The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in NorthWest Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special education schools within the region. Three research questions were raised to guide the study. The questionnaire was subjected to expert validation and reliability was established through a pilot study using 20 teachers from two special education schools within the study area, but not part of the sampled schools. The reliability coefficient of 0.81 was obtained for the questionnaire using the Cronbach Alpha formula. The data collected were analyzed using percentage, mean and standard deviation. Findings revealed that teachers do not use high-tech assistive devices regularly to teach students with physical disabilities. However, teachers perceived positively that there are great benefits to the use of these resources. It was recommended among others that both government and other stakeholders should organize workshop, seminars and other capacity building training regularly for teachers as means of updating their knowledge and skills in the use of assistive devices considering the dynamic nature of special education technology.

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This study investigated the perception and attitude of employers of labour toward distance learning graduates in Niger State, Nigeria. The descriptive survey research approach was adopted and employers of labour in both private and public sectors within the study area constituted the sample. Four research questions and two null hypotheses were answered and tested respectively in the study. A 19-item researchers' developed questionnaire was used as an instrument for data collection. The instrument was considered suitable after undergoing experts' validation and reliability checks. Data gathered were analyzed in which Mean and Standard Deviation were used to provide answers to the four research questions while t-test statistics were used to test the two hypotheses. Findings revealed that both the perception and attitude of respondents were positive toward distance learning graduates. Based on these findings, it was recommended among others that the government should expand the existing ODL and establish more new ones to reduce the load on conventional institutions and curtail the problem of access to Higher Education in Nigeria.

The use of technology in instruction has brought about different perceptions. The need to know how teachers integrate technology in instruction has brought about different views. Therefore, this study mainly seeks to understand these views on lecturers' technological pedagogical content knowledge (TPACK) perceptions, as it examines how their views differ according to gender, employment status, department and the state of in-service training oriented towards the use of technology. In order to achieve the above stated aim, the researcher statistically examined Eastern Mediterranean University (EMU) Faculty of Education lecturers' TPACK perceptions. In this research, a TPACK survey instrument was administered to 53 lecturers, and a questionnaire was used to ascertain their perception levels across the seven TPACK dimensions. Mean, standard deviation, percentage, frequency and non-parametric tests (Mann-Whitney U test and Kruskal-Wallis test) were used for data analysis. The study reveals that lecturers' perceptions of TPACK were significantly high across all knowledge dimensions and there were statistically significant differences on how lecturers viewed TPACK according to the above listed variables. These differences occurred in Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) according to gender; Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) according to employment status; Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK) according to department, and Pedagogical Content Knowledge (PCK) according to in-service training.

The study examined the Impact of Peer-Mediated Learning on achievement and motivation in computer science among senior secondary school students in Minna metropolis, Niger state. The study adopted a randomized pre-test, post-test control group design. Two hypotheses were formulated to guide the study. Purposive sampling technique was used to select four (4) Private Secondary Schools from Minna, Metropolis. Eighty (80) Students were drawn from the four Secondary Schools as sample size through stratified random sampling technique. Validated Test Instrument; Basic Computer Skills Acquisition Test (BCSAT) and Questionnaire: Motivated Strategy for Learning Questionnaire (MSLQ) vetted by experts from Computer Science and Educational Technology Departments were used for data collection. The BCSAT was made up of 20 items multiple-choice objective test questions to test students' cognitive knowledge and 5 practical questions, each comprising steps that tested students' computer practical skills while MSLQ, a Likert scale with 31 items was used to determine the motivational beliefs of students taught computer skills. ANOVA and Kruskal Wallis H test was used for data analysis and was tested at 0.05 level of significance. The study revealed that there was a statistically significant difference in the mean scores of students taught using Peer-Mediated Learning (PML) than those taught using conventional method. The study further revealed that students' motivation towards PML were significantly positive when compared to the students taught using conventional method. Based on these findings, the researchers recommended that Secondary Schools should adopt PML for effective teaching and learning of computer skills related concepts in Computer Science.