Nnamdi Azikiwe University Journals
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THE NEW INTERNATIONAL ECONOMIC ORDER AND THE ECONOMIC DEVELOPMENT OF DEVELOPING COUNTRIES
No full textThe New International Economic Order (NIEO) originated as a set of proposals put forward in 1974 by some developing countries through the United Nations Conference on Trade and Development to promote their interests by improving their terms of trade, increasing development assistance, developed-country tariff reduction, and other means. This paper evaluates the genesis of the New International Economic Order in the development agenda of the developing countries. The study revealed that the NIEO was conceived to be a revision of the International Economic System in favor of the developing countries, replacing the previous system which had benefited the leading states that had created it – especially the United States. It was further revealed that while the Order was demanded by the Non-Aligned Movement, the term itself was derived from the Declaration for the Establishment of a New International Economic Order, adopted by the United Nations General Assembly and referred to a wide range of trade, financial, commodity, and debt- related issues. It was however concluded that although the entire idea of a NIEO was indeed the product of an agenda for discussions between industrial and developing countries, focusing on restructuring of the world’s economy to permit greater participation by, and benefits to developing countries, the Order as originally conceptualized failed to achieve successful implementation of its objectives for half a century leading to the emergence of the Progressive International, a movement of movements launched in May, 2020 with the aim of uniting progressive forces globally with a renewed NIEO campaign based on a more proactive and sober assessment of the original idea. The paper recommends inter alia that: international cooperation for development should be made a shared goal and common duty of all countries, thus thrusting into prominence the reality of interdependence of all the members of the world community
UNEARTHING THE RELEVANCE OF ARTIFICIAL INTELLIGENCE IN CUSTOMARY ARBITRATION UNDER AFRICAN JURISPRUDENCE
No full textOver the years, customary arbitration has played very important role in maintenance of peace and coexistence among the people indigenous to Africa. Generically, arbitration is a form private settlement of dispute. It is a form of dispute resolution mechanism outside the normal court proceeding. In Africa, until the introduction of western methodology in the administration of justice and subsequent classification of disputes into civil and criminal, arbitration had remained the tool for social equilibrium and management of cohesion among the indigenes. Due to advance in technology, artificial intelligence becomes germane in every field of human endeavour including settlement of disputes. The objective of this paper is to unearth the relevance of artificial intelligence in customary arbitration under African jurisprudence. The paper was commenced by reviewing the modus operandi of the customary arbitration in Africa. For this purpose, the paper adopted a doctrinal research method. It was discovered among others that the dichotomy of disputes into civil and criminal by the western adjudication system had downplayed the scope of customary arbitration in Africa among other challenges. Codification of African dispute settlement system methodology is also a challenge, hence the need to employ artificial intelligence. It was based on the foregoing that recommendations were made among which is the use of artificial intelligence in customary arbitration in Africa
Land Suitability Analysis for the Commercial Cultivation of Jatropha Curcas Linneaus in Yobe State, Nigeria
No full textThis study assessed land suitability for the commercial cultivation of Jatropha curcas L. in Yobe State, Nigeria, using geospatial techniques and multi-criteria decision analysis (MCDA). Eight criteria were analyzed: rainfall, temperature, soil texture, soil pH, land use/land cover, slope, proximity to roads, and proximity to gas stations. Each criterion was mapped and standardized using the Analytical Hierarchy Process (AHP) and reclassified in ArcGIS 10.8 to identify optimal sites for cultivation and estimate potential biofuel and electricity output. Results showed that suitability levels varied across the state. Highly suitable areas covered approximately 11.15%–49.72% of the land depending on the factor considered. AHP weights revealed rainfall (21.1%), soil texture (14.9%), and temperature (14.5%) as the most influential factors, while road proximity (7.6%) had the least impact. Overlay analysis indicated that 23.32% of the southern region is highly suitable, 34.56% moderately suitable, and 42.12% marginally suitable for large-scale cultivation of J. curcas. The estimated energy generation potential from these areas was 689,726.05 m³ of biofuel which could be produced through transesterification, suitable for industrial lubricants, cosmetics, agro-biopesticides, and livestock feed supplements. Additionally, the fuel has the potential to generate approximately 7,138,664.6 kWh of electricity annually, offering an opportunity to power homes and devices, particularly in rural communities with limited access to energy. The findings underscore the economic and environmental importance of site selection for bioenergy projects. It recommends strategic investments in both small-and large-scale cultivation of J. curcas in identified suitable areas to support energy access, climate resilience, and rural development. 
EXPLORING THE PERCEIVED INFLUENCE OF IMPROVISED CONSUMABLE CHEMICAL SUBSTANCE IN INSTRUCTIONAL DELIVERY ON STUDENTS’ INTEREST IN LEARNING CHEMISTRY
No full textThe study investigated the perceived influence of improvised consumable chemical substance in instructional delivery on students’ interest in learning chemistry. A survey design was adopted for the study. The population of the study comprised of nine hundred and seventy-four (974) SSII chemistry students in Awka South L.G.A, Anambra State. The stratified random sampling technique was used to select one hundred and fifty-nine (159) SSII chemistry students from the population as the sample. Four research questions and one null hypothesis tested at 0.05 level of significance guided the study. The reliability coefficient of the instrument was established using Cronbach- Alpha Method and it was 0.83. Four-point scaled structured questionnaire of 34 items was used as instrument for data collection. Mean and standard deviation were used for data analysis while the null hypothesis was tested using z-test statistical tool. Findings from the study revealed amongst other things that improvised consumable chemical substances can aid bridge resource gaps in underfunded schools and provide equal learning opportunities and passion thereby encouraging creativity and innovation among students, fostering a deeper interest in the subject. Improvisation activities should be integrated into the chemistry curriculum to enhance hands-on learning experiences and promote critical thinking skills. It was also discovered that improvised chemical consumable substances influenced more female students\u27 interest than male student’s interest in learning chemistry. Null hypothesis revealed that there is no significant difference between the male and female students on the influence of improvised consumables chemical substance in instructional delivery on students’ interest in chemistry. Based on the findings, recommendations were however made. 
COMPARATIVE EFFECT OF INDIVIDUALISED AND COOPERATIVE LEARNING STRATEGIES ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN MATHEMATICS
No full textThe study investigated comparative effect of individualised and cooperative learning strategies on secondary school students’ achievement in Mathematics. It covered the topics of venn diagram, union set, interception set, empty set, mean, media all are under set theorem and measure of central tendency. Two research questions and two hypotheses were used to guide the study and relevant literature were also reviewed. The study adopted quasi-experimental design and the study was carried out in Awka Education Zone in Anambra State. The population of the study comprised of 8,583 SS II Mathematics students from 65 co-education secondary schools in Awka Education Zone. Out of the 65 co-educational secondary schools in Awka Education Zone, six schools were drawn. The sample consisted of 270 SS2 students (100 males and 170 females). The sample was obtained using multi-stage sampling procedure. Fifty Mathematics Achievement Test (MAT) structured from WAEC past question papers was used as instruments for collecting data for achievement. The instrument was subjected to face and content validation. MAT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficient of 0.81. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed that individualised learning strategies are more effective than cooperative learning strategies for student achievement in Mathematics. Male students showed more achievement with both strategies than their females counterparts. Recommendations was that government should support teacher training in individualized strategies and promotion of cooperative methods in the education curriculum to enhance achievement in Mathematics. From the recommendations, conclusions and educational implications were made. 
REFORMING LEGAL FRAMEWORKS FOR SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA: A PATHWAY TO INNOVATION IN TIMES OF NATIONAL CRISIS
No full textThe advancement of science and technology education is vital to Nigeria’s sustainable development and global competitiveness. However, persistent insecurity and economic crises have disrupted science teaching, exposed institutional weaknesses, and revealed the inadequacy of existing legal frameworks to support a resilient education system. The central problem this research addresses is the insufficiency of Nigeria’s current legal and policy structures to effectively safeguard and promote science and technology education, particularly in crisis-prone and underserved regions. This raises key research questions: To what extent do Nigeria’s legal instruments provide enforceable and adaptable support for science education? What legal reforms are necessary to make the system inclusive, resilient, and future-proof? The purpose of this study is to critically evaluate the legal and policy environment governing science and technology education in Nigeria, identify systemic gaps, and propose reformative measures aligned with international best practices. Drawing on a rights-based approach to education and the innovation systems theory, this paper employs qualitative legal analysis to review key statutes, including the Constitution, the National Policy on Education, the Universal Basic Education Act, and the National Science, Technology and Innovation Policy. Comparative models from Kenya, India, and South Africa are also examined to derive bestpractice insights. The findings reveal that although Nigerian laws acknowledge the importance of science education, they lack comprehensive, enforceable, and context-sensitive provisions necessary for effective implementation. The results show that the absence of digital infrastructure mandates, legal protections for virtual learning, and institutional coordination mechanisms undermines the delivery of science education, especially during national emergencies. The study recommends the enactment of a Science and Technology Education Reform Act, the inclusion of mandatory digital infrastructure provisions in relevant laws, and the development of legal protections for e-learning platforms to safeguard educational continuity. It further advocates for integrating adaptive learning frameworks and strengthening inter-agency collaboration. 
RELATIONSHIP BETWEEN ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN PHYSICS IN AWKA EDUCATION ZONE, ANAMBRA STATE
No full textThe study investigated the relationship between academic resilience and academic achievement among secondary school students in Physics in Awka Education Zone of Anambra State. The research was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. Correlation research design was adopted for the study. The population of the study comprised 2532 secondary school two (SS 2) students offering Physics from 62 public secondary schools in the Zone. Multi-stage sampling procedures was used to draw 345 sample size from the population. The instruments used for data collection included; Physics Resilience Questionnaire (PRQ) and average scores of students for 2024/2025 academic session. The instrument PRQ was validated by three experts, two from the Department of Science Education and one from Educational Foundations (Measurement and Evaluation unit), all in Nnamdi Azikiwe University, Awka. The reliability of the instruments were established using Cronbach\u27s alpha, with coefficients of 0.79 for PRQ, indicating satisfactory internal consistency. The data collected were analyzed with Pearson Product-Moment Correlation and Multiple Linear Regression analysis, using Statistical Package for Social Sciences (SPSS, version 25). The findings of the study showed that there is a weak positive relationship between academic resilience and academic achievement among SS2 students offering Physics. The study further showed a weak positive significant relationship between academic resilience and academic achievement among male students while it showed a moderate positive significant relationship between academic resilience and academic achievement among female students. Based on the findings, the study concluded that students who demonstrate higher levels of academic resilience tend to perform better academically, but the influence of resilience on achievement is relatively low. Furthermore, academic resilience contributes more significantly to the academic achievement of female Physics students than male students. The study recommended amongst others that schools should design interventions such as mentorship, peer-support groups and problem-solving activities that strengthen students’ ability to cope with challenges in Physics learning
EFFECT OF ADVANCE ORGANIZERS ON ACADEMIC ACHIEVMENT AND RETENTION OF KINETIC THEORY OF MATTER AMONG BASIC SCIENCE AND TECHNOLOGY STUDENTS IN UYO
No full textThis study examined the effect of Advanced Organizers on academic achievement and retention of Kinetic theory of matter concepts among Basic Science and Technology students in Uyo. Four research questions and four null hypotheses gave direction to the study. The study adopted a non- randomized pre-test, post-test, control group quasi-experimental design. The population consisted of 2,010 Junior Secondary Two (JSS2) Basic Science and Technology students, while 200 students obtained through simple random sampling technique formed the sample size. A researcherdeveloped instrument: Kinetic Theory of Matter Achievement Test (KTMAT), with a reliability co-efficient of 0.87 determined using Kuder- Richardson 21 formula, was used for data collection. The statistical tools used for analysis were the mean, standard deviation and Analysis of Covariance. The findings indicated a significant difference in the mean achievement, retention scores of students taught Kinetic Theory of Matter using Advance Organizers, and of those taught using Expository teaching method in favour of the students taught using Advance Organizers. Also, there was no significant influence of gender on the mean achievement and retention scores of the students when exposed to Advance Organizers. Consequently, it was recommended among others that, Basic Science and Technology teachers should make effective use of Advance Organizers teaching strategy in teaching Kinetic Theory of Matter concepts in Junior Secondary School. 
INTEGRATING AI CHATBOTS FOR EMERGENCY COMMUNICATION IN TEACHING AND LEARNING IN UNIVERSITIES IN ANAMBRA STATE: A CASE STUDY OF CHUKWUEMEKA ODUMEGWU OJUKWU UNIVERSITY, IGBOARIAM
No full textThe integration of Artificial Intelligence (AI) chatbots into emergency communication systems in higher education holds significant promise for enhancing safety and responsiveness in universities. This study investigates the application of AI chatbots for emergency communication within Chukwuemeka Odumegwu Ojukwu University (COOU) in Igboariam, Anambra State, Nigeria. As universities face various emergencies—including natural disasters, health crises, and security threats—the effectiveness of communication is critical. Traditional communication methods often fail to provide the immediate and clear information needed during such critical times. This research explores how AI chatbots can bridge this communication gap by offering real-time responses, disseminating important safety information, and guiding students and staff through emergencies. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews with university stakeholders, including students, faculty, and administrative staff. Initial findings indicate that AI chatbots can significantly enhance emergency communication efficiency, improve stakeholder engagement, and foster a proactive culture of safety on campus. Additionally, insights into the potential challenges and barriers to chatbot implementation in the Nigerian educational context are discussed. Overall, this research contributes to the growing body of literature on AI applications in education and highlights the need for innovative communication strategies that support effective crisis management. The findings underscore the potential of AI chatbots to transform emergency communication practices in universities, ensuring that educational institutions can maintain safety and a conducive learning environment even during unforeseen crises. Future recommendations for implementing AI chatbots in emergency communication systems are also provided