttest control group design. The population of the study comprised of 3,493 senior secondary two (SS2) students offering Biology in State Government-owned secondary schools in Nnewi education zone of Anambra State. A sample of 93 senior secondary two (SS2) students offering Biology (45 males and 48 females), selected using multi-stage sampling approach was used for the study. The instrument for data collection was the Biology Achievement Test (BAT), which was validated by three experts and tested for reliability using Kuder-Richardson (KR-21) formula which yielded a reliability index of 0.83. Data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings of the study revealed among others that there was a significant difference between the mean achievement scores of students taught nutrient cycle using the Virtual Simulation Instructional Technique (VSIT) and those taught using Conventional Expository Method (CEM) in favour of the experimental group. In conclusion, students taught nutrient cycle using Virtual Simulation Instructional Technique (VSIT) achieved higher mean scores compared to those taught using Conventional Expository Method (CEM). Based on these findings, it was recommended among others, that Biology teachers, curriculum planners, and policymakers integrate virtual simulation tools into classroom practice to foster active learning and improve biology education in Nigerian secondary schools.
PERCEIVED RELEVANCE OF UNIVERSITY TECHNOLOGY EDUCATION CURRICULUM IN EQUIPPING GRADUATES WITH EMPLOYMENT SKILLS IN ANAMBRA STATE
This study examined how technology education university graduates in Anambra State rated the curriculum’s effectiveness in preparing them with employment skills for initial jobs, including teamwork, communication, critical thinking, IT proficiency, problem-solving, leadership, and resource management. Anchored on Lindley’s (1996) Labour Market Theory, which emphasizes the role of education in improving labour market efficiency, the study adopted a descriptive research design to investigate graduates’ skill acquisition and employers’ perceptions for curriculum improvement. The population comprised 195 graduates (2010/2011–2019/2020) from Nnamdi Azikiwe University’s Department of Technology and Vocational Education, using a census sampling method. Data were collected via a validated and reliable Employment Skill Scale questionnaire and analyzed using SPSS 25 with descriptive statistics. Findings revealed that graduates perceived the curriculum as largely effective in developing personal attributes, communication abilities, and digital competencies, though some variability existed in specialized technical skills. Conclusions affirmed the curriculum’s general success in fostering workforce readiness but highlighted the need for targeted enhancements in technical domains. Recommendations included curriculum reviews to strengthen specialized skills, increased practical and industry-aligned training, integration of soft and technical skills in programme design, stronger university–industry collaboration, provision of internships and mentorships, and continuous professional development opportunities. The study reinforced the importance of a balanced curriculum combining technical expertise with critical thinking, problem-solving, and interpersonal skills to meet evolving labour market demands.
EFFECTIVENESS OF INQUIRY-BASED LEARNING IN ENHANCING SCIENCE PROCESS SKILLS AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
This research assesses the efficacy of using inquiry-based learning (IBL) in developing science process skills in students of Senior 2 in Anambra State, Nigeria. A quasi-experimental design was used whereby 200 students and 20 science teachers in four secondary (two urban in Awka and two rural in Nnewi). The intervention group were trained on IBL and the control group taught using the traditional teaching methods. Data were gathered by means of science process skills assessment tests, teacher survey, and student focus groups interviews and were analyzed via SPSS utilizing t-tests and ANOVA of the quantitative data as well as NVivo of the qualitative data. Findings show that, skills specifically observing, hypothesizing, and analysing data in the IBL group improved significantly relative to the control group. Limiting factors to IBL implementation are poor teacher preparation and staffing limitations and the encouraging factors are student interests and school administrative support. The research provides the framework of how IBL can be incorporated into the science curriculum and gives policy recommendations on how quality of science education can be improved. These results can be used in the national endeavor to enhance student readiness to scientific career and economic growth.
EFFECT OF GUIDED INQUIRY IN STRUCTIONAL METHOD ON STUDENTS’ RETENTION IN SOCIAL STUDIES IN ANAMBRA STATE
Social Studies is one of the core school subjects at the basic education level in Nigeria which is expected to contribute significantly to national development if effectively taught. This study examined the effect of guided inquiry instructional method of teaching on students’ retention in Social Studies in Anambra State. The study was guided by two research questions and three hypotheses. This study was a quasi-experimental research design using 2 x 2 factorial non-randomized pre-test, double post-test control group type. The target population for this study comprised all Junior Secondary School year two (JS2) Social studies students numbering 28,381 in Anambra State. The sample size for this study comprised 96 JSS2 students (54 females and 42 males) from two public secondary schools in Anambra State from two different education zone. One public school with an intact Class of 48 students (27 females and 21 males) serve as experimental group, while the other school with an intact class of 48 (students, 25 females and 23 males) serve as control group. The experiment lasted for eight weeks. The instrument for data collection was the Social Studies Achievement Test (SSAT) developed by the researcher. Mean and standard deviation scores were used to answer the research questions, while the null hypotheses were tested at .05 level of significance using Analysis of Covariance (ANCOVA). The results show that Guided Inquiry instructional method (GIIM) was also more effective in improving the retention of students in Social Studies than the conventional lecture instructional method (CLM). There was also a significant interaction effect of teaching methods and gender on retention of students in Social Studies. Based on the above findings, the researcher recommends among others that opportunities for functional learning could be provided in the curriculum through the use of Guided Inquiry Instructional Method (GIIM).
PERSONALITY TRAITS AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN ANAMBRA STATE
Students' academic achievement in English Language remains a central concern in secondary education, and understanding the psychological variables that influence it is essential. Personality traits, as enduring individual characteristics, are believed to play a role in shaping students' academic outcomes. The purpose of this study was to examine personality traits as correlates of secondary school students’ academic achievement in English language in Anambra State. Five research questions and five corresponding hypotheses were formulated and tested at a 0.05 level of significance. The study adopted a correlational research design. The population consisted of 10,436 Senior Secondary School Two (SS II) students across the six education zones in Anambra State. A cluster sampling technique was used to select 600 students who participated in the study. Two sets of questionnaires were used to collect data for the study including ‘Personality Inventory (PI), and Students’ Academic Achievement in English language. ‘Personality Inventory (PI) was validated by experts and subjected to reliability testing. A Cronbach Alpha coefficient of 0.73 was obtained, indicating good internal consistency. Data were analyzed using Pearson Product Moment Correlation Coefficient to answer the research questions, while regression analysis was used to test the hypotheses. The findings revealed a low but significant positive correlation between Openness to Experience, Extraversion, Agreeableness, and Neuroticism with academic achievement in English Language. Conscientiousness showed a moderate and significant positive correlation with English Language achievement. Based on these findings, it was recommended among other that educators and school counsellors consider students’ personality traits when designing learning interventions and classroom activities to improve academic performance in English Language.
PRINCIPALS’ NON-CONFRONTATIONAL CONFLICT MANAGEMENT STRATEGY AND TEACHERS’ PARTICIPATION IN MEETINGS AND COMMITTEES IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
The study examined the relationship between principals’ non-confrontational conflict management strategy and teachers’ participation in meetings and committees in public secondary schools in Anambra State. The study was guided by nine research questions and nine null hypotheses were tested. The correlational research design was adopted. The population of the study was made up of 6,815 teachers while the sample of the study was 2,727 teachers sampled using proportionate random sampling technique and 2340 questionaries was collected. Two instruments developed by the researcher were used for data collection. The first instrument is titled “Principals’ Conflict Management Strategies Questionnaire (PCMSQ) while the second one is titled “Teachers’ Engagement in School Activities Questionnaire” (TESAQ). The instruments were validated by three experts who are lecturers, one from Measurement and Evaluation, Department of Educational Foundations and the other two were lecturers in Educational Management and Policy, all in Faculty of Education, Nnamdi Azikiwe University Awka. The reliability of the instrument was established using cronbach alpha method. Alpha coefficients of 0.78 was obtained in PCMSQ while a coefficient of 0.80 obtained for TESAQ. The researcher administered the copies of the instrument with the help of 5 research assistants each covering the six education zones. The Pearson Product Moment Correlation was used in data analysis in order to determine the relationship between principals’ conflict management strategies and teachers’ engagement in school activities in public secondary schools in Anambra State. It was found among others that a high positive and significant relationship existed between principals’ conflict management strategies and teachers’ engagement with school activities in secondary schools in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should periodically organize seminars and workshops for principals on the need to continually adopt effective communication strategy so as to enhance classroom activities, compliance to principals’ directives as well as teachers’ participation in school meetings and committee activities in secondary schools.
IMPACT OF CONTEXTUALIZED PHYSICS CURRICULUM ON STUDENT INTEREST AND PERFORMANCE IN ANAMBRA STATE
Overall, physics education is a key to advancing scientific parameters by inculcating innovation into students; however, in Nigeria, conventional curricula involve the use of foreign knowledge that is abstract in nature, which hinders their interest as well as performance. This paper critically discusses the effect of a localized curriculum in physics that incorporates local content and real-life scenario, on interest and the performance of students in Anambra State. This study employed a quasi-experimental research design with four SS2 students and 20 physics teachers involved in four secondary schools within the Anambra central and south senatorial districts. Two schools applied the contextualized curriculum, the other two applied the standard one. The data was taken in terms of pre- and post-intervention surveys, follow-up achievement test, teacher interviews, and curriculum inspection. The quantitative data were analyzed with t-tests and ANOVA in SPSS, and the qualitative data with thematic analysis in NVivo. The findings indicated that the contextualized curriculum greatly promoted the interests (p < 0.05) and performance (p < 0.01) of students compared to control group. Learners had no relevancy to the existing curriculum in terms of application since they had no context. Having a validated contextualized curriculum was developed with the local phenomena which in this case was the mechanics of farming. Recommendations are the need to train teachers in teaching pedagogy and to support policy-making in decisions that focus on pedagogy. The results have facilitated the education scientific strategies and curriculum change in Nigeria.
EFFECT OF JIGSAW LEARNING TECHNIQUE ON TEST ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN AWKA SOUTH L.G.A. ANAMBRA STATE
The desire for more innovative techniques in decreasing test anxiety among young people necessitated the study on the effect of jigsaw learning technique on test anxiety among secondary school students in Awka- South L.G. A of Anambra State. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a quasi- experimental design, specifically the pre-test post-test non randomized control group. five hundred and eighty students constituted the population. The sample for the study comprises of one hundred and sixty-four senior secondary year one and two (SS1 and SS2) students who are test anxious sampled from three government owned co – educational schools in Awka-South L.G.A of Anambra State. The sampled students were assigned to experimental and control groups respectively. The instrument used for data collection was an adopted Speideger test anxiety inventory. The reliability of the instrument was that of internal consistency established using Alpha Cronbach. The experimental group were taught jigsaw learning technique for eight weeks while the control group were given the conventional counselling. Mean was used for answering the research questions while analysis of covariance (ANCOVA) was used in testing the null hypotheses. The findings of the study revealed jigsaw learning technique were effective in modifying test anxiety behaviour among secondary school students. Moreover, the findings further revealed that, jigsaw learning technique was more effective in reducing male secondary school students’ test anxiety behaviour. It was therefore recommended that school counsellors, teachers and psychologists should employ appropriate psychotherapies, particularly in modifying test anxiety of students, teacher training colleges and institutions should emphasize and adopt cognitive restructuring technique in training pre-service guidance counsellors. Seminars, symposia, workshops, and conferences should be organized for guidance counsellors by the government, education stakeholders and professional bodies like Counselling Association of Nigeria (CASSON) to familiarize guidance counsellors with this innovative technique that can help reduce test anxiety behaviour among student.
CHEMISTRY TEACHERS’ PERCEPTIONS OF INNOVATIVE TEACHING METHODS IN KADUNA STATE, NIGERIA
This study examined Chemistry teachers’ perceptions of innovative teaching methods in Kaduna State, Nigeria, focusing on their perceived effectiveness, preparedness, available institutional support, and barriers to implementation. A survey design was adopted, involving 95 Chemistry teachers selected from 91 public senior secondary schools across three senatorial districts using stratified sampling. Data were collected using a validated and reliable questionnaire (CTPITMQ; r = 0.80) and analyzed with descriptive statistics and one-sample t-tests at the 0.05 significance level. Findings showed strong positive perceptions of innovative instructional strategies, with teachers affirming their effectiveness in enhancing student engagement, understanding of abstract concepts, and critical-thinking skills. Teachers also reported high levels of preparedness, although the need for additional professional development was evident. Access to instructional technologies was perceived as adequate; however, constraints such as large class sizes, limited laboratory facilities, and time pressures remained major obstacles. All four null hypotheses were rejected, indicating significant relationships between perceptions, preparedness, institutional support, attitudes, and the adoption of innovative methods. The study underscores the need for targeted professional development, improved infrastructure, and administrative support to strengthen the adoption of innovative instructional strategies in Chemistry education.
INFLUENCE OF BUSINESS RISK ASSESSMENT FACTORS ON ADOPTION OF COMPUTERIZED ACCOUNTING SYSTEM FOR IMPROVED PERFORMANCE OF SMES IN ANAMBRA STATE
This study investigated the influence of business risk assessment factors on adoption of computerized accounting system for improved performance of SMEs in Anambra State. One research question was raised and one hypothesis tested at 0.05 level of significance. The population of the study comprised 5,396 (3,137 managers and 2,259 accounting officers) working in the SMEs in Anambra State. A sample size of 361 (210 managers and 151 accounting officers) of SMEs was selected using Krejcie and Morgan (1970) stratified random sampling technique A-14 item structured questionnaire face validated by three experts in the field of education was used for data collection. The reliability of the instrument determined using Cronbach alpha formula yielded correlation coefficient of .74. Mean, standard deviation and t-test were used for data analysis. Findings revealed that managers and accounting officers agree that business risk assessment are factors that influence the adoption of computerized accounting system for improved performance of SMEs in Anambra State. It was also found that that managers and accounting officers did not differ significantly in their mean ratings on business risk assessment factors that influence the adoption of computerized accounting system for improved performance of SMEs in Anambra State. Based on the findings of the study, the research concluded that business risk assessment factors play a significant role in influencing the adoption of Computerized Accounting Systems (CAS) for the improved performance of SMEs in Anambra State. It was recommended that; managers of SMEs should develop effective business strategy in their organizations that will enhance the adoption of CAS for improved performance of their businesses. This is through conducting a thorough assessment of the current business operations, identifying strengths, weaknesses, opportunities, and threats.
INTEGRATION OF DIGITAL ACCOUNTING TOOLS IN ACCOUNTING EDUCATION CURRICULA IN ANAMBRA STATE TERTIARY INSTITUTIONS
Upcoming trends that have rapidly increased the utilisation of digital accounting services, like QuickBooks, Sage, and cloud services, have identified the importance of integrating these tools in accounting education curriculum that would lead to better employability of accounting graduates. In Anambra State, Nigeria, tertiary institutions are struggling with curriculum alignment with industry requirements because the teaching methods used are outdated, there are insufficient trainings on lecturers and the available infrastructure are inadequate. The paper will also propose a directional model in which digital accounting tools can be incorporated into accounting education into the learning process in four Anambra State institutions: Nnamdi Azikiwe University, Chukwuemeka Odumegwu Ojukwu University, Federal Polytechnic Oko, and Anambra State Polytechnic. A mixed methods approach was adopted in this study, and data were obtained using a questionnaire, interview, and document analysis of 200 final year accounting students, 40 lecturers and 20 industry stakeholders. The analysis of the quantitative data was carried out in SPSS; the qualitative data was thematical, which was carried out using NVivo. Research indicates a lack of integration of digital tools, such barriers being the lack of faculty experience and institutional resistance. Potential opportunities are industry partnerships and curriculum redesign. A proposed curriculum model will focus on practical training, upskilling the lecturers, and policy making. This paper adds value towards the balance of accounting education with the economic agenda of Nigeria, improvement of teaching standards, and preparation of graduates to a technologically-based economy.
PERCEIVED EFFECT OF COMPOUND FARMING ON FAMILY SUSTAINABLE LIVELIHOOD IN NSUKKA LOCAL GOVERNMENT AREA OF ENUGU STATE, NIGERIA
The study assessed the effect of compound farming on family sustainable livelihood in Nsukka Local Government Area of Enugu State, Nigeria. Primary data were utilized in the study and were collected with the aid of a structured questionnaire, interviews and observations from 120 compound farming households through a multistage random sampling technique. The data were analysed using descriptive statistics. Results showed that compound farming enterprise was dominated by women mostly with primary and secondary education with a mean household size of 5 persons. Cassava (Manihot Esculenta), maize (Zea Mays), Amaranth (Amaranthus spp.), and oil palm (Elaeis Guineansis) were the most cultivated tuber, cereal, vegetable and tree crops respectively, while, poultry was the most reared livestock in the study area. The mean monthly income of compound farming in the study area was revealed to be ₦125,208.00 monthly. The major contribution of compound farming to sustainable livelihood in Nsukka LGA among others is the provision of food for daily consumption. The challenges encountered in the practice of compound farming among others include lack of interest in farm activities and lack of knowledge and skills in the relevant/desired agricultural practice or operation. It was recommended that frequent workshops/seminars and trainings be organized by extension agents for livestock and crop farmers. Also, that compound farmers should form and belong to cooperative or self-help societies as it will help them to easily pool their resources together and attract loans from the government and financial institutions.
EFFECTIVENESS OF CODING BOOTCAMPS IN ENHANCING COMPUTER SCIENCE SKILLS AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
The intensive pace of technology change necessitates an adequate knowledge of computer sciences where secondary school learners are drilled to have hands on game applications and computational thinking. This paper examines how coding bootcamps work to develop computer science competencies among the students in Senior Secondary 2 (SS 2), Anambra State, Nigeria. Following a mixed-methods approach, a total sample of 200 students and 20 teachers in 20 public and 20 private schools nationwide and 10 instructors in local boot camps were used. The data will be obtained by means of questionnaires, pre- and post- bootcamp coding assessment, and interviews, which will be analyzed with the help of SPSS (using quantitative data) and NVivo (using qualitative information). The results indicate that bootcamps had considerable effects in enhancing the level of proficiency in Python and JavaScript coding among the students with an average performance increase of 32.4% in the post-assessment scores. Students have also shown a better problem-solving expertise as well as involvement. The main obstacles were the inadequacy of facilities in training the facilitators and the resource factor whereas student enthusiasm and collaboration with tech hubs were enablers. The work identifies gaps in the existing computer science programs and suggests the need to incorporate bootcamps into the curriculum to address the skills shortage, which will be used in the course of the digital transformation initiatives in Nigeria.
EFFECT OF SCIENCE TECHNOLOGY AND SOCIETY INSTRUCTIONAL APPROACH ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN GENETICS
This study investigated the effect of science technology and society (STS) instructional approach on secondary school students’ achievement in genetics in Udi Education Zone, Enugu State. Three research questions and three null hypotheses guided the study. Quasi-Experimental research design, specifically the non-equivalent pretest- posttest control group design was adopted for the study. Genetics Achievement Test (GAT) was administered on a sample of one hundred and forty (140) SSIII Biology students drawn randomly from a population of 1264 SSIII Biology students in the forty-five (45) government owned co-educational schools. Two schools each were assigned to the experimental and control groups respectively. The experimental groups were exposed to STS instructional approach while the control groups were taught using the conventional approach. The instrument was trial tested and a reliability index of 0.97 was obtained using Kudder- Richardson formula KR 20. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results of the study revealed that students taught using STS instructional approach had higher mean achievement scores than their counter parts in the control group. The interaction effect of instructional approach and gender on students' mean achievement scores in Genetics was statistically significant. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others, that science teachers should intensify the use of STS instructional approach to enhance better achievement among students in science and technology-based subjects.
ROLE OF SCHOOL LIBRARY PROGRAMS IN PROMOTING READING CULTURE AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
This paper will discuss how a school library program can contribute to the development of a reading culture among the students in secondary schools in Anambra state, Nigeria. Although there is ample evidence that reading can accrue academic and personal growth, low reading culture among the learners persists and it is worsened by a lack of usable libraries and interesting programs. The mixed-methods were used to collect data involving 300 students and 12 librarians in six secondary schools within the three senatorial zones of Anambra State. In identifying the types, frequency, and the effect of the library programs the study identifies shortages regarding the resources and an untrained staff as elements that place challenges on the programs. The findings indicate a large positive contribution to the reading engagement of students by well-organised library activities like book clubs and reading contest. The recommendations to enhance library programs are more funding, training of librarians, and the reform of policies. This paper will add to the discussion on literacy promotion interventions in Nigerian schools.
ANTIFUNGAL ACTIVITY OF Chlorophytum laxum (R. Br) CRUDE EXTRACT AGAINST Tinea capitis ISOLATED FROM PRIMARY SCHOOL PUPILS IN ZARIA, KADUNA STATE
Resistance to potent antibiotics used in hospitals and clinics by disease-causing organisms is currently among the major public health concerns, therefore necessitating the search for alternative antimicrobial agents. This study was conducted to determine the antifungal activity of Chlorophytum laxum crude extract against Tinea capitis isolated from primary school pupils in Zaria, Kaduna State, Nigeria. The plant materials were collected from the Botanical Garden, Biological Sciences Department, Ahmadu Bello University, Zaria (main campus). The whole plant was air-dried, ground into powder and extracted using methanol by maceration method. Differential fractionation of the methanolic extract of C. laxum in different solvents was carried out using 30g of the extracted powder and partitioned sequentially using hexane, ethyl acetate and n-butanol respectively. The clinical samples (scalp scrapings and hair) were collected using sterile surgical blade; inoculated onto prepared SDA and subcultured, at regular intervals. The fungi were identified based on their macroscopic and microscopic characteristics. The antifungal activity of extract fractions was evaluated using poisoned-food technique to determine the effect of different extracts (2.5, 5, 10, 15, and 20%) on the growth of fungal species. GC/MS analysis identified Dimethyl sulfone, 4-methylvaleric acid,1-Propanol, and 5H-tetrazol-5-amine as probable bioactive compounds with antifungal properties in the fractions. The crude methanolic extract exhibited antifungal activity on the test organism, and the highest inhibitory effect was observed at the 20% concentration of the extract against the test organisms (30.00 ± 6.11 mm for Microsporum ferrugineum, 37.33 ± 1.20 mm for Trichophyton soudanense and 60.33 ± 0.88 mm for Trichophyton tonsurans respectively. The highest antifungal activities in Microsporum ferrugineum, Trichophyton soudanense, and Trichophyton tonsurans were observed at the 20% concentration regardless of the fraction method. The highest mean values of 78.00 ±5 .51 mm, 80.00 ± 3.3.51 mm and 85.00 ± 2.65 mm were observed at 20% concentration of aqueous fractions. The findings of this study showed that Chlorophytum laxum could be a good candidate for use in the management of tinea capitis, although further evaluation needs to be carried out in other to fully validate ITSS traditional usage.
INTEGRATION OF DIGITAL TECHNOLOGIES IN AGRICULTURAL EDUCATION FOR YOUTH ENGAGEMENT IN ANAMBRA STATE
Agricultural education is critical towards enabling youth to bring about economic growth and food security through agricultural activity in Anambra State, Nigeria. Nevertheless, conventional modes of teaching are ineffective because they do not appeal to the young population that is tech-savvy and thus, leading to high unemployment and poor agricultural performance. They research how well digital technologies including mobile apps and e-learning systems fit into agricultural learning to increase youth participation in Anambra State. Through the use of mixed-method, respondents were selected in three institutions; 150 youth, 30 lecturers, and 15 agricultural extension officers in Nnamdi Azikiwe University, Anambra State Polytechnic, and a vocational training institution in the state of Awka. The results show that limited integration of the digital in the education system is because of the poor structure of these systems, poor levels, and lack of a willingness to use digital materials in the curriculum. Examples of opportunities are using high rates of smartphone access and young digital literacy. The research will give us information about obstacles, youth perceptions and reasonable steps that can be taken to incorporate digital tools into curricula to improve involvement. Policy recommendations are provided to facilitate the transition towards youth-led agricultural change in Anambra state that is part of the National Digital Agriculture Strategy (2020-2030) in Nigeria.
AN ASSESSMENT OF THE NEXUS BETWEEN ADMINISTRATIVE MANAGEMENT VARIABLES AND INSTRUCTIONAL DELIVERY AMONG SPECIAL EDUCATION TEACHERS
In Nigeria, the implementation of inclusive education seeks to provide equitable learning opportunities for children with special needs. However, concerns persist regarding declining instructional quality, inadequate assessment practices, and the absence of clear evaluation guidelines for students with disabilities. This study examined the relationship between administrative management variables and instructional delivery among special education teachers in public secondary schools in Cross River State. Specifically, it explored how professional development and job supervision relate to instructional delivery. Two research questions and corresponding hypotheses guided the study, which adopted a correlational research design. The population consisted of 92 special education teachers, and the census approach was utilized. Data were collected using a structured questionnaire titled Administrative Management Variables and Teachers’ Instructional Delivery Questionnaire (AMVTIDQ), designed on a four-point Likert scale. The instrument’s validity was confirmed by experts in Educational Management and Measurement and Evaluation at the University of Calabar, while reliability testing produced Cronbach Alpha coefficients ranging from 0.81 to 0.83. Data were analyzed using scatterplots and Pearson’s Product-Moment Correlation Coefficient (r) at the 0.05 significance level. Findings revealed a significant positive relationship between professional development, job supervision, and instructional delivery among special education teachers. The study concluded that administrative management variables strongly influence instructional effectiveness. It was recommended that the Ministry of Education and school administrators strengthen continuous professional development programs and adopt supportive supervisory practices to enhance instructional quality and promote inclusive education outcomes.
EMOTIONAL SELF-AWARENESS AND INTEREST AS PREDICTORS OF ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY IN AWKA EDUCATION ZONE
The study examined emotional self-awareness and interest as predictors of academic achievement of secondary school students in Biology in Awka Education Zone, Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The population of the study comprised 3891 senior secondary school two (SS 2) students from all the public secondary schools in the zone. 389 senior secondary school students were sampled from the population using multi-stage sampling procedures. Biology Self-Awareness Assessment Scale (BSAAS), Biology Interest Scale (BIS) and cumulative result scores in Biology for 2024/2025 academic session, were used for data collection. The instruments were validated by three experts from Nnamdi Azikiwe University, Awka. The reliability of the instruments was established using Cronbach's alpha method, yielding a coefficient of 0.83 for BSEQ and 0.73 for BIS. Data collection involved the direct administration of the questionnaires to respondents by the researcher and five research assistants. Simple and multiple linear regression analyses were employed for the analysis of the data collected. The findings of the study revealed that emotional self-awareness was found to have a weak positive and significant prediction on the academic achievement of students, also, interest demonstrated a weak positive and significant prediction on academic achievement of students. Furthermore, emotional self-awareness and interest jointly have a high positive and significant prediction on the academic achievement of secondary school students in Biology. Based on the findings, the study concluded that emotional self-awareness and interest are important psychological factors that significantly influences the academic achievement of secondary school students in Biology. It was recommended amongst others that students should be encouraged to build emotional self-awareness and interest in Biology by engaging in self-directed learning activities, setting realistic academic goals, and celebrating small academic successes to boost their confidence and motivation. Also, school administrators should organize capacity-building programs for teachers on how to integrate emotional self-awareness strategies into classroom practice, while also providing conducive learning environments that promote emotional stability and academic achievement.
GREEN OFFICE DESIGN AND PRODUCTIVITY OF SECRETARIES IN BUSINESS ORGANIZATIONS IN AWKA METROPOLIS OF ANAMBRA STATE, NIGERIA
The study assessed green office design and its effect on the productivity of Secretaries in business organizations in Awka Metropolis of Anambra State, Nigeria. Two specific objectives, and two research questions were posed. The study adopted correlational research design and was carried out in Awka metropolis, of Anambra State, Nigeria. The population of the study was 216 confidential office secretaries in selected business organizations in Awka metropolis. The entire population of 216 confidential office secretaries was used because of their small size. The instrument for data collection was a structured questionnaire on Green Office Design and Productivity of Secretaries in Business Organizations (GODPSBO) which was developed from literature review for the study. The Questionnaire contained 17 item-statements. The instrument was validated by three experts: two in the field of Business Education and one in measurement and evaluation all in Nnamdi Azikiwe University. The reliability of the instrument was computed using Cronbach Alpha formula which yielded an aggregate reliability co-efficient of 0.82 for cluster A and 0.84 for cluster B, with an overall coefficient value of 0.89. Pearson correlation coefficient was used to analyze responses to the questionnaire items. The study revealed among others variation in the productivity of secretaries in business organizations because of the noisy office environment. The study also revealed that green office is a significant predictor of improved productivity by secretaries in business organizations.
REVOLUTIONIZING CHEMISTRY EDUCATION: THE IMPACT OF CHEMLAB SOFTWARE IN ANAMBRA STATE SECONDARY SCHOOLS
The paper focused on the influence of Chemlab software on the training of chemistry in secondary schools in Anambra State, Nigeria, which has been affected by the lack of sufficient laboratory facilities and high degree of practical teaching. A quasi-experimental design was employed and used 200 SS2 students and 20 teachers of four schools in a three-month intervention. Academic performance, engagement, and the barriers to adoption were measured by pre- and post-tests, questionnaires, and focus group discussions. Descriptive statistics were used to analyze the quantitative data using SPSS (t-test and ANOVA); qualitative data were analyzed on a thematic level using NVivo. According to results, significant improvement was observed in academic performance (p < 0.05) and increased engagement with students in the experimental category. Bottlenecks involved low levels of teacher preparation and lack of infrastructures. A model of the way Chemlab is to be incorporated into the chemistry curriculum was suggested; this model focused on teacher preparation and on policy provision. These results highlight the possibilities of digital tools to complement chemistry learning in low-income contexts, and can provide directions in curricular development and expansion in Nigeria.
EVALUATION AND PRODUCTION OF LOCAL SPICES USING ALLIUM (GARLIC) AND CURCUMA LONGA (TURMERIC) FOR HOUSEHOLD USAGE OF STAFF OF FEDERAL COLLEGE OF EDUCATION (TECHNICAL), ASABA
This study focused on the production and evaluation of a composite spice formulated from garlic (Allium sativum) and turmeric (Curcuma longa) in a 1:1 ratio. The aim was to enhance the nutritional, functional, and sensory qualities of locally available spices through blending. The powders were prepared, mixed, and analyzed for proximate composition, phytochemical constituents, antioxidant activity, sensory attributes, and functional properties using standard laboratory procedures. Results revealed that the blended spice exhibited a balanced proximate composition, including protein (13.40%), fat (1.90%), ash (4.40%), and carbohydrate (68.80%). The coexistence of allicin (1.25 mg/g) and curcumin (1.96 mg/g) in the mixture improved the total phenolic (7.40 mg GAE/g) and flavonoid (4.85 mg QE/g) contents, thereby enhancing antioxidant potential. The DPPH radical scavenging activity of the blend (68.55%) was intermediate between garlic (61.25%) and turmeric (74.10%), indicating synergistic antioxidant behavior. Sensory evaluation showed that the 1:1 garlic–turmeric blend was the most preferred in color (4.5), aroma (4.6), taste (4.4), and overall acceptability (4.7). Functional property analysis demonstrated moderate bulk density (0.56 g/cm³), good water absorption (103.8%), and oil absorption capacity (89.1%), suggesting enhanced dispersibility and flavor retention. The study concludes that blending garlic and turmeric produces a functionally superior and nutritionally balanced spice with improved antioxidant and sensory qualities. The 1:1 garlic–turmeric blend is therefore recommended for household and commercial applications as a natural seasoning alternative to synthetic additives.
RELATIONSHIP BETWEEN PERCEIVED SOCIAL SUPPORT AND SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN COMPUTER STUDIES IN AWKA EDUCATION ZONE
The study examined the relationship between perceived social support and secondary school students’ academic achievement in Computer studies in Awka Education Zone of Anambra State, Nigeria. It was guided by two research questions and two null hypotheses were tested at 0.05 alpha level. The study adopted a correlation research design. The population comprised 6,334 senior secondary two (SS 2) students from all public secondary schools in the zone. Multi-stage sampling procedure was used to draw a sample of 376 SS 2 students. Multi-dimensional Perceived Social Support Scale Questionnaire (MPSSSQ) and students’ first term result on Computer studies for 2024/2025 session which represented their achievement scores in Computer Studies were used for data collection. MPSSSQ was validated by three experts from Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach’s alpha method to be coefficient of 0.89. Data collection was done by direct administration of the questionnaire to the respondents by the researchers and five research assistants. The data collected were analyzed using Pearson Correlation Coefficients. The findings revealed a moderate positive and significant relationship between perceived social support and academic achievement of secondary school students in Computer Studies. Also, the study revealed that there is a weak positive and significant relationship between perceived social support and academic achievement of secondary school male and female students in Computer Studies, with the relationship being stronger among female students. Based on the findings, the study concluded that students’ perception of social support plays an important role in enhancing their academic achievement in Computer Studies. The study recommended amongst others that Schools, administrators should strengthen support systems by promoting collaborative learning, peer mentoring and teacher-student rapport to enhance students’ sense of belonging and academic engagement in Computer Studies. Parents and guardians should provide consistent emotional and academic encouragement to their children.
ADOPTION OF DIGITAL AGRICULTURAL TECHNOLOGIES AMONG NIGERIAN AGRICULTURAL STUDENTS
Digital agricultural technologies, such as precision farming tools, mobile apps, and IoT-based systems, hold transformative potential for enhancing agricultural productivity in Nigeria. This study explores the adoption of these technologies among Nigerian agriculture students, focusing on their awareness, engagement, and the challenges hindering effective utilization. A mixed-methods approach was employed, with surveys administered to 270 students of agricultural and agricultural related disciplines across six Nigerian universities and focus group discussions conducted with 22 participants. Results show that 70% of students are aware of digital agricultural technologies, with 58% actively engaging with tools like mobile apps for crop monitoring and market access. Motivations include improved farm efficiency, career prospects, and alignment with global agricultural trends. However, adoption is constrained by limited access to technology (65% cited high costs), inadequate training, unreliable internet connectivity, and minimal integration into curricula. The study recommends incorporating digital agriculture training into academic programs, providing subsidized technology access, and improving rural internet infrastructure. These findings underscore the need for educational and policy interventions to empower Nigerian agriculture students as drivers of technology-driven farming.
ANALYSIS OF THE BIOACTIVE AND MICROBIOLOGICAL CONTENTS OF HERBAL MIXTURES SOLD IN ANAMBRA STATE, NIGERIA
Herbs mixtures form an inseparable part of traditional medicine in Anambra State of Nigeria and are used due to their therapeutic potential and flavonoids and alkaloids compounds properties. However, microbiological contamination caused by unregulated preparation and storage is of great health risk. This paper examines the bioactive and microbiological composition of the 50 herbal mixture products in the markets in Onitsha, Awka and Nnewi in order to determine their safety and therapeutic potentials. Applying High-Performance Liquid Chromatography (HPLC) and Gas Chromatography-Mass Spectrometry (GC-MS) as a bioactive analysis medium as well as standard plate count methods to determine microbial loads, the study determines the significant compounds, quantimines the microbial loads and assesses the effects of preparation methods on contamination. Flavonoids and alkaloids were found in a high percentage of the samples (82%), but with respective varying concentrations (0.7-4.5 mg/g). Microbiologically, 58 percent of samples recorded unsafe levels and, Escherichia coli (48%) as well as Staphylococcus aureus 32) were recorded, which can be attributed to poor hygienic practices (r =0.71, p < 0.01). Recommendations comprise unified preparation directions and government controls to make them safer. The results provide information to the stakeholders in public health that favors the Nigerian traditional medicine system and consumer protection.
INFORMATION NEEDS AND SEEKING BEHAVIOUR OF STUDENT OF CENDASNER IN NNAMDI AZIKIWE UNIVERSITY AWKA.
The study determined information needs and information seeking behavior of students of CENDASNER in Nnamdi Azikiwe university Awka. Four research questions guided the research the study adopted case study research design. The population of the study was made up of 50 students with disabilities in CENDASNER in Nnamdi Azikiwe university Awka, no sampling technique was adopted for the study because the number was manageable. The instrument for data collection was questionnaire, data was analyzed using descriptive statistics percentage and mean scores. The findings of the study revealed the information needs of students of CENDASNER were physical accessibility of resources, availability of materials, educational and among others. The information seeking behavior of students of CENDASNER were that they prefer to seek academic-related information from university websites or online portals, among others. The challenges that hinder information needs and information seeking behavior of students of CENDASNER in Nnamdi Azikiwe University Awka were that they struggle to find learning materials or university resources in accessible formats among others. The solutions to the challenges that hinder information seeking behavior of students of CENDASNER is that the university should provide learning materials in multiple accessible formats among others. The study recommended the university should establish a dedicated disability resource center that provides easy access to essential learning materials.
SELF-REGULATION STRATEGIES AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN AWKA EDUCATION ZONE
The study examined self-regulation strategies as a predictor of senior secondary school students’ academic achievement in Biology in Awka Education Zone of Anambra State, Nigeria. The research was guided by three research questions and three hypotheses were tested at 0.05 alpha level of significance. The study adopted a predictive correlation research design. The population of the study comprised 3890 senior secondary two (SS 2) students from all the public secondary schools in the zone offering Biology. Multi-stage sampling procedures was used to draw a sample of 389 from the population. The instruments for data collection are Biology Self-Regulation Strategies Questionnaire (BSRSQ), while 2024/2025 Promotion results in Biology was used as students’ achievement scores. The instrument, BSRSQ, was validated by three experts, from Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha, with coefficient of 0.86. Data were collected through the direct administration of questionnaires to the respondents by the researcher, assisted by five research assistants. The data collected were analysed with simple and multiple linear regression analyses. The findings of the study revealed that self-regulation strategies have a weak positive predictive value on senior secondary school students’ academic achievement in Biology. Furthermore, the study found that Individual dimensions of self-regulation strategies have a strong positive and significant predictive value on senior secondary school students’ academic achievement in Biology. The study also showed that Self-regulation strategies have a weak positive predictive value on academic achievement in Biology for both male and female senior secondary school students, with a stronger predictive value for females. Based on the findings, the study concluded that self-regulation strategies play a meaningful, though varying, and role in enhancing students’ academic achievement in Biology, with notable gender differences favouring females. The study recommended amongst others that teachers should incorporate explicit self-regulation strategy training such as goal setting, self-monitoring, and self-evaluation into Biology instruction to enhance students’ academic achievement. Gender-sensitive interventions should be developed to support both male and female students in optimizing their use of self-regulation strategies for improved academic performance in Biology.