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Amidst the myriad challenges that threaten Nigeria's educational system is the declining learning outcomes of students across schools in Nigeria. Identifying and mitigating the challenges and deploying global innovative best practices into Nigeria's educational system may provide the needed solution. Therefore, the impact of climate change (CC) on teachers' efficiency, educational resources and students' learning optimization in Lagos State was examined. A mixed research method, involving quantitative and qualitative methods, was adopted for the study. CC learning optimizations (CCLO) questionnaire was used as an instrument for data collection. Random sampling technique was used to select 480 respondents for the study. Frequency counts with percentages and a t-test statistical analysis were used to analyses the data. Result showed that CC effects like heat waves, high rainfall and flooding can threaten teachers' classroom efficiency, and learning resources and thus negatively influence students' learning outcomes. Excessive heat due to global warming could affect students' comprehension and retention. Extreme temperature and rainfall experienced in early school year can cause few years of schooling later in life. There was no significant difference in perception of impact of CC on student learning optimization based on gender (t-test). It was concluded that CC affects teachers' efficiency, learning resources, and students' learning optimization. Addressing the problem of CC can support teachers' efficiency and improve students' learning outcomes. [ABSTRACT FROM AUTHOR]

A graphic organiser is one of the teaching methods that can assist learners to organize information, structuring the information and relating the concept to another. Secondary school students perceived computer networks as one of the difficult concepts in computer studies. This study examines the potency of graphic organisers in learning computer networks in the newly implemented ICT curriculum in Nigeria. This study employed a quantitative research approach. The data collected was analysed with ANCOVA with pre-test scores as the Covariate. The results from the study reveal that students in the experimental group performed better than their counterparts in the control group due to the intervention they had. Thus the results show that there is a significant difference in the performance of students taught computer networks using the two methods- graphic organisers and lecture method irrespective of their gender. This study is unique because it relies on the testing of visual and graphical representations of contents in reducing the hitches in the study of computer networks which justifies the adoption of the graphic organisers in learning ICT. [ABSTRACT FROM AUTHOR]

Free-choice learning and, derivatively, free-choice environmental learning emerges as a powerful vehicle for supporting diversity in learning styles (Falk and Dierking, 2002). In this article, I argue that free-choice environmental learning holds great potential for enabling us to understand what is at stake in environmental learning and thus help us build a sustainable future. I examine the different informal learning contexts for children, home (family and play), museums, zoos, nature parks and wilderness, among many others, and offer an explanation for how learning occurs in these settings, and how such domains or sectors can contribute to free-choice environmental learning. This article also examines the nature of environmental learning in free choice settings to establish a connection with stages of childhood development. In the final section of this article, I draw on these examples to discuss research issues that emerge within various free-choice settings.

Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students' perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students' understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted. [ABSTRACT FROM AUTHOR]

The study investigated Nigerian education undergraduates' perception of environmental sustainability in southwestern Nigeria. The study adopted a descriptive research design, and the population comprised 300 final-year education students selected randomly for the study. The study employed a self-developed questionnaire using a google form titled perception of Nigerian education undergraduates on environmental sustainability in southwestern Nigeria (QPNEUESSN). In the study, the instrument’s validity was set at 0.85 Cronbach alpha, while data were analyzed using descriptive statistics of mean and standard deviation with a benchmark of 2.50. The findings showed that undergraduates in southwestern Nigeria universities are knowledgeable about environmental problems such as pollution, ecosystems, and depletion of natural resources. The study further revealed topics like deforestation and soil degradation in the curriculum and adequate facilities to ensure quality assurance of environmental sustainability in southwestern Nigerian universities. The study recommended that environmental sustainability be a professional course in the curriculum rather than a peripheral topic. [ABSTRACT FROM AUTHOR]

The latest form of violence in the Niger Delta, i.e hostage taking by militant male youth, reproduces the "logic of capital" that characterizes state and corporate violence. This logic of capital can be explicated in contrast to a relational account of community that can ground alternative logics of care. Nigeria'soil policy led to drilling impacts including pollution, social costs, and corruption. The failure of organized resistance to these developments produced widespread disillusionment in the 1990s,to which male youth responded with militancy and profiteering. In contrast, women's organized resistance practices are "logics of care" consistent with distributive, recognition, intergenerational, and restorative justice as well as effectiveness. [ABSTRACT FROM AUTHOR]

The article talks about the importance of African Environmental Philosophy. Topics discussed include understanding the human relation to co-habitant life, nature, and environments; tensions emerged between indigenous knowledge and globally destructive, colonizing logics of capital; and traditional sacred places and forests may have increased interest in environmental issues.