Journal of Innovations in Educational Assessment
JIEA focuses on the evolving dimensions of educational assessment in a rapidly digitalizing world. It examines how technology, inclusivity, and modern psychometrics intersect to create fairer and more effective evaluation systems across disciplines. Emphasizing feedback, adaptability, and 21st-century skills such as critical thinking and creativity, it challenges traditional notions of testing while promoting innovation, equity, and evidence-based reform in education and research.
International Association for Innovations in Educational Assessment
The Practice of Formative and Summative Assessments in Enhancing Basic Science Teaching and Learning
The practice of formative and summative assessments plays a crucial role in enhancing teaching and learning in Basic Science Education. Formative assessments, conducted during the learning process, provide valuable feedback to students and teachers; helping to identify strengths, weaknesses, and areas for improvement. Summative assessments, on the other hand, evaluate students' overall understanding and academic achievement at the end of an instructional period. The integration of both types of assessments fosters a deeper understanding of scientific concepts, encourages active learning, and improves overall academic performance. This paper aims to explore how formative and summative assessments can be used strategically to improve in Basic Science Education, emphasizing their role in enhancing students' outcomes, engagement, and mastery of scientific principles. However, integrating formative and summative assessments presents several challenges and considerations that educators must navigate to effectively support student learning and achievement.
The Impact of Junior Secondary Basic Science on Senior Secondary Physics Outcome in Rivers State, Nigeria
The study investigated the impact of Basic Education Certificate Education (BECE), considering Basic Science as a predictor of Senior Secondary Certificate Examination (SSCE) Physics performance in public secondary schools in Port Harcourt metropolis. The study employed both ex-post facto and correlational design. A sample of 593 students was employed for the study and purposive sampling technique was utilized to select the sample. The study was anchored on the Motivational Systems Theory of Academic Achievement. Three research questions and three corresponding hypotheses were tested at 0.05 level of significance. Data used for the study was collected directly from the examining bodies. The data obtained was analyzed using simple linear regression statistics. The findings of the study showed BECE Basic Science performance does not significantly predict SSCE Physics performance (R² = .001; β = 0.028, P > 0.05), accounting for only 0.1% of the variance in students' Physics scores. Gender-based analysis indicated that female students' BECE Basic Science performance had no significant predictive effect on SSCE Physics (R² = .004; β = -0.064, P > 0.05), explaining only 0.4% of the variance, while male students' BECE Basic Science scores also showed no significant prediction (R² = .005; β = 0.069, P > 0.05), explaining 0.5% of the variance. Based on these findings, it was recommended that the Nigerian Educational Research and Development Council (NERDC) review the junior secondary Basic Science curriculum to incorporate more Physics-related content, ensuring early exposure to fundamental Physics concepts.
Teachers' Perception of the Influence of Technological Advancement on Assessment
This study explores teachers' perceptions of the influence of Technology on assessment practices in education, employing a qualitative approach. Lecturers from College of Education, Katsina-Ala, Benue State were used as the population of the study. From a stratified random sampling, 130 participants were selected, and data were gathered through semi-structured interviews, allowing for in-depth exploration of their experiences, challenges, and views on the use Technology in assessments. The Teachers' Views on Technology in Assessment Evaluation Scale (TV-TIAES) was utilized, with construct validity achieved through experts' reviews. Thematic analysis uncovered nuanced insights, revealing that while Technology enhances efficiency through automated grading, increases flexibility in assessment design, and improves student engagement and motivation, it also raises concerns related to access, equity, and ethical considerations. Findings highlight the need for equitable access to technology and professional development to fully harness its potential in educational assessments. Overall, the research uncovers a complex landscape where Technology presents both opportunities and significant challenges, underscoring the need for tailored professional support and ethical guidelines to ensure widespread benefits. Recommendations were therefore made in the areas of Enhancing Equitable Access to Technology, Implementation of Targeted Professional Development programmes, Establishment of Ethical Guidelines for Technology Use in Assessment as well as Encouraging a Blended Approach to Assessment.
School Accreditation Status and Perception of National Examinations Council Accreditation Exercises in Nigeria
The accreditation status of schools is an essential determinant of their ability to function as certified educational institutions, and the process leading to a decision on this status placement by accrediting bodies, like the National Examination Council (NECO) in Nigeria, plays a critical role in this regard. This paper examines how schools in Nigeria perceive NECO's accreditation exercise effectiveness in assessing teaching learning activities and infrastructural facilities, and how this perception is influenced by their accreditation status (full, partial and/or failed). Using a mixed-method approach, data were gathered from 1,363 secondary school administrators in 120 secondary schools from six selected states across Nigeria to explore the relationship between schools' accreditation status and perception of these schools' administrators on NECO's accreditation exercise. An analysis of variance revealed a p-value of 0.001 for accreditation as being effective in assessing the quality of teaching-learning and facilities in schools. This means that there is a difference in perception among staff from schools with full, partial and failed accreditation status on NECO accreditation exercises in assessing teaching-learning activities and infrastructural facilities in Nigerian secondary schools. In other words, accreditation status has effect on the school staff's perception of the accreditation exercise. The study therefore recommended that accreditation bodies (NECO) should ensure openness and clarity in the accreditation process, collaborate with educational stakeholders (Ministry of Education, school administrators, and teachers) by organising sensitisation programmes focused on accreditation requirements, standards and quality improvement strategies. Government and development partners, on the other hand, can assist schools in terms of infrastructural development and other resources to meet the quality standard expected by the accreditation bodies, such as NECO.
Reinvigorating Social Skills in Children and Adolescents: Emphasis on Courtesy and Politeness
Cultural Intelligence plays a vital role in shaping the social skills of children and adolescents, influencing their ability to interact effectively across diverse cultural settings. Social skills such as politeness, courtesy is essential for fostering positive relationships, self-esteem, and teamwork. However, various societal changes, including increased reliance on technology and shifting social norms, have led to a decline in these critical interpersonal skills. This paper explores the role of parents, teachers, and therapists in reinforcing social skill development and highlights the impact of peer influence on shaping behaviors. Furthermore, it examines strategies for promoting politeness and courtesy, such as modeling respectful behavior, teaching social norms, and encouraging pro-social actions. By implementing structured interventions and reinforcing positive interactions, children and adolescents can develop stronger social skills that contribute to their overall well-being and societal harmony.
Forest Conservation and Human Security Outcomes: The Role of Local Communities in Nigeria
This study investigates the role of local communities in forest conservation and its impact on human security in Ondo State, Nigeria, using a cross-sectional survey design across selected six forest reserve communities in Ondo State. Employing a mixed-methods approach with a multi-stage sampling strategy, data were analyzed using descriptive statistics, principal component analysis, multiple linear regression, and Chi-Square tests. Findings reveal that corruption and lack of transparency, weak institutional capacity, restrictive government policies, lack of awareness and education, and poor communication are significant barriers to community participation, collectively accounting for 91.454% of variance and exacerbating human insecurity. Policy recommendations include enhancing transparency, strengthening institutions, reforming policies, increasing awareness, empowering communities, and improving government-community communication to foster effective forest conservation and enhance human security outcomes
Exploring Item Bias Analysis Methods for Enhanced Digital Assessment in the Tertiary Education Sector
This paper explored Item Bias Analysis Methods for Enhanced Digital Assessment in the Tertiary Education Sector. With the growing adoption of digital platforms for university examinations, there are increasing concerns about the psychometric quality of Computer-Based Tests (CBTs). The Lord Raju method, grounded in Item Response Theory (IRT), offers a sophisticated approach to evaluating item discrimination and difficulty, enhancing precision and validity. In contrast, the Mantel Haenszel method, which relies on contingency tables, provides a more straightforward and accessible alternative. This paper compared these methods to assess their applicability, reliability, and suitability for tertiary assessments. Conducted with 3,851 third-year undergraduates at Ignatius Ajuru University of Education, the study utilized matrix sampling techniques to select 800 students and 50 test items. Data were gathered using the validated General Studies English Language Performance Test (GNSELPT), which has a reliability coefficient of 0.84. The findings indicate that both methods effectively identified Differential Item Functioning (DIF) items, though their consistency varied with gender and mode of entry. The study recommends regular monitoring and evaluation of test items using multiple methods as part of a quality assurance process.
Evaluating the Impact of Digital Innovations for Shaping the Future of Social Sciences
This paper evaluates the transformative impact of digital innovations on assessment and evaluation methodologies within the Social Sciences. As educational paradigms shift towards more integrated and technology-driven approaches, traditional assessment techniques are increasingly being supplemented, if not replaced, by digital tools and platforms that enhance the measurement of students' learning, engagement, and social competency. The paper examines a range of digital innovations—including adaptive testing, artificial intelligence driven analytics, and immersive simulation environments—that provide more personalized and timely feedback to learners. It discusses the implications of these technologies for educators and institutions, emphasizing their potential to foster greater inclusivity, accessibility, and real time data utilization in assessing complex social phenomena. Furthermore, this article assesses the ethical considerations surrounding data collection and privacy in digital assessments, advocating for responsible innovations in the field. Ultimately, the findings suggest that embracing digital innovations in assessment and evaluation will be crucial for shaping the future of social sciences education, equipping learners with the skills necessary to navigate an increasingly complex and interconnected world.
Developing 21st-Century Educational Leadership Skills for Effective University Employees' Management
Possessing relevant educational leadership skills is the requirement for effective and efficient service delievery in managing the members of staff on the university payroll. Otherwise, unmanageable crisis becomes inevitable. Thus, this paper critically examined cultivating 21st century educational leadership skills in managing university employees. The scope of the study constitutes the university employees. Basic and descriptive survey research designs with secondary data were employed for the study. Transformational leadership theory was adopted as the framework to guide the study. The basic concepts and variables are defined with the review of relevant literature. Also explained are the types of leadership styles, empirical studies and formulation of a conceptual framework to explain the main variables of the study. It was discovered that cultivating 21st century educational leadership skills is the best mechanism to manage university employees for effective service delivery. Thus, the paper recommended that university administrators should embrace the 21st century educational leadership skills such as visionary thinking, collaborative mind-set, digital literacy, cultural competence, adaptive leadership and innovative problem-solving. By cultivating these skills, it is believed that educational leaders can effectively navigate the complexities of the 21st-century education and create innovative and student-centred learning environments.
Determining Dimensionality and Model-Data Fit Statistics of the ICT Test Using the Rasch Model at Jigawa State University
This study evaluates the dimensionality and model-data fit statistics of an Information and Communication Technology (ICT) test administered at Jigawa state university using the Rasch model. Despite the test's widespread use, its psychometric properties had not been previously assessed. This cross-sectional study addresses this gap by employing Rasch analysis to evaluate the reliability and validity of the test items, using a sample of 600 undergraduate test scripts randomly selected from various departments. This approach ensures that the measurement instrument accurately reflects the underlying construct of ICT proficiency across a diverse student population. The results of the Principal Component Analysis indicate that the variance explained by the measures was 62.9%, confirming a strong primary dimension and supporting the one- dimension nature of the test. Additionally, model-data fit statistics shows that the mean values for both infit and outfit mean-square (MNSQ) were 1.00 and 1.03 logits, respectively, aligning with the expected values for the Rasch model. These findings confirm that the test items behave as expected, demonstrating strong psychometric properties in terms of validity and reliability. The findings reveal that the test is unidimensional and possesses strong fit statistics, confirming its validity and reliability. These results provide valuable insights into the test's psychometric properties, validating its effectiveness in measuring ICT proficiency across different academic disciplines. Consequently, the study supports the continued use of the test while also offering guidance for potential improvements in its design and application within educational settings.
Breaking Barriers, Building Bridge: A Twin-Track Approach to Inclusive Higher Education
The United Nation Sustainable Development Goal 10 (Reduced Inequalities) has set a target of ensuring that all members of the society are treated equally irrespective of their disability, gender, race, religious inclinations, or economic status by end of the year 2030. Therefore, for any nation to flourish and attain sustainable development goal 10, people with disabilities, regardless of the nature or severity of the disability, the needed related services should be provided. The present study assesses higher education for physically challenge students and barriers to inclusion for attainment of the sustainable development goal 10. The assessment reveals that attaining sustainable development goal 10 (equality, inclusion and opportunities for all before the end of the 2030) is not feasible with current practice of higher education for physically challenge students. The information gathered from the assessment show that many people still maintained the beliefs that educating disabled students is senseless and futile. Therefore, the study recommends that the Twin-Track Approach presented in this study should be adopted by all tertiary institutions as potential way to mitigate these barriers and facilitate the development of inclusiveness in higher education. This research extends our knowledge of higher education for physically challenge students and presents to us that Twin-Track Approach to inclusion is capable of addressing complex social, economic, and environmental issues, and facilitates inclusiveness in higher education through Quality of Leadership Knowledge and understanding of disability and capacity to build integrated and inclusive communities
Attitude of Mathematics Teachers towards the Use of Artificial Intelligence in Teaching Mathematics in Secondary Schools in Oyo Metropolis, Oyo State, Nigeria
This study investigates the attitude of secondary school Mathematics teachers towards the use of Artificial Intelligence (AI) in teaching Mathematics in Oyo Metropolis. A descriptive survey design was adopted for the study. A simple random sampling technique was used to select four (4) Mathematics teachers from the thirty-four (34) public secondary schools in the study area, yielding a sample size of one hundred and two (102) teachers. The instrument used for data collection was a self-structured questionnaire, titled "Attitude of Teachers towards the Use of Artificial Intelligence for Mathematics Education” (ATAIME). The reliability of the instrument was determined using Cronbach's alpha, which yielded a reliability coefficient of 0.91, indicating high internal consistency. Four research questions guided the study. Simple frequency counts and percentages were used to analyze the data. The results showed that secondary school Mathematics teachers are positively disposed towards the use of artificial intelligence, as they understand its potential and prefer to incorporate it. The study also revealed that the teachers believe AI significantly enhances students' learning and that it improves their overall learning experience; 96.4% of respondents believe that AI can integrate learners' experience while just 3.1% disagreed. Furthermore, the study identified a lack of material resources as major impediments to the adoption of AI in Nigerian schools. 55.4% of the students disagreed while 33.9% agreed that students are unwilling to participate in AI Mathematics classroom and also 58.7% teachers agreed that there are not enough materials and equipment in mathematics classroom, 11.2% disagreed and 3.1% undecided. Based on these findings, it was recommended that workshops and seminars be organized for the training and re-training of teachers on how to effectively use AI in Mathematics classrooms.
Assessment of the Heterogeneous High Entropy Alloys (HEAs) for Computer Numeric Control Milling Application
High Entropy Alloys (HEAs) have attracted more and more attention due to their potential beneficial mechanical, magnetic, and electro-chemical characteristics, such as high strength, high thermal stability and oxidation resistance. These promising properties offer many potential applications in various engineering fields. Sample of metallic materials were characterized using Optical Emission Spectroscopy (OES) for the experimental study. Then, one sample from the existing Aluminium (Al) material (160 × 60 × 40mm) and four samples of Magnesium (Mg) Zinc (Zn) Copper(Cu) - Iron(Fe) high entropy alloy (160 × 60 × 40 mm) were produced using the stir casting process. The potentiodynamic polarization method was used to study the Corrosion Rate (CR) of the samples in 3.65 wt.% NaCl solution. The study presents a series of results on alloys with high entropy from the Control Al high-Mg-Zn-Cu-Fe. The chemical composition of high entropy alloys used in the experimental program and the experimental alloys was done in successive five-samples. The obtained alloys were subjected to micro structural analyses, mechanical tests: Brinell hardness technique, ASTM A833 standard of hardness measurement and also dynamic impact tests using incendiary perforation projectiles. The results obtained in mechanical tests revealed high values of micro-hardness (over 600 HV0.1) as well as compressible strengths above 2000 MPa. Hence, in this work an attempt is being made to investigate and analyse the mechanical characteristics of these HEAs. The powdered samples were pelletized and sieved to 0.074mm.
Assessment of Psychometric Properties of Candidates' Responses in Mathematics Paper II at 2014 - 2016 Junior Secondary School Certificate Examinations in Rivers State, Nigeria.
In this study, four research questions were answered; it adopted the evaluation and descriptive survey research design. A sample of 1,068 Junior Secondary School (JSS) 3 students was randomly drawn from 8 Local Government Areas using purposive and proportionate techniques, out of the population of 65,054 JSS 3 students in 677 approved secondary schools in Rivers State. The instruments for this study include a sample of 180 multiple-choice questions from the 3 question papers, drawn from the item bank of JSSCE Mathematics past multiple-choice questions from 2014 to 2016 sessions, JSS curriculum and syllabus. Percentages were used to compare the weights of the curriculum/syllabus with the multiplechoice questions, formulae were used to determine the item characteristics of the test items. The findings were that the JSSCE Mathematics test items lacked content validity, all the tests had good difficulty and discrimination indices except that of 2014; all the tests passed the distracter indices criteria. It was recommended among others, that experts in Measurement and Evaluation should be used to carry out the rigorous process of item analyses. These would bring great improvement in the academic performance in Mathematics in Junior Secondary Schools in Rivers State.
Application of Item Response Theory in the Development and Validation of Multiple Choice Test in Mathematics
The study applied three-parameter logistic model (3PLM) of IRT in the development and validation of Mathematics Multiple-Choice Test items. Two research questions were raised along with two hypotheses postulated to guide the conduct of the study. The study adopted instrumentation research design which involved the development of instrument for educational purpose. This study was conducted in Owerri Education Zone of Imo State. A sample of 1080 SS2 students was drawn from a population of 6,823 students that made up of all the SS2 students using simple random sampling techniques. The instrument for data collection for this study is Mathematics Multiple – Choice Test (MMT) developed by the researchers. The reliability coefficient 0.97 for the instrument was computed using Kuder Richardson formula twenty (KR ). Research questions were answered using standard errors of estimation and Chi- 20 square goodness of fit. While hypotheses were tested using p-value, z-test of significant of proportion and z-value for testing the fit of the items to the three-parameter logistic model (3PLM). Some of the findings of the study revealed that forty-seven out of the fifty items have Standard Errors of Estimation (SEE) of discrimination parameters below 0.1, while only three has SEEs of a above the criterion of 0.1. Forty-four items have SEEs of difficulty parameters that are below 0.1, while only six have SEEs of b above 0.1. The study therefore, recommends that secondary school Mathematics teachers should confidently use the items of the test in assessing their students since the items have good standard errors of estimation for the three items parameters.
Mathematics and Standard Error of Measurement.
Perception of Biology Teachers and Students on the Use of Virtual Reality to Improve Teaching and Learning in Senior Secondary Schools in Lagos State, Nigeria
It has been observed that the use of virtual reality can develop learner's ability skills, also serve as a medium for education that contribute to the learning efficiency of student which impacts positively learners. The purpose of this research work is to examine the perception of Biology teachers and students on the use of virtual reality to improve teaching and learning in Senior Secondary School in Lagos –State. Three (3) research questions guided the study. The survey research design was used to study the perception of Biology teachers and students on the use of virtual reality to improve teaching and learning in senior secondary school in Lagos – state. This was done using five (5) Senior Secondary School in Somolu and Bariga Local Council Development Area in Education District II, Lagos – state. The population comprises of all Biology teachers and students in selected Senior Secondary schools while a sample of fifteen (15) Biology teachers and five Hundred (500) students was randomly selected. A modified structure twenty (20) items questionnaire was used to gather data. The data was analyzed using percentages and weighted means. Findings showed that the use of virtual reality will improve the progressive change in knowledge skill of a learners. Also has a positive impact on the students. It serves as a useful toolsfor teaching and learning that provide experimental, constructivist learning experiences. Several recommendations were made among which is that teachers and students should be provided with technology devices this can improve their digital skills, Fund should be given to teachers to attend workshop, seminars, conferences in order to increase their teaching methodology. Also, teachers and students should be provided with free internet connections, this will enable them to have access to any virtual teaching in Biology.
Perception and Utilization of Artificial Intelligence (AI) in Educational Assessment in Nigerian Higher Institutions of Learning
The emergence of Artificial Intelligence (AI) has elicited many ideas and opinions concerning its efficacy in performing educational assessments in higher education institutions. Using Colleges of Education in Oyo State, Nigeria, this study examined the impact of academic integrity and innovative assessment issues on the use of various AI tools by College of Education lecturers in educational evaluation. The research employed an inferential design. The study population consisted of 1,664 lecturers, from whom a sample of 594 participants was selected. The instrument utilized was a four-point scale questionnaire titled “Lecturers' Perception and Utilization of AI Questionnaire in College of Education (LPUAIQCE).” The data were examined using independent t-test, Pearson Product Moment Correlation and Chi-Square statistics. The findings indicated that concerns regarding academic integrity impact College of Education lecturers' perceptions of AI utilization in assessments; this perception regarding innovative assessment significantly influences the lecturers' application of various AI tools in educational evaluation; furthermore, the lecturers' views on AI tool usage are likely correlated with their inclination to customize AI applications within the College of Education. The study concluded that the utilization of AI in educational assessment is not inherently detrimental; rather, the associated dangers must be addressed as it is implemented for student evaluation at the Colleges of Education in Nigeria. It was recommended among others that AI technologies should be meaningfully integrated into educational assessment notably in institutes of education in Nigeria
Leveraging Artificial Intelligence in On-Line Learning Environments and Assessment for Both Students and Educators
This paper addresses the pressing need for innovative strategies to keep students actively involved in their on-line learning journey. It majorly focuses on leveraging Artificial Intelligence in on-line learning environments The study intends to find out the Positive roles of Artificial Intelligence in on-line learning and its benefits to students and educators, cases of using Artificial Intelligence in education and the key areas that serve as pillars of impactful eLearning. Through a deep dive into the role of AI in education, this paper equips readers with the knowledge and tools needed to create dynamic and engaging on-line learning environments. Whether you want to improve student participation or enhance learning outcomes, this study offers practical insights and strategies to revolutionize on-line education. As technology continues to advance, the potential for AI in education remains boundless, promising even more innovative and effective ways of learning.
Leveraging Artificial Intelligence for Enhanced Assessment in Early Childhood Education in Nigeria
Early Childhood Education (ECE) is a critical stage in a child's developmental journey. Accurate assessment of learning outcomes is essential to ensure children are adequately prepared for future academic success. However, traditional assessment methods have limitations. In contemporary times, Artificial Intelligence (AI) literacy has become an emerging topic in digital literacy education research. However, it is still under-explored in Early Childhood Education (ECE) since the AI curriculum for young children has just been designed in recent years. This paper explores the potential of Artificial Intelligence and how educators can leverage on it in enhancing assessment in early childhood education in Nigeria. It discussed AI benefits, challenges, and opportunities. The paper concludes by forecasting a growing number of age-appropriate curriculum and assessment tools for the ECE in the future. The paper also suggested that researchers and educators are to improve AI literacy research and learning design in early childhood education, training and retraining of teachers in AI teaching strategies, production of teaching guidelines since it is an emerging field and very fragile ,design a standardized assessment with global best practices and provision of adequate infrastructures for the effective implementation of AI program by the relevant agencies and ministries of the government in order to enable educators' leverage on AI for enhanced assessment in ECE in Nigeria among other points.
Integrating Artificial Intelligence at Basic Education Level in Nigeria: Opportunities and Challenges
Integrating Artificial Intelligence (AI) in Basic education promises an edge with manifold opportunities but, at the same time, it goes along with some big challenges that require solutions. AI in basic education is poised to revolutionize conventional pedagogical approaches at the primary and post-primary school levels, personalize learning experiences, and ease administrative tasks. But it also deals with the challenges on implementation, pertaining to issues of accessibility, bias, error, cheating, isolation, and inability of students to explore their full potential due to unnecessary waste of time on the internet. The opportunities afforded by AI in education are immense and transformative. AI-driven technologies can tailor instruction to pupils and school learning styles, thereby improving pupil engagement and learning outcomes. Further, AI tools can perform administrative work, Additionally, it promotes immersive learning environments through the use of virtual and augmented reality applications. This paper look into the opportunity of using AI at the foundational level of education and discusses benefits, challenges, and the potential it brings to effective learning experiences at that level. With the introduction of AI and related tools, it has become possible to use them in almost all aspects of life, and education was not an exception-though it has a very wide scope and with it a bunch of challenges that come along. The integration of AI into education opens up unparalleled opportunities for innovation and enhancement in teaching and learning, it is prudent that such challenges are judiciously overcome with few recommendations suggested below.
Innovative Learner-Centred Teaching Method for the 21st Century University Lecturers
In order for the learners to be well groomed and make teaching-learning process seamless and interesting, this study examined innovative learner-centred teaching method for the 21st century university lecturers. The study specifically investigated innovative learners-centred teaching method for the 21st century university lecturers, various types of learner-centred teaching method, explored the benefits and challenges of learner-centred teaching method; and as well compare and contrast the teacher-centred teaching method with the learner-centred teaching method. Descriptive research design of the survey type and constructivism theory were employed to guide the study. The basic concepts and variables are defined with the reviewed of relevant literature. Also explained are the empirical studies and formulation of conceptual framework to explain the main variables of the study. The study suggests the way forward, among others, that Innovative Learner-Centred teaching method should be encouraged in the teaching and learning in Nigerian universities to stimulate the interest, performance, retention and self-efficacy of Nigerian universities students. It is further recommended that seminars and workshop should be organized for the University lecturers on some of the Innovative Learner-Centred teaching strategies to enhance better lecture delievery. By inclusion of this Innovative Learners-Centred teaching method among the 21st century university lecturers, it is believed that students' academic performance will be on the increase, lecture delievery will be better enhanced and create a better learning milleu.
Improved Academic Performance: Utilizing Innovative Instructional Multimedia Devices Among Biology Education Students in University System in South-West, Nigeria
This study investigated the impact of the handheld devices allowing innovative multimedia interaction in the course of lecture delivery on the academic performance of the Biology Education students in University System in South West, Nigeria. The study adopted a quasi-experimental design and the population of the study comprised all undergraduate students in South West, Nigeria. Multi-stage sampling techniques were used to select sample from University of Ibadan (Sandwish degree programme in Unilesa) and Osun State University for the quasi-experimental group and control respectively. Two treatment packages tagged Innovative Instructional Multimedia Handheld Method (IIMHM) and Conventional Lecture Method (CLM); and a Biology Education Achievement Test (BEAT) with (r = 0.80) determined using Kuder Richardons (KR=20) were utilized in the study. Data were analysed using T-test at 0.05 level of significance. The results revealed that there was a significant difference between the academic performance of students taught with innovative instructional multimedia method and those taught with conventional lecture method group (t = 2.091, N = 300, p < 0.05). The academic performance of the female students taught with innovative instructional multimedia handheld method was slightly higher with mean score of 34.45 whereas male students have a mean score of 32.38 with (t = 1.045, N = 120, p < 0.05). Based on the findings, utilizing multimedia handheld devices was considered better than Conventional Traditional Lecturing Method. Hence, it was recommended that lecturers should inculcate the use of instructional multimedia handheld devices in the course of lecture delivery.
Impact of Artificial Intelligence on the Performance of Nigeria's Education Sector
This study examines the impact of Artificial Intelligence (AI) adoption on the performance of Nigeria's education sector using an Autoregressive Distributed Lag (ARDL) model. The findings indicate that AI adoption has a statistically significant positive effect on education sector performance, with a 1% increase in AI adoption leading to a 7.87% rise in industry performance (p-value: 0.031). Additionally, AI adoption, as a proxy for the digital economy, interacts with key economic drivers to enhance sectoral growth. Specifically, direct credit to the private sector (coefficient; 2.44, p-value;0.036), gross fixed capital formation (1.20, p-value; 0.010), service sector employment (20.97, p-value; 0.038), and government expenditure (1.83, p-value;0.011) all contribute significantly to improving education sector performance. Based on these findings, the study recommends targeted policy interventions to accelerate AI adoption, expand credit access to private sector players, boost infrastructure investment, promote employment in the service sector, and increase public expenditure on education. These measures will foster sustainable AI-driven growth in Nigeria's education sector. This study contributes to the literature by providing empirical evidence on AI's role in driving education sector growth and offers actionable insights for policymakers.
Impact of Artificial Intelligence Integration Technology on the Academic Achievement of Senior Secondary Schools Students in Federal Capital Territory
The Study examined the impact of artificial intelligence integration on students' academic achievement in public Senior Secondary School students in the FCT, Abuja. The study adopted descriptive survey research design. The population of the study comprised of 24,771 SS2 students from all public Senior Secondary Schools in six Area Councils of the FCT Abuja. 384 students were selected using Research Advisors Table (2006). The instrument used for data collection was a structured questionnaire named Artificial Intelligence integration and Academic Achievement Questionnaire, (AIAAQ) as well as Mathematics and English Language achievement tests. The instruments were further subjected to pilot study. Results obtained from the exercise were used to obtain reliability indices of 0.75 0.71 and 0.77 for the questionnaire and achievement tests respectively. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test. The findings from the study showed that there is a significant impact of virtual learning integration technology on the academic achievement of public Senior Secondary Schools in the FCT, Abuja, and there is a significant impact of adaptive learning technology on the academic achievement of public Senior Secondary in the FCT, Abuja. The study recommended that teachers should be trained on the use of virtual learning environment and adaptive learning integration technology for the purpose enhancing students' academic achievement. The study concluded that virtual learning integration technology and adaptive learning integration technology enhances students' achievement in the FCT, Abuja.
Examining Differentiated Instruction Approach in Improving Students' Academic Achievement in Biology in Ibadan Secondary Schools in Nigeria
This study is tailored toward meeting students' interests, needs, and strengths. As a result, differentiated instruction and traditional method were used. A pretest–posttest quasi–experimental design was used. Ibadan is divided into four educational zones, one was chosen by random and purposive sampling, and 134 students were purposively selected in four schools from an arm of the SS2 science intact class in each school. Three instruments were used: Achievement Biology Test (ABT) (r = .76), Differentiated Instruction Guide (DIG), and Traditional Method Guide (TMG). Two hypotheses were used at p = 0.05. The data analysis used were t-test and ANOVA. The result revealed that there is no initial significant effect of differentiated instruction and traditional method on pre-test of students' academic achievement (t ( ) = -.628, p = .53) while the post–test of treatments has a considerable impact on the 132 academic achievement of students (t ( ) = 19.88, p = .00); [F ( ) = 10159.64), p = .00] while 132 1,133 there is no significant interaction effect of treatment and students' gender on students' academic achievement [F ( ) = .012, p =.91]. It is recommended that differentiated instruction should 1, 133 be encouraged and adopted during teaching/learning of Biology.
Evolution of On-Line Learning: Implications for Teaching, Learning and Work-Places in st the 21 Century
On-line learning has transformed educational landscapes over the past two decades, providing flexible and innovative methods for teaching and learning. It can operate through almost any electronic device connected to the internet. Students engaged in distance learning in real time, with teachers giving live-streaming classes via the internet, are performing synchronous learning. Some of the merits of On-line education include: reduced teaching costs, learning at one's own speed, less time, increased access to knowledge and learning. The effectiveness of On-line education can be assessed at a number of levels: development of life skills, the degree of economic worth, the relevance of the content, knowledge acquisition and improvement in implementation among others. However, this paper focused on the evolution of On-line learning: implications for teaching, learning and work-places in the 21st century. Five areas of questions guided the study, using theoretical research approach. It explores the various dimensions of On-line learning, including synchronous and asynchronous modalities, advantages, disadvantages, and the critical role of technology and pedagogy integration. More so, the implications for educators, students, and work-places are examined, focusing on how On-line learning has reshaped educational practices and professional development. It was recommended among others that Government should positively demonstrate more serious attitude to the use of On-line instruction in schools with the provision of adequate funding and its facilities for effective use of On-line instructions
Awareness and Challenges of Artificial Intelligence in Students' Assessment in Nigerian Technical Colleges
The use of Artificial Intelligence (AI) in Assessment in the education sector has become a concern to many observers. AI is a computer system which performs tasks that are typically associated with human intelligence. The use of AI in assessment potentially involves threats and benefits that are worth investigating. This paper aimed to investigate the awareness of AI in assessment, the extent of its use in technical colleges in Nigeria and to establish threats that impede its usage. Four research questions guided the study and one hypothesis was tested. The study utilized mixed-research method, employing quantitative and qualitative data. The population comprised all technical college teachers across the country's six geo-political zones. A random sample of 600 teachers was selected. Data was collected using one validated instrument: Questionnaire on Teachers' Awareness, Use and Challenges of Artificial Intelligence in Assessment (QTAUCAIA) with a Cronbach Alpha reliability coefficient of 0.89. The quantitative data were analyzed using one sample t-test statistics. While the qualitative data were analyzed thematically. The results of the findings revealed that the teachers are aware of the existence of AI tools and technologies and were used in the assessment to a small extent. The results further established threats that impede the application of AI in assessment to include: inadequate ICT facilities and lack of training on AI. The researcher therefore, recommended that there should be adequate provision of ICT facilities and regular in-service training for the teachers by the government.
Assessing Artificial Intelligence-driven Personalised Reading Recommendations' Impact on Students' Reading Habits
This study examined the influence of AI-driven personalised reading recommendations on learners' reading behaviour. Utilising a quasi-experimental design, the research involved 200 undergraduate students over a semester, grouped into two – control and experimental groups – receiving personalised recommendations through an AI-based system. Data were collected through pre- and post-intervention surveys, reading logs, and focus group discussions. The findings indicate a significant increase in reading frequency and diversity of genres among students exposed to AI-driven recommendations compared to the control group. Additionally, qualitative data revealed enhanced engagement and motivation to read, attributed to the personalised nature of the recommendations. This study highlights the capacity of AI to adapt learning experiences to individual student preferences, thereby promoting a more engaging and effective reading culture. Implications for educators include the adoption of AI technologies to support personalised learning pathways while future research should explore long-term effects and scalability across diverse educational contexts.
Applying the African Buffalo Optimization Algorithm to Enhance Pedagogical Approaches
Algorithms are to Artificial Intelligence what mathematical formulas are to Mathematics. Algorithms form the bedrock upon which Artificial Intelligence thrives. The African Buffalo Optimization algorithm which is inspired by the behavior of African buffalo herds that use a collective intelligence approach to optimize their movement and grazing patterns can be applied to pedagogy to improve learning outcomes. In this paper, the African Buffalo Optimization algorithm which is a nature-inspired Artificial Intelligence technique is applied to pedagogy. Using the analytical research method since it is not a experimental paper, it was observed that the algorithm has wide applications to pedagogy, especially, in the areas of optimizing learning paths, resource allocation, assessment and evaluation as well as curriculum design. Other areas of usefulness, though outside the scope of this paper, include automated grading, student grouping, data analysis and learning environment design schemes. Given the above, the study, safely, concludes that the African Buffalo Optimization algorithm is a veritable tool to optimize pedagogical approaches, leading to improved learning outcomes and more efficient use of resources. It is, therefore, recommended that other optimization techniques such as Particle Swarm Optimization, Cuckoo Search and the Genetic Algorithm should be investigated to unravel their impact on pedagogy.
Analysis of Magnitudes and Variation of Effect Size on ICT Teaching Strategies on Secondary School Students' Achievement in Sciences in Nigeria
The study analyzed magnitudes and variation of effect size on ICT teaching strategies on secondary school students' achievement in Sciences in Nigeria. Three research questions guided the study. The design of the study was meta-analytic review. The sample of the study was 47 studies. The sampling techniques were purposive and snowballing. Pro-forma was used for data collection. The instrument was validated by experts and the internal consistency reliability value of 0.96 was obtained using inter-rater agreement. Data collected were analyzed with percentage, effect size, average weighted mean Z and Fisher statistical transformation table. Cohen's d-value guidelines for effect sizes were used for results interpretation. The findings of the study revealed positive statistically significant effect on ICT based teaching strategies for junior secondary school students' academic achievement in Science in Nigeria. The study also revealed negative statistically significant effect size for senior secondary school students' academic achievement in Science in Nigeria. However, there was small variation of effect size between the Junior and Senior Secondary School Students on ICT teaching strategies on Secondary School Students' academic achievement in Science in Nigeria. It was concluded from the study that utilization of ICT-based teaching strategies in Secondary School Science subjects facilitate and enhance the students' academic achievement in Nigeria. It was recommended from the study that ICT teaching strategies in Science subjects for Junior and Senior Secondary Schools should be utilized.