Journals

Blended learning (or hybrid learning), referred to as technology-mediated instruction, web enhanced training, or mixed-mode instruction, is a method of teaching. It blends traditional classroom approaches with online learning resources and online interaction opportunities. The paper discusses the concept of blended learning, its main features and prerequisite of its implementation. Scope of blended learning in Nigeria educational system is also discussed .The paper also tries to explain how blended learning is an approach that needs to be adopted. Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right attitude, handsome budget and highly motivated teachers and students for its successful implementation. As it incorporates diverse modes so it is complex and organizing, it is a difficult task. The study concluded that if blended learning is implemented in a well-planned, organized way with right type of attitudes it can become the future of our educational system. It was recommended that an awareness programmes, seminars, discussion forums should be organized and also Teacher training programmes both in-service and pre-service have to be reoriented to prepare teachers for blended learning approach.

The persistent issue of poor academic performance among secondary school students in Nigeria has raised concerns among stakeholders, with family dynamics and student behaviour recognized as contributing factors. This study investigated marital conflict variables as correlates of academic performance among secondary school students in the Ibadan North Local Government Area, Oyo State, Nigeria. A descriptive survey research design was adopted. Three research questions and two hypotheses guided the study. Data were collected from 107 teachers and 233 students using a self- structured questionnaire (IMCAPQ), which yielded a reliability coefficient of 0.78, as determined by Cronbach's Alpha, and from students' academic records in English and Mathematics for the 2024/2025 Academic Session. Data were analysed using mean, standard deviation, and simple and multiple regression analyses. The findings revealed a low extent of marital conflict's influence on academic performance (weighted mean 2.0). Poor communication was identified as the primary cause of marital conflict (mean 3.7). Significant negative effects on children included low self-esteem and depression (weighted mean 3.3). Poor communication, child abuse, and parental violence jointly influenced academic performance (R Square = 0.705, F - 267.138, p = 0.000). Poor communication had a positive relative influence (Beta = 0.843), while child abuse (Beta = 0.122) and parental violence (Beta = 0.076) showed negative effects. The study concluded that while students perceive a low direct impact, marital conflict produces considerable psychological harm. Recommendations include establishing school counselling units, organizing community marriage-enrichment workshops, and creating collaborative interventions among schools, social welfare agencies, and religious institutions.

Fine and Applied Arts can refer to several things such as a study of creative skills, a process of using creative skills, a product of using creative skills, mention but a few. This paper highlights the potentialities of this aspect of education as a springboard for wealth creation for individuals and national development of a nation. No doubts that skills acquisition is a veritable avenue to fast-track the overall development of a nation interested in all- round national economic prosperity and development. Every nation must evolve training of minds and hands to pave way for the production of human capital. Its activities are dynamic and capable of having a bearing effect on any government policies and priorities on education. However, it is essentially man's creative spirit using media to express feelings or moods for either through clay, woodwork, cement, weaving, or some other media. Economic empowerment through Fine and Applied Arts can be a springboard marginalizing people to obtain the basic human needs, either directly by themselves, or through the assistance of those who have access to funds that can be used to encourage and develop their skills for self- sufficiency. This paper discusses more on empowering of youths through arts, crafts, and design as an impetus for national development of a nation.

This article examines Gaisebaba's composition, "NO TURNING BACK," an Afrogospel piece that integrates Yoruba, English, and Pidgin English. The study provides a theological and musical analysis, focusing on lyrical content, theological interpretation, educational and societal relevance, melodic, harmonic, and rhythmic style, and meter. The findings indicate that the music serves as a significant example of contextualized worship within contemporary Nigerian Christianity. The study aims to investigate how Gaisebaba's adaptation of the hymn "I Have Decided to Follow Jesus" conveys Christian theological messages through modern Afro-gospel expressions, drawing on theories of ethnomusicology, theology, performance, and African cultural studies. Analysing the musical and textual framework employed for contextualization, and assessing the educational and societal relevance of the music among contemporary Nigerian Christian youth. The central research questions guiding this inquiry are: (1) In what ways does Gaisebaba's "NO TURNING BACK" reinterpret the original hymn, "I Have Decided to Follow Jesus" for a contemporary African audience? (2) What are the musical and theological features that distinguish this adaptation within the broader landscape of Nigerian gospel music? (3) How does the piece serve as a model for contextualized, culturally resonant worship practices? The study concludes that Gaisebaba's syncretic compositional strategy resonates with Gen Z ideology, reinforcing the gospel through Afropop genres popular amongst youths.

This study adopted a descriptive cross-sectional survey design to examine sexual desire, aging, and marital satisfaction among older couples, with implications for sex-positive counselling in Nigeria. The population comprised legally married couples aged 60 years and above residing in selected urban and semi-urban communities in South-Western Nigeria. A multistage sampling procedure was employed to select 320 respondents (160 couples) for the study. Data were collected using a structured questionnaire consisting of three standardized instruments: the Sexual Desire Scale (SDS), the Aging Perception Inventory (API), and the Marital Satisfaction Inventory-Revised (MSI-R). Results in indicate that a significant positive correlation was found, indicating that there is a significant relationship between sexual desire and marital satisfaction among older couples; that the regression model was statistically significant, explaining 9% of the variance in sexual desire; aging perception significantly predicted sexual desire; that sexual desire and aging perception jointly predict marital satisfaction among older couples, explaining 15% of variance; and that older male spouses report higher marital satisfaction based on levels of sexual desire compared to older female spouses. The study concluded that sexual desire significantly predicts marital satisfaction among older couples in Nigeria. The study recommended the integration of sex-positive counseling and Emotion- Focused Couple Counselling to promote healthy aging and marital satisfaction among older Nigerian couples.

Sustainable innovation has become a vital global requirement, demanding higher institutions to disseminate skills and knowledge required for tackling current societal and economic issues. This research paper presents a critical review of the impact of artificial intelligence on the advancement of sustainable innovation in mathematics education in higher education in Nigeria. This was done by synthesizing research findings through a systematic review. The findings revealed that Artificial intelligence (AI) tools such as interpretive structural modelling (ISM), dual eye-tracing, adaptive learning platforms, intelligent tutoring systems, customized learning pathways, dynamic assessment tools, data-driven insights, engagement monitoring, peer collaboration opportunities, resource recommendation systems and predictive analytics provide personalised learning experiences tailored to each student's needs and abilities and revolutionize how students learn and interact with complex concepts in mathematics education enhancing sustainable innovation. AI-powered virtual tutors offer instant feedback, personalised guidance, and support for critical thinking and innovation. The findings also showed hindrances to the integration of artificial intelligence for sustainable innovation in mathematics education, including inadequate digital infrastructure, limited access to technological tools, a lack of digital skills among teachers, erratic power supply, and concerns regarding data privacy and algorithmic bias. To address the identified gaps and capitalise on the opportunities, this research offered these recommendations, among others. Firstly, higher institutions of learning should revise their mathematics education curricula to incorporate sustainable innovation. Secondly, all hands must be on deck towards ensuring that infrastructure for artificial intelligence is provided, lecturers should be given digital training, and the problem of erratic power should be solved.

In an era of unprecedented global interconnectedness, the role of education in shaping responsible civic participation in order to address systemic world issues cannot be overemphasized. This study examines the role of citizenship education as a critical mechanism for addressing complex developmental challenges facing the global community. Global development problems such as climate change, inequality, socio-political conflicts, and human rights violations demand not only policy reforms but also a well-informed, active, and responsible citizenry capable of fostering sustainable solutions across borders. The primary objective is to analyze how contemporary citizenship education frameworks can be revitalized to cultivate global citizens equipped with the knowledge, values, skills, and attitudes necessary for tackling these multifaceted issues. The paper employs a qualitative approach, reviewing scholarly literature and global educational policies to identify best practices and gaps in current citizenship education initiatives. The paper reveals that citizenship education, when integrated with global citizenship principles such as critical awareness, social justice, inclusivity, and sustainability, empowers individuals to engage in cooperative problem-solving and responsible global participation. Furthermore, the paper highlights the importance of educational reforms that embed global perspectives into curricula, teacher training, and community engagement to enhance the transformative potential of citizenship education. The conclusion emphasizes citizenship education as not merely a nationalistic exercise but as a pivotal platform for achieving the United Nations Sustainable Development Goals by promoting peace, equity, and environmental stewardship worldwide. The implications suggest policy-makers, educators, and international bodies should prioritize citizenship education as a strategic tool for global development. This research contributes to the broader dialogue on education's role in solving world problems and advocates for renewed attention to citizenship education as an essential pathway to a more just and sustainable global future.

Emotional intelligence plays a pivotal role in how adolescents manage peer pressure, a significant factor influencing their sexual behaviour. Adolescents with well-developed emotional intelligence may possess better skills in asserting themselves, resisting negative peer influences, and making decisions aligned with their values and well-being. This study investigated the relationships between emotional intelligence, self-concept, and sexual behavior among adolescent undergraduates in Oyo State, Nigeria. The research employed a descriptive survey design and utilized a sample of 100 undergraduate students from the University of Ibadan, Faculty of Education (UI-FCES). Emotional intelligence and self-concept were assessed using adapted questionnaires, and sexual behavior was measured through self- report. Pearson's Product Moment Correlation Coefficient (PPMC) was used to test the hypotheses. The findings revealed a weak but statistically significant positive correlation between emotional intelligence and sexual behavior (r = 0.109, p = 0.03). However, no significant correlation was found between self-concept and sexual behavior (r = 0.1284, p = 0.35). Furthermore, the combined relationship of emotional intelligence and self- concept did not significantly predict sexual behavior (F = 0.921, p = 0.402). The results highlight the complexity of factors influencing sexual behavior among adolescent undergraduates and underscore the need for further research to identify key determinants of responsible sexual behavior. The study contributes to the understanding of the relationships between emotional intelligence, self-concept, and sexual behavior, and has implications for the development of interventions and educational programs aimed at promoting responsible sexual behavior among young Nigeria.

Peer relationships are the intricate web of interpersonal connections that students form and maintain within the school environment, standing at the heart of the educational experience. Secondary school students face varying experiences with bullying, shaped by school policies, peer dynamics, and broader social influences. This study explores bullying experiences, attitudes toward bullying, and the school Environment on Peer Interactions among secondary school students in Afijo Local Government. The study adopted a correlation survey design. The target population comprises all secondary school students in public secondary schools in Afijio Local Government. A total sample of 200 students from JSS1 to JSS3 was selected using a multistage sampling technique. A significant negative correlation was found between bullying experiences and peer interactions (r = -. 436, p<,001), indicating that students who experience bullying are more likely to have poorer social interactions. Also, bullying attitudes were found to significantly impact students' social interaction (r = -. 389, p <. 001), with more positive attitudes toward bullying associated with lower quality of social interactions. The school environment emerged as a crucial mediating factor, demonstrating a significant positive correlation with social interaction (r = .512, p < .001). The study concluded that a complex relationship exists between bullying and social interaction, emphasizing that effective interventions must address not only bullying behaviours but also the broader school climate and student attitudes. Recommendations include developing comprehensive anti-bullying strategies, enhancing school climate, implementing social-emotional learning programmes, and creating supportive intervention mechanisms to mitigate the negative impact of bullying on students' social relations.

The use of instructional materials constitutes a vital component of effective teaching and learning, particularly in language education, where comprehension, retention, and practical application are essential. Instructional materials facilitate clearer understanding of concepts, stimulate learners' interest, and enhance long-term retention of knowledge. This study examined the Impact of Instructional Materials on the Teaching of the English Language in Secondary Schools in Osun State. The study adopted a quasi-experimental pretest-post-test control group design. Sixty (60) students were randomly assigned to experimental and control groups. The experimental group was taught selected English Language topics using instructional materials, while the control group was taught the same topics using the conventional teaching method. Students' learning outcomes were measured using a standardized English Language Achievement Test administered as a pretest and post-test. Data were analysed using mean, standard deviation, and t-test. Findings revealed that students exposed to instructional materials had a higher mean post-test score (= 68.67) than those taught with the conventional method (= 54.0). The t-test result further showed a t value of-6.301 at a calculated p level of 0.00, which is less than the working p level of 0.05. The interpretation of this result is that there is a significant difference in the learning outcomes of students exposed to instructional materials and those not exposed to instructional materials in the English language. The study concludes that instructional materials are effective tools for enhancing students' understanding and achievement in the English Language. It is therefore recommended that English Language teachers should be encouraged and supported to integrate appropriate instructional materials into classroom instruction to promote effective teaching and learning.