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Kingsley, EDINOH
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Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Impact of Climate Change on University Administration in Nigeria Ohibime, Ernest Ohiosumua; Kingsley, EDINOH
International Journal on Integrated Education Vol. 6 No. 5 (2023): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v6i5.4420

Abstract

The objectives of this study is to find out the impact of climate change on university administration in Nigeria North-central political zone, Nigeria. The study adopted survey method. The population of the study was made up of academic staff and non-academic staff of public universities in the zone. Purposive sampling method was used to select the respondents. Questionnaire was used as data collecting instrument in the study. The questionnaire was titled (Impact of climate change on university administration in Nigeria Questionnaire). Reliability obtained was established at 0.86 and 0.88 respectively using the Kinder Richardson Formula. Data were analyzed using descriptive statistics of mean, and standard deviation. The result collected sowed that climate change (heavy rains and floods) have led to suspension of university administration, prevented universities’ administrators from going to offices and increases the administrative cost of the universities in the of repairs and reconstruction of damages facilities. The result also revealed that climate change (heavy rains and floods) affected teaching, research and community service programme of the universities. The result also disclosed that climate change (heavy rain/floods) destroyed universities infrastructural facilities, disrupts energy, water and internet service supply in the universities in North-central Nigeria.
The Role of TPACK (Technological Pedagogical Content Knowledge) in Preparing Teachers for the Digital Age Asemota, Ruth; Kingsley, Edinoh; Kyaune, Wakili Hussaina
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.
Social Policy and Its Influence on Education in Nigeria: An Empirical Examination of the Safe Schools Programme Kingsley, Edinoh; Abigail, Odili Chizoba; Asemota, Ruth
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.
Ban on Mobile Phone Usage Among Secondary School Students: Catalyst for Academic Succes Asemota, Ruth; Kingsley, Edinoh; Bolaji, Oladejo
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5696

Abstract

The rapid integration of mobile technology into educational settings has intensified debate over its influence on students’ academic performance. This study examines whether banning mobile phone use in secondary schools contributes to improved academic outcomes. A mixed-method design was employed, involving 240 secondary school students and 40 teachers across six schools in North Central Nigeria. Data were collected through structured questionnaires and students’ academic records. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were thematically analysed. Findings indicate a significant negative relationship between excessive mobile phone use and academic performance (r = -0.62, p <0.05). Conversely, regulated or restricted use was associated with improved concentration, increased classroom engagement, and better learning outcomes. Schools implementing mobile phone bans recorded significantly higher mean academic scores than those without such policies. The study concludes that while unrestricted mobile phone use can hinder academic success, structured regulation enhances student performance. However, outright bans should be complemented by digital literacy initiatives that promote responsible and educational use of technology. The study recommends the adoption of balanced school policies that integrate restriction, monitoring, and purposeful technological engagement to optimise learning outcomes.
Co-Authors Abigail, Odili Chizoba Asemota, Ruth Bolaji, Oladejo Kyaune, Wakili Hussaina Ohibime, Ernest Ohiosumua