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Culturally Responsive Guidance And Counselling As A Panacea To The Problems Of Diverse Early Childhood Education In Ekiti Local Government Area, Kwara State
(2025) Dada ChristianahOlubukola , Yusuf Ganiyu Akanbi , Na-allah Ramat Teniola , Yusuf Fatima , Ogunfeyitimi Esther Oluwatimileyin
In order to solve the plight of the children from the minority group in diverse early childhood centre through the exploration of the views of parents and behevioural outcome of the children. This study, therefore, investigated the culturally responsive guidance and counselling as a panacea to the problems in diverse early childhood education in Ekiti local government area, Kwara State. A descriptive design was adopted. A total of 120 parents were used for the study using simple random sampling technique. Two instruments were utilised to gather data from the parents and were validated by some teachers. The reliability co-efficient of the instruments were established using Pearson's Product Moment Correlation Co-efficient at 0.70 and 0.81 respectively. The data obtained were analysed using inferential statistical of Linear Regression to test all the research questions at significance level of 0.05. It was found among others that, there was influence of significant influence of culturally responsive guidance and counselling on the perceptions of parents regarding the effectiveness in early childhood education in Ekiti Local Government Area, Kwara State (F (1,119) = 76295.332, P < 0.05). It was concluded that culturally responsive guidance and counselling, when appropriately applied, teaches children in line with their cultural heritage and promotes positive behavioural outcomes, and reduces misconceptions among children from minority groups. It was recommended that educational stakeholders should organise community sensitisation and engagement programmes to strengthen parents’ understanding of the value and effectiveness of culturally responsive guidance in improving early childhood education outcomes. Keywords: Early childhood, diverse in early childhood, culturally responsive guidance and counselling, parents, behavioural outcomes
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Creative-thinking as a determinant of Academic Achievement of Primary School Pupils in Mathematics in Asa Local Government Area, Kwara State
(2022) SAADU, Usman Tunde, YUSUF, Ganiyu Akanbi
Students lack the ability to express, comprehend, reason, and convey mathematical material logically. As a result, in Asa Local Government Area, Kwara State, the researcher looked into creative-thinking as a factor in the academic achievement of primary school students in mathematics. A descriptive correlation-type survey design was used. There are 2,293 students in the primary six that make up the study's population. 120 students were chosen using a straightforward random sampling method. Both the Mathematics Achievement Test (MAT) and a creative-thinking (QCT) questionnaire were used. The dependability was calculated using Pearson's Product Moment Correlation Coefficient and set at.76. At a significance level of 0.05, the study hypothesis was tested using linear regression. The findings showed a strong association between creative thinking and students' academic achievement in mathematics (F (1,149) =38.227, P 0.05). It is advised that teachers should relate to their students' thoughts and encourage original thought. Keywords: Mathematics, creativity, and academic success
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Assessing The Influence Of Social Media Campaigns On Youth Engagement In Social Justice Movements Within Kwara South Senatorial District, Nigeria
(2025) Jimoh Shaykh-Luqman Alade , Yusuf Ganiyu Akanbi , Dada Christianah Olubukola
Abstract: It was observed that, there was low voices and participation in civic imitative and decision making to influence government decision. Hence, This study assessed the influence of social media campaigns on youth engagement in social justice movements within kwara south senatorial district.. This study adopted a descriptive research design.. A purposive sampling technique was used to select 175 respondents. Five instruments such as, Questionnaire on Social Media Campaigns(QSMC), Questionnaire on Youth Engagement(QYE), Questionnaire on Youth Participation in Social Justice Movements(QYPSJM), Questionnaire on Youth Involvement in Digital Activism(QYIDA), and Questionnaire Youth Participation in Online Advocacy(QYPOA) were used to collect data. The instruments were validated by some selected social media influencer . To establish the reliability of the instruments, 20copies of the final draft were trial tested twice on the randomly selected youths outside the sample population. The reliability of the instruments were obtained using PPMC, with the co-efficient of 0.81 ,0.83, 0.78, 0.76 and 0.80. Data collected were analysed using Inferential statistics of Linear Regression to test for research questions raised at a 0.05 level of significance. It was found among others that social media campaigns significantly influenced youth engagement(F(1,174) = 15558.5, P <0.05). It was concluded social media campaigns have the potential to facilitate youth engagement, social justice movements, digital activism, and online advocacy. It was recommended among others that government agencies, non-governmental organisations, and community-based groups should harness the power of social media platforms to increase youth engagement in civic developmental initiatives. Wordcounts: 243 Keywords: Social Media Campaigns, youth Engagement, social Justice movements, digital activism , online advocacy
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A loop or stagnation? Lecturers’ meta-literacy gaps and the 5th Industrial Revolution
(2026-08-04) Mubaraq Ibrahim Abdulsalam; Mutiu Babatunde Ibrahim; Fatimoh Danmaigoro; Ahmed Fahdilat Talatu
The Fifth Industrial Revolution (5IR) has transformed higher education by emphasizing human–technology collaboration, ethical reasoning, and sustainable innovation, creating new demands for lecturers’ meta-literacy skills. However, a gap remains between institutional expectations and lecturers’ preparedness, as many educators experience technological anxiety, resistance, or stagnation amid rapid digital transformation. This study investigated lecturers’ autonomy in integrating emerging technologies, meta-literacy competence, and professional relatedness in sustaining technology-enhanced teaching at universities in Kwara State, Nigeria. Grounded in Self-Determination Theory (SDT), the study explains how the satisfaction of autonomy, competence, and relatedness influences lecturers’ professional growth or stagnation. A descriptive correlational design was employed using a standardized questionnaire administered to 100 university lecturers selected through convenience sampling. Data were analyzed using descriptive statistics and Pearson Product-Moment Correlation. The results showed high levels of autonomy in technology integration (x̄ = 3.05), meta-literacy competence (x̄ = 3.05), and moderately high professional relatedness (x̄ = 2.93). However, shortcomings were identified in access to institutional resources, advanced AI-driven educational technologies, and structured professional learning communities. Correlation analysis revealed significant positive relationships among lecturers’ autonomy, meta-literacy competence, and professional relatedness (p < 0.05), indicating that these factors collectively support sustainable technology-enhanced teaching. Although lecturers demonstrated strong motivation and capability to adopt emerging technologies in the 5IR era, inadequate institutional support may hinder sustained innovation. Strengthening autonomy, competence, and professional relatedness is therefore essential to prevent pedagogical stagnation and foster continuous innovation in higher education.
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GENDERED PARTICIPATION OF WOMEN IN DANCE EDUCATION IN NIGERIA
(Department of Theatre and Media Arts, Federal University Oye-Ekiti,Ekiti, Nigeria., 2024) Adenuga Tayo Joan
Dance as an art form is being taught in many Nigerian universities in departments with such nomenclatures as Performing Arts, Theatre Arts, Creative Arts and Dramatic Arts. Dance learning and tutoring is pivotal to the overall knowledge of any performative art because of its connection with other art forms. It has however been generally observed that the number of women, who study and teach dance in Nigerian universities are relatively few compared to men. This in itself is a gendered position that we find worthy of scholarly mention especially because very scanty attention has been paid to it in previous studies. This study therefore examines the gendered positioning of female dance scholars in Nigerian universities with a view to ascertaining their number and factors responsible for the gendered experiences they go through that leads to fewer participation of women in dance teaching and learning. Key informant interviews and focus group discussions were adopted as methods of gathering data, while the interpretive design was used. Gender stereotypes, culture dynamics, modernisation, inadequate curriculum benchmark and low-income capacity were discovered to be the factors debarring women from pursuing and advancing formal dance education in Nigeria. Dance is a lucrative art, yet many women are limited by certain experiences that hold them back from attaining heights that their male counterparts have achieved. We encourage an all-inclusive dance curriculum that will capture latest dance styles and trends, so that emerging female dance scholars can explore diverse areas of dance beyond academic learning, to capture current realities. This paper also suggests that more studies about women in dance education should surface so that gender stereotypes limiting women can be properly discussed for the advancement of scholarship.