Nnamdi Azikiwe University Journals
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SOCIAL INTELLIGENCE AS A PREDICTOR OF SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMISTRY IN CROSS RIVER STATE, NIGERIA
No full textThe study investigated social intelligence as a predictor of secondary school students’ academic achievement in Chemistry in Cross River state, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted the predictive correlation research design. The population of the study was 6, 376 senior secondary two (SS2) students of Chemistry in the public secondary schools in Cross River State, from which 800 students were sampled for the study. The instrument for data collection was the Tromsø Social Intelligence Scale (TSIS), validated by three experts. The reliability the instrument was established using Cronbach Alpha with coefficient of internal consistency of 0.79. The instrument was administered to the students with the help of six research assistants. The data obtained was analyzed using simple and multiple linear regressions. The findings of the study revealed among others that 0.6percent of the variance in students’ Chemistry scores is predicted by social intelligence. Furthermore, achievement in chemistry were significantly predicted by social intelligence F(1, 2799) = 4.487, p < .05. It was recommended among others that, teachers should incorporate more collaborative and interactive activities in Chemistry classrooms to enhance students’ social skills
EFFECT OF COMPUTER SIMULATIONS PACKAGE ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS IN ANAMBRA STATE
No full textThis study investigated the effect of Computer Simulation Package (CSP) on academic achievement of students in physics. The research design was quasi experimental research design, specifically, non-equivalent control group. The sample consisted of 65 senior secondary school two (SSII) students which is made up of 50 experimental group (28 males and 22 females) while control group was 15 students (2 males and 13 females) drawn from two co-educational secondary schools in Awka Education Zone of Anambra State. Instrument used for data collection was Physics Achievement Test (PAT) which was validated by physics education lecturers from science education department and pilot-tested in another zone. Scores obtained from pre-test and post-test were used to estimate the instrument reliability and its reliability co-efficient was found to be 0.88 using Kuder Richardson formula 20. The hypotheses were tested at 0.05 level of significance using ANCOVA. The result revealed that computer simulation was more effective in enhancing students’ academic achievement in physics than lecture method; there was no significant difference on students’ academic achievement due to gender. It was recommended that computer simulation package should be adopted for teaching physics concepts. Based on the findings, it was concluded that computer simulation should be employed in physics teaching in order to improve the students’ academic achievement and increase their retention capacity and also the government and education stakeholders should encourage the use of computer simulation package in teaching physics in secondary schools
SOCIAL MILIEU AS A PREDICTOR OF SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN AWKA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE.
No full textSocial milieu as a predictor of science students’ academic performance in Awka south LGA of Anambra State, Nigeria is guided by the three (3) research questions and three (3) hypotheses tested at 0.05 level of significance. The study adopted a correlational research design. Population of the study comprise of 2126 senior secondary two (SS2) students’ with a sample size of 180 students by proportionate stratified random sampling technique drawn from 19 government-owned senior secondary schools in Awka South LGA of Anambra State. A structured questionnaire by the researchers was used to collect data from the students’. The instrument was validated by experts in Science Education and Measurement and Evaluation. The reliability of the instrument was established using Cronbach Alpha method and a reliability coefficient of 0.85 was obtained. Data were distributed and collected on the spot. The data collected were analyzed using SPSS data analysis output. The findings of the study revealed moderate positive relationship between the predictive values of family background and peer interaction on secondary school science students’ academic performance. Also, there exists a low positive relationship between school environment and students’ academic performance in science. It was recommended among others that effort be made in addressing the social milieu factors to enhance secondary school science students’ academic performance. This involves empowering students through awareness programs, equipping parents with workshops and engagement initiatives and providing teachers with training and development opportunities. 
CONFERENCE ATTENDANCE AMONG TEACHERS FOR EDUCATIONAL DEVELOPMENT IN NIGERIA: PROBLEMS AND PROSPECTS
No full textThe challenges teachers face when attending a conference for educational development in Nigeria can be numerous and complex. The country faces various socio-economic issues that directly impact the educational sector making it challenging for educators to attend conferences and continue their professional development. The study adopted a descriptive survey research design. Two research questions guided the study. The population of the study was 2,385 academic staff from the three public universities in Imo State consisting of the Imo State University Owerri 1238, the Federal University of Technology Owerri 717, and Alvan Ikoku Federal University of Education, Owerri 430. A sample of 102 academic staff representing 4% of the population was drawn using stratified random sampling technique. Twenty-item researcher-designed questionnaires titled Challenges of Attending Conferences and its Prospect (CACP) were used to elicit responses from the respondents using four-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). A test of internal consistency was carried out using Cronbach\u27s Alpha to determine the reliability of the instrument and a coefficient of 0.85 was obtained. Mean and standard deviation were used to answer the research questions. The findings of the study revealed that Conference attendance is a powerful tool for the professional development of Nigerian teachers but financial, institutional, visa, and travel restrictions, logical and security, and limited access to information constraints are essential to maximize its impact on educational development. The study recommended that Government and educational institutions should establish dedicated funds or grants to support teachers that are attending conferences. This financial assistance can cover registration fees, travel costs, accommodation, and other associated expenses. 
A SURVEY OF EDUCATIONAL INTERVENTIONS ON MENTAL HEALTH LITERACY AND LIFE ADJUSTMENT IN LAGOS STATE, NIGERIA
No full textThis study investigates the role of educational interventions in improving mental health literacy and life adjustment strategies, which include stress management, emotional regulation, and problem-solving, among adults in Lagos State, Nigeria. The study adopted a descriptive research survey. The population for this study comprised adults and youths aged 18 to 50 years in Lagos State, Nigeria. A sample size of 200 participants was selected for this study, and the sampling technique used was purposive sampling. The study used two self-developed instruments for data collection, which are the Mental Health Literacy Questionnaire (MHLQ) and Life Adjustment Inventory (LAI), with items measured on a 5-point Likert scale. Descriptive statistics were used to analyze the data. Results showed educational interventions are effective in improving mental health literacy and life adjustment strategies. The study concludes by recommending the implementation of structured mental health education programs in educational and community settings across Lagos State
KNOWLEDGE AND ATTITUDE OF REGULAR TEACHERS TOWARDS SOCIAL ACCEPTANCE OF STUDENTS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA
No full textInclusion of individuals with disabilities in regular school is enshrined in Sustainable Development Goal four SDG-4. In Nigeria, students with learning disabilities (SLDs) are found in regular classrooms with their peers without learning disabilities where the teacher may have little or no knowledge about their uniqueness. In addition, the teacher’s attitude at times determines the rate at which SLDs will be socially accepted in the regular classroom. Hence, the study investigated the knowledge and attitude of regular teachers (RTs) towards social acceptance of SLDs in Ibadan, Nigeria. One hundred and forty-five regular teachers were randomly selected in the study. The instrument used for data collection was researchers’ developed questionnaire tagged Questionnaire on Regular Teachers’ Knowledge and Attitude towards Social Acceptance of Students with Learning Disabilities. It comprised twenty items. The questionnaire was subjected to validity which was done by three experts in related fields and they positively asserted that it is detailed enough to collect relevant data in the area of study. The reliability of the instrument was tested using test re-test method and a reliability coefficient of 0.76 was obtained. Data collected was analysed and interpreted using descriptive statistics. The findings of the study revealed that RTs have high knowledge about the social acceptance of SLDs and the attitude towards them is receptive. It is therefore recommended that RTs should always have positive attitude towards social acceptance of SLDs in their classrooms
Bilingualism and Biculturalism: The Impact of Sign Language and Spoken Language Acquisition on Deaf Identity Formation
No full textBilingualism and biculturalism play a crucial role in shaping the identity of deaf individuals, particularly through the acquisition of both sign language and spoken language. This paper explores how fluency in these two languages influences the formation of deaf identity, focusing on the intersection of linguistic competence and cultural affiliation. Sign language is deeply tied to Deaf culture, providing a strong sense of community and belonging for deaf individuals. On the other hand, spoken language proficiency opens doors to mainstream opportunities, fostering engagement with the hearing world. The acquisition of both languages allows deaf individuals to navigate between Deaf and hearing cultures, often resulting in a bicultural identity. However, this process can also lead to challenges, such as identity conflicts and a sense of isolation if one language is favored over the other. The paper examines the cognitive, social, and emotional benefits of bilingualism, as well as the complexities of balancing these two languages. It also highlights the importance of educational strategies and policies that support both sign language and spoken language acquisition to foster a well-rounded identity. By promoting linguistic and cultural inclusivity, this paper argues that bilingualism and biculturalism are essential in shaping a positive and empowered deaf identity, allowing individuals to thrive in both Deaf and hearing communities. 
INFLUENCE OF TEST ANXIETY ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN SOUTH-WEST, NIGERIA
No full textThe study examined the influence of test anxiety on academic achievement of senior secondary school students in South-West, Nigeria. Five research questions and two hypotheses were formulated to guide the study. The research employed correlational survey design. The population comprised 1,468,912 students in South-West, Nigeria. The sample was three hundred and eighty-four (384) students. A self-design questionnaire was used for the study. The questionnaire was titled: Student’s Test Anxiety Level Question (STALQ). The reliability coefficient index of 0.92 was obtained using test-retest. The data collected were analyzed using mean scores, standard deviation, t-test and Pearson Product Moment Correlation Coefficient (PPMCC). The findings showed that four items recorded low extent while nine other items revealed a high extent. There was significant difference between male and female students test anxiety in senior secondary schools in South-West, Nigeria; and there was no significant relationship between students’ test anxiety level and their academic achievement. Based on their findings the study recommended that school administrators and teachers should pay more attention to students with emotional problems and refer them to schools psychological and counselling centres by adopting this will reduce students’ emotional challenges.