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Shittu Lukman Olayinka
University of Jos, Plateau State, Nigeria

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Journal : Matondang Journal

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Impact of Conflict on Secondary School Education in Jos Jarawa Community of Jos North Local Government Area, Plateau State, Nigeria Shittu Lukman Olayinka; Muhammad Ridwan
Matondang Journal Vol 4 No 1 (2025): Màtondàng Journal
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/matondang.v4i1.1252

Abstract

This study investigated the impact of conflict on secondary school education in Jos Jarawa community of Jos North Local Government Area of Plateau State, Nigeria. The study was guided by three objectives and three corresponding research questions were also answered in the study. The study adopted a mixed-method approach, integrating both qualitative and quantitative research designs. The research population included two public secondary schools, comprising 25 teachers and 315 students, from which 22 participants (2 teachers and 20 students) were purposively sampled for their direct experience with the conflict. The interviews provided in-depth qualitative insights, while the questionnaires captured structured quantitative data on educational resource availability and adequacy during and after the conflict. Experts validated the instruments to ensure content accuracy, and their reliability was tested using Cronbach's Alpha and KR-21 methods. Data collection was conducted in person, with questionnaire distribution and face-to-face interviews. The analysis of questionnaire data employed descriptive statistics through SPSS, while interview responses were transcribed and thematically analysed using NVivo software. The study revealed that, conflict significantly disrupts students’ academic performance by distorting the academic calendar, causing psychological trauma, and increasing school dropouts and also undermines the roles and productivity of teachers. It disrupts teaching schedules, increases their workload among others. The study recommended among other things that, teachers should be provided with continuous professional development opportunities, especially in conflict-sensitive education methods and Schools in conflict-affected areas should implement psychosocial support programmes for both students and teachers to help mitigate the trauma and psychological distress caused by conflict among others.
Influence of School Environment on Senior Secondary School History Students’ Academic Performance in In Jos South Lga of Plateau State, Nigeria Shittu Lukman Olayinka; Muhammad Ridwan
Matondang Journal Vol 4 No 2 (2025): Màtondàng Journal
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/matondang.v4i2.1374

Abstract

This study investigated influence of school environment on senior secondary school history students’ academic performance in in Jos south LGA of Plateau State, Nigeria. The study formulated one aim and four specific objectives. In line with these objectives the study raised and answered four corresponding research questions. Two null hypotheses were also tested at 0.05 level of significance. Extensive literature was reviewed concerning the variables and issues in the study. Empirical studies were also reviewed and gaps in literature were identified. The study adopted a survey research design specifically cross-sectional survey research design. The study population consisted of 521 SS II history students across the 20 public schools in Jos South LGA for 2025 academic year. From the population a sample of 100 students were selected from 10 schools using simple random sampling technique. To generate data for the study the researcher used a structured questionnaire also referred to as close ended questionnaire. The questionnaire was titled Influence of school environment on academic performance of SS II History students in in Jos South” (ISEAPSH). Content validity was established by experts and reliability was determine at 0.71 using Cronbach Alpha method for internal consistency. Direct method of data collection was established and data collected was analysed using descriptive and inferential statistics. The findings revealed among other things that, types of Learning Environments Available: The study identified that students have access to varying forms of learning environments, which include physical infrastructure, classroom size, access to educational resources like libraries and ICT tools, and teacher-student interactions among others. The study concluded that school environment has significant influence on academic performance of History students in Jos South LGA. The study recommended among other things that, government and school proprietors should invest in classroom infrastructure, ensuring adequate space, proper seating, ventilation, and lighting.
Effects of Chat GPT Assisted Learning Technique on Upper Basic II Students’ Interest and Achievement in Social Studies in Jos North, Plateau State, Nigeria Shittu Lukman Olayinka; Sunday Jacob; Dauda A. Ariya
Matondang Journal Vol 4 No 2 (2025): Màtondàng Journal
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/matondang.v4i2.1390

Abstract

This study investigated the effects of ChatGPT-assisted learning on upper basic II students’ interest and achievement in Social Studies in Jos North, Plateau State, Nigeria. The research addressed three research questions and tested one null hypothesis at a 0.05 level of significance. Guided by Lev Vygotsky’s Constructivist Learning Theory, which emphasizes active student participation, the study adopted a quasi-experimental research design. The population comprised 1,230 upper basic II students from 22 public schools in Jos North Local Government Area, from which a sample of 133 students was drawn. Two schools were randomly selected, with one assigned as the experimental group and the other as the control group. Two researcher-developed instruments were used for data collection: the Social Studies Interest Questionnaire (SSIQ) and the Social Studies Achievement Test (SSAT). Both instruments were validated for content and reliability, with reliability coefficients established through the test-retest method. Data were analyzed using descriptive and inferential statistics. Findings revealed that students exposed to the ChatGPT-assisted learning technique showed significantly greater gains in both interest and achievement compared to those taught via conventional methods. The study concluded that ChatGPT-assisted learning is effective in enhancing students’ interest and achievement in Social Studies at the upper basic level. It recommended that educational institutions implement training programs to prepare teachers and students for the effective and ethical use of ChatGPT in classrooms.
Co-Authors Dauda A. Ariya Muhammad Ridwan Sunday Jacob