Journals

The benefits of Visual Arts in national development cannot be fully realized as long as it is treated as an unimportant aspect of Nigeria's educational program. The effect of this neglect is the inability to harness young people to develop local human and material resources for the Nigeria of the 21st century that we envision. Even though poverty alleviation occupies center stage in global recognition, any government genuinely interested in meaningful development is focused on accelerated technological advancement, as advocated by the United Nations Organization. This is why Vocational and Technical Education, of which Visual Arts is a pivotal aspect, is listed as one of the cardinal goals to achieve the comprehensive technological development that the United Nations advocates. Hence, it is evident that only a few countries have made significant progress through the Visual Arts. Unlike many countries in Africa, where every parent desires their children to study glamorous courses like medicine and law, this mindset drives these nations deeper into poverty, affecting the lives of younger generations. This paper aims to highlight the benefits of Visual Arts and how it can alleviate poverty for the 21st-century Nigeria of our dreams. Therefore, the paper emphasizes the advantages of Vocational and Technical Education in alleviating poverty through the effective utilization of Visual Arts for sustainable, comprehensive development and technological advancement of Nigeria among developed nations' committees.

One important factor that can make a teacher's lesson successful is the effective use of media. Media refers to visual, audio, and audio-visual forms of communication and their accompanying technology. Media often overlaps with terms like teaching aids, instructional materials, educational media, communication aids, learning resources, learning media, and instructional tools. They can be categorized according to the senses they appeal to, such as visual, audio, and audio-visual media. Visual media include posters, charts, slides, pictures, books, silent films, and chalkboards. Conversely, audio media include radio, audio recordings, and the human voice. Media can teach, stimulate interest, provide instruction through diverse senses, serve as effective substitutes for direct contact with the environment, and contribute to effective education. Media also simplify learning and enhance knowledge retention. Reading aloud can naturally occur through the efforts of a live reader; it can also be mediated through voice recordings, a form of audio media. Printed books can be converted into audio format, commonly known as audiobooks. Audiobooks serve as instructional tools to enhance effective teaching and learning. Nowadays, economic hardship is preventing parents from providing reading materials for their children. The availability of texts in audio format offers relief for learners and their parents, thereby enhancing the teaching and learning process. This paper seeks to examine reading aloud as an instructional means for effective teaching and learning in the context of economic hardship by considering the relationship between economic hardship and the teaching- learning process, reading aloud and audiobooks, as well as technology and reading integration. The benefits of audiobooks in enhancing reading aloud, as well as recommendations, are also discussed. Audiobooks have significant effects on reading comprehension and motivation among learners in general, and particularly for students with special needs, with a positive impact on student achievement.

The integration of Artificial Intelligence (AI) in education is rapidly gaining attention as a transformative force in enhancing student learning outcomes globally. In the context of Nigerian higher education, this study explores the potential of AI tools, such as AI-based tutoring systems, automated grading systems, and personalized learning platforms, in improving the academic performance of undergraduate students. Data were collected through a mixed-methods approach, including surveys and interviews with 500 students, 50 faculty members, and educational technologists across five Nigerian institutions. The findings reveal that there is significant main effect of treatment (AI-based tutoring systems, and Automated grading systems) on Learning outcomes of Nigerian Undergraduate (F(2, 50) = 43.225, p <.05,?2=.634) and there was significant main effect of intelligence on Learning outcomes of Nigerian Undergraduate (F(2, 50) = 10.711, p<.05,?2=.277) result showed that there was significant relationship between Personalized learning platforms and learning outcomes among undergraduate students (r = .421, N= 550, p <.05), The findings reveal that AI tools significantly contributed to improved student learning outcomes, particularly in courses with high dropout rates and large class sizes. However, challenges such as limited infrastructure, digital literacy, and resistance to change were identified as barriers to successful AI integration. The study concludes that while AI presents a transformative opportunity to enhance educational outcomes, its effective implementation in Nigerian higher education requires addressing technological and institutional challenges.

Teaching is an extremely hard job that demands a great deal of intellectual capacity and commitment to achieve the best results. Regrettably, many work-related pressures plague a great number of teachers, interfering with their ability to fulfil their tasks. Thus, the examination of the variables is understudied. The study used an expo facto survey research design. In the Abeokuta metropolis, four schools were chosen from four Local Government Areas (LGAs) using a random sampling technique. Using a simple random sampling technique, 120 in-service teachers were selected as a sample from the chosen schools. The data collecting tools utilized were the Job Commitment (JCS) scale (? = 0.78) and the Perceived Organizational Support (POS) scale (? = 0.74). The study utilised an independent t-test and multiple linear regression statistical techniques to investigate three research issues at a significance level of 0.05. According to the study, there is a substantial difference between male and female in-service public school teachers' levels of job commitment (t(118=2.180, P<0.05). The results of multiple regression analysis showed that organizational support and gender have a significant joint impact on job commitment (R= 0.279, R2=0.078, Adj.R2= 0.062, p<0.005). Among in-service public school teachers, organizational support is the most powerful predictor of job commitment (? = 0.209, t = 2.348, p<0.05), followed by gender (? = -0.196, t = --2.200, p<0.05). This suggests that among in-service public school teachers, organizational support and gender raise the likelihood of job commitment by 20.9% and 19.6%, respectively. Among other things, the organizations tasked with overseeing education should establish a long-term welfare system to inspire employees and raise production levels. The assignment of roles to teachers should also consider gender considerations. Teachers should also regularly attend seminars on the importance of commitment to their jobs and duty.

The study examined home environmental factors as predictors of secondary school students' academic performance in Ado-Ekiti. A descriptive survey research design was adopted, suitable for describing various aspects of home environmental factors that influence academic performance without manipulating variables. The population comprised all secondary school students in the old Ado Local Government Area of Ekiti State, now consisting of one substantive Local Government and three Local Council Development Areas, with fifteen public secondary schools. A simple random sampling technique was used to select one school from each stratified zone in the Local Government Area. The sample consisted of 250 students randomly selected from all the schools and 40 teachers from five schools, with 40 students and eight teachers selected per school. Data were collected using two self-designed questionnaires: the "Home Environmental Factors Questionnaire (HEFQ)" for students and the "Secondary School Students Academic Performance Questionnaire (SSSAPQ)" for teachers. The instruments were validated by experts in Educational Management and Test and Measurement. Reliability was established using the test-retest method, resulting in coefficients of 0.78 for HEFQ and 0.82 for SSSAPQ. The data collected were analyzed using both descriptive and inferential statistics. Based on the findings, several recommendations were made. Parents should show special interest in their children's education by providing basic needs such as textbooks, writing materials, and ensuring the prompt payment of school fees. They should also recognize education as the most reliable and lasting legacy they can offer. These measures are essential to enhance students' academic performance, especially in the context of home-related influences.

The study examined the impact of cognitive behavioral and interpersonal therapies on managing adolescent aggressiveness among university students in Oyo, Oyo State. Using purposive sampling techniques, a sample of two hundred students was selected, with fifty students from each of the four universities in Oyo, Oyo State. Data were collected using questionnaires. The relationship between the independent variables and the dependent variable was determined using Pearson Product-Moment Correlation (PPMC), and the combined influence of the independent variables on the dependent variable was assessed using multiple regression analysis. The findings indicated a significant relationship between interpersonal therapies and adolescent aggressiveness among university students in Oyo (r=.843; p<0.05). Additionally, the study revealed a significant relationship between cognitive behavioral therapy and adolescent aggressiveness (r=.732; p<0.05). It also found a significant relationship between adolescent personality type and aggressiveness (r=.543; p<0.05). The study concluded that physical and verbal aggressions among students are serious issues due to their inherent dangers. Aggression in schools can discourage students from attending due to fear of intimidation or harm, and it can hinder academic achievement. Fear from intimidation and harassment, whether in the classroom or outside, can reduce students' concentration and assimilation, leading to academic underachievement. Therefore, it is crucial to take all necessary measures to eliminate or reduce aggression in universities. Based on the findings, the study recommends the following actions: Given the prevalence of physical and verbal aggression among students, lecturers should pay closer attention to students both in the classroom and on the playground, where such behaviors often occur, and ensure that aggressors are appropriately punished. The formation of anti-aggression clubs in schools is also recommended. These clubs would monitor, discourage, and report aggressive behaviors to lecturers and school administrators, ensuring that perpetrators are suitably disciplined.

This study explores the interconnectedness of mathematics education, innovation, and entrepreneurship, and their potential to drive economic growth, sustainable development, and improved quality of life in Nigeria. Through a review of existing literature and case studies, the study examines the ways in which mathematics education can be leveraged to promote creativity, critical thinking, and problem-solving skills, ultimately preparing students for success in the 21st-century. It also identifies effective strategies and approaches for integrating innovation and entrepreneurship into mathematics education, including project-based learning, mathematical modeling, and entrepreneurship education. The findings of the study revealed that integrating innovation and entrepreneurship into mathematics can (a) increase interest in mathematics among students, especially girls and other underrepresented groups, by making mathematics more relevant and engaging, (b)promote equity and inclusion in education, by addressing the needs of diverse learners and providing tailored support, and (c) preparing students to compete in the global economy, by providing them with essential skills, such as critical thinking, problem-solving, and communication. The paper concludes with a discussion on the implications of the research findings for mathematics education policy and practice, and suggests potential directions for future investigation.

Goal attainment of institutions is significantly influenced by the attitude and behaviour of the employees. A positive attitude among teachers and administrators in the school system can result in improved job performance, staff teamwork, and a conducive learning environment for students. This study examined the influence of staff attitude on secondary schools' goal attainment in Ibadan North Local Government Area (LGA) of Oyo State. Two research questions and three hypotheses guided the study. Descriptive research design was employed for the study. The population of the study comprised all 1036 teachers in the 36 public secondary schools in Ibadan North Local Government Area. The multi-stage sampling procedure was adopted. Simple random technique was used to select 18 secondary schools, while 262 teachers were selected using proportionate sampling technique. The data were analyzed using descriptive statistics of mean and standard deviation for the research questions and inferential statistics of linear regression used to test the hypotheses at 0.05 level of significance. The findings of the study showed that the level of goal attainment in the secondary schools is high and the level of staff attitude practiced in the secondary schools is moderate. The study also revealed there is a significant influence of staff job satisfaction on goal attainment of the Secondary schools, there is a significant influence of staff organisational commitment on goal attainment of Secondary schools and there is a significant influence of staff organizational engagement on goal attainment of the secondary schools in Ibadan North LGA of Oyo State. Based on the findings, the study concluded that government should develop strategies that would improve positive attitude of staff which will enhance the attainment of the stated goals. The researchers recommended that government should organize periodic trainings or workshops focused on maintaining positive attitude to work in order to boost productivity as well as device means of meeting teachers' demand on time to avoid job dissatisfaction which will may have a negative impact on the performance of employees and the organisation as a whole.

STEAM (Science, Technology, Engineering, Arts, and Mathematics) education has emerged as a dynamic educational approach that equips students with interdisciplinary skills, fostering creativity, critical thinking, and innovations. This paper explores the use of STEAM education as an instrument for a Medium-Term Revenue Strategy (MTRS) aimed at achieving Sustainable Development Goals (SDGs). By leveraging STEAM education, countries can cultivate a workforce adept at addressing complex global challenges, promoting economic growth, and ensuring long-term sustainability. The paper presents a comprehensive analysis of how STEAM education aligns with key SDGs, emphasizing its roles in enhancing human capital and fostering innovations, critical for a sustainable future. The potential for revenue generation through STEAM education-driven initiatives was discussed, with a focus on developing countries seeking to strengthen their economies and meet international commitments for sustainability. In conclusion, this paper recommended among others that, government should support research and development in STEAM fields, encourage entrepreneurship and innovation, align STEAM education with local and global economic needs, and raise public awareness about the importance of STEAM.

This study investigated teacher incentives and job productivity in government-funded public secondary schools in Nigeria. Despite the critical role that teachers play in shaping the future of students, the issue of inadequate incentives remains a significant challenge. The descriptive design of the survey type was adopted for the study. The population for this study consisted two hundred and fifty (250) respondents while the sample for the study consisted one hundred respondents selected across 10 government funded public secondary schools in Ilesa west local government area of Osun State using simple random sampling techniques. The instrument used for data collection was a questionnaire titled: 'Teachers Incentives and Job Productivity' (TIAJP). To ensure face and content validity, the instrument was given to expert for thorough scrutiny. Also, a pilot study was conducted to ascertain the reliability of the instrument. The instrument was administered twice within an interval of two weeks to schools outside the study area. The data collected was analyzed using Pearson Product Moment Correlation Statistics. A reliability co-efficient of 0.89 was obtained which was high enough to make the instrument reliable. The findings revealed that there was a significant positive relationship between teacher incentives and teacher job productivity in government-funded public secondary schools in Ilesa west local government area of Osun State. (r = 0.724; p< 0.05). The research concluded that teacher incentives were a crucial determinant of job productivity in public secondary schools in Ilesa west. Based on the findings of this study, the following recommendations were made. Educational authorities should develop and implement comprehensive incentive packages for teachers to enhance their job productivity. It is essential to address the disparities in incentive distribution among teachers to create a fair and motivating work environment. This can be achieved by establishing clear criteria for incentive allocation based on performance and contributions.