Keyword: heuristic-based education

ABSTRACT: The persistent mismatch between the competencies acquired by graduates of vocational agricultural education and the evolving demands of the labour market has remained a critical concern in developing economies, particularly in Nigeria. Despite the strategic role of vocational agricultural education in promoting employability and self-reliance, evidence suggests that many graduates lack the practical, digital, and entrepreneurial skills required for sustainable engagement in the agricultural sector. This study examined the effectiveness of a heuristic-based instructional intervention in enhancing the employability competencies of university students enrolled in agricultural education programmes. A quasi-experimental research design involving pre-test and post-test measures was adopted. The study was conducted among undergraduate students in selected Nigerian universities, with participants exposed to structured heuristic-based learning modules tailored to agribusiness problem-solving and decision-making. Data were collected using a validated employability competency assessment instrument and analysed using mean, standard deviation, and paired t-test statistics. The findings revealed a significant improvement in students’ employability competencies following the intervention, particularly in areas of problem-solving, innovation, and practical skill application. The results support the argument that context-driven and strategy-oriented instructional approaches can effectively bridge the gap between theoretical knowledge and workplace expectations. The study recommends the integration of heuristic-based instructional models into vocational agricultural education curricula to enhance graduate readiness for the labour market and promote sustainable agricultural development.

ABSTRACT: Mathematics plays a vital role in nursing practice, as it supports essential tasks such as medication administration, fluid management, and the accurate interpretation of patient data. However, nursing students often struggle to apply mathematical concepts in clinical settings where quick and accurate decisions are crucial. The study explores a heuristic way to help students become more confident and capable in using mathematics to ensure safe and effective patient care. A learning intervention was conducted among nursing students using specially designed packets incorporating heuristic strategies for understanding clinical mathematics. Data collected before and after the intervention were analyzed to identify meaningful improvements in their skills, with results handled under strict ethical and privacy guidelines. The results showed significant improvements in students’ performance in clinical mathematics after using heuristic-based learning materials. These gains were consistent across key areas such as unit conversion, dosage calculation, fluid balance, and data interpretation. The findings confirm that focused and contextual instruction can meaningfully support nursing students in developing the skills necessary for safe and effective patient care.