Repositioning General Studies for National Development: A Multidisciplinary Approach to Undergraduate Education in Nigeria, A Study of Custech, Osara and Comparative Insights from Selected Universities (Published)
This study investigated the repositioning of General Studies (GST) for national development through a multidisciplinary approach to undergraduate education in Nigeria, using Confluence University of Science and Technology (CUSTECH), Osara, and comparative insights from University of Ilorin, Benue State University and Bingham University. The study was motivated by growing concerns regarding the ability of existing GST programmes to adequately equip students with the competencies required for effective participation in contemporary society and for national development. Specifically, the study examined the structure, content, and delivery of GST programmes, students and lecturers perceptions of the relevance and effectiveness of GST in promoting national development and graduate preparedness, identified challenges affecting programme implementation, evaluated the extent to which existing GST courses promote civic, ethical, entrepreneurial, and digital competencies and proposed a multidisciplinary framework for repositioning GST in Nigerian universities. The study adopted a mixed-methods research design involving quantitative, qualitative, and documentary approaches. Data were collected through questionnaires administered to 400 undergraduate students drawn from CUSTECH, Osara, University of Ilorin, Benue State University, and Bingham University. Semi-structured interviews were conducted with GST directors, lecturers, and academic administrators, while documentary analysis of university handbooks and publicly available course outlines provided comparative curricular insights. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that General Studies remains highly relevant to undergraduate education, particularly in promoting civic consciousness, critical thinking, communication skills, problem-solving abilities, and national integration. However, challenges such as overcrowded classrooms, excessive theoretical orientation, insufficient integration of digital literacy among others were identified. The study further revealed disparities in curriculum content and multidisciplinary orientation across institutions. Consequently, a multidisciplinary framework integrating entrepreneurship, digital literacy, leadership education, experiential learning, and community engagement was proposed. The study concludes that repositioning GST through a multidisciplinary and learner-centred approach is essential for strengthening undergraduate education and enhancing sustainable national development in Nigeria.
Keywords: National Development, Nigeria, general studies, multidisciplinary approach, undergraduate education
Strategies for Enhancing the Application of Artificial Intelligence in Teaching of Business Education Courses in Public Universities in South-South, Nigeria (Published)
The study ascertained the strategies for enhancing the application of Artificial Intelligence in the teaching of Business Education courses in public universities in South-South, Nigeria. Descriptive survey research design was used for the study. The population of the study consisted of two hundred and forty-one (241) business educators (116 males and 125 females) in 14 public universities in the study area offering Business Education programme of which eight (8) are owned by the State Governments and six (6) by Federal Government. The instrument for data collection was a self-developed 4-point rating scale titled: Strategies for the Application of Artificial Intelligence in Teaching Business Education courses (SAAITBEC). The instrument was validated by three research experts and was tested for reliability using Cronbach Alpha coefficient. The reliability coefficients obtained were as follows: cluster 1 (curriculum innovation strategies, 0.87) and cluster 2 (skills upgrading strategies, 0.84). However, the overall reliability coefficient was 0.92. Data collected were analysed using mean and standard deviation in order to answer the research questions. Furthermore, t-test statistic was used to test the null hypotheses. Findings revealed that curriculum innovation and skills upgrading strategies would enhance the application of AI in teaching Business Education. These strategies have no significant difference in terms of gender and institution ownership respectively. The implication of the findings is that for AI tools to be effectively applied in Business Education, an update of the Business Education curricula to include AI competencies and upgrading business educators’ skills to teach with AI tools are imperative. It was recommended among others that Business Education curriculum should be upgraded by concerned authority to incorporate AI content to enhance the teaching and ensure that standard educational goals, materials and methods of instruction are not only maintained but updated along with the advancements in the social, cultural and technologies such as AI.
Keywords: Nigeria, Public Universities, South-South, Strategies., application of artificial intelligence, teaching of business education courses
Effect of Peer Tutoring Strategy on the Interest of Business Education Students in Entrepreneurship in Public Tertiary Institutions in North East, Nigeria (Published)
The study examined the effect of peer tutoring strategy on the interest of Business Education students in entrepreneurship in public tertiary institutions in North-East, Nigeria. Three specific purposes, three research questions and three null hypotheses guided the study. Quasi-experimental research design involving pre-test and post-test was used. The population of the study was two hundred and thirty-eight (male 99 and female 139) Business Education students in public tertiary institutions. Four schools (two public universities and two colleges of education) were purposively selected. One university and one college of education were randomly selected and assigned to the treatment group while the other university and one college of education were assigned to the control group. Entrepreneurship Education Interest Inventory (EEII) was used as instrument for data collection. The instrument was validated by three experts and tested for reliability using the Crombach Alpha formula which yielded a coefficient of 0.93. Mean and standard deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that Business Education students taught entrepreneurship using peer tutoring strategy showed greater and significant interest more than their classmates who were taught using the conventional method. The interest of the males and females improved with peer tutoring strategy, though the females indicated higher interest than the males, the mean score was not statistically different. The findings further revealed that gender had interaction effect with teaching strategies on the mean interest scores of Business Education students in entrepreneurship. Based on the findings, it was recommended that educational institutions in North-East, Nigeria should adopt Peer tutoring in teaching entrepreneurship in tertiary institutions. Relevant authorities should incorporate a more inclusive curricula framework on entrepreneurship, encourage training programmes, provide infrastructures and facilities for effective teaching and learning experiences during entrepreneurship lessons.
Keywords: Entrepreneurship, Nigeria, North East, business education students, peer tutoring strategy, public tertiary institutions
Extent of Awareness and Use of Online Databases in Digital Environment for Academic Activities by Undergraduate Students in Adeyemi Federal University of Education Ondo, Nigeria (Published)
The study is on Extent of Awareness and Use of Online Databases in Digital Environment for Academic Activities by Undergraduate Students in Adeyemi Federal University of Education Ondo, Nigeria. Six research objectives and questions guided the study. The survey research design was adopted for the study. The study population consisted of Adeyemi Federal University of Education Undergraduates. Structured questionnaire was developed for the study and used for the data collection. A sample size of 100 respondents was purposively chosen as the respondents of the study. All data were categorized and analyzed using tables, frequency, charts and simple percentage, for data analysis. The results reveal that the majority of AFUED undergraduate students had a generally low level of awareness of the available online databases in the University Digital Library. EBSCOHOST recorded the highest level of combined awareness (HA + FA + A = 65.0%), making it the most recognized database among respondents, followed by Proquest (53.0%). However, a substantial proportion of students remained unaware (NA) of most databases. JSTOR recorded a non-awareness rate of 59.0%, AGORA 69.0%, African Digital Library 64.0%, HINARI 64.0%, and Indiana University Press had the highest non-awareness rate of 75.0%. This finding suggests that awareness of online databases among AFUED undergraduates is generally low, with most students either unaware or only marginally aware of the digital resources available to them in the Online environment. the challenges confronting AFUED undergraduate students in their use of online databases. The most critical challenge was incessant power failure, with 85.0% of respondents (SA + A) affirming this as a major barrier. This was closely followed by server low bandwidth (80.0%), insufficient computers in the library (80.0%), discouraging subscription costs (70.0%), expensive downloading and printing (68.0%), and insufficient time due to academic pressure (68.0%).The most strongly supported strategies included provision of uninterrupted power supply (SA + A = 88.0%), provision of enough computers in the Digital Library (88.0%), government provision of subsidized laptops to students (88.0%), teaching students advanced database searching skills (88.0%), and giving students orientation and education on online information resources (87.0%).
Keywords: Adeyemi Federal University of Education Ondo, Nigeria, Undergraduate Students, academic activities, digital environment, extent of awareness, use of online databases
Availability, Access and Use of School Library Resources among Students of Adeyemi Federal University of Education Demonstration Secondary School, Ondo, Nigeria (Published)
The study is on Availability, Access and Use of School Library Resources among Students of Adeyemi Federal University of Education Demonstration Secondary School, Ondo, Nigeria. The research design for the study was descriptive survey research design. The population comprises all the senior secondary school students in Adeyemi Federal University of Education Demostration secondary schools, Ondo City. The stratified random sampling technique was used to select a sample size from science, art and commercial class. The population of the study was too large to be readily reached. A sample size of 100 hundred respondents which represents about 10% of the population was drawn from the study. The instruments used to collect suitable data for this study were questionnaire and observation checklist. The questionnaire was framed on a 4-point modified Likert scale to elicit responses. The questions relate to availability, access and use of library resources by students in the private secondary school. Based on this, frequencies of occurrence were established and used for the analysis using percentages, mean and standard deviation. Textbooks were by far the most used resource, a finding consistent with the curriculum-driven nature of secondary education in Nigeria. Academic purposes dominated the purposes of using the library which are reading lecture notes, photocopying documents, reading textbooks, and exam preparation were the most strongly affirmed access purposes. However, generally there are challenges which include inadequate resources and poor internet connectivity were which are the dominant challenges. It is therefore recommended that there should be strong internet connectivity in the library and more resources should be acquired
Keywords: Adeyemi Federal university of education, Availability, Nigeria, Ondo, Secondary School, Students, school library resources
Impact of Adult and Non Formal Education on Social Inclusion of Rural Women and Out of School Youths in Selected Local Government Areas of Oyo State, Nigeria (Published)
The study examined the impact of Adult and Non-Formal Education (ANFE) on social inclusion among rural women and out-of-school youths in selected LGAs of Oyo State, Nigeria, using a descriptive survey. One hundred and fifty participants (75 rural women, 75 out-of-school youths) were selected from six centres via multistage sampling. Data were collected through a validated 4-point Likert ANFESIS questionnaire (reliability = 0.82). Analyses included descriptive statistics, correlations, and t-tests. Results showed high ANFE participation and moderate-to-high social inclusion, with significant positive correlations for both groups. No significant difference in social inclusion was found between the two groups. Findings underscore ANFE’s role in enhancing social inclusion. Recommendations include increased government investment in ANFE and facilitators through the NNCAE, as well as broader community mobilisation efforts.
Keywords: Adult Education, Nigeria, Non-formal education, Oyo State, Rural Women, Social Inclusion, out of school youths
Moderating Role of Public Trust in Government on the Relationship Between Taxpayers’ Education and Revenue Generation in Bayelsa State, Nigeria (Published)
This study investigates the moderating effects of public trust on the relationship between tax education and revenue generation in Bayelsa State. While tax education plays a vital role in enhancing taxpayers’ knowledge, compliance, and willingness to pay taxes, the effectiveness of such educational efforts is often influenced by the degree of trust citizens have in public institutions. Drawing on the social contract theory, the study explores how public trust improves the association between tax education and actual revenue outcomes. Using a quantitative research design, univariate, bivariate and multivariate statistics on primary data obtained from 218 taxpayers and tax administrators, findings showed a significant and positive relationship between electronic tax education and revenue generation in Bayelsa State, a significant and positive relationship between print tax education and revenue generation in Bayelsa State, a significant and positive relationship between stakeholders tax education and revenue generation in Bayelsa State, and public trust significantly and positively moderates the relationship, such that the effect of tax education on revenue generation is stronger when public trust is high. This implies that in societies where citizens perceive public institutions as transparent, accountable and fair, tax education efforts are more likely to translate into higher revenue generation. The study contributes to the literature on fiscal governance and suggests that policymakers must priorities building and sustaining public trust to maximise the effectiveness of tax education campaigns.
Keywords: Nigeria, Revenue Generation, public trust, tax compliance, tax education
Effect of Flipped Learning Approach on Academic Performance and Retention of Undergraduate Students in Trigonometry in Kebbi State Nigeria (Published)
This study investigated the effect of the flipped learning approach on the academic performance and retention of undergraduate students in trigonometry in Kebbi State, Nigeria. A quasi-experimental design was employed, involving 140 students divided into an experimental group (taught using flipped learning) and a control group (taught using traditional methods). The Trigonometry Achievement Test (TAT) was administered as a pretest, posttest, and delayed posttest (after four weeks) to measure performance and retention. Results indicated that the flipped learning group significantly outperformed the control group in both academic performance (mean difference) and retention (mean difference). No significant gender differences were found in either performance or retention. The findings suggest that flipped learning enhances trigonometry learning outcomes and retention more effectively than traditional methods, supporting its adoption in undergraduate mathematics education.
Keywords: : Academic Performance, Nigeria, Retention, Undergraduate Students, flipped learning, trigonometry
Principals’ Supervisory Strategies and School Discipline in Public Secondary Schools in South-South Geopolitical Zone, Nigeria (Published)
The study focuses on principals’ supervisory strategies and school discipline in public secondary schools in South-South Geopolitical Zone, Nigeria. Principals’ supervisory strategies play a crucial role in maintaining school discipline. Effective school discipline is critical for fostering a safe, orderly and conducive learning environment. Four research questions were raised while four null hypotheses were formulated. The study was a qualitative and quantitative survey employing the ex-post-facto design. The target population of the study was 33,968 principals and teachers in the public secondary schools in the South-South Geopolitical Zone, Nigeria which was made up of Akwa- Ibom, Bayelsa, Cross–River, Delta, Edo and River States. The sample for the study consisted of one thousand, one hundred and eighty-five (1185) principals and teachers in three (3) states of South Geopolitical Zone. The instrument that was employed for collection of data was a questionnaire titled “Principals’ Supervisory Strategies and School Discipline Questionnaire” (PSSSDQ). The validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.76 was used. Mean scores, standard deviation and coefficient of determination using 2.50 as benchmark to provide answers to the research questions. Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. From the findings it was concluded that in public secondary schools in South-South Geopolitical Zone, Nigeria, principals employ classroom visitation, clinical supervision, monitoring strategies in ensuring school discipline.
Keywords: Discipline, Nigeria, School, Supervisory Strategies
Effects of Brain Based Learning (BBL) On Students’ Academic Achievement and Retention in Mathematics Word Problem in Akwa Ibom State-Nigeria (Published)
The study seeks to determine the effects of Brain Based Learning (BBL) on students’ academic achievement and retention in mathematics word problem in Akwa Ibom State Nigeria. Three research questions were asked, and three corresponding null hypotheses were formulated to guide the study. The non-equivalent control group pre-test post-test quasi-experimental research design was adopted. The proportionate and stratified random sampling techniques were used to select a sample of two hundred (200) senior secondary one (SS 1) students drawn from intact classes from four (4) selected schools in Etinan Education Zone from the population of comprising of 3610 SS I students with 2400 male and 1210 female students as at 2024/2025 academic year. The instrument used for data collection was a researcher-developed Achievement Test on Brain Based Learning on Word Problem (ATBBLWP) a 30 items 4 options multiple choice test after determining its validity and reliability indices. Spilt half method was used to determine the reliability index of the instrument, which was 0.87. The null hypotheses were all tested at the .05 alpha level using the Analysis of Covariance (ANCOVA), statistical techniques. Findings revealed that Brain based instruction enhances students’ academic achievement and retention in word problem than the conventional teaching method. Brain based instruction equally promotes gender equality in the classroom. The instruction favors male and female students equally in enhancing academic achievement in word problem. Brain based instruction also promotes rural and urban parity in classroom mathematics instruction and understanding. It favors both urban and rural students’ locations equally in enhancing academic achievement in word problem. It was recommended, among other things, that teachers should adopt brain-based instruction to enhance students’ mathematics academic achievement and retention, irrespective of students’ gender.
Keywords: Akwa Ibom, Brain Based Learning (BBL), Nigeria, Retention, Students’ Academic Achievement, mathematics word problem