Babcock University Journal of Education (BUJED) is a distinguished peer-reviewed academic journal published by the Department of Education and Humanities at Babcock University, located in Ilishan, Ogun State, Nigeria. The journal publishes twice a year, with issues released in May/June and November/December. The journal dedicated to fostering scholarship in the interdisciplinary areas of Education and Humanities. BUJED is accessible in both print and electronic formats and operates under an Open Access model, ensuring that each published article is assigned a Digital Object Identifier (DOI) and indexed in several prominent databases, including Google Scholar, OpenAIRE, Zenodo, Dimensions, and Garuda. The journal is committed to advancing the exploration and understanding of concepts, theories, and practices within its primary focus areas. BUJED encourages submissions from a diverse international audience, including academics, researchers, graduate students, and policymakers. Contributions are accepted in both English and French, reflecting the journal's commitment to inclusivity. The scope of the journal spans a wide range of topics within Education and the Humanities, making it a valuable platform for scholarly discourse. BUJED upholds rigorous peer-review standards to ensure the quality and integrity of its publications. Manuscripts submitted to the journal undergo a double-blind peer review process, where independent and anonymous expert referees evaluate the submissions after an initial editorial assessment. This process is designed to maintain high scholarly standards and includes several steps: editorial assessment, peer review, and revision and resubmission. The editor first reviews each manuscript to determine its suitability for the journal before it is sent to referees for further evaluation. As part of its Open Access policy, BUJED offers immediate and unrestricted access to all its content. This approach aligns with the journal's commitment to promoting global knowledge exchange by making research freely available to the public. The open access model not only enhances the visibility of the research but also facilitates greater dissemination and impact of the work published within the journal. Editorial Team Editor-in-chief Dr. Adeoye O. Ayodele Editor Dr. Kolawole Ayodele Associate Editor Dr. Ngozi Uwannah Online and Production editor Mr Oluseyi Akintunde ========================================================= Consulting Editors Prof. Ademola S. Tayo - Department of Education, Babcock University, Ilishan-Remo Prof. Ruth A. Aderanti- Department of Education, Babcock University, Ilishan-Remo Prof 'Lasun Gbadamosi - Department of Educational Foundations, Olabisi Onabanjo University, Ago-Iwoye Prof. Ayo Hammed - Department of Counseling and Human Developmental Studies, University of Ibadan Prof. James A. Ogunji - Department of Education, Babcock University, Ilishan-Remo Prof. Tawanda Runhare - Department of Foundations of Education, University of Venda, South Africa Prof. Samuel A. Awoniyi - School of Education, Bugema University, Uganda
Perception of Lecturers on the Core Curriculum Minimum Academic Standard (CCMAS) at Tai Solarin Federal University of Education
The implementation of the Core Curriculum Academic Standards (CCMAS) has attracted the attention of lecturers on whether a 30% flexibility can be really practicable within universities. The study examined the perception of lecturers on Core Curriculum Minimum Academic Standard at Tai Solarin Federal University of Education. The descriptive survey research design was used. The study population comprised all lecturers at Tai Solarin Federal University of Education with a sample of 61 lecturers. Data were collected with the use of researchers developed questionnaire tagged “Lecturers Perception of CCMAS Questionnaire (LP-CQ) with a reliability coefficient of .75. The results indicated that the level of lecturers’ awareness and understanding was high (=3.12), perceptions of academic autonomy and curriculum flexibility was moderate (=2.78), perceived benefits of implementing CCMAS was moderate (=2.80), and perceived challenges of implementing CCMAS was moderate (=2.89). The study concluded that the effective implementation of CCMAS is not the sole issue related to the policy design, but also to sustain professional growth, sufficient institutional commitment, and real flexibility of the curriculum that enables the universities to innovate within their unique environments. It was recommended, among others, that NUC should increase institutional contribution beyond 30 percent whereas universities must make use of its contribution to the maximum to demonstrate local realities, industry demands and new global tendencies.
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ADVANCING SUSTAINABILITY: ETHICAL CAREER PATHWAY AUTOMATED SYSTEMS AND PROACTIVE COUNSELLING PRACTICE IN TRANSFORMING NIGERIAN TERTIARY EDUCATION
The global transformation toward sustainable development as articulated in the United Nations Sustainable Development Goal 4, has intensified expectations for higher education institutions to produce graduates equipped for dynamic, complex, and ethically grounded labour markets. Nigerian tertiary education continues to grapple with persistent challenges, including graduate unemployability, weak school-to-work transitions, and the inadequate integration of sustainability principles into academic and student support systems. This paper advances the argument that embedding ethical considerations within career pathway automated systems and proactive counselling practice is essential for aligning higher education outcomes with sustainability imperatives. It conceptualizes career pathway systems as structured, ethically guided frameworks that incorporate psychometric assessment, internship placement, mentor matching, trans-national learning opportunities, and access to scholarships. This paper adopted a qualitative approach using policy document analysis of United Nations sustainability frameworks, particularly Sustainable Development Goal 4, to examine ethical issues in career pathway automated systems and proactive counselling practices in Nigeria. Data were analyzed thematically to identify key principles relating to sustainability, inclusiveness, accountability, and human-centered career development. It concludes that advancing the sustainability agenda in Nigerian tertiary education requires a paradigm shift toward ethical career pathway automated systems, strengthened counselling capacity, and institutional commitment to transformative and sustainable practices.
MORAL EDUCATION AND GUIDANCE-SERVICES: PANACEA FOR REDUCING CORRUPTION IN NIGERIAN SCHOOLS
Abstract Education is an important phenomenon in all societies as it helps to build and shape its recipients. It is essential to note that as important as it is, its aims and objectives is defeated when corruption is exhibited by recipients. Hence this paper examined the place of guidance-services and moral education in curbing corruption in the Nigerian school system. This paper argued that corruption is a major challenge in the Nigerian school system and posited that there is need to reduce corruption through counselling and moral education in the school and society. Deontological theory propounded by Immanuel Kant which prioritises moral principles and duties over personal interests or outcomes, providing a clear moral compass for decision-making both at personal and public levels was considered appropriate and applied in this article to explain how guidance-services and moral education aims to reduce corruption in the school system. It recommended that teachers, counsellors and educators should engage in teaching of life skills that are of moral standards which will help to make individuals to be morally responsible and sensitive.
EFFECTIVENESS OF RATIONAL EMOTIVE BEHAVIOUR (REBT) AND COGNITIVE BEHAVIOURAL THERAPIES (CBT) IN REDUCING EXAMINATION ANXIETY AMONG UNIVERSITY UNDERGRADUATES IN OGUN STATE
This study investigates the effectiveness of Rational Emotive Behaviour Therapy (REBT) and Cognitive Behavioural Therapy (CBT) in reducing examination anxiety among university undergraduates in Ogun State, Nigeria. This study adopted a quasi-experimental research design,the population was all undergraduate students in Universities in Ogun State. experiencing moderate to high levels of test anxiety were randomly assigned to REBT, and CBT. Data were collected using the Test Anxiety Inventory (TAI) and analyzed with descriptive and inferential statistics. The instrument was validated by experts in counselling psychology and the reliability was confirmed using test-retest method and reliability index of 0.83 was obtained. The intervention lasted for eight weeks and involved structured therapeutic sessions focusing on cognitive restructuring, emotional regulation, relaxation techniques, and behaviour modification strategies. The results showed significant reductions in anxiety levels among students who received REBT and CBT interventions when the pre-test and post-test scores were compared. The study concludes that both REBT and CBT are effective therapeutic approaches for managing examination anxiety and recommends their integration into university counselling and academic support programs. Word Count: 173
THE IMPACT OF AUDIO – VISUAL AIDS, INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING CHRISTIAN RELIGIOUS STUDIES AND INTEGRATING ADVANCED ARTIFICIAL INTELLIGENCE RESEARCH MACHINES IN CARRYING OUT RESEARCH IN THE SAME DISCIPLINE
There is perceived of poor academic achievement and interest of students in Christian Religious Studies in Nigeria schools today. This situation has been attributed to many factors one of which is poor method of teaching.As the academic is evolving on a timely basis, both methodologically and epistemologically, the humanities stand at a crossroads. The advent of advanced research machines, particularly Artificial Intelligence (AI), presents both unprecedented opportunities and profound challenges. This paper argues that Artificial Intelligence (AI) is the replication of human intelligence by a system of machines. Research machines, particularly those powered by AI, are capable of analyzing, classifying, and generating vast amounts of text data at speeds and accuracies far beyond human capacity. The paper posits that these systems process inputs through a variety of algorithms that identify patterns, trends, and anomalies in large datasets. The paper submits that Artificial Intelligence (AI) has proven instrumental in the translation and interpretation of ancient languages such as Hebrew and Greek. Researchers at Ludwig Maximilian University (LMU), Munich, developed an AI algorithm to translate three hundred thousand (300,000) lines of cuneiform text from ancient Mesopotamia, significantly accelerating the understanding of Babylonian literature. The paper concludes that at the corridor of academic life, both lecturers and students have increasingly become used to research machines to read, answer questions, and even distort facts. The place of disciplinarity in the advent of AI, and of course, where Christian Religious Studies and other academic disciplines stand, is in the digital age. The paper explored library, online sources, research questions in carrying out the research.
FACTORS INFLUENCING TRUANCY BEHAVIOUR AMONG PUBLIC SECONDARY SCHOOL STUDENTS IN IKENNE LOCAL GOVERNMENT AREA, OGUN STATE
This study investigated factors influencing truancy behaviour among public secondary school students in Ikenne Local Government Area, Ogun State, motivated by rising truancy and its negative effects on academic performance and discipline. Three hypotheses guided the research. A quantitative survey design was used. The population comprised 1,441 Senior Secondary School Three (SSS3) students in public schools in Ikenne. A sample of 303 was determined with Krejcie and Morgan’s formula. Multistage sampling (purposive, proportionate, and simple random) selected respondents. Data were collected with a validated structured questionnaire (reliability = .85) and analysed with SPSS. Multiple regression tested hypotheses at p < .05. Findings showed personal factors significantly influenced truancy (R² = .230, F(2,300) = 44.856, p < .05). Self-efficacy had a positive significant effect on truancy (β = .304, t = 5.704, p < .05), while motivation had a negative significant effect (β = -.477, t = -8.959, p < .05). Family factors also significantly influenced truancy (R² = .305, F(2,300) = 65.871, p < .05); family conflict positively affected truancy (β = .279, t = 5.108, p < .05), whereas parental monitoring had a negative significant effect (β = -.362, t = -6.619, p < .05). The combined influence of personal and family factors was statistically significant but small (Adj. R² = .023, F = 4.488, p < .05), explaining 2.3% of variance in truancy. The study concluded that personal and family factors significantly influence truancy among public secondary students in Ikenne. It recommended that school administrators, parents, counsellors, and stakeholders strengthen students’ motivation and self-belief, and promote effective parental supervision and healthy family relationships to reduce truancy.
Digital Proficiency level and Generative AI Adoption for Academic Engagements among STEM and Non-STEM Undergraduates in South-Western Universities, Nigeria: A Comparative Analysis
Abstract This study investigated the digital proficiency level and generative AI adoption for academic engagement among STEM and Non-STEM undergraduates in South-Western universities in Nigeria using a comparative approach. The study adopted a descriptive survey research design. The population comprised of all 400 level undergraduates in South-Western universities in Nigeria, while a sample of 675 students (317 STEM and 358 Non-STEM) was selected using a multi-stage sampling technique. Data were collected using a self-developed instrument titled Digital Proficiency and Generative AI Adoption Questionnaire (DPGAIAQ) with a reliability coefficient of 0.77. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that STEM undergraduates demonstrated a higher level of digital proficiency (M = 3.55, SD = 0.61) compared to Non-STEM undergraduates (M = 3.06, SD = 0.77). Similarly, STEM undergraduates recorded a higher extent of generative AI adoption for academic engagement (M = 3.56, SD = 0.64) than Non-STEM undergraduates (M = 3.04, SD = 0.83). The hypotheses test showed significant differences in digital proficiency (t(673) = 8.96, p < 0.05) and generative AI adoption (t(673) = 9.84, p < 0.05). The study concluded that disciplinary orientation significantly influences digital competence and AI adoption in universities.
EduBridge Analytica: Bridging Theory and Practice in Educational Data Mining for Action Research
EDM and LA provide effective techniques to analyse education data, but their practical application for educator-led action research remains limited. In addition, most of the existing approaches presume a technical background and do not provide much support for early stages in the analytical process, such as data preparation and feature selection. This article investigates whether a system-supported EDM-LA workflow can enhance efficiency, consistency, and usability of feature selection for action research. In this study, a quantitative and qualitative (mixed) methods approach was utilised, where two educators performed feature-selection tasks for three action research questions using both manual methods and a system-supported workflow implemented through the EduBridge Analytica prototype. The quantitative measures were task completion time and feature overlap, whereas qualitative feedback considered usability and cognitive effort. The synthetic post-secondary dataset represented the complexity of real educational data. The results indicate a dramatic reduction in feature selection time from an average of 342 seconds in manual selection to 45 seconds using system support. There was also high feature overlap between manual feature selection and system-assisted manual feature selection, standing between 85% and 90%. This suggests that the system supported, rather than substituted, educator judgement. The cognitive load of the participants reduced during analysis. From these results, it is clear that by providing an organisational framework for analytical work through a system-supported process, EDM and LA can become a tool that is not only useful for action research but can also facilitate greater accessibility. This research is a contribution to empirical evidence illustrating that a gap must not only be filled by analytics but also by system design that is cognisant of educational processes regarding data work.
IMPACT OF TEACHER DISTRIBUTION AND SHORTAGE IN RIVERINE COMMUNITIES ON ACCESSIBILITY TO JUNIOR SECONDARY EDUCATION IN OGUN STATE
This study investigated Impact of Teacher Distribution and Shortage in Riverine Communities on Accessibility to Junior Secondary Education in Ogun State, Nigeria. A descriptive survey research design was adopted. The population comprised all teachers, students, and administrators in junior secondary schools (JSS) within the riverine communities of Ogun waterside and Ipokia Local Government Areas. A purposive sample of 200 respondents — 150 students, 30 teachers, and 20 school administrators — from 10 riverine JSS was drawn. Three validated instruments were employed: a Teacher Distribution and Shortage Questionnaire (TDSQ; α = .83), an Educational Accessibility Assessment Questionnaire (EAAQ; α = .79), and a School Record Data Sheet (SRDS). Data were analyzed using descriptive statistics, independent samples t-test, and Pearson product-moment correlation at a .05 level of significance. Findings revealed that sampled riverine schools recorded a mean teacher-pupil ratio of 1:62 — 77% above the recommended 1:35 — with only 50.9% of approved teaching posts filled. Subject-specialist vacancy rates were most severe in Mathematics (60.0%) and Basic Science/Technology (68.0%). The gross enrolment rate in riverine JSS stood at 41.3%, compared to the state average of 67.8%. A statistically significant difference found between teacher-pupil ratios in riverine and urban schools (t = 8.763, df = 18, p < .001). Teacher shortage showed a strong negative correlation with enrolment rates (r = −.74, p = .014, r² = .55), while teacher distribution strongly positively correlated with academic performance (r = .81, p = .005, r² = .66). All three null hypotheses were rejected. The study concludes that teacher shortage and inequitable distribution constitute the primary institutional barrier to JSS educational accessibility in riverine Ogun State. It is recommended among others that the state government implement a structured Riverine Teacher Incentive Scheme.
STAFF WELFARE AS DETERMINANTS OF JOB COMMITMENT AMONG SENIOR SECONDARY SCHOOL TEACHERS IN ABEOKUTA SOUTH LOCAL GOVERNMENT AREA, OGUN STATE
Teachers’ job commitment remains a fundamental factor influencing instructional effectiveness, students’ academic achievement, and overall educational quality. Across developing countries, declining levels of teacher commitment have become a major educational challenge, largely attributed to inadequate staff welfare provisions. In Nigeria, persistent welfare-related challenges such as delayed promotion, inadequate healthcare services, job insecurity, heavy workload, and limited opportunities for professional development have contributed to reduced teacher motivation and instructional effectiveness. Against this background, this study examined staff welfare as a determinant of job commitment among senior secondary school teachers in Abeokuta South Local Government Area of Ogun State, Nigeria. The study adopted a descriptive survey research design to systematically investigate teachers’ perceptions of welfare provisions and their level of professional commitment. The population consisted of all senior secondary school teachers in public and private secondary schools within the study area. A total enumeration sampling technique was employed to ensure comprehensive representation of respondents. Data were collected using a structured questionnaire titled Staff Welfare and Teachers’ Job Commitment Questionnaire (SWTJCQ). The instrument was validated by experts in educational planning and administration and tested for reliability using Cronbach Alpha coefficient, which yielded a reliability index of 0.85. Data were analysed using descriptive statistics, including mean and standard deviation, while simple linear regression analysis was used to determine the predictive influence of staff welfare on teachers’ job commitment at 0.05 level of significance. Findings revealed that the level of staff welfare among senior secondary school teachers was moderate, with healthcare services, job security, and working conditions receiving relatively higher ratings compared to promotion opportunities and professional development opportunities. Teachers’ job commitment was also moderate, with high commitment observed in lesson preparation and instructional delivery but relatively lower commitment in mentoring, participation in academic programmes, and engagement in professional development activities. Regression analysis revealed a statistically significant positive relationship between staff welfare and teachers’ job commitment, indicating that improvements in welfare provisions significantly enhance teachers’ instructional dedication and academic engagement. The study therefore recommends that government and educational authorities should prioritize the provision of comprehensive staff welfare packages, including improved healthcare services, timely promotion, and enhanced professional development opportunities, in order to strengthen teachers’ job commitment and improve educational outcomes.
Ellen G. White Counsel on Functional Youth Ministry: Implication for Caring for Youth in the Seventh-day Adventist Church, Nigeria
The mission of the Seventh-day Adventist Church is to announce and prepare people for the second coming of Christ. This task is for both adults and youths to accomplish. Youth attrition from faith is a concern for religious leaders and many have written on different approaches to checkmate the phenomenon. The Seventh-day Adventist Church, especially in Nigeria is gifted with many young people but the church is faced with challenges of keeping the young people in the faith and in getting them engaged. Despite different organizations like pathfinder club and campus ministry, and different activities like youth camp and congresses, the challenges still remain. The functionality of youth ministry can be determined by how the young people are retained and are committed in the faith. The question therefore is, what else could be done to have a functional youth ministry in the Seventh-day Adventist Church in Nigeria? This study explored the counsels from Ellen G. White on youth ministry, extracting principles the church in Nigeria could adopt as part of the necessary overhaul of youth ministry. These will guide towards an intentional and functional youth ministry which will generate active and positive youth engagement in the mission of the church.
ELOQUENT SILENCE, JESUS AND SERVANT LEADERSHIP
This study combined eloquent silence and Jesus’ Servant Leadership as a concept of leadership, which is a form of communication with theological relevance. This allows for human choice, introspection, and free-will decisions. The current world is a world of assertion, argument, competition, and survival of the fittest. This problem has tipped leadership against themselves; leadership against followers and followers against each other. The methodology was qualitative, mediated by theological analysis and selected secular case studies, such as Jesus, Job, Socrates, Holocaust victims, Mahatma Gandhi, and Nelson Mandela. The research design was based on a literature search and content analysis. These were instrumental to the elicitation of textual data, which were synthesized to generate themes and patterns for general discussions and implications. The study found that though quiet, silence is eloquent. It clarifies human intentions and is meaning making for doctrines, ethics, moral independence, integrity, and justice. In alignment with servant leadership, silent communication had no evidence of domination, manipulation, coercion, aggression, nor contention. By interpretation, eloquent silence was counter cultural. It went against every negative leadership practice. Consequently, if understood correctly, silence was an immensely powerful model of leadership, which should form the foundation of every leadership style. Overall, if the freewill choice of the followers is not engaged, assertiveness, self-imposition, and charisma are different from performance, effectiveness, and efficiency.
COUNSELLING STRATEGIES FOR ENHANCING LOW SELF-ESTEEM AMONG IN-SCHOOL ADOLESCENTS AS EXPRESSED BY SECONDARY SCHOOL COUNSELLORS IN KWARA STATE
Low self-esteem is a psychological, social, cultural and mental health problem which negatively impacts adolescents’ emotional well-being, social interaction and academic performance which is currently creating a lot of concerns to guidance counsellors, psychologists and mental health practitioners in the world. This paper therefore investigated counselling strategies for enhancing low self-esteem among in-school adolescents as expressed by secondary school counsellors in Kwara State. A researcher designed questionnaire entitled “Counselling Strategies for Enhancing Low Self-esteem Questionnaire (CSELSQ)” was used to collect necessary data for the study. A reliability coefficient of 0.81 was obtained. Data analysis was done using percentage, mean and ranking order, t-test, Analysis of Variance (ANOVA) and Duncan Multiple Range Test (DMRT). The study revealed the major causes of low self-esteem among in-school adolescents to be failure to meet others’ expectations, comparison with others and parental social economic status among others. The counselling strategies mostly adopted by secondary school counsellors in Kwara State are person-centered, group, and cognitive behaviour therapies. Hypothesis one, two and three were rejected. The study therefore recommended amongst others that Seminars, workshop and conferences should be organized for secondary school counsellors to enable them utilize the various counselling strategies in enhancing low self-esteem among in-school adolescents to a great extent.
EDUCATION AND INDIGENOUS KNOWLEDGE AMONG THE YORUBA: A NEED FOR RE-EVALUATION
Abstract This paper explores the intersection of formal education and indigenous knowledge among the Yoruba and the African community at large, emphasizing the importance of re-evaluating the interplay between Western formal education and traditional African systems of learning. Education, encompassing both formal and informal systems, is essential for holistic human development. However, the dominance of Eurocentric educational paradigms in Africa has led to the marginalization of indigenous knowledge systems, which are rich in cultural values, ethical principles, and practical skills crucial for community development. The study highlights the erosion of Yoruba indigenous knowledge due to modernization, colonization, and migration, stressing the urgent need for preservation and transmission of this knowledge across generations. It underscores the merits and demerits of Western education, noting its contributions to knowledge access, economic progress, and global connectivity, but also its role in cultural erosion and intellectual colonization. Conversely, Yoruba indigenous knowledge fosters moral development, community cohesion, and cultural preservation. Proverbs, idioms, and metaphors in Yoruba culture serve as educational tools for imparting wisdom and societal values. The paper advocates for the integration of indigenous knowledge into formal education systems, positing that this approach can enhance educational relevance, promote cultural sustainability, and support the development of well-rounded individuals capable of addressing local and global challenges. Keywords: . . . . I . . . .
WORK FAMILY BALANCE, OCCUPATIONAL DEMAND AND LIFE SATISFACTION AMONG MARRIED CAREER WOMEN IN BABCOCK UNIVERSITY, ILSHAN REMO, OGUN STATE, NIGERIA
Life satisfaction is fundamentally an individual’s cognitive evaluation of their overall quality of life, measured against personal values and standards rather than temporary emotional states. For married career women, this evaluation is shaped by the complex navigation of dual roles, as they strive to balance professional excellence with significant domestic and marital responsibilities. The study adopted a quantitative survey research design to collect standardized data that could be objectively analyzed. The population comprised 368 married career women, including both academic and non-academic staff members, and utilized a total enumeration technique to ensure every member of the population had an equal chance to participate. Data were successfully collected from 345 valid respondents using a structured self-report questionnaire titled the Work-family Balance, Occupational Demand and Life Satisfaction Questionnaire (WFBODLSQ). The reliability of the research instrument was confirmed through a pilot study, which yielded Cronbach's alpha coefficients of 0.729 for life satisfaction, 0.707 for work-family balance, and 0.603 for occupational demand. The analysis of the findings revealed that married career women at Babcock University experience a moderate level of life satisfaction, as evidenced by a grand mean score of 3.06. Simple linear regression results indicated that work-family balance has a significant positive influence on life satisfaction (???? = .170, ???? = 3.192, ???? < .05), accounting for 2.6% of its variance (Adj. R^2 = .026). In contrast, occupational demand was found to exert a significant negative influence on life satisfaction (???? = -.244, ????= -4.666, ???? < .05$), explaining 5.7% of the variance (Adj. R^2 = .057). Furthermore, the multiple regression analysis established that work-family balance and occupational demand jointly predict life satisfaction among the respondents (F(2, 342) = 13.142, ???? < .05), collectively accounting for 6.6% of the variance in their overall life evaluation (Adj. R^2 = .066). It is therefore recommended that university management prioritize the implementation of family-friendly policies, such as flexible work schedules and supportive arrangements, to facilitate a healthier balance for staff. Additionally, workload distribution should be carefully regulated to reduce occupational strain, and institutional support systems, including counseling services and stress management programs, should be introduced to help married women navigate the unique pressures of their professional and family lives.
CULTURAL DIVERSITY AWARENESS AS DETERMINANTS OF COMMUNITY DEVELOPMENT INVOLVEMENT IN NIGERIAN SECONDARY SCHOOLS
This study seeks to investigate the cultural diversity awareness as determinants of community development among secondary school students in Egbeda local government area, Oyo state, Nigeria. Cultural diversity awareness is seen as one of the factors for tackling community development involvement in our secondary schools. Although, many schools include civic education into their curriculum which invariably has no effect on their disposition towards community development involvement, therefore causing low students’ involvement in cultural events and heritage preservation, knowledge of cultural diversity is critical for promoting unity and cooperation. Need for research to appraise the efficacy of cultural diversity awareness as drivers of community development which has risen from studies on overall youth participation in community development. Looking at the contributions of cultural diversity awareness of community development, little or no attention has been paid to fixing this gap and equally important in defining student civic engagement in creating awareness of cultural diversity for community development projects that including environmental preservation, and health awareness campaigns in Egbeda local government area of Oyo State. It is however recommended that the government should ensure full incorporation of cultural diversity education into the secondary school curriculum, schools should also encourage inclusive practice that celebrates cultural diversity and promotes inclusiveness.
DIGITAL PEDAGOGIES AND SMART CLASSROOMS FOR SUSTAINABLE EDUCATIONAL MANAGEMENT TEACHING INNOVATION IN NIGERIA
The rapid advancement of digital technologies has transformed the landscape of teaching and learning globally, necessitating innovative approaches in educational management. This paper examines the role of digital pedagogies and smart classrooms in fostering sustainable teaching innovations in Nigerian higher education institutions. The paper explores how technology-enhanced instructional strategies influence student engagement, learning outcomes, and the overall quality of educational management teaching. A mixed-methods approach was adopted, combining surveys and interviews with lecturers and students across selected universities in Nigeria. Findings reveal that the integration of digital tools, interactive platforms, and smart classroom technologies significantly enhances instructional delivery, promotes learner-centered practices, and facilitates collaborative and personalized learning experiences. However, challenges such as inadequate infrastructure, limited digital literacy among educators, inconsistent policy support, and limited access for students were identified as barriers to effective implementation. The paper recommends strategic investment in technological infrastructure, continuous professional development for lecturers, clear policy frameworks, and equitable access to digital resources to ensure sustainable adoption. The paper underscores the importance of aligning digital pedagogies with constructivist teaching principles and institutional management practices to achieve long-term educational transformation. The paper concludes that when effectively implemented, digital pedagogies and smart classrooms can serve as powerful tools for enhancing teaching effectiveness, improving student learning outcomes, and driving innovation in educational management in Nigeria. Keywords: , , , , ,
LEADING CHOICE: SERVANT LEADERSHIP, FAITH, GOVERNANCE AND DEVELOPMENT IN NIGERIA
This study investigated the combination of faith in governance in-view of tangible development outcomes based on the background of Servant Leadership with Leading Choice as their derivative Consequently, the study examined values such as openness, honesty, accountability, diligence, dispatch, citizen participation, freewill and initiative as factors of good governance. The theoretical basis is the Servant style of leadership. The Content Analysis research design was used to explain the characteristics of faith, governance and development. To establish what happens in their relationships. The qualitative methodology and techniques were adopted to identify patterns and trends from the variables under study. It was found that the national development indices of Nigeria improved when governance is faith-based, and followers have learnt to freely make effective and efficient choices in the workplace. This improved performance in each organization and increased the economic development, the human capital development index and the social capital of Nigeria. This study has implications on academic endeavors and practical governance in Nigeria. It has become clear that Servant Leadership is critical in implementing faith principles in the process of Governance, in expectation of Development.
INFLUENCE OF TECHNOLOGICAL APPLICATION ON ACADEMIC PERFORMANCE IN SOCIAL STUDIES AMONG STUDENTS OF COLLEGES OF EDUCATION IN OGUN STATE, NIGERIA
The paper examined the influence of technological application on Social Studies teaching and learning among students of Colleges of Education in Ogun State. The study adopted a descriptive survey research design. Population comprises all students of Colleges of Education in Ogun state, Nigeria. The sample size for this study comprises of 50 students in two (2) selected Colleges of Education in Ogun state to make a total of 100 respondents as sample. The colleges of education are the Federal college of education, Abeokuta and TaiSolarin College of Education, Ijebu-Ode. A self-developed questionnaire was used as instrument for data collection. It was developed in closed-ended of agreed or disagreed. The instrument was moderated by experts who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha and the value of 0.73 was obtained which is reliable enough for this study. Data collected were analyzed using simple percentage, mean and standard deviation statistical tools. Findings revealed that both teachers and students generally hold positive attitudes toward the integration of technology in Social Studies education, with a significant majority acknowledging its potential to enhance engagement, understanding of complex concepts, and overall educational outcomes. The incorporation of digital tools and resources can transform traditional teaching methods, fostering a more interactive and student-centered learning environment. However, the successful implementation of technological tools requires adequate infrastructure, teacher training, and supportive policies. Findings also highlighted the challenges such as limited resources, digital literacy gaps, and infrastructural deficits continue to hinder its full potential in Nigerian colleges. It was therefore recommended that educational institutions should invest in the necessary technological infrastructure, including reliable internet access, modern computing devices, and multimedia resources. This will create an environment conducive to the effective use of technology in teaching and learning.
THE EFFECT OF HUMAN TRAFFICKING, RELIGIOUS EDUCATION AND SUSTAINABLE VALUE DEVELOPMENT IN NIGERIA
Human trafficking has received increase global attention over the past decade. Initially, trafficking of women and girls for forced sex work and, to a lesser extent, domestic servitude, were the sole focus of advocacy and assistance. Today, there is recognition that women, children and men are trafficked into many different forms of labour, and for sexual exploitation. The study aims to delve into the causes and manifestations of human trafficking in Ogun State, Nigeria with a focus on its impact on children and women., effective teaching of religious education is imperative for this war to be won. Religious education is a study of moral teachings and mutual interaction for religious interventions. It is a pivot towards proffering solutions to the menace of human trafficking that seems to have eclipsed the Nigerian nation. Religious education plays an important role in societal related problems in enhancing moral values with the aim of addressing the problem of human trafficking. It was recommended that Religious Studies curriculum should be restructured for effective promotion of human right in the country. All hand must be on deck by making deliberate efforts in propagating Religious Studies education in solving the problem of human trafficking to create a Nigeria of our dream.
MINIMIZING EMOTIONAL DISABILITY THROUGH EFFECTIVE RELIGIOUS COUNSELLING EDUCATION IN HIGHER INSTITUTIONS IN NIGERIA
An emotional disability is a disability that impacts a person's ability to effectively recognize, interpret, control, and express fundamental emotions. Staff who exhibit what appear to be mental or emotional issues while in the workplace or performing their duties present some of the most difficult situations with institution. The study examined minimizing emotional disability through effective religious counselling education of higher institutions’ staff in Nigeria. It was revealed that emotional disability is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects staff performance. This indicate that every educational institute should have counsellor to guide and to help the staff. The counseling services to students and their normal self are good predictors for mental health promotion. However, religious counselling education is capable of influencing people social and emotional change. Religious Counseling education stimulates more self-driven vigor and capability for living to societal norms and upholding ethical standard. Religious Counseling service helps in emotional issues to shape people’s behaviour where it states that it is a hallmark that student’s behaviour modification rests on. However, there is significant relationship between counseling education and people emotional disturbance and mental health promotion. Therefore, religious counselling services should be provided in every higher institution to manage all forms of emotional disability among staff. A qualified religious person who can pray and devote his/her time should be appointed for counselling; he should be available for them so they can freely consult him/her.
HUMAN RIGHTS VIOLATIONS AND POLICE CONDUCT IN NIGERIA: AN EMPIRICAL STUDY OF THE NIGERIAN POLICE IN OGUN STATE
This study investigates human rights violations and police conduct in Nigeria, with specific attention to the Nigerian Police in selected local government areas of Ogun State. The study is situated within the broader national concern over rising incidents of police brutality, unlawful arrests, extrajudicial killings, and related abuses that continue to undermine public trust in law enforcement. The population of the study comprised residents of Abeokuta South, Ijebu North, and Ado-Odo/Ota Local Government Areas, totaling 1,200 respondents. A multistage sampling technique was used to select participants, and data were collected through a structured questionnaire designed to capture experiences and perceptions of police activities. The data collected were analyzed using descriptive statistics, including frequency counts and simple percentage. Findings reveal widespread human rights violations, notably police brutality, unlawful detention, bribery, extortion, extrajudicial killings, and suppression of peaceful protests. The study further identifies systemic issues such as corruption, political interference, weak enforcement of legal frameworks, poor working conditions, and entrenched impunity as major drivers of police misconduct. The analysis shows that these violations have significantly eroded public trust in the Nigerian Police. The study concludes that persistent human rights abuses are sustained by weak accountability mechanisms and ineffective implementation of reforms. It recommends strengthening legal and institutional frameworks, enforcing disciplinary measures, enhancing human rights training for officers, and establishing independent oversight bodies. Additionally, citizens should be encouraged to report abuses and participate in civic advocacy aimed at promoting transparent and accountable policing practices.
SCHOOL LEADERSHIP PRACTICES AND TEACHER CONTINUOUS PROFESSIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN IJEBU-ODE, OGUN STATE
This study examined the roles of school leadership and the strategies employed to enhance teachers’ continuous professional development (CPD) in public secondary schools in Ijebu-Ode, Ogun State. A descriptive survey design was adopted. The study population comprised teachers and school leaders, from which 174 participants were selected from ten public secondary schools. Data were collected using a validated researcher-designed questionnaire school leadership professional development programmes questionnaire (SLPDPQ) and analysed using mean scores and standard deviations. Findings revealed that school leaders play significant roles in promoting CPD, with mean scores ranging from (x̄ = 2.97, SD = 0.68) to (x̄ = 3.37, SD = 0.64) and an overall mean of (x̄ = 3.12, SD = 0.73). Major leadership roles identified included organizing in-service training, integrating professional development into school improvement plans, recognizing teachers’ participation, and aligning development programmes with instructional needs. These findings indicate that leadership involvement contributes positively to teacher professional growth. The study also found that school leaders employ several strategies to support CPD, including scheduling regular training programmes, encouraging collaboration, partnering with external agencies, supporting attendance at off-site workshops, and providing instructional resources. Strategy items recorded mean values ranging from (x̄ = 3.09, SD = 0.76) to (x̄ = 3.39, SD = 0.56), with an overall mean of (x̄ = 3.19, SD = 0.69), suggesting that leadership strategies for CPD implementation are widely practiced. The study concludes that school leadership plays a supportive and facilitative role in strengthening teachers’ professional learning, although systemic constraints may limit the full impact of these efforts. It recommends strengthening leadership capacity, institutionalizing school-based professional learning structures, and improving policy support to enhance the sustainability and effectiveness of CPD programmes.
GENDER DIFFERENTIAL IN MARITAL SATISFACTION AMONG MARRIED UNIVERSITY STAFF
One key indicator of a relationship's success is marital satisfaction, which assesses the extent to which individuals find their marriage rewarding or fulfilling in light of expected goals, and how well their rewards in the relationship outweigh the costs. A key indicator of marital success is marital satisfaction. Therefore, this study examined gender differences in marital satisfaction among married staff in a Nigerian higher-education setting. The study adopted a survey design. A stratified random sampling was used to select participants across various units and job types (academic and non-academic) at the Federal University of Agriculture, Abeokuta (FUNAAB). Data were collected using the 48-item Marital Satisfaction Scale (MSS). Analysis was done using descriptive statistics and an independent t-test. The results showed that the majority of the respondents were male (59.5%), though a fair percentage were female (40.5%), indicating substantial gender diversity. The findings also revealed moderate level of marital satisfaction (M = 148.16; 61.73%) while no statistically significant difference was found in marital satisfaction between male (M = 148.6) and female (Mean = 147.6) married staff in FUNAAB (t = .837, df = 318.18, p> .05). The study concluded that marital satisfaction, as experienced, is not based on being male or female, but rather in relatively similar ways across genders among university staff. Therefore, it was recommended that proactive marital counselling interventions should be available and applicable generally, and not necessarily gender-specific.
BRIDGING THE DIGITAL DIVIDE: ICT ACCESS AND LITERACY AMONG NATIONAL OPEN UNIVERSITY OF NIGERIA ODL STUDENTS
In today’s technology-driven educational landscape, bridging digital divides is essential for fostering inclusive, scalable, and resilient Open and Distance Learning (ODL). This study assessed digital readiness among students at the National Open University of Nigeria (NOUN), focusing on ICT access, digital literacy competencies, and the barriers that hinder effective participation in online learning. A comprehensive questionnaire was developed, validated, and administered to 3,100 students, guided by three research questions and corresponding hypotheses. Data were analysed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics addressed the research questions, while Pearson’s Chi-Square and One-Way ANOVA were used to test the hypotheses and explore associations and differences across demographic and ICT ability groups. Findings reveal that while most NOUN students reported moderate-to-high digital literacy (M = 3.66/5.0), critical gaps persist in content evaluation (24.8%), platform adaptability (30.6%), and communication versatility (29.1%). Disparities were significantly associated with age, academic qualification, and ICT ability, with older and low-skill students reporting lower digital confidence. Major barriers included poor connectivity (13% limited to 2G/3G networks), limited device access, and high internet costs. ANOVA results confirmed that digital confidence is strongly linked to ICT ability (F = 43.11–77.43, p < .001). The study recommends tiered digital skills training, bandwidth-conscious learning design, device support schemes, and peer-led mentoring to address the inequalities. These strategies can foster digital inclusion and enhance learner engagement and resilience within ODL environments.
ROLES OF ENGLISH LANGUAGE AS SOCIAL AND EDUCATIONAL IMPACT IN NIGERIAN MULTILINGUAL SOCIETY
Multilingualism has spread in education for different reasons. It is increasingly common to students whose home languages are not the same as the majority language in their class. School classes are more linguistically diverse than in the past due to the mobility of the population. The spread of multilingualism is also related to the need to learn English as a second or foreign language in non-English speaking countries and to the revival of minority languages in some educational contexts. An all-important decision of language education policy concerns the choice of medium of instruction which determines the language(s) to be learnt, for how much time, etc. Since the 1950s, there have been some important developments in the field of language policy and language planning studies. It began from a rather technical approach to solving language planning problems in predominantly newly independent states where the emphasis was on developing the corpus and status of a new official standard language to be taught in schools. In Nigeria, like many other African nations, multilingualism is a rule, rather than an exemption, the problem of ‘forging ahead’ is of crucial importance. Among the competing languages that scramble for national recognition or official status, whether indigenous or foreign, one must emerge as the official language (the language of administration and education at some levels), the language of relevance, from the competition for the purpose of uniting the nation. Fortunately, English has emerged as that privileged language of its kind. The Nigerian society is irretrievably heterogeneous. Students from diverse ethno-linguistic, cultural and economic groups are exposed quite early to several languages, including their mother tongues and English. Nigerian scholars have variously, as have others examined the connection between multilingualism and interference; we avail ourselves of such studies in situating our reflections.
AI AS INSTRUMENT FOR EFFECTIVE ADMINISTRATION STAFF MONITORING FOR OPTIMUM SERVICE DELIVERY IN HIGHER INSTITUTIONS
This study examines Artificial Intelligence (AI) as an instrument for effective administration staff monitoring for optimum service delivery in higher institutions. Efficient administrative management is critical to the performance of universities and colleges, as it directly impacts the quality of services provided to students, faculty, and other stakeholders. Traditional administrative monitoring methods are often manual, time-consuming, and prone to human bias, which can lead to inefficiencies, delays, and reduced accountability. This research explores how AI tools, such as intelligent scheduling systems, predictive analytics, performance dashboards, and chatbots, can enhance the monitoring of administrative staff, improve operational efficiency, and optimize service delivery. The study is anchored on the Human Capital Theory, Technology Acceptance Model (TAM), Systems Theory, Contingency Theory, and Diffusion of Innovations Theory, which collectively provide a framework for understanding how AI adoption influences staff performance and institutional outcomes. Empirical evidence from recent studies indicates that AI implementation increases transparency, reduces errors, facilitates data-driven decision-making, and fosters accountability among administrative personnel. Furthermore, predictive and analytical AI tools enable proactive resource allocation and continuous performance evaluation, thereby minimizing delays and improving stakeholder satisfaction. The research highlights key AI applications in higher education administration, including staff performance monitoring, workflow automation, predictive analytics, decision support systems, and AI-powered communication tools. Findings reveal that AI adoption enhances administrative efficiency, ensures timely service delivery, and supports institutional objectives, provided there is adequate staff training, high-quality data management, and organizational readiness. The study also identifies challenges such as resistance to technology, inadequate infrastructure, and data privacy concerns, emphasizing the need for proper policy frameworks and training programs. In conclusion, AI is a vital tool for transforming administrative management in higher institutions. By improving staff monitoring, facilitating efficient service delivery, and supporting strategic decision-making, AI contributes to institutional effectiveness and stakeholder satisfaction. The study recommends that higher institutions invest in AI infrastructure, train administrative staff, develop ethical guidelines for AI usage, and continuously evaluate AI systems to maximize their impact on service delivery.
Vol. 11 No. 1 (2026): May/June, 2026: Babcock University Journal of Education
Vol. 11 No. 1 (2026): May/June, 2026: Babcock University Journal of Education ADEBAYO
THE DIFFERENTIAL PREDICTIVE VALIDITY OF PRE-ENTRY EXAMINATIONS ON STUDENTS’ ACADEMIC ACHIEVEMENT IN THREE UNIVERSITY TYPES IN SOUTHWEST NIGERIA
Tertiary institution admissions are regulated by statutory exam councils. Despite high pre-entry examination scores, inadequate academic achievement and examination malpractice prompted this study, which aimed, to examine the differential predictive validity of pre-entry examination on students' academic achievement in three university types in Southwest, Nigeria. The study adopted a survey design of an ex-post-facto type and used a multi-stage sampling technique to select the two thousand and seventy-five (2,075) participants for this study. The date used for the analysis were UTME scores and CGPA from the first-semester examination of the 2016/2017 academic session. Two hypotheses were formulated and tested. Multiple regression analysis was used to analyse the data at 0.05 level of significance, using the SPSS 27 version. The findings from this study revealed significant contributions of UTME and PUTME scores to academic achievement in federal (R2 adj = .158; F (2,879) = 83.389; p < .001), State (R2 adj = .032; F (2,855) = 15.362; p < .001), and private (R2 adj = .058; F (2,332) = 11.220; p < .001), universities. In each of the Universities, the UTME scores are the most potent in contributing to academic achievement followed by the PUTME scores. Thus, UTME and PUTME scores relatively contributed to the CGPA of undergraduates irrespective of university ownership category. On the basis of the findings, it was concluded that there is a distinct predictive contribution of PUTME assessments and the critical role of standardized entry examinations like UTME in higher education. It is recommended that universities in Nigeria should continue utilizing PUTME as a supplementary assessment, ensuring examination quality through expert involvement in test preparation and conduct.
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VALIDITY AND RELIABILITY OF A SCALE FOR EVALUATING ATTITUDE TOWARDS MATHEMATICS TEACHERS IN ONDO STATE STUDENTS’ POPULATION
This study developed and validated a scale on attitude towards Mathematics Teachers (ATMT) among secondary school students (male and female) in Ondo State, Nigeria. The attitude towards Mathematics (ATMT) Questionnaire (ATMT-Q) emerged from a review of the literature and expert consensus. The questionnaire was a subset of a larger questionnaire comprising several domains (cognitive, affective, and behavioral dimensions). Convergent and discriminatory validity was assessed in 2,424 students chosen from the population of 360,000 through stratified random sampling. Content and construct validity were determined through Principal Component Analysis (PCA) and correlation coefficients arising from convergent and discriminant validity analysis. The predictive validity of the scale was confirmed through Multiple Regression Analysis (MRA). Tests were carried out at the .05 level of significance. A principal component analysis was loaded one factor structure. Evidence for reliability of the questionnaire was good, and validity appeared satisfactory. It was concluded that there is evidence to believe that respondents understand the majority of questions in ATMT-Q and interpret them in the intended framework.