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All Journal International Journal of Learning Reformation in Elementary Education Asian Journal of Science, Technology, Engineering, and Art ALSYSTECH Journal of Education Technology Contemporary Education and Community Engagement
Umoru, Mohammed Lawal
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Religion Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Advancing Social-Emotional Learning in Elementary Education: Exploring Implementation, Inclusivity, and Long-Term Impact Ibanga, Isaac John; Yusuf, Mohammed Adamu; Umoru, Mohammed Lawal
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 03 (2024): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v3i03.787

Abstract

Social-emotional learning (SEL) has become a crucial component of student development, increasingly recognized for its positive impacts on both academic success and life outcomes. However, challenges remain in effectively implementing SEL programs across diverse educational settings, particularly in addressing the needs of marginalized and minoritized students. This study explores the integration of AI tools in the literature review process to examine current practices, effectiveness, and gaps in SEL programs. A literature review was conducted using various artificial intelligence applications, including Elicit AI, ChatGPT, and Google Scholar. Relevant articles were identified based on thematic focus and retrieved from credible academic sources. These articles were analyzed for thematic clusters using ChatGPT, and a word cloud was generated to identify supporting keywords. The analysis revealed several key factors critical to successful SEL program implementation: teacher competency, developmentally appropriate skill-building, and nuanced measurement techniques. The study also highlighted the need for more inclusive SEL programs that cater to the diverse needs of marginalized students. Evidence showed that SEL programs have a positive return on investment, contributing to both academic performance and long-term success.
Integrating Digital Skills Competencies into Professional Diploma in Education Curriculum in Vocational and Technical Education in North-East Nigeria Umoru, Mohammed Lawal; Ibanga, Isaac John; Sunday, Philip
ALSYSTECH Journal of Education Technology Vol 2 No 3 (2024): ALSYSTECH Journal of Education Technology
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsystech.v2i3.3346

Abstract

The main aim of the study was to integrate digital skills competencies into Professional Diploma in Education curriculum in Vocational and Technical Education in North-East Nigeria. The study was guided by three research questions and three hypotheses. The study adopted a survey research design was carried out in northeast Nigeria. The population of the study was 1485 comprising 993 Vocational and Technical Education lecturers from 9 Colleges of Education (COEs) where PDE are undertaken in the northeast, 210 ICT experts from the 9 COEs, and 182 Education Supervisors from the Ministry of Education in the six States of the Northeast. The study adopted Simple random sampling and a sample size of 317 respondents was determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was utilized to gather data for the study. The questionnaire was validated by three experts and a reliability index of 0.86 was obtained using Cronbach Alpha after a trial test. The data for the study was analyzed using mean and standard deviation to answer the research questions while ANOVA was used to test the hypotheses at 0.05 l3v3l of significance. The study revealed that 26 digital skills competences, 26 general performance objective as well as 26 specific objectives each grouped into 8 clusters were found relevant for inclusion into the vocational and technical Professional Diploma in Education (PDE) curriculum in northeast, Nigeria. It was recommended that The National Commission for Colleges of Education (NCCE), and the National Teachers Institute (NTI) should adopt the identified digital competencies into the PDE curriculum of the Vocational and Technical Education curriculum; and the NCCE and NTI should update the curriculum guidelines and standards to explicitly include digital skills competencies as essential components of the PDE curriculum in vocational and technical education.
Attitude of Vocational and Technical Education Lecturers Towards Utilization of Open Educational Resources for Effective Teaching and Learning in Nigerian Universities in Northeast Nigeria Umoru, Mohammed Lawal; Ibanga, Isaac John; Sunday, Philip
Asian Journal of Science, Technology, Engineering, and Art Vol 2 No 3 (2024): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v2i3.2854

Abstract

The main purpose of this study was to determine the attitude of vocational and technical education lecturers towards the utilization of Open Educational Resources for effective teaching and learning in Nigerian universities in northeast Nigeria. The study adopted a survey research design and was carried out in northeast Nigeria. The population of the study was 782 Vocational and Technical Education lecturers from 5 universities that offered Vocational and Technical Education in northeast, Nigeria. The study adopted Simple random sampling to select a sample size of 254 respondents using Krejcie and Morgan (1970) sample size table. Attitude of Teachers Towards Utilization of Open Educational Resources Questionnaire, (ATTUOER-Q) was used as a data collection instrument. The questionnaire was subjected to face validation and a reliability index of 0.91 was obtained using Cronbach Alpha. The data for the study was analyzed using mean and standard deviation to answer the research questions. The findings of the study revealed that the factors that influence VTE lecturers’ attitudes towards the utilization of OERs include technological infrastructure and readiness, educator capacity and awareness, and content quality and relevance among others; the study further revealed that to a high extent, lecturers in Nigerian universities are aware of OERs available for teaching and learning. The study recommended that Institutions should develop and implement comprehensive training programs specially tailored to the needs and conditions of vocational and technical education lecturers in Northeast Nigerian universities. And The National Council of Universities should recommend increased institutional support and resources to facilitate the integration of OER into vocational and technical education programs
Entrepreneurial Practices Amidst Economic Downturn among Home Economics Teachers for Family Sustainability in North-East, Nigeria Umoru, Mohammed Lawal
Contemporary Education and Community Engagement (CECE) Vol. 2 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v2i2.971

Abstract

This study investigates the entrepreneurial practices of home economics teachers in Northeast Nigeria during periods of economic downturn, focusing on promoting family sustainability. The entrepreneurial ventures explored include handicrafts, small-scale food production, catering, tailoring, and financial literacy training, which refers to equipping teachers with knowledge and strategies for budgeting, savings, debt management, and small-scale financial planning to support microenterprises. A cross-sectional survey design was employed to capture the current state of entrepreneurial engagement. Data were collected using structured questionnaires from a stratified random sample of 200 home economics teachers (164 females and 36 males) across regional urban and rural locations. Descriptive statistics (means and standard deviations) and inferential statistics (chi-square test) were used for data analysis. Findings reveal a significant gender disparity in entrepreneurial engagement, with female teachers accounting for 82% of all entrepreneurial activities. Teachers who engaged in such activities reported higher family income, increased savings, reduced debt, better access to healthcare, and greater financial satisfaction. The study recommends targeted support from stakeholders to strengthen entrepreneurial training and financial resilience among home economics educators, thereby enhancing their contributions to family and community well-being.
Evaluating the Impact of Home Economics Teachers' Entrepreneurial Activities on Family Economic Stability and Well-Being in Northeast Nigeria Umoru, Mohammed Lawal
Contemporary Education and Community Engagement (CECE) Vol. 1 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v1i1.972

Abstract

This study examines the impact of entrepreneurial activities of Home Economics teachers on family economic stability and well-being in Northeast Nigeria. Home Economics, as a field, encompasses various disciplines such as nutrition, home management, and consumer education, aiming to improve the quality of life for individuals and families. In Northeast Nigeria, Home Economics teachers often engage in entrepreneurial activities, leveraging their expertise to supplement their income and enhance their families' economic stability. This study evaluates the extent to which these entrepreneurial endeavors contribute to family income, food security, and overall quality of life. Using a cross-sectional survey design, data were collected from Home Economics teachers across Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe states. A sample of 200 teachers was selected through multistage sampling. The study employed both descriptive and inferential statistics to analyze the data, including paired samples t-tests and W-statistics to test the hypotheses at a 0.05 level of significance. The findings reveal that entrepreneurial activities significantly enhance family economic stability and well-being. Teachers engaged in ventures such as catering, textile and fashion businesses, and home management consultancy experienced notable improvements in family income, food security, and overall quality of life. The study underscores the importance of supporting entrepreneurial initiatives among Home Economics teachers to foster economic resilience and social development in the region. The results provide valuable insights for policymakers, educators, and community leaders to integrate entrepreneurial education within the Home Economics curriculum, thereby promoting sustainable development in Northeast Nigeria.
Co-Authors Ibanga, Isaac John Sunday, Philip Yusuf, Mohammed Adamu