Nnamdi Azikiwe University Journals
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A Dyadic Approach of Gaslighting Behaviours and Marriage Harmony of Intra-ethnic Spouses in Mkpat Enin Local Education Committee of Akwa Ibom State.
No full textThe study aimed at determining the relationship between gaslighting behaviours and marriage harmony of intra-ethnic spouses in Mkpat Enin Local Education Committee Akwa Ibom State. Three research questions were raised for the study. A correlational survey design was adopted while the population comprised 2,207 female teachers from the 49 public primary schools in the study area. A sample size of 220 teachers was selected for the study using a multi-stage sampling procedure. Out of 49 schools in the population, 20 public primary schools as well as 11 female teachers each in all the sampled schools were selected using balloting method of random sampling. The researchers developed instrument titled “Gaslighting Behaviours and Marriage Harmony of Intra-ethic Spouses Questionnaire (GRMAISQ)” were used for data collection, with a reliability co-efficient of 0.73 and 0.84 obtained through Cronbach Alpha Statistics. Pearson Product Moment Correlation (PPMC) statistics was used in answering the research questions. The finding revealed a very weak negative relationship between deceitfulness and marriage harmony of intra-ethnic spouses. The findings further revealed a weak negative relationship between contemptuousness, blame-shifting and marriage harmony of intra-ethnic spouses. It was concluded that deceitfulness, contemptuousness and blame-shifting are all gaslighting behaviours which can hamper marriage harmony. The researchers recommended among other things that, male spouses should reshape feelings of contempt into healthy means of communication while avoiding comments and gestures that would show greater disregard to the feelings and emotions of their female’s spouses
ASSERTIVE AND AGGRESSIVE COMMUNICATION STYLES AS PREDICTORS OF MARITAL INSTABILITY AMONG MARRIED TEACHERS IN OTUOCHA EDUCATION ZONE ANAMBRA STATE
No full textAbstract This study investigated assertive and aggressive communication styles as predictors of marital instability among married teachers in Otuocha Education Zone Anambra state Nigeria. Three research questions and three hypotheses guided the study. Correlation research design was adopted for the study. The population of this study comprised of 421 married teachers in the 28 public secondary schools. The purposive sampling technique was used in the study to select all the 421 married teachers in the 28 public secondary schools However, the total population was chosen as sample for the study because the population is not too large and also the population is accessible to the researcher. Three instruments developed by the researchers were used for data collection which includes Assertive communication style questionnaire, Aggressive communication style questionnaire and marital instability questionnaire with the internal consistency reliability of 0.88, 0.86 and 0.83 were obtained for the three instruments using Cronbach apha respectively. Simple linear regression was used to answer the research questions 1 to 2 while research question 3 was answered using multiple regression. But regression ANOVA was used to test the hypotheses at 0.05 level of significance. The result revealed that assertive communication style has a significant relationship with marital instability among married teachers. The finding also showed that aggressive communication style has a significant relationship with marital instability among married teachers, Based on these findings, it was recommended among others that married teacher should understand that communicating with anger is not good. And if what was discussed is not truly to his or her favour, it is important to express yourself.  
Perceived Impact of Artificial Intelligence as a Science Education Tool for Enhancing a Change in Academic Experience
No full textThe study investigated the perceived impact of artificial intelligence as a science education tool for enhancing academic experience. A descriptive design was used to gather data. One hundred and forty-seven (147) respondents, comprising twenty-one students each, which was randomly selected from seven departments in the School of Secondary Education (Science Programmes), Federal College of Education (Special), using proportionate stratified random sampling. Three research questions guided the study. A structured questionnaire, with a reliability coefficient of 0.659, established through a pilot test using the Cronbach Alpha technique, was the instrument used to draw information from the respondents. Data collected were analysed using descriptive statistics of frequency counts, percentages, and mean, and a mean of 2.50 was taken as the minimum acceptable mean score. The results showed that there is a modest level of AI integration in science education in schools, a favourable perception of this integration, and several obstacles to overcome in its use. It is concluded that although there is no proper integration of artificial intelligence, it is seen as a very effective science education tool for enhancing academic experience, also there is a positive student opinion about the integration of AI in science education. It was recommended that lecturers should encourage their students to use AI, that there be sufficient resources for AI tools, and that educators and institutions incorporate AI technologies into teaching and learning. 
CHILDREN’S LITERATURE: A VERITABLE TOOL FOR SUSTAINABILITY EDUCATION
No full textAbstract It is believed that children’s literature is a veritable literary genre that can be used by adults, parents, educators, and caregivers to teach children sustainable education so that they are empowered from cradle to take ownership of societal challenges and join the leagues of global problem solvers. To achieve the objective of this study, the researcher adopted Bronfenbrenner’s 1979 ecological system theory which states the dynamic relationship between the child’s general environment and their overall development. The study highlighted the implications of children’s literature on sustainable development goals that are children-bound and made a case for the selection of appropriate literary genres which will inculcate in young children, who will eventually take over the reins of power from the adults, the desired societal values that will ultimately lead to the realization of the much-desired sustainable education.  
PHILOSOPHICAL ANALYSIS OF TECHNOLOGY INTEGRATION IN NIGERIAN EDUCATION: BALANCING TRADITIONS AND INNOVATION
No full textTechnology integration in education is widely regarded as a pathway to innovation and development, particularly in Sub-Saharan Africa. Yet, in Nigeria, such integration is often uncritically modeled on Western epistemologies, which undermines the deep philosophical traditions subsumed within indigenous knowledge systems. This paper makes an incursion into some of the issues that have foreshadowed its proper applications. A philosophical incursion is made therefore, into the foundations of technology integration in Nigerian education, explicating the interplay between tradition and innovation based on some African epistemologies such as Yorùbá empiricism, Zera Yacob’s rationalism, Ubuntu, and Omolùwàbí. The study constructs a normative framework for ethically and culturally coherent technology use. It therefore summarizes that despite huge effort to integrate technology into education in Nigeria, the models do not reflect the values of indigenous knowledge system that is meant to aid decolonization. The study recommends a transformative model of digital education grounded in communal ethics, data sovereignty, and epistemic justice, education curriculum redesign, platform development, policy-making, and AI governance that reflect a balance between Africa’s rich intellectual heritage and the demands of the global digital age. 
ADOLESCENCE EMOTIONAL INTELLIGENCE: IMPACT OF AGE AND GENDER
No full textOur study investigated the impact of gender and age on the emotional intelligence (EI) among adolescents in Anambra State, Nigeria. Despite increasing literature on adolescent EI, findings regarding the influence of age and gender remain inconclusive, particularly within the Nigerian context. We employed the descriptive survey design, sampling 417 senior secondary school students aged between 12–21 years across six educational zones in Anambra State. The Indigenous Emotional Intelligence Scale (IEIS) was employed to collect data. T-test and ANOVA were used to analyze the data collected and hypotheses were tested at a 0.05 level of significance. Our findings revealed no significant differences in the EI mean scores between male and female adolescents across all seven dimensions of EI (interpersonal, empathy, stress tolerance, optimism, assertiveness, problem-solving and flexibility). Age, on the other hand, significantly impacted three dimensions of EI - optimism, assertiveness, and flexibility. Regarding this, middle aged adolescents (15–17 years) scored significantly higher than early adolescents (12–14 years) in these three domains. We concluded that whereas age is a significant factor in the development of certain EI dimensions, gender may not be a significant factor. Implications of the findings and recommendations were highlighted. 
Development and Evaluation of a Multimedia-Enhanced Virtual Learning Environment for Teaching Difficult Technical Drawing Concepts and Gender Based Reactions in Nigerian Secondary Schools
No full textThis study explored the effectiveness of a developed multimedia-based Virtual Learning Environment (VLE) in facilitating students’ comprehension of complex concepts in Technical Drawing, with particular attention to perceptions, gender-based reactions, and instructional design quality. Guided by the ADDIE model, the VLE addressed persistent challenges in teaching orthographic projection, sectional views, and assembly drawing in Nigerian secondary schools due to continued reliance on traditional and manual teaching methods. Quantitative analysis of students’ perceptions (n = 54) revealed highly favorable responses, with itemised mean scores ranging from 3.3 to 3.8 and a grand mean of 3.5. Students found the VLE usable, pedagogically rich, and engaging, especially in its capacity to simplify difficult content and foster individualized learning. Regarding gender, male students reported slightly higher attitude scores (M = 3.38) than females (M = 3.23), though the difference was not statistically significant, t(52) = 1.67, p > .05. This suggests the VLE’s inclusiveness across gender lines. Expert evaluation by educational technologists yielded a grand mean of 3.5, validating the platform’s design as learnercentered, procedurally structured, and interaction-rich. Most notably, a paired samples ttest confirmed a significant improvement in academic performance post-intervention, t(53) = 28.41, p < .001, with a very large effect size (Cohen’s d = 3.85). The findings collectively endorse the VLE as a highly effective, engaging, and inclusive instructional tool for Technical Drawing pedagogy in contemporary digital classrooms. 
PERCEPTIONS OF PRE-SERVICE TEACHERS ON THE INTEGRATION OF SOFT SKILLS IN TEACHER EDUCATION PROGRAMMES: A PHENOMENOLOGICAL INQUIRY
No full textThis phenomenological study explores perceptions of 17 final-year pre-service teachers at Nnamdi Azikiwe University, Awka, on soft skills integration in their teacher education program. Using Moustakas’ (1994) transcendental phenomenology and Social Cognitive Theory (Bandura, 1986, 2001), interviews revealed soft skills; communication, classroom management, emotional regulation, and adaptability, as critical for Nigeria’s diverse classrooms. Teaching practice and group work fostered self-efficacy and observational learning, yet barriers like theoretical curricula, language challenges, and limited practicum roles hindered development. Participants recommended simulations, mentorship, and emotional intelligence training to address gaps. The study advocates for experiential, mentor-supported training to enhance classroom readiness and employability. Findings underscore the need for curriculum reform to bridge theory and practice, preparing graduates for Nigeria’s educational and employment demands. Future research should assess the longitudinal impact of such interventions on in-service teachers’ performance and employability. 
RELEVANCE OF JOHN DEWEY’S PRAGMATISM TO 21ST-CENTURY NIGERIAN EDUCATION
No full textThe philosophy of John Dewey continues to hold significant relevance in addressing contemporary educational challenges, particularly within the Nigerian context. This study examines Dewey’s pragmatism, emphasizing its implications for transforming an education system that remains heavily dominated by rote learning and examinationfocused practices. The objectives of the paper are to analyze Dewey’s central ideas of experiential learning, problem-solving, democratic participation, and social relevance, and to assess their applicability to Nigeria’s current educational needs. The study adopts a qualitative approach, relying on philosophical analysis and a critical review of literature on educational reforms in Nigeria. The findings indicate that Dewey’s pragmatic orientation offers a practical framework for fostering creativity, adaptability, and responsible citizenship among Nigerian learners. However, challenges such as inadequate infrastructure, insufficient teacher training, and limited policy support hinder effective application. It concludes that integrating Dewey’s pragmatism into Nigerian education requires deliberate policy action, pedagogical reforms, and a paradigm shift toward learner-centered practices. 
Predicting the optimal replacement time for farm power and machinery using a computer programme
No full textThe least-cost machinery selection and replacement was determined in this paper, taking into account fixed, variable and timeliness costs. Replacement models for the medium size diesel-engine tractors (MF 265) were developed and solved using a microcomputer programme written in Dbase. Data obtained from agricultural mechanization schemes in two agricultural zones of Anambra State, Nigeria was used in testing the models. Tractor cumulative use was shown as the major determinant of tractor repair and maintenance costs, and therefore a major factor in the replacement decision. The remaining value of the tractor decayed exponentially with age showing the case is suitable for deterministic replacement modelling. The equivalent average annual operating cost of the tractor under the studied techno-economic situation decreased steadily with tractor age, hit a minimum value of N137,835.98 at year Five, and thereafter increased. The optimum replacement period was therefore shown to be Five years. The equivalent cost followed a 2nd order polynomial trend. The R2 value of 0.9952 and 0.9315 for the tractor’s book value and the equivalent annual operating cost respectively indicated good prediction with the models. Poor book keeping was challenging to successful computerization of agricultural machinery management. It affects timely replacement of machinery and ultimately the cropping operations timeliness, crop yield and profitability of the farm enterprise