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    STUDY HABITS PROFILE AS PREDICTORS OF STUDENTS’ ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN KWARA STATE, NIGERIA
    (Faculty of Education Bayero University, Kano, Nigeria, 2023-05-01) Aliyu kehinde Hassan and Tomori AbdulFatai A.
    The main objective of this study is to examine the effect of study habit profiles on secondary school students' academic performances in Kwara State, Nigeria. The descriptive research design approach was used in the study. The population of this study comprised all Senior Secondary School students in Kwara state with a sample size of Three hundred and ninety respondents selected from public and private senior secondary schools using a simple random sampling technique. Two major research instruments were used for this study: The study Habits Questionnaire (SHQ) and Senior Secondary School Performance Test (SSSPT). SHQ was a self-designed questionnaire used to gather the required details from the respondents about their personal information and their study habit profile while SSSPT was used to test their academic performances. Data were analysed using percentages, mean, standard deviation, while regression analysis was used to test the hypothesis formulated for the study. The findings from this study showed that the Average Mean Score of the study habits profile of senior secondary school students was 3.01 and, the Average Mean Score of academic performance was 43.5. The regression results indicate that the study habit profiles have a significant influence on students' academic performance. Therefore, the paper concluded that students with high study habit profiles could have a high academic performance. Based on these findings, it was recommended that students should be encouraged to read from electronic materials along with traditional methods. The study also recommended that students should be encouraged to find a conducive environment devoid of distracting agents. Finally, more regular counselling services be introduced to sensitize the students on ways to improve their study habits to boost their academic performances.
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    Examination phobia as predictor of examination malpractice among higher institution students in Kwara State, Nigeria.
    (Journal of Nigerian Society for Educational psychologists,, 2017) Bibire, A.H. Adewuni, D.A., Fidelia, N.A., Abubakar, M.S. & Saadu, K.Y
    This study examined examination phobia as predictor of examination malpractices among higher institution students in Kwara State. The study adopted correlational research design Stratified random sampling technique was tesed to select six tertiary institutions in Kwara State Three hundred (300) students were randomly selected across the chosen institutions. T instruments were used to elicit information from the respondents (1) an adapted questionnaire on examination phobia developed by Afolayan et al (2013) and (2) an adapted questionnaire on examination malpractices developed by Stephen et, al (2014). The two instruments were subjected to pilot testing and found to have reliability coefficient of 0.65 and 0.68 respectively. In the same vein, they were also subjected to face and content validity. In doing this copies of the instruments were given to the experts in education. Results of this shuty revealed that cramination phobia significantly predicted examination malpractices of tertiary institutions students in Kwara State. Nigeria (Beta coefficient of 0.263 and Sig. -0.01) at P<0.05. It was also revealed that examination phobia significantly predicted examination malpractices of students in universities in Kwara State (Beta coefficient of 0.329 and Sig. -0.002) at P<0.05, A was as well revealed examination phobia significantly predicted examination malpractices of students in polytechnics in Kwara State (Beta coefficient of -0.220 and Sig. -0.028) at P<0.05 and it was revealed examination phobia significantly predicted examination malpractices of students in colleges of education in Kwara State (Beta coefficient of -0.240 and Sig. -0.002 at P<0.05. In the light the results of this study, it is recommended that students in tertiary inatinitions in Kwara state irrespective of the institution type (university, polytechnic and college of education) should develop self and academic confidence that will enable them write their examinations without fear, tension and phobia which may result to examination malpractices
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    STAKEHOLDERS' PERCEPTIONS ON THE COMPULSORY INCLUSION OF CIVIC EDUCATION AND TRADE-SUBJECTS ON EXTERNAL EXAMINATION CANDIDATES IN NIGERIA IMPOSITION
    (Faculty of Education, University of Ilorin, ilorin, Nigeria, 2026-03-01) AUN Thompson Toryuha, OMOLOSO, Muyideen Omotola, ALIYU Kehinde Hassan, and OLAKUNLE, Modupe
    The study examined stakeholders’ perceptions of the inclusion of Civic Education and trade subjects in external examinations in Nigeria, with particular emphasis on their relevance to academic performance, university admission requirements, and students’ career aspirations. The study used a descriptive survey research design, with the population of 1,741 stakeholders, selected using multistage sampling techniques. Data were collected from several stakeholders, including teachers, parents, and students/candidates. A researcher-designed questionnaire was employed for data collection, and mean scores were used to analyse responses based on a 2.50 decision benchmark. Findings revealed mixed perceptions among stakeholders. Trade subjects were strongly perceived as valuable for equipping students with practical, entrepreneurial, and employability skills, thereby enhancing career readiness and self-reliance, although not a requirement for university admission. Contrariwise, Civic Education was acknowledged for promoting civic awareness and social responsibility, but also having no relevance to university admission requirements or long-term career advancement. Also, the majority of the stakeholders expressed dissatisfaction with the compulsory inclusion of both Civic-education and trade subjects in external examinations, citing increased academic workload, student stress, reduced focus on core admission subjects, and constrained flexibility in course selection/switch for tertiary education. Furthermore, the study foundweak alignment between Civic Education and trade subjects as well as traditional university admission criteria; trade subjects showed more relevance to real-life application and entrepreneurship. The study concluded that there should be curriculum integration and school-based assessment over imposition or compulsory high-stakes external examinations. The study recommended, among others, policy review on compulsory subject inclusion, improved curriculum flexibility, differential academic and vocational pathways, as well as better alignment between secondary education curricula, examination policies, and alignment with tertiary admission requirements.
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    Assessment of interdepartmental transfer and academic performance of Kwara State University undergraduate, Kwasu
    (Kwasu International Journal of Arts and Science, Department of Arts and Science Education, Kwara State University, Malete, Vol. I, 2,, 2025) ALI Ibrahim Lafiagi, Sulyman Rasaq and Yunusa Kayode Saadu
    This study investigated factors determining undergraduate interdepartmental transfer and academic performance in Kwara State University, Malete. It examined the relationship between interdepartmental transfers and academic performance before and after. The study adopted a descriptive design in which one hundred twenty (120) students were purposely selected from 100 to 400 level students of KWASU in the second semester, 2024/2025 academic session. The findings of the study showed that the majority of undergraduate students at the prestigious Kwara State University, Malete, transfer from one department to another due to their academic struggles with the programme offered or reality of labour markets or interest shift, especially first-year students. Furthermore, there is no statistically significant correlation between students’ interdepartmental transfer and academic performance before which was attributed to some factors such as lack of interest in the first programme offered or no better guidance before enrolment into the program that might cause poor performance and a change of departments. In addition, this study found a significant positive correlation between students’ interdepartmental transfer and their academic performance due to some factors, such as keen interest in the second programme offered or proper guidance that brings about very good academic performance and preference to stay in the second programme transferred from the side of the students. Finally, the study recommended among other things, provision of counseling services before and during studying, having more than one study advisor or course advisers with adequate training and supportive welfare services to ensure commitment to guiding the students rightly based on their ability and letting students decide on their selves which program they will study matches their ability and interest that will make them become a functional member of the society
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    Emotional intelligence as correlates of academic procrastination among students in higher institutions of learning in North-Central, Nigeria.
    (RNSA Journal of multidisciplinary research and innovation, Vol. 1(2), 2025) Bibire, A.H., Maiwada, R.A. & Saadu, K.Y
    This study examines emotional intelligence as a correlate of academic procrastination among students in higher institutions of learning in North-Central Nigeria. A correlational research design was adopted for the study; a stratified sampling technique was employed to select eight (8) higher institutions in the region. A proportionate sampling technique was used to sample 433 students in the selected institutions in Nigeria. Two adapted scales were used to assess the variables of interest in this study (Emotional intelligence and academic procrastination) from Mangal and Mangal (2004) and Lay (1986). Their validity and reliability were acceptable at 0.67 and 0.71, respectively. The study employed the Pearson Product-Moment Correlation Coefficient to test the null hypotheses. The findings of this study revealed that there was significant positive relationship between emotional intelligence and academic procrastination among male and female students in higher institutions of learning in North-Central, Nigeria; there was significant positive relationship between male and female students' emotional intelligence in higher institutions of learning in North-Central, Nigeria; and there was significant positive relationship between male and female students academic procrastination in higher institutions of learning in North-Central, Nigeria. This study recommended that students, regardless of gender, should use their emotional intelligence to reduce academic procrastination. The implications of this study for policymakers and interventions in higher education are to identify practical ways to help undergraduates overcome academic procrastination and to design a programme that enhances students' emotional intelligence. Keyword: Academic Procrastination, Emotional Intelligence, Higher Institutions of Learning, Male and Female