INSTITUTE OF EDUCATION

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Psychological Factors as Predictors of High-Quality Achievement in Biology
(International Centre for Educational, Evaluation, University of Ibadan, Nigeria and Institute of Education, University of Ibadan, Nigeria, 2025) Olosunde, M. O.; Babatunde, E. O.
One of Nigeria's biggest challenges is achieving Sustainable Development Goal (SDG) 4, which calls for providing inclusive and equitable quality education and promoting lifelong learning opportunities for all even with onboarding of Artificial Intelligence. This study investigates how psychological factors influence student success in biology, an important scientific field. The study considered three research questions using non experimental research design of correlational approach, conducted with 400 senior secondary school students from Oyo State, Nigeria. Four instrument used are: Biology Interest Scale (BIS) with α=0.91, Anxiety Traits Inventory (ATI) α=0.74, Academic Motivation Scale (AMS) α=0.87 and Biology Achievement Test (BAT) with 0.80. Result revealed a high link between biology achievement and motivation (r = .187, p < .01), interest (r = .253, p <.01), and anxiety (r = - 0.272, p < .01). Moreover, there was significant effect (F(3, 396) = 16.748, p < 0.001) between variables. Students that were enthusiastic performed better, (β= 0.058, F(3, 396)=.556), indicates no statistically significant effects despite the positive relationship between achievement scores and motivation. In order to achieve Sustainable Development Goal 4 (SDG 4), which calls for inclusive and equitable quality education, affective elements that affect the participation of learners in biology, such as anxiety and interest, must be addressed. Supportive learning environments that prioritize understanding, curiosity, and personal development should be created by educators and policymakers. Integrating real-world biological applications into the curriculum can further enhance the subject’s relevance to everyday life and future careers, thereby sustaining students’ motivation and interest in biology.
Evaluation of universal basic education quality indicators towards solid foundation for education in Nigeria
(International Association for Innovations in Educational Assessment, 2023-06) Babatunde, E. O.; Odetunde, A. A.
Nigeria was granted independence by the British in the year 1960. It took some time before her educational system was developed as Nigeria operated an educational policy inherited from Britain which was not sustainable to take Nigeria to the Promised Land. This notwithstanding, the foundations were laid for a new policy. From available literature, school enrolment ratio in primary school was as high as 80%, but dropped to a mere 25% by the time children reached secondary school. Education infrastructure deteriorated and neglected as classrooms, laboratories, workshops, sporting facilities, equipment, libraries were in a state of total decay. The physical condition of most public schools was seen to be pathetic. This study assessed the Universal Basic Education Quality indicators towards Solid Foundation for Education in Nigeria. Four research questions was raised and answered. Two structured and validated instruments were used for data collection from three hundred basic education teachers and thirty UBEC staff. Data collected was analysed using descriptive and inferential statistics. The results showed that the Antecedent Indicators (AI) and the Transaction Indicators (Tl) evaluated in this study was statistically significant {F(l 83,299) = 2.295, p = .000, a = 0.05}. It is recommended that adequate attention in quantitative and qualitative terms as at when due should be given to them to ensure that the universal conception of Universal Basic Education scheme and its attendant objectives are not only achieved but improved upon at all times.
Towards the resuscitation of the use of traditional songs and educative media jingles to boost morals in Nigerian schools
(2025) Abijo, J. A.
This diopter investigated the complexity of modem Nigerian youth and morality in die context of social networks. Idealism, energy and ambitions fo r desired change have been observed as features of the conflict between the youth and the society. However, the moral standards of young people and their general ethical tendencies are perceived as portraying a dark image of today and future generations. Young people in particular are increasingly divorcing themselves from the enduring cultural principles; the change is further amplified by the social networking sites. It has been postdated that technology has a great influence on the realms of morality due to heightened violence sexual perversion and materialism by youths. The study focused on the role c f education, family and other social institutions to address die moral issue but disagrees with their irrelevance in checking die deterioration. Furthermore it examined historical values of using jingles to improve the moral standards cf die society and the challenge cf preserving them in the knowledge economy and in die present era of high-tech innovations. Reflecting on the causes and symptoms of moral degeneration, the chapter argued for a renewed focus on methods of imparting moral lessons that are likely to influence positive moral character among the youth with a view to transforming them into responsible adult citizens

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