This study was set to determine the digital competencies needed by teachers for utilizing mobile learning applications for effective lesson delivery in Technical Colleges in Aba Education Zone of Abia State. Two research questions guided the study in line with two hypotheses. The study adopted descriptive survey research design and was carried out in Aba, Abia State. The population for the study constitutes 43 Technical College Teachers (sampled purposively) and 55 IT Practitioners (obtained through preliminary survey). Data pertinent to the study were collected using a structured questionnaire developed by the researchers titled “Digital Competencies Needed for Utilizing Mobile Learning Applications Questionnaire (DCNUMLAQ)”. The questionnaire was validated by three research experts and the reliability of the instrument was established using Cronbach Alpha which gave a reliability co-efficient result of 0.77. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using t- test at .05 level of significance and appropriate degree of freedom. Some of the findings include that the ability to; provide students with task management tools to organize their work, exploit computer games for pedagogical purposes, create screen capture tutorials, being able to detect plagiarized works in students assignments are part of the digital skills needed by teachers for utilizing mobile learning applications for effective lesson delivery in technical colleges in Aba Education Zone. Based on the findings of the study, the recommendations made among others include that technical college teachers should be retrained for capacity development and adoption of trending technological skills into classroom teaching for enhanced learning outcome, and education administrators/policy makers should enact policies especially for on-time assessment of teachers’ capacity in the use of ICT for teaching in technical colleges for effective lesson delivery.

The purpose of the study is to investigate the Parental Background influencing Primary School Pupils Academic Performance in Maru Local Government Education Authority Zamfara State-Nigeria. The objectives of the Study are therefore to establish the parental economic factors and parental educational background influencing academic performance in public primary schools in Maru Local Government Education Authority. A descriptive survey research design was used in the study. The target population was 148 public primary school of Maru Local Government. Ten 10 primary school were purposively selected from total population. Validity of the instrument: face and content validity were validated by some experts, including one in test and measurement all from the faculty of education and extension service Usmanu Danfodiyo University Sokoto. To ascertain the reliability of the instrument, a test and retest was carried out in 2 schools out of the sample with an intervals of two weeks after which the two scores was compared using Pearson product moment correlation formula and the reliability index of 0.824 was obtained which indicate the agreement of the 2 test was good enough for usage. Study, indicated that many parents do not play their roles in terms of their children’s education as evidenced by low motivation, and parentsalso do not follow their children’s academic success. It was recommended that parents should discourage absenteeism of pupils in the school. Parent should devote more of their time to the upbringing of their children by providing academic materials.