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    Impact of Digital Diversity on the Academic Performance of Rural Students in Gwagwalada Area Council, Abuja, FCT, Nigeria
    (Abuja International Journal of Education (AIJE), 2025-12-07) Iorliam, E. I. V.; Nkopuruk, Imikan Nseobong; Manggei, Gabriel Lawrence
    The integration of digital technology in education has significantly influenced students' academic performance worldwide. However, disparities in digital access remain a major challenge, particularly in rural areas. This study examines the impact of digital diversity on the academic performance of rural secondary school students in Gwagwalada Area Council, Abuja. Despite the growing importance of digital tools in education, rural students continue to face challenges related to internet access, availability of digital devices, and digital literacy. This digital divide limits their ability to engage in online learning, research, and academic collaboration, negatively affecting their performance. The study employed a mixed-method research design, integrating quantitative surveys with qualitative interviews to assess students' access to digital resources, their frequency of use, and the impact on academic performance. Descriptive statistics, regression analysis, and thematic analysis were used to analyze the data. The results indicate that students with higher digital access perform better academically, with regression analysis showing a significant correlation between digital literacy, internet connectivity, and students' grades (R² = 0.62, p < 0.001). Interviews with teachers and parents highlighted challenges such as poor infrastructure, high data costs, and lack of ICT training for educators. The study emphasizes the need for government intervention to improve digital infrastructure, teacher ICT training, and access to affordable digital devices. Addressing these issues will enhance digital inclusivity and improve academic performance in rural schools.
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    Effects of Gamification Strategy on Senior Secondary School Students’ Academic Performance in English Reading Comprehension
    (Abuja International Journal of Education (AIJE), 2025-12-07) Nkopuruk, Imikan Nseobong; Mobolaji, Saidat Omolara
    This study seeks to look at how gamification affects the academic performance of the students in the senior secondary school in terms of English reading comprehension. The study is triggered by the continued encountering difficulties in reading comprehension by the students when reading from passages, which in most cases are influenced by the fact that there is reduced engagement and motivation which goes along with the use of traditional teaching practices. By referring to Constructivist Learning Theory, the research uses the quasi-experimental research model that involves 100 SS2 students in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The participants were selected as experimental and control groups: participants in the experimental group were subjected to gamified learning with incorporated motivation in the form of rewards, challenges, and leaderboards, whereas participants in the control group received traditional instructions. Pre-test and post reading comprehension tests were used to gather the information. This is indicated in the findings as there has been a large difference in the academic performance of the experimental group as compared to the control group; and none of the combination of the role played by gender and interaction effect have any significant influence. These findings highlight the potential of gamification to improve the motivation of students, active participation, and their critical thinking skills. Finally, the study gives some recommendations to the educators and policymakers on how the gamification can be successfully implemented in teaching reading to achieve better results in literacy among secondary schools in Nigeria.
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    The Role of Students in Strengthening Democracy and Good Governance
    (European Journal of Science and Modern Technologies (EJSMT), 2026-01-28) Iorliam, E. I. V.; Nkopuruk, I. N
    This study examines the multifaceted role of students in strengthening democracy and good governance, utilizing a mixed-methods approach to analyze student participation in democratic processes across Nigeria and sub-Saharan Africa. Through a comprehensive survey of 485 university students and 15 in-depth interviews with student leaders, this research investigates how students contribute to democratic consolidation through civic engagement, political participation, advocacy, and institutional accountability mechanisms. The study employs Putnam's Social Capital Theory and Dahl's Democratic Participation Framework to analyze student involvement in democratic processes. Findings reveal that students serve as catalysts for democratic change through digital activism (78% participation rate), community organizing (65% engagement), and electoral participation (82% voter turnout). The research identifies key factors influencing student democratic participation: civic education exposure (β = 0.34, p < 0.001), social media usage (β = 0.28, p < 0.01), and institutional support (β = 0.31, p < 0.001). Students demonstrate significant impact on governance through protest movements (45% participated in #EndSARS), electoral monitoring (38% served as election observers), and policy advocacy (52% engaged in policy campaigns). The study reveals challenges including political apathy (23%), resource constraints (67%), and institutional barriers (34%). Recommendations include strengthening civic education curricula, enhancing digital democracy platforms, and creating formal student-government dialogue mechanisms. This research contributes to understanding youth-driven democratic movements and provides evidence for policy interventions to maximize student contributions to democratic governance.
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    Assessing the Effectiveness of Play-Way and Structural Approaches in the Teaching of English Grammar among Selected Creche Schools in Ijebu-Ode Township
    (Jordan Journal of Educational Sciences, 2025-09-30) Nkopuruk, I. N
    Objectives: This study set out to compare the effectiveness of the Play-Way and Structural Approaches in the teaching of English language grammar to young learners in selected crèche schools in Ijebu-Ode township. Methodology: The study employed a quasi-experimental design. Two groups of fifteen pupils each, were selected using a purposive sampling technique. However, in a lesson which lasted for four weeks, pupils in the first group were taught aspects of the English grammar using the Play-Way Approach – an approach that emphasises play-oriented instructional methods. Similarly, others were also taught using the Structural Approach - an approach that focuses on grammar rules and structures. Consequently, the effectiveness of both approaches was assessed through pre-test and post-test evaluations. Results: Findings revealed that the Structural Approach was more effective for teaching English grammar to crèche students in Ijebu-Ode township compared to the Play-Way Approach. While the Structural Approach demonstrated greater effectiveness in improving grammar proficiency among young learners in this study, the Play-Way Approach still held potential for other aspects of language learning, such as motivation and engagement. Conclusion: Therefore, on this premise, the study concluded by recommending that a combined teaching strategy that integrates the systematic framework of the Structural Approach with the creativity and engagement of the Play-Way Method be adopted going forward. Regardless of that, the success of such approaches also depends on adequate resources and teacher training to create effective learning environments.
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    Fostering Critical Thinking and Global Awareness through Project-Based Learning in the 21st Century Classroom
    (AFRICA DEVELOPMENT AND RESOURCES RESEARCH INSTITUTE (ADRRI), 2024-12-31) Nkopuruk, I.N
    This study investigated the effect of Project -Based Learning (PBL) in promoting the growth of critical thinking and global awareness in the 21st -century classroom. Fueled by the backdrop of growing societal complexities and globalization, the research made a strong case for preparing students with some basic competencies beyond traditional academic knowledge. A quasi experimental design was used in which pre and post assessments of improvements in critical thinking abilities and global awareness were assessed in a sample of 100 students. The results showed that students who had been exposed to PBL have much better critical thinking skills and global competencies as compared to students who used the conventional instructional methods. We found PBL encouraged active learning and collaboration, and students demonstrated engagement toward real world issues that will prepare them to face complex global challenges. In addition, the research offered the best practices for integrating PBL into educational curricula. This contributes to the continuing discussion of alternative pedagogical methods that ameliorate the faults of typical education and, in doing so, better train students for success in an interconnected world.