This study investigated the effects of flipped classroom approach on Chemistry students’ academic achievement and retention in colleges of education, Yobe State Nigeria. Le Vygotsky’s theory provided the theoritical framework for the study. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and postposttest control group quasi-experimental research design was employed in the study. The population of the study comprised of 524 NCE II Chemisty students from two colleges of education in Yobe State. Purposive and simple random sampling techniques were used to select 106 NCE II chemistry students. The experimental group (N=44) were taught redox concepts using flipped classroom approach while the control group (N=62) were taught the same redox concepts using lecture method of teaching. Redox Concept Achievement Test (RECAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance using SPSS software. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method of teaching. Based on the findings, it was recommended among others that Chemistry lecturers/teachers should adopt the use of flipped classroom approach because it is a student-centered learning strategy that improves students’ academic performance.

This work focused on the infrastructural facilities and supervision of instruction as strategies for effective management of nursery schools in Ika North East Local Government Area of Delta State. The research design was ex-post-facto. In carrying out the research 180 teachers were selected from 20 nursery school. The instrument used for eliciting information from the respondents was questionnaire titled strategies for effective management questionnaire (SEMQ). The statistical tool employed was the chi-square. Some of the findings of the study revealed that adequate infrastructural facilities lead to effective management of nursery school, effective use of infrastructural facilities lead to effective management of nursery schools and adequate supervision of instruction leads to effective management of nursery schools. The researcher recommended that adequate infrastructural facilities should be made available in schools, because these facilities help to make learning easy and significant, promote meaningful teaching and learning and consequently, promote the standard of education in the country and there should be adequate supervision of instruction in both public and private nursery schools with a view to improve the management of schools.

This paper intends to investigate the effectiveness of the Spelling Bee Approach (SBP) on vocabulary learning. Thus, Kano State College of Education and Preliminary Studies (KASCEPS) students were used to ascertain whether the approach is effective. Therefore, the population included all Pre-NCE students in the Department of English and European Languages, specifically in the second semester of the 2020/2021 Academic Session. To this end, a systematic random sampling method was utilized in taking the sample size. There were 18 students as the sample size obtained from the total number of 42 students’ population offering English along with other combinations. Furthermore, the paper adopted an experimental design, particularly a pre-test and post-test control group design. The Spelling Dictation Achievement Test (SDAT) was employed as the instrument of the data collection. The 18 students of the sample size constituted both experimental and control groups of the study. The data was analysed using a t-test for independent samples. The result indicated a mean of 70.33 for the experimental group and 30.22 for the control group. Given that, a deduction can be made that Spelling Bee Approach is effective in vocabulary learning. Hence, teachers/lecturers can employ it to teach vocabulary development.

The COVID-19 pandemic precipitated a seismic shift in the global educational landscape, compelling tertiary institutions to swiftly adopt online teaching and learning as a critical imperative. This abstract explores the multifaceted imperatives that drove this transformative change. Firstly, the pandemic necessitated the continuity of education, prompting universities and colleges to transition to online modalities to mitigate learning disruption. Second, online learning emerged as a means to bridge the digital divide, enabling access to education for students in remote or underserved areas. Furthermore, online education contributed to safeguarding the health and well-being of students and educators by reducing physical interactions and adhering to safety measures. Flexibility became paramount during the pandemic, and online learning provided a versatile platform. It allowed for varied instructional approaches, synchronous and asynchronous learning, and adaptive strategies to cater to diverse student needs. The pandemic also accelerated the development of digital literacy skills among both students and educators, preparing them for an increasingly technology-driven future. Lastly, the imperative to foster innovation in education emerged, as educators and institutions explored new pedagogical techniques and technology tools to engage students effectively in the online realm. In conclusion, the imperatives of online teaching and learning in tertiary institutions during the COVID-19 pandemic encompassed ensuring educational continuity, addressing digital disparities, prioritizing health and safety, offering flexibility, enhancing digital literacy, and stimulating innovation. These imperatives have reshaped the landscape of higher education, leaving a lasting impact on the future of teaching and learning.

Fighting poliomyelitis in a challenging environment has to overcome many hurdles. The study centered on fighting poliomyelitis in a challenging environment. Both qualitative and quantitative research were used, the research design used in this study was descriptive survey. Data was collected using a semi-structured questionnaire. The target population was 148 respondents. The sample size for the study comprises of 145. Based on the findings and analysis, it could be concluded that, It may be difficult for polio to be eradicated in Borno state, nigeria, due to persistent insurgency in the local government areas and the impact on health, infrastructure and socioeconomic situation of the populace. Urgent attention is required. The government should intensify efforts in curbing the spate of attacks and insecurities and complete restoration of peace and tranquility to the affected communities and states.

Governments all over the world are faced with the task of combating crime, a problem that has affected both modern and historical cultures. Offenders are imprisoned in response to crime for varying lengths of time in an effort, among other things, to rehabilitate them and turn them into law-abiding citizens. Long-term incarceration, though, has unexpected consequences. Analyzing the socioeconomic implications of long-term incarceration in Nigeria is the goal of this paper. The paper makes the case that recidivism and unforeseen socioeconomic consequences for the family, business, social ties, state resources, and way of life result from the long-term incarceration of criminals. It concludes that, in an effort to rehabilitate the offender through long-term incarceration, more adverse effects are caused on the prisoner, their family, the economy, and other members of society. The paper recommends, among other things, that parole be used rather than keeping offenders in prison for an extended amount of time.

Patients’ satisfaction is an important indicator of the quality of care provided to recipients of health services. It is imperative to evaluate patients’ satisfaction to physiotherapy services, so that patients’ needs are better catered for, as well as to improve the services. This study assessed satisfaction of physiotherapy services among patients with Low Back Pain (LBP) in an outpatient physiotherapy unit in kano, Nigeria. The study was a cross sectional survey involving 202 LBP patients receiving physiotherapy treatment. MedRisk Patient Satisfaction Questionnaire was used to assess their satisfaction. Descriptive statistics was used to summarize the participants’ characteristics. Chi-square test analyzed the association between participants’ characteristics and satisfaction, statistical level of significance was defined as p≤0.05. A total of 186 participants completed the questionnaires, a response rate of 92%. Among all the participants; hundred (53.8%) were females, most of them fall within the age ranges of 30-39years (30.1%) and 40-49 (28.5%), 83% are married and 48% have attained a tertiary education level. Majority (86.0%) of the participants are Muslims and Hausa by tribe. Satisfaction level was reported to be high in 167 of the participants (90%). Demographic data of; age (40-49), female gender, married status, 4 visits, tertiary education, Islam and Hausa have the highest satisfaction. However, only number of visits (p=0.01) and educational level (p=0.04) have significant association with satisfaction. Conclusively, satisfaction was high among LBP patients attending an out-patient physiotherapy unit in Kano, Nigeria. Education level and number of visits are associated with patients’ level of satisfaction.

This study investigated gender difference in learning approaches among education students of Sule Lamido University Kafin Hausa, Jigawa State, North-West, Nigeria. Ex-post facto design was used. The study used 101 students as samples drawn from the university. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was adopted to measure learning approaches. Cronbach Alpha, Pearson Product Moment Correlation Coefficient values of Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) were .77, and .62 respectively. The statistic used to analyze the data was t-test for independent sample. One hypothesis was formulated and tested. The study did not find any significant difference in learning approaches between female learners and male learners was not significant (p>0.05). It was recommended that teachers should orient their students about learning approaches to studies as well as use of essay and objective test items as assessment tools throughout their programme.

Coronavirus disease 2019 (COVID-19) outbreak has impacted catastrophically every sector of the economy throughout the world. And the education sector is not left out from the devastating effects of lockdown, especially in Africa. The pandemic led to the prolonged closure of schools, consequently, teaching and learning transformed into online using internet remote communication platforms. In the light of the events, this study is pertinent to examine perceptions of teachers on the online teaching and the obstacles they faced adopting the learning through technology during period of the pandemic. The research takes a quantitative and sample survey approach. A Google Form Questionnaire was used to obtain a sample of 200 students of the Ahmadu Bello University Zaria in the months of March and April 2022. Data were analyzed in SPSS using Descriptive Statistics, Factor Analysis, Reliability and Chi-Square test. The result of the study indicates that on average, lecturers have a positive perception about virtual teaching amid COVID-19 for mitigating the learning gaps and shaping pupils’ future during the crisis. Nevertheless, the students faced several obstacles in the online teaching in both the technical and access difficulties which affected performance in examinations. The study concludes that the perceptions and experiences of teachers, students, and ICT staff differed, indicating the need for further research and collaboration to improve online education practices. It therefore recommends that teachers should provide clearer guidelines and support for adopting various forms of online teaching-learning modes to ensure consistency and effectiveness.

The aim of this study is to examine the lecturers’ assessment competency of learning outcomes in tertiary institutions in Zamfara State. The Survey design was adopted for this study. The population of the study comprised all the 954 academic staff (lecturers/ instructors) in the three (3) Federal Government owned tertiary institutions in Zamfara State, which include Federal University Gusau (FUGUS), Federal College of Education (Technical) Gusau and Federal Polytechnics Kaura Namoda. Federal University Gusau (FUGUS), Federal College of Education (Technical) Gusau and Federal Polytechnics Kaura Namoda have 315, 220 and 419 academic staff respectively. The sample size of the study is 278 academic staff. Proportionate stratified random sampling technique was used to select two hundred and seventy-eight (278) academic staff from the three (3) Federal Government owned tertiary institutions in Zamfara State. The instrument used for data collection is a researcher designed questionnaire termed “Lecturers’ Competency of Assessment of Learning Questionnaire (LCALQ)”. The Data collected were analyzed using both descriptive and inferential statistics of Analysis of Variance, t-test, Standard Deviation and Weighted Mean. The results showed that lecturers’ professional competence in assessment in Zamfara state tertiary institution are adequate in some aspect of assessment which includes competence in choosing assessment methods appropriate for instructional decisions, administering, scoring, and interpreting the results of assessment methods, using assessment results in making decisions about individual students, developing valid students grading procedures, communicating assessment results to students’ parents and recognizing unethical, illegal, and otherwise inappropriate assessment methods, except in the area of developing assessment methods that is inadequate. It was further concluded that no significant difference exists in the level of competence of male and female lecturers in assessment of students’ outcomes, but revealed significance difference across the three federal own tertiary institutions in Zamfara state. Based on these findings, it was recommended that lecturers in tertiary institution should be train on all the components of assessments practices that will benefit undergraduate students learning outcomes.