Volunteer Peer Review Board

The vegetative propagation of elite Coffea arabica F1 hybrids is constrained by metabolic instability and the oxidative breakdown of auxins during periods of seasonal stress. While biochar is recognized for improving soil fertility attributes, its potential to function as a biochemical modulator of the rhizogenic enzymatic system remains unexplored. This study assessed the interactive effects of biochar and seasonal variability on the rooting physiology of Starmaya F1 hybrid coffee. The rooting success, root number and root length, enzyme activities and endogenous hormones were investigated from different biochar-amended substrates (0–40% v/v; standard river sand) across three defined climatic periods rainy season (mid-August–October), dry season (mid-November–mid-March) and a transition season (mid-March–mid-July) during the 2024-2025 cropping season. Biochar amendments at 20–30% (v/v) significantly (p < 0.01) increased rooting success from 52.3% to 84.3%, with the highest efficacy observed during the transition season (18–24°C, 65–75% humidity). Improvements were attributed to increased substrate water retention (32–45%), enhanced aeration (18–28%), and pH buffering. Biochar amendments (20–30% v/v) also significantly suppressed Indole-3-acetic acid oxidase (IAAO) activity by 31% during the critical root induction phase. This enzymatic suppression effectively preserved the auxin pool (41% increase) and optimized the auxin:cytokinin ratio, creating a favorable hormonal milieu for root development. These findings demonstrate that biochar enhances rooting not only by improving physical substrate properties but also by physiologically regulating the auxin-oxidase system, providing a robust, climate-resilient protocol for commercial coffee propagation.

This study determined the implementation of farmers field school (FFS) among rice farmer at Calaran Calamba Misamis Occidental. The study was conducted at Calaran, Calamba, Misamis Occidental with thirty (30) respondents. The majority of respondents had low level of adoption in respect to rice production technology. The data were gathered using structured questionnaire and analyzed using frequency, percentage, and average weighted mean. Farmer Field School Approach is based on the concepts and principles of people centered learning, and were they answer for themselves. That means the farmers can develop solutions to their own problems and developed as an alternative to the conventional top-down test and verification of the extension approaches. This season-long farmer field school on rice was conducted which bring farmers together to carry out IPM over the life cycle of the rice plants as well as the factors that influence pest and diseases control and decision making at all growth stages of the rice without damaging the beneficial insects and parasites. By observing the field every day until such trained farmer become experts in their own field. Farmer field school is a form of adult education, which evolved from the concept where farmers learn optimally from field observation, experimentation, and experiences and new information from outside the community.

This study investigated the effects of physics students’ mathematical background on academic achievement in physics related courses in the Federal University of Education Pankshin, Plateau State, Nigeria. The study adopted a survey research design. The population of the study comprised all science students of the 2025 academic session with a total population of 2,176 students. A sample of 550 students consisting of 250 male and 300 female students was used for the study. Historical data such as students’ Senior Secondary School Certificate Examination (SSCE) grades in Mathematics and their academic achievement scores in physics related courses were used for data collection. Mean and variance were used to answer the research questions while t-test for unrelated samples was used to test the hypotheses at 0.05 level of significance. Findings revealed that students with high mathematical background had higher mean achievement scores in physics related courses than students with low mathematical background. However, the difference was not statistically significant. The findings also showed that male and female students with high mathematical background performed better than their counterparts with low mathematical background, although no significant difference existed between the groups. The study concluded that mathematical background plays an important role in students’ achievement in physics related courses, even though the statistical difference was insignificant. It was recommended that students should improve their mathematical competency to enhance their understanding and performance in physics related courses.

University students worldwide are experiencing a growing mental health crisis, with anxiety, depression, and academic stress undermining well-being and learning outcomes (Auerbach et al., 2018). Mindfulness-based interventions (MBIs) have gained empirical support for reducing psychological distress and enhancing cognitive performance in diverse populations (Kabat-Zinn, 2013; Khoury et al., 2015). Yet, little is known about their impact on both academic performance and mental health within African higher education settings, nor have these interventions been consistently examined through a theological lens. This study employs a randomized controlled trial (RCT) to evaluate the effectiveness of an eight-week MBI program on the mental health and academic performance of undergraduate students. Preliminary findings suggest that participants receiving MBIs demonstrated significant improvements in psychological well-being and academic achievement compared to a control group. Theologically, the practice of mindfulness resonates with biblical contemplative traditions that emphasize meditation, renewal of the mind, and holistic flourishing (Ps. 1:2; Rom. 12:2). This research contributes to psychology by confirming MBIs’ effectiveness in student development and to theology by situating contemplative practices within a biblical worldview. The results underscore the need for holistic approaches in higher education that integrate mental, academic, and spiritual well-being

Pastoral formation in the Caribbean has long been shaped by a complex interplay of spiritual calling, communal recognition, and diverse educational pathways. Yet scholarly attention to how formal, informal, and non-formal theological education collectively contribute to ministerial formation within Caribbean contexts remains limited. This article addresses that gap through a PRISMA-ScR–aligned scoping review of interdisciplinary literature spanning theology, pastoral studies, and general education. Drawing on peer-reviewed journal articles, book chapters, and selected dissertations, the review maps how pastoral formation is conceptualized, the roles attributed to different modes of theological education, and the cultural, ecclesiastical, and historical dynamics shaping ministerial identity in the Caribbean. The findings reveal that pastoral formation in the Caribbean is best understood as a holistic, relational, and contextually embedded process rather than a linear or exclusively institutional endeavor. Formal theological education provides doctrinal grounding and critical reflection, while informal learning through lived ministry and non-formal education through mentoring and structured training play equally formative roles. Persistent tensions between Spirit-led authority and academic preparation are shown to be rooted not merely in ideology, but in colonial histories, Pentecostal and revivalist spirituality, and community-based constructions of authority. Building on these insights, the article proposes an Integrated Caribbean Formation Model emphasizing complementarity rather than hierarchy among formation pathways. The study concludes by outlining implications for theological institutions, churches, denominations, and policy frameworks, and by identifying priorities for future empirical research. In doing so, it contributes a contextually grounded framework for reimagining pastoral formation in contemporary Caribbean ministry.

This study investigated the effects of Pre-Reading Activities on Junior Secondary Students’ Achievement in terms of inferential and critical comprehension in Nassarawa Eggon Local Government Area (LGA) in Nasarawa State, Nigeria. Two objectives and two research questions were raised, while two hypotheses were formulated and tested at 0.05 level of significant. The study employed non-randomize pre-test, post-test quasi-experimental control group research design. The population of the study comprised of 2,467 Junior Secondary 11 students from all the 38 public secondary schools in the study area, with a sample of 100 participant from two intact classes. The experimental group consisted 0f 55 students, while the control group consisted of 45 students. The study employed simple random sampling technique to select the schools that were used for the study. Reading Comprehension Achievement Test (RCAT) was used as the instrument for data collection. Descriptive and inferential statistics of Mean and standard deviation were employed to answer the research questions and the hypotheses, at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that the treatment group taught reading comprehension skills using pre-reading activities scored higher than the control group. There was a significant difference in the achievement mean scores of the treatment group against the control group. The study concluded that the implication of the findings showed that teachers of English language could use the pre-reading activities to help in improving students ’achievement in other aspects of English language. It wass recommended among others that teachers of English language should ensure the use of appropriate teaching strategies to activate students’ prior knowledge to enhance their achievement in reading comprehension and interpretation of what they read.

Secondary school mathematics students’ often showed disengagement in the subject. This has caused more harm than good in education industry as these students show low interest in the subject. Therefore, this study examines the pivotal role of local games in stimulating and sustaining secondary school mathematics students’ interest. Local games, rooted in cultural traditions, offer a promising avenue to address these issues by integrating play with mathematical learning. These games, such as Ludo, or traditional puzzle-based activities, inherently involve elements like counting, probability, geometry, and strategic reasoning, making abstract mathematics tangible and enjoyable. By stimulating interest, local games foster intrinsic motivation through hands-on experiences. They help students bridge the gap between their pre-existing notions and scientific explanations by demonstrating the practical application and relevance of mathematics. This approach fosters cognitive conflict, prompting students to critically evaluate their existing ideas and reconstruct their knowledge based on scientific principles. These local games approaches of learning mathematics reduce anxiety, as students associate learning with fun rather than rote memorization. Sustaining interest occurs via repeated engagement; games encourage peer collaboration, competition, and real-life application, leading to long-term retention of concepts like probability, fractions in resource division or patterns in board setups.

Garcinia kola (bitter kola) is widely consumed in West Africa and is traditionally regarded as a hematinic agent capable of improving blood parameters. Despite its extensive ethnomedicinal use, scientific evidence supporting its erythropoietic benefits remains inconsistent. This study evaluated the effect of sub-chronic administration of ethanolic seed extract of Garcinia kola on erythroid indices in healthy male Wistar rats. Thirty male Albino Wistar rats (130–180 g) were randomly assigned into three groups (n = 10 per group). Group A served as control and received standard chow and water only. Group B received 100 mg/kg body weight of ethanolic Garcinia kola seed extract orally for 28 days, while Group C received 200 mg/kg for the same duration. At the end of the treatment period, blood samples were collected via cardiac puncture and analyzed for hemoglobin concentration (Hb), packed cell volume (PCV), and red blood cell (RBC) count. Data were expressed as Mean ± SEM and analyzed using one-way ANOVA followed by post-hoc LSD test, with statistical significance set at p ≤ 0.05. Sub-chronic administration of Garcinia kola extract produced slight, non-significant reductions in hemoglobin levels and packed cell volume in both treatment groups compared with control (p > 0.05). Red blood cell counts showed minimal variation, with a marginal increase in the low-dose group and a slight decrease in the high-dose group, neither reaching statistical significance. Overall, no dose-dependent erythropoietic enhancement was observed. The findings do not support the traditional claim that Garcinia kola exerts hematinic effects in healthy subjects. At doses of 100–200 mg/kg administered over 28 days, the ethanolic seed extract did not significantly alter erythroid indices in male Wistar rats. While the extract appears hematologically safe within the studied range, its purported blood-boosting properties warrant reconsideration. Further studies involving anemic or diseased models are recommended to determine whether its effects differ under pathological conditions.