This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study reliable data that elucidates the effectiveness of adaptive assessments in enhancing knowledge retention and engagement within educational settings. The findings reveal that adaptive assessments significantly enhance knowledge retention, as indicated by mean scores above the established cut-off point of 3.0 across all survey items. Students reported high levels of engagement, motivation and clarity regarding their learning needs when using adaptive tools. In contrast, traditional assessments received notably lower scores, suggesting limited effectiveness in fostering positive learning experiences. The study concludes that adaptive assessment tools provide a more personalised and effective approach to student learning, leading to improved outcomes in both knowledge retention and engagement. It is recommended that educators integrate adaptive assessments into their curricula to maximise student learning potential. Policymakers should consider supporting the implementation of adaptive technologies in educational institutions to enhance the overall learning experience. The research contributes to the theoretical understanding of personalised learning approaches and offers empirical evidence supporting the effectiveness of adaptive assessments in contemporary education.

Principals’ Time Management and School Effectiveness have a positive impact on public secondary schools in Kwara state, Nigeria. The study examines Principals’ Time Management and School Effectiveness in Public Secondary Schools in Kwara State, Nigeria. A descriptive research design of correlation type was adopted for this study. The population of the study was made up of 15,416 teachers and 397 principals in all the 397 public secondary schools in the three senatorial districts that constitute Kwara State (Kwara Central, Kwara North and Kwara South) using a Research-Advisor sample size. The researcher instrument used was titled Principals’ Time Management Questionnaire (PTMQ) and School Effectiveness Questionnaire (SEQ) was used to collect relevant data from the respondents. The data gathered were statistically analyzed using Mean, Standard Deviation and Pearson Product Moment Correlation (PPMC). The result obtained from the respondents revealed that time planning has a positive impact on schools ‘effectiveness as most principals have adequate time planning for the teachers in the school to enhance their teaching roles in secondary schools in Kwara state, Nigeria. It was concluded that the principal time control, time planning, time evaluation and time utilization have a positive impact on school effectiveness in public secondary schools in Kwara state, Nigeria. 

The United Nations Sustainable Development Goal 4 (SDG 4) underscores the significance of quality education for all, emphasizing the want for inclusive and equitable learning opportunities that vend lifelong learning and the acquisition of essential capabilities. In the continually evolving academic sphere, the cultivation of 21st-century abilities has emerged as a pivotal element in ensuring the provision of incredible knowledge of experiences.  This paper scrutinises pioneering pedagogical tactics designed to foster the improvement of 21st-century abilities within the context of quality education. Through examination of present instructional literature and a meticulous evaluation of practical coaching methodologies, this observation endeavours to illuminate powerful teaching strategies that foster critical thinking, ingenuity, collaboration, and virtual literacy among students. Moreover, this examination delves in addition into the position of teachers in fostering those abilities and investigates the ability to demand situations and opportunities linked with the implementation of those processes in diverse academic settings. By exploring the juxtaposition of pedagogy and 21st-century skills, this study aims to offer actionable insights for educators, policymakers, and invested stakeholders eager to cultivate resilient and adaptable learning environments.