Papers by Wisdom K W A G H F A N Terhemba
Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 2025
Development of creative-hands among varied cognitive style upper-basic III students in basic scie... more Development of creative-hands among varied cognitive style upper-basic III students in basic science using creative exploration in Gboko was studied using quasi-experimental research design (pre-test post-test nonequivalent control group). Two research questions and two hypotheses guided the study. A sample size of 70 (39 males and 31 females) students was drawn out of a population of 1 823 (995 males and 828 female) upper-basic III science students using a multi-stage sampling from 24 government grant-aided schools was used for the study. The Creative Hand Design Test (CHDT) which was used for data collection was validated by five experts. It was trial-tested by a test retest; test scores obtained were computed by Pearson Product Moment Correlation (PPMC) which yielded a reliability value of 0.997. Mean and standard deviation were used to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 α-level. The results show a significant difference in the students' creative-hands development when taught Basic Science using creative exploration and the students taught using expository teaching with mean gain of 16.05 for CE, F (1,67) = 38.437; ρ = 0.000 < 0.05. The result also shows no significant difference in the students' creative-hands development based on different cognitive styles as students were taught using creative exploration F (1, 31) = 0.066; ρ = 0.936 > 0.05. The study recommends, among others, that creative exploration be used for teaching science at basic schools.
Nigeria is a country that her national development is challenged in multi-dimensional ways, which... more Nigeria is a country that her national development is challenged in multi-dimensional ways, which have resulted in a drastic reduction in life expectancy of Nigerians. Nigeria has a marked population of citizens living in abject poverty, who can hardly feed themselves in a day. Insecurity appears to be everywhere one goes in the country. Sadly, multifaceted corruption has given a bad colouration to almost everything many Nigerians do, to the extent that only a few persons are able to do things the right way. In fact, many have thrown their conscience and national values to the wind for survival by all means in this third-world nation. Much more worrisome, the Nigerian educational institutions which are expected to produce individuals with sound knowledge, functional skills and values to drive the national development agenda are also faced with similar challenges that impede the expected problem-solving results to a large extent. Consequently, the sustainable national development of Nigeria seems bleak, except the anti-development factors surrounding it are wisely and timely checked. That is why this chapter discussed creative science and values education for combating top-10 national development challenges in Nigeria. Concepts of creative education, values education, science education, creative science education, national development, sustainable development, national development challenges, and the strategies for implementing creative science and values education were discussed. Also, the chapter identified top-10 national development challenges in Nigeria, and outlined strategies for combatting them using creative science and values education for sustainable national development in Nigeria.
African Journal of Science Technology and Mathematics Education (AJSTME) Volume 8, Issue 2, 2022
Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Bas... more Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.
Journal of Science, Technology, Mathematics and Entrepreneurial Education (JSTMEE) Vol. 2 No.1, 2022
This study investigated the effect of creative teaching on critical thinking among differentabili... more This study investigated the effect of creative teaching on critical thinking among differentability upper-basic science students in Gboko-town. Pre-test post-test quasi-experimentalcontrol group research design was used. The study was guided by two research questions and two hypotheses. The population comprised of the 674 Upper-Basic II students in 7 Public coeducational Grant Aided schools in Gboko-town. Multistage sample of 70 students in two intact classes from two schools was drawn. Critical Thinking Test (CTT) with reliability coefficient of 0.84 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the critical thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 1.241, ρ = 0.296 > 0.05. Although, there existed a significant difference in critical thinking level in favour of those taught using Creative Teaching F(1, 63) = 49.890, p = 0.00 < 0.05, no significant difference existed in the students' critical thinking level based on gender F(2, 28) = 2.500, ρ = 2.500 > 0.05. By implication, the level of critical thinking among different-ability students can be enhanced without gender disparity if learners are actively engaged in the Creative Teaching. Thus, Creative Teaching approach was recommended for teaching Basic Science in basic schools.
African Journal of Science, Technology and Mathematics Education (AJSTME) Volume 8, Issue 2. 182-188, 2022
Effect of creative teaching on creative thinking among different-ability upper-basic science stud... more Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a testretest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students' creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) , 2025
Effect of Creative Exploration (CE) among Upper-Basic III students' creative-minds development in... more Effect of Creative Exploration (CE) among Upper-Basic III students' creative-minds development in Gboko local government area of Benue State was studied using pre-test, post-test control group quasiexperimental design. Two research questions and two hypotheses guided the study. A multi-stage sampling procedure was used to draw a sample of 70 (39 males and 31 females) students from a population of 1,823 (995 males and 828 female) upper-basic III Science students in 24 government grant-aided schools and was used for the study. Torrance Test of Creative Thinking (TTCT Figural-B) was adapted and used to collect data. The instrument was validated by five experts (including one Physics educationist, one Electrical/Electronic technologist, one education mathematician, one in test measurement from faculty of education, Benue State University Makurdi and a 10-year experienced Basic Science teacher from Benue State Technical College, Makurdi), it was trial-tested by test retest and yielded reliability coefficients of 0.992 as was computed using Pearson product moment correlation statistic. Data were analysed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 α-level. Findings revealed that a significant difference existed in the development of creative-minds of students taught Basic Science using creative exploration and those taught using expository teaching (F (1,67) = 147.909; ρ = 0.001 < 0.05). The study revealed no significant difference in the students' creative-minds development based on gender when taught using CE (F (1, 32) = 1.527; ρ = 0.226 > 0.05). The study recommended among others that creative exploration be used for teaching Basic Science at basic schools.
BSU Journal of Science, Mathematics and Computer Education (BSU-JSMCE) , 2025
Basic school teachers’ application of Digital Literacy Skills in the Implementation of Continuous... more Basic school teachers’ application of Digital Literacy Skills in the Implementation of Continuous
Assessment in Benue State was studied using the survey design. Four research questions guided
the study. A random sample of 9,870 was drawn from a population of 12, 046 Basic School
Teachers from three out of the, 290 Basic Schools in Benue State. Digital Literacy Skills in
Implementation of Continuous Assessment Rating Scale (DLSICARS) was used for data
collection. The scale was validated and trial-tested on 60 Basic School Teachers using Cronbach’s
alpha which yielded a reliability coefficient of 0.896. The data collected was analyzed using
frequency counts and mean values. The study found that teachers in Benue State generally possess
low level of digital literacy skills needed for continues assessment implementation, the teachers
showed low integration of digital literacy skills into continuous assessment practices. Basic
School Teachers in Benue State imbibed low utilization tendency towards digital literacy skills
to implement continuous assessment in the schools. The challenges and barriers for
implementation of digital skills were notably lack of devices, poor power supply, and inadequate
funding. The study recommends capacity-building initiatives and professional development
forums that will help focus on equipping teachers with advanced digital literacy skills, thereby
enhancing efficiency of integration of modern technology into teaching compulsory.
Interventions should prioritize infrastructural developments (devices, electricity, budgets) and
frequent sensitization of teachers towards changing changes in their negative attitude to adoption
of computer literacy.
International Journal of Scientific Research in Multidisciplinary Studies , 2025
The focus of this research is to evaluate how creative exploration in science classes inspire the... more The focus of this research is to evaluate how creative exploration in science classes inspire the development of practical, innovative abilities or "creative hands" among upper-basic students in Gboko, thereby contributing to educational reform and community development through skill-based learning. Impact of Creative Exploration (CE) among upper-basic science students' development of creative-hands in Gboko. Pre-test, post-test control group quasi-experimental design was adopted and used for the study. The study was guided by two research questions and two hypotheses. A sample size of 70 (39 males and 31 females) students was drawn from a population of 1823 (995 males and 828 female) upper-basic III Science students using a multi-stage sampling from 24 government grant-aided schools which was used for the study. The Creative Hand Design Test (CHDT) was validated by five experts. It was trial-tested by test retest and yielded reliability coefficients of 0.997 as computed using Pearson Product Moment Correlation (PPMC). The data collected was analysed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 α-level. Findings revealed that a significant difference existed in the development of creative-hands of students taught Basic Science using CE and those taught using. The study revealed no significant difference in the students' creative-hands development based on gender when taught using. The study recommended, among others, that creative exploration be used for teaching science at basic schools.
International Journal of Environmental Chemistry and Ecotoxicology Research,, 2023
The study examined conservation implications of firewood business in Makurdi
metropolis, Benue S... more The study examined conservation implications of firewood business in Makurdi
metropolis, Benue State, North Central, Nigeria. Four research objectives and four research
question guided the study using a descriptive survey design. A random sample size of 50 firewood
sellers of 5 markets drawn from population of all the 8 major markets in the study area was used
for the study using a structured Firewood Business and Conservation Implication Questionnaire
(FWBCIQ). The study revealed that early and late adult females were into firewood business in
the study area and lowest income earning people in the area occupying the bottom rung of the
social ladder. The study revealed that Prosopsis Africana and Terminalia avicennioides are the most
used wood species for firewood business. The study showed that firewood harvesters use the most
destructive techniques of collecting firewood for sale in the study area. The also revealed
consequences of firewood business that it brings soil erosion. The study revealed that firewood
harvesting and marketing are activities undertaken on small scale, using mainly family labour and
family resource fields. Therefore, the study was recommended that (i) The agencies in charge of
conservation such as Federal Environmental protection Agency (FEPA), Federal Ministry of
Agriculture and Natural Resources (FMANR), and State Environmental Protection Agency
(SEPA) should be set up to ensure that firewood sellers and buyers obey conservation laws in
order to protect wood species especially the critically endangered species such as Prosopsis
Africana and Terminalia avicennioides. (ii) Governments should provide alternative sources of
energy for domestic use such as biogas fuel and solar energy. They should likewise provide job
opportunities for both formal and non-formal educated citizens in the society in order to prevent
them from venturing into firewood business. (iii) Poverty alleviation programmes should be
embarked upon at the local government and community levels so as to improve the socio-economic
status of residents of the study area. (iv) Also, to ensure balance and effective utilization of forest
resources and attain environmental sustainability, massive awareness should be created
particularly, at the grassroots about the adverse effects of over exploitation on the environment.
AJSTME, 2023
Effect of Creative-Teaching (CT) on Creative-Thinking-Originality (CTO) among different-ability u... more Effect of Creative-Teaching (CT) on Creative-Thinking-Originality (CTO) among different-ability upper-basic science students in Gboko Township was studied using pre-test post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. From the population of 674, a multistage sample of 70 students in two schools was drawn from all the government grant aided upper-basic schools in Gboko Township. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a test-retest method with Pearson Product Moment Correlation statistics was used for data collection. Data were analysed using mean and Analysis of Covariance (ANCOVA). Findings showed no significant difference in the CTO among different-ability students within the teaching methods, F (2, 63) = 0.123, ρ (0.885) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTO than those in the Lecture Method. F(1, 63) = 54.773, p (0.000) < 0.05. Moreso, no significant difference existed in the students' CTO based on gender F(2, 63) = 0.252, ρ (0.778) > 0.05. Thus, CT was recommended for teaching science at basic schools.
VUNOKLANG MULTIDISCIPLINARY JOURNAL OF SCIENCE AND TECHNOLOGY EDUCATION, 2023
Effect of Creative-Teaching (CT) on Creative-Thinking-Fluency (CTF) among different-ability upper... more Effect of Creative-Teaching (CT) on Creative-Thinking-Fluency (CTF) among different-ability upper-basic science students in Gboko, Benue State was studied using pre-test post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of the 674 students in the seven government grant aided upper-basic schools in Gboko town, a multistage sample of 70 students in two schools was drawn for the study. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a test-retest method and Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the CTF among different-ability students within the teaching methods, F (2, 63) = 0.408, ρ (0.667) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTF than those in the Lecture Method. F (1, 63) = 5.338, p (0.024) < 0.05. Moreso, no significant difference existed in the students' CTF based on gender F (2, 63) = 2.134, ρ (0.127) > 0.05. Thus, CT was recommended for teaching science at basic schools.
Propellers Journal of Education, 2023
The effect of Creative-Teaching (CT) on Creative-Thinking-Elaboration (CTE) among different-abili... more The effect of Creative-Teaching (CT) on Creative-Thinking-Elaboration (CTE) among different-ability upper-basic science students in Gboko was studied using a pre-test and post-test quasi-experimental design. Two research questions and two null hypotheses guided the study. A multistage sample of 70 students from two schools was drawn out of the 674 in the seven government grant-aided upper-basic schools in Gboko Town for the study. Torrance Test of Creative Thinking with a reliability coefficient of 0.83 determined using a test-retest method with Pearson Product Moment Correlation statistic was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the CTE among different-ability students within the teaching methods, F (2, 63) = 0.355, ρ (0.703) > 0.05. However, those taught Basic Science using CT exhibited significantly higher CTE than those in the Lecture Method, F (1, 63) = 52.588, p (0.000) < 0.05. No significant difference existed in the students' CTE based on gender, F (2, 63) = 0.017, ρ (0.983) > 0.05. Based on the findings, it was concluded that CT enhances students' CTE without gender bias and is therefore recommended for teaching science at basic schools.
Zamfara International Journal of Education (ZIJE), 2023
Effect of Creative-Teaching strategy on abstract creative-thinking skill in basic science was inv... more Effect of Creative-Teaching strategy on abstract creative-thinking skill in basic science was investigated using pretest and posttest quasi experimental research design. Two research questions and two null hypotheses guided the study. A multistage sample of 70 (34 males and 36 females) students was drawn from two intact classes of a population of 674 (356 male and 318 female) students in all government secondary schools (government grant aided schools only) in Gboko, Benue state, during the 2021/2022 academic session. Torrance Test of Creative Thinking instrument with reliability coefficient of 0.83 was used for data collection. The reliability of the instrument was determined using a test-retest method with Pearson Product Moment Correlation statistic. Data were analyzed using mean and Analysis of Covariance (ANCOVA). Findings showed no significant difference in the ACT among varied-ability students within the teaching methods, F (2, 63) = 0.319, ρ (0.728) > 0.05. However, those taught Basic Science using CT exhibited significantly higher ACS than those taught using Lecture Method. F (1, 63) = 39.117, p (0.000) < 0.05. Moreso, no significant difference existed in the students' ACS based on gender F (2, 28) = 0.791, ρ (0.463) > 0.05. It was concluded that abstract creative-thinking skill among varied-ability students was enhanced without gender disparity, if Basic Science is taught using Creative Teaching. Therefore, Creative Teaching was recommended for teaching science at the basic education level.
This study investigated the effect of creative teaching on critical thinking among differentabili... more This study investigated the effect of creative teaching on critical thinking among differentability upper-basic science students in Gboko-town. Pre-test post-test quasi-experimentalcontrol group research design was used. The study was guided by two research questions and two hypotheses. The population comprised of the 674 Upper-Basic II students in 7 Public coeducational Grant Aided schools in Gboko-town. Multistage sample of 70 students in two intact classes from two schools was drawn. Critical Thinking Test (CTT) with reliability coefficient of 0.84 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the critical thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 1.241, ρ = 0.296 > 0.05. Although, there existed a significant difference in critical thinking level in favour of those taught using Creative Teaching F(1, 63) = 49.890, p = 0.00 < 0.05, no significant difference existed in the students' critical thinking level based on gender F(2, 28) = 2.500, ρ = 2.500 > 0.05. By implication, the level of critical thinking among different-ability students can be enhanced without gender disparity if learners are actively engaged in the Creative Teaching. Thus, Creative Teaching approach was recommended for teaching Basic Science in basic schools.
Journal of Science, Technology, Mathematics and Entrepreneurial Education (JSTMEE), 2022
This study investigated the effect of teacher-learner improvised material on creative thinking am... more This study investigated the effect of teacher-learner improvised material on creative thinking among varied-ability upper-basic Science students in Makurdi. A pre-test post-test quasiexperimental-control group research design was used for the study. The study was guided by two research questions and two hypotheses. The study's population was made up of 1,337 Upper Basic II students. Multistage sample of 52 students in two intact classes from two schools was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.82 determined by a test-retest method with Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and two-way ANCOVA. Findings showed no significant difference in the creative thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F (2, 45) = 0.703; p = .501 > .05). Although, there existed a significant difference in creative thinking level in favour of those taught using Teacher-Learner Improvised Material (F (1, 45) = 94.168; p = .000 < .05, no significant difference existed in the students' creative thinking level based on gender (F (2, 17) = .948; p = .407 > .05). Therefore, it was concluded that, the level of creative thinking among varied ability students can be enhanced without gender disparity if learners are actively involved in the improvisation of instructional materials. Thus, teacher-learner improvisation approach was recommended for teaching Basic Science in basic schools.
Effect of creative teaching on creative thinking among different-ability upper-basic science stud... more Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a testretest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students' creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.
Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Bas... more Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.
Effect of creative teaching on creative thinking among different-ability upper-basic science stud... more Effect of creative teaching on creative thinking among different-ability upper-basic science students in Gboko-town was studied using quasi-experimental design. Two research questions and two null hypotheses guided the study. Out of 674 Upper-basic II students in 7 Government Grant Aided schools in Gboko-town, a multistage sample of 70 students was drawn. Torrance Test of Creative Thinking with reliability coefficient of 0.83 determined using a testretest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the creative thinking level among different-ability students taught Basic Science using Lecture Method and those taught using Creative Teaching F(2, 63) = 0.343, ρ = 0.711 > 0.05. Although, there existed a significant difference in creative thinking level in favour of those taught using creative teaching F(1, 63) = 73.813, p = 0.00 < 0.05, no significant difference existed in the students' creative thinking level based on gender F(2, 28) = 2.920, ρ = 0.070 > 0.05. Thus, Creative Teaching approach was recommended for teaching science in basic schools.
AJSME, 2022
Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Bas... more Effect of teacher-learner improvised material on critical thinking among varied-ability upper-Basic Science students in Makurdi was studied using quasi-experimental design. The study was guided by two research questions and two hypotheses. Out of 1337 Upper Basic II students in the 21 schools under Teaching Service Board-Makurdi, a multistage sample of 52 students was drawn. Critical Thinking Test with reliability coefficient of 0.76 determined using a test-retest method through Pearson Product Moment Correlation was used for data collection. Data were analysed using mean and ANCOVA. Findings showed no significant difference in the critical thinking level among varied-ability students taught Basic Science using Teacher-Learner Improvised Material and those taught using Teacher Improvised Material (F(2, 45) = 2.193; p = .123 > .05). Although, there existed a significant difference in critical thinking level in favour of those taught using Teacher-Learner Improvised Material (F(1, 45) = 135.229; p = .000 < .05), no significant difference existed in the students' critical thinking level based on gender (F(2, 17) = 2.09; p = .154 > .05). Thus, teacher-learner improvisation approach was recommended for teaching science in basic schools.
The study examined influence of family background on students' skill acquisition and academic per... more The study examined influence of family background on students' skill acquisition and academic performance in Basic Science. This was due to lack in students' skill acquisition and poor academic performance. A census sample of 144 Basic Science undergraduates, which is same as the 1 population was used for the study. Two research questions and hypotheses guided the study. A valid students' Skill Acquisition Questionnaire (SSAQ) was used for data collection. Mean with cutoff point of 2.50 was used in answering the research questions and hypotheses were tested at 0.05 level of significance using Chi-square. Findings revealed that there is significant influence of family background on students' skill acquisition and academic performance based on grand mean of 2.99, 3.18 and (3) = 25.278, P = 0.00 < 0.05, (3) = 64.278, P = 0.00 < 0.05 respectively. Therefore, parents are recommended to boast their socioeconomic status, appreciate the importance of unity and provide children (students) with relevant equipment and materials for quality attainment of skills acquisition and academic performance in Basic Science.
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Papers by Wisdom K W A G H F A N Terhemba
Assessment in Benue State was studied using the survey design. Four research questions guided
the study. A random sample of 9,870 was drawn from a population of 12, 046 Basic School
Teachers from three out of the, 290 Basic Schools in Benue State. Digital Literacy Skills in
Implementation of Continuous Assessment Rating Scale (DLSICARS) was used for data
collection. The scale was validated and trial-tested on 60 Basic School Teachers using Cronbach’s
alpha which yielded a reliability coefficient of 0.896. The data collected was analyzed using
frequency counts and mean values. The study found that teachers in Benue State generally possess
low level of digital literacy skills needed for continues assessment implementation, the teachers
showed low integration of digital literacy skills into continuous assessment practices. Basic
School Teachers in Benue State imbibed low utilization tendency towards digital literacy skills
to implement continuous assessment in the schools. The challenges and barriers for
implementation of digital skills were notably lack of devices, poor power supply, and inadequate
funding. The study recommends capacity-building initiatives and professional development
forums that will help focus on equipping teachers with advanced digital literacy skills, thereby
enhancing efficiency of integration of modern technology into teaching compulsory.
Interventions should prioritize infrastructural developments (devices, electricity, budgets) and
frequent sensitization of teachers towards changing changes in their negative attitude to adoption
of computer literacy.
metropolis, Benue State, North Central, Nigeria. Four research objectives and four research
question guided the study using a descriptive survey design. A random sample size of 50 firewood
sellers of 5 markets drawn from population of all the 8 major markets in the study area was used
for the study using a structured Firewood Business and Conservation Implication Questionnaire
(FWBCIQ). The study revealed that early and late adult females were into firewood business in
the study area and lowest income earning people in the area occupying the bottom rung of the
social ladder. The study revealed that Prosopsis Africana and Terminalia avicennioides are the most
used wood species for firewood business. The study showed that firewood harvesters use the most
destructive techniques of collecting firewood for sale in the study area. The also revealed
consequences of firewood business that it brings soil erosion. The study revealed that firewood
harvesting and marketing are activities undertaken on small scale, using mainly family labour and
family resource fields. Therefore, the study was recommended that (i) The agencies in charge of
conservation such as Federal Environmental protection Agency (FEPA), Federal Ministry of
Agriculture and Natural Resources (FMANR), and State Environmental Protection Agency
(SEPA) should be set up to ensure that firewood sellers and buyers obey conservation laws in
order to protect wood species especially the critically endangered species such as Prosopsis
Africana and Terminalia avicennioides. (ii) Governments should provide alternative sources of
energy for domestic use such as biogas fuel and solar energy. They should likewise provide job
opportunities for both formal and non-formal educated citizens in the society in order to prevent
them from venturing into firewood business. (iii) Poverty alleviation programmes should be
embarked upon at the local government and community levels so as to improve the socio-economic
status of residents of the study area. (iv) Also, to ensure balance and effective utilization of forest
resources and attain environmental sustainability, massive awareness should be created
particularly, at the grassroots about the adverse effects of over exploitation on the environment.