WAEC and NECO (2023) unveiled 16.29% of WASSCE Mathematics learners’ results were withheld owing to assessment malpractice, while only 84.38% of WASSCE Mathematics learners merited credit, and 61.60% of NECO SSCE Mathematics learners merited credit in the Mathematics assessments oversaw by both assessment bodies. These issues, with others, necessitated this exploration to assess the disparity in item statistics between 2023 WASSCE and NECO SSCE Mathematics large-scale assessments via IRT Three-Parameter Logistic Model. Three postulations were posed. This exploration applied survey research design. While this exploration’s populace entailed 31,182 SS 3 Mathematics learners in 550 public and 850 private senior high schools in Enugu State, a multistage sampling tactic opted for 9,724. 2023 WASSCE and NECO SSCE Mathematics fixed-choice tests were applied as instruments for this exploration. Data amassed were probed via 3PLM within IRT framework, using flexMIRT psychometric software to produce the slopes, thresholds, and lower asymptotes, and independent samples t-test to verify all postulations for significance. The outcomes of this exploration proved a significant disparity ensued in the lower asymptotes amid 2023 WASSCE and NECO SSCE Mathematics fixed-choice items. Nonetheless, no significant disparities emerged in the thresholds and slopes amid these assessments’ items. The realistic connotation of these outcomes inferred that harnessing IRT Three-Parameter Logistic Model could better spot Mathematics fixed-choice items formed by WAEC and NECO that are vulnerable to conjecturing, conceding for their deletion or amendment to mitigate guessing by learners in successive assessments, thereby boosting the entire attribute of their items.

This study sought to ascertain the different modes in which Electrical/Electronics technology education programme of universities in Northern Nigeria can partner with existing industries within its location in human resource sharing. A mixed method research (MMR) design was adopted for the study. The population of the study consisted 101 respondents comprising lecturers of Electrical/Electronics Technology Education programme in nine universities in Northern Nigeria and industry professionals in the field of Electrical/Electronics technology in the study area. The sample of the study comprised the entire population of the study as the population was small and manageable. A University-Industry Partnership Interview Guide (UIPIG) and University-Industry Partnership Questionnaire (UIPQ) were used for qualitative and quantitative data collection respectively. The reliability of the UIPIG and UIPQ was established through Member Checking and Cronbach Alpha respectively. Thematic analysis was used to answer the research question qualitatively, mean statistic and standard deviation was used to answer the research question quantitatively, while t-test statistics was used to test the null hypothesis at 0.05 level of significance. Qualitative data was obtained from 10 interview participants while quantitative data was obtained from 38 lecturers and 43 industry professionals, totalling 81 respondents from whom questionnaire was retrieved. Findings of the study revealed that industries are ready to collaborate with Electrical/Electronics Technology Education programme in human resource sharing through collaborative teaching, engagement of industry experts, industrial sabbatical of lecturers, and industry secondments of lecturers. It was recommended that university managements should create partnerships between their EETE programme and the industries in their locality, to facilitate knowledge exchange through collaborative teaching initiatives.

The use of hypermedia as an instructional resource in teaching and learning has led to new opportunities for student to explore and construct their learning, However, despite the benefits derived from hypermedia instructional resources, traditional teaching methods dominated academic institutions in Nigeria. The current study explores the determinants that predict the actual use of hypermedia instructional resources for the teaching of Digital electronics courses in Nigerian universities, the study adopted an explanatory sequential mixed method research design, Survey research is conducted on 120 electrical and electronics technology education undergraduates’ students. Structural equation modeling using Smart PLS-SEM software was performed to evaluate the proposed hypotheses, while a semi-structured interview was conducted and analyzed through the inherent future of Nvivo11 to support the quantitative data. The results revealed that Perceived Ease of Use and Readiness were found to be significant predictors of the actual use of hypermedia instructional resources for the teaching of digital electronic courses. This paper recommended that educational technology practitioners and University management consider Perceived Ease of Use and Readiness as factors that predict the actual use of Hypermedia Instructional Resources in the teaching of digital electronics courses in Nigerian universities before financing the development of Hypermedia Instructional Resources for teaching and learning.

Study skills (SS) are a significant predictor of academic performance and potentially influence perceived program difficulty (PD) from the perspective of the individual student. Most studies on the associations between SS and PD have been majorly cross-sectional design. Hence, our understanding of the relatedness between both constructs over time has not been empirically tested among undergraduate students. To address these gaps, a cross-lagged path design was adopted using pseudo-longitudinal or repeated cross-sectional data randomly collected from three separate class levels representing three different timelines- parts 3 (N=118), 4 (N=115), and 5 (N=117) undergraduate pharmacy students from three purposively selected public universities in southwest, Nigeria. Structural equation modeling was used to test hypotheses. The analysis of variance test was used to compare the mean scores of SS and PD across class levels.The study participants consisted of 195 (55.4%) females and 157 (44.6%) males with an average age of 22.80 years (SD=2.37). Mean scores of PD and SS were stable and/or consistent among students. PD at time 1 had a negative impact on SS at time 2, and not the other way around. PD from time 2 to 3 was weakened while SS at time 2 to 3 was strengthened. This implies that PD tends to decrease and SS tends to improve over time. The study affirms that students' perception of PD tends to influence SS and not the other way around, especially at lower class levels. In other words, an average pharmacy undergraduate student's modification of studying patterns or habits depends on PD. The study recommends the early integration of study skills courses in the undergraduate curriculum to minimize students' perceived PD. The study deepens educators' understanding of the time-dependent relationship between PD and SS, which has consequent implications for education planning for undergraduate pharmacy students