Multidisciplinary Journal of Education, Research and Development

PREIMINARY PAGES

2026-07-04T12:03:09+00:00

This the cover page, about the journal, focus & scope, submission preparation checklist, editorial information, and table of contents

Student-teachers’ performances in microteaching theory and practicum in Federal College of Education (Technical), Umunze, Anambra State, Nigeria

2026-07-01T23:46:02+00:00

This study compared the performances of student-teachers in the two microteaching components: theory and practicum in Federal Colleges of Education (Technical), Umunze, Anambra State, Nigeria. Four research questions were answered in the study. The study adopted a survey design of the ex post facto type, and a total of 121 student-teachers formed the sample. Data were collected using a structured performance assessment checklist and institutional records of theory and practicum scores. Descriptive statistics such as mean and standard deviation were used to determine the levels of performance, while t-test and Pearson correlation analyses were employed to test differences and relationships between variables. Findings revealed that student-teachers demonstrated a moderate level of performance in microteaching theory but performed better in microteaching practicum. While a significant difference existed between performance in theory and practicum, with higher mean scores in the practicum component, there was no significant relationship between theory and practicum performance, suggesting a weak linkage between conceptual understanding and practical application. Additionally, the study found no significant gender differences in both theory and practicum performances. It was concluded that student-teachers tend to exhibit stronger competence in practical teaching tasks than in theoretical understanding. The study recommended stronger integration between microteaching theory and practicum, enhanced mentoring and feedback systems, among others, in teacher education programmes

Correlation of professional development and classroom practice in Federal College of Education (Technical) Umunze, Anambra State

2026-07-02T11:57:46+00:00

This study examined the relationship between professional development and classroom practice among lecturers in Federal College of Education (Technical) Umunze. The study was guided by three research questions and adopted a correlational research design. The population consisted of 373 lecturers, who also served as the sample size. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, and Pearson Product Moment Correlation Coefficient. Findings revealed that lecturers’ participation in professional development programmes was high (M = 3.01, SD = 0.74), while classroom practice was also high (M = 3.12, SD = 0.68). The result of the hypothesis testing showed a moderate to strong positive and significant relationship between professional development and classroom practice (r = 0.62, p < 0.05). This indicates that increased participation in professional development programmes is associated with improved classroom instructional practices among lecturers. The study concluded that professional development is a significant predictor of effective classroom practice. It was recommended that institutions should strengthen and sustain practical, relevant, and continuous professional development programmes to further enhance lecturers’ instructional effectiveness and classroom engagement.

Fostering innovation for library and information science graduate employability: alumni and employer roles in two Nigerian universities

2026-07-02T12:08:15+00:00

Innovation driving new methodologies and techniques is a primary catalyst for organizational growth and competitiveness in the contemporary labor market. This study examined the roles of alumni bodies and industry employers in fostering innovation to enhance the employability of Library and Information Science (LIS) graduates within two Nigerian universities. Guided by three research objectives and three hypotheses, the study adopted a descriptive survey research design. The target population comprised 108 postgraduate students and educators, from whom 40 usable responses were retrieved via a structured Google Forms questionnaire distributed through WhatsApp. Data were analyzed using descriptive statistics (mean and standard deviation) to answer the research questions, utilizing a 3.0 benchmark criterion for item acceptance. The findings revealed that exposing graduates to diverse areas of innovation both within and outside their core discipline significantly enhances their competitiveness in the labor market. Additionally, industry employers play a critical role in facilitating a smooth professional transition for graduates. The study concludes that alumni associations and employers, acting as key institutional stakeholders, should collaborate to design and implement structured, innovation-driven training programs. These interventions are essential for equipping LIS graduates with the practical, market-ready skills required for sustainable employment.

Leveraging speaking and listening pedagogies for anti-corruption education in contemporary Nigeria

2026-07-02T12:13:43+00:00

Corruption remains one of the major impediments to Nigeria's socio-economic and political development. Despite the numerous strategies employed to combat corruption, scholars have given limited attention to the role of language education in shaping ethical orientation. This paper examines how speaking and listening pedagogies can serve as instruments for promoting anti-corruption values among learners in contemporary Nigeria. Adopting a qualitative and conceptual approach, the study draws on extant literature on corruption, language education, and twenty-first-century pedagogical practices. It explores learner-centred strategies such as discussion, role-playing, and storytelling as mechanisms for developing critical thinking, communication, creativity, collaboration, and moral consciousness among learners. The paper argues that speaking and listening instruction extends beyond communicative competence and provides opportunities for fostering ethical values and responsible citizenship. It concludes that integrating anti-corruption themes into English language instruction can contribute to national development and recommends the incorporation of twenty-first-century skills and value-based education into language curricula.

Educational technology in tertiary institutions: panacea for achieving sustainable development goals (SDGs)

2026-07-04T08:15:16+00:00

Education is universally recognized as the answer to socio-economic problem of the world, Nations and individuals look up to education to provide a cure for poverty, ignorance, climatic change, metal deficiency, Joblessness, hunger, inadequate shelter, poor governance, poor communication system and among others. Technology is the backbone of development and is a gateway to the levels of the progress that we all seek. It is reflected in the evolution of all aspects of human activity and knowledge. This paper focused on educational technology in tertiary institutions: panacea for achieving sustainable development goals (SDGs). It highlighted educational technology and tertiary education, the role of education for sustainable development, funding of tertiary institutions for sustainable development and challenges and opportunities of adopting educational technology. The paper concludes that, technology can be used to enhance education for sustainable development through influencing learners’ behavior and also evaluating such behavior change. Recommendations were also made which include: Government should ensure access to technology and digital resources for all students regardless of their background; provide ongoing training and support to teachers to help them effectively integrate technology into their teaching practices and provide adequate and proper funding to educational institutions in Nigeria.

Artificial intelligence tools for effective teaching and learning in colleges of education in south east Nigeria

2026-07-04T08:24:36+00:00

The emergence of artificial intelligence (AI) brings new possibilities as well as new challenges to the teaching-learning process. The paper focused on artificial intelligence for effective teaching and learning in colleges of education in south east Nigeria. Colleges of education are heavily dependent on human and manual work, leading to an increase in operational costs and errors, as well as slow processing in the field. This has resulted in a significant burden on Colleges of education and must spend a large budget on hiring and retaining educators and processing data. Additionally, institutions put a considerable amount of effort into the admission, learning, and success of all their students, leading to wasted information and efforts on repetitive tasks that can be minimized. The paper concludes that, internationally, there is a growing recognition of the need to integrate AI into education to foster innovation and address the evolving demands of the workforce. Recommendations were also made which include: Professional development and training programs should be provided for educators to build their capacity for effectively integrating AI tools and resources into their area of specialization and also allocate resources for AI integration, including training educators, providing updated technology and teaching aids, and fostering partnerships to ensure access to necessary tools.

Philosophy of education and strategies for avoiding conflict in tertiary institutions in South East States of Nigeria

2026-07-04T08:32:34+00:00

Philosophy of education as education in action is concerned with ideal practices in education. Avoiding conflict is one of the ideal practices in education. People with different interests and aspirations have to interact in the collective efforts of achieving tertiary education goals. Hence, conflict is inevitable in tertiary institutions. Strategies for avoiding conflict become imperative in tertiary institutions. The study examined strategies for avoiding conflict in tertiary institutions in South East States of Nigeria in the light of philosophy of education. Three research questions were formulated to guide the researchers in conducting the study. The population of this study consisted of all the management leaders and union leaders of 31 tertiary institutions in South East States of Nigeria. The sample size of this study was 120 management leaders and union leaders of 5 government – owned tertiary institutions in South East States of Nigeria selected using simple random sampling technique. The instrument for data collection was a researchers-developed 15-item questionnaire structured on a 4-point scale of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1) in order to answer the three research questions. The study found out that factors such as lack of synergy, poor communication, pride, selfishness and poor motivation promote conflict in tertiary institutions in South East States of Nigeria. Major problems caused by conflict in tertiary institutions in South East States of Nigeria include disruption of academic programmes and hostility. Based on the findings, it was recommended among other things that management leaders and union leaders should promote peace in tertiary institutions through reasonable synergy.

Role of entrepreneurship in teacher education and national development

2026-07-04T08:40:01+00:00

Education has been regarded as the vehicle for entrepreneurship skills and scientific development. It had undoubtedly broadened horizons, brought about creative minds, skills and talents which are the hallmark of scientific development and innovations. The paper focussed on concept of entrepreneurship education, teacher education, national development, teacher education and entrepreneurship for national development and role of government in entrepreneurship development. The paper concludes that, entrepreneurship education has the advantage of equipping individuals with skills necessary to be self-reliant and successful enterprisers and should be made part and parcel of teacher education at all level. Recommendations were also made which include: government should make entrepreneurship education part of teacher education at the various levels of education, more scholarly articles on entrepreneurship education for teachers should be made and related associations or bodies should organize workshops, seminars and talks on entrepreneurship education for their members.