The objective of this research is to explain the factors contributing to the obstinacy of marijuana against legal repression in Cameroon throughout the case study of Semi-Bantu people, by examining the cultural practices and beliefs shaping the relationship between cannabis and the concerned indigenous populations. The research design is explorative, using qualitative method of the research. Ethnography has provided Primary data through interviews and direct observation, using a containing open-ended questions Form. Because of the repression from the police about cannabis and ethical considerations, the researcher has avoided Focus groups discussions. Secondary data were provided by written sources and Internet. Data analysis consisted in Explanation, Comment, Comparison. Functionalism and Cultural Interpretative approaches have been exploited to explain facts. According to the Research findings, Cannabis resists to legal repressions because, it is a Culture Core, a cultural feature that is fundamental among Semi-Bantu people’s ways of making their living; including Food, Ethno medicine, Spirituality, Social Organization, and other domains of Semi-Bantu’s Ethno Science. Cannabis is embedded in Semi-Bantu’s traditions. The Government’s Law preventing people from Cannabis Use, is culturally incompatible or inappropriate. The Survival of Cannabis to Law is also due to its high prize in the black market, it provides much more than other Crops. As suggestion, Local cultural practices and beliefs should be taken into account before the implementation of any Policy. Failure in the application of that principle has caused the resistance from the concerned populations in Cameroon.

The study assessed Gender Sensitive Pedagogical Practices (GSPP) in Science, Technology, Engineering, Arts and Mathematics (STEAM) education among senior secondary schools in Gwagwalada Area Council of FCT, Nigeria. Four research questions were answered and four hypotheses were tested at 0.05 level of significance. The study adopted a descriptive survey design. The population of the study was 499 comprising 82 teachers and 417 students of 13 private secondary schools in Gwagwalada Area Council of FCT and a sample of 50 teachers and 180 students was drawn. The instruments used for data collection were structured questionnaires designed by the researchers. Data was analysed using mean, standard deviation and independent t-test. Findings of the study revealed that significant difference existed between the mean responses of teachers and students concerning the extent of use of GSPP in STEAM Education in the sampled senior secondary schools (p = 0.000 < 0.05). The study also found a significant difference in the mean responses of male and female students concerning the benefits of GSPP in STEAM in Education (p = 0.023 < 0.05). Furthermore, findings revealed no significant difference in the mean responses of male and female teachers on the challenges militating against the implementation of GSPP in STEAM Education (p = 0.714 > 0.05). Finally, the finding on the strategies for overcoming the challenges of GSPP in STEAM Education in senior secondary schools revealed no significant difference in the mean responses of male and female teachers (p = 0.924 > 0.05). The study concluded that GSPP are essential in STEAM education in senior secondary schools because they foster equity among students, inclusivity, critical thinking and better learning outcomes for all students regardless of gender. It was recommended that senior secondary teachers should adopt inclusive teaching techniques that allow full participation of students in STEAM education. Senior secondary school teachers should also be encouraged to create learning environments for students that support GSPP in STEAM education.

Abstract: This study investigated the integration and effectiveness of blended learning in Science, Technology, Engineering, Arts and Mathematics (STEAM) Education among senior secondary schools in the Federal Capital Territory (FCT), Nigeria. Blended learning, which integrates traditional face-to-face instruction with digital technologies, is increasingly recognized as a strategy to enhance teaching and learning outcomes. The study examined teachers’ and students’ perceptions of blended learning, the extent of technology integration in classrooms by teachers, challenges faced during implementation, and the impact of blended learning on students’ engagement and academic performance. A descriptive survey design was adopted, and data were collected using structured questionnaires on four-point and five-point scales administered to a sample of senior secondary school teachers and students in two (2) selected schools in FCT. The selected schools are in Gwagwalada and Abuja Municipal Area Councils. Three hundred and ninety-five (395) students and 39 teachers were sampled for the study. The findings revealed a moderate level of blended learning integration by teachers in their teaching practices. While both teachers and students agree that blended learning is effective in teaching and learning, challenges such as teacher gender imbalance in favour of female teachers, limited number of science-related teachers, limited time to prepare digital content, technical issues disrupting blended learning sessions and limited digital devices for students. The study concluded that for blended learning to be fully effective in FCT senior secondary schools, there must be strategic investment in technological infrastructure, continuous professional development for teachers, and policy support. Some recommendations, among others, were made such as the government should address teacher gender imbalance by launching targeted recruitment drives to attract male STEAM educators and promote gender-neutral hiring policies to ensure balanced representation; Government should rebalance STEAM subject expertise by sponsoring teacher training programmes in engineering, technology and mathematics; Stakeholders should provide teachers with curated digital repositories to reduce preparation burden on the teachers.

This study is on access to Science, Technology, Engineering, Arts and Mathematics (STEAM) Education as correlate to junior secondary school students' interest and performance in mathematics in Gwagwalada Area Council, Federal Capital Territory (FCT), Nigeria. The research had three research questions and tested two hypotheses. The study adopted a correlational research design on a population of 8,206 public junior secondary school students in Gwagwalada Area Council, FCT. One hundred and eighty (180) students were selected from two schools using multistage sampling technique as the sample for the study. The instruments used for data collection were: Access to STEAM Education Questionnaire (ASEQ) and Mathematics Interest Inventory (MII). Students’ Mathematics Achievement Performance Scores were also collected from the sampled schools. The reliability coefficients of ASEQ and MII were 0.83 and 0.81 respectively. The research questions were answered using descriptive statistics (Mean and Standard deviation) while the hypotheses were tested using the Spearman Rank Correlation at 0.05 level of significance. The findings revealed that students had access to STEAM education which boosted their interest for mathematics. However, there was a weak negative relationship between access to STEAM Education and Students’ Academic Performance in Mathematics (SAPM). Moreover, a strong positive significant relationship (r = 0.600, p = 0.000; p<0.05) between access to STEAM education and students’ interest in mathematics was obtained while the negative relationship between access to STEAM education and SAPM was not significant (r = -0.071, p = 0.173; p>0.05). This was due to the inability of teachers to cover the scheme of work, poor exam condition, small sample size taken in this study, and availability of STEAM facilities. The study concludes that access to STEAM education enhances students’ interest in mathematics while academic performance in mathematics was negatively correlated. Based on the findings, it is recommended that Secondary school authorities should introduce specialized STEAM subjects, clubs or projects that will relate real world applications and interdisciplinary learning. In addition, teachers should design interdisciplinary projects in science and art that would explicitly demonstrate how STEAM approach is used to promote deeper interest for mathematics. Also, the government should ensure STEAM projects and lessons are closely aligned with mathematics curriculum standards to reinforce students’ performance in mathematics.