Nnamdi Azikiwe University Journals
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Interrogating the causes and motivations of IPOB’s armed struggle in Meridional Nigeria 2012-2024
No full textThe intrinsic drivers of Indigenous People of Biafra (IPOB) movement in Southeastern Nigeria are examined in this study through a mixed-methods approach. By combining the methods, the study integrates both contextual viewpoints and statistical analysis. Qualitative data were obtained via semi-structured interviews with stakeholders to comprehend their motivations and experiences. Quantitative data were gathered through structured surveys measuring public feelings concerning injustice and self-determination, utilizing a Likert scale for nuanced responses. The study, grounded in social identity theory, included a sample of 385 respondents, determined via Cochran\u27s formula to ensure statistical validity. Data analysis combined thematic analysis with quantitative methods, employing the Karl Pearson’s correlation coefficient and the modified student’s t-test to assess correlations and significance. Findings indicate strong links between historical narratives, security dynamics, and ideological motivations. The study emphasizes the need for dialogue and community development to promote stability in Southeastern Nigeri
THE ROLE OF BUSINESS EDUCATION IN ENHANCING EFFECTIVE BUSINESS MANAGEMENT FOR ECONOMIC GROWTH AND NATIONAL DEVELOPMENT IN NIGERIA
No full textIn the quest for sustainable economic growth and national development, business education has emerged as a pivotal force in shaping managerial competence, entrepreneurial drive, and productivity. This study investigates the role of business education in enhancing effective business management for economic growth and national development in Nigeria. The study adopted a descriptive survey design to capture a broad understanding of how business education influences management practices. The population of the study was 610 respondents, comprised of business education lecturers, final-year students of business education, and managers of selected small and medium-scale enterprises (SMEs) across five Nigerian state institutions. A sample of 320 respondents were selected using purposive and stratified random sampling techniques to ensure adequate representation of business education lecturers, students, educational institutions, business education stakeholders and managers of the selected business sectors. Data was collected using a validated structured questionnaire with a reliability coefficient of 0.83 (Cronbach’s Alpha). The instrument was administered physically and electronically, depending on institutional accessibility. Analysis of data was conducted using descriptive statistical tools. Findings revealed among others that business education contributes significantly to effective business management through enhanced administrative skills, strategic planning abilities, innovation capacity and fosters economic growth. However, the study identified challenges such as limited funding, obsolete curricula, and inadequate industryacademic collaboration. The study concluded that business education, when properly structured and supported, is a vital tool for national development and economic transformation. It recommends among others that stronger partnerships between educational institutions and the private sector could be strategic pathways for maximizing its impact for effective business management. maximizing its impact for effective business management
Social Interaction, Problem-Solving, Critical Thinking, and Creative Ability as Predictors’ of Students’ Digital Learning Readiness in Public Secondary School E-learning.
No full textThis study brings attention to the predictors of students’ digital learning readiness which focuses onthe interplay among their social interaction, critical thinking, creative ability, and problem-solving asfostering factors for digital education.The study employed a predictive correlational research design.The sample size was made up of 897secondary school students in Anambra State. Instrument for datacollection were as follows; Problem Solving Inventory (PSI), Interpersonal and Communication SkillsQuestionnaire (ICSQ), California Critical Thinking Disposition Inventory (CCTDI), “How CreativeAre You? Scale and Learners Readiness for Online Learning Scale (LROLS). The data were analyzedusing standard multiple regression analyses. Our findings showed thatin the unique contribution,social interaction positively contributed to the predicting model, while critical thinking, creativeability, and problem-solving negatively contributed to the predicting model. Also, the analysis ofvariance shows that the regression equation was significant (4, 892) = 17.292, p <. 05. This impliesthat at least one of the independent variables significantly predicted students’ digital learningreadiness scores. Based on these findings, it was recommended that students should be motivated toparticipate actively in the digital learning instructional process and technological driven workshops toupdate their knowledge on digital education
NAVIGATING NIGERIA’S NATIONHOOD CRISIS IN A HATE-DRIVEN DIGITAL MEDIA SPACE
No full textDigital media has transformed various aspects of human life, including communication and societal dynamics. In developing countries like Nigeria, the younger generation, particularly youths, has embraced digital media, often competing in its usage. While digital media has facilitated significant positive advancements, it has also exacerbated negative phenomena, notably the rise of hate speech. This conceptual study, titled Navigating Nigeria’s Nationhood Crisis in a Hate-Driven Digital Media Space, examines the prevalence of hate speech in Nigeria\u27s digital media landscape. The study identifies contributing factors such as the advent of digital technology, widespread social media usage, activities of citizen journalists, ethnic consciousness, secessionist agitations, hero worship, poor leadership, nepotism, corruption, and political discontent. The unregulated and often irresponsible use of portable digital devices has enabled individuals to express themselves without regard for human dignity, decency, or societal harmony. To address this growing issue, the study recommends fostering a culture of self-accountability, selfmonitoring, and self-regulation among users. Encouraging individuals to act as their own gatekeepers can help mitigate hate speech, promoting a healthier digital environment and fostering true nationhood in Nigeria. 
EMERGINGN TREND OF ELECTRONIC PAYMENT SYSTEM IN NIGERIAN
No full textThis study investigated the economic benefits, challenges and evaluation of electronic payment system in the Nigeria economy. The study is quantitative by its nature and the study utilizes secondary data from various scholarly articles, journals, government report and periodic of similar researches conducted in the recent past. The study reveals that e-payment system makes our life better and has significant impact on the overall economic growth and individual living standard in Nigeria. The study also reveals that e-payment system in Nigeria is characterized by couple of challenges such as security, poor infrastructures, legal and regulatory issues and other socio-economic issues. The study recommends that the Nigerian Government should provide much needed support for e-payment system to be effective and convenientin order to make economic activities in the country safe and reliable to consumers, firms, enterprises and government establishments.  
An Assessment of the effectiveness of the use of e-learning in improving distant learning system and organizational development in Geography departments in colleges of education in Anambra state
No full textThe rapid advancement of technology has significantly transformed educational systems worldwide, with e-learning emerging as a powerful tool in enhancing distance learning and organizational development. This study used a descriptive survey design to assess the effectiveness of e-learning in improving distance learning systems and organizational development in Geography departments of colleges of education in Anambra State. A sample of 107 respondents (lecturers and students) was selected through simple random sampling. Data were collected using a validated and reliable structured questionnaire, analyzed using descriptive statistics, correlation analysis, and ANOVA. Results showed moderate usage of e-learning platforms, with a mean ranging from (2.24) to (2.91). Organizational development strategies were moderately adopted, with a focus on professional development (mean = 3.35). E-learning moderately enhanced learning outcomes, with a mean ranging from (2.37) to (2.73). A moderate positive correlation (r = 0.471) was found between e-learning and organizational development. Hypotheses revealed significant differences influenced by factors like marital status and age group. However, the study also found inconsistent adoption across departments, suggesting that more strategic implementation is needed for maximum impact. This study provides evidence supporting the role of e-learning in enhancing both the educational and organizational dimensions of Geography departments in Anambra State, while also highlighting the need for further investment in infrastructure and faculty training to ensure more effective integration. The findings contribute to the understanding of e-learning’s potential to reshape teaching and organizational practices in higher education in Nigeria
Relationship Between Personality Traits and Lecturers’ use of Digital Technology for Teaching Research Methods in Federal Universities
No full textThe study ascertained the relationship between personality traits and lecturers’ use of digitaltechnology for teaching research methods in federal universities in South-East, Nigeria. The studywas guided by three research questions and tested three corresponding hypotheses. Correlationalresearch design was utilized for the study. The population of the study comprised all 72 educationalresearch method lecturers in federal universities in South-East, Nigeria. No sampling was done as thepopulation is of manageable size. Data were collected using two sets of questionnaire. Data collectedwere analyzed using Pearson Product Moment Correlation. The findings of the study revealed thatvery high positive and significant relationship existed between openness and lecturers’ use of digitaltechnology for teaching research methods. Additionally, a low positive and insignificant relationshipexisted between conscientiousness and lecturers’ use of digital technologies. It was recommendedamong others that university authorities should provide institutional support and technologicalinfrastructure to shape the relationship between openness and lecturers’ use of digital technologies forthe teaching of research method
EFFECT OF ARTIFICIAL INTELLIGENCE EXPLORATORY GEOMETRY MODULE ON CREATIVITY AND PROBLEM-SOLVING SKILLS AMONG IMO STATE UNIVERSITY UNDERGRADUATES
No full textThe increasing integration of artificial intelligence (AI) into education presents opportunities toenhance teaching and learning by fostering creativity and problem-solving skills. The study centeredon Comparative Effect of Artificial Intelligence-guided Exploratory Geometry Module on creativityand problem-solving skills among undergraduates at Imo State University and Alvan Ikoku FederalUniversity of Education. The study adopted a quasi-experimental, pretest–posttest control groupdesign. This design was considered appropriate because it allowed comparison between studentsexposed to the Artificial Intelligence (AI)-guided exploratory geometry module and those taught usingtraditional instruction approach. Three research questions guided the study and three hypotheses wereformulated for the study. The population comprised all second-year and third year undergraduatestudents enrolled in mathematics and mathematics education courses at Imo State University, Owerriand Alvan Ikoku federal university of education from 2022-2025 academic session. This populationwas chosen because geometry (including plane shapes) is a compulsory component of theircurriculum at this level. A sample of 120 undergraduate students was selected using simple randomsampling technique from the department of mathematics. Thereafter, the respondents from AlvanIkoku Federal University of Education were assigned into an experimental group (n = 60) whereasrespondents from Imo State University were assigned into a control group (n = 60). Two validatedinstruments were used to collect data: the Geometry Creativity Test (GCT) and the Complex ProblemSolving Test (CPST). Reliability was established using Kuder Richardson 21 which yieldedcoefficients of 0.82 (GCT) and 0.85 (CPST).Data were analyzed using both descriptive statistics(mean and standard deviation) to answer research questions, and Analysis of Covariance (ANCOVA)to determine differences between experimental and control groups. Findings revealed that the AIguided exploratory geometry module is significantly more effective than traditional instructionalapproach in improving creativity, and complex problem-solving among undergraduates. The studyrecommends, among others, that Imo State University and Alvan Ikoku University of Educationshould invest in digital infrastructure, such as reliable internet connectivity, computer laboratories,and AI-enabled educational platforms. Access to these resources will ensure that both lecturers andstudents can engage meaningfully with AI-powered modules without technological barriers
DYNAMICS OF AI UTILIZATION ON THE DEVELOPMENT OF CRITICAL THINKING AMONG UNDERGRADUATES IN ANAMBRA STATE
No full textThe integration of artificial intelligence (AI) in Nigerian higher education has sparked significantdebate among educators regarding its effects on the development of critical thinking amongundergraduates. This descriptive survey study explored the perceptions of higher education teachers inAnambra State, regarding the impact of AI on the development of critical thinking amongundergraduates. A total of 410 participants (233 males, 177 females) aged 28–60 years (mean age =37.07, SD = 7.165) were conveniently sampled from four tertiary institutions. Data were collectedthrough physical surveys and Google Forms and analyzed using descriptive statistics (mean andstandard deviation), with a decision cut-off point of 2.5 on a 4-point Likert scale. Findings revealedthat lecturers perceive a dualistic impact of AI. They acknowledged significant benefits, viewing AIas a valuable "cognitive partner" that strengthens analytical skills, provides diverse perspectives, andreduces cognitive overload for higher-order thinking (Grand Mean = 2.82). However, they expressedeven stronger concerns about negative impacts (Grand Mean = 2.95), identifying the reduction ofintellectual struggle, uncritical acceptance of AI outputs, and the promotion of surface-level learningas major risks. Key barriers to effective integration were identified as poor technologicalinfrastructure (Mean = 3.16) and resistance from traditional educators, while ethical concerns werenot considered a primary hindrance. To foster a balanced integration, lecturers strongly recommendedinstitutional ethical guidelines (Mean = 3.11), mandatory "critical AI literacy" courses, and a redesignof assessments to measure AI-resistant skills. The study concludes that while AI holds promise, itsintegration in the Anambra context requires a strategic, regulated, and pedagogically sound approachto harness its benefits as a cognitive enhancer while decisively mitigating its threats to genuine criticalthought. Recommendations include infrastructural investment, comprehensive training, and policydevelopment
INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN CURRICULUM DELIVERY AT TERTIARY EDUCATION LEVEL IN ANAMBRA STATE, NIGERIA
No full textArtificial Intelligence (AI) is swiftly revolutionizing the education system, making its integration incurriculum delivery imperative for university lecturers to remain relevant in the changing learningenvironment. Consequently, this study explored integrating Artificial Intelligence tools in curriculumdelivery at tertiary education level in Anambra State, Nigeria. Three research questions guided the study.Area of the study was Nnamdi Azikiwe University, Awka, Anambra State. Descriptive survey designwas adopted. The researcher\u27s self-constructed 23 items questionnaire, which was validated by threeexperts was used to collect data from 40 public university lecturers in Nnamdi Azikiwe University,Awka. The reliability coefficient of the instrument was 0.75. Data collected were analyzed using mean.The findings of the study revealed that lecturers are aware of artificial intelligence tools for curriculumdelivery. Also, the findings of the study revealed that majority of the lecturers do not possess therequisite artificial intelligence skills for curriculum delivery at tertiary education level. In addition, thefindings of the study revealed that lack of technological skills, inadequate provision of ICT resources,unstable power supply among others are the challenges of integrating artificial intelligence tools incurriculum delivery at tertiary education level. Based on the findings of the study, it was recommendedamong others that Federal Government should provide training opportunities as well as sponsor tertiaryeducation lecturers in particular and other education level (primary and secondary) teachers for regulartrainings on the use of emerging technologies particularly artificial intelligence tools in curriculumdelivery to enable them acquire the skills and be able to equip the students for the future