This qualitative study aimed to explore the experiences of graduate students enrolled in the “Assessment of Mathematics Education” course at An-Najah National University. The research sought to understand how these students developed achievement tests as part of the course requirements, the challenges they encountered during this process, and their suggestions for improving future instruction in test construction. An exploratory qualitative methodology was adopted, and data were collected through semi-structured interviews with ten students registered in the course. The data were analyzed using thematic analysis following Braun and Clarke’s (2006) model. The findings revealed that the course significantly enhanced students’ awareness of test construction principles and assessment competencies. However, certain practical challenges persisted—particularly in crafting higher-order thinking questions and formulating precise test items. Students emphasized the importance of hands-on activities in reinforcing their learning and recommended increased opportunities for practical training and stronger connections between course content and real classroom contexts, The study recommends redesigning assessment-related courses in teacher education programs—particularly for future mathematics teachers—to be more interactive and practice-oriented, with individualized support tailored to students’ needs. It also calls for future quantitative studies to examine the impact of such courses on students’ assessment competencies during later stages of their professional training.

Physical education is not only about physical activity but also about building a sense of belonging, teamwork, and motivation. This study explored the lived experiences of students in physical education, focusing on the factors that influence their engagement, sense of belonging, and participation in physical activities. Guided by Self-Determination Theory and Constructivist Theory, the research aimed to identify how social interactions, instructional methods, and challenges impact students’ experiences in physical education classes. The study adopted an interpretivist paradigm, using a qualitative research approach and a case study design to guide the investigation. Utilizing semi-structured interviews and focus group discussions, data was collected from 20 Senior High School students in Effutu Municipaliy selected through maximum variation-a type of purposive sampling. Data were analysed using thematic analysis for identifying patterns and themes within the data. The findings indicate that positive peer interactions and teamwork foster a strong sense of belonging and enhance engagement, while negative social dynamics such as exclusion hinder participation. Students reported higher levels of engagement when activities were varied and provided a reasonable challenge, and when they received support from teachers and peers. Instructional strategies that were student-centred and allowed for personal expression were associated with higher motivation, whereas traditional, repetitive methods resulted in disengagement. However, challenges such as physical limitations, social exclusion, and logistical issues like inadequate resources and poorly organized classes were barriers to full participation. The study concludes by highlighting the importance of creating a supportive, inclusive, and dynamic physical education environment that caters to the diverse needs of students. Recommendations for improving physical education practice include adopting more inclusive teaching strategies, addressing resource constraints, and fostering positive social dynamics among students.

Despite the government's effort to implement a Competency-Based Curriculum in technical and vocational training institutions, institutional factors remain a significant obstacle in this process. These challenges collectively impede the successful execution of CBET programs in the region and warrant a closer examination of the influence of institutional factors on its implementation. This study adopted a descriptive survey design employing a mixed methods approach. The sample included 363 respondents, comprising 335 trainees, 23 trainers, 3 technicians, and 2 principals. The findings indicated that while a majority of respondents acknowledged the availability of sufficient teaching and learning resources for CBET (56.4%), there was a widespread perception of a lack of clear implementation guidelines (74.6%). Moreover, institutions were found to have insufficient policies for CBET (71.9%), and insufficient learning infrastructure (57.8%). Notably, most institutions were not actively engaged in monitoring and evaluating the implementation of CBET (70.4%). In this case, the study established that there was positive correlation between institutional factors and implementation of CBET in Meru County (r = .286; p = .000). Consequently, the study recommended that institutions should prioritize the allocation of adequate resources, including teaching and learning materials, workshops, and infrastructure, to support effective CBET implementation. Also, institutions should emphasize the development and communication of clear guidelines and policies to all stakeholders. Additionally, the study recommended the establishment of regular monitoring and evaluation mechanisms—conducted at least biannually—to track CBET implementation progress and identify specific areas for improvement. It further advised fostering structured partnerships with government agencies and industry stakeholders through formal agreements and joint initiatives, reviewed annually, to strengthen institutional support for CBET.

The inadequate supply of educational teaching aids and truly functional laboratories to aid teaching and learning of sciences across Nigeria, particularly Zamfara State, due to high cost incurred in acquiring them has necessitated the invention of a multifunctional mobile teaching aid and intervention laboratory for schools. The invention is a home-grown, purpose-built game changer to positively leverage the educational sector to enhance quality and effective Science, Technology. Engineering and Mathematics (STEM) education in Nigeria. Thus, the article x-rays banditry activities in Zamfara State and feasibility of integrating mobile-laboratory-intervention for skills acquisition in Zamfara State. The study adopted a mixed method research design using both qualitative and quantitative data. Four research questions and hypotheses were formulated to guide the study. The population consisted of 280 principals selected from three educational zones in Zamfara State using multi-stage sampling technique. A self-designed instrument was used for data collection. The questionnaire was subjected to face-and content validity by experts in education and gave a reliability coefficient of 0.85 using Cronbach Alpha reliability test. Mean and standard deviation were used for answering the research questions while t-test analysis was used in testing the hypotheses for the study at 0.05 level of significance. The findings revealed no significant difference in the opinion of the respondents on the impact of banditry activities on STEM education for skills acquisition in Zamfara State. The study recommended among others that the provision of multifunctional mobile laboratory intervention, organization of workshops and conferences on the significance of STEM education should be encouraged at all levels.