This study examined the impact of mobile‐based mentoring, socio‐economic background and religion on girl’s attitude and belief towards ASB in Ibadan Oyo State Nigeria. The study adopted a mixed method research design. The participants in the study comprised forty (40) students purposively selected from Ibadan, Oyo State, Nigeria. The platform (www.gcmentoringinitiative.org) was adopted for mobile‐based mentoring. One research question was raised and three null hypotheses were tested in the study at .05 level of significance. Data were analysed using content analysis for Focus Group Discussion, Analysis of Covariance and Estimated Marginal Means. The results reveal a significant main effect of socio‐economic background on girl’s attitude towards ASB. Also, there was no significant impact of mobile‐based mentoring on girl’s attitude towards ASB. Based on the findings, using mobiles in mentoring girls could significantly reinforce or change their belief in engaging in antisocial activities. Also, the socio‐economic background plays a significant role in determining the attitude and belief of girls in engaging in antisocial activities. Girls’ religion has little or no effect on their belief and attitude towards antisocial behaviours (ASB). Girls from low‐income family are susceptible to engage in ASB, while those from wealthy homes are less likely to engage in ASB.

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This study investigated the use of digital storytelling to improve students’ achievement in map reading in Ibadan metropolis, south-west Nigeria. A digital storytelling package was developed and deployed in two modes: group-based and individual-based. The study adopted a quasi-experimental design. Three public secondary schools with senior school geography students, functional computers, and electricity were purposively selected within Ibadan metropolis to participate in the study. Participants (242) were assigned to group-based digital storytelling, individual-based digital storytelling (138), and control (126) groups. The treatment lasted for 12 weeks. Treatment had significant main effects on students’ achievement in map reading (F (2, 487) =131.27; partial η2=0.35). Students in group-based digital storytelling had the highest adjusted post-achievement mean score (18.45), followed by individual-based digital storytelling (17.20) and control (7.65) groups. Therefore, it can be recommended that geography teachers should adopt this package to teach map reading, especially at the secondary school level of education to ensure a seamless connection between map reading activities and geographical landforms in students’ immediate environments.