EVALUATION OF DIFFERENT CONCENTRATIONS OF PLANTS EXTRACTS AGAINST DAMPING-OFF DISEASE ON MAIZE (Zea Mays) IN THE GREENHOUSE
ABSTRACTDamping-off disease, caused by soil-borne pathogens, is a major challenge in maize production, leading to significant seedling losses. Synthetic fungicides are commonly used for control, but concerns over environmental impact and resistance development necessitate alternative approaches. This study evaluates the efficacy of plant extracts (henna, neem, onion, garlic, and ginger) in controlling damping-off disease in maize. A greenhouse experiments was conducted using different concentrations (10%, 5%, 3.3%, 2.5%, and 2%) of plant extracts in the year 2023 rainy season greenhouse, Federal College of Education (Technical) Bichi Kano State, in the Sudan Savanna agro-ecological Zone of Nigeria. The extracts were applied as seed treatments and tested against damping-off pathogens. Disease incidence, seedling emergence, and vigor were assessed. Data were analyzed using statistical methods to determine the treatment effects. The findings revealed that plant extracts significantly reduced damping-off disease incidence compared to the untreated control treatment. Neem, henna and garlic extracts were the most effective, particularly at higher concentrations (10%, 5% and 3.3%) reducing disease severity while enhancing seedling vigor. However, excessive concentrations caused phytotoxic effects in some treatments. The study demonstrates the potential of plant-based treatments as eco-friendly alternatives for managing damping-off disease in maize. Further research through field trials and formulation optimization is recommended to enhance effectiveness and farmer adoption. Its recommended that farmers in Kano State, Nigeria, should consider using neem, henna and garlic extracts at proper concentrations as biofungicides for seed treatment to reduce damping-off disease in maize.Keywords: Damping-Off, Plant Extracts, Concentrations.
Assessing the Role of STEM Curriculum in Promoting Skill Acquisition among Senior Secondary School Students in Bichi Local Government Area of Kano State
Abstract
In the face of rapid global technological advancement, Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a strategic tool for equipping youths with employable and entrepreneurial skills. This study was conducted to assess the role of STEM curriculum in promoting skill acquisition among senior secondary school students. The study had three main objectives: (1) to examine the implementation of the STEM curriculum in Bichi LGA, (2) to assess its contribution to students’ acquisition of practical, technical, and entrepreneurial skills, and (3) to identify the challenges hindering its effective implementation. Corresponding research questions were formulated to guide the study. A descriptive survey research design was adopted. The study population comprised 3,860 students and 60 STEM subject teachers across 18 public and 3 private secondary schools. A sample size of 353 respondents which includes 338 students and 15 teachers was selected using multi-stage sampling technique. Data were collected using structured questionnaires developed by the researchers. Content validity was ensured through expert review, while the reliability of the instrument was confirmed using the Cronbach Alpha method, with a pilot test yielding a coefficient of 0.70. The data was analyzed using descriptive statistics mean and standard deviations, via SPSS version 23. The findings showed that while STEM subject are taught, the integration of practical learning and real-life applications is limited. Students acknowledged improvement in creativity and critical thinking but felt unprepared for employment. Teachers reported similar challenges, emphasizing poor infrastructure, lack of training, and inadequate teaching resources. The study concludes that effective STEM implementation in Bichi LGA is constrained by structural and pedagogical gaps. It recommends investment in infrastructure, teacher training, practical learning methods, and partnerships with industries and NGOs to improve student outcomes and ensure the curriculum fulfills its transformative potential.
Keywords: STEM Curriculum, Skill Acquisition, Secondary Education
UTILIZATION OF DIGITAL SKILLS AND AI IN TVET FOR JOB AND WEALTH CREATION: LEVERAGING UI/UX DESIGN
This paper explores the crucial role of digital skills and AI in transforming TVET for job and wealth creation in Nigeria, emphasizing UI/UX design. As the digital economy grows, TVET must adapt. This analysis highlights integrating digital literacy, AI tools, and UI/UX design to enhance employability and entrepreneurship. Utilizing AI for skill simulation and UI/UX for user-friendly platforms enables graduates to access digital careers and launch businesses. Focusing on Nigeria, challenges like awareness and infrastructure are addressed, with solutions via partnerships, training, and investment. Case studies and impact metrics are examined. Embracing digital skills in TVET is vital for Nigeria's youth and economic development.
Keywords: TVET, Digital Skills, Job & Wealth Creation.
EVALUATION OF DIFFERENT CONCENTRATIONS OF PLANT EXTRACTS AGAINST DAMPING OFF DISEASE ON MAIZE (Zea mays) IN THE GREENHOUSE
ABSTRACT
Damping-off disease, caused by soil-borne pathogens, is a major challenge in maize production, leading to significant seedling losses. Synthetic fungicides are commonly used for control, but concerns over environmental impact and resistance development necessitate alternative approaches. This study evaluates the efficacy of plant extracts (henna, neem, onion, garlic, and
ginger) in controlling damping-off disease in maize. A greenhouse experiments was conducted using different concentrations (10%, 5%, 3.3%, 2.5%, and 2%) of plant extracts in the year 2023 rainy season greenhouse, Federal College of Education (Technical) Bichi Kano State, in the Sudan
Savanna agro-ecological Zone of Nigeria. The extracts were applied as seed treatments and tested against damping-off pathogens. Disease incidence, seedling emergence, and vigor were assessed. Data were analyzed using statistical methods to determine the treatment effects. The findings
revealed that plant extracts significantly reduced damping-off disease incidence compared to the untreated control treatment. Neem, henna and garlic extracts were the most effective, particularly at higher concentrations (10%, 5% and 3.3%) reducing disease severity while enhancing seedling
vigor. However, excessive concentrations caused phytotoxic effects in some treatments. The study demonstrates the potential of plant-based treatments as eco-friendly alternatives for managing damping-off disease in maize. Further research through field trials and formulation optimization is recommended to enhance effectiveness and farmer adoption. Its recommended that farmers in Kano State, Nigeria, should consider using neem, henna and garlic extracts at proper concentrations as biofungicides for seed treatment to reduce damping-off disease in maize
Assessing the Role of STEM Curriculum in Promoting Skill Acquisition among Senior Secondary School Students in Bichi Local Government Area of Kano State
Abstract
In the face of rapid global technological advancement, Science, Technology, Engineering, and Mathematics (STEM) education has emerged as a strategic tool for equipping youths with employable and entrepreneurial skills. This study was conducted to assess the role of STEM curriculum in promoting skill acquisition among senior secondary school students. The study had three main objectives: (1) to examine the implementation of the STEM
curriculum in Bichi LGA, (2) to assess its contribution to students’ acquisition of practical, technical, and entrepreneurial skills, and (3) to identify the challenges hindering its effective implementation. Corresponding research questions were formulated to guide the study. A descriptive survey research design was adopted. The study population comprised 3,860 students and 60 STEM subject teachers across 18 public and 3 private secondary schools. A
sample size of 353 respondents which includes 338 students and 15 teachers was selected using multi-stage sampling technique. Data were collected using structured questionnaires developed by the researchers. Content validity was ensured through expert review, while the reliability of the instrument was confirmed using the Cronbach Alpha method, with a pilot test yielding a coefficient of 0.70. The data was analyzed using descriptive statistics mean
and standard deviations, via SPSS version 23. The findings showed that while STEM subject are taught, the integration of practical learning and real-life applications is limited. Students acknowledged improvement in creativity and critical thinking but felt unprepared for employment. Teachers reported similar challenges, emphasizing poor infrastructure, lack of training, and inadequate teaching resources. The study concludes that effective STEM
implementation in Bichi LGA is constrained by structural and pedagogical gaps. It recommends investment in infrastructure, teacher training, practical learning methods, and partnerships with industries and NGOs to improve student outcomes and ensure the curriculum fulfills its transformative potential.
RELEVANCE OF ARTIFICIAL INTELLIGENCE (AI) AS A TOOL TO ENHANCE TEACHING AND LEARNING OF MATHEMATICS
Abstract
The use of digital tools in education is growing rapidly worldwide, especially with the wider availability of artificial intelligence (AI) technologies. Using AI in education supports personalized learning but also shows the need for updated teacher training and curriculum to prepare educators for new responsibilities. The study explores various AI- powered tools and its application in the learning of mathematics, the developmental trajectory, practical implementations, and strategic applications of AI in mathematics education, highlighting how AI-driven approaches can foster deeper understanding, creativity, and increased productivity in learning outcomes. Furthermore, it identifies key factors influencing the effective integration of AI technologies in mathematics instruction. The position underscore AI’s transformative potential to enrich curriculum delivery and learner engagement. The paper advocates for the systematic incorporation of AI tools in mathematics classrooms, recommending targeted professional development and workshops to equip educators with the skills necessary for maximizing AI’s educational benefits.
