Sokoto Educational Review

INTEGRATED SCIENCE EDUCATION AS A SOLID FOUNDATION IN SCIENCES, TECHNOLOGY, ENGINEERING, MATHEMATICS, AND EDUCATION (STEME): A TOOL FOR SUSTAINABLE DEVELOPMENT

2025-02-18T13:30:01+00:00

This paper focuses on the crucial role of Integrated Science Education in achieving sustainable development. The significance of Science, Technology, Engineering, Mathematics, and Education (STEME) in building a sustainable future cannot be overstated. STEME serves as a key catalyst for achieving sustainable development goals. This paper acknowledges the pivotal role of STEME in driving the scientific and economic development of any nation. The paper investigates the objectives and benefits of integrated science education, including its role in promoting scientific, technological, and engineering advancements. It explores the rationale for incorporating integrated science into the junior secondary school curriculum. The 21st century has witnessed rapid advancements in Information Science and Technology, including Artificial Intelligence (AI), across all aspects of life. To effectively adapt to these developments, we must embrace and foster scientific and technological experimentation that will drive national sustainable development. Based on this premise, the paper strongly advocates for the inclusion of STEME within the integrated science curriculum. Furthermore, the teaching of integrated science at all levels should be closely linked to real-life situations.

DOI: https://doie.org/10.0218/SER.2025764280

INFLUENCE OF MARITAL LIFE AND PARENTHOOD ON WOMEN'S ENROLMENT INTO POSTGRADUATE PROGRAMME IN EDUCATION IN NORTH CENTRAL ZONE, NIGERIA

2025-02-18T14:31:41+00:00

This study examined the influence of marital life and parenthood on women's enrollment in postgraduate programs in the North Central Zone of Nigeria. A correlational research design was used. The population consisted of 1,770 individuals, comprising 380 female teachers, 1,345 female postgraduate students, 25 staff members of postgraduate schools, and 20 staff members of university education departments in the North Central Zone of Nigeria. The sample size was 306. A researcher-designed questionnaire was used for data collection. Three experts in Educational Administration and Planning established the instrument's validity. The instrument's reliability was determined using the test-retest method, and the results were correlated using the Pearson Product Moment Correlation Coefficient (PPMCC), yielding a value of 0.89. Frequency counts, percentages, and mean scores were used to answer the research questions, while the Pearson Product Moment Correlation Coefficient was used to test the hypotheses at a 0.05 level of significance. The findings revealed that marital life and parenthood influence women's enrollment in postgraduate education programs. The study concluded that there is a significant relationship between marital life and women's enrollment in postgraduate programs in the North Central Zone of Nigeria. The study recommended that women be supported and encouraged by their families to pursue higher education and that marital life should not be considered a barrier to pursuing higher education.

DOI: https://doie.org/10.0218/SER.2025687105

DIGITALIZATION AND EMERGING ISSUES IN ADULT AND NON-FORMAL EDUCATION FOR SUSTAINABLE DEVELOPMENT

2025-02-18T15:17:12+00:00

This paper examines digitalization and emerging issues in adult education for sustainable development. Digitalization in adult education encompasses all processes of transferring traditional teaching and learning materials to online learning platforms, educational apps, multimedia resources, online courses, online assessments, and web seminars/conferences or workshops, transitioning to an electronic model for deployment in educational centers. This transformation has thus far been considered a progressive change in the field of academia. The paper identified challenges that affect the digitalization of adult education; these include inadequate funding, inadequate digital facilities, epileptic power supply, poor internet connectivity, increased costs of digital facilities, lack of digital skills, lack of professionalism, implementation challenges, resistance to change, and systemic corruption. Findings recommend the provision of adequate funding, robust digital infrastructural facilities in all adult education centres, effective power generation and distribution across the country, increased investment in digital technology, subsidized prices for digital facilities for teachers and students, and the provision of tax incentives/reliefs for telecommunications companies to enable them to reduce the costs of digital tools for both teachers and learners.

DOI: https://doie.org/10.0218/SER.2025259109

COMMUNITY PARTICIPATION: A TOOL FOR SUSTAINABLE COMMUNITY DEVELOPMENT IN ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE

2025-02-25T12:15:57+00:00

This paper examines community development as a crucial tool for community growth. The researcher explored several models of community development, including the Elitist model, where proponents believed that community development initiatives should be led by socialist, educated elites and a select group of wealthy individuals. Other models discussed included the incremental gains model and the public awareness model. The paper delved into other key aspects of community development, emphasizing the roles of education and Information and Communication Technology (ICT) in fostering stronger and more vibrant communities over the long term. The researcher concludes by emphasizing the need for a comprehensive community development model that benefits the entire population. This model should incorporate public opinion through mechanisms such as public hearings, public juries, focus group discussions, and referendums to determine the most suitable path for community development. Consequently, the paper recommends that the government establish robust communication channels, conduct regular town hall meetings, enact legislation that reflects the will of the people, implement social intervention programs to assist rural populations, and create employment opportunities for youth.

DOI: https://doie.org/10.0225/SER.2025119617

STRATEGIES FOR ENSURING CONTINUITY OF EDUCATION IN FLOOD-AFFECTED AREAS IN NORTHERN NIGERIA: THE ROLE OF EDUCATIONAL MANAGERS

2025-02-25T13:10:59+00:00

Flooding is increasingly disrupting education in Northern Nigeria, threatening students' academic continuity and the operational capacity of schools. This study examines the critical role of educational managers in mitigating these impacts and ensuring educational continuity in flood-affected areas. Key strategies explored include emergency preparedness and response planning, alternative learning modalities, curriculum flexibility, teacher training, and community engagement. The study emphasizes the need for flood-resistant infrastructure, resource mobilization, and multi-stakeholder partnerships involving governments, NGOs, and local communities. Recommendations focus on short-term and long-term approaches to maintaining educational services during and after flooding. Educational managers are central to developing effective policies, advocating for disaster-resilient educational systems, and building schools' capacity to withstand environmental disruptions. This research underscores the need for proactive and collaborative efforts to safeguard education in Northern Nigeria's flood-prone areas.

DOI: https://doie.org/10.0225/SER.2025105768

ASSESSMENT OF PROVISION AND IMPACTFUL EFFECT OF ON-THE JOB AND OFF-THE JOB TRAINING AND DEVELOPMENT STRATEGIES ON PRODUCTIVITY OF LECTURERS IN PUBLIC UNIVERSITIES OF NORTH-WEST NIGERIA

2025-02-25T13:35:21+00:00

University lecturers play a crucial role in shaping future generations. Providing them with comprehensive training and development opportunities is paramount to ensuring their effectiveness and maintaining institutional competitiveness. This study investigates the impact of both on-the-job and off-the-job training programs on the productivity of university lecturers in Faculties of Education from public universities in North-west Nigeria. One of the primary motivations for this study was the concern regarding the perceived low productivity of lecturers. The study aimed to: 1) determine the effect of on-the-job training and development programs on lecturer productivity, and 2) determine the effect of off-the-job training and development programs on lecturer productivity. A descriptive survey research design was employed. The study population comprised all lecturers in the Faculties of Education within public universities in North-west Nigeria. Eleven out of the fourteen public universities were selected using purposive sampling. The sample size of 248 lecturers was determined using the Krejcie and Morgan (1970) table for determining sample size, from a population of 782 lecturers. Proportionate sampling was used to determine the sample size required for each participating institution. Data was collected using a self-developed questionnaire titled "Effect of Training and Development Programmes on Productivity of Lecturers Questionnaire (ETDPPLQ)." The reliability of the instrument was established through a pilot test using the test-retest method. The reliability coefficient, calculated using Cronbach's alpha, was found to be 0.73. Findings revealed that on-the-job training and development programs significantly influence lecturer productivity. One of the key recommendations is that university management should create more opportunities for lecturers to participate in on-the-job training programs to optimize productivity.

DOI: https://doie.org/10.0225/SER.2025625308

INSTITUTIONAL PRACTICES AND EMPLOYEES’ WORK ENGAGEMENT: AN INTEGRATIVE APPROACH TO UNLOCKING THE FUTURE OF UNIVERSITIES’ EMPLOYEES IN NIGERIA

2025-02-25T14:59:26+00:00

Building the capacity of higher education employees is essential for achieving quality academic output and student success. Educational institutions, therefore, must regularly implement quality capacity-building programs. This study examines the relationship between institutional practices and employee work engagement. A descriptive survey research design was used. A sample of 190 lecturers was purposively selected from the 2,339 lecturers at the University of Lagos (UNILAG), Akoka-Yaba, Nigeria. The researchers developed and used a questionnaire entitled the “Institutional Practice and Employees Work Engagement Questionnaire” (IPEWEQ), which had a correlation coefficient of 0.74. Pearson’s Product Moment Correlation (PPMC) was used to test the null hypothesis at a 0.05 level of significance. The findings revealed that institutional practices, such as a supportive leadership style, collaboration, and a supportive work environment, significantly boost employee work engagement in Nigerian universities. The results further revealed a significant relationship between manpower training and development and employee work engagement at UNILAG. The study concludes that employees must have a supportive environment, job resources, support, and a conducive work environment to foster work engagement. Based on these findings, it is recommended that employees be exposed to various capacity-building programs that will develop and strengthen their skills, instincts, and teaching abilities.

DOI: https://doie.org/10.0225/SER.2025626526

INFLUENCE OF TEACHING PRACTICE ON THE ACQUIRED TEACHING SKILLS AND CLASSROOM PERFORMANCE TECHNIQUES AS PERCEIVED BY FINAL YEAR NCE BIOLOGY STUDENTS IN FEDERAL UNIVERSITY OF EDUCATION, ZARIA, NIGERIA

2024-08-30T17:33:09+00:00

Abstract

This study investigated the impact of teaching practice on the acquisition of teaching skills and classroom performance techniques among final-year NCE Biology students at the Federal University of Education, Zaria, Nigeria. A descriptive survey design was employed, with a sample of 269 students selected through simple random sampling. Data were collected using a structured questionnaire with a reliability coefficient of 0.88. The data were analyzed using means and standard deviations. The results demonstrated that teaching practice significantly enhanced various teaching skills, including lesson planning, classroom management, and communication. However, student teachers encountered challenges such as inadequate resources and difficulty integrating contemporary issues. The study recommends that teacher education institutions refine their teaching practice programs to include more opportunities for reflective practices and constructive feedback, among others.

DOI: https://doie.org/10.0228/SER.2025851495

THE ROLE OF ADULT EDUCATION PROGRAMMES IN POVERTY ALLEVIATION STRATEGIES IN ILORIN WEST LOCAL GOVERNMENT AREA, KWARA STATE, NIGERIA

2025-02-28T14:34:47+00:00

This study explores the role of adult education in poverty alleviation strategies, using Ilorin West Local Government Area, Kwara State, as a case study. It posits that adult education is a crucial tool for empowering individuals with the skills and knowledge needed to improve their socioeconomic status. A descriptive research design was adopted. The study population comprised all 2,500 adult education learners in Ilorin West Local Government Area. A sample of 100 adult learners and 20 facilitators was selected. Two research questions and two hypotheses guided the study. Findings highlight a positive correlation between participation in adult education programs and improved economic outcomes, including increased employment opportunities, higher income levels, and an enhanced quality of life. Data were analyzed using percentages. The study concludes that adult education is a vital component of comprehensive poverty alleviation strategies and recommends policy interventions to support and expand these programs. The implications of this research underscore the need for sustained investment in adult education to foster sustainable development and economic growth in Kwara State and similar contexts.

DOI: https://doie.org/10.0228/SER.2025187146

SCHOOL LOCATION AS A DETERMINANT OF ACADEMIC SELF-CONCEPT AMONG STUDENTS IN SECONDARY SCHOOLS IN SOKOTO STATE, NIGERIA

2025-03-01T15:35:28+00:00

This study assessed students' academic self-concept in relation to school location in Sokoto State. Employing a descriptive survey design, the study's population comprised 139 senior secondary schools with a total of 65,927 students. A sample size of 382 students was selected using a multi-stage sampling procedure. The instrument, a 38-item questionnaire, was an adapted Academic Self-Concept Scale. Both descriptive statistics and an independent t-test were used to analyze the collected data. The study revealed that: (1) Sokoto State secondary school students have a moderate level of academic self-concept; and (2) there is a significant difference in students' academic self-concept between urban and rural secondary schools in Sokoto State. Among other recommendations, the study suggests that the government launch special programs to increase students' academic self-concept, as it is crucial for educational adjustment. It also recommends that Sokoto State secondary schools, especially those in rural areas, be provided with adequate facilities to help students improve their academic self-concept and achieve higher educational outcomes.

DOI: https://doie.org/10.0301/SER.2025293124

ENHANCING ADOLESCENTS’ SKILLS-ACQUISITION MINDSET FOR SUSTAINABLE ECONOMIC GROWTH IN EPE METROPOLIS USING VALUE RE-ORIENTATION COUNSELING SERVICES

2025-03-01T15:54:31+00:00

In Epe Metropolis, a significant portion of the adolescent population faces challenges in recognizing and valuing the importance of skills acquisition. This issue poses a critical barrier to both individual development and the sustainable economic growth of the region. This study examined the effectiveness of value re-orientation counseling services in fostering a skills acquisition mindset among secondary school adolescents. A descriptive cross-sectional research design was employed. Eighty adolescents were selected using simple random sampling from three public secondary schools in Epe Metropolis, Lagos State, Nigeria, from a population of 1,171 senior school students aged 13 to 24 years. Data were collected using the "Adolescents' Skills-Acquisition Mindset and Value Re-Orientation Counseling Services Questionnaire (ASAMVRCSQ)," with a reliability coefficient of .76. Descriptive and inferential statistics, including independent sample t-tests, were used to analyze the data. The practical relevance of value re-orientation counseling services was assessed using Hedges' g effect size for unequivalent samples. Findings revealed a negative attitude among adolescents towards skills acquisition (Mean = 2.47) and a low level of awareness of value re-orientation counseling services among school adolescents (10.0%). Value re-orientation counseling services were found to be highly effective in changing adolescents' attitudes towards skills acquisition (t(78) = 47.128, p < .05, Hedges' g = 1.662). Recipients of value re-orientation counseling services exhibited a more positive mindset (Mean = 28.63, S.D= 3.517) than non-recipients (Mean = 18.19, S.D= 6.492). The study concluded that counseling for value re-orientation at the secondary school level is vital for supporting school adolescents' development of a skills acquisition mindset. The researchers recommended that school counselors should consider utilizing value re-orientation counseling to identify students with practical skills potential and help cultivate the right attitudes and values necessary for skills acquisition.

DOI: https://doie.org/10.0301/SER.2025340019

INFLUENCE OF MENTORING ON BUSINESS EDUCATORS’ DOMAINS OF ORGANIZATIONAL COMMITMENT WITH MODERATING ROLE OF GENDER

2025-03-01T16:09:12+00:00

Many Business educators seem to display negative attitudes such as lateness to work, meetings and classes, lateness in preparation and submission of students’ results. More worrisome is the fact that many of these educators quit lecturing jobs frequently in search for greener pastures in financial institutions, politics, and multi-national companies. To this end, this study investigated how mentoring influenced the domains of organizational commitment of business educators in Edo and Delta States, Nigeria. Three research questions were answered and three null hypotheses were tested in the course of the study. The descriptive survey design was used with a census sample of 211 business educators. The instrument was a 4 point rating scale of 24 items and was validated by three experts in the field of Business Education. Reliability of instrument was determined by administering the instrument to 20 business educators who were not part of the sample once and Cronbach Alpha statistics was used to determine the statistical value which yielded a reliability co-efficient of 0.87. Answering of the research questions was carried out using Mean and Standard Deviation while analysis of the null hypotheses was carried out using t-test at 0.05 level of significance. Results showed that mentoring influenced the three domains of business educators’ organizational commitment in the period under study. Hypotheses testing showed that there was no significant difference in the influence of mentoring on the organizational commitment of male and female business educators. Therefore, it was recommended that authorities in charge of Business Education in Edo and Delta States should ensure that there is a formal structure to continue to foster mentoring among the educators through departmental well-designed mentoring programmes with clear expected outcomes.

DOI: https://doie.org/10.0301/SER.2025840277

STRATEGIES FOR IMPROVING INCLUSIVE EDUCATION: LESSONS FROM EARLY CHILDHOOD, ADULT EDUCATION, AND ADMINISTRATIVE PLANNING

2025-03-02T11:37:18+00:00

Inclusive education is essential for challenging inequalities of education within various learning environments. This article has reviewed ways of enhancing the education of children with special needs covering early childhood, adult education and administrative frameworks. The focus for early childhood education lies in early childhood special education, identifying the children who require special attention and care, supporting the development of inclusive settings and professional development of teachers. In the context of adult education, the article focused on needs that are tailored to individual learners, the use of learning that can be easily adapted to the learning needs of the learners, and the consequent establishment of learning communities. Good administrative planning is underlined by policy-making, resource management and stakeholder engagement. Examples of best practices from Africa and other parts of the world highlighted successful programmes and best practices. Examined drawbacks include resistance to change, limited resources, and insufficient staff training; possible improvements include technological advancement, policy addition, and better funding. The authors urged educators, policymakers, and administrators to apply the reviewed strategies and recommend directions for further research and development in the field of inclusive education.

DOI: https://doie.org/10.0302/SER.2025102433

CURRICULUM IMPLEMENTATION AND FACTORS INFLUENCING ACADEMIC ACHIEVEMENT IN CHEMISTRY: A NARRATIVE REVIEW OF COLLEGES OF EDUCATION IN NIGERIA

2025-03-02T12:06:35+00:00

This paper discusses curriculum implementation and the factors influencing students' academic achievement in Chemistry within Colleges of Education. Curriculum implementation involves translating planned courses into syllabi and lessons delivered by teachers. Effective implementation is crucial for bridging the gap between intended and achieved learning outcomes. However, many well-designed curricula encounter problems during implementation. Teachers, who play a central role in this process, directly impact the quality of education. In Nigeria, teacher involvement in curriculum planning is often limited, raising concerns about effective implementation. Administrative staff also play a significant role. Monitoring curriculum implementation involves observation, feedback, interviews, student assessments, and reports. Several factors hinder effective implementation, including inadequate funding, insufficient facilities, economic factors, and inadequate planning. Researchers have also identified factors affecting students' academic performance, such as communication, learning facilities, proper guidance, and family stress. Teacher-related variables, including age, gender, qualifications, and experience, also influence students' achievement in Chemistry. While teacher qualification and experience can positively impact student outcomes, research findings vary. Teacher experience can also affect students' study habits, with more experienced teachers often being more effective. In summary, this paper highlights the importance of effective curriculum implementation and how various factors, including teacher quality and student-related variables, can influence students' academic achievement in Chemistry in Colleges of Education.

DOI: https://doie.org/10.0302/SER.2025626646

INNOVATIVE STRATEGIES FOR IMPROVING TECHNOLOGY IN PRIMARY EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA

2025-03-02T13:31:31+00:00

In recent years, there has been a growing recognition of the importance of integrating innovative technology strategies into primary education to foster sustainable development. This study investigates various approaches and methodologies aimed at enhancing technology use in primary schools to create a more effective and engaging learning environment. A key strategy is incorporating digital learning tools and platforms that support interactive and personalized learning experiences. These tools can cater to students' diverse needs, enabling them to learn at their own pace and according to their individual learning styles. By utilizing educational software, online resources, and gamified learning applications, educators can make learning more engaging and accessible, thus improving student motivation and outcomes. The study also reviewed the potential of teacher training and professional development programs focused on technology integration. By equipping teachers with the necessary skills and knowledge to effectively use technology in the classroom, schools can ensure that educators are well-prepared to facilitate technology-enhanced learning. This includes training in using digital tools and strategies for integrating technology into various subjects and curricula. The research highlights the importance of infrastructure and resource allocation in supporting technological advancements in primary education. Access to reliable internet, modern devices, and technical support is essential for the successful implementation of technology-based initiatives. The study suggests that investment in infrastructure, along with partnerships between governments, educational institutions, and the private sector, is crucial for creating a conducive environment for technology-driven education.

DOI: https://doie.org/10.0302/SER.2025798879

ADDRESSING ISSUES IN THE STATE OF SECONDARY EDUCATION IN NIGERIA: A DEWEY’S APPROACH

2025-03-02T15:06:40+00:00

This paper examined secondary education in Nigeria, focusing on its two broad goals: preparation for useful living in society and preparation for higher education. Echoing John Dewey's observations on the educational situation in the United States, this paper analyzed secondary schooling in Nigeria and noted the relatively successful realization of the first goal (preparation for higher education) but a lack of adequate realization of the second (useful living in society). From a post-positivist perspective, it is argued that to fully attain the second goal, the secondary schooling system should incorporate the integration of specialization and selection frameworks as the philosophical direction for secondary education policy in Nigeria.

DOI: https://doie.org/10.0302/SER.2025190363

INFLUENCE OF SELF-CONCEPT ON ALGEBRAIC PROBLEM-SOLVING SKILLS OF SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, NIGERIA

2025-03-02T15:20:39+00:00

Self-concept is the organized and dynamic system of learned beliefs, attitudes, and opinions that individuals hold about themselves. While existing literature explores self-concept in various domains, there is a relative lack of focus on its relationship with problem-solving skills, particularly in algebra. This study investigated the influence of self-concept on the algebraic problem-solving skills of secondary school students in Sokoto State, Nigeria. A quantitative research design was employed, with a sample of 377 students selected proportionally and randomly from the population of all senior secondary school students in Sokoto State. Two researcher-developed instruments were used: a questionnaire measuring self-concept and a test measuring problem-solving skills. These instruments, developed through concept analysis and literature review, were validated by subject matter experts. Lawshe's Content Validity Ratio (CVR) was used to determine instrument validity based on expert feedback. A Likert scale assessed respondents' perceptions of their self-concept, while a rubric assessed their problem-solving skills. Exploratory factor analysis and a Kaiser-Meyer-Olkin (KMO) value of .827 were obtained during the pilot study. Data were analyzed using SPSS version 22 and Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3. Descriptive statistics were used to analyze each construct and the respondents' demographic characteristics. Inferential statistics, including path and structural analysis, were also employed. The results indicated a high level of self-concept across all dimensions, but no significant influence of these dimensions on students' algebraic problem-solving skills. Among the recommendations, the study suggests that the development of self-concept is largely influenced by significant others, such as parents and teacher role models. These influential figures can communicate to students that they possess the skills, capabilities, and temperament necessary for academic achievement.

DOI: https://doie.org/10.0302/SER.2025493599

PRINCIPALS’ BUDGET MANAGEMENT PRACTICES AND SECONDARY SCHOOL PERFORMANCE IN OYO STATE, NIGERIA

2025-03-03T09:32:35+00:00

This article examined principals' budget management practices and secondary school performance in Oyo State, Nigeria. A quantitative research approach was employed, with 599 of the 605 selected respondents participating in the study. Data was collected using three questionnaires. Descriptive statistics (mean scores and standard deviation) were used to answer the three research questions. One main hypothesis and four operational hypotheses were tested using Pearson Product-Moment Correlation at a 0.05 significance level. The study found that: (1) planning, monitoring, controlling, and budget record-keeping are the budget management practices employed by secondary school principals in Oyo State; (2) the level of secondary school performance in Oyo State was high; and (3) a significant relationship existed between principals' budget management practices and secondary school performance (p-value = 0.034 < 0.05). The study concluded that principals' budget management practices, as well as the participation of account officers in school budget management, play a significant role in secondary school performance in Oyo State. Among the recommendations, the study suggested that the Oyo State government should involve school principals and teachers in budget management practices, including planning and implementation.

DOI: https://doie.org/10.0303/SER.2025355470

MANAGEMENT OF CHEMISTRY LABORATORY RESOURCES FOR EFFECTIVE TEACHING AND LEARNING CHEMISTRY

2025-03-03T10:15:52+00:00

Effective management of laboratory resources is crucial for enhancing the quality of chemistry education in secondary schools. Well-equipped and properly managed laboratories provide students with hands-on learning experiences that complement theoretical knowledge, foster critical thinking, and improve academic performance. This paper explores the significance of managing laboratory resources for effective chemistry teaching and learning, identifies common challenges faced by schools (including inadequate funding, poor infrastructure, and a lack of skilled personnel), and proposes strategies for overcoming these obstacles. Key recommendations include increasing funding from both government and private sectors, improving laboratory infrastructure, providing professional development for teachers and technicians, enforcing safety standards, and developing efficient inventory management systems. By addressing these challenges, schools can ensure safe, well-equipped laboratories that support high-quality chemistry education and prepare students for future academic and professional success in the sciences.

DOI: https://doie.org/10.0303/SER.2025558386

ESTABLISHING VALIDITY AND RELIABILITY: A QUALITATIVE STUDY OF STUDENTS’ DROPOUT FACTORS IN SOKOTO METROPOLIS NIGERIA

2025-03-03T09:54:54+00:00

This study explores the factors contributing to student dropout in Sokoto metropolis, Nigeria. It investigates the influence of parental factors (occupation, socioeconomic status, residential location, and religious belief) and school climate factors (school culture, classroom ecology, school physical plant, and school administration). Using a qualitative approach, the study interviewed six principals and six education zonal officers. The interviews were recorded, transcribed, and analyzed to identify key sub-themes and themes. The study emphasizes the crucial importance of establishing validity and reliability in qualitative research. To ensure validity, the researchers employed triangulation, member checking, peer examination, submersion, and external validation. Reliability was addressed through dependability, triangulation, audit trails, peer review, trustworthiness, and appraisal (generalization). The study recommends that schools create a more inclusive environment for all students, regardless of their background, and that parents demonstrate greater commitment to their children's education. Furthermore, the study recommends that researchers using qualitative methods prioritize establishing validity and reliability at every stage of the research process.

DOI: https://doie.org/10.0303/SER.2025971582

EVALUATION OF NATIONAL FADAMA II PROJECT IN KAFUR LOCAL GOVERNMENT AREA OF KATSINA STATE: IMPLICATION FOR EXTENSION EDUCATION

2025-03-04T09:53:38+00:00

This study evaluated the impact of the National Fadama II project in Kafur Local Government Area, Katsina State. Employing a descriptive survey design, the research utilized stratified random sampling to select 297 beneficiaries from a population of 1,300. Additionally, purposive sampling was used to select 6 extension agents and 3 Fadama officials. Data were collected using the "Fadama II Beneficiaries Impact Assessment Questionnaire (FIIBIAQ)." The findings revealed that the Fadama II Project significantly improved agricultural productivity, rural infrastructure, and poverty reduction in the area. Notably, project beneficiaries and extension agents actively participated in both the planning and implementation phases. Extension agents played a crucial role in disseminating valuable knowledge to the beneficiaries. The study recommends the timely distribution of seeds and fertilizer to further enhance farm productivity, as well as increased support from governmental and non-governmental organizations to strengthen poverty reduction efforts.

DOI: https://doie.org/10.0304/SER.2025805442