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All Journal Journal of Multidisciplinary Academic Business Studies Global Academy of Multidisciplinary Studies
Ruth Asemota
University of Abuja, Abuja, Nigeria
Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Social Policy and Its Influence on Education in Nigeria: An Empirical Examination of the Safe Schools Programme Edinoh Kingsley; Odili Chizoba Abigail; Ruth Asemota
Journal of Multidisciplinary Academic Business Studies Vol. 3 No. 3 (2026): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jomabs.v3i3.4116

Abstract

Purpose: This study aims to examine the influence of the Safe Schools Programme (SSP) as a social policy intervention in creating safe learning environments in Nigerian secondary schools, particularly in contexts affected by insecurity. Research Methodology: A quantitative approach was employed using a simulated cross-sectional survey dataset of 320 respondents, including teachers, school administrators, and community stakeholders, across selected states in northern and central Nigeria. Data were analyzed using descriptive statistics, correlation analysis, and regression modelling. Results: The findings revealed that adequate funding, security infrastructure, personnel training, and community participation significantly contribute to the effectiveness of safe school environments. These factors positively influenced perceptions of school safety and program implementation outcomes. Conclusions: The study concludes that the effectiveness of the Safe Schools Programme depends on strengthening institutional capacity, ensuring sustainable financing, enhancing community-based collaboration, and integrating technology-driven monitoring systems. Limitations: This study is limited by its reliance on simulated cross-sectional data and perception-based measures, which may not fully capture real-time program implementation and long-term impacts. Contributions: This study provides empirical insights into the role of social policy in improving educational safety in insecure environments and offers practical recommendations for enhancing the implementation and effectiveness of the Safe Schools Program in Nigeria.
The Role of TPACK (Technological Pedagogical Content Knowledge) in Preparing Teachers for the Digital Age Ruth Asemota; Edinoh Kingsley; Wakili Hussaina Kyaune
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4105

Abstract

Purpose: This study aims to investigate the role of the Technological Pedagogical Content Knowledge (TPACK) framework in preparing pre-service teachers for effective teaching in digitally mediated classrooms. Research Methodology: This study employed a mixed-methods approach in which quantitative data were collected through a structured questionnaire measuring technology integration self-efficacy among 238 pre-service teachers from three universities in North Central Nigeria, while qualitative data were obtained from reflective journals and focus group discussions to explore participants’ experiences and understanding of technology integration in teaching and learning. Results: The findings show that TPACK-based coursework improves pre-service teachers’ confidence and understanding of integrating technology into teaching, especially through collaborative, reflective, and practical learning experiences. Conclusions: The study concludes that the systematic integration of TPACK within teacher education curricula is essential. Combining technological, pedagogical, and content knowledge can better prepare future teachers to effectively teach in increasingly digital learning environments. Limitations: The study is limited to three universities within one region (North Central Nigeria), which may restrict the generalizability of the findings. In addition, the data rely largely on self-reported measures, which may introduce subjective bias, and the study does not directly assess long-term classroom teaching practices. Contributions: This study provides empirical evidence on the effectiveness of the TPACK framework and emphasizes the importance of integrating technology, pedagogy, and content knowledge to enhance pre-service teachers’ digital competence.
Co-Authors Edinoh Kingsley Edinoh Kingsley Odili Chizoba Abigail Wakili Hussaina Kyaune