Nnamdi Azikiwe University Journals
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Frequency of Social Media Engagement as Correlates of University Undergraduates Academic Procrastination in Anambra State.
No full textThis study examined the relationship between undergradutes\u27 frequency of social media engagement and their tendency to exhibit academic procrastination. The proliferation of digital devices and the social media revolution has thrown up interesting trends amongst university undergradutes. While their social media engagement has been at an all time high, there are worrying signs that this may be taking a toll on their academic engagement, possibly leading to postponing important academic tasks in pursuit of immediate gratification gotten from social media engagement. This correlational study focused on 589 undergradutes from NAU Awka and Chukwuemeka Odumegwu Ojukwu University Igbariam sampled using Convenience Sampling Technique. Two instruments were employed for data collection; a researcher-made instrument titled "Social Media Engagement Frequency Questionnaire (SMEFQ)", and an Academic Procrastination Scale. Face and content validity were done by 3 experts from the Department of Educational Foundations, Nnamdi Azikiwe University, Awka, while reliability was computed using the Cronbach Alpha technique which yielded .80 and .75 for the SMEFQ and APS, respectively. Data collected were analysed with SPSS version 26. Frequency (percentages) and PPMC were used to answer the research questions, while linear regression was used to test the hypotheses. Results revealed a high frequency of social media engagement among the respondents. Also, strong positive associations were found between frequency of social media use and academic procrastination. Recommendations were made that policy and pedagogical measures are needed to help undergraduates imbibe more scholarly use of social media to help them manage their time better
EFFECTS OF FUEL SUBSIDY REMOVAL ON CONSUMPTION BEHAVIOUR AND SOCIO-ECONOMIC WELLBEING OF PRIMARY SCHOOL TEACHERS IN NIGERIA
No full textThe study examined the effects of fuel subsidy removal on consumption behaviour and socio-economic well-being of primary school teachers in Nigeria using the theoretical research design. The study is anchored on the Social Exchange theory which views consumption behaviour as a form of social exchange where individuals weigh the costs and benefits of their consumption decisions. The paper observed that the removal of fuel subsidy has remained a controversial issue in Nigeria with strong arguments for and against the policy. What is clear, however, is that this policy has had a significant impact on the consumption behaviour and socio-economic wellbeing of primary school teachers in Nigeria. The paper identified some of the changes in consumption behaviour of the populace, occasioned by the removal of subsidy. These include, but not limited to a sharp decrease in disposable income which has led to a significant cut back on spending, inability to eat balanced diet as a result of soaring prices of food items, and inability to afford transportation cost, due to high prices of fuel. Other changes in consumption behaviour resulting from subsidy removal include panic buying and hoarding of petroleum products and food items, increase in demand for alternative sources of energy, and a sharp increase in general cost of living. The paper also observed that the removal of fuel subsidy will likely lead to a decrease in investment and a slowdown in economic growth. The paper concluded that the removal of fuel subsidy has adversely affected the socio-economic well-being of Nigerian workers particularly primary school teachers. As a result of this, it was advocated that the government put in place sustained palliative to cushion the effects of subsidy removal on teachers. These should include a significant increase in minimum wage of Nigerian workers, prompt and regular payment of salaries, a review of the multiple taxation policy, and the provision of basic amenities such as good roads, access to quality health care, among other things. 
PARENTAL CONFLICT AS CORRELATES OF ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN FEDERAL CAPITAL TERRITORY, ABUJA
No full textThe study investigated parental conflict as correlate of secondary school students’ academic performance in Federal Capital Territory Abuja, Nigeria. The study employed a correlational survey research design, five research questions and three null hypotheses were formulated to guide the study. A total of three hundred and eighty-four students were drawn from the sampled schools. A self-designed questionnaire was used to collect data from the respondents. The first instrument was self-constructed questionnaire, titled Parental Conflict as Correlate of Secondary School Students\u27 Performance Questionnaire (PCCSSSPQ). The instrument contains 10 items and two sections; section A has the personal information, B contains items on parental conflict and the second instrument is the academic performance of the students in English studies and Mathematics. The instruments were vetted through use of test-retest reliability and face and content validity techniques. Reliability index of 0.72 and 0.84 for the PCCSSSPQ are found to be appropriate for the study. The Data collected is statistically analyzed using descriptive and inferential statistics. Specifically, the research questions were analyzed using mean score while the hypotheses were subjected to t-test and ANOVA (analysis of variance). The study revealed that the level of parental conflict is low and academic performance of above average. It equally revealed that parental conflict does not significantly influence students’ academic performance and no gender bias. The study recommends that marital conflict should be avoided among married couple due to the hazardous effect it may have on the academic performance of their wards, although not significant in this study. Parents should make effort to resolve marital conflict before it escalates into hostilities and violence. Child-parent attachment should be encouraged in families, which will influence the academic performance of their wards. 
LEVERAGING ARTIFICIAL INTELLIGENCE TO ENHANCE TEACHER COMPETENCE IN NIGERIA’S EDUCATION SYSTEM: TECHNOLOGICAL AND SOCIOLOGICAL PERSPECTIVES
No full textNigeria’s education system faces persistent challenges of teacher competence, inadequate digital infrastructure, and systemic inequities that limit effective teaching and learning. Artificial Intelligence (AI) presents a transformative opportunity to address these gaps by supporting adaptive instruction, automating professional development, and enhancing pedagogical decision-making. However, its integration remains constrained by infrastructural limitations, low digital literacy, and sociocultural barriers. This study develops a conceptual framework for integrating Artificial Intelligence (AI) into Nigeria’s education sector, emphasizing its transformative potential in enhancing teacher competence and advancing systemic outcomes. The framework is structured around four interrelated constructs: technological and sociological readiness, teacher professional development, AI-enhanced teacher competence, and student and system outcomes. This study explored how AI can be inclusively positioned to strengthen teacher capacity. It adopts a dual-lens framework: the technological perspective, focusing on tools, platforms, and infrastructure; and the sociological perspective, emphasizing on teacher attitudes, equity of access, and systemic readiness. The research addresses a critical gap by contextualizing AI adoption within Nigeria’s unique educational realities, rather than relying on global models that may not align with local needs. The study found out that inclusive and context-sensitive AI strategies are essential to ensure teacher empowerment, reduce inequalities, and foster resilience within Nigeria’s education system. The study concludes that AI adoption in Nigerian education requires a holistic approach that balances technology, human expertise, and sociocultural realities. It recommends that investing in robust infrastructure, sustained professional development, and inclusive policies in Nigeria educational system can leverage AI to reduce educational inequalities and align with global innovations. 
INCLUSIVE EDUCATION: ENSURING EQUAL SKILLS OPPORTUNITIES FOR ALL LEARNERS
No full textInclusive education has emerged as a transformative approach to ensuring that all learners, regardless of their diverse backgrounds, abilities and needs, have equal access to quality education and skills development opportunities. This paper explores Inclusive Education as a way of ensuring equal skill opportunities for all learners, examining key dimensions critical to fostering a just and equitable educational landscape. Inclusive education is anchored on the principle that all learners, including those with disabilities, marginalised groups and other vulnerable populations, should learn in the same setting, with appropriate support and adaptation to meet their unique needs. The relevance of inclusiveness in skill development cannot be over-stated, as that may equip every one with competences necessary for lifelong learning, employability and active participation in society. The paper critically analyses global, regional and international framework of actions, such as United Nations, Sustainable Development Goals 4, Salamanca Statement and the Convention to the Right of Persons with Disabilities (CRPD) all of which emphasize the imperative of inclusion and equitable quality education and promote lifelong learning opportunities for all. Despite these commitments, the realization of inclusive skill opportunities is not without challenges and limitation These include.: Inadequate teacher training, lack of inclusive curricula, insufficient learning materials, poor infrastructure, negative attitudes and limited policy implementation. The study outlines effective strategies for inclusive skills development, such as curricular differentiation, inclusive pedagogical practices, teacher training, policy reforms, stakeholder engagement and the integration of technology to facilitate learning for all. The paper concludes by offering recommendations and away forward for policy makers, educators and stakeholders and these include strengthen inclusive infrastructure, enhance teacher capacity, fostering community and parental involvement. Emphasising a learner centred approach and sustained multi-sectoral calibration is essential to dismantle challenges and ensure that inclusive education truly translate to equal skill opportunities for all. 
ASSESMENT OF TEACHERS IMPLEMENTATION OF CONTINUOUS ASSESMENT IN NASARAWA SOUTH SENATORIAL DISRICT OF NASARAWA STATE
No full textThis study examined assessment of teachers’ implementation of continuous assessment in senior secondary schools in Nasarawa South Senatorial District of Nasarawa State. Descriptive research design was employed for the study. The population of the study consisted of all teachers in 146 Public Senior Secondary Schools in the Senatorial District. 1024 teachers out of the total population of 5220 were selected through simple random sampling technique. A 30-item questionnaire was used to collect data from the selected schools. Mean and standard deviation were used to answer the research questions, while t-test was used to test the hypotheses at 0.05 level of significant. Findings from the study revealed that there was no significant difference between male and female teachers on the implementation of continuous assessment in secondary schools, there was no significant difference between rural and urban teachers on the implementation of continuous assessment in secondary schools, and there was no significant difference between B.Ed. and NCE teachers on the implementation of continuous assessment in secondary schools. Recommendations were that only Experienced teachers’ who have been trained in Education should be employed in schools by the government and adequate continuous assessment materials should be provided by the government to all schools both the urban and rural to enable teachers’ carry out continuous assessment effectively among others
EXPLORING THE SYMBOLIC BOND BETWEEN CAREER EDUCATION AND ECONOMIC DEVELOPMENT
No full textThis paper explores the symbolic and practical connections between career education and economic development, with a specific focus on the Nigerian context, particularly Oyo State. Career education serves as a bridge linking educational experiences with labor market outcomes by equipping individuals with relevant competencies, knowledge, and aspirations for sustainable livelihoods. Through an analytical lens grounded in developmental theories and recent empirical findings, this study highlights how career education facilitates human capital formation, promotes productivity, and reduces unemployment. The paper recommends strategic investments in technical and vocational education, policy alignment, and public-private partnerships to strengthen this educationeconomy linkage. 
Hydrogen as a Clean Energy Vector: Challenges and Barriers to Widespread Adoption
No full textHydrogen is increasingly recognized as a pivotal clean energy vector capable of substantially advancing global decarbonization goals. As a flexible energy carrier, it can be derived from a variety of renewable and non-renewable sources and applied across multiple sectors, including transportation, industrial processes, and power generation. Its capacity to curb greenhouse gas emissions and lessen reliance on fossil fuels has driven a surge in global interest, accompanied by significant investments and supportive policy actions. Despite its potential, the widespread implementation of hydrogen energy faces several formidable challenges. These encompass technical constraints such as efficient storage, safe transport, and the development of supportive infrastructure; economic issues tied to high production costs and limited market competitiveness; environmental concerns regarding lifecycle emissions and the sustainability of different hydrogen production pathways; and regulatory and social barriers including fragmented policy frameworks, safety regulations, and public perception. Overcoming these interconnected barriers is vital for harnessing hydrogen’s full role in the energy transition. This chapter offers a strategic roadmap for advancing hydrogen deployment by emphasizing technological innovation, coherent policy frameworks, international cooperation, and targeted financial investments. Through an integrated analysis of the hydrogen energy ecosystem and actionable strategies, this work aims to inform stakeholders, support evidence-based policymaking, and expedite the adoption of hydrogen as a foundational component of a sustainable and resilient global energy system
EARNINGS MANAGEMENT AND RETURN ON EQUITY OF NON-FINANCIAL FIRMS ON NIGERIA EXCHANGE GROUP
No full textIn line with accounting theory, earnings are taken into account as a measurement when assessing performance. This study examined the effect of earnings management on return on equity of listed non-financial firms in Nigeria. This study specifically seeks to ascertain the effect of discretionary accrual earning management and real earning management on return on equity of listed non-financial firms in Nigeria. The study adopted Ex post facto research design. The population of this study comprised of ninety-five (95). Purposive sampling technique was used to select seventy–four (74) listed non-financial firms as sample population. Data were obtained from secondary sources for a period of 13years covering 2011-2023. The study found amongst others that, discretionary accrual earning management and real earning management have no significant effect on return on equity of listed non-financial firms in Nigeria. Based on the findings of this study, it is recommended that since discretionary accrual earning management has no significant effect on return on equity, the study recommends that management should be encouraged to reduce their means of changing accounting estimates
