Abstract-Computer programming which forms the major component of most technological inventions is perceived by most computer science students as difficult. Some researchers have also reported that failure rates in programming courses are between 30% and 40%. It has therefore become necessary to study factors that could influence achievement in programming. This study therefore investigated the interaction between some selected factors (mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender) and achievement in Basic programming. The study adopted a correlational design with achievement in Basic programming as the dependent variable, while mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender serve as the independent variables. Three scales namely; mathematics anxiety (r = 0.82), computer anxiety (r = 0.82) and programming anxiety (r = 0.82) rating scales were used for data collection. Data collected were analysed using Pearson Product Moment Correlation (PPMC) coefficient and multiple regression analyses.The result of the analysis showed that the correlation between mathematics ability and achievement in Basic programming are positive and significant. The composite effect of the factors under study on achievement in Basic programming is 20.8%. Efforts should be made to motivate students to improve their mathematics ability so as to improve programming performance and consequently improve efficiency in programming.

:Mathematics is a very important subject. It is the language of science and technology and so it is a force to reckon with in the development of any nation. Several studies on factors that affect mathematics achievement have been conducted. However, studies on factors that affect mathematics achievement among College students in Nigeria seems to be rare. This study therefore sought to investigate the effects of gender, age and mathematics anxiety of College students on their achievement in Algebra. The study adopted an expost-facto design since no variable was manipulated. The participants of the study are mathematics teacher trainees in the Federal Colleges of Education in Lagos and Ogun states of Nigeria. The data for the study was from a questionnaire which elicited information on gender and age of respondents, a mathematics anxiety scale (r=0.82) and participants' achievement score in an Algebra course coded MAT 111. The achievement score in Algebra is the dependent variable while gender, age and mathematics anxiety formed the independent variables of the study. The data collected were analysed using mean, standard deviation, independent t-test and One-way ANOVA. The results of the analyses showwed average performance in the Algebra course. Besides, the differences in achievement across gender,age and mathematics anxiety groupings (low, medium and high) were all non-significant. Since the participants are on their first semester in the college and their performance is generally on the average, it is recommended that proper orientation be given to new students on how to be high achievers on the programme. Besides, their lecturers should be as simple as possible in their instructions.

Abstract-This study assesses the relative effectiveness of solo and pair programming instructional strategies on students' academic achievement in the Visual-Basic.Net Computer Programming Language. Two research questions and three null hypotheses guided the study. The sample comprised 68 subjects distributed over the three treatment groups (27 solo programmers, 24 pair programmers, and 17 conventional programmers) from three hundred computer science students of the Federal College of Education (Technical), Akoka, Yaba, Lagos State, Nigeria. The Visual-Basic.Net Achievement Test (VAT) was used to collect data for both the pre-and post-tests. The VAT test was administered to all 68 subjects in the three groups, first as pre-test and after treatment as post-test. Mean and standard deviations were used to answer the two research questions while ANCOVA and multiple comparisons were used in testing the three null hypotheses. The results of the analyses indicate that: (i) the experimental groups performed better than the control group, (ii) the treatment appeared to be more effective among male students than their female counterparts, (iii) the main effects of treatment and gender as well as the interaction effects of treatment and gender were not statistically significant.

For efficient and effective management of educational delivery, innovations are required. One of such innovations is the online facilitation, which was on a lower scale at the National Open University of Nigeria (NOUN) before the COVID-19 lockdown and now is being improved on. The purpose of this study therefore, is to Assess the online facilitation processes at the National Open University of Nigeria (NOUN). A survey design was used. Three research questions were answered and one hypothesis was tested at 0.05 level of significance. 44 facilitators and 161 learners participated in the study, after face validation and reliabilities of the instruments were ascertained. Cronbach Alpha reliability test was used to determine the internal consistency of the instruments which yielded a reliability coefficient of 0.929 and 0.846 for facilitators’ and learners’ instruments respectively. Data were analysed using frequencies, percentages, mean and standard deviation statistics for the research questions and t-test for hypothesis. Findings from the study showed that every facilitator should possess certain competencies needed to improve on their online facilitation skills and other institutions in Nigeria should use NOUN as a model for their online facilitation processes.

Word Processing skills are required today by every business education student on graduation. Acquisition of necessary skills in word processing, is therefore non-negotiable. This study sought to evaluate gender differences on the impact of Moodle and Edmodo platforms on mean achievement scores in Word processing skills among business education students in South-West, Nigeria. The study adopted the non-randomized pretest and posttest, control group, quasi experimental design using 3 x 2 involving intact classes for the treatments. Three null hypotheses were postulated and tested for significance at 0.05 level. The sample comprised 249 National Certificate in Education (NCE) business education students in three federal colleges of education in South-West, Nigeria. Data was collected using the Word processing achievement test (WPAT) whose reliability index was found to be 0.770. Analysis of data was done using descriptive statistics and Analysis of Covariance. Findings revealed a significant main effect of Moodle (LMS) platform on post achievement scores of participants. Two-way interaction effects of treatment and gender on achievement scores in word processing skills was not statistically significant. It was recommended among others that the use of Moodle platform be employed to improve on male and female business education students’ achievement in word processing skills.